New studies in exact philosophy: logic, mathematics and science. Proceedings of the 1999 conference of the Society of Exact Philosophy PDF

New studies in exact philosophy: logic, mathematics and science. Proceedings of the 1999 conference of the Society of Exact Philosophy PDF

Type or paste a DOI name into the text box. Your browser will redirect to your requested content shortly. Learning Objectives and Structure new studies in exact philosophy: logic, mathematics and science. Proceedings of the 1999 conference of the Society of Exact Philosophy PDF Foundations 3.


We want to make it easier for students to succeed by improving how we teach the course, but our underlying criteria for success aren’t going to change. In contrast, we are not satisfied with the central content. Information objectives drive the testing mission and strategy When you test a product, you have a defining objective. What are you trying to learn about the product?

We’ll call this your information objective. Your mission is to achieve your information objective. So the information objective is more about what you want to know and the mission is more about what you will do. This is where we introduce context-driven testing.

For example, sometimes testers will organize their work around bug-hunting but other times they will organize around getting an exciting product into the market as quickly as possible and making it improvable as efficiently  as possible. The missions differ here, and so do the strategies for achieving them. It led to unhelpful discussions and questions. The presentation of context got buried in a mass of other details. We gave students an assignment, in which we described several contexts and they had to discuss how testing would differ in them.

This was too hard for too many students. We have to provide a better foundation in the lecture and reading. Back when we created BBST 3. 0, we treated some development approaches as ideas rather than as contexts.

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