基于用户兴趣模型的智能信息检索系统技术与实现

PCSICE是一个面向Internet的智能信息检索系统。该系统采用分布式智能体技术、用户兴趣学习算法和基于使用的聚类算法 ,有效地解决了现有系统在交互方式、自适应用户兴趣等方面的不足 ,满足人们在信息浏览时的个性化要求。该系统普遍适用于Internet、远程教育等分布式系统中的信息检索     

高等体育院校学生学籍微机管理系统设计

本设计结合高等体育院校学生学籍管理的特点，采用汉字系统、人机对话形式，利用模块结构编制程序，使系统内既体现完整的内在联系，又体现不同功能程序的独立性。系统容纳了从新生入学开始到毕业的全部信息，并做到随时能进行查询、分类、统计、报表输出乃至毕业生信息的转贮和删除。     

文献信息计算机全文全自动标引方法

为了满足越来越细化的文献信息服务的要求 ,必然会最终实现全文全自动标引和主题词检索加关键词全文检索的文献信息处理方法。文章在已研制成功的“计算机辅助标引系统”的基础上 ,提出了全文全自动标引的切词方法、匹配算法、加权校对算法 ,以及为配合切词和算法的要求应该设立的一系列数据库 ,并论述了它们的含义、功能和建库方法 ,提出了一种全新的文献信息全文全自动标引的实施方法。     

CD－ROM的现状与未来展望

在未来几年里,CO－ROM技术将日臻成熟,功能不断完善,市场前景乐观.该文从CD－ROM数据库、软件、硬件和市场策略等四个方面对CD－ROM的现状和发展趋势进行了较全面的分析.     

Neuropsychological classification and treatment of dyslexia.

Evidence shows that initial and advanced learning to read are predominantly mediated by the right and left cerebral hemispheres, respectively. Premature reliance on left-hemispheric reading strategies may result in L-type dyslexia, characterized by hurried and inaccurate reading. P-type dyslexia, characterized by a slow and fragmented style of reading, may result from the inability to shift from the predominant generation of right-hemispheric reading strategies to the predominant generation of left-hemispheric reading strategies. Results of investigations concerning the validity of the L/P-typology are discussed, as are the reading effects of hemisphere-specific and hemisphere-alluding stimulation in children with L- and P-type dyslexia.     

Ensuring Content‐Area Learning by Secondary Students with Learning Disabilities

Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively.