Expert System For Human Nutrition Analysis (1) (Repaired)

ABSTRACT
Pregnancy is one of the most sensitive and important periods of a woman’s life. It is necessary to have a
proper diet program based on physiologic changes and individual characteristics during pregnancy in
order to meet the needs of mother and fetus, weight control, and prevention of different diseases and
complications. The aim of this research was to implement an expert system for weight control
surveillance and nutritional consulting. Methods: This study was an applied and descriptive study as
performed on a random sample of 100 pregnant women. The system designing was created using expert
systems methods based on rules and forward chaining technique. The web-based expert system was
designed in two sections: weight controlling and suggestive diet. Then, the system output was compared
with the actual advices provided by nutrition experts.
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CHAPTER ONE
INTRODUCTION
1.0 Introduction
Expert system for human nutrition analysis is an expert system for diagnosing, controlling, and
monitoring human nutrition. The system assesses the physical characteristics of the user to determine
their nutritional status and makes recommendations for reaching nutritional requirements and a balanced
diet, as a consequence generating a knowledge database with the nutritional status and dietary habits for
the user. The system generates challenges, alerts, and constantly motivates the user to use the application
and improve their nutritional habits. The expert system is implemented using the C++ Expert System
Shell, libraries (Laboratories 2012) and the C++ programming language running as a Web Service on a
Window Web Server. The system calculates the BMI, Body Mass Index, as in Eq. 1 (OMS 2012), the
ideal weight and physical contexture, frame size (Rivas 1991) and uses dietary information from
(Bermudez 2012). This is our base for nutritional diagnosis on the proposed system. This systemwill be
developed for all users as a tool to improve their eating habits and nutritional wellbeing. The goal is to
incorporate the use of this application into their daily lives and help them acquire and maintain healthier
eating habits.
1.1 Background of Study
An expert system or electronic diagnose system is a software hardware system that attempts to
reproduce the performance of one or more human experts, most commonly in a specific problem
domain, and is a traditional application and/or subfield of artificial intelligence.
A wide variety of methods can be used to simulate the performance of the expert however common to
most or all are
1) The creation of a so-called "knowledgebase" which uses some knowledge representation formalism to
capture the subject matter experts (SME) knowledge and

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2) A process of gathering that knowledge from the SME and codifying it according to the formalism,
which is called knowledge engineering. Expert systems may or may not have learning components but a
third common element is that once the system is developed it is proven by being placed in the same real
world problem solving situation as the human SME, typically as an aid to human workers or a
supplement to some information system.
As a premiere application of computing and artificial intelligence, the topic of expert systems has many
points of contact with general systems theory, operations research, business process reengineering and
various topics in applied mathematics and management science.
Two illustrations of actual expert systems can give an idea of how they work. In one real world case at a
chemical refinery a senior employee was about to retire and the company was concerned that the loss of
his expertise in managing a fractionating tower would severely impact operations of the plant. A
knowledge engineer was assigned to produce an expert system reproducing his expertise saving the
company the loss of the valued knowledge asset. An early commercial success and illustration of
another typical application (a task generally considered overly complex for a human) was an expert
system fielded by DEC in the 1980s to quality check the configurations of their computers prior to
delivery. The eighties were the time of greatest popularity of expert systems and interest lagged after the
onset of the AI Winter.
In like manner, developing one of such system to represent the repository of the knowledge of a medical
doctor is as essential as any other expert system. To this end, this project, Expert System for human
nutrition analysis is a necessity.
It is also, necessary for human health risk to nutrition to be managed effectively, because malnutrition
can cause deformed health status. In the next chapter the researcher will highlight more on human
nutrition and analysis also on expert systems.
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1.2 Statement of Research
The eating habits of today’s Nigeria society are alarming. Obesity rates have increased making our
country one of the most obese populations in the African region. Six in ten people suffer a
disproportionate increase in their weight because their poor nutritional habits (CACIA 2012). The
prevalence of obesity, BMI > 30, is 59 percent (Rosero 2009). Studies estimates Nigeria will be one of
the ten most obese and mal-nutritional populations in the world by 2020 (Euromonitor 2011).
This reality makes it essential to raise public awareness about the need for a much needed dietary
improvement and encourage preventive care. Many people, and particularly students, cannot afford to
consult a private nutritional expert (Morales 2012). One problem in healthcare is the lack of availability
for frequently health monitoring. Health software offers less expensive solutions reducing the physician-
patient physical relation and provides monitoring solutions. This system can help facilitate the
distribution of nutritional information, learn to assess their own nutritional level, and acquire better
eating habits to improve their current condition (CIGA 2007) and (Salud 2003).
Health care facility should be accessible by all at all times. But some of the people that should access
these facilities are far removed from these facilities. More so, in the few available facilities, qualified
medical personnel are always key issues that need urgent redress.
In view of the foregoing, it would be of great necessity to provide an expert system that will provide a
complementary medical service such as human nutrition analysis systemwhere it can be accessed and
used by the masses,, also to places where medical attention accessibility is a problem as well as health
care facilities where qualified experts are lacking, hence this topic, Expert System or electronic
diagnosis system on nutrition.
1.3 Aim and Objective of Research
The following points serves as the aim and the objectives of this research work.
1. To design a system an expert system that will be used in carrying out analysis on human nutrition.
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2. A system that will suggest for the user his normal and balanced nutritional diet.
3. To develop modern interactive diagnostic expert system that will aid clinicians/medical personnel
in diagnostic procedures.
1.4 Research Motivation
The researcher was motivated to research on this topic “expert system for human nutrition analysis”
because of his encounter on same issues and due to the difficulties I had, before I could get an analysis
of my nutrition, I had to go a long distance to a nearby clinic and then diagnose, while I was being
diagnose by the doctor I had a thought “what if I do such a system , one that can tell the human nutrition
analysis an expert system” from then onward I have seek for solution to my thoughts. Therefore, with
this research work I hope to achieve my expectation.
1.5 Significance of Research
If this proposed prototype system is fully developed, will be very useful in many areas such as:
a. It will help to retain the skill of an expert medical doctor in case of any eventuality;
b. It can support academic development;
c. It can be useful in many hospitals, both private and government, cases where the expert is not on
seat;
d. It can also be used in the laboratory for quick research work.
1.6 Scope of the Project
The scope of this work will include the following
1. A dynamic database system that can act as a knowledge based system
2. A complete model of an expert system to portray sample analysis
3. This system is based on human nutrition analysis

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1.7 Limitations of the Study
The major constraint faced during the implementation of this work was finance. This is among other
frustrations such as program failures during modular construction stages. Time was another important
factor that limited the extent to which I want to research.
1.8 Definition of Terms/Variables
Diagnose: The identifying of an illness or disorder in a patient through physical examination, medical
tests, or other procedures
Medical: Relating to medicine, physical examination to determine health: a physical examination by a
doctor to check
Expert: somebody with a great deal of knowledge, skill, training, or experience in a particular field or
activity - a medical expert
Knowledge-based: Information system that store wealth of one’s knowledge
Artificial intelligence result when machines are made to thick. Artificial intelligence is a general term,
which expert systems and robotics lie. The expert system technology has been necessitated by the fact
that some human domain experts delay some wonderful skill, which is lost whenever they die thereby
leaving the future generation with little or nothing to inherit from their wonderful skill. Hence they need
the expert knowledge of a human being in a domain of activity to be stored in the computer such that
computer mimic the reasoning of the expert in some way reaching the same decisions or conclusion as
the expert himself and effectively replacing him.
Expert System: According to Daniel L. Stotink and his friends in a book “computer and applications an
introduction to data processing” expert system is also a knowledge based system. It is a complex
software (program), designed to imitate the thought processes and decision making patterns of human
experts in a given field. The expert system is an off-spring of artificial intelligence (AI) and it is
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developed using the programming techniques of A1. When the expert knowledge of human being in a
domain of activity is stored in the computer. Such that the computer repository of this expert knowledge
in some way, reaching the same conclusion as the expect himself and efficiently replacing him, an
expert system or knowledge based system results.
Nutrition: nutrition is the combination of processess by which the living organism receives and use the
food materials necessary for growth maintenance of function and repair components parts
Nutrition: A science of food and its relationship to health and concerned with the part played by food
factor (nutrients) in body growth, development and maintenance.
Protein: Protein is a body building material for all body parts, such as muscle, brain, blood skin, hair,
nails, bones and body fluids, which constitutes about 20% of the adult body weight and made up of
amino acids which main sources are from animal source like milk, eggs, meat, fish, cheese etc, and plant
sources like pulses, cereals, beans, nuts, soya beans etc.
Health is the level of functional or metabolic efficiency of a living organism. In humans it is the ability
of individuals or communities to adapt and self-manage when facing physical, mental or social
challenges.
Diet: In nutrition, diet is the sum of food consumed by a person or other organism especially a balanced
food having all the nutrients needed by the body system.
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CHAPTER TWO
LITERATURE REVIEW
2.1. OVERVIEW OF THE STUDIES
In comparison to the number of studies investigating midwives’ knowledge of smoking, alcohol and
breastfeeding, few studies explored the nutrition knowledge and practices of midwives. Of those studies
that have been undertaken to explore the knowledge, attitudes, education and communications skills
midwives regarding nutrition in pregnancy the majority were descriptive and exploratory.
2.2. MIDWIVES AND NUTRITION EDUCATION DURING PREGNANCY
Midwives were reported to lack the essential knowledge and skills to provide adequate or reliable
nutrition advice, which may be somewhat contrary to the expectations of the women in their care. For
example, a study by Mulliner and colleagues in the United Kingdom used both quantitative and
qualitative approaches to explore the education, knowledge and attitudes to nutrition during pregnancy
in a randomly selected sample of registered midwives (N = 77). They reported that 86% (50 of 77
participants) of registered midwives had no formal nutrition education post qualification; 46% (27 of 77
participants) scored poorly in nutrition knowledge; and more than half of those midwives (58 of 77
participants) felt unqualified to provide nutrition advice for pregnant women, especially to vegetarian
women, women from ethnic or religious background or women with prior medical conditions.
Although the authors acknowledged the small size of their sample, the study results clearly indicated
that midwives lacked basic nutrition information and would benefit from improving their nutrition
knowledge.
Another study in the United Kingdom by Barrowclough and Fordexamined the knowledge of 35
midwives and reported that the midwives had poor knowledge in areas such as recommended weight
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gain, recommended increase in energy requirements, women at risk of iron-deficiency anemia and folic
acid requirements during pregnancy to prevent reoccurrence of Neural Tube Defect and when should
folic acid supplements be commenced.
A relatively recent study in New Zealand similarly examined midwives’ nutrition knowledge and their
perceptions of the 35 importance of nutrition during pregnancy (N = 370).
The studyreported that less than 40% (N = 136/370) of midwives had formal nutrition education, of
whom 75% (N = 106/136) had received nutrition information as a component of their midwifery
education. The other sources of midwives’ nutrition education were not reported.
Arcles from Studies exluded:

overalldat abases Breaseeding, 310
searching, 668
Midwives' role in infant
nutrion, 24
• SCOPUS, 450
• PubMed central, 105 Nutrion in labour, 20
• Medline, 43 Clinical midwifey studies, 54 Studies included

in the final
Vitamins and minerals revie w, 8
• ProQuest central, 28
studies, 220
• ScienceDirect, 22
Documents aboutnutrion
• web of science, 12 in pregnancy, 12
• CINAHL, 6
Relevant arcles, 28
• Cochran e library 2
Duplicat es, 20
Fig. 2.2.1. Flowchart for identifying eligible studies.
In contrast to the low levels of nutrition training, the New Zealand study found that the majority of
midwives indicated that nutrition was ‘important’ or ‘very important’ during pregnancy and 94.9% of
the midwives (N = 351/370) indicated they played a ‘significant’ or ‘very significant’ role in educating
pregnant women about nutrition. The declaration of the majority of midwives in this study of being
involved in educating pregnant women about nutrition but not having received nutrition information as
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a component of their professional training raises the question of their preparedness to provide such
information. In addition, their perception that they played a significant/very significant role in nutrition
education of pregnant women would benefit from further exploration, as it is unclear what roles they
actually performed and what professional guidance was available to inform this role.
New Zealand midwives in general reported a high level of confidence in dealing with nutrition issues
apart from providing advice to vegetarian women or women with medical conditions such as
gestational diabetes. The study also identified the lack of guidelines about nutrition education for health
professionals in Australia and New Zealand, and recommended that development of a policy regarding
this matter should be considered in both countries.
The Australian Nursing and Midwifery Council (ANMC) in their national competency standards
confirmed that the midwife has an important role in general health counselling and education, including
antenatal education. A recent report on core competencies and an educational framework for primary
maternity services in Australia further identified that the role of midwives included the promotion of
healthy eating. The development of these core competencies involved a Delphi process with Australian
midwives, indicating professional recognition of the nutrition education role of midwives.
However, only a few studies have reported on the nutrition knowledge of Australian midwives or their
role or attitudes towards providing nutrition education during pregnancy. One Australian study reported
that midwives provide advice about diet in general. However, they reported that they do not dedicate
enough time of antenatal visits to diet unless the women have some issues such as obesity, digestive
problems or if she is following a vegetarian diet. They also reported placing a low priority on listeria
risk in comparison to other issues during pregnancy such as alcohol and smoking. This was attributed
by the midwives to their lack of enough knowledge regarding the disease and its complications.
In another study Australian midwives and other health professionals caring for pregnant women
perceived they lacked the essential communication skills, training and resources to deal with the rapidly
evolving obesity epidemic among childbearing women. These Australian data are consistent with the
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results reported in a study exploring health promotion practice within maternity services in the United
Kingdom.
Midwives in the United Kingdom study reported not having enough background knowledge or training
to provide advice regarding weight management or healthy eating to pregnant 38 women in their care.
Midwives’ lack of knowledge and essential skills regarding nutrition is not limited to Australia or the
United Kingdom. This was confirmed in a study by Szwajcer and colleagues who undertook an in-
depth exploration of verbal and written communication of midwifery practices in Holland. They
reported that nutrition communication was provided relatively late in pregnancy, when pregnant women
were more interested in other things related to pregnancy than in receiving nutrition education.
Although pregnant women in the study were educated about healthy nutrition in general terms and were
given nutrition brochures by their midwives, the midwives did not reinforce the information in the
brochures and therefore pregnant women rarely looked at them at home.
The study by Wills and Forster found that even when midwives offered nutritional advice for pregnant
women, this advice lacked sound scientific evidence. For instance, in matters such as nausea and
vomiting, it was found that herbal supplements and alternative therapies were usually included in the
advice given, despite the lack of evidence-based guidelines to direct midwives’ practice in this area.
This may indicate a lack of appropriate education on nutrition during pregnancy and that midwives may
not recognize the need for a sound scientific evidence base for their nutrition-related practice as for
their other areas of professional practice.
Overall, the literature suggests that midwives would benefit from more nutrition education. Reflecting
this situation, Barrowclough and Ford developed open learning materials for a sample of midwives in
the United Kingdom (N = 35) to improvetheir nutrition knowledge. The scores of nutrition knowledge
of the midwives in the study increased significantly after accessing and reviewing the materials (mean
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scores increased from 46.81 in the pre-questionnaire to 71.29 in the post-questionnaire p < 0.001). The
authors recommended that for these programmers to be successful, policy makers and managers should
allocate sufficient time for such education. Unfortunately, no research regarding further developments
of this project was subsequently identified in the literature.
Summary of the studies included in the review.
Authors and Type of study Aim of study Country Method and sample size Respons Key findings
year of e rate
publication
Elias and Green Descriptive To determine the nutrition New A postal survey sent to all 28% Overall New Zealand midwives were
(2007) knowledge of New Zealand Zealand members of New Zealand knowledgeable of nutrition issues
midwives college of midwives n=1340 (18 during pregnancy and felt confident
questions) educating pregnant women on them.

Bondarianzadeh Exploratory To explore midwives’ Australia, Qualitative framework, 10 NA - The scarcity of
(2009) perceptions of food-related NSW midwives providing antenatal care educational materials about food
risks and approach to listeria in hospitals during pregnancy.
education during pregnancy (1 private and 2 public)

- Midwives stereotype
people regarding education.
- Midwives perceive listeria
risk to be of low priority.

Szwajcer et al. Descriptive To obtain an in-depth The Qualitative/interviews NA - The provision of a nutrition brochure
(2009) understanding of verbal and Netherlan is not enough.
written nutrition ds
communication in midwifery
practice.
- Recording 12 initial antenatal - Midwives should refer to a nutrition
consultations followed by 2 brochure in addition to verbal
semistructured interviews with the communication.
women.
Mulliner et al. Descriptive To explore midwives’ UK Qualitative and quantitative, 78% - Midwives require more education in
(1995) education, knowledge, and survey/ interview nutrition both during basic and
attitudes to nutrition in following qualification.
pregnancy
- Selected sample of 77 registered - Nutrition issues should be included
midwives in one English regional in continuing education programmes
health authority. available to qualified midwives.

Barrowclough Intervention/ To develop and evaluate an UK Surveys were administrated pre NA - Open learning is an effective and
and education openlearning materials for and post the delivery of an convenient method for educating
Ford (2001) programme midwives to change their open-learning nutrition midwives about nutrition.
nutritional knowledge. package.

- 35 midwives were purposely - In order for such interventions to be
selected but 27 completed the successful, policy makers and
post intervention survey. managers should allocate sufficient
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time for them.
Lee et al. (2010) Exploratory To explore midwives’ opinions UK Interviews with 13 midwives NA - Midwives were not confident
and practices/needs for training across 3 discussing complex nutrition issues
regarding health promotion in NHS Trusts in the North West with pregnant women.
pregnancy. of England followed by an audit
of health promotion services
delivered to pregnant women.

Schmied et al. Descriptive To explore the experiences Australia - Focus groups and Face to face NA - Concerns about how to
(2010) and concerns of health NSW interviews communicate with obese women
professionals who care for without damaging the relationship
childbearing women who are were expressed.
obese.
- In three maternity - Training and skills development for
units in New South Wales, health professionals are needed to
Australia. provide better services in terms of
obesity.
- 34 midwives and
three other health professionals.

Wills and Foster Cross- To determine what advice Australia - Survey 51% - Advice for nausea and vomiting in
(2007) sectional and support midwives give pregnancy was generally consistent
to women experiencing with the advice reported in the
nausea and/or vomiting in literature.
pregnancy.
- 49 midwives who provide - Common advice for
antenatal care at a public, tertiary nausea and vomiting in pregnancy is
maternity hospital in Melbourne based more on anecdotal evidence
than scientific evidence.
- Herbal medicines and
alternative treatments are often
included in common advice given by
midwives.
Table 2.2.1 Summary of the studies included in the review
2.3. SOURCES OF NUTRITION INFORMATION OBTAINED BY MIDWIVES
Limited research has been published that has examined the sources of nutrition information used by
midwives. In a small study (N = 77) conducted in the United Kingdom, approximately half of the
midwives (48%) reported they relied on the media (not specified) rather than their professional
education as a key source 34 from which to obtain nutrition information. This is in contrast to a
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relatively recent study in New Zealand that reported New Zealand midwives used mainly the Ministry
of Health documents, such as the guidelines for pregnant and breastfeeding women and the New
Zealand Food Safety Authority pamphlet on food safety, as their sources for nutrition information. The
same study reported that only 53% (196 of 370) of midwives accessed other health 35 professionals,
such as dietitians, for information. This can possibly be explained by the fact that there was already a
comprehensive and detailed publication about the various nutritional issues during pregnancy and their
management (including practical advice) available for midwives in New Zealand.
The same cannot be said about other countries such as Australia, as there are currently no studies
reporting on the sources and accuracy of nutrition information provided by Australian midwives to
pregnant women. Preliminary investigations indicate that nutrition education resources available via
antenatal clinics, where many midwives work, do not have a comprehensive coverage of nutrition
issues important during pregnancy. Such a lack of nutrition guidance for midwives in Australia to direct
their nutrition counselling practices for pregnant women might lead them to obtain their information
from sources which might not be evidence-based or up to date. This would not only result in a missed
nutrition education opportunity but also potentially result in health professional’s misinforming
pregnant women. Thus investigating this matter should be considered a public health priority.
2.4. MIDWIVES AS PRIMARY PROVIDERS OF NUTRITION INFORMATION DURING
PREGNANCY
Nutritionists and dietitians are the professionals who are educated and accredited to provide dietary
advice to the population, including pregnant women. A study of pregnant women in antenatal clinics in
Queensland reported they preferred to have access to a dietitian as an expert in the field of nutrition,
however few women have such access. It also is unlikely that pregnant women in Australia would
consult a dietitian due to the limited number of dietitians available in maternity services. In some
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instances a woman may be referred to a dietitian by a general practitioner due to the pre-existence or
emergence of a particular problem during pregnancy.
It is more common for pregnant women, particularly those with a low risk pregnancy, to have contact
with a midwife. Hence, when they are the primary caregivers during pregnancy, midwives have the
opportunity to provide nutrition advice to pregnant women in a timely manner. Midwives potentially
may benefit from dietitians or nutritionists developing practice guidelines for midwives or formulating
collaborative strategies regarding nutrition education.
The recently released National Maternity Services Plan (2011) clearly emphasizes the importance of
equipping midwives (among other health professionals) with all the necessary knowledge and skills to
provide better maternity services, including addressing the issue of obesity. This is essential if the goal
of healthiest Australia is to be attained by 2020, as discussed by the National Preventive Health
Taskforce in 2008.
2.5. NUTRITION CONTENT OF CURRICULA IN MIDWIFERY PROGRAMMES
Touger-Decker et al. suggested that nutritional issues and their management should be included in the
education curricula of midwifery courses. Two studies were identified that had described how nutrition
content is incorporated into subjects within midwifery programmes. The studies are examples from the
United States and New Zealand about how nutrition can be easily integrated into midwifery education
based on midwifery competencies. The United States example explained how a 2-h seminar on
nutrition during pregnancy assisted midwives to 50 achieve competencies in nutrition assessment and
counselling.The New Zealand example showed how collaboration between dietitians and midwifery
educators can work to provide midwives with the best evidence-based nutrition knowledge. It included
the stages of developing an optional nutrition paper using different models based on students’ feedback
on what can help them to deliver better nutrition advice. What is promising is the students in the study
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suggested that this education needed to be compulsory. Registered midwives would also be offered the
opportunity to benefit from the nutrition exercise.
There is a lack of data about what nutrition content is being taught in Australian midwifery programmes
and whether nutritional assessment or management skills are required as a preregistration competency
for Australian midwives. In Australia, nutrition can be taught as a part of the curricula in both
undergraduate and postgraduate courses for midwives. However, no national strategies about the way
nutrition is incorporated intonursing/midwifery courses across Australia have been identified.
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CHAPTER THREE
SYSTEM ANALYSIS AND DESIGN
The operation of the expert system is categorized into 3 stages as follows;
• Knowledge Acquisition: This involves the knowledge engineer liaising and consulting with
professionals in the relevant field with relevant knowledge. Medical practitioners in the school health
centre were consulted to acquire knowledge and information on the basic ailments most commonly
encountered by students. The data captured is inputted and stored into the knowledge base of the expert
system using the various interfaces (Daniel and Udo, 2017).
• Consultation or querying: The user interacts with the expert system by giving information
necessary and the system responds by a method of deductive reasoning (Roventa and Rosu, 2006). The
user interacts by entering data in English and the system responds using a backward chaining
(deductive reasoning) process to derive an answer to the questions posed by the user.
• Results: This involves the expert system providing result and answers based on the queries
entered with sufficient explanations of how it has been able to conclude, and these are provided through
the interface (Mottalib et al., 2016).
The medical diagnosis expert system internal structure comprises of the knowledge base which is the
database that gives the context of the problem domain and what is generally considered to be a set of
useful facts (Oktoria et al., 2016); the rule base that holds the set of rules of inference (mostly IF-THEN
rules) that are used in reasoning/decision making; and inference engine which is the 'brain' of the
system, and controls how the IFTHEN rules are applied to the facts (Abu Naser and Alhabbash, 2016).
This is further illustrated in Figure 1.
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Figure 3.1: Structure of an Expert System
3.2 SYSTEM FLOWCHART
The system flowchart for the design is shown in Figure 2. The system requires a new user to register
and an existing user to login before its use. The user selects to either go for a daily check which
calculates the Body Mass Index (BMI) or check for diagnosis by supplying different symptoms. To
access the “check yourself” portal, there is a need for user registration which would capture the basic
information including demography. The user after registration is prompted to select as many symptoms
the patient is having and submits thereafter.
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Figure 3.2.1: Flowchart of the Medical Diagnosis Expert System
HomePage
Regist
er
Daily Check
Check Yourself
Parameter Sympto
InputForm msList
Ailment
Result Result
Table
Report
Fig. 3.2.2 Use Case Diagram of Medical Diagnosis Expert System
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Figure 3.2.2 shows the Use-Case model of the web-based medical diagnosis expert system showing
different sections and their corresponding events. This clearly shows the relationship between the
different entities making up the medical expert system.
3.3 SYSTEM IMPLEMENTATION
The Waterfall design model has been selected as the choice software development life cycle method for
the development of the Medical Expert System for Diagnosing Patients of Various Ailments. The
Waterfall design model process or steps are shown in Figure 4 below. It includes the following stages:
Requirement Phase: In this phase, the requirements necessary for the development of the system were
gathered and analysed to determine the possibility of fulfilling the requirement taking into account the
costs, risks, time and scope of the project (Munassar and Govardhan, 2010). The system is to be a web-
based application. The scope of diagnosis was limited to common ailments experienced by students
who register at the university health centre, such as; malaria, typhoid, arthritis, fever etc. The medical
team were consulted on the different symptoms and a System Requirement Document (SRD) was
written.
Figure 4: Waterfall Model for Software Development Life Cycle
Design and Implementation Phase: In the design and implementation phase, the software team
designs the software and the programs are written. Using the information contained in the SRD, the
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knowledge database was designed and developed using MySQL (back end), and a web application
developed using PHP and CSS for the User Interface (front end).
Testing: Testing of the software is performed to determine the correctness, reliability and accuracy of
the system. Different values were entered into the system for different scenarios after implementation
of the system to see the behaviour of the internal workings and integration.
Deployment: This is the phase for the installation and deployment of the software in its working
environment. The software is installed on the host server and URL assigned.
Validation and Review: Validation and review phase is done to check the performance, the
functionality and validity of the software. All the various functions from login to diagnosis and daily
check were checked for correctness. In the case of unsatisfactory performance of the system, a new
iteration was started from the requirement gathering phase.
Maintenance: Involves constant updating of new features and debugging. This is enhanced by having a
good requirement document which can easily be referenced to better upgrade the medical diagnostic
expert system. The expert system can be upgraded to accurately diagnose other ailments by updating
the database and inference engine base rules.
3.4 SYSTEM DEVELOPMENT TOOLS
The system uses PHP and JavaScript are used for creative Graphical User Interface on the websites to
give the best user experience to the user and the administrator by providing good Human-Computer
Interaction capabilities. MySQL has been utilised as an open-source SQL database to store data and
files which serves as the backend of the system.
Figure 5 illustrates the organized summary of all model components. This shows the relationship
between different sections in achieving the overall functionality of the application. The Client-Side
Web Application depends on the Server-Side Application because the client-side receives notifications
coming from the serverside. Model elements coming from the Server-Side Application are required and
are considered dependent on the Client-Side Mobile Application. The Server-Side Application is also
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dependent on the Server-Side Model which describes the model being applied to the Server-Side
Application’s functionality. All other packages are dependent on the Database Model, which is the
basis of the organization and collection of data which is represented by events.
3.5 RESULTS AND DISCUSSIONS
The Medical Diagnostic Expert System has been developed to have a user-friendly interface. The User
Interface is employed to communicate between the user and the expert system. It is the technique by
which the expert system interacts through the user. The various modules utilised have been integrated
into a single user-friendly web interface. The user can easily access the whole application from the
home page where there is a menu bar from which the user can perform the desired functions. After
testing the system with varieties of symptoms, here are some results that were generated.
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CHAPTER FOUR
SYSTEM IMPLEMENTATION
4.1 INTRODUCTION
Implementation is to carrying out execution, or practices of a plan, a method or any design for
doing something. As such, implementation is the action that must follow any preliminary thinking in
order for something to actually happen. In an information technology context, implementation
encompasses all the processes involved in gathering new software or hardware operating properly in
its environment, including installation, configuration, running, testing and making necessary changes.
The word deployment is sometime used to mean the same thing.
Before the designed system can be fully implemented, there must be some skeletal structure for
the initial stage of development each component of this structure is tested for its accuracy and stability.
This involves a top down testing of the modules to ensure that each phase of the design is error free.
When this is ascertained, other layers of complexity are added prior to the full operation of the
package, it is important that there is an instruction for the end- user to ensure that the package is used
with smooth operation.
4.2 SYSTEM REQUIEMENTS
In installing any software, it is absolutely necessary to specify the kind of system on which it would
run, and the minimum system specifications for which the program would run at an optimum. This
comprises of both the hardware and software components.
Minimum hardware requirements:
 Intel Pentium IV 512MHz processor/Amd Athlon processor.
 512 MB RAM
 14 SVGA color monitor.
 20 GB hard disk space.

23
 Laser jet printer.
 External harddisk for backup.
MINIMUM SOFTWARE REQUIREMENTS.
 Visual Studio Code
 Xampp
Figure 6: Web-based Medical Expert System Home Page
24
Figure 7: Registration Page
4.1 Diagnosis Input Module
This module provides the user with the interface to input the necessary information needed for a proper
diagnosis as shown in Figures 6 to 9. This user interface has been made easy to use as queries are asked
in plain
English language so as not to limit the users. Using this interface, the user inputs all basic information,
fills desired information and symptoms.
25
Figure 8: Diagnosis Symptoms Input Module
Figure 9: Diagnosis Input Module
4.2 Diagnosis Result Module
The Medical Diagnosis Expert System presents results showing the probability of chance of occurrence
based on the knowledge and information entered. The medical diagnostic expert system has accurately
diagnosed the patients for ailments such as malaria and typhoid as depicted in Figure 10.
26
Figure 10: Diagnosis Result Module
27
CHAPTER FIVE
5.0 SUMMARY, RECOMMENDATION & CONCLUSION
Over the years, so many people have suffered avoidably due to lack of access to timely medical care in
times of health emergencies, lack of expert diagnosis skills and knowledge of how to attend to an
emergency until access to medical care is achieved. With the proliferation of the internet in developing
countries with insufficient healthcare facilities, the use of an expert system is important to sustain life
until appropriate medical attention is gotten. This system has been able to accurately diagnose some
common ailments such as malaria, typhoid and View publication statscan be upgraded to diagnose
other ailments not presently catered for. The designed system is limited and can be utilized only in
environments with internet access.
28
REFERENCES
Abu Naser, S. S., and Alawar M. W., 2016. An expert system for feeding problems in infants and
children, International Journal of Medicine Research, 1(2), 79-82.
Abu Naser, S. S., and Alhabbash M. I., 2016. Male Infertility Expert System Diagnoses and Treatment,
The American Journal of Innovative Research and Applied Sciences, 2(4), 181-192.
Amarathunga, A., Ellawala E., Abeysekara G., and Amalraj C. R., 2015. Expert System For Diagnosis
Of Skin Diseases, International Journal of Scientific & Technology Research, 4(1), 174-178.
Asabere, N., 2012. mMES: A Mobile Medical Expert System for Health Institutions in Ghana,
International Journal of Science and Technology, 2(6), 333-344.
Buchanan, B. G., and Shortliffe E. H., 1984. Rule-Based Expert Systems: The MYCIN Experiments of
the Stanford Heuristic Programming Project, New York: Addison-Wesley.
Daniel, M., and Udo O. K., 2017. Expert System for Medical Diagnosis of Hyperyension and Anaemia,
MAYFEB Journal of Environmental Science, 3, 12-19.
Gudu, J., Gichoya D., Nyongesa P., and Muumbo A., 2012. Development of a Medical Expert System
as an Expert Knowledge Sharing Tool on Diagnosis and Treatment of Hypertension in Pregnancy,
International Journal of Bioscience, Biochemistry and Bioinformatics, 2(5).
Mottalib, M. M., Rahman M. M., Habib M. T., and Ahmed F., 2016. Detection of the Onset of Diabetes
Mellitus by Bayesian Classifier Based Medical Expert System, Transactions on Machine Learning and
Artificial Intelligence, 4(4), 1-8.
Mrouf, A., Albatish I., Mosa M., and Abu Naser S. S., 2017. Knowledge Based System for Long-term
Abdominal Pain (Stomach Pain) Diagnosis and Treatment, International Journal of Engineering and
Information Systems, 1(4), 71-88.
Munassar, N. M., and Govardhan A., 2010. A Comparison Between Five Models Of Software
Engineering, International Journal of Computer Science Issues, 7(5), 94-101.
29
Nohria, R., 2015. Medical Expert Ssyetm- A Comprehensive Review, International Journal of
Computer Applications, 130(7), 44-50.
Oktoria, Yang C.-H., and Chuang L.-Y., 2016. An Application of Expert System for Diagnosing Fever
Caused by Viral Infection, Journal of Life Sciences and Technologies, 4(1), 17-21.
Roventa, E., and Rosu G., 2006. PROLOG Expert System: The Diagnosis of Kidney Diseases,
International Symposium on Research and Education in an Innovation Era, Section III, November 16-
18, Aurel Vlaicu, University of Arad. Romania.
30
APPENDIX I
PROGRAM SOURCE CODE
<!DOCTYPE html>
<html xmlns="http://www.w3.org/1999/xhtml">

<meta http-equiv="content-type" content="text/html;charset=UTF-8" />
<head>
<meta charset="utf-8" />
<meta name="viewport" content="width=device-width, initial-scale=1.0" />
<title>Target Material Design Bootstrap Admin Template</title>
<link href="https://fonts.googleapis.com/icon?family=Material+Icons" rel="stylesheet">
<link rel="stylesheet" href="assets/materialize/css/materialize.min.css" media="screen,projection" />

<link href="assets/css/bootstrap.css" rel="stylesheet" />

<link href="assets/css/font-awesome.css" rel="stylesheet" />

<link href="assets/js/morris/morris-0.4.3.min.css" rel="stylesheet" />

<link href="assets/css/custom-styles.css" rel="stylesheet" />

<link href='http://fonts.googleapis.com/css?family=Open+Sans' rel='stylesheet' type='text/css' />
<link rel="stylesheet" href="assets/js/Lightweight-Chart/cssCharts.css">
</head>
<body>
<div id="wrapper">
<nav class="navbar navbar-default top-navbar" role="navigation">
31
<div class="navbar-header">
<button type="button" class="navbar-toggle waves-effect waves-dark" data-
toggle="collapse" data-target=".sidebar-collapse">
<span class="sr-only">Toggle navigation</span>
<span class="icon-bar"></span>
</button>
<a class="navbar-brand waves-effect waves-dark" href="index-2.html"><i class="large mater
ial-icons">track_changes</i> <strong>target</strong></a>

<div id="sideNav" href="#"><i class="material-icons dp48">toc</i></div>
</div>
<ul class="nav navbar-top-links navbar-right">
<li><a class="dropdown-button waves-effect waves-dark" href="#!" data-
activates="dropdown4"><i class="fa fa-envelope fa-fw"></i> <i class="material-icons right">arrow_dr
op_down</i></a></li>
activates="dropdown3"><i class="fa fa-tasks fa-fw"></i> <i class="material-icons right">arrow_drop_
down</i></a></li>
activates="dropdown2"><i class="fa fa-bell fa-fw"></i> <i class="material-icons right">arrow_drop_d
own</i></a></li>
activates="dropdown1"><i class="fa fa-user fa-fw"></i> <b>John Doe</b> <i class="material-icons ri
ght">arrow_drop_down</i></a></li>
</ul>
</nav>

<ul id="dropdown1" class="dropdown-content">
<li><a href="#"><i class="fa fa-user fa-fw"></i> My Profile</a>
</li>
32
<li><a href="#"><i class="fa fa-gear fa-fw"></i> Settings</a>
</li>
<li><a href="#"><i class="fa fa-sign-out fa-fw"></i> Logout</a>
</li>
</ul>
<ul id="dropdown2" class="dropdown-content w250">
<li>
<div>
<i class="fa fa-comment fa-fw"></i> New Comment
<span class="pull-right text-muted small">4 min</span>
</div>
</a>
</li>
<li class="divider"></li>
<li>
<div>
<i class="fa fa-twitter fa-fw"></i> 3 New Followers
</div>
</a>
</li>
<li>
<div>
<i class="fa fa-envelope fa-fw"></i> Message Sent
</div>
</a>
</li>
<li>
<div>
<i class="fa fa-tasks fa-fw"></i> New Task
33
</div>
</a>
</li>
<li>
<div>
<i class="fa fa-upload fa-fw"></i> Server Rebooted
</div>
</a>
</li>
<li>
<a class="text-center" href="#">
<strong>See All Alerts</strong>
<i class="fa fa-angle-right"></i>
</a>
</li>
</ul>
<ul id="dropdown3" class="dropdown-content dropdown-tasks w250">
<li>
<a href="#">
<div>
<p>
<strong>Task 1</strong>
<span class="pull-right text-muted">60% Complete</span>
</p>
<div class="progress progress-striped active">
<div class="progress-bar progress-bar-success" role="progressbar" aria-valuenow="60" ari
a-valuemin="0" aria-valuemax="100" style="width: 60%">
<span class="sr-only">60% Complete (success)</span>
</div>
34
</div>
</div>
</a>
</li>
<li>
<a href="#">
<div>
<p>
</p>
<div class="progress-bar progress-bar-info" role="progressbar" aria-valuenow="28" aria-
valuemin="0" aria-valuemax="100" style="width: 28%">
<span class="sr-only">28% Complete</span>
</div>
</div>
</div>
</a>
</li>
<li>
<a href="#">
<div>
<p>
</p>
<div class="progress-bar progress-bar-warning" role="progressbar" aria-valuenow="60" ar
ia-valuemin="0" aria-valuemax="100" style="width: 60%">
<span class="sr-only">60% Complete (warning)</span>
35
</div>
</div>
</div>
</a>
</li>
<li>
<a href="#">
<div>
<p>
</p>
<div class="progress-bar progress-bar-danger" role="progressbar" aria-valuenow="85" aria
-valuemin="0" aria-valuemax="100" style="width: 85%">
<span class="sr-only">85% Complete (danger)</span>
</div>
</div>
</div>
</a>
</li>
<li>
</ul>
<ul id="dropdown4" class="dropdown-content dropdown-tasks w250 taskList">
<li>
<div>
<strong>John Doe</strong>
<span class="pull-right text-muted">
<em>Today</em>
</span>
</div>
36
<p>Lorem Ipsum has been the industry's standard dummy text ever since the 1500s.
..</p>
</a>
</li>
<li>
<div>
<strong>John Smith</strong>
<em>Yesterday</em>
</span>
</div>
<p>Lorem Ipsum has been the industry's standard dummy text ever since an kwiln
w...</p>
</a>
</li>
<li>
<a href="#">
<div>
<strong>John Smith</strong>
<em>Yesterday</em>
</span>
</div>
<p>Lorem Ipsum has been the industry's standard dummy text ever since the...</p>
</a>
</li>
<li>
<a class="text-center" href="#">
<strong>Read All Messages</strong>
<i class="fa fa-angle-right"></i>
37
</a>
</li>
</ul>

<nav class="navbar-default navbar-side" role="navigation">
<div class="sidebar-collapse">
<ul class="nav" id="main-menu">
<li>
<a class="active-menu waves-effect waves-dark" href="index-2.html"><i class="fa fa-
dashboard"></i> Dashboard</a>
</li>
<li>
<a href="ui-elements.html" class="waves-effect waves-dark"><i class="fa fa-
desktop"></i> UI Elements</a>
</li>
<li>
<a href="chart.html" class="waves-effect waves-dark"><i class="fa fa-bar-chart-o"></i>
Charts</a>
</li>
<li>
<a href="tab-panel.html" class="waves-effect waves-dark"><i class="fa fa-qrcode"></i>
Tabs & Panels</a>
</li>

<li>
<a href="table.html" class="waves-effect waves-dark"><i class="fa fa-table"></i> Resp
onsive Tables</a>
</li>
<li>
<a href="form.html" class="waves-effect waves-dark"><i class="fa fa-edit"></i> Forms
</a>
</li>
38
<li>
<a href="#" class="waves-effect waves-dark"><i class="fa fa-sitemap"></i> Multi-
Level Dropdown<span class="fa arrow"></span></a>
<ul class="nav nav-second-level">
<li>
<a href="#">Second Level Link</a>
</li>
<li>
<a href="#">Second Level Link</a>
</li>
<li>
<a href="#">Second Level Link<span class="fa arrow"></span></a>
<ul class="nav nav-third-level">
<li>
<a href="#">Third Level Link</a>
</li>
<li>
</li>
<li>
</li>
</ul>
</li>
</ul>
</li>
<li>
<a href="empty.html" class="waves-effect waves-dark"><i class="fa fa-fw fa-file"></i>
Empty Page</a>
</li>
39
</ul>
</div>
</nav>


<div id="page-wrapper">
<div class="header">
<h1 class="page-header">
Dashboard
</h1>
<ol class="breadcrumb">
<li><a href="#">Home</a></li>
<li><a href="#">Dashboard</a></li>
<li class="active">Data</li>
</ol>

</div>
<div id="page-inner">
<div class="dashboard-cards">
<div class="row">
<div class="col-xs-12 col-sm-6 col-md-3">

<div class="card horizontal cardIcon waves-effect waves-dark">
<div class="card-image red">
<i class="material-icons dp48">import_export</i>
</div>
<div class="card-stacked red">
<div class="card-content">
<h3>84,198</h3>
</div>
40
<div class="card-action">
<strong>REVENUE</strong>
</div>
</div>
</div>

</div>

<div class="card-image orange">
<i class="material-icons dp48">shopping_cart</i>
</div>
<div class="card-stacked orange">
<h3>36,540</h3>
</div>
<strong>SALES</strong>
</div>
</div>
</div>
</div>

<div class="card-image blue">
<i class="material-icons dp48">equalizer</i>
</div>
<div class="card-stacked blue">
<h3>24,225</h3>
</div>
41
<strong>PRODUCTS</strong>
</div>
</div>
</div>

</div>

<div class="card-image green">
<i class="material-icons dp48">supervisor_account</i>
</div>
<div class="card-stacked green">
<h3>88,658</h3>
</div>
<strong>VISITS</strong>
</div>
</div>
</div>

</div>
</div>
</div>

<div class="row">
<div class="cirStats">
<div class="row">
<div class="card-panel text-center">
42
<h4>Profit</h4>
<div class="easypiechart" id="easypiechart-blue" data-percent="82" ><span
class="percent">82%</span>
</div>
</div>
</div>
<h4>No. of Visits</h4>
<div class="easypiechart" id="easypiechart-red" data-percent="46" ><span
</div>
</div>
</div>
<h4>Customers</h4>
<div class="easypiechart" id="easypiechart-teal" data-percent="84" ><span
</div>
</div>
</div>
<h4>Sales</h4>
<div class="easypiechart" id="easypiechart-orange" data-percent="55" ><s
pan class="percent">55%</span>
</div>
</div>
</div>
</div>
</div>
</div>
43
<div class="row">
<div class="col-xs-12">
<div class="card">
<div class="card-image donutpad">
<div id="morris-donut-chart"></div>
</div>
<b>Donut Chart Example</b>
</div>
</div>
</div>
</div>
</div>
</div>

<div class="row">
<div class="col-md-5">
<div class="card">
<div class="card-image">
<div id="morris-line-chart"></div>
</div>
<b>Line Chart</b>
</div>
</div>

</div>

<div class="card">
44
<div id="morris-bar-chart"></div>
</div>
<b> Bar Chart Example</b>
</div>
</div>
</div>

</div>

<div class="row">
<div class="col-xs-12">
<div class="card">
<div id="morris-area-chart"></div>
</div>
<b>Area Chart</b>
</div>
</div>
</div>
</div>
<div class="row">

</div>
</div>


45

<div class="row">
<div class="col-md-4 col-sm-12 col-xs-12">
<div class="card"><div class="card-action">
<b>Tasks Panel</b>
</div>
<div class="collection">
<a href="#!" class="collection-item">Red<span class="new badge red" data-badge-
caption="red">4</span></a>
<a href="#!" class="collection-item">Blue<span class="new badge blue" data-badge-
caption="blue">4</span></a>
<a href="#!" class="collection-item"><span class="badge">1</span>Alan</a>
<a href="#!" class="collection-item"><span class="new badge">4</span>Alan</a>
<a href="#!" class="collection-item">Alan<span class="new badge blue" data-badge-
caption="blue">4</span></a>
<a href="#!" class="collection-item"><span class="badge">14</span>Alan</a>
<a href="#!" class="collection-item">Custom Badge Captions<span class="new bad
ge" data-badge-caption="custom caption">4</span></a>
<a href="#!" class="collection-item">Custom Badge Captions<span class="badge" da
ta-badge-caption="custom caption">4</span></a>
</div>
</div>

</div>
</div>
<div class="col-md-8 col-sm-12 col-xs-12">
<div class="card">
<b>User List</b>
46
</div>
<ul class="collection">
<li class="collection-item avatar">
<i class="material-icons circle green">track_changes</i>
<span class="title">Title</span>
<p>First Line <br>
Second Line
</p>
<a href="#!" class="secondary-content"><i class="material-icons">grade</i></a>
</li>
<i class="material-icons circle">folder</i>
<p>First Line <br>
Second Line
</p>
</li>
<i class="material-icons circle green">track_changes</i>
<p>First Line <br>
Second Line
</p>
</li>
<i class="material-icons circle red">play_arrow</i>
<p>First Line <br>
Second Line
</p>
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Expert System For Human Nutrition Analysis (1) (Repaired)

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Expert System For Human Nutrition Analysis (1) (Repaired)

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ABSTRACT

1.1 Background of Study

domain, and is a traditional application and/or subfield of artificial intelligence.

most or all are

capture the subject matter experts (SME) knowledge and

supplement to some information system.

various topics in applied mathematics and management science.

onset of the AI Winter.

nutrition analysis is a necessity.

nutrition and analysis also on expert systems.

diagnosis system on nutrition.

1.3 Aim and Objective of Research

1.4 Research Motivation

this research work I hope to achieve my expectation.

1.5 Significance of Research

b. It can support academic development;

1.6 Scope of the Project

The scope of this work will include the following

2. A complete model of an expert system to portray sample analysis

3. This system is based on human nutrition analysis

factor that limited the extent to which I want to research.

1.8 Definition of Terms/Variables

tests, or other procedures

Medical: Relating to medicine, physical examination to determine health: a physical examination by a

activity - a medical expert

Knowledge-based: Information system that store wealth of one’s knowledge

the expert himself and effectively replacing him.

expert system or knowledge based system results.

factor (nutrients) in body growth, development and maintenance.

sources like pulses, cereals, beans, nuts, soya beans etc.

food having all the nutrients needed by the body system.

2.1. OVERVIEW OF THE STUDIES

2.2. MIDWIVES AND NUTRITION EDUCATION DURING PREGNANCY

folic acid supplements be commenced.

perceptions of the 35 importance of nutrition during pregnancy (N = 370).

Arcles from Studies exluded:

• PubMed central, 105 Nutrion in labour, 20

• Medline, 43 Clinical midwifey studies, 54 Studies included

Fig. 2.2.1. Flowchart for identifying eligible studies.

this matter should be considered in both countries.

midwives, indicating professional recognition of the nutrition education role of midwives.

brochures and therefore pregnant women rarely looked at them at home.

their other areas of professional practice.

of this project was subsequently identified in the literature.

Summary of the studies included in the review.

questions) educating pregnant women on them.

risks and approach to listeria in hospitals during pregnancy.

education during pregnancy (1 private and 2 public)

people regarding education.

- Midwives perceive listeria

risk to be of low priority.

(2009) understanding of verbal and Netherlan is not enough.

consultations followed by 2 brochure in addition to verbal

semistructured interviews with the communication.

attitudes to nutrition in following qualification.

midwives in one English regional in continuing education programmes

health authority. available to qualified midwives.

nutritional knowledge. package.

selected but 27 completed the successful, policy makers and

post intervention survey. managers should allocate sufficient

and practices/needs for training across 3 discussing complex nutrition issues

pregnancy. of England followed by an audit