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学生选修课程系统课程设计参考文献学生选修课程系统在大学教育中起到了至关重要的作用，因此对于该系统的设计和实施需要参考相关的文献和研究成果。
以下是一些关于学生选修课程系统设计的参考文献：1. 'Design and Implementation of a Student Elective Course Selection System' (学生选修课程选择系统的设计与实现) - 该文献介绍了一个基于Web的学生选修课程选择系统的设计和实施方法。
通过该系统，学生可以根据自己的兴趣和目标，灵活选择适合自己的选修课程，提高学习效果。
2. 'A Study on the Optimization of University Elective Course System' (大学选修课程系统优化研究) - 该研究针对现有大学选修课程系统存在的问题，提出了一种优化方案。
通过对学生的选修课程需求进行分析和预测，结合课程资源和学生数量等限制条件，建立了一种优化模型，以提高选修课程系统的效率和满意度。
3. 'Design of Student Course Selection System based on Data Mining Technology' (基于数据挖掘技术的学生选课系统设计) - 该研究利用数据挖掘技术，分析学生的历史选课数据和个人特征，构建了一个个性化的学生选修课程推荐系统。
通过挖掘学生的兴趣和学习能力等信息，为每个学生提供个性化的选修课程推荐，提高选课的准确性和满意度。
4. 'Design and Implementation of a Mobile Elective Course Selection System' (移动选修课程选择系统的设计与实现) - 该文献介绍了一个基于移动设备的选修课程选择系统的设计和实施方法。
通过手机应用程序，学生可以随时随地查询和选择自己感兴趣的选修课程，提高选课的便捷性和灵活性。
9个常用的国外英文论文文献数据库9个论文文献数据库，科研搬砖，阅读涨姿势，论文写作小帮手！先说说什么是数据库：学术科研中说的「数据库」和「文献数据库」，往往是一种的形式，这个的贮存了大量文献数据（比如论文）可以简单的理解为一个网络图书馆。
数据库中的论文往往都是耗费了大量的时间和精力整理出来的，还有很多是需要购买才可以放在互联网上的，再加上维护这个本身就耗费颇多，因此这些数据库通常不是完全免费的，你可以在上面免费查找文献，浏览摘要等简介容，但是如果你要下载文献，就要付钱。
大学因为科研和教学需要，常年要下载大量的论文材料，所以就会和数据库的经营者签订很多协议，例如包年，就是给一定量的钱，然后就可以无限制下载论文。
也有按照下载的数量进行计费。
那英语作为世界第一学术语言，有哪些数据库是值得大家分享的呢？1、Wiley InterScience(英文文献期刊)Wiley InterScience是John Wiely & Sons公司创建的动态在线容服务，1997年开始在网上开通。
通过InterScience，Wiley公司以许可协议形式向用户提供在线访问全文容的服务。
Wiley InterScience收录了360多种科学、工程技术、医疗领域及相关专业期刊、30多种大型专业参考书、13种实验室手册的全文和500多个题目的Wiley 学术图书的全文。
网址：onlinelibrary.wiley./其中被SCI 收录的核心期刊近200种。
期刊具体学科划分为：Business,Finance & Management (商业、金融和管理)、Chemistry (化学)、Computer Science（计算机科学）、Earth Science （地球科学）、Education （教育学）、Engineering （工程学）、Law（法律）、Life and Medical Sciences （生命科学与医学）、Mathematics and Statistics（数学统计学）、Physics （物理）、Psychology （心理学）。
学生管理系统外文文献随着信息技术的快速发展，学生管理系统已经成为现代教育管理的重要组成部分。
学生管理系统是基于计算机网络技术和数据库技术实现的信息化管理系统，为学校提供了便捷高效的管理方式，同时也为学生提供了更好的学习和生活环境。
本文将介绍学生管理系统的相关外文文献，并探讨其在教育管理中的应用。
1. 'Design and Implementation of Student Attendance Management System Based on RFID Technology'该文献介绍了一种基于RFID技术的学生考勤管理系统。
该系统采用RFID读写器对学生的学号进行读取，实现了学生考勤的自动化管理。
该系统具有考勤准确、数据实时性好、使用方便等优点。
2. 'Design and Implementation of Student Information Management System Based on '该文献介绍了一种基于技术的学生信息管理系统。
该系统包括学生信息录入、查询、修改、删除等功能，同时还实现了教师、管理员的权限管理。
该系统具有界面美观、操作简单、数据安全性高等特点。
3. 'Design and Implementation of Comprehensive Evaluation System for College Students Based on Data Mining Technology' 该文献介绍了一种基于数据挖掘技术的大学生综合评价系统。
该系统采用聚类分析、决策树等数据挖掘算法对学生的各项指标进行评价，为学校提供了科学的评价依据。
该系统具有评价准确、数据分析能力强、操作简单等特点。
4. 'Research on Student Learning Management System Based on Cloud Computing'该文献介绍了一种基于云计算技术的学生学习管理系统。
常用于评价国外文献的检索工具一、引言在学术研究和文献综述中，检索工具起着至关重要的作用。
它们帮助我们快速、准确地找到所需的外国文献，为研究提供有力的支持。
以下将介绍几种常用于评价国外文献的检索工具。
二、检索工具介绍1.PubMed：PubMed是NCBI（美国国立生物技术信息中心）推出的一种生物医学文献检索系统，是国际上最常用的生物医学文献数据库之一。
它提供了丰富的摘要和全文链接，可以帮助用户快速找到需要的文献。
2.WebofScience：WebofScience是全球领先的高影响力学术出版机构，提供了丰富的期刊引文索引数据库。
用户可以通过学科领域、发表时间、作者、机构等关键词进行文献检索，快速获取相关文献。
3.GoogleScholar：GoogleScholar提供了基于Google搜索引擎的学术搜索服务，收录了大量的学术论文。
它通过高级搜索功能，如主题、作者、期刊、出版社等，帮助用户快速找到所需的国外文献。
4.Scopus：Scopus是Elsevier公司推出的数据库平台，收录了大量的外文学术文献。
它提供了多种搜索方式，如主题、作者、机构、期刊等，同时提供了引文和被引分析功能，帮助用户更好地了解学术研究趋势。
三、评价方法1.收录范围：检索工具的收录范围反映了其涵盖的学科领域和语种。
选择收录范围广泛的检索工具可以扩大研究范围。
2.更新频率：检索工具的更新频率反映了其保持文献更新及时的能力。
更新频率高的检索工具可以提供最新的研究成果。
3.文献质量：检索工具收录的文献质量会影响研究结果的可信度。
选择收录高质量文献的检索工具可以提高研究质量。
4.用户体验：检索工具的用户体验包括界面设计、搜索功能、结果排序等。
用户体验好的检索工具可以提高用户查找和阅读文献的效率。
四、结论以上几种检索工具在评价国外文献时各有优势，PubMed提供生物医学文献数据库，WebofScience和Scopus则提供全面的外文学术文献，而GoogleScholar则以其广泛的信息覆盖和简便的搜索方式受到用户青睐。
常用免费外文全文数据库1.SpringerLINK数据库德国施普林格(Springer-Verlag)是世界上著名的科技出版集团, 通过SpringerLink系统提供其学术期刊及电子图书的在线服务。
2002年7月开始，Springer公司和EBSCO/Metapress 公司在国内开通了SpringerLink服务。
访问方式：镜像服务器(本校读者无需登录)、国外站点（用户需登录出国并自付国际网络通信费）。
访问权限：校园网IP地址范围。
访问全文：(PDF格式)需要使用Acrobat Reader软件，如需安装，可由此下载Acrobat Reader。
2.EBSCOhost数据库EBSCO公司通过国际专线提供检索服务，校园网的用户检索、下载无需支付国际网络通信费。
采用IP控制访问权限，不需要帐号和口令。
3.WorldSciNet数据库WorldSciNet为新加坡世界科学出版社(World Scientific Publishing Co.)电子期刊发行网站，该出版社委托EBSCO / MetaPress 公司在清华大学图书馆建立了世界科学出版社全文电子期刊镜像站.4.Ptics ExpressOptics Express由美国光学学会创办，刊登光学技术领域方面的报告和新进展。
提供1997年创刊以来的全部文献，以平均49天一期的速度出版，并支持彩色图像和多媒体文件。
网站地址：/创建者：Optical Society 0f America5.New Journal 0f PhysicsNew Journal 0fPhysics由英国皇家物理学会和德国物理学会出版，提供1998年创刊以来的全部文献。
所有用户可免费获取电子版文章。
网站地址：创建者：Institute of Physics & German Physical Society6.The Journal of Machine Learning ResearchThe Journal of Machine Learning Research由麻省理工学院出版，是机械研究领域的优质学术性论文的平台，用户可下载2000年创刊以来的全部文章。
主要的英文文献网找一个服务的网站：不过想自己弄的话可以以下网站吧：Academic Research Library (ProQuest)【地址】原界面链接【文献类型】报纸、期刊、全文/部分全文【访问年限】1971-【描述】本数据库为综合性学术期刊数据库，收录2974种综合性期刊和报纸的文摘/索引（内含Peer Reviewed（同行评审）期刊1502种），其中2020种是全文期刊（内含全文延期上网期刊208种），包括SCI收录的核心全文刊189种，SSCI收录的核心全文...Academic Search Complete学术期刊集成全文数据库 (EBSCO)【地址】原界面链接【文献类型】报纸、多出版类型、期刊、全文/部分全文【访问年限】1965-【描述】Academic Search Premier 收录超过8230种出版物，其中3342种为全文专家评审刊。
它为 100 多种期刊提供了可追溯至 1975 年或更早年代的 PDF 过期案卷，并提供了 1000 多个标题的可检索参考文献。
涉及了几乎所有自然科学和社会科学领域，...ACLS人文科学电子图书－学术著作精选【地址】原界面链接【文献类型】全文/部分全文、图书【访问年限】【描述】《ACLS人文科学电子图书－学术著作精选》（ACLS Humanities E-Book Collection, HEB）由美国学术团体协会（American Council of LearnedSocieties, ACLS）提供。
ACLS成立于1919年，是一家非营利机构，与20个学术团体以及超过100家学术出版社合作HEB项...ACM(美国计算机学会)电子期刊及会议录(ACM总站)【地址】原界面链接【文献类型】期刊、全文/部分全文、会议论文【访问年限】【描述】ACM Digital Library数据库收录了美国计算机协会（Association for Computing Machinery）的各种电子期刊、会议录、快报等文献。
本科生毕业设计（论文）外文翻译毕业设计（论文）题目：基于JSP的高校选排课系统的设计与实现外文题目：Overview of JSP Technology译文题目：JSP技术概述学院：软件学院专业：软件工程学生姓名：学生班级：软件工程1102班学生学号：指导教师：Overview of JSP TechnologyAutor: Zambon Giulio/ Sekler MichaelSource: Springer-Verlag New York Inc1.Benefits of JSPJSP pages are translated into servlets. So, fundamentally, any task JSP pages can perform could also be accomplished by servlets. However, this underlying equivalence does not mean that servlets and JSP pages are equally appropriate in all scenarios. The issue is not the power of the technology, it is the convenience, productivity, and maintainability of one or the other. After all, anything you can do on a particular computer platform in the Java programming language you could also do in assembly language. But it still matters which you choose.JSP provides the following benefits over servlets alone: It is easier to write and maintain the HTML. Your static code is ordinary HTML: no extra backslashes, no double quotes, and no lurking Java syntax.You can use standard Web-site development tools. Even HTML tools that know nothing about JSP can be used because they simply ignore the JSP tags.You can divide up your development team. The Java programmers can work on the dynamic code. The Web developers can concentrate on the presentation layer. On large projects, this division is very important. Depending on the size of your team and the complexity of your project, you can enforce a weaker or stronger separation between the static HTML and the dynamic content.Now, this discussion is not to say that you should stop using servlets and use only JSP instead. By no means. Almost all projects will use both. For some requests in your project, you will use servlets. For others, you will use JSP. For still others, you will combine them with the MVC architecture . You want the appropriate tool for the job, and servlets, by themselves, do not complete your toolkit.2. Advantages of JSP Over Competing TechnologiesA number of years ago, Marty was invited to attend a small 20-person industry roundtable discussion on software technology. Sitting in the seat next to Marty was James Gosling, inventor of the Java programming language. Sitting several seats away was a high-level manager from a very large software company in Redmond, Washington. During the discussion, the moderator brought up the subject of Jini, which at that time was a new Java technology. The moderator asked the manager what he thought of it, and the manager responded that it was too early to tell, but that it seemed to be an excellent idea. He went on to say that they would keep an eye on it, and if it seemed to be catching on, they would follow his company's usual "embrace and extend" strategy. At this point, Gosling lightheartedly interjected "You mean disgrace and distend."Now, the grievance that Gosling was airing was that he felt that this company would take technology from other companies and suborn it for their own purposes. But guess what? The shoe is on the other foot here. The Java community did not invent the idea of designing pages as a mixture of static HTML and dynamic code marked with special tags. For example, ColdFusion did it years earlier. Even ASP (a product from the very software company of the aforementioned manager) popularized this approach before JSP came along and decided to jump on the bandwagon. In fact, JSP not only adopted the general idea, it even used many of the same special tags as ASP did..So, the question becomes: why use JSP instead of one of these other technologies? Our first response is that we are not arguing that everyone should. Several of those other technologies are quite good and are reasonable options in some situations. In other situations, however, JSP is clearly better. Here are a few of the reasons.2.1Versus .NET and Active Server Pages (ASP)NET is well-designed technology from Microsoft. is the part that directly competes with servlets and JSP. The advantages of JSP are two fold.First, JSP is portable to multiple operating systems and Web servers; you aren't locked into deploying on Windows and IIS. Although the core .NET platform runs on a few non-Windows platforms, the ASP part does not. You cannot expect to deploy serious applications on multiple servers and operating systems. For some applications, this difference does not matter. Forothers, it matters greatly.Second, for some applications the choice of the underlying language matters greatly. For example, although .NET's C# language is very well designed and is similar to Java, fewer programmers are familiar with either the core C# syntax or the many auxiliary libraries. In addition, many developers still use the original version of ASP. With this version, JSP has a clear advantage for the dynamic code. With JSP, the dynamic part is written in Java, not VBScript or another ASP-specific language, so JSP is more powerful and better suited to complex applications that require reusable components.You could make the same argument when comparing JSP to the previous version of ColdFusion; with JSP you can use Java for the "real code" and are not tied to a particular server product. However, the current release of ColdFusion is within the context of a J2EE server, allowing developers to easily mix ColdFusion and servlet/JSP code.2.2 Versus PHPPHP (a recursive acronym for "PHP: Hypertext Preprocessor") is a free, open-source, HTML-embedded scripting language that is somewhat similar to both ASP and JSP. One advantage of JSP is that the dynamic part is written in Java, which already has an extensive API for networking, database access, distributed objects, and the like, whereas PHP requires learning an entirely new, less widely used language. A second advantage is that JSP is much more widely supported by tool and server vendors than is PHP.2.3 Versus Pure ServletsJSP doesn't provide any capabilities that couldn't, in principle, be accomplished with servlets. In fact, JSP documents are automatically translated into servlets behind the scenes. But it is more convenient to write (and to modify!) regular HTML than to use a zillion println statements to generate the HTML. Plus, by separating the presentation from the content, you can put different people on different tasks: your Web page design experts can build the HTML by using familiar tools and either leave places for your servlet programmers to insert the dynamic content or invoke the dynamic content indirectly by means of XML tags.Does this mean that you can just learn JSP and forget about servlets? Absolutely not! JSPdevelopers need to know servlets for four reasons:JSP pages get translated into servlets. You can't understand how JSP works without understanding servlets.JSP consists of static HTML, special-purpose JSP tags, and Java code. What kind of Java code? Servlet code! You can't write that code if you don't understand servlet programming.Some tasks are better accomplished by servlets than by JSP. JSP is good at generating pages that consist of large sections of fairly well structured HTML or other character data. Servlets are better for generating binary data, building pages with highly variable structure, and performing tasks (such as redirection) that involve little or no output.Some tasks are better accomplished by a combination of servlets and JSP than by either servlets or JSP alone.2.4 ersus JavaScriptJavaScript, which is completely distinct from the Java programming language, is normally used to dynamically generate HTML on the client, building parts of the Web page as the browser loads the document. This is a useful capability and does not normally overlap with the capabilities of JSP (which runs only on the server). JSP pages still include SCRIPT tags for JavaScript, just as normal HTML pages do. In fact, JSP can even be used to dynamically generate the JavaScript that will be sent to the client. So, JavaScript is not a competing technology; it is a complementary one.It is also possible to use JavaScript on the server, most notably on Sun ONE (formerly iPlanet), IIS, and BroadVision servers. However, Java is more powerful, flexible, reliable, and portable.3. Misconceptions About JSPForgetting JSP Is Server-Side Technology,Here are some typical questions Marty has received (most of them repeatedly).Our server is running JDK 1.4. So, how do I put a Swing component in a JSP page?How do I put an image into a JSP page? I do not know the proper Java I/O commands to read image files.Since Tomcat does not support JavaScript,how do I make images that are highlighted when the user moves the mouse over them?Our clients use older browsers that do not understand JSP. What should we do?When our clients use "View Source" in a browser, how can I prevent them from seeing the JSP tags?All of these questions are based upon the assumption that browsers know something about the server-side process. But they do not. Thus:For putting applets with Swing components into Web pages, what matters is the browser's Java version—the server's version is irrelevant. If the browser supports the Java 2 platform, you use the normal APPLET (or Java plug-in) tag and would do so even if you were using non-Java technology on the server.You do not need Java I/O to read image files; you just put the image in the directory for Web resources (i.e., two levels up from WEB-INF/classes) and output a normal IMG tag.You create images that change under the mouse by using client-side JavaScript, referenced with the SCRIPT tag; this does not change just because the server is using JSP.Browsers do not "support" JSP at all—they merely see the output of the JSP page. So, make sure your JSP outputs HTML compatible with the browser, just as you would do with static HTML pages.And, of course you need not do anything to prevent clients from seeing JSP tags; those tags are processed on the server and are not part of the output that is sent to the client.Confusing Translation Time with Request Time,A JSP page is converted into a servlet. The servlet is compiled, loaded into the server's memory, initialized, and executed. But which step happens when? To answer that question, remember two points: The JSP page is translated into a servlet and compiled only the first time it is accessed after having been modified.Loading into memory, initialization, and execution follow the normal rules for servlets.The most frequently misunderstood entries are highlighted. When referring to the table, note that servlets resulting from JSP pages use the _jspService method (called for both GET and POST requests), not doGet or doPost. Also, for initialization, they use the jspInit method, not the init method.JSP page translated into servlet Servlet compiled Servlet loaded into server's memory jspInit called _jspService called.JSP技术概述作者:赞邦.朱利奥/赛克勒.迈克尔出处: 施普林格出版社（纽约公司）1.JSP的好处JSP页面最终会转换成服务程序。
论文必备——中英文献数据库大全终身受用，写论文需要的参考文献都在这里了！一、中文数据库中国最大的数据库，内容较全。
收录了5000多种中文期刊，1994年以来的数百万篇文章，并且目前正以每天数千篇的速度进行更新。
阅读全文需在网站主页下载CAJ全文浏览器。
文献收录1989年以来的全文。
只是扫描质量有点差劲，1994年以后的数据不如CNKI全。
阅读全文需下载维谱全文浏览器，约7M。
目前，以下站点提供免费检索3、万方数据库收录了核心期刊的全文，文件为pdf格式，阅读全文需Acrobat Reader 浏览器。
二、外文全文站点(所有外文数据库世界上第二大免费数据库（最大的免费数据库没有生物学、农业方面的文献），该网站提供部分文献的免费检索，和所用文献的超级链接，免费文献在左边标有FREE.Elsevier Science是荷兰一家全球著名的学术期刊出版商，每年出版大量的农业和生物科学、化学和化工、临床医学、生命科学、计算机科学、地球科学、工程、能源和技术、环境科学、材料科学、航空航天、天文学、物理、数学、经济、商业、管理、社会科学、艺术和人文科学类的学术图书和期刊，目前电子期刊总数已超过1 200多种（其中生物医学期刊499种），其中的大部分期刊都是SCI、EI等国际公认的权威大型检索数据库收录的各个学科的核心学术期刊。
Wiley InterScience是John Wiely & Sons 公司创建的动态在线内容服务，1997年开始在网上开通。
通过InterScience，Wiley公司以许可协议形式向用户提供在线访问全文内容的服务。
Wiley InterScience收录了360多种科学、工程技术、医疗领域及相关专业期刊、30多种大型专业参考书、13种实验室手册的全文和500多个题目的Wiley学术图书的全文。
其中被SCI收录的核心期刊近200种。
(注册一个用户名密码，下次直接用注册的用户名密码进去，不用代理照样能看文章全文，Willey注册一个，就可以免费使用CP了，那可是绝对好的Protocols )施普林格出版集团年出新书2000多种，期刊500多种，其中400多种期刊有电子版。
Designing E-learning Systems in Medical Education: A Case StudyDr. Ahmed. I. AlbarrakFamily and Community MedicineCollege of MedicineKSU, Riyadh, KSAalbarrak@.saTelephone: 00966557653684AbstractThe continuous and fast advances in information technology have led to a significant change in the learning environment, and the creation of a new learning model where traditional learning is mixed with information technology tools to provide learners with an environment that enable them to freely choose their learning material wherever they are, share their comments and questions with their colleagues and teachers, and assess the knowledge they gained. In medical education, there are several challenges facing the design and implementation of such a system. These challenges include the huge and diverse amount of information that must be added in e-education systems, as well as the lack of information technology skills between students, and in some cases between instructors. King Saud University is one of the leading universities in the region which aims to implement the most advanced technologies to provide its students with all the knowledge and skills they need to succeed in their fields. King Saud University hospitals have started the process of establishing a medical e-learning system containing the most up-to-date components in this field. This paper introduces the model and the system used by King Saud University Hospitals to integrate e-learning elements into the educational activities to form a blended learning environment where the students can utilize all sources of knowledge to improve theirlearning process, as well as the challenges faced during the design phase and how they were confronted.1.IntroductionFor ages, Education has been centered on attending classes day after day, listening to a lecturer who provides the necessary information, and going through exams to assess knowledge. Education focused on the material itself rather than the "learners" and the differences between their capabilities and learning skills [1].The continuous and rapid advancement in information technology and communications led to the evolution of the E-learning environment. E-learning systems are educational systems that utilize information technology resources such as the Internet, networking, and multimedia applications to enhance the learning process. E-learning environments focus on the "learner" instead of the material itself. They allow the learners to study at their own pace according to their capabilities, communicate with colleagues and teachers through discussion groups and video conferencing, and assess themselves through online tests. E-learning environments provide the learners with the flexibility of studying regardless of their location, and time zone [2].E-learning systems are usually used in distant learning enabling students in different continents to obtain graduate and post graduate degrees. E-learning systems can also be used in conjunction with traditional learning (blended or integrated learning) [3] to expand the resources available for students, and help them focus on their learning objectives.E-learning systems have greatly expanded in recent years. In 2005, about 3.2 million students had one or more online course in the United States [4]. A growing number of universities across the world are now offering many courses that require either no or very little student attendance. E-learning isexpected to grow even more with the growth of the Internet and information technology infra-structure.E-learning systems can be divided into four major components [5]; the infra-structure which is responsible for transferring the learning material, as well as providing the physical storage for this material; the learning management system (LMS) which integrates all services for managing teaching and learning activities; the learning content management system (LCMS) provides services for managing content; and the set of tools responsible for distributing content and providing interaction functions. The information content provided is organized in containers called "learning objects" which provide, in addition to the content itself, some descriptive data about the content (meta-data) that facilitates the retrieval of this content.Because of the great importance of e-learning in modern education, and its role in improving the students' performance [6], King Saud University Hospitals (KSUHS) started to implement a modern e-learning system containing the state-of-art e-learning components. The built system will be used to assist and support the current systems and to provide the students with the tools to manage their courses, and assess their knowledge.KSUHS represent the college of medicine, college of dental medicine, King Khaled University Hospital (KKUH), King Abdulaziz University Hospital (KAUH), and King Fahd Cardiology Center (KFCC). The number of students in these colleges is over two thousands, and the number of college staff is over four hundred. The infra-structure in King Saud University (KSU) consists of a 100 Mbps intranet connecting the campus colleges and KKUH together, and a 32 Mbps microwave link connecting the campus to KAUH. The main functions of these hospitals are education, medical research, and providing medical services to the public. According to the Saudi traditions, male and female students are separated in class education but not in practice. The university academic environment encourages the students to do research, and tries to provide them with the necessary tools like skill labs, and anatomy and physiology software packages.2.Requirements of the E-learning system:The requirements of the e-learning system can be divided into three categories, general requirements, medical e-learning requirements, and KSUHS requirements.General requirements:In order for any e-learning system to be successful, it must have some features including flexibility, which allows the system to adapt to the capabilities and goals of every student [7]; ease of use, which allows the learner to focus on the material itself rather than focusing on how to use the system [7]; interactivity [8], where the learners can interact with each other and with their teachers through video conferencing or discussion boards; and solid infrastructure to support the system and provide the learners with easy and fast access to the system.Medical requirements:The nature of medical education adds some requirements to the e-learning system [9]. Some subjects like anatomy and physiology require the students to be able to identify and understand the function of different parts of the body, other subjects like those involving practical medicine require the students to identify symptoms, and examine the patient history. It is not enough to provide the learner with text books and lectures, the learners need to have more details and clarity in order to understand medical subjects well. Therefore, medical e-learning systems must be able to provide the students with the tools to clearly identify and describe different parts of the body including videos and detailed figures; it also must interact with other medical systems to provide students with the medical history of their patients, their X-ray pictures, and their prescribed medicine. Medical e-learning systems require a higher degree of interactivity than other types of e-learning systems in the hospital to allow the students tofocus on some symptom for example, and ask specific questions regarding this symptom.KSUHS Requirements:In addition to those requirements, KSUHS added more requirements to the desired e-learning system. The system must utilizethe most advanced and most recent technologies in e-learning. This system must be scalable to be able to accommodate any increase in the students or university staff. It must be expandable, new features can be added to further improve the functionality of the system. Theremust be assessment tools both for the students and instructors to assess the students' knowledge. The system must have a web based interface to allow the students to access it using their Internet browsers with no regard to the position of the student. The system must provide class room automation capabilities, and is able to allow lecture broadcasting, and video conferencing.3.Challenges:There are several challenges facing the deployment of the e-learning system. Some of these challenges are technical, and others are related to the skills of the students and university staff skills.Technical challenges:The first technical challenge that faced the deployment of KSUHS e-learning system was the huge amount of information that needed to be included in the content. The content should include the different subjects, the lecture notes, lecture videos, text books, videosof surgeries, etc...This huge content is expensive in terms of both costand effort, and it needs several servers with storage capacities enoughto keep such content.The second challenge was the infrastructure; students needed to have access to the system from everywhere inside the campus as well as outside the campus through the Internet. Access controlmethods had to be considered to prevent unauthorized access, infrastructure needed to be powerful enough to allow students to access the system reliably and easily.Skill challenges:When studies to build the system started, it was necessary to measure the students' information technology skills to assess their readiness for the new system. In order to do this a questionnaire was introduced to the students [10] with questions involving whether they own computers, and how they use computers in general. The result of this questionnaire showed that although the students had reasonable general computer skills, they lacked the capabilities to use their skills in medical study and research. This result proved that students should receive proper training in order to utilize the system in the best way, and urged us to add courses in medical informatics to the students.When the skills of the teaching staff were examined, it was observed that many of them also lacked the necessary skills to use this system in the best way [11].The above challenges had some impact on the design of our e-learning system as will be discussed in the next section.4.System Design:The first step in designing the system was to build a model that takes into consideration the entire general, medical, and KSUHS requirements.This model should also overcome all challenges that may appear.Figure 1 shows the model used to define the different components of the system. It also shows the system phasesFigure.1. System Model and phasesAs figure 2 shows, we decided to build the system in a three phase procedure. In the first phase, classroom automation devices like interactive boards, control stations, projectors, audio visual equipment, document cameras as well as necessary software are installed. It was decided to install these devices in fifteen locations to start with; these locations included three remote classrooms, as well as six mobile classrooms to be set up as needed. The first phase also includes the installation of video conferencing equipment like cameras, voice recognition devices, and software. The video portal is also a part of this phase and it provides a searchable content database, live video, and video-on-demand capabilities. In this phase, data from classrooms(documents, notes, videos…) are uploaded into the portal which can be used by the students either to participate in the lecture live or for later use when they are studying at home. The portal will have a web interface to facilitate student and staff access.In order to support this phase, the network infrastructure is upgraded. KAUH local area network (LAN) is upgraded to support the new system capabilities, wireless networks are installed in KAUH and the faculty of medicine to allow students to access the system using wireless enabled devices like laptops, and necessary servers to carry the database and video files are installed and connected to the current network.The second phase includes the installation of an advanced LMS system to allow the learners to customize the content according to their needs and goals. This phase will also focus on enhancing the collaborative learning by introducing discussion boards and different collaboration tools to allow the students to interact with each other and with their instructors and professors to further improve their learning and understanding as previous studies have showed [12] [13].The third phase provides the instructors with the tools to build and publish their own content (lectures, books, notes…) and provides assessment tools for the students and the instructors. This phase will also allow the instructors to follow up the progress of their students and if they are spending enough hours reviewing the content. There is another important part of this phase as well which is providing the necessary interaction between the e-learning system and other hospital systems including the hospital information system (HIS), and surgery videos from the operating room which may be instructive to the students.This model fulfils all the requirements for the e-learning system. It is interactive, easy to use through its web interface; it contains the necessary servers and infrastructure to carry the bandwidth and storage consuming videos and presentations; it is expandable and scalable because it follows international standards and can accommodate any new component; itinteracts with different hospital systems; it provides class room automation, and lecture broadcasting; and it is an up-to-date system.Figure 2 shows the level of interaction for the students and instructors with the system, as well as the integration of the system with the existing hospital systems. This figure shows clearly how this e-learning system will increase the level of involvement for both students and instructors with the system, and how the integration process will enhance the learning experience for the students.Figure.2. Interaction and Integration of the systemThe three phase design has some important advantages in handling the different challenges. The first phase will provide the students with a starting point where they can use the skills they already have to benefit from the system and enhance their learning experience; it also gives them the chance to enhance their capabilities in medical informatics and computer skills making them ready for phase two where the features of collaborative learning are added to the system. This will make the students comfortable with using the system and prevent any disappointment that may prevent them from benefiting from the system.For the instructors, this design will also give them the chance to gradually improve their information technology skills, and start benefiting from the system before they are asked to interact with the students in phase 2 and build their own content in phase 3.The first phase will help build a huge content (lecture notes, videos…) that will be added to the system and will decrease the effort and cost of building content from scratch.Besides the execution of these phases, there will be continuous training for both the students and the instructors to maximize their benefit from the system and to get them ready for next phases.5.Future additions:There are many extensions that can be made to the system in the future. One of the important additions is sharing the content with different institutes in the kingdom, and in the world which can improve the quality of learning in KSUHS and medical institutes around the world. The expandability of the system will enable the addition of any new tool or feature that may appear and to take advantage of the latest developments in e-learning technology.Conclusion:The advances in information technology and e-learning made KSUHS keen to utilize this technology to enrich the learning environment, and to provide the students with the tools to enhance their learning capabilities. It is believed in KSUHS that integrating an e-learning system with traditional classroom teaching is the best approach for the students. The model discussed in this paper is a student centered model that uses both traditional and e-learning systems to provide the students with the flexibility they need to learn at their own pace and according to their needs, and to solve problems like lack of space in operating rooms and practical classes. The model introduces a high level of interactivity further enhancing learning capabilities. The three phase design simplifies the change managementprocess, and improves the students and instructors capabilities to use the system in the optimum way.References:[1] Chen, Kinshuk, Wang; "Cyber Schooling Framework: Improving Mobility and Situated Learning"; Fifth IEEE International Conference on Advanced Learning Technologies; Taiwan, 2005.[2] Anderson; "Modes of interaction in distance education: Recent developments and research questions"; Moore, M. G. & Anderson, W. G. (eds.), Handbook of Distance Education; Lawrence Erlbaum Associates, 2003, N. J.[3] Hayashi; Tominaga; Yamasaki;"Blended learning contents for university education"; The 7th International conference on Information Technology Based Higher Education and Training, 2006.[4] The Sloan Consortium; "Growing by Degrees: Online Education in the United States, 2005"; .[5] Colace, De Santo, Pietrosanto; "Evaluation Models for E-learning Platform: an AHP approach"; The 36th ASEE/IEEE Frontiers in Education Conference; 2006; San Diego, CA.[6] Gierde C.L., Pipas C.F., Russell M. Teaching of medical informatics in UME-21 medical schools: best practices and useful resources. Fam Med United States, Jan 2004; 36:S68-73.[7] Seng, Hok; "Humanizing E-learning" 2003 International Conference on Cyberworlds, 2003; Singapore[8] Giroire, Le Calvez,Tisseau; "Benefits of knowledge-based interactive learning environments: A case in combinatorics"; Proceedings of the Sixth International Conference on Advanced Learning Technologies, 2006.[9] Mansour, A.A.H.; McGregor, J.; Franklin, M.; Poyser, J.; "Intelligent Medical Multimedia-Based Tutoring Systems: Design Issues"; IEEE Colloquium on Intelligent Decision Support Systems and Medicine; 1992.[10] AlBarrak; "Medical informatics in undergraduate medical study"; Technology and Health Care; Volume 13, Issue 5(December 2005); Pages: 356 – 357.[11] AlBarrak, AlGhammas; "Information Technology in Medical and Patient Education"; First International Conference & Exhibition on e-learning; April 2006.[12] Whitis GR; "A Survey of Technology-Based distance Education: Emerging Issues and Lessons Learned"; Association of Academic Health Centers, 2001; WashingtonDC.[13] Castle; "Open-Circuit Television in Postgraduate medical Education"; Journal of Medical Education 1963; 38:254-60.。
常见的文献检索系统有哪些在国内，经过几年的发展，全文检索从最初的字符串匹配程序已经演进到能对超大文本、语音、图像、活动影像等非结构化数据进行综合管理的大型软件。
由于内涵和外延的深刻变化，全文检索系统已成为新一代管理信息系统的代名词，目前，国内就存在多种这样的全文检索系统，其中以TRS、TRIP、TPI影响最大，普及面最广。
(1)TRS系统TRS全文检索系统是由北京易宝信息技术有限公司研制开发的。
TRS是英文Text Retrieval System(文本检索系统)的缩写，她是北京拓尔思公司的TRS注册商标，是公司的简称。
文检索系统包括检索服务器、TRS网站内容检索系统、关系数据库全文搜索引擎、中文知识管理等。
TRS站点检索系统为网站提供了信息检索功能，用户可以使用它在一个或者多个网站的站内进行搜索。
关系数据库全文搜索引擎支持Oracle、DB2、SQL、Server、Sybase和in for mix五大关系数据库，并扶持它们的多个不同的主流版本。
中文知识管理和挖掘主要是为中文文本应用提供了开发的接口。
TRS的内涵已经远远超出了全文检索的范畴，她是拓尔思公司自主研发的全文检索、搜索引擎、内容管理及知识管理核心技术和产品的统一标识。
TRS公司在信息检索、文本挖掘、搜索引擎和内容管理等领域具有长期的研发积累和丰富的成果，特别是这些研发成果的产业化已经处于国内外领先地位。
(2)TRIP系统TRIP全文数据库系统是一种面向对象的全文数据库系统，更准确的说，TRIP是一种具有非常快速查找功能的信息档案管理系统，擅长于处理那些规格不一，结构无定、类型各异、长度参差的数据。
最适用于在公网Internet上或局网Intranet上管理、检索、出版像法律法规、合同文本、技术文件、来往书信、报刊杂志、备忘录、报告、图书馆系统等任意规格的文本数据，以及照片、图像、图表等二进制数据。
TRIP 系统也同样擅长处理像日期、时间、数值(实数、虚数)、人名、地名等一般关系型数据库所擅长处理的规格化数据。
外文文献：Arrangement systemUniversity teachers arrangement system is a combination of problems, which consist of scheduling a set of courses within a given number of rooms and time periods. Solving a real world timetabling problem manually often requires a significant amount of time, sometimes several days or even weeks. Therefore, a lot of research has been invested in order to provide automated support for human timetablers. Contributions come from the fields of operations research and artificial Intelligence. This paper refers to terms and methods from constraint satisfaction. The methods presented were developed using constraint logic programming. Constraint logic programming combines the declarativity of logic programming with the efficiency of methods from operations research and artificial intelligence. It has recently become a promising approach for solving timetabling problems.Applying classical methods from constraint satisfaction requires to model the problem as a constraint satisfaction problem, a set of variables, each associated with a domain of values it can take on, and a set of constraints among the variables. Constraints are relations that specify the space of solutions by forbidding combinations of values.Methods include search, heuristics, and constraint propagation. Typically, systematic search assigns values to variables sequentially following some search order. If the procedure fails to extend a partial solution, decisions are undone and alternatives explored. Systematic search often relies on heuristics, which define the order in which variables and values are chosen. Constraint propagation is complementary; it simplifies a problem by identifying values that cannot participate in a solution. This way the search space gets pruned and search becomes easier.In practice, most constraint-based timetabling systems either do not support soft constraints or use a branch and bound search instead of chronological backtracking. Branch and bound starts out from a solution and requires the next solution to be better. Quality is measured by a suitable cost function that depends on the set of violated soft constraints. With this approach, however, soft constraints play no role in selecting variables and values.After collecting wishes of teacher and information on the new courses, a first proposal is developed with the timetable of the previous year as a starting point. This is done by using free slots in the timetable left by courses not taking place again for new courses offered by thesame people, whereas wishes of teachers take precedence over the timetable of the previous year. After handing out the proposal to all teachers, evaluations and new wishes are collected.With the current proposal as a starting point, a new proposal is developed incorporating the responses on the current proposal, again changing as little as possible, and so on. Creating a new timetable is thus a multistage, incremental process. Relying on the timetable of the previous year and changing as little as possible by incremental scheduling drastically reduces the amount of work necessary for creating a new timetable and ensures acceptance of the new timetable by keeping the weekly course of events people are accustomed to.Note that the assignment of rooms is done elsewhere. Nevertheless, conflicting requirements for space or certain equipment may be a cause for changing the timetable.The general constraints are due to physical laws, academic reasons, and personal preferences of teachers:A teacher cannot be in two places at the same time, so avoid clashing the courses of a teacher. There should be at least a one hour break between two courses of a teacher.Some teachers prefer certain times or days for teaching.Monday afternoon is reserved for professors’meetings: Do not schedule professors’ courses for Monday afternoon.The department consists of five units, each dedicated to a certain area of research. Most courses are held by members of a single unit while only a few courses are held by members of different units. Courses held by members of a certain unit must not clash with courses held by other members of the same unit.An offering typically consists of two lectures and a tutorial per week. There should be a day break between the lectures of an offering. The tutorial should not take place on a day, on which a lecture of the same offering takes place. All courses should be scheduled between9 a.m.and6 p.m. No lectures should be scheduled for Friday afternoon. No tutorials should be scheduled for late Friday afternoon.Only few of the courses are mandatory for and dedicated to students of a certain term, while most courses are optional and open to all students. For each term of the undergraduate studies there is a set of mandatory courses, the attendance of which is highly recommended. Courses of the graduate studies only rely on the knowledge provided by courses of the undergraduate studies. There is no recommended order of attendance. Undergraduate courses of a term must not clash, while undergraduatecourses of different terms are allowed to clash. Graduate courses should not clash.First observations made clear that existing timetables do not meet the requirements stated, e.g., courses of a unit or graduate courses clash or a lecture of an offering and a tutorial of the same offering are scheduled for the same day. Furthermore, considering the number of graduate courses offered over the years, it became clear that there is too little space to schedule all graduate courses without clashes. This is due to the following reason. As mentioned before, undergraduate courses are mandatory and there is a recommended order of attendance. This way it is possible to distinguish students of the first term from students of the third term and students of the second term from students of the fourth term, which makes it possible to allow clashing of undergraduate courses of different terms. The graduate courses only rely on the knowledge provided by the undergraduate courses. There is no recommended order of attendance, thus making it impossible to distinguish students of the fifth term from students of the seventh term, which makes it necessary to disallow clashing of graduate courses in some way. So we faced two problems:The demand for incremental scheduling by basing the new timetableon the timetable of the previous year and changing as little as possible made it necessary to handle old timetables, which do not meet the requirements stated.From a scheduler’s point of view, the graduate studies lack structure taking freedom and leading to over constrained timetable specifications.Tackling the second problem by removing selected no-clash constraints turned out to be laborious and time-consuming and, therefore, impractical. Classifying graduate courses by contents and expected number of students and allowing clashing of courses of different categories won back some freedom, but it was not possible to identify enough categories in such a way that courses spread evenly over categories, which would have been necessary to prevent conflicts. It became clear that we were in need of some kind of weighted constraints able to express weak and strong constraints that are not mandatory.A Constraint Satisfaction Problem(CSP)consists of a finite set of variables, each associated with a finite domain and a finite set of constraints. A solution of a CSP maps each variable to a value of its domain such that all the constraints are satisfied. A partial constraint satisfaction problem(PCSP) is a CSP where each constraint is associated with a weight. A weight of a constraint expresses the importance of itsfulfillment, allowing one to distinguish hard constraints from soft constraints. Hard constraints stand out due to infinite weights. The finite weights of soft constraints allow for the specification of preferences among constraints. A solution of a PCSP maps each variable to a value of its domain such that all hard constraints are satisfied and the total weight of the violated soft constraints is minimal.Clearly, we only need one variable for each course holding the period, the starting time point, it has been scheduled for. Each variable’s domain consists of the whole week, the periods being numbered from0 to 167, for example,9 denotes 9 a.m. on Monday, and so on. Requirements, wishes, and recommendations can be expressed with a small set of specialized constraints.No-clash constraints demand that a course must not clash with another one.Preassignment constraints and availability constraints are used to express teachers’ preferences and that a course must take place at a certain time.Distribution constraints make sure that there is at least one day between a course and another, or that two courses are scheduled for different days.Compactness constraints make sure that one course will be scheduled directly after another.With respect to soft constraints, three grades of preferences were chosen: weakly preferred, preferred, and strongly preferred, which get translated to the integer weights1,3, and9.The search procedure employed integrates the solver given above with chronological backtracking and heuristics for variable and value selection. For variable selection, the first fail principle was chosen, which dynamically orders variables by increasing cardinality of domains, the principle proposes to select one of the variables with the smallest domains with respect to the current state of computation. For value selection, a best-fit strategy was used choosing one of the best rated periods. From an optimistic point of view, this will be one of the periods violating a set of soft constraints with minimal total weight, but the estimate may be too good duet o the low propagation performance of the no–clash solver. Furthermore, the best assessment does not necessarily violate a minimum number of constraints: a strong personal preference may balance out 10 weak no –clash constraints. This approach yielded a good first solution to the problem. It was not necessary to search for a better solution.The generation of a timetable runs as follows. Each course is associated with a domain constraint allowing for the whole week, the periods being numbered from 0 to 167. It is important to note that, for each course, the initial assessment for all periods is 0 indicating that no period is given preference initially. Then preassignment constraints and availability constraints will be translated into in and not in constraints. Adding in and not in constraints may narrow the domains of the courses using the rules presented above. Propagation continues until a fix point is reached, that is to say, when further rewriting does not change the store. Usually, our consistency-based finite domain solver is not powerful enough to determine that the constraints are satisfiable. In order to guarantee that a valid solution is found the search procedure is called. Addition of an in constraint may initiate propagation, and so on.Now that we have discussed the details of creating a timetable, how does one create a new timetable based on a timetable of the previous year with this system? Central to our solution is the notion of fixing a timetable. Fixing a timetable consists in adding a soft preassignment constraint for each course that has been scheduled ensuring that all courses offered again will be scheduled for the same time.The time necessary to compute a timetable depends on whether a previous timetable is reused or not. Scheduling 89 courses within 42 time periods from scratch took about five minutes. Considering an ‘‘almost good’’previous timetable saved about two and a half minutes.Constraint handling rules is a declarative high level language extension, especially designed for writing application－oriented constraint solvers. In this paper, it has been argued that CHR is a good vehicle for implementing a finite domain solver that performs hard and soft constraint propagation. The solver is powerful enough to serve as the core of a university timetabling system. The internet is relied on, and more specifically the World Wide Web(WWW) to enable teachers to enter new wishes and offerings into the specification by themselves. The Web front end is based on HTML; pages are also generated by a Prolog program. Developing the constraint solver and attaching it to a database of timetabling problems took about three weeks; developing the front end took an other two weeks. The solver takes only a few lines of code. The good execution times achieved and the very reasonable timetables generated demonstrate that CHR is able to reconcile efficient execution and declarative implementation. This very high level approach also means that the program can be easily maintained and modified.。
