JSP数据库动态检索应用的优化

本文分析归纳了JSP数据库动态检索应用的速度指标、资源消耗指标、界面指标等主要性能指标，并针对各指标，从应用服务器端、数据库服务器端及具体应用等方面提出了优化措施，主要包括采用JSP与XML结合的技术以减少Client端与服务器的交互次数、使用JDBC数据库连接缓冲池技术、采用数据源复用、调整数据库服务器性能、优化数据库结构、优化SQL查询算法、整合查询语句减少数据库检索次数及数据分页显示优化等优化措施，以达到提高JSP数据库动态检索应用的整体性能。     

循环程序的优化与运行时间的测定

循环体内的语句,需要多次重复的执行,尤其是运行循环次数多、层数多的程序,更要化费很多的运行时间。循环程序的优化是合理的设计循环体内的语句,使程序运行时间减少。让学生掌握一些循环程序的优化措施,不仅能缩短程序的运行时间,对培养学生的编程能力和良好的编程风格,也是大有好处的。     

SQL Server数据库查询语句优化的研究

SQLServer是一种主流的数据库管理系统,数据库应用系统都以SQL Server作为后台数据库,而数据库的性能优化直接影响到整个数据库应用系统的有效远行.为提高数据库的运行效率,本文分析了影响结构化查询语句(SQL)查询语句执行效率的因素,并在此基础上研究了对SQL查询语句进行优化的常用方法,包括数据类型、数学操作符、相关子查询等方面的适当的使用.同时指出,实践中程序员应反复实验,不同的语句进行比较,以得到最恰当的方案.     

如何提高SQL语句的查询效率

对于数据量庞大的数据库,劣质SQL语句和优质SQL语句之间的速度差别可以达到几十上百倍。在实际应用中,一个系统不是简单地能实现其功能就行,对于一些需要实时响应的系统而言,如果因为没有高质量的SQL语句,造成性能低下,即使能实现功能也无意义。SQL优化的实质就是在结果正确的前提下,优化器根据定义的索引来提高查找效率,尽量避免全表扫描的发生。     

用Java访问数据库的问题探究

Java语言是为一种与系统平台无关的计算机语言，运用Java程序可解决其与数据库建立连接、执行查询语句、检索、数据库更新操作等有关技术问题，实现对数据库的有效访问。     

用Java访问数据库的问题探究

Java语言是为一种与系统平台无关的计算机语言,运用Java程序可解决其与数据库建立连接、执行查询语句、检索、数据库更新操作等有关技术问题,实现对数据库的有效访问.     

简论关系数据库的查询优化

数据库的应用日益广泛,随着数据量的增大,查询效率越来越爱人们关注。为了提高查询的效率．在考虑处理器的速度、1／O速度、存储器的容量、操作系统、采取何种的数据库服务系统等方面的同时,对于特定服务器来说查询的效率主要取决于DBA（数据库管理员）所给定的查询语句的优化。     

C程序利用SQL数据库数据的方法

随着信息管理要求的不断提高，产生了数据仓库和数据挖掘技术，简单的数据处理已不能满足信息管理的要求，这就要求能够利用高级语言处理数据库数据。本文提出了一种利用SQL语言语句，使C程序能够访问数据库数据的方法。     

基于web的SQL语言自动练习系统的设计与实现

学生在学习SQL语言时,必须通过不断练习才能提高实践操作能力。而评判学生练习的正误和给予及时反馈是提高其学习积极性和学习能力的重要手段。文章基于Web的SQL语言自动练习系统．主要针对SQLSERVER数据库设计一个SQL语言自动练习系统,主要难点是SQL语句正确性的判断。     

微机仓库管理软件网络系统的开发与研究

“微机仓库管理软件网络系统”，是我们运用网络数据库应用技术开发而成的、国内较大的仓库管理系统。其主要的数据库有二百多个，命令文件有八百多个，程序语句约五万余务。经过两年多的运行，该系统功能齐全、性能可靠、操作维护方便、实用性强。     

元代直译体公文阅读要领——以《通制条格》为例

元代法律典籍《元典章》、《通制条格》中有许多公文是用直译体写成的。直译体与传统公文所用的书面语不同。直译体的词汇是汉语的,语法是汉语和蒙古语杂糅的。阅读直译体公文必须要了解独特的公文用语及其常见组合,了解汉语、蒙古语语法杂糅的特点。     

谈谈数据库多项目的快速统计

在利用关系数据库处理数据与信息时 ,统计工作是常需要作的工作。本文主要是探讨如何利用数组与索引方法来改进传统的分类统计。以实现数据的快速统计。提高整个程序的运行速度     

从回鹘文献语言名词的数范畴看现代维吾尔语名词的数范畴

一千多年以来,维吾尔族在不同的历史时期、不同的地域曾经使用了不同的文字形式,书写了大量极其珍贵的书面文献。本文所论述的回鹘语和现代维吾尔语只是维吾尔书面语言发展史上的两个阶段,从历时的角度就回鹘文献中的名词的数范畴同现代维吾尔语书面语中的名词的数范畴进行对比,试图找出其发展与变化规律,以期能对双语教学有所裨益。     

Reading for meaning: The foundational knowledge every teacher of science should have

Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students’ reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here.     

Drop Everything and Write (DEAW): an innovative program to improve literacy skills

It is believed that language is an innate ability and, therefore, spoken language is acquired naturally and informally. In contrast, written language is thought to be an invention and, therefore, has to be learned through formal instruction. An alternate view, however, is that spoken language and written language are two forms of manifestations of the same inner language and that under certain circumstances, they both are acquired the same way. Nevertheless, in reality, the motor mechanisms for speech mature earlier than the ones needed for reading and writing, and, therefore, spoken language gains precedence and is acquired earlier than the written language. Based on this rationale, it is hypothesized that if the option to communicate through oral language is restricted, and children are made to communicate only through written language, we can expect written language skill to emerge with greater force. This hypothesis was put to test by conducting a pilot study in which children’s option to communicate with each other in the classroom was limited to written language for brief periods. One group of fourth graders were allowed to communicate with each other for half an hour a day, 4 days a week, for a period of one semester only through written language. No talking was allowed during this period. A comparison group of children were not restricted in this way. We labeled this project “Drop Everything and Write” (DEAW). Both the groups were administered pre- and post-tests of reading and spelling. After one semester of this program, children in the DEAW program achieved significantly higher scores on tests of vocabulary, reading comprehension, and spelling than the comparison group. The DEAW group also improved greatly in written language use. The results are interpreted to support the hypothesis.     

法律文书中的常见语言错误试评

法律文书要做到规范化和标准化,必须从语言文字抓起,否则会影响其法律效力。本文从法院的部分法律文书中直接抽样调查,选取具有代表性的语言错误进行实例分析,为推进法律文书撰写过程中语言文字运用的规范化提供启示。     

Language! Effects of an individualized structured language curriculum for middle and high school students

This chapter documents the success of a 12-month individualized structured language curriculum (LANGUAGE!) provided to middle and high school juvenile offenders (n=45; 43 males; 2 females) enrolled in a rehabilitation program. Although individual students participated in the program for an average of just 22.7 weeks (SD 8.51), they made significant gains (more than three years growth) over this period in written language expression (composition), encoding (spelling), and decoding (isolated word recognition), as documented by standardized literacy measures, moving from standard scores in the 60s and 70s to the 80s and 90s. Gains on the Gray Oral Reading Test (GORT III) were consistent with these measures and well exceeded gains made by a comparison group (n=51; 48 males, 3 females) which included students attending similar rehabilitation programs for a comparable period of time, but these students were not offered the individualized LANGUAGE! curriculum. Details of the LANGUAGE! curriculum and the basis of its success are discussed.     

Analyzing language demands facing english learners on science performance assessments: The sald framework

This article report on the development and use of an analytical framework intended to map the language demands encountered by English learners as they engage in science performance assessments. Grounded in functional and interactional views of language and language use, the authors—two science education researchers and a language scholar—developed the framework via an inductive, iterative, and systematic review of written assessment materials associated with three fifth grade science performance tasks. The resulting Science Assessment Language Demands (SALD) framework is organized around three dimensions: participant structures, communicative modes, and written texts and genres that students are called upon to read and produce. The authors used textual analysis to conduct an expert review of the written documents associated with the three assessment tasks. The results indicate that the framework can be used to document a wide range of functional and interactional language demands involved in science performance assessments. The demands revealed by the SALD framework highlight both potential challenges facing English learners during science performance assessments as well as opportunities afforded by such assessments for demonstrating their knowledge and skills and further developing language proficiency. A major implication of the study is the potential use of the framework to evaluate the language demands and opportunities of science assessments used in classrooms with English learners. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 909–928, 2010     

译语的异化、同化与优化

翻译界有一种观点,认为译文“宁信而不顺”倡导异化;还有一种观点,认为译文应该“读起来不像译文”,“仿佛是原作者的中文写作”,因为译作的语言应是规范的汉语,提倡同化。英文汉译应在忠实于原文的基础上兼顾汉语读者的可接受程度,进一步优化“异化”的译语,使译文既保持“异国情调”,又符合汉语习惯,“一仆二主”,皆大欢喜。     

Sociohistorical Influences on the Development of Papahana Kaiapuni,the Hawaiian Language..

Papahana Kaiapuni is a K-12 indigenous language immersion program in selected public schools in the State of Hawai'i. Instruction in Kaiapuni classrooms is conducted in the Hawaiian language. Program goals include students' development of a high level of proficiency in both the Hawaiian and English languages (Department of Education, 1994). For nearly a century, policy banning the Hawaiian language from the public schools and other government activities contributed to the decline of the language's usage. Papahana Kaiapuni is an effort to revive the indigenous Hawaiian language, now the second official language of the State. Supporters of the program believe that the program may also serve to promote the achievement and cultural identity of the native Hawaiians it serves. In this article, wedescribe the sociohistorical influences on the development of the Kaiapuni program, drawing from a literature review of articles written about the program, interviews with individuals involved in early program development, and an analysis of selected Board of Education and Department of Education documents.