Szenario-basierter Systemtest von Software-Produktfamilien     

Andreas Reuys  Erik Kamsties  Klaus Pohl und Sacha Reis 《Informatik - Forschung und Entwicklung》2005,20(1-2):33-44

Zusammenfassung In der Produktfamilienentwicklung werden durch zwei Entwicklungsprozesse, Domain und Application Engineering, zun"achst wiederverwendbare Entwicklungsartefakte produziert, um diese anschlie?end zur Konstruktion von kundenspezifischen Applikationen einzusetzen. Die Wiederverwendbarkeit wird durch die explizite Definition der Variabilit"at der geplanten Applikationen einer Produktfamilie erzielt. Diese proaktive Wiederverwendung ist bisher in den konstruktiven Entwicklungsphasen realisiert, jedoch noch nicht im Test. Mit ScenTED (Scen_ario based TE_st Case D_erivation) wird in diesem Beitrag eine wiederverwendungsorientierte Technik zur Testfallerstellung f"ur den Systemtest, dem Test eines ausf"uhrbaren Systems gegen spezifizierte Use-Cases, von Produktfamilien vorgestellt. ScenTED basiert auf zwei Kernideen: der Erhaltung der Variabilit"at in Testf"allen und der Szenario-basierten Verfeinerung der Testf"alle. Durch die Erhaltung der Variabilit"at wird die Wiederverwendbarkeit von Testf"allen gesichert; die Szenario-basierte Verfeinerung erm"oglicht Nachvollziehbarkeit durch die durchg"angige Nutzung von Szenarien. In diesem Beitrag wird die ScenTED-Technik an einem Beispiel erl"autert und Erfahrungen aus dem industriellen Einsatz diskutiert.

---

Product family engineering consists of two development processes: Domain engineering and application engineering. Reuseable artefacts are created in the domain engineering process. These artefacts are used for the creation of customer specific applications during the application engineering process. Reusability is achieved with the explicit definition of variability that specifies the potential applications of the product family. The proactive reuse has been realized in the construnction phases of the development process, but not within the test phases. We propose ScenTED (Scen_ario based TE_st Case D_erivation) for the creation of reusable test cases for a use case based system testing in product family engineering. ScenTED has two key ideas: The first is the preservation of variability in test cases and the second idea is the scenario-based refinement of test cases. The preservation of variability ensures the reusability of test cases. The scenario-based refinement enables the traceability from requirements to test cases. We present the ScenTED technique in this article with an example and discuss an industrial case study.

CR Subject Classification D2.5  相似文献   

浅谈景观水资源的处理和利用     

何谊 《大众科技》2012,(7):125-127

生态景观水系工程是集生态、景观、区域防洪、水资源综合利用等多种功能于一体的综合性工程。因此调配好水体是决定生态水系建设成败的关键所在,解决好生态水系的引水来源和出水的出路、保持水体平衡以及水体净化三大要素,正是生态水系良性运转的核心之处。这样,方可以打造"水清、水活、水美"的富有文化内涵的景观水域。文章对景观水资源的处理和利用情况进行研究。  相似文献   

乡镇规划修编中耕地和基本农田保护研究——以乐安县为例     

康又丹  汤江龙 《科技广场》2012,(10):235-238

本文对乐安县耕地和基本农田的利用现状进行分析,得出了规划修编中乐安县耕地和基本农田存在的问题,并提出对策,对下一步的乡镇规划具有重大的意义,并可促进可持续发展。  相似文献   

基于图论观点的UML图分析     

任泰明 《兰州石化职业技术学院学报》2010,10(3):30-32

图论就是研究图的理论,而UML用各种图形符号来对软件开发过程进行建模,因此图论与UML之间有着天然的联系。从图论的思想观点出发,对UML2.0中定义的主要建模图与图论中图的关系进行了分析。  相似文献   

机构知识库收录期刊论文涉及著作权问题的解决途径探讨   总被引：3，自引：0，他引：3  

李晨英  杨国栋  臧琳  韩明杰 《大学图书馆学报》2010,28(1)

期刊论文是机构知识库收录学术成果的重要组成部分,开放获取运动为解决机构知识库收录期刊论文的著作权问题提供了非常有利的条件。该文在对国外学术期刊的开放获取、自存档以及免费阅读等版权政策进行调研的基础上,结合中国农业大学知识库建设与服务实践探索,提出了机构知识库构建与服务中对期刊论文著作权问题处理的基本原则、版权明示方法,以及针对常见自存档附加限制条件的应对措施。  相似文献   

Outdoor education in Scotland     

Peter Higgins 《Journal of Adventure Education & Outdoor Learning》2013,13(2):149-168

Abstract

Although Scotland is part of the United Kingdom it has a distinct cultural identity and a separate education and legal system. These factors, which have influenced the development of outdoor education, are likely to have an even greater impact in the future following the re-establishment (after a break of almost 300 years since 1707) of a Scottish Parliament in 1999.

Scotland was one of the first countries in the world to formalise outdoor education. This was the result of a combination of factors:

• ? Geophysical and climatic factors together with landholding and land-use practices established in the 18th Century have ensured that much of Highland Scotland is depopulated and devoid of forests; leading to the perception that the area is a “wilderness” and therefore attractive for outdoor recreation.

• ? Exploration for political, economic and scientific reasons in the second half of the millennium, which both led to and developed from Britain's empire, stimulated a national taste for adventure as expressed in seafaring, mountaineering and polar exploration.

• ? Growth in wealth, mobility and leisure-time in the late 19th and 20th Centuries provided the means by which many more people could engage in their own, more modest adventures, leading to the development of stylised forms of outdoor activities in the UK.

Consequently the landscape and surrounding seas of Scotland have long presented challenges for outdoor recreation, and post-war development of outdoor education fitted quite naturally into this physical and social landscape.

In the 1960s and 1970s outdoor education (often formalised as physical outdoor activities and based on a residential experience) was extensively developed in Scotland and was of international significance. In recent years, primarily as a result of political effects, provision has been in some decline; a trend markedly at odds with the concurrent rapid growth in outdoor recreation. A shift away from public provision through the education service seems to be countered by growth in “charitable” and “private sector” provision, especially in the case of residential outdoor education centres.

Some concerns are raised about possible future trends, and the argument made that educational theory should be taken into account in the design of programmes which focus on personal and social education; or which capitalise on the learning potential of the landscape to encourage cultural awareness and principles of sustainability, which are seen as having both local and global significance.  相似文献   

个体信息系统创新性使用行为的影响研究——基于社会影响理论及个人创新特质     

孟椤琰  罗裕梅  张一 《科技管理研究》2019,(10)

信息系统的创新性使用行为能够提高个体工作效率,更好的发挥信息系统的价值,提高企业效益。本文从个体内部和外部影响因素出发,结合个人创新特质和社会影响理论,构建了个体创新特质和社会影响因素对个体创新性使用的研究模型。采用实验的方法,以53个小组(221个个体)为样本进行了实证分析。结果表明,个体创新精神、创新能力及社会影响因素中的主观规范和群体规范均对创新性使用行为产生显著的正向影响,而社会认同感没有表现出显著作用。  相似文献   

对称性在积分中的妙用     

斯彩英 《温州职业技术学院学报》2005,5(1):36-38

在积分计算中利用各类对称性，可以简化积分计算。本文通过具体实例来体现对称性在求解积分题中的妙用，以此培养学生的发散思维能力。  相似文献   

Taking a Closer Look at the Factors That Influence Ethnic Identity     

Lanier F. Holt  Shelly R. Hovick  Emma M. Fete  Phokeng M. Dailey 《Communication Studies》2017,68(2):227-241

Ethnic identity (EI) has long been known to supersede race as a predictor for attitudes and behaviors. However, little is known about the constituent parts that comprise and influence ethnic identity. In order to improve communications that target EI, we examine both demographic and communication variables to determine which have a greater pull on people’s attitudes and actions. Race appears to moderate the effects of age on ethnic identity, whereby age was negatively related to ethnic-identity exploration among White participants and positively related to ethnic identity commitment among Black participants (p < .05). Having a higher income, print-media use, and information-engagement orientation were also positively correlated with ethnic identity; education and gender were not. Implications and future directions are discussed.  相似文献   

Pointing to parallels in ability-related differences in the use of metacognition in academic and psychomotor tasks     

Rose Martini  Bruce M. Shore   《Learning and individual differences》2008,18(2):237-247

This paper offers a brief review of the use of metacognition by proficient and poor performers in academic and psychomotor tasks as well as highlights the parallels and provides directions for future research. Metacognition is knowledge about one's own cognitive processes [Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.]. To date, the study of the use of metacognition by children with different levels of abilities (from those having a learning disability to those identified as gifted) has been mostly restricted to the cognitive abilities in academic areas such as reading, writing, or mathematics. The structure of knowledge has been more extensively explored in the expertise literature in the performance of both academic and psychomotor tasks. Similarities have been noted in the characteristic differences between experts and novices in both these types of tasks. Studies have begun to explore the use of metacognition in psychomotor tasks such as key strokes, ball throwing–catching, and running. It seems that, as with the structure of knowledge, parallels also exist in the use of metacognition by poor and proficient performers in academic and psychomotor tasks.  相似文献