This article discusses the key points of developing a secure RESTful web service API for keeping a student achievement journal. The relevance of using web services has been analyzed. The classification of web applications is given. The features of the Single Page Application architecture were considered. Comparative characteristics of architectural styles of application programming interfaces are given. Requirements to be met by RESTful API services are considered. The basic principles of API security were analyzed. A list of the main vulnerabilities that may appear during the development of the REST API is given. An overview of popular authentication schemes (methods) is given. Comparative characteristics of web frameworks of the Python programming language are given. The main tools used in the development of web API applications are listed. The process of creating a secure prototype of a RESTful web service API in Python using the Flask microframework and a tool for describing the Swagger specifications is presented. The process of configuring the application was examined in detail. The main recommendations for securing a web application, database and web server settings are listed. The key points of ensuring the protection of the developed web application are considered. The results obtained were analyzed.
The developers of 1C offer a line of software products to automate the production processes of enterprises. 1C: ERP Enterprise Management and 1C: Salary and Personnel Management are the flagship solutions of 1C. In the course of the work, the difficulties that arise when it is necessary to synchronize data between the configurations of 1C: ERP Enterprise Management and 1C: Salary and Personnel Management have been analyzed. This article analyzes the functionality of the above products. An overview of the main elements underlying the mechanism for synchronizing information between 1C applied solutions is given. The process of data exchange and synchronization between the products 1C: ERP Enterprise Management and 1C: Salary and Personnel Management using the built-in tools of the 1C software platform is considered. The process of organizing interaction and data synchronization in the considered solutions is presented. Recommendations related to setting up and receiving synchronized objects are given. The analysis of the results is carried out, conclusions are drawn.
Анализируются различные направления реализации практико-ориентированного подхода к профессиональной подготовке будущих экономистов в США, Евросоюзе, Японии и Российской Федерации. Первое направление связано с организацией практик и стажировок студентов, второе направление предполагает применение в образовательной деятельности практико-ориентированных технологий. Авторская точка зрения заключается в том, что практико-ориентированный подход изменил сущность тенденций гуманитаризации и фундаментализации образования. До конца XX в. данные тенденции ассоциировались с глубокой научной подготовкой, расширением кругозора студентов. В начале XXI в. гуманитаризация и фундаментализация трактуются как усиление роли гуманитарных и фундаментальных дисциплин с целью обеспечения подготовки конкурентоспособного экономиста. Эффективность этого процесса зависит от практико-ориентированного характера преподавания гуманитарных и фундаментальных дисциплин.
This article solves such a significant scientific problem as the identification of effective pedagogical conditions for organizing the educational process using distance educational technologies at a university. The article discusses three options for organizing the educational process at a university: traditional full-time and part-time education, part-time education with partial use of distance learning technologies, completely distance learning. The study defines the following conditions as pedagogical conditions, grouped into 4 clusters: training content, training time, training methodology, training control. The study examines motivation for learning, training level, learning ability, and the strength of learning outcomes (residual knowledge) as criteria that make it possible to compare the effectiveness of certain pedagogical conditions in the implementation of the educational process in traditional and remote forms. To determine the statistical significance of the research results, the Student’s t-test is used. The study was conducted on the basis of the Yelets State University named after I. A. Bunin in the period of 2018-2020. The study involved 3567 students and 440 teachers. The study revealed pedagogical conditions, the effectiveness of which is determined by general pedagogical mechanisms, as well as pedagogical conditions that are effective only for distance education.
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