基于J2EE和JSP技术实现远程教育--网络考试系统的设计

本文通过对J 2EE企业计算平台的结构化分析,论述了利用JSP技术对实现网上考试系统的具体设计与实现,并给出了与数据库连接的代码.     

基于J2EE的工作流技术在电子政务中的研究与应用

工作流是解决企业复杂业务过程信息化的一种技术．文中分析了电子政务系统的需要，提出了基于J2EE架构的轻量级工作流管理系统的体系结构，并详细介绍了各组件的功能；最后给出一个实例模型说明系统的实现和应用．     

基于MVC模式的基础教育资源库管理系统的设计与实现

基础教育资源库建设是我国教育信息化的重要组成部分。MVC设计模式分离了数据的控制层和数据的表现层,在实现多层Web应用系统中具有明显的优势。该论文在软件工程和设计模式思想的指导下,论述了基于Struts框架的基础教育资源库的管理系统的系统设计和实现过程。     

基于策略的网络管理体系结构及其在QoS上的应用

网络的重要性在于人们可以通过它对远在异地的信息进行快速访问,由于各种原因而导致的网络故障或失败会给我们的生活和工作带来许多不便,因此保持网络的正常运行是至关重要的,这就要求对网络进行管理.在现有基于策略的网络管理思想方法上,提出了一种具有可扩展性的可应用于QoS管理的基于策略的网络管理体系结构.     

基于J2EE的网络考试系统的设计与开发

对基于J2EE的网络考试系统的设计进行了分析,它具有数据库设计、题库管理、系统管理、考试管理、基本信息管理等功能,能实现选题组卷和阅卷.     

基于MVC设计模式的Struts框架的设计与实现

Struts框架是MVC设计模式的实现,通过在Web页面中使用J2EE中规范的标签,实现页面表示层和事务数据层的分离,增加了耦合性,提高了代码的可重用性。最后,以一个使用Struts框架构建的Web应用程序为例,来说明Struts框架如何实现MVC设计模式的。     

基于J2EE框架技术在学报系统中的应用

由于现在企业业务的逐渐增多、需求不断地变更,构建一个易扩展、可重用和易维护的良性企业业务系统变得非常重要,本文在简要分析JSF、Spring和Hibernate等流行框架基础上,提出了基于J2EE框架的架构,并利用在某期刊社中的作者在线投稿查稿子系统作为实例说明其具体应用。     

Influence of a Non-formal Environmental Education Programme on Junior High-School Students’ Environmental Literacy

One of the solutions implemented by schools for conducting value-based environmental education (EE) is outsourcing: allocating external environmental organizations that develop and conduct EE programmes. This study addressed such a programme—the Green Council Programme (GCP)—developed and implemented in schools by the Israeli Society for Protection of Nature. A pre-test/post-test design was used to investigate the influence of participation in the GCP on components of junior high-school students' environmental literacy. Conceptualizations of ‘environment’, environmental attitudes and sense of ability to act on environmental issues were studied employing quantitative and qualitative tools. Contribution of the programme to the cognitive domain, in developing a systemic understanding of the environment, was limited. On the other hand, participating in this programme heightened students' sensitivity to human–environment interrelationships and developed a more ecological worldview. After the programme, students demonstrated greater perception of humans as part of the environment, an increased sensitivity to human impact on the environment and their value for non-human nature moved from an anthropocentric to a more ecocentric orientation. While students' internal locus-of-control increased, when environmental protection entailed personal economic trade-offs, their support was limited and remained unchanged. The article concludes with recommendations, based on the findings, regarding supplementing the school (science) curriculum with external EE enrichment programmes.     

Strengthening Environmental Communications

Abstract

An attitudinal survey that contrasted student perceptions on environmental/energy questions during the decade of intense concern for these issues was conducted at Cornell University in 1971 and 1981 (3414 and 3867 students sampled, respectively). The survey was designed to measure changes in attitude toward thirty-five specific items in five major categories (Food-stuffs, Household items, Transportation, Personal items, and Recreation). Significant differences were observed between the two surveys with most of the differences associated with political leanings, income, gender and geographical background. The changes were in the direction of a more materialistic lifestyle with less consideration for environmental/energy issues and concerns.     

Nature Center Purposes and Values

Abstract

Using the experiences and perspectives of practicing environmental educators, the author identified the elements that contribute most to effective environmental education. First, interviews were conducted with 18 experienced environmental educators from 11 states. Factors that appeared fundamental to the teachers' successes were assembled into an initial elements-of-success framework, consisting of 42 elements arranged in 3 categories: teaching conditions, teacher competencies, and teaching practices. The framework was then sent in survey form to environmental educators across the country. The survey yielded strong and consistent confirmation that environmental educators across the country believe the framework provides a valid and useful representation of the major elements that contribute to successful environmental education.