基于FitNesse的自动化回归测试工具的设计与实现

回归测试是软件测试生命周期中的一个十分重要且成本昂贵的过程。在FitNesse基础上,设计并实现了一种自动化回归测试工具（Automated Regression Testing Tool,以下简称ARTT）,该工具解析被测试系统SUT（SystemUnder Test）,自动生成运行在FitNesse环境下的测试用例框架及测试代码。实验结果表明,该工具对减少回归测试成本,提高回归测试效率具有十分重要的意义。     

城市居民低碳消费行为及影响因素研究——以福建省福州市为例

由城市居民消费产生的碳排放量问题日益突出,并对空气质量及生态环境构成一定的威胁。本文通过对福州市城区的实地问卷调查,运用描述统计、单因素方差模型和多元线性回归模型实证分析了城市居民的低碳消费行为问题。研究结果显示:当前城市居民实施低碳消费的行为倾向处于中等略偏上的水平,反映出调控城市居民低碳消费行为的重要性;人口统计学变量对于城市居民低碳消费行为的影响并无显著差异,反映出低碳消费并没有"专属区",具有明显的社会共性特征;而"价值观"、"关注度"、"行政性政策"、"操作能力"、"社会规范"5个变量对城市居民低碳消费行为产生了显著的正向影响作用,反映出心理因素、法规政策及外部因素等会对低碳消费行为产生影响作用。因此,建议开展全员式的低碳消费理念普及与教育活动,引导城市居民正确认知低碳消费行为对自身、经济发展及生态环境产生的价值,提高城市居民实施低碳消费行为的操作能力,并适时出台促进实施低碳消费行为的相关法规政策,从而努力减少由城市居民消费所产生的碳排放量以推动可持续发展。     

天然次生林多维空间格局的数量排序

本文通过对豫西和豫南天然次生的大量群落样地调查，以主分量分析（PCA)与回归分析（RA)相结合，定量地揭示了河南天然次生林群落的组成和分布在多维生态空间上梯度变化的宏观格局，建立了包括27个乔木建群种和6个主要环境因子在内的主分量模型和回归模型，为河南林业生产、林4天然次生林、数量排序、     

跨语言学习心理测评——来自中英文阅读动机和阅读水平的证据

在跨语言学习测评研究中,目前尚未有学者探究同一群体的中国学生的中英文学习心理是如何相互影响,并最终影响语言能力。为弥补这一研究空白,本研究调查了中国北京267名初中生中英文阅读动机,并同时测试他们的和中英文阅读能力。在八个维度的阅读动机中,对中文作为母语和英文作为外语的阅读动机进行量化对比,中文阅读动机在自我效能感、好奇心、投入度、消遣娱乐性、社会伙伴态度五个维度上的表现高于英文阅读动机;而在学业成绩、工具性、社会家庭态度三个维度上,两者没有差异。同时,相关分析表明工具性与英文阅读水平密切相关;消遣娱乐性与中文阅读水平密切相关。此外,多元线性回归分析显示,不同维度的阅读动机分别解释中英文阅读水平的差异。这些研究结果验证了阅读动机的跨语言性迁移特征,不同的阅读动机对中英文阅读水平起着不同作用。文章最后对中英文阅读教学提出了指导意见。     

多元统计中的预测问题

对于回归模型，知道因变量的点估计意义并不是很大，我们还要它的预测精度，应该构造一个区间(T1，T2)，使对应于某个特定的实际值y0以1-α的概率被区间(T1，T2)所包含。本文对于多元的情况进行了推广。     

不同统计方法对跳高成绩分析的比较研究

以全回归、逐步回归、灰色关联和斜关联分析等方法，利用参考文献中的原始数据，对影响跳高成绩的因素重新进行分析，结果表明：尽管各种统计分析得出了一个大致的结论——助跑摸高是影响跳高成绩的主要因素，但是，各分析统计方法的结果都有不同程度的缺陷?这可能与样本含量的大小、统计方法的局限、优秀运动员技术的个性化特征及数据的信度有关。     

Ordinary Least Squares and Quantile Regression: An Inquiry-Based Learning Approach to a Comparison of Regression Methods

We present a short, inquiry-based learning course on concepts and methods underlying ordinary least squares (OLS), least absolute deviation (LAD), and quantile regression (QR). Students investigate squared, absolute, and weighted absolute distance functions (metrics) as location measures. Using differential calculus and properties of convex functions, students discover the sample mean, median, and pth quantile by minimizing sums of distances. Students use these metrics to define loss functions for OLS, LAD, and QR, and explore methods to minimize them. We discuss classroom experiences over two semesters. Classroom activities, Maple worksheets, and R demonstration code are available at a companion website.     

Student Hits in an Internet‐Supported Course: How Can Instructors Use Them and What Do They Mean?

The world of education is changing as Web‐based technology and courseware are increasingly used for delivery of course material. In this environment, instructors may need new measures for determining student involvement, and ultimately student performance. This study examines whether hits to a Web site have any value for predicting student performance in a traditional course supported by Web activities. Total Hits at the end of the semester was used as one measure. Hit Consistency, determined by assigning a 0 when no hits occurred between class meetings and by assigning a 1 when one or more hits occurred between class meetings, was another. Hit Consistency was significantly correlated with course average (r= .37, p < .001) for 108 students in two course sections. Hit Consistency started to show a significant relationship with course average by the third week (or class). Total Hits was not found to significantly correlate with course average (r= .08, p > .05) at the end of the semester or during any week. These results suggest that students who consistently access a Web site will perform better than those who do not. When Hit Consistency and Total Hits were entered as independent variables into a stepwise regression with course average as the dependent variable, the model was enhanced by the addition of Total Hits after Hit Consistency was entered (R= .43, p < .001) . Hierarchical regression analysis in which cumulative grade point average was entered as the first controlling variable suggested that online access may go beyond the predictive value of achievement alone for predicting course performance with Hit Consistency appearing to be the dominant causal variable.     

岩体边坡中流体包裹体参数的逐步回归分析

以白鹤岭铁路隧道岩体边坡为例，在垂直边坡面的4条剖面上采集了不同变形和破坏状态岩石中的16个定向样品，测定了流体包裹体迹面（FluidInclusionPlane简称为FIP）特征参数（包括FIP的长度、形态、连通性、闭合性、粗糙度、交叉性质等参数）与包裹体热动力学参数（包括FIP中包裹体的均一温度、均一压力、包裹体流体密度、流体包裹体成分和氧逸度等参数）。同时，将样品中裂隙分布的分形维数作为描述岩石变形破坏状态的定量指标，采用反馈式逐步回归方法分析这些分形维数与所选7个FIP参数的定量关系。分析表明，影响岩体变形和破裂的主要微观参数包括两个FIP特征参数（即粗糙度系数和分布密度）和两个包裹体热力学参数（即水溶液包裹体均一温度和CO2-H2O包裹体均一温度）。由于岩体的变形和（或）破坏不仅可使FIP中包裹体成分泄漏、也会使FIP迹面特征参数和包裹体热动力学参数发生改变，因此，岩体边坡中流体包裹体参数的逐步回归分析结果对进一步研究岩体变形破坏过程与边坡稳定性将具有重要的参考价值。