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-教务信息管理系统的设计与实现—论文
毕业设计(论文)
教务信息管理系统的设计与实现
论文作者姓名:
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指导教师姓名,职称,:
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教务信息管理系统的设计与实现
摘 要
随着我国教育事业的不断发展,各级教育层次的教学规模日益扩大,采用传统的教务信息管理方法(如直接手工管理或者开发程度不高的管理系统)不但浪费大量人力、物力和财力资源,而且不能满足当前教育发展的需求。
教务信息管理系统是一种融合管理科学、信息科学、系统科学和计算机技术为一体的综合性先进管理手段。系统是建立在WINDOWS操作系统上的基于C/S(客户机/服务器)模式的教务信息管理系统,选用VB.NET,SQL SERVER 2000数据库进行开发。有登录,教师用户,管理员用户,学生用户四个模块。教师用户可以查看自身信息,修改联系方式和密码,查看、录入、删除学生基本信息和学生成绩信息。管理员用户可以查看自身和教师信息,查询、录入、修改、删除课程信息和教师任课信息。添加、修改、删除教师基本信息。查询,添加,删除教师评价信息和修改自身登录密码。学生用户可以查看自身信息。
全文
企业安全文化建设方案企业安全文化建设导则安全文明施工及保证措施创建安全文明校园实施方案创建安全文明工地监理工作情况
设计开发教务信息管理系统,结合面向对象的思想,采用典型的管理信息系统,其开发主要包括后台数据库的建立和维护以及前端应用程序的开发两个方面。通过系统实现,用户可以在网络环境下直接访问操作权限范围内的各项信息,同时系统也可借鉴应用到其他教育单位、一般政府机关和厂矿企业进行信息管理。
关键词: 计算机应用;信息管理系统;教务管理;数据库;数据库程序设计
Design and Implementation of a Management Information
System for the Educational Administration
Abstract
With the continuous development of our country's educational cause, the scale
of all levels of education are enlarged greatly. Using the traditional method of Management Information(such as direct manual management or not highly developed management system)will not only waste a lot of manpower, the physical resource and the financial resources,but also be unable to satisfy the demand of current education development.
Integrative management system which combine management science,the
information science,the systemic science with the computer science is an integrative managed system which is all-around and advanced. The system is established on the WINDOWS platform based on C/S (Client / Server) model Academic Information Management system,VB.NET + SQL the SERVER 2000 databases are selected to
carry on the development. There are four templates model,about logging in
teacher-consumers,administrator-consumers and student-consumers. The academic user may examine own information, change the connection tool and password. And also he can browse, logging and delete the students` basic information and students` achievement information. Manager users can look over their own information and teachers` information, inquiry,input,edit,and delete the course information and the
information of which teacher get the course .And also manager users can add,
modify,delete teachers basic information and make over the entering password. The student user may examine own information.
The thesis is about designing the Management Information System of the Educational Administration,unifies the object-oriented thought, uses the model the information management system,The establishment and the maintenance of the
backstage database as well as front end the application procedure development two aspects are included in development. Through the system realization, users can direct access all kinds of information with his/her own competence in the network environment,meanwhile this system also can be applied to other education institutions,government agencies,the general mines and factory for information
management.
Key words: Computer application;management information system;
Educational administration;Database;Database programming
目 录
论文总页数:26页
1 引言........................................................................................................................................... 2
2 需求分析................................................................................................................................... 2
2.1教务信息管理业务 ............................................................................................................ 2 2.2教务信息管理系统功能需求 ............................................................................................ 2 2.3教务信息管理系统设计要求 ............................................................................................ 2 2.4系统功能设计 .................................................................................................................... 3 2.5运行环境............................................................................................................................ 3 2.6技术选择............................................................................................................................ 4
3 系统开发的可行性分析 ........................................................................................................... 4 3.1教务信息管理系统可行性分析 ........................................................................................ 4
3.1.1对系统的简要描述 ................................................................................................ 4
3.1.2改进之处 ................................................................................................................ 4
3.1.3技术可行性分析 .................................................................................................... 4
3.1.4系统经济可行性分析 ............................................................................................ 4 3.2
方案
气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载
比较............................................................................................................................ 5 3.3开发工具的选择 ................................................................................................................ 6
4 总体设计................................................................................................................................... 6
4.1教务信息管理系统概要设计 ............................................................................................ 6
4.1.1条件与限制 ............................................................................................................ 6
4.1.2运行设计 ................................................................................................................ 7
4.1.3出错处理设计 ........................................................................................................ 7
4.1.4安全保密设计 ........................................................................................................ 7
4.1.5维护设计 ................................................................................................................ 7 4.2总体功能模块图 ................................................................................................................ 8 4.3数据流程图 ........................................................................................................................ 9 4.4教务信息管理系统数据库设计 ........................................................................................ 9
5 系统的详细设计和实现 ......................................................................................................... 13 5.1登录模块.......................................................................................................................... 13 5.2教师管理模块 .................................................................................................................. 14
5.2.1教师基本信息模块 .............................................................................................. 14
5.2.2学生信息和成绩模块 .......................................................................................... 15 5.3管理员管理模块 .............................................................................................................. 17
5.3.1基本信息模块 ...................................................................................................... 17
5.3.2课程信息、任课信息、教师信息管理模块 ...................................................... 18
5.3.3教师评价管理模块 .............................................................................................. 20
5.3.4密码修改模块 ...................................................................................................... 20
5.4学生信息模块 .................................................................................................................. 21 6 软件测试................................................................................................................................. 22
6.1教务信息管理系统测试计划 .......................................................................................... 22
6.1.1测试方案 .............................................................................................................. 22
6.1.2测试环境 .............................................................................................................. 22
6.1.3测试项目及说明 .................................................................................................. 22
6.2教务信息管理系统测试计划执行情况 .......................................................................... 23
6.2.1用户登录界面的测试结果 .................................................................................. 23
6.2.2 教师信息管理界面的测试结果 ......................................................................... 23
6.2.3添加学生信息界面的测试结果 .......................................................................... 24
6.2.4课程信息管理界面的测试结果 .......................................................................... 25
6.2.5其他界面的测试结果 .......................................................................................... 25
6.2.6基本信息查询界面的测试结果 .......................................................................... 26
6.3教务信息管理系统测试结论 .......................................................................................... 26 结 论......................................................................................................................................... 26
参考文献......................................................................................................................................... 27
致 谢......................................................................................................................................... 28
声 明......................................................................................................................................... 29
1 引言
随着信息技术的革命与发展,计算机已经成为我们学习和工作的得力助手,逐渐改变着信息的管理方式,提高了信息管理的安全性和效率,节省了大量的人力和财力。同时Internet的普及也促进着各个行业的发展,从邮寄信件到E-mail,从电话会议到网络会议,从传统物流到电子商务,从面对面授课到远程教学等等一系列的变化,人们无不感觉到Internet的强大。信息管理技术的迅猛发展正得力于Internet的普及和发展。
目前社会上信息管理系统发展飞快,各个企事业单位都引入了信息管理软件来管理自己日益增长的各种信息。鉴于目前学校教学规模的日益扩大,教务信息呈爆炸性增长的前提下,教务信息管理的自动化与准确化的要求日益强烈的背景下构思出来的,该项目开发的软件就是为学校教务信息管理系统软件,系统完全独立开发,力求使系统功能简洁明了,但功能齐全且易于操作。该项目设计完成后可用于一些教育单位(包括学校,学院等等)的教务信息的管理。 2 需求分析
2.1教务信息管理业务
教务信息管理应包括学校管理条例,基本职能,技能信息,教学成果,培养方案,教学通知,校历等基本信息。还应包括院系设置查询,专业设计查询,教学计划查询,课程设置查询,教师信息查询,学生成绩查询等功能。提供教师,学生,管理员三种用户的登录,根据身份的不同,操作权限就不同。 2.2教务信息管理系统功能需求
通过对教务信息管理业务的了解,另外考虑到开放时间只有三个月,技能力量相对薄弱,所以在系统的开发过程中简化了一些功能。
系统提供管理员,教师,学生三种用户的登录。
管理员可以查看自身和教师信息,查询、录入、修改、删除课程信息和教师任课信息。添加、修改、删除教师基本信息。查询,添加,删除教师评价信息和修改自身登录密码。
教师用户可以查看自身信息,修改联系方式和密码,查看、录入、删除学生基本信息和学生成绩信息。
学生可以查看自己基本信息和成绩。
2.3教务信息管理系统设计要求
1.教务信息管理系统类似于档案管理,它是一个教育单位不可缺少的部分,它的内容对于学校的决策者和管理者来说都至关重要,所以教务信息管理系统应
该能够为用户提供充足的信息和快捷的查询手段。但目前还有一些单位和部门还是使用传统人工的方式管理文件档案,这种管理方式存在着许多缺点,如:效率低、保密性差,另外时间一长,将产生大量的文件和数据,这对于查找、更新和维护都带来了不少的困难。同时随着学校的规模不断扩大,学生数量急剧增加,有关教务的各种信息量也成倍增长。
随着科学技术的不断提高,计算机科学日渐成熟,其强大的功能已为人们深刻认识,使计算机应用逐步渗透到社会生活的每个角落,它已在人类社会的各个领域并发挥着越来越重要的作用。
作为计算机应用的一部分,使用计算机对教务信息进行管理,具有手工管理所无法比拟的优点.例如:检索迅速、查找方便、可靠性高、存储量大、保密性好、寿命长、成本低等。这些优点能够极大地提教务管理的效率,也是企业的科学化、正规化管理,与世界接轨的重要条件。
2.系统还应具有良好的安全性和稳定性,对数据库的科学的设计避免出现数据冗余。
3.系统应有良好的可操控性和简洁的界面。
2.4系统功能设计
1.教师,管理员基本信息列表功能
查看所有,或者按条件搜索教师,管理员的基本信息。
2.课程管理功能
查询,录入,修改,删除课程信息。
3.教师任课信息管理功能
查询,录入,修改,删除教师任课信息。
4.教师评价管理功能
查询,录入,删除对教师的评价信息。
5.教师信息管理功能
录入,修改,删除教师基本信息。
6.学生成绩列表功能
维护学生的成绩,其中包括查询,录入,删除学生的各门课程的成绩。
7.学生信息管理功能
查询,录入,删除学生的信息,包括基本信息和联系方式。
8.学生信息查询功能
学生查询自身的基本信息和成绩。
2.5运行环境
考虑到现在Windows操作系统在中国的普及率很高,而且SQL SERVER 2000
数据库工具在大学里也作为重点课程学习过。工作中也被绝大多数的编程人员所应用并认可,所以软件基本运行环境为:
操作系统:Windows 2000/XP/2003
数据库类型:Microsoft SQL Server 2000
2.6技术选择
软件设计包括:数据库的设计和开发以及前端应用程序的设计开发。
系统设计采用SQL SERVER 2000和VB.NET这两个开发工具,SQL SERVER 2000
开发数据库,利用VB.NET进行软件开发,最终完成一个界面优美的管理控制系统。
3 系统开发的可行性分析
3.1教务信息管理系统可行性分析
3.1.1对系统的简要描述
系统在加入了数据库的支持,使用了SQL数据库语言,使数据的准确性与安全性得到了很大的提高,且在用户的并行操作与用户管理方面非常方便。
3.1.2改进之处
系统在原先只有管理员,教师用户的基础上,增加了学生用户,方便了学生对自己基本信息和成绩的查询。
3.1.3技术可行性分析
就目前的开发技术及辅助工具来说,系统需要的功能能够快速地实现。而且目前校内建有局域网,这为系统实现校内使用提供了硬件支持。
就目前使用的开发技术来说规划系统的功能目标应该能够达到;利用VB.NET编程语言和SQL数据库语言,在规定的三个月期限内开发工作基本能够实现需求分析中系统所要求的功能。
3.1.4系统经济可行性分析
经济可行性分析中最重要的内容之一是成本,,效益分析。对于一个基于计算机系统的研制项目要在经济方面评价其是否合理,成本,,效益分析要估计研制开发的花费并与收益(包括有形的可以用货币计数的及无形的利益)衡量比较。
如果计算机和服务器在已有的情况之下,系统方案成本小,不需要投入太多的资金,其运行跟维护所费资金又少,投入使用后可以节省大量人力、物力、时间等资源,可以提高企事业单位的工作效益。反之,购置计算机、服务器等硬件
设备的费用是相当贵的,在中国,劳动力的成本相对来说较低,从经济上考虑,这时用人力代替电脑工作就节约了成本。所以要从现有设备来考虑运用哪种方案,经济上是可行的。
3.2方案比较
联网交换根据业务数据存放配置可以分为C/S结构(即分布式)和B/S结构(即集中式)两种方式。C/S是用VB6这类的可视化编程软件所作,所以在运行的时候有严格的客户褍程序;而B/S是用ASP语言开发出来的,所有的数据库和执行程序都在服务器褍,客户连接的时候是通过IE(6.0及其以上)来访问,可以不受机器位置的限制,能浏览服务器的WEB服务即能使用软件。
在功能上C/S和B/S两个版本会有所不同,这是由于编程软件和所对待的对像制约的,大部份功能都是相同的。简单地说,C/S结构就是除了数据中心外,每个分公司都有各自数据,平时系统内部使用本地数据进行查询,定期或不定期的进行数据交换,以获得更新数据;B/S结构是指整个系统只有数据中心有数据,其用户必须联接上数据中心才能进行数据操作。B/S结构可实现各用户之间实时交换,只要能上网,就可以随时查看系统的数据情况。具体的可见下表1的对比:
表1(C/S)结构与(B/S)结构的优缺点比较
比较项目 C/S结构 B/S结构
须在每台计算机上安装软件和数据库(SQL 只在服务器上安装软件,其他机器联网可行性
Server)进行网络连接。 后即可进行访问。 实时性 用户不能实现实时交换。 完全实时
系统功能相等。用户较快,因为用户使用自系统功能相等。用户较慢,因为每次的运行速度 己本地数据,所有操作均是对本地数据进行数据操作均是通过互联网络对数据中心
操作。 进行操作。
适用各种情况的单位,可实现不同地点
适用只有少数或单一用户,多个用户不能进实用性 的实时处理,对信息资料和工作情况进
行实时通信。
行实时浏览。
较难。需对服务器和所有客户机软件进行维
维护难度 较易。只需对服务器软件进行维护。
护。
较高。要求用户上网,用户需支付相应运行成本 较低。不需支付上网费用。
上网费用
通过以上比较,采用B/S模式进行开发是比较合理的。但由于开发周期只有
四个月,另外自身网页制作技术相对薄弱,在预期时间之内,不能完成需求分析所要包含的功能。基于以上原因,系统采用C/S模式进行开发。 3.3开发工具的选择
Microsoft公司总是引导着计算机技术发展的潮流。继Microsoft Visual
Studio 6.0之后,Microsoft公司又推出了划时代的VB.NET。从此,我们步入了.NET时代。
除了引入了全新的C#以外,.NET在语言上的最大变化来自于对VB的改进。崭新的VB.NET是.NET家族中的杰出代表。经过一番洗心革面,VB焕发了青春。VB.NET不但继承了VB一贯的优良传统,比如简单易学,程序简洁,而且抛弃了传统的VB的很多缺点,还引入了一些堪称是革命性变革的新特点,如可以实现类的完全继承,函数和过程的重载等。
在保持了VB语言风格的基础之上,VB.NET广泛吸收了.NET家族中其他语言的优点和长处。这使得其在编译之后(VB.NET不再有解释执行的方式)产生的代码的执行效率大大提高。所以,无论是作为编程初学者的入门语言还是编程高手们的强大开发工具,VB.NET都是当之无愧的。
VB.NET无疑更将成为未来开发各种数据库应用程序的首选语言。这是因为数据库开发本来就是VB的传统强项。根据统计,开发功能相当的数据库时,使用visual C++所需要的时间大概是使用VB所需要时间的3倍。而且在.NET平台中,VB.NET可以很容易地结合ADO技术的继任者ADO.NET,而ADO.NET则是未来数据库应用程序开发所使用的核心技术。
基于以上原因采用VB.NET语言进行软件开发。
4 总体设计
4.1教务信息管理系统概要设计
4.1.1条件与限制
为了评价该设计阶段的设计表示的“优劣程度”,必须遵循以下几个准则:
1.软件设计应当表现出层次结构,它应巧妙地利用各个软件部件之间的控制关系。
2.设计应当是模块化的,即该软件应当从逻辑上被划分成多个部件,分别实现各种特定功能和子功能。
3.设计最终应当给出具体的模块(例如子程序或过程),这些模块就具有独立的功能特性。
4.应当应用在软件需求分析期间得到的信息,采取循环反复的方法来获得设计。
4.1.2运行设计
1.运行模块的组合
具体软件的运行模块组合为程序多窗口的运行环境,各个模块在软件运行过程中能较好的交换信息,处理数据。
2.运行控制
软件运行时有友好的界面,基本能够实现用户的数据处理要求。
3.运行时间
系统的运行时间基本可以达到用户所提出的要求。
4.1.3出错处理设计
1.出错输出信息
在用户使用错误的数据或访问没有权限的数据后,系统给出提示:“对不起,你非法使用数据,没有权限~”而且用户的密码管理可以允许用户修改自己的密码,不允许用户的匿名登录。
2.数据恢复
由于数据在数据库中已经有备份,故在系统出错后可以依靠数据库的恢复功能,并且依靠日志文件使系统再启动,就算系统崩溃用户数据也不会丢失或遭到破坏。但有可能占用更多的数据存储空间,权衡措施由用户来决定。
4.1.4安全保密设计
系统的系统用户管理保证了只有授权的用户才能进入系统进行数据操作。
4.1.5维护设计
由于系统较小没有外加维护模块,维护工作比较简单,仅靠数据库的一些基本维护措施即可。
4.2总体功能模块图
教务信息管理系统
教师用户 管理员用户 学生用户 学学自教课教管教教学生生身师程师理师师生信成信基信评员信任自息绩息本息价密息课身管管管信管信码管信信理理理息理息修理息息 查管改管查 看理理看
图1 总体功能模块图
4.3数据流程图
登录
验证合法非法 验证 性
合法 退出
管理员界面 教师用户界学生用户界
面 面
根据用户权限可用
功能不同
数据修改,添加,删除等
退出
图2数据流程图
4.4教务信息管理系统数据库设计
表2学生基本信息表
学生基本信息表 stuBaseInfo
字段名 类型 大是默认值 中文名 备
小 否注
为
空
stuID Varchar 1 学生学号 K
0 e
y stuName Varchar 1 学生姓名
0
stuSex Char 2 学生性别 stuAge Smalint 2 N0 学生年龄
U
L
L
stuAddress Varchar 1NNULL 学生地址
6U
0 L
L
stuClassID Varchar 1 学生班号
0
stuEmail Varchar 5 学生邮箱
0
stuPhone Varchar 2N0 学生电话
0 U
L
L
password Varchar 1 登录密码
6
表3教师管理员信息表
教师管理员信息表 TeaMagInfo 字段名 类型 大是默认值 中文名 备
小 否注
为
空
ID Varchar 1 账号 K
0 e
y Name Varchar 1 姓名
0
Password Varchar 1 登录密码
6
Ocu Varchar 1 权限
0
sex Char 2 性别 Address Varchar 1 地址
0
0
Mobilephone bigint 8 N0 移动电话
U
L
L
Homephone bigint 8 N0 坐机电话
U
L
L
表4课程信息表
课程信息表 subInfo
备字段名 类型 大是默认值 中文名
注 小 否
为
空
KsubID Varchar 1 课程编号
e0 y
subName Varchar 2 课程名称
0
subInfomation Varchar 8 课程信息
0
subPrice Float 8 课本价钱
教师编号 subTeacherID Varchar 1
0
表5教师评价信息表
教师评价信息表 stuJudgeTeaInfo 字段名 类型 大是默认值 中文名 备
小 否注
为
空
TeaID Varchar 1 教师编号 外
0 部 TeaName Varchar 1 教师姓名
0
JudgeInfo Varchar 6 评价信息
0
0
表6教师任课信息表
教师任课信息表 TeaSub
是否为字段名 类型 大默认值 中文名 备注
空 小
TeaID Varchar 1 教师编号 外部
0
TeaName Varchar 1 教师姓名
0
subName Varchar 1 课程名称
6
subID Varchar 1 课程编号 外部
0
其他信息 Info Char 2
表7学生成绩信息表
学生成绩信息表 stusubjectScoreInfo
字段名 类型 大是默认值 中文名 备
小 否注
为
空
stuID Varchar 1 学生学号 外部
0
stuName Varchar 1 学生姓名
0
stuClassID Varchar 1 学生班号
0
stusubID Varchar 1 学生课号 外部
0
stusubName VarChar 5 学生课程名
0
stusubScore int 4 学生成绩
任课教师外stuTeacherID Varchar 1
编号 部 0
1( 物理结构设计
系统的物理结构具体由数据库来设计与生成。
2( 数据结构与程序的关系
系统的数据结构由
标准
excel标准偏差excel标准偏差函数exl标准差函数国标检验抽样标准表免费下载红头文件格式标准下载
数据库语言SQL SERVER生成。
5 系统的详细设计和实现
5.1登录模块
教务信息管理系统,如果每一个进入计算机的人都能够对系统进行操作,就
可能有意或无意的破坏数据,对用户产生不良影响,甚至造成无法估量的损失。因此,在进入系统之前要设置密码输入功能用户登录关键是判断它的密码和账号是否与数据库中存在的用户信息吻合,若存在则登录成功,若登录不成功,重新输入或者相管理员申请,由管理员分配教师账号,学生账号密码由教师分配。教师,学生的初始密码都是123456,请在登录成功后及时修改自己的密码。
图3登录界面
开始
填写账号,密码,用户类型
打开数据库文件 申请户名
N
是否存在该用户,
Y
Y
登录成功
退出
图4登录模块处理流程图
5.2教师管理模块
5.2.1教师基本信息模块
教师登录才具有修改教师自身密码和联系方式的功能。
图5教师基本信息界面
开始
登录是否成 N 功,
Y
打开数据库文件
修改教师信息
N
判断是否修
改成功,
Y
修改成功
结束
图6教师信息模块流程图
5.2.2学生信息和成绩模块
录入学生信息是由老师来填写的,老师也可以查看所有学生信息,老师可以
录入和查看自己所带学生的成绩。这两个界面实现的功能大体相同,所以放在一
起介绍,它们的数据流程图也大体相同。系统的查询有多处用到,所以查询数据的流程图将在管理员查看信息模块里统一介绍。
图7学生信息界面
图8学生成绩信息界面
开始录入
添加 删除
N
有效数据, 允许删除, N
Y Y
成功
图9学生信息和成绩录入的数据流程图
5.3管理员管理模块
5.3.1基本信息模块
基本信息模块提供管理员信息,和教师信息的查询功能,提供按条件查询和全部信息的查询。通过用户输入查询的条件,如按教师编号,教师姓名等索引,选择操作符,填写相应的参数,然后在查询结果窗口可看到查询的结果。
图10基本信息界面
开始录入
输入查询条件
无 有无符合条件
的的
有
查找数据
有符合条件的数
无 据
成功
图11基本信息查询数据流程图
5.3.2课程信息、任课信息、教师信息管理模块
课程信息、任课信息、教师信息管理模块的功能基本相同,所以放在一起介绍,都是完成对各自信息的管理,包括添加、修改、删除。由于查询功能以在基本信息模块介绍过,它们的数据流程都相同,所以这里不再做介绍。
图12课程信息管理界面
图13教师任课信息管理界面
图14教师信息管理界面
开始录入
添加 修改 删除
N
允许删除, N
有效数据,
Y Y
成功
图15信息管理模块共同的数据流程图
5.3.3教师评价管理模块
教师评价管理模块,是完成对一位教师的综合评价,由学生给出评价意见,再由相关工作人员对评价信息进行汇总,最后由管理员把评价信息录入进入系统。便于查看,它包括评价数据的查看、添加、删除。教师评价管理模块处理流程图与课程信息管理等模块大相径庭。所以就不再做流程图介绍。
图16教师评价管理界面
5.3.4密码修改模块
管理员必须登录才可以修改密码。
图17密码修改界面
开始
登录成功
打开数据库文件
修改密码
N
判断是否修
改成功,
Y
修改成功
Y
是否继续,
N
结束
图18 修改密码的流程图
5.4学生信息模块
学生必须登录以后才可以查看自己的信息与成绩,和修改自己的密码。学生
信息的数据流程图和教师信息的数据流程图相同,这里就不再做介绍。
图19学生信息界面
6 软件测试
6.1教务信息管理系统测试计划
6.1.1测试方案
使用以界面为基础的测试。
以界面为基础的测试仅仅依靠软件与其运行环境之间的界面来选择和产生测试数据,而不管软件的具体需求和具体实现细节。包括软件输入,输出数据的类型取值范围以及取值的概率分布等等。
6.1.2测试环境
一台计算机,既作为服务器也作为客户机。在系统中安装IIS服务,或者其不可能作为服务器。
计算机配置:赛扬? 1G 256M内存
操作系统:Windows 2000/XP/2003
服务器组件:IIS 5.0 以上版本
数据库类型:Microsoft SQL Server 2000
6.1.3测试项目及说明
该测试计划主要包括对软件各个模块的测试,有
1.用户登录界面的测试
该测试的目的是保证登录窗口的正确性与在错误发生时的容错与纠错性。
具体通过在登录框中输入空用户名,和错误的用户密码来检测系统的出错运行情况。要求系统在遇到这些情况时能给出正确的错误提示。
2.添加教师信息界面的测试
该测试的目的是保证添加教师信息窗口的正确性与在数据输入不正确时的容错与纠错性。
具体通过在添加记录框中输入重复的用户名,空用户名和密码来检测系统的出错运行情况。要求系统在遇到这些情况时能给出正确的错误提示。
3.添加学生信息界面的测试
该测试的目的是保证添加学生信息窗口的正确性与在数据输入不正确时的容错与纠错性。
具体通过在添加学生信息框中输入空的学号,已存在的学号,来检测系统的出错运行情况。要求系统在遇到这些情况时能给出正确的错误提示。
4.添加课程信息,任课信息界面的测试
该测试的目的是保证.添加信息窗口的正确性与在数据输入不正确时的容错
与纠错性。
具体通过在添加课程信息和任课信息框中输入空的题目,已存在的题目,来检测系统的出错运行情况。要求系统在遇到这些情况时能给出正确的错误提示。
5.各删除界面的测试
该测试的目的是保证.删除各信息界面的正确性与在数据输入不正确时的容错与纠错性。
具体通过在删除各信息框中输入空的信息,不存在的信息,来检测系统的出错运行情况。要求系统在遇到这些情况时能给出正确的错误提示。
6.各修改界面的测试
该测试的目的是保证.修改各信息界面的正确性与在数据输入不正确时的容错与纠错性。
具体通过在修改各信息框中输入空的信息,不存在的信息,来检测系统的出错运行情况。要求系统在遇到这些情况时能给出正确的错误提示。
7.查询各信息界面的测试
该测试的目的是保证.查询各信息窗口的正确性与在数据输入不正确时的容错与纠错性。
具体通过在查询各信息框中输入空的信息,或者输入错误的信息,来检测系统的出错运行情况。要求系统在遇到这些情况时能给出正确的错误提示。 6.2教务信息管理系统测试计划执行情况
6.2.1用户登录界面的测试结果
在登录框中输入空用户名或者没有输入密码,系统的出错提示如图20
图20输入空用户名时系统提示
在登录框中输入错误的用户密码,系统出错提示如图21
图21 输入错误用户密码时系统提示
6.2.2 教师信息管理界面的测试结果
在添加教师信息框中输入已存在的教师编号,系统出错提示如图22
图22 输入教师编号已存在时系统提示
在修改教师信息框中输入不存在的教师编号,或者输入空,系统出错提示如图23
图23输入不存在的教师编号或空时系统提示
在删除教师信息框中输入不存在的教师编号,或者输入空,系统出错提示如图24
图24输入不存在的教师编号或空时系统提示
6.2.3添加学生信息界面的测试结果
在添加记录框中输入空的学生姓名和学号,系统出错提示如图25
图25 输入学号和姓名为空时系统提示
在删除学生信息框中输入不存在的学生学号,或者输入空,系统出错提示如图26
图26输入不存在的学生学号或空时系统提示
6.2.4课程信息管理界面的测试结果
课程信息的添加记录框中输入不存在的教师编号,系统出错提示如图27 在
图27输入不存在的教师编号系统提示
在课程信息的修改记录框中输入不存在或者空的信息,系统出错提示如图28和图29
图28输入不存在的课程信息系统提示
图29输入空的课程信息系统提示
在删除课程信息框中输入不存在的课程信息,或者输入空,系统出错提示如图30和图31
图30输入不存在的课程信息系统提示
图31输入空的课程信息系统提示
6.2.5其他界面的测试结果
如学生成绩录入界面,教师基本信息界面,教师任课信息界面,教师评价界面,管理员密码修改界面等的测试,因为和课程信息界面的测试大体相同,并且都通过了测试,这里就不做仔细介绍。
6.2.6基本信息查询界面的测试结果
基本信息查询界面中输入空的查询条件,或者不存在的查询信息,对应的在
表格会显示为空。如图32
图32输入不存在的教师信息或者为空时表格显示
6.3教务信息管理系统测试结论
经过软件的测试,系统基本上达到需求定义阶段设计目标所提出的要求。
软件功能完整,用户界面良好,错误处理正确,且能正确提示错误种类。
但是在测试中也发现软件的一些不足与缺陷,比如考虑不周全,教师和学生的信息量都不全面,同时没有实现对学生信息查看和删除时,只能使老师查看和删除自己本班的学生信息。等等一些缺陷,需要在软件进一步修改和维护时予以纠正。
总的来说,软件通过测试。
结 论
教务信息管理系统,从技术和实现两个方面,对基于C/S模式下的教务信息管理系统总体结构做了深入的分析和设计,并结合VB.NET语言和SQL数据库语言,对系统的开发思想和技术实现情况做了详细描述。首先介绍了当前开发基于网络环境的教务信息管理系统的意义,接着分析了通用数据库技术和网络技术,选取了一个研究的主要问题是开发基于C/S模式教务信息管理技术,然后就具体的系统设计方面的内容做了一定介绍,给出了系统的实现方法并最后对系统进行了一些测试。
项目已经完成教务信息管理系统基本开发。其功能基本符合设计目标,能够完成教师信息、课程信息、任课信息、学生信息和成绩管理的存储、添加,删除和信息的查询。使用户方便进行信息管理,对于数据的一致性的问题也通过程序进行了有效的解决。
在设计中,由于自己编程方面知识不够全面和时间上的问题,使得系统还存在一些不足。比如没有考虑周全,教师和学生都只有基本信息,信息量不全。系统没有实现对学生信息查看和删除时,老师只能查看和删除自己本班的学生信息。
系统今后主要工作重点是完整实现C/S模式体系结构,在开放式方面考虑跨平台后可能面临的并发性问题,同时对安全性能方面加强防范,可以考虑采纳一些结合硬件加密的策略。
参考文献
[1] 郭聪宾,刘晓宏.VB.NET数据库编程[M].北京:北京科海电子出版社,2003。 [2] 陈永强.SQL Server数据库企业应用系统开发[M].北京:北京清华大学出版社,2004。 [3] 普悠玛.Visual Basic.NET程序设计示例导学[M].北京:北京科海电子出版社,2003。 [4] 乔宇峰.Visual Basic.NET控件设计示例导学[M].北京:北京科海电子出版社,2003。 [5] 罗伯特?斯库塞斯 玛丽?萨姆纳.管理信息系统[M].美国:南伊利诺伊大学出版,2003。 [6] Pete McBeen.《软件工艺》(英文版)[M].北京:清华大学出版社,2002。 [7] 蔡勇,陈波.管理信息系统开发技术 [M].武汉:武汉理工大学出版社,2003。 [8] 陈雪滨.数据库在档案管理中的应用[J].云南电业,2005,(1):12-27。
致 谢
论文的工作是 2007年2月至2007年6月在成都信息工程学院网络工程系
系完成的。这期间在指导老师常征,陈运老师的帮助下,对设计项目从陌生到熟悉,从学习基础的开发程序到顺利完成设计任务,一步一步走过凝聚着太多的心血。在此向常征,陈运老师、在项目中帮助过的老师和同学表示衷心的感谢和诚挚的祝福~
在这次毕业设计的期间常老师和陈老师不仅在业务上严格要求自己,而且在为人上也是诚挚踏实,是我学习的典范和前进的动力。在整个论文编写和系统设计过程中,他们给予了我细心的指导和耐心的帮助,教会了我解决问题的方法和认识问题的角度深度及层次,更教会了我严以律己、宽以待人的为人原则和做人的道理。
他们的严谨治学的态度和一丝不苟的工作作风使我受益终生。
毕业设计已经完成,标志着大学生活的结束,回顾几年的大学生活我得到了许多同学老师的关心帮助,使我顺利的完成了大学的学习任务。同时也学习到了很多的科学技术知识和社会知识,使自己在各方面都取得了很大的进步。在此借这个机会,感谢网络工程系,全体领导和老师对我的鼓励和鞭策,我将再接再厉,努力拼搏,继续用自己的辛勤汗水泼洒自己的人生之路。
作者简介
姓 名:李黎 性别: 男 出生年月:1984-4 民族: 汉 E-mail:17536547@qq.com
声 明
本论文的工作是 2007年2月至2007年6月在成都信息工程学院网络工程系完成的。文中除了特别加以标注地方外,不包含他人已经发表或撰写过的研究成果,也不包含为获得成都信息工程学院或其他教学机构的学位或证书而使用过的材料。除非另有说明,本文的工作是原始性工作。
关于学位论文使用权和研究成果知识产权的说明:
本人完全了解成都信息工程学院有关保管使用学位论文的规定,其中包括:
(1)学校有权保管并向有关部门递交学位论文的原件与复印件。
(2)学校可以采用影印、缩印或其他复制方式保存学位论文。
(3)学校可以学术交流为目的复制、赠送和交换学位论文。
(4)学校可允许学位论文被查阅或借阅。
(5)学校可以公布学位论文的全部或部分内容(保密学位论文在解密后遵守此规定)。
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和其他法律文书的制约,本论文的科研成果属于成都信息工程学院。
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2007年06 月10 日
In the late summer of that year we lived in a house in a village that looked across the river and the plain to the mountains. In the bed of the river there were pebbles and boulders, dry and white in the sun, and the water was clear and swiftly moving and blue in the channels. Troops went by the house and down the road and the dust they raised powdered the leaves of the trees. The trunks of the trees too were dusty and the leaves fell early that year and we saw the troops marching along the road and the dust rising and leaves, stirred by the breeze, falling and the soldiers marching and afterward the road bare and white except for the leaves.
The plain was rich with crops; there were many orchards of fruit trees and beyond the plain the mountains were brown and bare. There was fighting in the mountains and at night we could see the flashes from the artillery. In the dark it was like summer lightning, but the nights were cool and there was not the feeling of a storm coming.
Sometimes in the dark we heard the troops marching under the window and guns going past pulled by motor-tractors. There was much traffic at night and many mules on the roads with boxes of ammunition on each side of their pack-saddles and gray motor trucks that carried men, and other trucks with loads covered with canvas that moved slower in the traffic. There were big guns too that passed in the day drawn by tractors, the long barrels of the guns covered with green branches and green leafy branches and vines laid over the tractors. To the north we could look across a valley and see a forest of chestnut trees and behind it another mountain on this side of the river. There was fighting for that mountain too, but it was not successful, and in the fall when the rains came the leaves all fell from the chestnut trees and the branches were bare and the trunks black with rain. The vineyards were thin and bare-branched too and all the country wet and brown and dead with the autumn. There were mists over the river and clouds on the mountain and the trucks splashed mud on the road and the troops were muddy and wet in their capes; their rifles were wet and under their capes the two leather cartridge-boxes on the front of the belts, gray leather boxes heavy with the packs of clips of thin, long 6.5 mm. cartridges, bulged forward under the capes so that the men, passing on the road, marched as though they were six months gone with child.
There were small gray motor cars that passed going very fast; usually there was an officer on the seat with the driver and more officers in the back seat. They splashed more mud than the camions even and if one of the officers in the back was very small and sitting between two generals, he himself so small that you could not see his face but only the top of his cap and his narrow back, and if the car went especially fast it was probably the King. He lived in Udine and came out in this way nearly every day to see how things were going, and things went very badly.
At the start of the winter came the permanent rain and with the rain came the cholera. But it was checked and in the end only seven thousand died of it in the army.
ERNEST HEMINGWAY was born in Oak Park, Illinois, in 1899, and began his writing career for _The Kansas City Star_ in 1917. During the First World War he volunteered as an ambulance driver on the Italian front but was invalided home, having been seriously wounded while serving with the infantry. In 1921 Hemingway settled in Paris, where he became part of the expatriate circle of Gertrude Stein, F. Scott Fitzgerald, Ezra Pound, and Ford Madox Ford. His first book, _Three Stories and Ten Poems_, was published in Paris in 1923 and was followed by the short story selection _In Our Time_, which marked his American debut in 1925. With the appearance of _The Sun Also Rises_ in 1926, Hemingway became not only the voice of the "lost generation" but the preeminent writer of his time. This was followed by _Men Without Women_ in 1927, when Hemingway returned to the United States, and his novel of the Italian front, _A Farewell to Arms_ (1929). In the 1930s, Hemingway settled in Key West, and later in Cuba, but he traveled widely--to Spain, Italy, and Africa--and wrote about his experiences in _Death in the Afternoon_ (1932), his classic treatise on bullfighting, and _Green Hills of Africa_ (1935), an account of big-game hunting in Africa. Later he reported on the Spanish Civil War, which became the background for his brilliant war novel, _For Whom the Bell Tolls_ (1939), hunted U-boats in the Caribbean, and covered the European front during the Second World War. Hemingway's most popular work, _The Old Man and the Sea_, was awarded the Pulitzer Prize in 1953, and in 1954 Hemingway won the Nobel Prize in Literature "for his powerful, style-forming mastery of the art of narration." One of the most important influences on the development of the short story and novel in American fiction, Hemingway has seized the imagination of the American public like no other twentieth-century author. He died, by suicide, in Ketchum, Idaho, in 1961. His other works include _The Torrents of Spring_ (1926), _Winner Take Nothing_ (1933), _To Have and Have Not_ (1937), _The Fifth Column and the First Forty-Nine Stories_ (1938), _Across the River and into the Trees_ (1950), and posthumously, _A Moveable Feast_ (1964), _Islands in the Stream_ (1970), _The Dangerous Summer_ (1985), and _The Garden of Eden_ (1986).
Does school prepare children for the real world? "Study hard and get good grades and you will find a high-paying job with great benefits," my parents used to say. Their goal in life was to provide a college education for my older sister and me, so that we would have the greatest chance for success in life. When T finally earned my diploma in 1976-graduating with honors, and near the top of my class, in accounting from Florida State University-my parents had realized their goal. It was the crowning achievement of their lives. In accordance with the "Master Plan," I was hired by a "Big 8" accounting firm, and I looked forward to a long career and retirement at an early age.
My husband, Michael, followed a similar path. We both came from hard-working families, of modest means but with strong work ethics. Michael also graduated with honors, but he did it twice: first as an engineer and then from law school. He was quickly recruited by a prestigious Washington, D.C., law firm that specialized in patent law, and his future seemed bright, career path well-defined and early retirement guaranteed.
Although we have been successful in our careers, they have not turned out quite as we expected. We both have changed positions several times-for all the right reasons-but there are no pension plans vesting on our behalf. Our retirement funds are growing only through our individual contributions.
Michael and I have a wonderful marriage with three great children. As I write this, two are in college and one is just beginning high school. We have spent a fortune making sure our children have received the best education available.
One day in 1996, one of my children came home disillusioned with school. He was bored and tired of studying. "Why should I put time into studying subjects I will never use in real life?" he protested. Without thinking, I responded, "Because if you don't get good grades, you won't get into college."
g-willed, he has always been a polite and respectful young man.
"Mom," he began. It was my turn to be lectured. "Get with the times! Look around; the richest people didn't get rich because of their educations. Look at Michael Jordan and Madonna. Even Bill Gates, who
dropped out of Harvard, founded Microsoft; he is now the richest man in America, and he's still in his 30s. There is a baseball pitcher who makes more than $4 million a year even though he has been labeled `mentally challenged.' "
There was a long silence between us. It was dawning on me that I was giving my son the same advice my parents had given me. The world around us has changed, but the advice hasn't. Getting a good education and making good grades no longer ensures success, and nobody seems to have noticed, except our children.
"Mom," he continued, "I don't want to work as hard as you and dad do. You make a lot of money, and we live in a huge house with lots of toys. If I follow your advice, I'll wind up like you, working harder and harder only to pay more taxes and wind up in debt. There is no job security anymore; I know all about downsizing and rightsizing. I also know that college graduates today earn less than you did when you graduated. Look at doctors. They don't make nearly as much money as they used to. I know I can't rely on Social Security or company pensions for retirement. I need new answers." He was right. He needed new answers, and so did I. My parents' advice may have worked for people born before 1945, but it may be disastrous for those of us born into a rapidly changing world. No longer can I simply say to my children, "Go to school, get good grades, and look for a safe, secure job."
I knew I had to look for new ways to guide my children's education.
As a mother as well as an accountant, I have been concerned by the lack of financial education our children receive in school. Many of today's youth have credit cards before they leave high school, yet they have never had a course in money or how to invest it, let alone understand how compound interest works on credit cards. Simply put, without financial literacy and the knowledge of how money works, they are not prepared to face the world that awaits them, a world in which spending is emphasized over savings. When my oldest son became hopelessly in debt with his credit cards as a freshman in college, I not only helped him destroy the credit cards, but I also went in search of a program that would help me educate my children on financial matters.
One day last year, my husband called me from his office. "I have someone I think you should meet," he said. "His name is Robert Kiyosaki. He's a businessman and investor, and he is here applying for a patent on an educational product. I think it's what you have been looking for."
Just What I Was Looking For
My husband, Mike, was so impressed with CASHFLOW, the new educational product that Robert Kiyosaki was developing, that he Lionfish 11/Nov/2007 Chapter Fifteen AragogContents Prev Chapter Next Chapter 中文
Summer was creeping over the grounds around the castle; sky and lake alike turned periwinkle blue and flowers large as cabbages burst into bloom in the greenhouses. But with no Hagrid visible from the castle windows, striding the grounds with Fang at his heels, the scene didn't look right to Harry; no better, in fact, than the inside of the castle, where things were so horribly wrong.
Harry and Ron had tried to visit Hermione, but visitors were now barred from the hospital wing.
“We're taking no more chances,” Madam Pomfrey told them severely through a crack in the infirmary door. “No, I'm sorry, there's every chance the attacker might come back to finish these people off…”
With Dumbledore gone, fear had spread as never before, so that the sun warming the castle walls outside seemed to stop at the mullioned windows. There was barely a face to be seen in the school that didn't look worried and tense, and any laughter that rang through the corridors sounded shrill and unnatural and was quickly stifled.
Harry constantly repeated Dumbledore's final words to himself “I will only truly have left this school when none here are loyal to me… Help will always be given at Hogwarts to those who ask for it.” But what good were these words? Who exactly were they supposed to ask for help, when everyone was just as confused and scared as they were?
Hagrid's hint about the spiders was far easier to understand. The trouble was, there didn't seem to be a single spider left in the castle to follow. Harry looked everywhere he went, helped (rather reluctantly) by Ron. They were hampered, of course, by the fact that they weren't allowed to wander off on their own but had to move around the castle in a pack with the other Gryffindors. Most of their fellow students seemed glad that they were being shepherded from class to class by teachers, but Harry found it very irksome.
One person, however, seemed to be thoroughly enjoying the atmosphere of terror and suspicion. Draco Malfoy was strutting around the school as though he had just been appointed Head Boy. Harry didn't realize what he was so pleased about until the Potions lesson about two weeks after Dumbledore and Hagrid had left, when, sitting right behind Malfoy, Harry overheard him gloating to Crabbe and Goyle.
“I always thought Father might be the one who got rid of Dumbledore,” he said, not troubling to keep his voice down. “I told you he thinks Dumbledore's the worst headmaster the school's ever had. Maybe we'll get a decent headmaster now. Someone who won't want the Chamber of Secrets closed. McGonagall won't last long, she's only filling in…”
Snape swept past Harry, making no comment about Hermione's empty seat and cauldron.
“Sir,” said Malfoy loudly. “Sir, why don't you apply for the headmaster's job?”
“Now, now, Malfoy,” said Snape, though he couldn't suppress a thin-lipped smile. “Professor Dumbledore has only been suspended by the governors. I daresay he'll be back with us soon enough.”
“Yeah, right,” said Malfoy, smirking. “I expect you'd have Father's vote, sir, if you wanted to apply for the job - I'll tell Father you're the best teacher here, sir—”
Snape smirked as he swept off around the dungeon, fortunately not spotting Seamus Finnigan, who was pretending to vomit into his cauldron.
“I'm quite surprised the Mudbloods haven't all packed their bags by now,” Malfoy went on. “Bet you five Galleons the next one dies. Pity it wasn't Granger—”
The bell rang at that moment, which was lucky; at Malfoy's last words, Ron had leapt off his stool, and in the scramble to collect bags and books, his attempts to reach Malfoy went unnoticed.
“Let me at him,” Ron growled as Harry and Dean hung onto his arms. “I don't care, I don't need my wand, I'm going to kill him with my bare hands—”
“Hurry up, I've got to take you all to Herbology,” barked Snape over the class's heads, and off they marched, with Harry, Ron, and Dean bringing up the rear, Ron still trying to get loose. It was only safe to let go of him when Snape had seen them out of the castle and they were making their way across the vegetable patch toward the greenhouses.
The Herbology class was very subdued; there were now two missing from their number, Justin
and Hermione.
1
"It's a book."
"I know it's a book. What is it?"
"It's for you to read," Kelp said. "Here, take it." He was still staring at the roof and holding his nose, and he was merely waving the book in Dortmunder's direction. So Dortmunder took the book. The title was Child Heist, and the author was somebody named Richard Stark. "Sounds like crap," Dortmunder said.
"Just read it," Kelp said.
"Why?"
"Read it. Then we'll talk."
Dortmunder hefted the book in his hand. A skinny paperback. "I don't get the point," he said. "I don't want to say anything till after you read it," Kelp said. "Okay? I mean, after all, you gave me a nosebleed, you can anyway read a book."
Dortmunder thought of saying several things about furs, but he didn't. The traffic light was green. "Maybe," he said, and tossed the paperback behind him, and drove on.
2
S TAN M U R C H made his call from a diner pay phone. "Maximilian's Used Cars, Miss Caroline speaking." "Hi, Harriet. Max there?"
"To whom am I speaking, please?"
"This is Stan."
"Oh, hi, Stan. One moment, please, Max is explaining the guarantee to a dissatisfied customer." "Sure," Murch said. The phone booth was inside the diner, but it had a window that overlooked the blacktop parking lot, and Jericho Turnpike beyond. A dozen cars winkled in the thin October sunlight. The car Stan had in mind, an almost-new white Continental, a definite cream-puff, was parked almost in front of him. The driver had staggered in just a few minutes ago, drunk out of his mind even though it was
barely two o'clock in the afternoon, and was now sprawled in a booth in the rear of the diner, occasionally spilling black coffee on himself. All things considered, Murch told himself, I'm doing that bird a
favor. He shouldn't be driving in his condition.
"Yah?"
Munch, who had been leaning against the side of the booth and brooding at the Continental, now stood upright and said, "Max?" "Yah. Stan?"
"Sure. Listen, Max, you still interested in good recent acquisitions?"
"You mean where I got to do my own paper?"
"That's the kind."
"That's a little tricky, Stan. Depends on the vehicle."
"A creampuff white Continental. Like new."
"You're reading me my ad out of Newsday."
"What do you think, Max?"
"Bring it over, we'll have a look."
"Right," Murch said, and was about to hang up when another vehicle made the turn from Jericho Turnpike into the diner's parking lot. It was a car carrier, with four Buick Riviera's on it: a powder blue, a
maroon, and two bronzes. "Wait a second," Murch said.
"Hah?"
"Just hold on."
The car carrier growled up to the diner, puffing diesel exhaust out a pipe at the top of the cab, and came at last to a shuddering stop. The driver, a stout fellow in a brown leather jacket, climbed down to the
blacktop as though both his legs had fallen asleep, and then stood there yawning and scratching his crotch. "Stan? You there?"
"Wait a second," Munch said. "Just a second."
The driver, done with his yawning and scratching, walked over to the diner entrance, leaving Murch's sight for a few seconds. Murch turned around and looked through the phone booth's interior window. He watched the car carrier driver amble across to the rear part of the diner and sit in the next booth to the sprawled driver of the Co
Mike was right. It was the educational product I had been looking for. But it had a twist: It looked like a colorful Monopoly board with a giant well-dressed rat in the middle. Unlike Monopoly, however, there were two tracks: one inside and one outside. The object of the game was to get out of the inside track-what Robert called the "Rat Race" and reach the outer track, or the "Fast Track." As Robert put it, the Fast Track simulates how rich people play in real life.
Robert then defined the "Rat Race" for us.
"If you look at the life of the average-educated, hard-working person, there is a similar path. The child is born and goes to school. The proud parents are excited because the child excels, gets fair to good grades, and is accepted into a college. The child graduates, maybe goes on to graduate school and then does exactly as programmed: looks for a safe, secure job or career. The child finds that job, maybe as a doctor or a lawyer, or joins the Army or works for the government. Generally, the child begins to make money, credit cards start to arrive in mass, and the shopping begins, if it already hasn't. "Having money to burn, the child goes to places where other young people just like them hang out, and they meet people, they date, and sometimes they get married. Life is wonderful now, because today, both men and women work. Two incomes are bliss. They feel successful, their future is bright, and they decide to buy a house, a car, a television, take vacations and have children. The happy bundle arrives. The demand for cash is enormous. The happy couple decides that their careers are vitally important and begin to work harder, seeking promotions and raises. The raises come, and so does another child and the need for a bigger house. They work harder, become better employees, even more dedicated. They go back to school to get more specialized skills so they can earn more money. Maybe they take a second job. Their incomes go up, but so does the tax bracket they're in and the real estate taxes on their new large home, and their Social Security taxes, and all the other taxes. They get their large paycheck and wonder where all the money went. They buy some mutual funds and buy groceries with their credit card. The children reach 5 or 6 years of age, and the need to save for college increases as well as the need to save for their retirement. .
Ernie and Hannah were listening curiously.
Harry's eyes narrowed as he focused on the spiders. If they pursued their fixed course, there could be no doubt about where they would end up.
“Looks like they're heading for the Forbidden Forest…”
And Ron looked even unhappier about that.
At the end of the lesson Professor Sprout escorted the class to their Defense Against the Dark Arts lesson. Harry and Ron lagged behind the others so they could talk out of earshot.
“We'll have to use the Invisibility Cloak again,” Harry told Ron. “We can take Fang with us. He's used to going into the forest with Hagrid, he might be some help.”
“Right,” said Ron, who was twirling his wand nervously in his fingers. “Er - aren't there - aren't there supposed to be werewolves in the forest?” he added as they took their usual places at the back of Lockhart's classroom.
Preferring not to answer that question, Harry said, “There are good things in there, too. The centaurs are all right, and the unicorns…”
Ron had never been into the Forbidden Forest before. Harry had entered it only once and had hoped never to do so again.
Lockhart bounded into the room and the class stared at him. Every other teacher in the place was looking grimmer than usual, but Lockhart appeared nothing short of buoyant.
“Come now,” he cried, beaming around him. “Why all these long faces?”
People swapped exasperated looks, but nobody answered.
“Don't you people realize,” said Lockhart, speaking slowly, as though they were all a bit dim, “the danger has passed! The culprit has been taken away—”
“Says who?” said Dean Thomas loudly.
“My dear young man, the Minister of Magic wouldn't have taken Hagrid if he hadn't been one hundred percent sure that he was guilty,” said Lockhart, in the tone of someone explaining that one and one made two.
“Oh, yes he would,” said Ron, even more loudly than Dean.
“I flatter myself I know a touch more about Hagrid's arrest than you do, Mr. Weasley,” said Lockhart in a self-satisfied tone.
Ron started to say that he didn't think so, somehow, but stopped in midsentence when Harry kicked him hard under the desk.
“We weren't there, remember?” Harry muttered.
But Lockhart's disgusting cheeriness, his hints that he had always thought Hagrid was no good, his confidence that the whole business was now at an end, irritated Harry so much that he yearned to throw Gadding with Ghouls right in Lockhart's stupid face. Instead he contented himself with scrawling a note to Ron: Let's do it tonight.
Ron read the message, swallowed hard, and looked sideways at the empty seat usually filled by Hermione. The sight seemed to stiffen his resolve, and he nodded.
The Gryffindor common room was always very crowded these days, because from six o'clock onward the Gryffindors had nowhere else to go. They also had plenty to talk about, with the result that the common room often didn't empty until past midnight.
Harry went to get the Invisibility Cloak out of his trunk right after dinner, and spent the evening sitting on it, waiting for the room to clear. Fred and George challenged Harry and Ron to a few games of Exploding Snap, and Ginny sat watching them, very subdued in Hermione's usual chair. Harry and Ron kept losing on purpose, trying to finish the games quickly, but even so, it was well past midnight when Fred, George, and Ginny finally went to bed.
They reached Hagrid's house, sad and sorry-looking with its blank windows. When Harry pushed the door open, Fang went mad with joy at the sight of them. Worried he might wake everyone at the castle with his deep, booming barks, they hastily fed him treacle fudge from a tin on the mantelpiece, which glued his teeth together.
Harry left the Invisibility Cloak on Hagrid's table. There would be no need for it in the pitch-dark forest.
“C'mon, Fang, we're going for a walk,” said Harry, patting his leg, and Fang bounded happily out of the house behind them, dashed to the edge of the forest, and lifted his leg against a large sycamore tree.
Harry took out his wand, murmured, “Lumos!” and a tiny light appeared at the end of it, just enough to let them watch the path for signs of spiders.
“Good thinking,” said Ron. “I'd light mine, too, but you know - it'd probably blow up or something…”
They listened. Some distance to their right, the something big was snapping branches as it carved a path through the trees.