基于WEB的毕业设计(论文)选题系统—毕业设计论文

基于WEB的毕业设计(论文)选题系统

摘 要：

ASP技术 ASP（Active Server Pages动态网页）是微软公司推出的一种用以取代CGI（Common Gateway Interface通用网关接口）的技术。是建立在公共语言运行库上的Web编程框架，相对于它的前身Active Server

Pages(ASP)而言，提供了更强的性能、更方便的工具支持、更好的平台支持和灵活性。与以往的Web编程框架相比，的一大革命性进步是可以将应用程序逻辑与表示代码清楚地分开，用类似与Visual Basic的简单窗体处理模块处理事件。目前，Internet上的许多基于Windows平台的Web站点已开始应用ASP来替换CGI。 简单地讲，ASP是一个位于服务器端的脚本运行环境，通过这种环境，用户可以创建和运行动态的交互式Web服务器应用程序，如交互式动态网页，包括使用HTML表单收集和处理信息，上传与下载等等。本系统基于WEB数据库开发技术，为了使教师更快捷的申请实验室和学生查看实验的安排情况，保证实验教学的正常进行，减少实验室安排者的工作量。随着网络技术的迅猛发展，ASP已成为Web应用程序的一种重要的开发工具，用ASP技术创建的此信息服务系统分为前端的客户信息浏览，查询和后台的数据库维护两大部分。对数据库设计、程序设计和实现、系统安全进了详细论述。实验室安排管理系统就是ASP结合Web实现信息的浏览与信息交流和后台的数据库操作与维护的平台。

关键词：实验申请，实习申请，实验修改，实习修改，实验安排

目 录

第一章：系统引言............................................................................................................ 3

1.１实验安排管理系统的概述 .................................................................................... 3

1.２实验室安排管理系统开发的目的 ......................................................................... 3

1.３统开发环境简介 .............................................................................................. 3

第二章：系统的设计要求 ................................................................................................. 4

2.1 系统需要实现的主要功能............................................................................. 4

2.2 设计步骤 ............................................................................................................ 4

第三章：系统的系统设计 ................................................................................................. 5

3.1任务描述 ............................................................................................................. 5

3.2主要功能描述 ...................................................................................................... 5

3.2 后台管理 ............................................................................................................ 6

第四章：系统的数据库设计.............................................................................................. 7

4.1 数据库概念结构设计 ........................................................................................... 7

4.2 数据库逻辑结构设计 ........................................................................................... 7

第五章：系统的结构模块分析 .........................................................................................11

5.1系统部分主要界面图 ...........................................................................................11

5.2设计流程图 ........................................................................................................ 13

总结............................................................................................................................... 14

致谢............................................................................................................................... 15

参考文献........................................................................................................................ 16

附录............................................................................................................................... 17

第一章：系统引言

1.１实验安排管理系统的概述

Internet的普及和应用使人们的现代生活方式发生了深刻的变化，国各大中专院校也加快了信息化进程，并且都建立了自己的校园网。这为我们网络现代化教育提供了必备的物质基础。学校总是处于接受新知识的最前沿地带，于是校园网的应用和管理系统的开发也正蓬勃发展并发挥着巨大的作用。

随着信息技术的普及，对计算机应用的普及，高等学校的计算机实验室在逐年上升，面对众多的计算机实验课，如何有效安排实验室，成为实验室管理人员的重要工作之一。为了提高实验室安排管理效率，方便教师对实验室的使用情况及时查询和申请实验室，需要设计一个能提供教师实时了解当前实验室教师申请情况，并可以对闲置实验室的申请，最后通过实验室管理员对教师所做的实验申请进行安排管理。极大地便捷了学生和指导老师，显著地提高了工作效率。系统引用了这一具有强大功能、用于Web开发的全新框架。在系统重处于操作系统内核与应用程序之间，使得应用程序可以更好地利用操作系统提供的功能，并使得应用程序的开发更快、更简单。本系统采用B/S模式，其最根本的目的是让教师在线申请实验室，以及学生查看实验室的安排情况，并且具有操作方便，响应快捷等优点。

1.２实验室安排管理系统开发的目的

毕业设计是完成教学计划达到培养目标的重要环节，是教学计划中综合性最强的实践教学环节，它对培养学生的思想、工作作风及实际能力、提高毕业生全面素质具有很重要的意义。

毕业设计的教学目标应使学生在以下几方面的能力得到训练和提高：

1．融汇、贯通三年里所学习的专业基础知识和专业理论知识；

2．综合运用所学专业知识和技能提高独立分析问题和解决实际问题的能力；

3．掌握文献检索、资料查询的基本方法以及获取新知识的能力；

4．计算机软件、硬件或应用系统设计和开发的基本能力；

5．书面和口头表达能力1.３统开发环境简介

开发工具： (C#) +SQL Server2000

开发环境：Windows 2000以上、运行环境：Windows操作系统 IE

第二章：系统的设计要求

2.1 系统需要实现的主要功能

实验室安排管理系统的最终目的是为了让教师申请实验室和学生查看实验室的安排情况，其主要功能包括：登录、申请实验、基本资料维护、实验室安排管理、用户管理，个人设置等。

2.2 设计步骤

1．规划流程,分析系统需求，确定有关的数据库及各数据表。

2．确定选题系统的数据流图，并根据数据流图确定系统的总体框架与所需模块。

3．分析并确定各模块与数据库的联系。

4．界面设计及代码的设计。

5．系统测试。

6．设计说明书的编写

第三章：系统的系统设计

3.1任务描述

随着信息技术的普及，对计算机应用的普及，高等学校的计算机实验室在逐年上升，面对众多的计算机实验课，如何有效安排实验室，成为实验室管理人员的重要工作之一。为了提高实验室安排管理效率，方便教师对实验室的使用情况及时查询和申请实验室，需要设计一个能提供教师实时了解当前实验室教师申请情况，并可以对闲置实验室的申请，最后通过实验室管理员对教师所做的实验申请进行安排管理。本系统基于B/S结构，主要由前台教师对实验室申请和后台基本资料的维护及实验室的安排，主要包括以下功能：登录、申请实验、基本资料维护、实验室安排管理、用户管理，个人设置等。

3.2主要功能描述

1、登录

（１）根据用户管理分配不同的角色权限，核对用户，进入系统进行相应的操作。

２、申请实验室

（１）教师查看当前实验室被申请情况，分析出此时一周内各实验室的被申请情况。可以多种方式排序查看

（２）教师申请实验室，保存教师申请实验室信息，在保存之前检测当前时间，当前实验室是否已经安排，做出相应提醒。

３、基本资料维护

（1） 教师维护（分任课教师和实验指导教师）

（2） 课程维护

（3） 班级维护

（4） 实验室维护

（5） 学期维护

（6） 星期维护

（7） 节次维护

（8） 周次维护

4、实验室安排管理

（1）对所申请实验室进行自动安排管理，对同一实验室，同一时时间、不同班级进行冲突检测，可以进行手动调整，仍要进行冲突检测

（2）审核安排实验，停止当前周次实验室申请。

（3）打印实验安排表

５、用户管理

（１）进行对用户的管理，赋予相应的权限。

６、个人设置

（１）修改密码、退出管理

3.2 后台管理

1．实验申请

功能：教师对实验室进行实验申请

２．实习申请

功能：老师对实验室进行实习申请

３．实验安排

功能：超级管理员对教师申请的实验室进行安排设置。学生教师可以查看实验室的安排情况。

４．实验实习修改

功能：教师对所申请的实验实习进行修改

第四章：系统的数据库设计

4.1 数据库概念结构设计

数据库中的数据是整个系统的核心，怎样合理地进行信息建模和范式分

直接影响整个数据库的运行效能。数据库系统的设计在完成功能的前提下，因力求逻辑关系简单，否则由于数据库表之间的连接操作会大大降低系统的性能。根据网上毕业设计选题系统的特点和要求，在数据库中建立以下主要的表：用户表：admin、班级表：Class_count、课程表：Course、实验室安排表：Exper_set、实验名称表：Experiment、实验室表：lab_work、实习表：shixi_job、教师表：Tearcher、周次表：weeks、学年表:xueyearb、学期表：Year。

4.2 数据库逻辑结构设计

１．表：admin

(1) 用户表：包括用户ID、姓名user_name、密码user_pwd、用户身份：user_class、用户权限：user_part

数据项名

user_id

user_name

user_pwd

user_class

user_part

数据类型（长度）

int (4)

nvarchar (50)

nvarchar (50)

Varchar(50)

varchar(50)

２．表 Class_count

(2)班级表：包括班级ID、班级名称class_name学年学期term_years数据项含义说明

（主键，唯一）

用户名

密码

用户身份

用户权限

备注

班级人数class_number实际人数order_number实验名称course室验室is_lab系部department入学时间

数据项名

class_id

term_years

class_name

class_number

order_number

course

is_lab

department

enrollment

数据类型（长度）

int (4)

Varchar(50)

Varchar(50)

Int(4)

Int(4)

Varchar(50)

Varchar(50)

Char(30)

datetime

数据项含义说明

主键，唯一

学年学期

班级名称

班级人数

实际人数

实验名称

室验室

系部

入学时间

备注

3．表Course

（3）课程表：包括课程ID课程名称course_name选课班级course_class任课教师course_tearcher学期Year_name学年Term_years性质xingzhi

数据项名

course_id

course_name

course_class

course_tearcher

Year_name

Term_years

xingzhi

数据类型（长度）

int (4)

char(50)

char(40)

char(30)

Varchar(30)

Varchar(30)

Char(10)

数据项含义说明

主键，唯一

课程名称

选课班级

任课教师

学期

学年

性质

备注

4．表Exper_set

（4）实验安排表：包括实验ID实验班级exper_class指导教师Exper_ teacher实验名称exper_name学期year_name周次weeks人数Class_number学年Year_name节次jieci

数据项名

Exper_id

exper_class

Exper_ teacher

exper_name

year_name

weeks

Class_number

Year_name

jieci

数据类型（长度）

year_id

varchar(40)

varchar(30)

varchar(50)

varchar(10)

varchar(10)

Int(4)

Varchar(30)

varchar(10)

数据项含义说明

int (4)

实验班级

指导教师

实验名称

学期

周次

人数

学年

节次

备注

5.表：Experiment

（5）名称表：包括实验名称ID、验名称expt_name

数据项名

expt_id

expt_name

数据类型（长度）

char(10)

char(50)

数据项含义说明

主键，唯一

实验名称

备注

6. 表lab_work

(6)实验室表：包括实验室ID实验名称lab_name实验人数lab_number班级名称class_name班级人数class_number助教实验教师course_teacher实验教师lab_teachers节次jieci学期学年term_years周次weeks星期today_week

数据项名

lab_id

lab_name

lab_number

class_name

class_number

course_teacher

lab_teachers

jieci

term_years

weeks

today_week

数据类型（长度）

int (4)

nvarchar(100)

nvarchar(50)

nvarchar(50)

int(4)

varchar(10)

varchar(10)

varchar(10)

varchar(50)

varchar(10)

varchar(50)

数据项含义说明

主键，唯一

实验名称

实验人数

班级名称

班级人数

助教实验教师

实验教师

节次

学期学年

周次

星期

备注

7.表shixi_job

（7）实习表：包括实习ID学年term_years周次weeks节次jieci实习课程lab_content实习班级class_name实习人数class_number实习教师course_teacher

数据项名

shixi _id

term_years

weeks

jieci

lab_content

class_name

class_number

course_teacher

数据类型（长度）

int (4)

char(50)

char(50)

char(50)

varchar(50)

varchar(50)

Int(4)

char(10)

数据项含义说明

主键，唯一

学年

周次

节次

实习课程

实习班级

实习人数

实习教师

备注

8.表Tearcher

（8）教师表：教师表包括教师ID教师姓名tearcher_name教师职称

tearcher_prof任课班级tearcher_class所授课程tearcher_course

数据项名

tearcher_id

tearcher_name

tearcher_prof

tearcher_class

tearcher_course

数据类型（长度）

int (4)

char(30)

char(20)

char(40)

char(50)

数据项含义说明

主键，唯一

教师姓名

教师职称

任课班级

所授课程

备注

9．表xueyearb

（9）学年表：学年表包括学年ID学年、erm_years

数据项名

term_id

term_years

数据类型（长度）

int (4)

varchar(50)

数据项含义说明

主键，唯一

学年

备注

10．表Year

（10）学期表：学期表包括学期ID、期year_name

数据项名

year_id

year_name

数据类型（长度）

int (4)

varchar(10)

数据项含义说明

主键，唯一

学期

备注

第五章：系统的结构模块分析

5.1系统部分主要界面图

登陆模块主要功能：通过检正管理员身份方可进入, 通过数据库中表admin进行检正,类型分为：超级管理员，普通管理员，普通用户，超级管理员的功能是可以安排管理教师的申请情况，普通管理员只能申请实验室，普通用户只能查看实验室安排情况，如下图：

实验室实验安排表的功能：申请的教师要选择学年、学期、周次，超级管理员点击班级可以对教师所申请的实验室进行调整。点击下一页，可以进行翻看下一页的内容。点击上一页可以查看上一页的内容，点击首页就回跳转回首页面，点击尾页就会跳转到最后一面。如下图：

实验修改表的功能：申请的教师要选择对应的学年、学期、周次，此外还可以已经申请的实验课程进行重新修改或者删除，只要点击修改就可以对进行修改，点击删除就可以把申请的实验进行删除，如下图：

实验申请表的功能：申请实验的教师只要在实验申请表中填写实验，实验人数，实验班级，实验课程名称，任课教师，实验老师，申请时间，学年，学期，周次，节次之后单击确定就可以申请了。如下图：

5.2设计流程图

（１） 功能框架图如下：

用户管理 实验管理 课程管理 班级管理 退出管理

实验室安排管理系统

当

前

用

户

当

前

角

色

改

码

密修添加用户

实验安排

实验申请

实习申请

修改实验申请

修改实习申请

查看删除课程

增加课程

查看删除班级

增加班级

退出

（２） 系统管理流程图如下：

超级用户

分配

用户名：

密码：

权限：

重填 提交

超级管理员

用户权限

普通管理员

普通用户

登陆

应用系统

申请

维护

查看

实习实验

基本资料 实验实习安排

总结

在这次毕业设计中,我们所用的知识含盖了三年所学的大部分知识。设计中,我发现有很多知识我是记不清楚又要回头翻书来复习,让原来的知识重现并且在做毕业设计的过程中,我所学的知识得到加深,我觉得开心。在这次设计中,我体会多多。首先,我感到我们准备毕业了,真的是转眼三年就过了。其次,我在毕业设计中不断的复习旧的知识,又不断的学习新的知识,并且得到了指导老师的精心帮助和同学们的大力支持,让我在这次毕业设计中,我得到了许多有意义的东西。再次,在设计的过程中,我遇到了相当多的困难, 对于这个系统的具体规范不是很了解，经过指导老师的耐心讲解、分析，才让我明白了设计这个系统的整个流程。在代码的设计中，让我觉得最难的是如何实现不同用户类型的登陆，经过自己的努力、不断调试，以及老师同学的帮助，最终得以实现。但是在本系统的设计当中还是会有一些不足的地方

通过这次设计,我发现了我知识上的许多缺陷,我的知识链很不紧凑,经常连接不上,让我的思想中断,浪费了大量的时间,我的书本知识还必须大量的增加而且要配合设计时使用,我觉得这样我的知识可以得到加深和巩固并且让它得到灵活的使用。在这次设计中,我想我们专业的知识是要不断的学习的,不断通过大量的实验才能得到该有的本领。还有几天就要结束这次的毕业设计了，紧接着我的

大学生涯应该就要就此结束啦，在此，感谢院领导老师和指导老师的大力支持，悉心教导！

致谢

在此，非常感谢系部老师为我们提供这个综合学习的机会，使我们的分析与解决实际问题能力以及动手能力得到提高！也要特别感谢指导老师细心指导和关怀，同时还要谢谢同学们的支持与帮助，使得我的设计得以顺利完成！谢谢

参考文献

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（２）高级编程，郑耀东 / 蔡骞，清华大学出版社，2006-1-1

（３）企业级开发案例精解，刘庆国 / 聂元铭，人民邮电出版社，2006-2-1

（４）精通程序设计，埃斯波西托，中国铁道出版社发行部，2006-7-1

（５）动态网页设计高手，东名 吴名月，清华大学出版社，2001-10-1

（６）入门经典，康博，清华大学出版社，2002-5-1

（７）深入剖析组件设计，黄忠成，电子工业出版社，2004-6-1

（８）编程，（美）利伯蒂 / （美）赫沃兹，东南大学出版社，2006-4-1

（９）动态网站编程指南/廖若雪 北京:机械工业出版社,2001

（10）通用模块及典型系统开发/求是科技 张蓓编著 人民邮电出版社

2006.2

附录

登陆模块的相关代码：

private void DropDownList2_SelectedIndexChanged(object sender,

rgs e)

{

string sqlstr="";

if(=="0")

{

sqlstr="select user_name from admin where user_class='超级管理员'";

}

if(=="1")

{

sqlstr="select user_name from admin where user_class='普通管理员'";

}

if(=="2")

{

sqlstr="select user_name from admin where user_class='普通用户'";

}

SqlConnection conn=new

SqlConnection(tings["sys"]);

();

SqlDataAdapter adapter1 = new SqlDataAdapter(sqlstr,conn);//创建适

配器

DataSet ds = new DataSet(); //定义数据集

(ds, "sys");//填充数据

urce=["sys"].DefaultView;

xtField ="user_name";

nd();

();

}

private void Check(string t1, string t2)

{

string text1 = t1;

string text2 = t2;

string sql="select * from admin where user_name='" + text1

+ "' and user_pwd='" + text2 + "'";

SqlConnection conn=new

SqlConnection(tings["sys"]);

();

SqlCommand cmd=new SqlCommand(sql,conn);

SqlDataReader rd=eReader();

if (())

{

();

();

HttpCookie cookie1 = new HttpCookie("admin");//定义cookie对象

("user_name",

rd["user_name"].ToString());//保存cookie对象

("user_class",

rd["user_class"].ToString());//保存cookie对象

Cookie(cookie1);//添加

("");

}

else

{

("");

}

();

}

基于WEB的毕业设计(论文)选题系统

摘 要：

ASP技术 ASP（Active Server Pages动态网页）是微软公司推出的一种用以取代CGI（Common Gateway Interface通用网关接口）的技术。是建立在公共语言运行库上的Web编程框架，相对于它的前身Active Server

Pages(ASP)而言，提供了更强的性能、更方便的工具支持、更好的平台支持和灵活性。与以往的Web编程框架相比，的一大革命性进步是可以将应用程序逻辑与表示代码清楚地分开，用类似与Visual Basic的简单窗体处理模块处理事件。目前，Internet上的许多基于Windows平台的Web站点已开始应用ASP来替换CGI。 简单地讲，ASP是一个位于服务器端的脚本运行环境，通过这种环境，用户可以创建和运行动态的交互式Web服务器应用程序，如交互式动态网页，包括使用HTML表单收集和处理信息，上传与下载等等。本系统基于WEB数据库开发技术，为了使教师更快捷的申请实验室和学生查看实验的安排情况，保证实验教学的正常进行，减少实验室安排者的工作量。随着网络技术的迅猛发展，ASP已成为Web应用程序的一种重要的开发工具，用ASP技术创建的此信息服务系统分为前端的客户信息浏览，查询和后台的数据库维护两大部分。对数据库设计、程序设计和实现、系统安全进了详细论述。实验室安排管理系统就是ASP结合Web实现信息的浏览与信息交流和后台的数据库操作与维护的平台。

关键词：实验申请，实习申请，实验修改，实习修改，实验安排

目 录

第一章：系统引言............................................................................................................ 3

1.１实验安排管理系统的概述 .................................................................................... 3

1.２实验室安排管理系统开发的目的 ......................................................................... 3

1.３统开发环境简介 .............................................................................................. 3

第二章：系统的设计要求 ................................................................................................. 4

2.1 系统需要实现的主要功能............................................................................. 4

2.2 设计步骤 ............................................................................................................ 4

第三章：系统的系统设计 ................................................................................................. 5

3.1任务描述 ............................................................................................................. 5

3.2主要功能描述 ...................................................................................................... 5

3.2 后台管理 ............................................................................................................ 6

第四章：系统的数据库设计.............................................................................................. 7

4.1 数据库概念结构设计 ........................................................................................... 7

4.2 数据库逻辑结构设计 ........................................................................................... 7

第五章：系统的结构模块分析 .........................................................................................11

5.1系统部分主要界面图 ...........................................................................................11

5.2设计流程图 ........................................................................................................ 13

总结............................................................................................................................... 14

致谢............................................................................................................................... 15

参考文献........................................................................................................................ 16

附录............................................................................................................................... 17

第一章：系统引言

1.１实验安排管理系统的概述

Internet的普及和应用使人们的现代生活方式发生了深刻的变化，国各大中专院校也加快了信息化进程，并且都建立了自己的校园网。这为我们网络现代化教育提供了必备的物质基础。学校总是处于接受新知识的最前沿地带，于是校园网的应用和管理系统的开发也正蓬勃发展并发挥着巨大的作用。

随着信息技术的普及，对计算机应用的普及，高等学校的计算机实验室在逐年上升，面对众多的计算机实验课，如何有效安排实验室，成为实验室管理人员的重要工作之一。为了提高实验室安排管理效率，方便教师对实验室的使用情况及时查询和申请实验室，需要设计一个能提供教师实时了解当前实验室教师申请情况，并可以对闲置实验室的申请，最后通过实验室管理员对教师所做的实验申请进行安排管理。极大地便捷了学生和指导老师，显著地提高了工作效率。系统引用了这一具有强大功能、用于Web开发的全新框架。在系统重处于操作系统内核与应用程序之间，使得应用程序可以更好地利用操作系统提供的功能，并使得应用程序的开发更快、更简单。本系统采用B/S模式，其最根本

的目的是让教师在线申请实验室，以及学生查看实验室的安排情况，并且具有操作方便，响应快捷等优点。

1.２实验室安排管理系统开发的目的

毕业设计是完成教学计划达到培养目标的重要环节，是教学计划中综合性最强的实践教学环节，它对培养学生的思想、工作作风及实际能力、提高毕业生全面素质具有很重要的意义。

毕业设计的教学目标应使学生在以下几方面的能力得到训练和提高：

1．融汇、贯通三年里所学习的专业基础知识和专业理论知识；

2．综合运用所学专业知识和技能提高独立分析问题和解决实际问题的能力；

3．掌握文献检索、资料查询的基本方法以及获取新知识的能力；

4．计算机软件、硬件或应用系统设计和开发的基本能力；

5．书面和口头表达能力1.３统开发环境简介

开发工具： (C#) +SQL Server2000

开发环境：Windows 2000以上、运行环境：Windows操作系统 IE

第二章：系统的设计要求

2.1 系统需要实现的主要功能

实验室安排管理系统的最终目的是为了让教师申请实验室和学生查看实验室的安排情况，其主要功能包括：登录、申请实验、基本资料维护、实验室安排管理、用户管理，个人设置等。

2.2 设计步骤

7．规划流程,分析系统需求，确定有关的数据库及各数据表。

8．确定选题系统的数据流图，并根据数据流图确定系统的总体框架与所需模块。

9．分析并确定各模块与数据库的联系。

10． 界面设计及代码的设计。

11． 系统测试。

12． 设计说明书的编写

第三章：系统的系统设计

3.1任务描述

随着信息技术的普及，对计算机应用的普及，高等学校的计算机实验室在逐年上升，面对众多的计算机实验课，如何有效安排实验室，成为实验室管理人员的重要工作之一。为了提高实验室安排管理效率，方便教师对实验室的使用情况及时查询和申请实验室，需要设计一个能提供教师实时了解当前实验室教师申请情况，并可以对闲置实验室的申请，最后通过实验室管理员对教师所做的实验申请进行安排管理。本系统基于B/S结构，主要由前台教师对实验室申请和后台基本资料的维护及实验室的安排，主要包括以下功能：登录、申请实验、基本资料维护、实验室安排管理、用户管理，个人设置等。

3.2主要功能描述

2、登录

（１）根据用户管理分配不同的角色权限，核对用户，进入系统进行相

应的操作。

２、申请实验室

（３）教师查看当前实验室被申请情况，分析出此时一周内各实验室的被申请情况。可以多种方式排序查看

（４）教师申请实验室，保存教师申请实验室信息，在保存之前检测当前时间，当前实验室是否已经安排，做出相应提醒。

３、基本资料维护

（9） 教师维护（分任课教师和实验指导教师）

（10） 课程维护

（11） 班级维护

（12） 实验室维护

（13） 学期维护

（14） 星期维护

（15） 节次维护

（16） 周次维护

4、实验室安排管理

（1）对所申请实验室进行自动安排管理，对同一实验室，同一时时间、不同班级进行冲突检测，可以进行手动调整，仍要进行冲突检测

（2）审核安排实验，停止当前周次实验室申请。

（3）打印实验安排表

５、用户管理

（１）进行对用户的管理，赋予相应的权限。

６、个人设置

（１）修改密码、退出管理

3.2 后台管理

1．实验申请

功能：教师对实验室进行实验申请

２．实习申请

功能：老师对实验室进行实习申请

３．实验安排

功能：超级管理员对教师申请的实验室进行安排设置。学生教师可以查看实验室的安排情况。

４．实验实习修改

功能：教师对所申请的实验实习进行修改

第四章：系统的数据库设计

4.1 数据库概念结构设计

数据库中的数据是整个系统的核心，怎样合理地进行信息建模和范式分

直接影响整个数据库的运行效能。数据库系统的设计在完成功能的前提下，因力求逻辑关系简单，否则由于数据库表之间的连接操作会大大降低系统的性能。根据网上毕业设计选题系统的特点和要求，在数据库中建立以下主要的表：用户表：admin、班级表：Class_count、课程表：Course、实验室安排表：Exper_set、实验名称表：Experiment、实验室表：lab_work、实习表：shixi_job、教师表：Tearcher、周次表：weeks、学年表:xueyearb、学期表：Year。

4.2 数据库逻辑结构设计

１．表：admin

(1) 用户表：包括用户ID、姓名user_name、密码user_pwd、

用户身份：user_class、用户权限：user_part

数据项名

user_id

user_name

user_pwd

user_class

user_part

数据类型（长度）

int (4)

nvarchar (50)

nvarchar (50)

Varchar(50)

varchar(50)

２．表 Class_count

(2)班级表：包括班级ID、班级名称class_name学年学期term_years班级人数class_number实际人数order_number实验名称course室验室is_lab系部department入学时间

数据项名

class_id

term_years

class_name

class_number

order_number

course

is_lab

department

enrollment

数据类型（长度）

int (4)

Varchar(50)

Varchar(50)

Int(4)

Int(4)

Varchar(50)

Varchar(50)

Char(30)

datetime

数据项含义说明

主键，唯一

学年学期

班级名称

班级人数

实际人数

实验名称

室验室

系部

入学时间

备注

数据项含义说明

（主键，唯一）

用户名

密码

用户身份

用户权限

备注

3．表Course

（3）课程表：包括课程ID课程名称course_name选课班级course_class任课教师course_tearcher学期Year_name学年Term_years性质xingzhi

数据项名

course_id

course_name

course_class

course_tearcher

Year_name

Term_years

xingzhi

数据类型（长度）

int (4)

char(50)

char(40)

char(30)

Varchar(30)

Varchar(30)

Char(10)

数据项含义说明

主键，唯一

课程名称

选课班级

任课教师

学期

学年

性质

备注

4．表Exper_set

（4）实验安排表：包括实验ID实验班级exper_class指导教师

Exper_ teacher实验名称exper_name学期year_name周次weeks人数Class_number学年Year_name节次jieci

数据项名

Exper_id

exper_class

Exper_ teacher

exper_name

year_name

weeks

Class_number

Year_name

jieci

数据类型（长度）

year_id

varchar(40)

varchar(30)

varchar(50)

varchar(10)

varchar(10)

Int(4)

Varchar(30)

varchar(10)

数据项含义说明

int (4)

实验班级

指导教师

实验名称

学期

周次

人数

学年

节次

备注

5.表：Experiment

（5）名称表：包括实验名称ID、验名称expt_name

数据项名

expt_id

expt_name

数据类型（长度）

char(10)

char(50)

数据项含义说明

主键，唯一

实验名称

备注

6. 表lab_work

(6)实验室表：包括实验室ID实验名称lab_name实验人数lab_number班级名称class_name班级人数class_number助教实验教师course_teacher实验教师lab_teachers节次jieci学期学年term_years周次weeks星期today_week

数据项名

lab_id

lab_name

lab_number

class_name

class_number

course_teacher

lab_teachers

jieci

term_years

weeks

today_week

数据类型（长度）

int (4)

nvarchar(100)

nvarchar(50)

nvarchar(50)

int(4)

varchar(10)

varchar(10)

varchar(10)

varchar(50)

varchar(10)

varchar(50)

数据项含义说明

主键，唯一

实验名称

实验人数

班级名称

班级人数

助教实验教师

实验教师

节次

学期学年

周次

星期

备注

7.表shixi_job

（7）实习表：包括实习ID学年term_years周次weeks节次jieci实习课程lab_content实习班级class_name实习人数class_number实习教

师course_teacher

数据项名

shixi _id

term_years

weeks

jieci

lab_content

class_name

class_number

course_teacher

数据类型（长度）

int (4)

char(50)

char(50)

char(50)

varchar(50)

varchar(50)

Int(4)

char(10)

数据项含义说明

主键，唯一

学年

周次

节次

实习课程

实习班级

实习人数

实习教师

备注

8.表Tearcher

（8）教师表：教师表包括教师ID教师姓名tearcher_name教师职称tearcher_prof任课班级tearcher_class所授课程tearcher_course

数据项名

tearcher_id

tearcher_name

tearcher_prof

tearcher_class

tearcher_course

数据类型（长度）

int (4)

char(30)

char(20)

char(40)

char(50)

数据项含义说明

主键，唯一

教师姓名

教师职称

任课班级

所授课程

备注

9．表xueyearb

（9）学年表：学年表包括学年ID学年、erm_years

数据项名

term_id

term_years

数据类型（长度）

int (4)

varchar(50)

数据项含义说明

主键，唯一

学年

备注

10．表Year

（10）学期表：学期表包括学期ID、期year_name

数据项名

year_id

year_name

数据类型（长度）

int (4)

varchar(10)

数据项含义说明

主键，唯一

学期

备注

第五章：系统的结构模块分析

5.1系统部分主要界面图

登陆模块主要功能：通过检正管理员身份方可进入, 通过数据库中表admin进行检正,类型分为：超级管理员，普通管理员，普通用户，超级管理员的功能是可以安排管理教师的申请情况，普通管理员只能申请实验室，普通用户只能查看实验室安排情况，如下图：

实验室实验安排表的功能：申请的教师要选择学年、学期、周次，超级管理员点击班级可以对教师所申请的实验室进行调整。点击下一页，可以进行翻看下

一页的内容。点击上一页可以查看上一页的内容，点击首页就回跳转回首页面，点击尾页就会跳转到最后一面。如下图：

实验修改表的功能：申请的教师要选择对应的学年、学期、周次，此外还可以已经申请的实验课程进行重新修改或者删除，只要点击修改就可以对进行修改，点击删除就可以把申请的实验进行删除，如下图：

实验申请表的功能：申请实验的教师只要在实验申请表中填写实验，实验人数，实验班级，实验课程名称，任课教师，实验老师，申请时间，学年，学期，周次，节次之后单击确定就可以申请了。如下图：

5.2设计流程图

（３） 功能框架图如下：

用户管理

实验室安排管理系统

实验管理 课程管理 班级管理 退出管理

当

前

用

户

当

前

角

色

改

码

密修添加用户

实验安排

实验申请

实习申请

修改实验申请

修改实习申请

查看删除课程

增加课程

查看删除班级

增加班级

退出

（４） 系统管理流程图如下：

超级用户

分配

用户名：

密码：

权限：

重填 提交

超级管理员

用户权限

普通管理员

普通用户

登陆

应用系统

申请

维护

查看

总结

在这次毕业设计中,我们所用的知识含盖了三年所学的大部分知识。设计中,我发现有很多知识我是记不清楚又要回头翻书来复习,让原来的知识重现并且在做毕业设计的过程中,我所学的知识得到加深,我觉得开心。在这次设计中,我体会多多。首先,我感到我们准备毕业了,真的是转眼三年就过了。其次,我在毕业设计中不断的复习旧的知识,又不断的学习新的知识,并且得到了指导老师的精心帮助和同学们的大力支持,让我在这次毕业设计中,我得到了许多有意义的东西。再次,在设计的过程中,我遇到了相当多的困难, 对于这个系统的具体规范不是很了解，经过指导老师的耐心讲解、分析，才让我明白了设计这个系统的整个流程。在代码的设计中，让我觉得最难的是如何实现不同用户类型的登陆，经过自己的努力、不断调试，以及老师同学的帮助，最终得以实现。但是在本系统的

设计当中还是会有一些不足的地方

通过这次设计,我发现了我知识上的许多缺陷,我的知识链很不紧凑,经常连接不上,让我的思想中断,浪费了大量的时间,我的书本知识还必须大量的增加而且要配合设计时使用,我觉得这样我的知识可以得到加深和巩固并且让它得到灵活的使用。在这次设计中,我想我们专业的知识是要不断的学习的,不断通过大量的实验才能得到该有的本领。还有几天就要结束这次的毕业设计了，紧接着我的大学生涯应该就要就此结束啦，在此，感谢院领导老师和指导老师的大力支持，悉心教导！

致谢

在此，非常感谢系部老师为我们提供这个综合学习的机会，使我们的分析与解决实际问题能力以及动手能力得到提高！也要特别感谢指导老师细心指导和关怀，同时还要谢谢同学们的支持与帮助，使得我的设计得以顺利完成！谢谢

参考文献

（１０） 网站开发—典型模块与实例精讲/韩国峰 柯华坤 王磊编著

电子工业出版社 2006.8

（１１） 高级编程，郑耀东 / 蔡骞，清华大学出版社，2006-1-1

（１２） 企业级开发案例精解，刘庆国 / 聂元铭，人民邮电出版社，2006-2-1

（１３） 精通程序设计，埃斯波西托，中国铁道出版社发行部，2006-7-1

（１４） 动态网页设计高手，东名 吴名月，清华大学出版社，2001-10-1

（１５） 入门经典，康博，清华大学出版社，2002-5-1

（１６） 深入剖析组件设计，黄忠成，电子工业出版社，2004-6-1

（１７） 编程，（美）利伯蒂 / （美）赫沃兹，东南大学出版社，

2006-4-1

（１８） 动态网站编程指南/廖若雪 北京:机械工业出版社,2001

（10）通用模块及典型系统开发/求是科技 张蓓编著 人民邮电出版社

2006.2

附录

登陆模块的相关代码：

private void DropDownList2_SelectedIndexChanged(object sender,

rgs e)

{

string sqlstr="";

if(=="0")

{

sqlstr="select user_name from admin where user_class='超级管理员'";

}

if(=="1")

{

sqlstr="select user_name from admin where user_class='普通管理员'";

}

if(=="2")

{

sqlstr="select user_name from admin where user_class='普通用户'";

}

SqlConnection conn=new

SqlConnection(tings["sys"]);

();

SqlDataAdapter adapter1 = new SqlDataAdapter(sqlstr,conn);//创建适配器

DataSet ds = new DataSet(); //定义数据集

(ds, "sys");//填充数据

urce=["sys"].DefaultView;

xtField ="user_name";

nd();

();

}

private void Check(string t1, string t2)

{

string text1 = t1;

string text2 = t2;

string sql="select * from admin where user_name='" + text1

+ "' and user_pwd='" + text2 + "'";

SqlConnection conn=new

SqlConnection(tings["sys"]);

();

SqlCommand cmd=new SqlCommand(sql,conn);

SqlDataReader rd=eReader();

if (())

{

();

();

HttpCookie cookie1 = new HttpCookie("admin");//定义cookie对象

("user_name",

rd["user_name"].ToString());//保存cookie对象

("user_class",

rd["user_class"].ToString());//保存cookie对象

Cookie(cookie1);//添加

("");

}

else

{

("");

}

();

}

Christopher Tolkien

AINULINDAL?

The Music of the Ainur

There was Eru, the One, who in Arda is called Il鷙atar; and he made first the Ainur, the Holy Ones, that were the offspring of his thought, and they were with him before aught else was made. And he spoke

to them, propounding to them themes of music; and they sang before him, and he was glad. But for a long while they sang only each alone, or but few together, while the rest hearkened; for each

comprehended only that part of me mind of Il鷙atar from which he came, and in the understanding of their brethren they grew but slowly. Yet ever as they listened they came to deeper understanding, and

increased in unison and harmony.

And it came to pass that Il鷙atar called together all the Ainur and declared to them a mighty theme, unfolding to them things greater and more wonderful than he had yet revealed; and the glory of its

beginning and the splendour of its end amazed the Ainur, so that they bowed before Il鷙atar and were silent.

Then Il鷙atar said to them: 'Of the theme that I have declared to you, I will now that ye make in harmony together a Great Music. And since I have kindled you with the Flame Imperishable, ye shall show

forth your powers in adorning this theme, each with his own thoughts and devices, if he will. But I win sit and hearken, and be glad that through you great beauty has been wakened into song.'

Then the voices of the Ainur, like unto harps and lutes, and pipes and trumpets, and viols and organs, and like unto countless choirs singing with words, began to fashion the theme of Il鷙atar to a great

music; and a sound arose of endless interchanging melodies woven in harmony that passed beyond hearing into the depths and into the heights, and the places of the dwelling of Il鷙atar were filled to

overflowing, and the music and the echo of the music went out into the Void, and it was not void. Never since have the Ainur made any music like to this music, though it has been said that a greater still

shall be made before Il鷙atar by the choirs of the Ainur and the Children of Il鷙atar after the end of days. Then the themes of Il鷙atar shall be played aright, and take Being in the moment of their utterance,

for all shall then understand fully his intent in their part, and each shall know the comprehension of each, and Il鷙atar shall give to their thoughts the secret fire, being well pleased.

But now Il鷙atar sat and hearkened, and for a great while it seemed good to him, for in the music there were no flaws. But as the theme progressed, it came into the heart of Melkor to interweave matters of

his own imagining that were not in accord with the theme of Il鷙atar, for he sought therein to increase the power and glory of the part assigned to himself. To Melkor among the Ainur had been given the

greatest gifts of power and knowledge, and he had a share in all the gifts of his brethren. He had gone often alone into the void places seeking the Imperishable Flame; for desire grew hot within him to bring

into Being things of his own, and it seemed to him that Il鷙atar took no thought for the Void, and he was impatient of its emptiness. Yet he found not the Fire, for it is with Il鷙atar. But being alone he had

begun to conceive thoughts of his own unlike those of his brethren.

Some of these thoughts he now wove into his music, and straightway discord arose about him, and many that sang nigh him grew despondent, and their thought was disturbed and their music faltered; but

some began to attune their music to his rather than to the thought which they had at first. Then the discord of Melkor spread ever wider, and the melodies which had been heard before foundered in a sea of

turbulent sound. But Il鷙atar sat and hearkened until it seemed that about his throne there was a raging storm, as of dark waters that made war one upon another in an endless wrath that would not be

assuaged.

Then Il鷙atar arose, and the Ainur perceived that he smiled; and he lifted up his left hand, and a new theme began amid the storm, like and yet unlike to the former theme, and it gathered power and had new

beauty. But the discord of Melkor rose in uproar and contended with it, and again there was a war of sound more violent than before, until many of the Ainur were dismayed and sang no longer, and Melkor

had the mastery. Then again Il鷙atar arose, and the Ainur perceived that his countenance was stern; and he lifted up his right hand, and behold! a third theme grew amid the confusion, and it was unlike the

others. For it seemed at first soft and sweet, a mere rippling of gentle sounds in delicate melodies; but it could not be quenched, and it took to itself power and profundity. And it seemed at last that there were

two musics progressing at one time before the seat of Il鷙atar, and they were utterly at variance. The one was deep and wide and beautiful, but slow and blended with an immeasurable sorrow, from which its

beauty chiefly came. The other had now achieved a unity of its own; but it was loud, and vain, and endlessly repeated; and it had little harmony, but rather a clamorous unison as of many trumpets braying

upon a few notes. And it essayed to drown the other music by the violence of its voice, but it seemed that its most triumphant notes were taken by the other and woven into its own solemn pattern.

In the midst of this strife, whereat the halls of Il鷙atar shook and a tremor ran out into the silences yet unmoved, Il鷙atar arose a third time, and his face was terrible to behold. Then he raised up both his

hands, and in one chord, deeper than the Abyss, higher than the Firmament, piercing as the light of the eye of Il鷙atar, the Music ceased.

Then Il鷙atar spoke, and he said: 'Mighty are the Ainur, and mightiest among them is Melkor; but that he may know, and all the Ainur, that I am Il鷙atar, those things that ye have sung, I will show them

forth, that ye may see what ye have done. And thou, Melkor, shalt see that no theme may be played that hath not its uttermost source in me, nor can any alter the music in my despite. For he that attempteth

this shall prove but mine instrument in the devising of things more wonderful, which he himself hath not imagined.'

Then the Ainur were afraid, and they did not yet comprehend the words that were said to them; and Melkor was filled with shame, of which came secret anger. But Il鷙atar arose in splendour, and he went

forth from the fair regions that he had made for the Ainur; and the Ainur followed him.

But when they were come into the Void, Il鷙atar said to them: 'Behold your Music!' And he showed to them a vision, giving to them sight where before was only hearing; arid they saw a new World made

visible before them, and it was globed amid the Void, and it was sustained therein, but was not of it. And as they looked and wondered this World began to unfold its history, and it seemed to them that it

lived and grew. And when the Ainur had gazed for a while and were silent, Il鷙atar said again: 'Behold your Music! This is your minstrelsy; and each of you shall find contained herein, amid the design that

I set before you, all those things which it may seem that he himself devised or added. And thou, Melkor, wilt discover all the secret thoughts of thy mind, and wilt perceive that they are but a part of the whole

and tributary to its glory.'

And many other things Il鷙atar spoke to the Ainur at that time, and because of their memory of his words, and the knowledge that each has of the music that he himself made, the Ainur know much of what

was, and is, and is to come, and few things are unseen by them. Yet some things there are that they cannot see, neither alone nor taking counsel together; for to none but himself has Il鷙atar revealed all that

he has in store, and in every age there come forth things that are new and have no foretelling, for they do not proceed from the past. And so it was that as this vision of the World was played before them, the

Ainur saw that it contained things which they had not thought. And they saw with amazement the coming of the Children of Il鷙atar, and the habitation that was prepared for them; and they perceived that

they themselves in the labour of their music had been busy with the preparation of this dwelling, and yet knew not that it had any purpose beyond its own beauty. For the Children of Il鷙atar were conceived

by him alone; and they came with the third theme, and were not in the theme which Il鷙atar propounded at the beginning, and none of the Ainur had part in their making. Therefore when they beheld them,

the more did they love them, being things other than themselves, strange and free, wherein they saw the mind of Il鷙atar reflected anew, and learned yet a little more of his wisdom, which otherwise had

been hidden even from the Ainur.

Now the Children of Il鷙atar are Elves and Men, the Firstborn and the Followers. And amid all the splendours of the World, its vast halls and spaces, and its wheeling fires, Il鷙atar chose a place for their

habitation in the Deeps of Time and in the midst of the innumerable stars. And this habitation might seem a little thing to those who consider only the majesty of the Ainur, and not their terrible sharpness; as

who should take the whole field of Arda for the foundation of a pillar and so raise it until the cone of its summit were more bitter than a needle; or who consider only the immeasurable vastness of the World,

which still the Ainur are shaping, and not the minute precision to which they shape all things therein. But when the Ainur had beheld this habitation in a vision and had seen the Children of Il鷙atar arise

therein, then many of the most mighty among them bent all their thought and their desire towards that place. And of these Melkor was the chief, even as he was in the beginning the greatest of the Ainur who

took part in the Music. And he feigned, even to himself at first, that he desired to go thither and order all things for the good of the Children of Il鷙atar, controlling the turmoils of the heat and the cold that

had come to pass through him. But he desired rather to subdue to his will both Elves and Men, envying the gifts with which Il鷙atar promised to endow them; and he wished himself to have subject and

servants, and to be called Lord, and to be a master over other wills.

But the other Ainur looked upon this habitation set within the vast spaces of the World, which the Elves call Arda, the Earth; and their hearts rejoiced in light, and their eyes beholding many colours were

filled with gladness; but because of the roaring of the sea they felt a great unquiet. And they observed the winds and the air, and the matters of which Arda was made, of iron and stone and silver and gold and

many substances: but of all these water they most greatly praised. And it is said by the Eldar that in water there lives yet the echo of the Music of the Ainur more than in any substance else that is in this Earth;

and many of the Children of Il鷙atar hearken still unsated to the voices of the Sea, and yet know not for what they listen.

Now to water had that Ainu whom the Elves can Ulmo turned his thought, and of all most deeply was he instructed by Il鷙atar in music. But of the airs and winds Manw?most had pondered, who is the

noblest of the Ainur. Of the fabric of Earth had Aul?thought, to whom Il鷙atar had given skin and knowledge scarce less than to Melkor; but the delight and pride of Aul?is in the deed of making, and in the

thing made, and neither in possession nor in his own mastery; wherefore he gives and hoards not, and is free from care, passing ever on to some new work.

And Il鷙atar spoke to Ulmo, and said: 'Seest thou not how here in this little realm in the Deeps of Time Melkor hath made war upon thy province? He hath bethought him of bitter cold immoderate, and yet

hath not destroyed the beauty of thy fountains, nor of my clear pools. Behold the snow, and the cunning work of frost! Melkor hath devised heats and fire without restraint, and hath not dried up thy desire nor

utterly quelled the music of the sea. Behold rather the height and glory of the clouds, and the everchanging mists; and listen to the fall of rain upon the Earth! And in these clouds thou art drawn nearer to The

Silmarillion, now published four years after the death of its author, is an account of the Elder Days, or the First Age of the World. In The Lord of the Rings were narrated the great events at the end of the

Third Age; but the tales of The Silmarillion are legends deriving from a much deeper past, when Morgoth, the first Dark Lord, dwelt in Middle-earth, and the High Elves made war upon him for the recovery

of the Silmarils.

Not only, however, does The Silmarillion relate the events of a far earlier time than those of The Lord of the Rings; it is also, in all the essentials of its conception, far the earlier work. Indeed,

although it was not then called The Silmarillion, it was already in being half a century ago; and in battered notebooks extending back to 1917 can still be read the earliest versions, often hastily pencilled, of

the central stories of the mythology. But it was never published (though some indication of its content could be gleaned from The Lord of the Rings), and throughout my father's long life he never abandoned

it, nor ceased even in his last years to work on it. In all that time The Silmarillion, considered simply as a large narrative structure, underwent relatively little radical change; it became long ago a fixed

tradition, and background to later writings. But it was far indeed from being a fixed text, and did not remain unchanged even in certain fundamental ideas concerning the nature of the world it portrays; while

the same legends came to be retold in longer and shorter forms, and in different styles. As the years passed the changes and variants, both in detail and in larger perspectives, became so complex, so

pervasive, and so many-layered that a final and definitive version seemed unattainable. Moreover the old legends ('old' now not only in their derivation from the remote First Age, but also in terms of my

father's life) became the vehicle and depository of his profoundest reflections. In h is later writing mythology and poetry sank down behind his theological and philosophical preoccupations: from which arose

incompatibilities of tone.

I was astonished while watching the news on NHK when the announcer suddenly began talking about me.

"...and that concludes our news about Vietnam. Next, domestic topics.

"Today, Mr. Tsutomu Morishita invited Miss Akiko Mikawa, a typist at his company, out to tea, but was refused. This was the fifth time Mr. Morishita had

invited Miss Mikawa out to tea, though she'd only agreed to accompany him on the first occasion. Since then, he had been turned down repeatedly."

"Huh? What, what, what!!"

I banged my cup down on the low table and my eyes widened.

"Wh-what the devil is this!"

My mug shot filled the screen.

"The reason for Miss Mikawa's refusal of Mr. Morishita's invitation for a date is not yet known," continued the announcer. "However, according to Miss Hiruma

Sakamoto, Miss Mikawa's friend and co-worker, Miss Mikawa does not necessarily dislike Mr. Morishita. It is likely that the reason she refused is that she

simply does not like him all that much."

A head and shoulders shot of Akiko Mikawa loomed on the screen.

"From this, it is believed that Mr. Morishita did not make a particularly strong impression on Miss Mikawa the first time she had tea with him. Meanwhile,

informed sources report that tonight Mr. Morishita did not go anywhere after work, but returned directly to his lodgings, where he prepared and is eating

dinner by himself. That concludes our news about Mr. Morishita. "In other news, this evening is the night festival at the Yakuyoke Hachiman Shrine in Mizugaoka,

Kobe. Let's go to our live report on the festivities from Mr. Mizuno, reporting from the scene."

"Yes! "

I sat dazed, blankly watching the screen as the television broadcast the next story.

"Whew, that was a shock," I murmured at last. It was an hallucination. It had to be. An illusion, and an auditory hallucination at that. Anything else was

unthinkable. In the first place, what was the point of reporting that I had invited Akiko Misawa out, and that I had been soundly turned down as usual? It

had no news value.

Still, for an hallucination, the photographs of myself and Akiko Mikawa shown on the screen, the style of character used for our names underneath, and the

way the announcer had spoken lingered all too vividly in my memory. I shook my head violently.

"Impossible!"

The news ended. I nodded decisively, then declared resolutely.

"It

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