Logistic regression for prediction and diagnosis of bacterial regrowth in water distribution system

This paper focuses on the quantitative expression of bacterial regrowth in water distribution system. Considering public health risks of bacterial regrowth, the experiment was performed on a distribution system of selected area. Physical, chemical, and microbiological parameters such as turbidity, temperature, residual chlorine and pH were measured over a three-month period and correlation analysis was carried out. Combined with principal components analysis (PCA), a logistic regression model is developed to predict and diagnose bacterial regrowth and locate the zones with high risks of microbiology in the distribution system. The model gives the probability of bacterial regrowth with the number of heterotrophic plate counts as the binary response variable and three new principal components variables as the explanatory variables. The veracity of the logistic regression model was 90%, which meets the precision requirement of the model.     

基于MOOC的高校翻转课堂学习有效性评价方法研究

基于MOOC的高校翻转课堂学习有效性评价方法,是采用定量分析法构建的高校翻转课堂学习有效性评价的解释变量模型和控制变量模型。其采用学习效益和创新性评价模式进行高校翻转课堂学习有效性评价过程中的量化决策和统计分析,根据MOOC教学课堂参与主体的介入因素进行量化回归分析,运用翻转课堂的学习效益评价论和回归分析方法进行高校翻转课堂学习有效性评价的MOOC资源分析和预测。结果表明,采用该方法进行高校翻转课堂学习有效性评价的准确性较好,对学习效益系数的自适应评估能力较强,置信度较高。     

农用地收益相关影响因素分析

通过农地收益的影响因素的分析,建立以农地收益为被解释变量,以其它定量的影响因素为解释变量的多元非线性回归模型,并对保留和剔除的变量作经济分析,并针时影响农地收益的主要影响因素提出一些可供参考的意见.     

机构投资者影响股市的研究方法综述

文章综合国内外诸多文献,从研究方法的视角综述机构投资者对股市的影响：不同研究者从时间序列或截面上分析了机构投资者对股市的正反影响,选取股市的波动性、流动性等作为被解释变量,以机构投资者持股比例、股票交易量和股票总市值等为解释变量,运用了多元回归、向量自回归、面板回归分析以及Granger因果检验等计量经济学的实证分析法.     

大学生拖延与时间管理倾向的关系

研究旨在探讨大学生拖延与时间管理倾向的关系.研究首先编制了大学生拖延行为量表,项目分析、探索性因素分析和验证性因素分析,均表明该量表具有较高的信效度,其中总体克朗巴哈系数为0.848,模型拟合指数χ2/df为1.624,CFI为0.897,IFI为0.900,RMSEA为0.047.研究表明大学生拖延行为和时间管理倾向均处于中上水平,拖延行为与时间管理倾向呈显著负相关,时间管理倾向中的时间效能感对大学生拖延行为预测力最佳,解释量达21.2%.     

我国入境旅游收入的因素分析

本文对我国入境旅游收入进行多因素分析,建立以入境旅游收入为因变量,以入境旅游人数为自变量的一元线性回归模型,并进行了数量实证分析,就如何发展我国入境旅游提出一些可供参考的意见。     

Gender differences in high-school learning experiences,motivation, self-efficacy,and career aspirations among Taiwanese STEM college students

ABSTRACT

The purpose of this study was to answer the following two questions: (1) Do significant differences exist in high-school learning experience, interests, self-efficacy, and career aspirations between male and female science, technology, engineering, and mathematics (STEM) students? (2) Can high-school learning experiences, interests, and self-efficacy significantly predict career aspirations, and do differences exist between male and female STEM students? This study highlighted the gender gap between male and female university students who had already chosen STEM majors with similar academic ability. A total of 407 first-year students were surveyed at a 4-year research university in Taiwan. For the data analysis, a t-test and multiple regression analysis were used, and the findings indicated that male STEM students had greater family support than their female counterparts. The variable of task value could significantly predict STEM career aspirations for both male and female students, whereas the variable of STEM course self-efficacy could only significantly predict that of male students. In conclusion, the findings highlighted that the motivation of task value was a vital factor for predicting STEM career aspirations, whereas the factor of family support was the main gap between male and female STEM students in terms of their high-school learning experiences.     

Factors influencing the demand for higher education: The case of Cyprus

The proportion of young people opting for third level education in Cyprus is exceptionally high, currently about 60% of the relevant age group. This has caused concern among the country's policy makers who are aware of the limited capacity of the Cyprus economy to accommodate the increasing supply of higher education graduates. In the present study, an attempt is made to identify and examine the factors influencing young Cypriots to select higher education over direct employment at the end of their secondary education. A survey was conducted among 811 final form secondary school students in Cyprus in the academic year 1993/1994. Through factor analysis, seven factors with a potential effect on the students' educational and occupational intentions were identified. They were the following: Psychological/Individual, Occupational I, Occupational II, Economic, Consumption, Secondary School Subjects, and Significant Others. These factors, along with a number of student background characteristics (gender, socioeconomic status, ability, and secondary school specialisation) were used as explanatory variables in a logistic regression model with the student's educational intentions serving as the dependent variable. The psychological/individual factor, the second occupational factor, and secondary school specialisation were shown to have a significant effect on the intention to pursue third level education. The paper points to the importance of analysing and examining student characteristics and motivational patterns in the effort to understand, and, if possible, influence trends in the demand for higher education.     

高校未售公有住房资产管理中房租收缴系统的应用

清华大学对公有住房自交户房租收缴系统进行了探讨，为资产管理人员提供了收取、记录、查询自交户房租，并打印缴费凭证的数字化管理的条件。该系统采用Visual Foxpro数据库软件平台开发，在设计过程中充分考虑了业务功能与计算机技术的结合，界面友好、数据安全，降低了学校房产资源的损失率，为学校房产资源管理上水平提供了理论依据。     

中文版嘲笑问卷在中学生群体中的信效度初评

目的检验中文版嘲笑问卷（Teasing Questionnaire-Revised,TQ-R）的效度和信度．方法对英文版TQ-R问卷进行系统的翻译和评价,并用中文版TQ-R对786名中学生进行测量,对测定结果进行效度和信度分析．结果通过对中文TQ-R问卷因子分析得到5个公因子,28个条目负荷值大于0．4,总方差解释率为47．74％,证实了量表的结构效度．总量表a系数为0．90,5个分量表的a系数在0．65以上;总量表与5个分量表呈显著正相关．结论中文TQ-R问卷可以用于评定我国中学生的嘲笑．     

Bayesian Regularized Multivariate Generalized Latent Variable Models

We consider a multivariate generalized latent variable model to investigate the effects of observable and latent explanatory variables on multiple responses of interest. Various types of correlated responses, such as continuous, count, ordinal, and nominal variables, are considered in the regression. A generalized confirmatory factor analysis model that is capable of managing mixed-type data is proposed to characterize latent variables via correlated observed indicators. In addressing the complicated structure of the proposed model, we introduce continuous underlying measurements to provide a unified model framework for mixed-type data. We develop a multivariate version of the Bayesian adaptive least absolute shrinkage and selection operator procedure, which is implemented with a Markov chain Monte Carlo (MCMC) algorithm in a full Bayesian context, to simultaneously conduct estimation and model selection. The empirical performance of the proposed methodology is demonstrated through a simulation study. An application of the proposed method to a study of adolescent substance abuse based on the National Longitudinal Survey of Youth is presented.     

GIS-based logistic regression method for landslide susceptibility mapping in regional scale

INTRODUCTION Landslide is one of the most serious geological hazards in mountain areas. Globally, they cause hundreds of billions of dollars in damage, and hun- dreds of thousands of deaths and injuries each year (Aleotti and Chowdhury, 1999). Over the past fewdecades, scientists have shown an ever increasing interest in this natural hazard. One of the study fields is to produce landslide susceptibility map, i.e. a map portraying the spatial distribution of the future susceptibility of s…     

Examining explanatory style for failure of direct entry and transfer students using structural equation modelling

This study tested the factor structure of the explanatory style for failure (ESF) using confirmatory factor analysis (CFA), tested measurement invariant across direct entry and transfer students, tested latent mean differences between these groups on the ESF factors, and tested a theoretical path model, whereby ESF explains variance in grades indirectly through one’s academic resourcefulness. A sample of 743 direct entry and 371 transfer students, with an overall mean age of 21.85 years, completed the ESF and a scale assessing academic resourcefulness, and year-end grades were attained. There was mixed support for the ESF 4-factor structure, though it was invariant across groups. Latent mean analysis showed that transfer students were less likely to attribute academic disappointments to lack of effort, bad luck, and lack of personal ability than direct entry students. Analysis of indirect effects showed that ESF indirectly predicted grades through academic resourcefulness.     

Visual Instruction to Enhance Teaching of Technical Subject to Design Students

Visual instruction complementing verbal lectures is known to promote learning among students. In this study, the role of visual instruction in engaging learners effectively via the simplification of technical concepts was examined. Different aspects of visualisation, such as order of presenting and dimensionality, were tested to observe their effect on students’ approach to learning and learning outcomes. In this mixed‐method quasi‐non‐experimental explanatory study, visual instruction was applied in one of the undergraduate architecture modules that teaches fundamentals of building systems, which students often find difficult to comprehend. Three key variables, including spatial cognitive ability, approach to learning and learning outcomes, were measured using statistically valid instruments along with students’ feedback and interviews. These factors were also measured for the control group that did not receive visual instruction (n = 32), to assess the effect of the intervention. When taught with visualisation, students (n = 69), showed a significant increase in deep approach to learning (e.g., deep motive: t = 2.584, p = 0.011). In interviews, students expressed a deeper interest in the subject and reported that the topic was engaging in class. Visualisation favours students with a higher spatial ability and, thus, is useful for design students who receive spatial ability training in the course. Two‐dimensional visuals must be followed and preceded by three‐dimensional visuals to provide advanced organisation and the connection of new knowledge with known organisational models to be made.     

住房影响优质教育机会获得的实证分析——以南京市四主城区小学为例

既有研究表明,家庭背景是影响教育机会获得的重要影响因素.在就近入学政策的背景下,户籍所在地与实际居住地成为就近入学的依据,或会使得住房位置及其价格成为优质教育机会获得乃至教育分层的重要影响因素.但到目前为止,既有研究对优质教育资源获得过程中的“以房择校”机制揭示得并不充分.针对此,利用江苏省2016年基础教育学业质量监测数据,以是否获得优质小学入学机会为因变量,以样本学生的家庭背景和居住地住宅均价为自变量,构建二元logistic模型对南京市四个主城区11704个学生样本进行回归分析.结果表明:就近入学政策背景下,家庭背景对优质教育机会的获得仍具有显著的影响;居住地在学生优质教育机会获得的过程中发挥了中介作用,即家庭背景优势可通过选择居住地位置的方式来影响优质教育机会的获得.因此,增加优质教育资源供给,阻断房价和优质教育资源获取之间的联系,成为新时期推进教育公平的关键环节.     

An exploration of the gap between highest and lowest ability readers across 20 countries

The aim of the present study, based on data from 20 countries, is to identify the pattern of variables (at country, school and student levels), which are typical of students performing below the low international benchmark compared to students performing at the advanced performance benchmark, in the Progress in International Reading Literacy Study (PIRLS) 2006. The dependent variable of the analysis is a dichotomous variable, the values of which represent the two different performance groups of students. The independent variables are two sets of Organisation for Economic Co-operation and Development educational indicators, variables from PIRLS 2006 Reading Curriculum Questionnaire data, variables and indices based on data obtained from questionnaires for teachers, schools, parents and students. The analysis is based on classification and regression trees, which is a full hierarchical non-parametric method suited to detecting and interpreting complex reciprocal influences between a large number of independent variables. The results show that pupils’ performance can be predicted by the relationships between country-level variables (the changes in teachers’ salaries at the top of the salary scale), school context variables (e.g. percentages of students from economically affluent home) and home educational resources and variables at student level (e.g. students’ reading self-concept).     

Toward a better understanding of student perceptions of writing feedback: a mixed methods study

This explanatory sequential mixed methods study investigated the writing feedback perceptions of middle and high school students (N = 598). The predictive and mediational roles of writing self-efficacy and perceptions of writing feedback on student writing self-regulation aptitude were examined using mediation regression analysis. To augment the quantitative findings, the explanations students provided for either liking or disliking writing feedback were explored using open-ended questions. Quantitative findings revealed that students’ perceptions of the feedback they receive about their writing partially mediated the relationship between writing self-efficacy and writing self-regulation aptitude. Qualitative data suggested ways in which students perceive writing feedback—both positive and negative. Collectively, the quantitative and qualitative data illustrate the influential role writing feedback perceptions plays in middle and high school student writing motivation and self-regulation beliefs.     

Determinants of institutional attractiveness to bright,prospective college students

This article examines the institutional characteristics which affect the attractiveness of colleges and universities to bright, prospective students. The dependent variable was formed by using the expressed college preferences of the highest scoring third of all students taking the National Merit Scholarship Exam in 1964–65 and 1972–73. Twenty-eight independent variables were factor analyzed and selected variables entered into a stepwise multiple regression. Low tuition, well-credentialed faculty, research orientation, and fiscal strength appear as the important factors in raising institutional attractiveness.     

The effect of learning background and imagery cognitive development on visual perception

This research looked into the effect of how cognitive development toward imagery is formed through visual perception by means of a quantitative questionnaire. The main variable was the difference between the learning backgrounds of the interviewees. A two-way ANOVA mixed design was the statistical method used for the analysis of the 2 × 4 (2 by 4) study design. The analysis on the main effect was conducted, and a significant difference was also shown in the result. First, the two variables of student learning background and imagery cognitive development interact with one another. Second, there is a significant difference in students’ learning backgrounds. The cognitive level between the two was visibly apparent. Last, the four aspects that made up the visual perception all showed significant difference. Therefore, cognitive development will be affected by lifestyle, personal preferences, interests, and biological conditions which will have different levels of influence on visual perception.     

大学生接受移动学习的影响因素实证分析

随着无线通信技术的飞速发展和移动设备的深入普及,移动学习作为一种新的学习方式逐渐进入大学生的校园生活。但实践中大学生对移动学习的应用情况与其对移动设备的热情并不匹配,大学生对移动学习的接受和运用不足现象严重。到底哪些因素影响着大学生接受移动学习？关于移动学习的采纳与接受,已有的研究主要采用技术接受模型（TAM模型）,试图探究影响一般社会群体接受移动学习的因素。TAM模型应用存在一定的局限性,拓展的技术整合和接受理论模型（UTAUT模型）在信息接受模型中具有更好的解释力。以UTAUT模型为基础,利用问卷调查和多元回归分析对北京师范大学学生的研究发现,成就价值、绩效期望、使用经验、感知娱乐性和社会影响等因素对大学生接受移动学习有显著性影响,因此应从加强校园宣传与环境建设、改进移动学习资源设计等方面,提升大学生对移动学习的接受水平。