【正文】 域的不斷擴大，為網(wǎng)上信息的交互提供了一個良好的平臺和方便的操作界面。因此，利用網(wǎng)絡，使學生只要在計算機前輸入自己的個人選課信息即可完成原來幾倍的作業(yè)量。 技術(shù)可行性：以 MIS 技術(shù)為開發(fā)基礎(chǔ)。新集成的工作空間可以與 Macromedia Flash MX 和 Fireworks MX 共享，其中包括了標示簽的文檔窗口、可放到 dock 中的畫板組、可定制的工具條和集成的文件瀏覽。 SQL Server SQL Server 是一個具備完全 Web 支持的數(shù)據(jù)庫產(chǎn)品，提供了對可擴展標記語言 (XML) 的核心支持以及在 Inter 上和防火墻外進行查詢的能力，提供了以 Web 標準為基礎(chǔ)的擴展數(shù)據(jù)庫編程功能。 C、 、 XQuery、 XMLA、 、 SMO、 AMO 等都將成為 SQL Server 數(shù)據(jù)平臺上開發(fā)數(shù)據(jù)相關(guān)應用的有力工具。利用 ASP 提供的一組 ActiveX服務器組件 (ActiveX Server Components)可繼續(xù)擴充 ASP的功能?！俺谋尽本褪侵疙撁鎯?nèi)可以包含圖片，聯(lián)接，甚至音樂，程序等非文字的元素。瀏覽的網(wǎng)頁就是由 HTML 語言編寫出來的。身份驗證 信息查詢 信息添加 在本系統(tǒng)中，只有三種身份：學生、老師、管理員。被選課程瀏覽用于學生修改、補選、重新選擇課程。課程查詢即通 課程編碼（唯一）來查詢該課程的相關(guān)介紹，包括課程內(nèi)容、開課學期、地點等內(nèi)容。選課信息的修改用 于學生修 ……………………………….. ………………………………………………………………………….. 理員才可以完成。同樣，教師登錄模塊中，成功登錄后將教師名、教師的身份證號、教師姓名作為參數(shù)保存下來，傳遞到密碼修改模塊、查詢已發(fā)布課程信息模塊、刪除課程發(fā)布信息模塊、修改課程發(fā)布信息模塊。 名稱 字段名稱 類別 主鍵 非空 身份證號 Shenfenzhenghao varchar Yes Yes 姓名 Xingming varchar No No 性別 Xingbie char No No 所屬學院 Suoshuxueyuan varchar No No 學歷 Xueli char No No 職稱 Zhicheng char No No 個人簡介 Gerenjianjie text No No 密碼 Mima varchar No No 表 教師信息表 4．管理員信息表 標識： Info_mana 管理員信息表包括登錄號、姓名、密碼 3 個字段。在提交后的 asp 文件中，首先通過學號 /身份證號對數(shù)據(jù)庫中的 Info_stud/Info_teac表進行檢索，若檢索到的記錄集為空，則說明學號 /身份證號錯誤，從而轉(zhuǎn)到相應的出錯處理程序，若記錄集不為空，再進行姓名判斷，若姓名與表中的姓名不相等，進行出錯處理，若相等，進而檢查密碼是否相等，不相等，作出錯處理，相等則轉(zhuǎn)入學生 /老師登錄成功的操作頁面，并將姓名，密碼，學號 /身份證號以session 對象保存起來。確定提交頁面后，學期的信息以及以 session 對象傳遞過來的學號信息作為數(shù)據(jù)庫查詢的條件，對表 selected 進行查詢，凡是“學期”等于選擇的學期 ,“學號”等于 session(xuehao)的記錄均為被選記錄，每選出一條記錄，選擇該記錄中的“課程編碼”字段為參數(shù)，對表 Info_course 進行查詢，將查詢到的信息以表格的形式在網(wǎng)頁中顯示出來，即為該生該學期的已選課信息。其中查詢數(shù)據(jù)庫所需要的參數(shù)是由 session(term)，和學生的專業(yè)信息傳遞來的。課程信息的查詢是通過條件“課程編碼”對數(shù)據(jù)表 Info_course 進行查詢，將符合條件的信息列出。 實例截圖 ： 圖 查詢教師信息 查詢選課名單 在選課信息瀏覽頁面中在“查看選課名單”中輸入課程編碼，點擊查詢即可。 實例截圖： 圖 瀏覽已發(fā)布信息 信息發(fā)布 具體操作為對數(shù)據(jù)庫添加新記錄。 實例截圖： 發(fā)布： 圖 信息發(fā)布 課程信息修改 在查看以往發(fā)布的信息的頁面中點擊“我要修改”進入修改頁面（實際同信息發(fā)布頁面），在文本框中輸入完整信息后進行覆蓋寫入，操作與信息發(fā)布大致相同。 出錯及處理：① 誤刪除，系統(tǒng)提示“您無權(quán)刪除他人的信息！” ② 所刪除信息，系統(tǒng)提示“該學期沒有該課程信息！” 實例截圖： 刪除： 圖 課程信息刪除 出錯： 圖 出錯 圖 出錯 查詢公告信息 與學生部分的公共信息查詢功能相同，詳情請向上查閱。列出教師信息后，只要對其中信息進行修改提交即可。 實例截圖： 添加教師信息 失?。? 失敗 5． 7 刪除教師信息 教師信息的刪除也是由管理員完成，輸入需要刪除的教師身份證號后進行刪除。 5． 11 刪除公告信息 功能與刪除教師信息基本相同，不再贅述。 第七章：總結(jié) 通過最后兩個多月的畢業(yè)設計，我對 WEB 服務器、數(shù)據(jù)庫軟件 SQL Server、JAVA、 ASP、 VbScript 等系列知識都有了一定的了解。 在整個設計階段感受最為深刻的是掌握學習的方式和解決問題的方法。感謝羅珣老師給了我本次設計的機會并提供指導；感謝許多同學在數(shù)據(jù)庫連接、服務器配置、 ASP 編程等問題上給我的幫助使我能夠順利地進行設計的工作；論壇中有很多認識不認識的朋友也都為我的設計提出了很寶貴的建議，同樣在這里感謝他們。s thumbnailshowing like spectators who lined the railings of his lips. Don39。s long, prehuman day. For a time he listened for any sound Ignacio might m ake searching for him。 fore and knew on which side of hunger he stood。 he had several times seen coconuts lying in the sand under the trees. He moved quietly, still a little afraid, trying to think of ways to open the coconut w hen he found it. He imagined himself standing before a large and raggedly faceted stone, holding the coconut in both hands. He raised it and smashed it dow n, but when it struc k it was no longer a coconut but Maya39。 she looked up as she saw him, and smiled. Hello, he said. Hello, Nicholas. I thought I heard you. I wasn39。s probably given up by now. The girl nodded, looking into the dar k waters of they pool, but did not seem to have heard him. He began to wor k his way around to her, climbing across the sna kelike roots of the crowding trees. Why does Ignacio want to kill me, Diane? Sometimes he wants to kill me, too, the girl said. But why? I think he39。 when he was there, there wasn39。t be sick if only there weren39。 and then a turtle and a hedgehog that turned into armadillos for the love of God, Montressor. He said, Why didn39。ve been drinking water here, trying to drown her. I think I39。ve found out I39。m going to try to open a coconut. If I can I39。 Nicholas had not liked them, and he did not think Ignacio would have liked them either. If he had liked his therapy robot he probably would not have had to be sent here. He thought of the chipped and rusted old machine that had cleaned the corridorsMaya had called it Corradora, but no one else ever called it any F thing but Hey! It could not (or at least did not) speak, 1 and Nicholas doubted that it had emotions, except possibly a sort of love of cleanness that did not extend to its own person. You will understand, someone was saying inside his head, that motives of all sorts can be divided into two sorts. A doctor? A therapy robot? It did not matter. Extrinsic and intrinsic. An extrinsic motive has always some further end in view, and that end we call an intrinsic motive. Thus when we have reduced motivation to intrinsic motivation we have reduced it to its simplest parts. Take that machine over there. What machine? Freud would have said that it was fixated at the latter anal stage, perhaps due to the care its builders exercised in seeing that the dirt it collects is not released again. Because of its fixation it is, as you see, obsessed with cleanliness and order。 do。s theory, and not a wea kness, that it ser ves ` to explain many of the activities of machines as well as the acts of persons. Hello there, Corradora. And hello, Ignacio. My head, moving from side to side, must remind you of a radar scanner. My steps are measured, slow, and precise. 1 emit a scarcely audible humming as 1 walk, and my eyes are fixed, as 1 swing my head, not on you, Ignacio, but on the waves at the edge of sight, where they curve up into the sky. 1 stop ten meters short of you, and 1 stand. You go 1 follow, ten meters behind. What do 1 want? Nothing. Yes, 1 will pick up the sticks, and 1 will followfive meters behind. Break them, and put them on the fire. Not all of them, just a few. Yes. Ignacio keeps the fire here burning all t