【正文】 s can be managed with the help of developed database model. SCORM Standards SCORM is a Content Management System Standard and can be defined as “Shareable Content Object Reference Model”. SCORM includes a framework for running lesson contents. SCORM standards are interested in publishing rather than teachable features of the lesson content (Su, 2006。與此同時，我要特別感謝李冠峰老師。167。這種檢索模式只是簡單列舉一個點(diǎn)有哪些好玩的，好吃的，并沒有說明為什么好玩，為什么好吃，怎么玩才好玩，怎么吃才好吃。凱薩斯(Kazasis)研究了智能信息與旅游目的地的相互作用，提出了旅游者、各地區(qū)、特定目的地的旅游信息之間的智能互動關(guān)系模型。 3. 開發(fā)的易上手性Java 是最容易上手的，不像 Iphone，需要熟悉他的很多框架，以及 objective c(雖 然學(xué)起來也并不難)。但是在發(fā)布系統(tǒng)之后不久就有一款搭載Android ，這款手機(jī)就是TMobile G1，手機(jī)是由運(yùn)營商TMobile定制，臺灣HTC(宏達(dá)電)代工制造。與此同時，該應(yīng)用的交互性，更是對傳統(tǒng)網(wǎng)站、以及手機(jī)應(yīng)用的一大突破，用來自世界各地的游客的每個人的特有方式，來為洛陽當(dāng)?shù)氐穆糜螛I(yè)做一個很好的宣傳。 Activity 24167。 系統(tǒng)流程分析 10167。 國內(nèi)外研究現(xiàn)狀 4167。與此同時，隨著我國旅游業(yè)的迅速發(fā)展，為從世界各地來到洛陽的游客提供一個很好的向?qū)脚_成了當(dāng)務(wù)之急。 結(jié)合相關(guān)應(yīng)用來對比該應(yīng)用的優(yōu)勢 5167。 攻略文章的設(shè)計(jì) 16167。 開發(fā)技術(shù)選擇 28167。 開發(fā)背景，人們?yōu)檫_(dá)到度假、休閑、娛樂、探險(xiǎn)、求知等目的，出游于城市、地區(qū)和國家之間。 在隨后的2009年4月，Google正式推出了Android ，從Android ，Google開始將Android的版本以甜品的名字命名，Android (紙杯蛋糕)，該系統(tǒng)與Android 。相比之下，Symbian 在操作系統(tǒng)推出一年后，其操作指南的下載次數(shù)只有 70000 次左右。泰勒(Taylor)提出了旅游信息市場模型(TIM)。這種模式提供給用戶旅游攻略，旅游計(jì)劃，旅游感受等等，讓用戶知道到一個景點(diǎn)該怎樣玩，怎樣吃。167。在做畢業(yè)設(shè)計(jì)的過程中，李老師盡最大的努力來給我提供一個很好的環(huán)境，更是在這一過程中給予我悉心的指導(dǎo)。 registration fees, ines from additional courses and basic expenses like financial transactions are tracked. Workshop module was developed to be used for course activities, which can be performed by visitor users. With this module, special education sessions like training seminars can be performed easily. For instance, a general “Photoshop” training can be organized with the help of this module. Users, who participate in this module, are evaluated in similar conditions with other course students. Workshop module and relation scenarios are presented in Figure 4. Exam module and relation scenarios are shown in Figure 5. The developed module is suitable to be used for special exams like visa and final examinations. As it can be seen from the table structure, various information like examination branch or class, examination type, examination date, examination starting and ending time, examination questions and examinations results can be stored in the database. Menu structures, which can be seen by administrators, students and lecturers, are organized by using the Menu module and its database features. At this point, features of provided menu interfaces are changed according to the user type as “student” or “l(fā)ecturer”. These menus are organized according to user roles and privileges. In Academic Information module, a structure, which can be used by each education institute to fulfill its academic functioning, has been formed. With this module, different information like students’ personal information, registration details, system sections, branches, courses and payment information can be kept in a relational structure and many different actions associated with the mentioned information can be defined easily. Academic Information tables and relation scenarios are presented in Figure 7. Chat module has been developed to ensure textbased and auditory conversation sessions among students and lecturers on specific dates and times. As it can be seen from Figure 8, only lecturers and students can perform chatting activities mutually. In Group module, authorization descriptions and related functions are adjusted for the registered users. In this aim, new role or authority descriptions can be added to the system and authorization or role assignments can be performed easily for each registered user. It is also possible to define new user groups, which are allowed to access specific areas. Group module tables and relation scenarios are shown in Figure 9. A discussion forum has been consisted in to ensure information sharing among lecturers and students. This module is associated with the user login system and so each user can participate in information sharing activities at the same time. Forum module tables and relation scenarios are shown in Figure 10. LMS functions are not limited to only modules explained before. Many different modules are also bined under “Other Applications” tables and relation scenarios. Some of the related modules are: Personal Calendar, Academic Calendar, Transcript, Performance Tracking, News, Personal Notes, Dictionary, Virtual Classroom, FAQ, Private Message and Meeting modules. Other Applications tables and relation scenarios are presented in Figure 11. Courses module is used for defining the courses, which will be provided in the system. In this module, some information about prepared courses (related course codes, descriptions for courses, course lesson contents…etc.) are defined easily. By using the Courses module, it is also possible to create different types of courses and define different features (course assignments, course examinations, descriptions for added course lesson contents…etc.) for the stored courses. Course module tables and relation scenarios are presented in Figure 12. Demo module was developed to be used for showing system features and functions to the people who are not fully registered and want to review the whole system. With this module, user can only examine using features and can not make any changes in the system. Demo module tables and relation scenarios are shown in Figure 13. Survey module was developed to be used for performing survey activities in the system. With this module, it is possible to define survey questions and show them to user via system interface. Added surveys can also be removed automatically at specific times. Additionally, statistical information about added surveys can also be shown to users or just kept as confidential. Survey module tables and relation scenarios are shown in Figure 14. The LMS Application Designed database is currently used in a LMS developed at Afyon Kocatepe University. The LMS is named as Afyon Kocatepe University Distance Education Center (KUDEC). It runs efficiently on the web address: . It is not