%0 Journal Article
%T UML-DESIGN OF THE INFORMATION ANALYSIS SYSTEM "CURRICULUM" UML-§®§°§¥§¦§­§À§£§¡§¯§¯§Á  §¯§¶§°§²§®§¡§¸ §«§¯§°-§¡§¯§¡§­ §´§ª§¹§¯§°  §³§ª§³§´§¦§®§ª ¡°§¯§¡§£§¹§¡§­§¾§¯§ª§« §±§­§¡§¯¡±
%A Valeriy G. Grytsenko
%A Galyna V. Lutsenko
%J Information Technologies and Learning Tools
%D 2011
%I Institute of Information Technologies and Learning Tools
%X Relevance of the material, which is presented in papers, is conditioned by the requirements of the state-of-the-art universities in creation of the information-analysis systems of the education management. The main peculiarities of the design of the automated information-analysis management system by using UML are considered. The main diagrams of the information system were created by using the UML. The knowledge domain was analyzed; the functions and tasks of the automated system were defined. The designed diagrams organize the base of the pattern of the structure and connections between the system elements and allow to trace the different aspects of its behavior. Hereafter the designed system might be supplemented by the diagrams to code generation. §¡§Ü§ä§å§Ñ§Ý§î§ß §ã§ä§î §Þ§Ñ§ä§Ö§â §Ñ§Ý§å, §Ó§Ú§Ü§Ý§Ñ§Õ§Ö§ß§à§Ô§à §å §ã§ä§Ñ§ä§ä , §à§Ò§å§Þ§à§Ó§Ý§Ö§ß§Ñ §á§à§ä§â§Ö§Ò§Ñ§Þ§Ú §ã§å§é§Ñ§ã§ß§à§Ô§à §å§ß §Ó§Ö§â§ã§Ú§ä§Ö§ä§å §å §ã§ä§Ó§à§â§Ö§ß§ß   §ß§æ§à§â§Þ§Ñ§è §Û§ß§à-§Ñ§ß§Ñ§Ý §ä§Ú§é§ß§Ú§ç §ã§Ú§ã§ä§Ö§Þ §å§á§â§Ñ§Ó§Ý §ß§ß§ñ §ß§Ñ§Ó§é§Ñ§Ý§î§ß§Ú§Þ §á§â§à§è§Ö§ã§à§Þ. §²§à§Ù§Ô§Ý§ñ§Õ§Ñ§ð§ä§î§ã§ñ §à§ã§à§Ò§Ý§Ú§Ó§à§ã§ä  §á§â§à§Ö§Ü§ä§å§Ó§Ñ§ß§ß§ñ §Ñ§Ó§ä§à§Þ§Ñ§ä§Ú§Ù§à§Ó§Ñ§ß§à   §ß§æ§à§â§Þ§Ñ§è §Û§ß§à-§Ñ§ß§Ñ§Ý §ä§Ú§é§ß§à  §ã§Ú§ã§ä§Ö§Þ§Ú §å§á§â§Ñ§Ó§Ý §ß§ß§ñ §ß§Ñ§Ó§é§Ñ§Ý§î§ß§Ú§Þ §ß§Ñ§Ó§Ñ§ß§ä§Ñ§Ø§Ö§ß§ß§ñ§Þ §Ù§Ñ§ã§à§Ò§Ñ§Þ§Ú §ã§Ö§â§Ö§Õ§à§Ó§Ú§ë§Ñ Rational Rose. §£§Ú§Ü§à§â§Ú§ã§ä§à§Ó§å§ð§é§Ú §Þ§à§Ó§å UML §á§à§Ò§å§Õ§à§Ó§Ñ§ß§à §à§ã§ß§à§Ó§ß  §Õ §Ñ§Ô§â§Ñ§Þ§Ú §Þ§à§Õ§Ö§Ý   §ß§æ§à§â§Þ§Ñ§è §Û§ß§à-§Ñ§ß§Ñ§Ý §ä§Ú§é§ß§à  §ã§Ú§ã§ä§Ö§Þ§Ú. §±§â§à§Ó§Ö§Õ§Ö§ß§à §Ñ§ß§Ñ§Ý §Ù §á§â§Ö§Õ§Þ§Ö§ä§ß§à  §à§Ò§Ý§Ñ§ã§ä , §Ó§Ú§Ù§ß§Ñ§é§Ö§ß§à §æ§å§ß§Ü§è   §ä§Ñ §Ù§Ñ§Ó§Õ§Ñ§ß§ß§ñ §Ñ§Ó§ä§à§Þ§Ñ§ä§Ú§Ù§à§Ó§Ñ§ß§à   §ß§æ§à§â§Þ§Ñ§è §Û§ß§à  §ã§Ú§ã§ä§Ö§Þ§Ú, §ë§à §á§â§à§Ö§Ü§ä§å §ä§î§ã§ñ. §²§à§Ù§â§à§Ò§Ý§Ö§ß  §Õ §Ñ§Ô§â§Ñ§Þ§Ú §æ§à§â§Þ§å§ð§ä§î §à§ã§ß§à§Ó§å §ê§Ñ§Ò§Ý§à§ß§å §ã§ä§â§å§Ü§ä§å§â§Ú §ä§Ñ §Ù§Ó¡¯§ñ§Ù§Ü §Ó §Þ §Ø §Ö§Ý§Ö§Þ§Ö§ß§ä§Ñ§Þ§Ú §ã§Ú§ã§ä§Ö§Þ§Ú §ä§Ñ §Õ§à§Ù§Ó§à§Ý§ñ§ð§ä§î §Ó §Õ§ã§Ý §Õ§Ü§à§Ó§å§Ó§Ñ§ä§Ú §â §Ù§ß  §Ñ§ã§á§Ö§Ü§ä§Ú    §á§à§Ó§Ö§Õ §ß§Ü§Ú. §µ §á§à§Õ§Ñ§Ý§î§ê§à§Þ§å, §â§à§Ù§â§à§Ò§Ý§Ö§ß§Ñ §ã§Ú§ã§ä§Ö§Þ§Ñ §Þ§à§Ø§Ö §Ò§å§ä§Ú §Õ§à§á§à§Ó§ß§Ö§ß§Ñ §Õ §Ñ§Ô§â§Ñ§Þ§Ñ§Þ§Ú §Õ§Ý§ñ §Ô§Ö§ß§Ö§â§Ñ§è   §Ü§à§Õ§å.
%K curriculum
%K teaching load
%K information-analytical system
%K UML
%U http://journal.iitta.gov.ua/index.php/itlt/article/view/449