This document describes several common "anti-practices" or mistakes that are frequently made when implementing eXtreme Programming (XP). It presents three stories as examples. The first story describes a senior developer refactoring code checked in by junior developers without pairing or communicating the changes, undermining their work. The second story describes a developer who feels unnecessary after taking time off and seeing the team function well without him. The third story describes a developer who finds pair programming stressful, feeling constantly observed. In each case, the coach works with the team to resolve the issues by emphasizing communication, personal goals, breaks during pairing, and flexibility in practices.
- 애자일 선언문의 원칙들
- 애자일의 오해
- 스크럼(Scrum)
- User Story
- Estimation
- XP(eXtreme Programming)
- XP Practice #1 – TDD와 테스트 자동화
- XP Practice #2 – Refactoring, CI
- 애자일 사례 소개
- 애자일 선언문의 원칙들
- 애자일의 오해
- 스크럼(Scrum)
- User Story
- Estimation
- XP(eXtreme Programming)
- XP Practice #1 – TDD와 테스트 자동화
- XP Practice #2 – Refactoring, CI
- 애자일 사례 소개
The document discusses how the South Australian Health and Medical Research Institute (SAHMRI) selected CommScope's intelligent infrastructure solutions including GigaSPEED X10D, LazrSPEED, and TeraSPEED cabling monitored by the iPatch system. This network infrastructure provides reliable, high-speed connectivity needed to support world-class medical research. The iPatch system allows technicians to quickly make changes and troubleshoot issues, reducing downtime and operating costs.
(주)인사이트컨설팅 대표이사 고명환입니다.
법인영업GA에 근무하는 컨설턴트 대상 맞춤형 강의안입니다.
한X경영지원단, 스타X치어드바이저 등에서 이미 수차례 강의를 진행하였습니다.
- 법인전환 정확하게 이해하자!!
- 법인영업과 도대체 어떻게?
- 실제 현실에선 어떤 상황이 벌어질까?
- 예상치 못한 질문에 대비하자!
http://blog.naver.com/maru7091
사회복지법인 고앤두는 2015년 7월부터 9월까지 협동조합 공부 모임을 진행했습니다. 주 교재는 아이쿱생협 신성식 경영대표가 쓴 '협동조합 다시 생각하기'입니다. 9월 3일 교재 11장부터 14장까지를 고앤두의 박우희 사무국장님이 요약, 발제했습니다.
이 공부 모임은 고앤두의 직원 교육을 외부에 오픈한 것이며, 사회복지를 비롯한 비영리단체의 지속 가능한 사업 모델 및 협동조합의 실제적인 운영 전략을 모색하기 위해 기획했습니다.
지금까지 진행된 공부 모임과 관련해서는 아래 링크의 고앤두 홈페이지에서 확인하실 수 있습니다.
http://www.gdiwelfare.org/archives/10157
XP “AntiPractices” : antipatterns for XP practices
including :
AntiPractice #1: Brownie’s works (“The boss refactored my code!”)
AntiPractice #2: Pairing Prison ("I'm always under observation!”)
presented by Kuranuki Yoshihito (Sonic Garden) and Kenji Hiranabe(Change Vision, Inc.)
This document discusses editing and narrative structure in film. It uses the example of Morgan Spurlock's "Supersize Me" to show how editing through ellipses allows the audience to fill in gaps. Narrative is constructed through editing footage together to tell a story. Common narrative theories discussed include Todorov's 5-stage model of equilibrium disruption, recognition, attempts to repair, new equilibrium. Propp's character archetypes are also explained. Modern 3-act structure is outlined. The document encourages testing these theories by finding examples that do and do not follow typical narrative rules.
C2.3.1 home learning exploration tasks update 3Gareth Hill
This document provides instructions for a series of home learning activities related to a chosen text extract. It includes tasks such as writing out the extract, explaining character choices, creating a character dossier, watching versions of the text online, and condensing the extract into sentences, words and a single word. The goals are to increase understanding of characters and contexts, and develop performing skills. Students are asked to provide evidence of completed tasks by emailing responses or photos of their work.
The document discusses how the South Australian Health and Medical Research Institute (SAHMRI) selected CommScope's intelligent infrastructure solutions including GigaSPEED X10D, LazrSPEED, and TeraSPEED cabling monitored by the iPatch system. This network infrastructure provides reliable, high-speed connectivity needed to support world-class medical research. The iPatch system allows technicians to quickly make changes and troubleshoot issues, reducing downtime and operating costs.
(주)인사이트컨설팅 대표이사 고명환입니다.
법인영업GA에 근무하는 컨설턴트 대상 맞춤형 강의안입니다.
한X경영지원단, 스타X치어드바이저 등에서 이미 수차례 강의를 진행하였습니다.
- 법인전환 정확하게 이해하자!!
- 법인영업과 도대체 어떻게?
- 실제 현실에선 어떤 상황이 벌어질까?
- 예상치 못한 질문에 대비하자!
http://blog.naver.com/maru7091
사회복지법인 고앤두는 2015년 7월부터 9월까지 협동조합 공부 모임을 진행했습니다. 주 교재는 아이쿱생협 신성식 경영대표가 쓴 '협동조합 다시 생각하기'입니다. 9월 3일 교재 11장부터 14장까지를 고앤두의 박우희 사무국장님이 요약, 발제했습니다.
이 공부 모임은 고앤두의 직원 교육을 외부에 오픈한 것이며, 사회복지를 비롯한 비영리단체의 지속 가능한 사업 모델 및 협동조합의 실제적인 운영 전략을 모색하기 위해 기획했습니다.
지금까지 진행된 공부 모임과 관련해서는 아래 링크의 고앤두 홈페이지에서 확인하실 수 있습니다.
http://www.gdiwelfare.org/archives/10157
XP “AntiPractices” : antipatterns for XP practices
including :
AntiPractice #1: Brownie’s works (“The boss refactored my code!”)
AntiPractice #2: Pairing Prison ("I'm always under observation!”)
presented by Kuranuki Yoshihito (Sonic Garden) and Kenji Hiranabe(Change Vision, Inc.)
This document discusses editing and narrative structure in film. It uses the example of Morgan Spurlock's "Supersize Me" to show how editing through ellipses allows the audience to fill in gaps. Narrative is constructed through editing footage together to tell a story. Common narrative theories discussed include Todorov's 5-stage model of equilibrium disruption, recognition, attempts to repair, new equilibrium. Propp's character archetypes are also explained. Modern 3-act structure is outlined. The document encourages testing these theories by finding examples that do and do not follow typical narrative rules.
C2.3.1 home learning exploration tasks update 3Gareth Hill
This document provides instructions for a series of home learning activities related to a chosen text extract. It includes tasks such as writing out the extract, explaining character choices, creating a character dossier, watching versions of the text online, and condensing the extract into sentences, words and a single word. The goals are to increase understanding of characters and contexts, and develop performing skills. Students are asked to provide evidence of completed tasks by emailing responses or photos of their work.
Retrospectives are not just about making you feel bad for missing your commitments, pointing fingers at your colleagues, and hearing your talkative team members go on and on. They are supposed to help your team become great. This workshop is for anyone that participates in retrospectives, doesn’t always feel they are useful and wants to learn a better way to accomplish the intended goal.
Ethan Wall reviewed his group's preliminary film task, identifying three main mistakes made: using a faulty camera twice, which required reshoots; violating the 180-degree rule; and using the faulty camera again. They managed group dynamics through fair role assignment and staying calm during disagreements. Equipment like the camera, dolly, and tape were safely handled. While no health and safety issues arose, conditions were limited to the school. They organized human resources through committed student actors and everyday costumes. Camera angles, match cuts, and white balance were used within the one-hour time frame allotted.
- The document provides instructions for writing a GED practice essay, including an outline for the introduction and body paragraphs.
- It recommends writing an introduction with a grabber sentence, transition, and thesis statement.
- Body paragraphs should each contain a topic sentence, supporting details, and concluding/anchor sentence.
- The document is due tomorrow and should include an introduction and 2-3 body paragraphs.
The document provides an outline for writing a GED practice essay, including:
1. An introduction with a grabber and thesis statement.
2. Two to three body paragraphs, each containing a topic sentence, supporting details, and concluding/anchor sentence focused on a single idea.
3. The document provides examples and explanations of each component.
1) The document is a report for a Social Psychology course assignment that required students to create a short video applying 5 social psychology concepts.
2) The 5 concepts applied in the video are dispositional attribution, unrealistic optimism, extrinsic motivation, discrimination, and aggression.
3) The video tells a story about a boy named Terence who is arrogant and does not cooperate with his group for a project. This allows demonstration of the 5 concepts.
This document summarizes Rene Morales Nogueda's final English project for the semester. It describes the various class periods and projects completed, including an autobiography, research on natural disasters, and a project interviewing businesses about hiring disabled people. It discusses the challenges of the class play project, including lack of practice time. Brief reviews are given of the other class plays, praising Grease and High School Musical but finding Cinderella boring. Overall, Rene expresses enjoying the semester's projects but hopes next semester will be better.
The document provides guidance on writing a critical response to a film by outlining the purpose and structure. It emphasizes brainstorming to organize thoughts around the theme. Students are advised to create a graphic organizer and outline to develop their ideas before writing. The summary includes introducing the text and theme in the introduction, discussing examples in body paragraphs using evidence from the text, and concluding by restating the theme.
1. The document discusses power dynamics in agile teams and how they can negatively impact collaboration if not properly mitigated. It identifies common "flaws" in human behavior like obedience, overconfidence, insecurity, and conformity that can cause individuals to misuse or abdicate their power.
2. It recommends techniques for teams to establish a collaborative culture, facilitate open discussions of ideas, make decisions jointly, and encourage individuals to be aware of their own behaviors. This includes designating devil's advocates, treating ideas as experiments, and directing soft power through questions rather than directives.
3. The ultimate goal is leveraging individual power constructively so that the best ideas can flow through teams. While change is difficult, awareness
The document discusses power dynamics in agile teams and how to use power effectively. It explains that individuals in teams can wield power through hard tactics like threats or incentives, or soft tactics like expertise or likability. Both types of power can damage collaboration if not mitigated. The document recommends generating an idea-focused culture, facilitating discussions well, making consensus-based decisions, and being aware of one's own behaviors to avoid power pitfalls. When power is used to honestly evaluate ideas rather than control outcomes, it can result in truly collaborative consensus and better solutions.
The document is a report for a social psychology group project. It includes an introduction describing the group members and their video applying 5 social psychology concepts. The method section details the equipment, procedures for shooting and editing the video. The discussion section analyzes how the concepts of dispositional attribution, unrealistic optimism, extrinsic motivation, discrimination, and aggression were portrayed in scenes from the video.
This document provides a report on a group project for a Social Psychology class. It includes an introduction outlining the project requirements to create a short video applying 5 social psychology concepts. It then describes the group members and their process for developing the story, filming the video, and editing it. The discussion section analyzes how 5 concepts - dispositional attribution, unrealistic optimism, extrinsic motivation, discrimination, and aggression - were portrayed in scenes from the video and applied to the story.
This document provides a report on a group project for a Social Psychology class. It includes an introduction outlining the project requirements to create a short video applying 5 social psychology concepts. It then describes the group members and their process for developing the story, filming the video, and editing it. The discussion section analyzes how 5 concepts - dispositional attribution, unrealistic optimism, extrinsic motivation, discrimination, and aggression - were portrayed in scenes from the video and applied to the story.
This document provides a report on a group project for a Social Psychology class. It includes an introduction outlining the project requirements to create a video applying 5 social psychology concepts. It then describes the group members and their process for developing a story, filming the video, and editing it. The discussion section analyzes how 5 concepts - dispositional attribution, unrealistic optimism, extrinsic motivation, discrimination, and aggression - were portrayed in scenes from the video and applied to the story.
9 Simple Solutions for ProcrastinatorsUplevel YOU™
Christine Kane of Uplevel YOU! http://www.christinekane.com
People who say that procrastination is about laziness are probably the same people who think that anorexia is about not eating enough.
Procrastination isn’t about laziness. It’s about fear. It’s about perfectionism. It’s about overwhelm. We all experience it, and there are some tricks to help you get moving again.
Here are 9 ways to break the procrastination habit.
The document provides a summary of Sonam Kerai's preliminary activity for filming a thriller opening sequence. Some key points:
1) The group was assigned one camera and tripod to learn basic filming skills. They were put into groups that would work together on the final thriller piece.
2) For the preliminary activity, Sonam's role was cinematographer, listening to the director's vision and deciding camera angles.
3) The group planned effectively, creating a storyboard and script. They storyboarded shots and ensured the actor's had lines.
4) An area for improvement is following the 180 degree rule for camera placement and shots.
This document summarizes a preliminary task reflection for a film project. The task involved filming a character opening a door, walking into a classroom, and sitting down for a dialogue with another character. They had difficulties with lighting and camera positioning during the 2-hour practice session. After brainstorming scenarios, they chose to film a counseling session about a student being bullied. During filming, the student actor felt uncomfortable looking at the camera.
Gareth's daily routine varies on weekends and weekdays. On weekends, his son usually wakes him up around 8:30-9 am, then they have cereal and watch the same movie again. During the week, Gareth wakes up at 6 am to get ready for work, where he commutes for 1.5 hours each way and works until 7 pm, having dinner with his family after arriving home.
Approximate Indexing: Gapped Suffix ArrayKH Park (박경훈)
The document discusses gapped suffix arrays (gSA), which allow approximate string matching queries. A gSA is constructed from a regular suffix array in O(n) time by introducing gaps of a specified length range. Multiple gSAs may be required to support patterns with multiple gaps or gaps in different positions. The author proposes supporting all possible gap positions and lengths up to the search string length using a linear number of gSAs, allowing approximate searches in linear time.
The document discusses Windows 8 app development and asynchronous programming patterns in different languages and frameworks. It provides code snippets for implementing controls like FlipView and SemanticZoom in Windows apps. It also includes contact information for a developer community and blogs for Windows app development resources.
The document discusses notifications for Windows apps. It provides details on different types of triggers that can be used for background tasks like PushNotificationTrigger and TimeTrigger. It also describes conditions that can trigger background tasks and differences in CPU quota and refresh periods for lock screen vs non-lock screen apps.
2. AntiPatterns for XP Practices
Written by Yoshihito Kuranuki(TIS, Inc.) and
Kenji Hiranabe(Eiwa System Management)
Japanese XP Community
Various XP AntiPracties
4. Most common antipractices
Brownie's Works – “The boss refactored our
code!”
Anybody Syndrome - “I’m not necessary here”
Pairing Prison – “I'm always under
observation!
6. [story 1. Brownie's Works]
WR
CR
WR a freshman,
began to learn the fun of programming.
JS also a freshman, had quite a good
experience of programming in the
university.
7. [story 1. Brownie's Works]
AF (Coach)
This is the first
“freshman pair”.
Can you guys finish
this task?
Yes, sir
8. [story 1. Brownie's Works]
Late in the evening, they checked in their code to their code base.
The "fanfare" sounded nicely (their auto- build/test batch played
fanfare if it is successful).
It worked!
It was a hard one,
thank you for
your help.
Thank you...
let's go home.
9. [story 1. Brownie's Works]
RG -Senior Developer
Late at the night, the senior programmer RG was working alone.
What's this messy code!!!?
This supposed to be like this...
He refactored all the code the freshman pair
Had just checked in.
10. [story 1. Brownie's Works]
Our code is gone.
Yes, I refactored the
code. That’s collective
ownership.
The next morning…
11. [story 1. Brownie's Works]
The boss refactored
our code!
CR ans WR were really depressed…
13. What if they are not there?
Mail to the list why
and how you refactored.
I think you should have
pair programmed when
you refactored their code.
[story 1. Brownie's Works]
14. This kind of thing would happen
repeatedly,
so it would be easier
to teach them once.
[story 1. Brownie's Works]
15. [story 1. Brownie's Works]
RG’s action made a new move in the team
dynamics. CR andWR learned a lot from RG
with pair programming.The team got back
its normal or even better condition.
[After]
17. [story 2. Anybody Syndrome ]
One morning, WR got a bad cold. He called in
to the office and said to the coach.
"I think I have a cold.
May I take a day off?"
"Sure, it was a tough iteration.
Don't worry about the team.
Take a rest
18. [story 2. Anybody Syndrome ]
After four days' off, he came to the office and saw the
team working just as well as the day he left. He was
happy that everything was fine, but felt some
loneliness.
What is my value for
the team?
I’m not necessary here…
After that, he began to stay away
from his work quite often.
20. [story 2. Anybody Syndrome ]
The coach had an interview withWR face to face
You are frequently absent
from the office these days,
is anything the matter
with you?
when I took some days off
and came back, I found that the
team did not have any
trouble at all.
21. [story 2. Anybody Syndrome ]
“Yes, that's a good thing!
That means the team is fine
without me.
22. [story 2. Anybody Syndrome ]
That’s not quite right. Everybody
wants to work with you, and
you have your own goal in the project.
You participate in the project with that goal,
don’t you?”
The coach and WR talked about his goal in the
project and his career plan. WR was grateful to
the coach for giving an opportunity to talk over
these kinds of things in a big picture.
23. The project members found that they had their
own goals as well as the project goal and they
were free to talk about them anytime.
That became a grand rule set by the coach.
They now talked about their dreams, plans,
and families.They started acting more
autonomously, and the fresh energy came back
to the team.
[story 2. Anybody Syndrome ]
[After]
25. [story 3. Pairing Prison ]
CR was a senior programmer with three years of
experience in waterfall type development
environment. He had been interested in XP, and this
was his first XP experience in a real project. He had
wanted to try pair programming, so this was a
wonderful opportunity for him.
26. When he paired with juniors, he
got serious so he become a good
example.
[story 3. Pairing Prison ]
27. With seniors, he felt like he
was taking an examination.
Pair programming made him
feel observed in a prison.
[story 3. Pairing Prison ]
28. He could not stand the situation anymore, and
consulted the coach. He said
[story 3. Pairing Prison ]
I'm always under
observation!
30. The next day, the coach told the team
that he recommended to take breaks
more often.
The team adopted this as a ground
rule. In addition, they doubled the
lunch time for their personal time.
[story 3. Pairing Prison ]
31. CR got more enterprising than before.
The team got energetic, again. Some
pairs spent break-time together to
increase their communication, some
enjoyed their private time, and others
(senior-junior pair) sometimes had
private lessons. Longer breaks worked.
[After]
[story 3. Pairing Prison ]
34. List of other antipractice
Powerful Owner - "We are under his thumb!"(The person who’s
writing on the whiteboard has a power)
Outnumbers’ View - "We are a minority group"(Opinions of
majority beats minority)
Imperial XP - "Why do I do such a thing?"(Member believe that
XP is always the only right process) • Loose Control - "Sure. XP is
free, you know."(Do XP- like practices without management, at
all)
Frozen Pair - "The two are pairing … again!"(The same two
members always pair until they finish their task)
Formal Format - "Do we have to do all the practices just as in the
book?”(Members adopt and fix the practices and stop
improvement)
Misleading Influenza - "I heard you are doing THE XP"(The effect
of XP is promoted in a organization without its objectives, values
and principles)
http://www.ask.sakura.ne.jp/object-garden/