外文翻譯MBA教務(wù)管理系統(tǒng)的設(shè)計與開發(fā)_圖文

1、畢業(yè)設(shè)計(論文外文翻譯題目MBA教務(wù)管理系統(tǒng)的設(shè)計與開發(fā)專業(yè)信息管理與信息系統(tǒng)班級學(xué)號學(xué)生指導(dǎo)教師 2013 年教師助理:一個基于Web的應(yīng)用程序使用Java Server Pages,Java數(shù)據(jù)庫連通性計算機科學(xué)系加利福尼亞州立大學(xué),富勒頓摘要本文討論了一種基于網(wǎng)絡(luò)的應(yīng)用程序,是聯(lián)系教育者對社會的主導(dǎo)資源。本網(wǎng)站提供的是個別教師和學(xué)校組織的一種簡單而有效的溝通手段的學(xué)校/課程相關(guān)信息社會對教育也提供了有關(guān)各方的課堂互動和反饋給教師的在線工具。本文使用Java 2企業(yè)版的一些新的應(yīng)用工具開發(fā)基于Web的應(yīng)用程序的可行性和演示了這一新技術(shù)的特點。1、簡介一切都是“dot com”的這些天,有很

2、好的理由。在沒有這樣一個強大的機制來交換信息之前。過去,你會派遣一個使者。然后是電力,允許代碼高速傳輸。莫里斯代碼的發(fā)明和信息可以在很短的時間內(nèi)傳輸很長的距離,接下來來電話,收音機和電視等。這些都是非常強大的通信機制,但缺乏一種或另一種方式?；ヂ?lián)網(wǎng)使人們找到特定的信息,他們有比以往任何時候都更快,更大量的信息。這個項目的特定領(lǐng)域的目標是建立一個應(yīng)用程序,將協(xié)助教師交流信息的一個特定的學(xué)生的父母或監(jiān)護人。教師助手會成為家長和教師之間的必要的通信路徑。這個技能現(xiàn)在是可能和可行的因特網(wǎng)的出現(xiàn)和個人電腦的。本文還闡述了有效的使用面向?qū)ο蟮姆椒ㄔO(shè)計和編程。面向?qū)ο蠓治?OOA,該項目使用的“用例”。用例

3、已經(jīng)成為在需求收集和了解,需要解決的問題的標準方法。面向?qū)ο笤O(shè)計(OOD,該項目采用統(tǒng)一建模語言(UML 1 。面向?qū)ο缶幊?OOP 2 ,該項目使用Java編程語言。2、系統(tǒng)設(shè)計教師助理的設(shè)計分為三層,最低層是數(shù)據(jù)層,數(shù)據(jù)層包含持久性數(shù)據(jù)存儲。下一層是業(yè)務(wù)邏輯,業(yè)務(wù)邏輯層包含業(yè)務(wù)具體的信息,決定如何將數(shù)據(jù)格式化。上面一層是表示層。數(shù)據(jù)是使用一個小客戶端解決方案使用Web瀏覽器和標準的HTML文件格式。這將允許最大的在客戶端系統(tǒng)規(guī)格的靈活性。圖1給出了物理打破關(guān)閉系統(tǒng)。 圖2描述了每個被確定為教師助理需要的集成對象。此圖確定了其中的每個對象的外部接口。雖然這個圖不顯示這些對象的基數(shù),這個圖是非

4、常有用的在決定哪些類需要建立與數(shù)據(jù)接口創(chuàng)建。此圖是最有用的一個開發(fā)者。移民從用例的順序圖,然后以這類關(guān)系圖有助于把用戶的需求直接應(yīng)用。數(shù)據(jù)服務(wù)器層采用典型的關(guān)系型數(shù)據(jù)庫。在該應(yīng)用程序中我們選擇了兩個不同的數(shù)據(jù)庫顯示,包括該系統(tǒng)的靈活性和可擴展性。從業(yè)務(wù)邏輯層對數(shù)據(jù)庫的連接是通過Java數(shù)據(jù)庫連接(JDBC驅(qū)動程序。這些允許的業(yè)務(wù)邏輯被寫在選擇的存儲依賴小。數(shù)據(jù)傳輸是通過這些司機一個透明的連接。兩個數(shù)據(jù)庫選擇微軟Access 97對微軟的Windows NT系統(tǒng)和IBM的DB2在Linux操作系統(tǒng)。 要訪問數(shù)據(jù)庫的連接是通過JDBC ODBC驅(qū)動程序,此驅(qū)動程序能夠連接到任何ODBC兼容的數(shù)據(jù)庫

5、的能力和約束的體積,ODBC是有限的可擴展性。這是申請的第一發(fā)展良好,但不宜用于部署應(yīng)用程序。基于Linux的DB2數(shù)據(jù)庫更靈活的和可擴展的。IBM DB2可以放在一個小的服務(wù)器如Linux或Windows NT所有的方式到IBM 0S390主機。這個范圍內(nèi)的增長具有可擴展的能力。教師的信息存儲數(shù)據(jù)庫結(jié)構(gòu)是最能代表使用實體關(guān)系圖。此圖顯示表,域,域類型,主鍵,外鍵,備用鑰匙等。圖3顯示了用于捕獲的教師助理所需數(shù)據(jù)的數(shù)據(jù)庫結(jié)構(gòu)。數(shù)據(jù)結(jié)構(gòu)的定義和使用簡單的SQL語句生成,這些陳述遵循SQL92標準。一個建議是不要把業(yè)務(wù)邏輯到數(shù)據(jù)庫。這將限制未來的應(yīng)用可能想利用相同的數(shù)據(jù)范圍,數(shù)據(jù)是業(yè)務(wù)邏輯層轉(zhuǎn)化為

6、信息。業(yè)務(wù)邏輯層負責(zé)轉(zhuǎn)換成有用的信息,數(shù)據(jù)存儲,改造應(yīng)在要求提交的單據(jù)的具體領(lǐng)域的要求,這一層可以分解成小元件彼此分離。再次,一個面向?qū)ο蟮脑O(shè)計來幫助建立可復(fù)用的目的,靈活的和可維護的代碼。對象的依賴關(guān)系示于圖4。信息的展示是成功應(yīng)用的關(guān)鍵。如果該應(yīng)用程序的用戶界面是很難使用的,需要一個大的學(xué)習(xí)曲線,該產(chǎn)品成功的概率是很低的。Java Server Pages(JSP的使用允許開發(fā)人員構(gòu)建基本的HTML結(jié)構(gòu)和插入JSP標簽后添加動態(tài)內(nèi)容 3 。這是使用太陽StarOffice 5.1的網(wǎng)頁開發(fā)。JSP標簽是后來加用jbuilder。目前缺乏的是這個復(fù)雜建筑JSP開發(fā)過程的IDE。圖5給出的是“

7、用戶”的畫面。 3、結(jié)論與本文相關(guān)兩個主要的工作目標的是建立教師助理的應(yīng)用,引入了兩個新的技術(shù):JSP和JDBC。這些目標已在本文中完成。此外,研究表明這些新技術(shù)是非常強大和生產(chǎn)為基礎(chǔ)的應(yīng)用構(gòu)建Web方法。Java Server Pages (JSP在CGI、ASP或改進,建立動態(tài)Web頁面的Java餐巾。JSP允許開發(fā)人員將傳統(tǒng)的HTML標簽的JSP標簽。Java數(shù)據(jù)庫連接(JDBC被連接到任何關(guān)系數(shù)據(jù)庫 4 一個非常強大的接口 5 。教師助手程序可以作為教育系統(tǒng)有用的工具。教師和家長之間的溝通是很有限的。網(wǎng)絡(luò)和互聯(lián)網(wǎng)的力量消除這種限制。這種通信機制已經(jīng)改變了世界的面貌,將繼續(xù)允許傳遞信息,

8、對所有的人有益的新的和令人興奮的方式。 4、參考文獻1G. J. Booch,Rumbaugh,雅各布森,統(tǒng)一建模語言的用戶指南,艾迪生衛(wèi)斯理1999。3 JSP開發(fā)指南,Sun Microsystems,http:/原文:Teachers Assistant: A Web-based Application using Java Server Pages and Java DatabaseConnectivitySusamma BaruaDepartment of Computer ScienceCalifornia State University, FullertonABSTRACT T

9、he paper presented here discusses a Web-based application that serves as a leading resource for linking educators to the community. This Website provides individual teachers and school organizations a simple and effective means to communicate school/course-related information to the education commun

10、ity and also provides a means for interested parties to interact with the classroom and give feedback to the instructor online. The paper shows the feasibility of developing Web-based applications using several new application tools from the Java 2 Enterprise Edition and demonstrates some of the fea

11、tures of this new technology.1. INTRODUCTIONEverything is going "dot com" these days and with good reason. There has never been such a powerful mechanism to exchange information before. It used to be that you would send a messenger by foot. Then came electricity that allowed for high-speed

12、 transfer of codes. Morris code was invented and messages could be sent long distances in a very short period of time. Next came the telephone, radio and of course television. These all are very powerful communication mechanisms but fall short in one way or another. The Internet allows people to pin

13、point the specific information that they need faster than everbefore and has vast amount of information that could never be tapped before. The domain specific goal of this project is to build an application that will assist teachers in communicating information to parents or guardians of a particula

14、r student. The Teachers Assistant will provide a necessary communication path between parents and teachers. This ability is now possible and feasible with the advent of the Internet and the usage of personal PC's. This paper also demonstrates the effectiveness of using an object oriented approac

15、h to analyze, design and programming. For object oriented analysis (OOA, the project uses "Use Cases". Use Cases have become a standard approach in requirements gathering and understanding the problem that needs to be solved. For object oriented design (OOD, the project uses Universal Mode

16、ling Language (UML 1. For object oriented programming (OOP 2, the project uses the Java programming language.2. SYSTEM DESIGNThe design of the Teachers Assistant is broken into three layers. The lowest layer is the data layer. The data layer contains the persistent data that is stored for extended p

17、eriods of time. The next layer is the business logic. The business logic layer contains business specific information that determines how the data will be formatted. The top layer is the presentation layer. Data is presented using a thin client solution using a Web browser and the HTML standard file

18、 format. This will allow for the most flexibility in client system specifications. Fig. 1 gives the physical break down of the system. Fig. 2 depicts the integration of each of the objects that were determined as needed for the Teachers Assistant. This diagram determines the external interfaces to e

19、ach of these objects. Although this diagram does not show the cardinality of these objects, this diagram is very useful in determining what classes need to be built and the data and interfaces that need to be created. This diagram is the most useful to a developer. The migration from the use cases t

20、o the sequence diagrams and then to this class diagram helps tie the user requirements directly to the application. The data server layer uses a typical relational database. In this application we have chosen two different databases to show that the system is flexible and scalable. The connectivity

21、to the database from the business logic layer is through the Java DataBase Connectivity (JDBC drivers. These allow for the business logic to be written with little dependencieson the storage of choice. The transfer of data occurs through these drivers atransparent connection. The two databases chose

22、n are Microsoft Access 97 on Microsoft Windows NT system and IBM's DB2 on Linux OS. The connection to the Access database is done via the JDBC/ODBC driver. This driver has the ability to connect to any ODBC compliant database. The constraint is the volume. ODBC is limited in scalability. This is

23、 good for first development of the application but should not be used for deploying an application. The IBM DB2 on Linux database is more flexible and scalable. IBM DB2 can be put on a small server like Linux or Windows NT all the way to an IBM OS390 Mainframe. This range of growth gives it the most

24、 scalable capabilities. The database structure to store the Teachers Assistant information is best represented using an Entity Relationship Diagram. This diagram will show tables, fields, field types, primary keys, alternate keys, foreign keys, etc. Fig. 3 shows the database structure used to captur

25、e the data required for the Teachers Assistant. The data structure is defined and generated using simple SQL statements. These statements follow the SQL92 standard. One recommendation is not to put business logic into the database. This will limit the scope of future applications that may want to ta

26、ke advantage of the same data. The data is transformed into information at the business logic layer. The business logic layer is responsible for converting the data stored into useful information. The transformation should be specific to the domain requirements presented in the requirement document.

27、 This layer can be broken into small components that are isolated from each other. Again, the goal of an Object Oriented Design to help build reusable, flexible and maintainable code. The object dependencies are shown in Fig. 4. The presentation of the information is the key to a successful applicat

28、ion. If the user interface of the application is difficult to use and requires a large learning curve then the probability that the product will be successful is low. The use of Java Server Pages (JSP's allows the developer to build the basic HTML structures and insert the JSP tags later to add

29、the dynamic content 3. This was developed using StarOffice 5.1 from Sun for the Web Pages. The JSP tags were added later using Jbuilder. There currently is a lack of IDE's for building JSP's. This complicated the development process. A screen shot of the "Subscriber view" is given in Fig. 5. 3. CONCLUSION The two main goals of the work related to this paper were to build the Teachers Assist