DOCSLIB.ORG

Mid-South Instructional Technology Conference Proceedings (2Nd, Murfreesboro, Tennessee, April 6-8, 1997)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Mid-South Instructional Technology Conference Proceedings (2Nd, Murfreesboro, Tennessee, April 6-8, 1997) DOCUMENT RESUME ED 430 515 IR 019 485 TITLE Mid-South Instructional Technology Conference Proceedings (2nd, Murfreesboro, Tennessee, April 6-8, 1997). INSTITUTION Middle Tennessee State Univ., Murfreesboro.; Southeast Missouri State Univ., Cape Girardeau.; American Association for Higher Education, Washington, DC. PUB DATE 1997-04-00 NOTE 264p.; For selected individual papers, see IR 019 486-501. AVAILABLE FROM Web site: http://www.mtsu.edu/-itconf/proceed97/proceed97.html PUB TYPE Collected Works Proceedings (021) EDRS PRICE MF01/PC11 Plus Postage. DESCRIPTORS Case Studies; College School Cooperation; *Computer Uses in Education; Distance Education; Educational Change; *Educational Technology; Elementary Secondary Education; Faculty Development; Higher Education; *Information Technology; Instructional Effectiveness; Interactive Television; Teacher Education; Teaching Methods; Telecommunications; World Wide Web IDENTIFIERS *Technology Based Instruction; Technology Utilization ABSTRACT Papers in this proceedings explore the theme of rethinking teaching and learning through technology. Along with general session papers that address asynchronous learning networks and the World Wide Web as a classroom without walls, the document contains papers in the following eight tracks:(1) Assessing the Effectiveness of Technology in Teaching and Learning, including evaluation of a notebook computing project, evaluation of three educational online delivery approaches, and return on instructional technology investment;(2) Distance Learning/ITV (Interactive Television), including training faculty to teach via two-way ITV, converting a desktop video conferencing system to classroom use, designing the computer-mediated conference, and hardware/software to support distance learning;(3) Faculty Development, including getting faculty and technology together, master classrooms at Middle Tennessee State University (MTSU), meeting faculty training needs in instructional technology, and MTSU's Digital Media Center; (4) Harnessing the Web for Instruction and Research, including creating a course homepage and practical tips/strategies for finding information on the Internet;(5) Instructional Technology Case Studies, including helping faculty create course Web pages, interactive television vs. a traditional classroom setting, best case practices of technology at Eastern New Mexico University, and the nature of teaching and learning in multimedia laboratory classrooms;(6) The Internet: An Electronic Course Delivery System, including enhancing learning through electronic communication technologies, a post-Gutenberg student research project, incorporating JavaScript in a Web-based multimedia development course, using electronic media to teach on-campus courses, and trailblazing/innovation;(7) Technology and Pedagogy, including critical thinking skills in a technology-related class, the virtual global village, the high-tech humanist, and DVI (Digital Video Interaction) in multimedia post-production techniques; and (8) University/K-12 Partnerships in Instructional Technology, including children's/young adult literature on the Internet, multimedia for middle level science teachers, a multimedia training program for K-12 teachers, and the University/Public +++++ ED430515 Has Multi-page SFR---Level=1 +++++ School Keypals project. Papers from a workshop and several electronic demonstrations are also included. (DLS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** v.) Rethinking Teaching and Learning through Technology Mid-South Instructional Technology Conference April 6-8, 1997 Middle Tennessee State University Murfreesboro, Tennessee "PERMISSION TOREPRODUCE THIS GRANTED BY U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION BESTCOPYAVAILABLE CENTER (ERIC) L. Lea V.) 0 This document has been reproduced as Do received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. C5 TO THE EDUCATIONALRESOURCES INFORMATION CENTER(ERIC)." <3 °Points of view or opinions stated in this 0 document do not necessarily represent official OERI position or policy. 1996 Mid-South Instructional Technology Conference Proceedings http://www.mtsu.edu/itconf/proceed97/proceed97.html Proceedings of the 1997 Mid-South Instructional Technology Conference Introduction Introduction Lucinda Lea, Director of Office of Information Technology at Middle Tennesee State University Keynote Address Asynchronous Learning Networks: At the Cutting Edge of Higher Education Burks Oakley II, Professor, Department of Electrical and Computer Engineering and Associate Director, Sloan Center for Asynchronous Learning Environments, University of Illinois at Urbana-Champaign Banquet Address The Web: A Classroom Sans Walls Alistair B. Fraser, Professor of Meteorology, Pennsylvania State University Track Sessions Track 1: Assessing the Effectiveness of Technology in Teaching and Learning An Evaluation of a Notebook Computing Project as Part of the Total College Educational Experience Phillip Heeler and koger Van Holzen, Department of Computer Science and Information Systems, Northwest Missouri State University Evaluation of Three Educational Online Delivery Approaches 1 of 5 4/20/99 4:19 PM 1996 Mid-South Instructional Technology Conference Proceedings http://www.mtsu.edufitconf/proceed97/proceed97.html Clark Edwards and Janie Harden Fritz, Department of Communication, Duquesne University Return on Instructional Technology Investment: Getting the Bang for the Buck Sylvia Bedwell Brace, Office of Information Technology, Middle Tennessee State University Track 2: Distance Learning/ITV A Systematic Approach to Training Faculty to Teach via a Two-Way Interactive Television System Karen Jarrett Thorns, Learning Resources and Center for Information Media, St. Cloud State University Converting a Desktop Video Conferencing System to Classroom Use Liz Johnson, Division of Continuing Studies, Middle Tennessee State University Designing the Computer-Mediated Conference: Improving a Conference's Productivity H. Willis Means, Department of Elementary and Special Education, Middle Tennessee State University, and Terence C. Ahern, Department of Educational Psychology and Leadership, Texas Tech University Hardware/Software to Support Distance Learning Classes Bruce Harrison, Jr., Computer Center, University of Tennessee at Martin Track 3: Faculty Development Breaking the Vicious Circle: Getting Faculty and Technology Together Glen Everett, Department of English, University of Tennessee at Martin Master Classrooms at Middle Tennessee State University: Creating Pathways for Learning Gina Roberts, Sylvia Bedwell Brace, and Donna Smith, Office of Information Technology, Middle Tennessee State University Meeting Faculty Needs for Training in Instructional Technology: The Academic Technology Lab at ETSU Delbert Hall, Center for Multimedia Development, East Tennessee State University Middle Tennessee State University's Digital Media Center: Supporting the Development of Technology-Based Instruction Gina Roberts, Office of Information Technology, Middle Tennessee State University Track 4: Harnessing the Web for Instruction and Research 2 of 5 4 4/20/99 4:19 PM 1996 Mid-South Instructional Technology Conference Proceedings http://www.mtsu.edu/itconf/proceed97/proceed97.html Creating a Course Homepage Larry Summary, Center for Scholarship in Teaching and Learning, and Rebecca Summary, Department of Economics, Southeast Missouri State University Guiding Students in Using the World Wide Web for Research Kristin Kubly, Todd Library, Middle Tennessee State University Practical Tips and Strategies for Finding Information on the Internet Rhonda Armstrong and Lynn Flanagan, Todd Library, Middle Tennessee State University Track 5: Instructional Technology Case Studies A Strategy for Helping Faculty Create Course Web Pages Fred Janzow and Larry Summary, Center for Scholarship in Teaching and Learning, Southeast Missouri State University Interactive Television vs. a Traditional Classroom Setting: A Comparison of Student Math Achievement Sherri Hodge-Hardin, Division of Developmental Studies, East Tennessee State University Best Case Practices of Technology at Eastern New Mexico University Calvin W. DeWitt, Department of Computer Information Systems, Scott Nutter, Department of Physics, Mary Ayala, Department of Modern Languages, and Debra Hall, Department of Extended Learning, Eastern New Mexico University The Nature of Teaching and Learning in the Multimedia Laboratory Classroom: Process, Activity, Problem-Solving, and Engagement Linda Best, Department of English, Kean College of New Jersey Track 6: The Internet: An Electronic Course Delivery System Enhancing Student Learning Through Electronic Communication Technologies Janet Buzzard, Department of Computer Information Systems, Laura MacLeod, Department of Business Communications, and Calvin W. DeWitt, Department of Computer Information Systems, Eastern New Mexico University A Post-Gutenberg Student Research Project Suzanne J. Smith, Department of Business Administration, Presbyterian College Incorporating JavaScript and Java Applets in a World Wide Web-Based Multimedia Development Course 3 of 5 5 4/20/99 4:19 PM 1996 Mid-South Instructional Technology Conference
Load more

Recommended publications
  • The Uses of Animation 1
    The Uses of Animation 1 1 The Uses of Animation ANIMATION Animation is the process of making the illusion of motion and change by means of the rapid display of a sequence of static images that minimally differ from each other. The illusion—as in motion pictures in general—is thought to rely on the phi phenomenon. Animators are artists who specialize in the creation of animation. Animation can be recorded with either analogue media, a flip book, motion picture film, video tape,digital media, including formats with animated GIF, Flash animation and digital video. To display animation, a digital camera, computer, or projector are used along with new technologies that are produced. Animation creation methods include the traditional animation creation method and those involving stop motion animation of two and three-dimensional objects, paper cutouts, puppets and clay figures. Images are displayed in a rapid succession, usually 24, 25, 30, or 60 frames per second. THE MOST COMMON USES OF ANIMATION Cartoons The most common use of animation, and perhaps the origin of it, is cartoons. Cartoons appear all the time on television and the cinema and can be used for entertainment, advertising, 2 Aspects of Animation: Steps to Learn Animated Cartoons presentations and many more applications that are only limited by the imagination of the designer. The most important factor about making cartoons on a computer is reusability and flexibility. The system that will actually do the animation needs to be such that all the actions that are going to be performed can be repeated easily, without much fuss from the side of the animator.
    [Show full text]
  • Getting Started
    4620rlin.fm Page 1 Thursday, April 8, 1999 5:42 PM Getting Started &UHDWLYH6RXQG%ODVWHU/LYH &UHDWLYH$XGLR6RIWZDUH Information in this document is subject to change without notice and does not represent a commitment on the part of Creative Technology Ltd. No part of this manual may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, for any purpose without the written permission of Creative Technology Ltd. The software described in this document is furnished under a license agreement and may be used or copied only in accordance with the terms of the license agreement. It is against the law to copy the software on any other medium except as specifically allowed in the license agreement. The licensee may make one copy of the software for backup purposes. Copyright © 1998-1999 by Creative Technology Ltd. All rights reserved. Version 2.00 April 1999 Sound Blaster and Blaster are registered trademarks, and the Sound Blaster Live! logo, the Sound Blaster PCI logo, EMU10K1, Environmental Audio, and Creative Multi Speaker Surround are trademarks of Creative Technology Ltd. in the United States and/or other countries. E-Mu and SoundFont are registered trademarks of E-mu Systems, Inc.. SoundWorks is a registered trademark, and MicroWorks, PCWorks and FourPointSurround are trademarks of Cambridge SoundWorks, Inc.. Microsoft, MS-DOS, and Windows are registered trademarks of Microsoft Corporation. All other products are trademarks or registered trademarks of their respective owners. This product is covered by one or more of the following U.S. patents: 4,506,579; 4,699,038; 4,987,600; 5,013,105; 5,072,645; 5,111,727; 5,144,676; 5,170,369; 5,248,845; 5,298,671; 5,303,309; 5,317,104; 5,342,990; 5,430,244; 5,524,074; 5,698,803; 5,698,807; 5,748,747; 5,763,800; 5,790,837.
    [Show full text]
  • Multimedia Systems DCAP303
    Multimedia Systems DCAP303 MULTIMEDIA SYSTEMS Copyright © 2013 Rajneesh Agrawal All rights reserved Produced & Printed by EXCEL BOOKS PRIVATE LIMITED A-45, Naraina, Phase-I, New Delhi-110028 for Lovely Professional University Phagwara CONTENTS Unit 1: Multimedia 1 Unit 2: Text 15 Unit 3: Sound 38 Unit 4: Image 60 Unit 5: Video 102 Unit 6: Hardware 130 Unit 7: Multimedia Software Tools 165 Unit 8: Fundamental of Animations 178 Unit 9: Working with Animation 197 Unit 10: 3D Modelling and Animation Tools 213 Unit 11: Compression 233 Unit 12: Image Format 247 Unit 13: Multimedia Tools for WWW 266 Unit 14: Designing for World Wide Web 279 SYLLABUS Multimedia Systems Objectives: To impart the skills needed to develop multimedia applications. Students will learn: z how to combine different media on a web application, z various audio and video formats, z multimedia software tools that helps in developing multimedia application. Sr. No. Topics 1. Multimedia: Meaning and its usage, Stages of a Multimedia Project & Multimedia Skills required in a team 2. Text: Fonts & Faces, Using Text in Multimedia, Font Editing & Design Tools, Hypermedia & Hypertext. 3. Sound: Multimedia System Sounds, Digital Audio, MIDI Audio, Audio File Formats, MIDI vs Digital Audio, Audio CD Playback. Audio Recording. Voice Recognition & Response. 4. Images: Still Images – Bitmaps, Vector Drawing, 3D Drawing & rendering, Natural Light & Colors, Computerized Colors, Color Palletes, Image File Formats, Macintosh & Windows Formats, Cross – Platform format. 5. Animation: Principle of Animations. Animation Techniques, Animation File Formats. 6. Video: How Video Works, Broadcast Video Standards: NTSC, PAL, SECAM, ATSC DTV, Analog Video, Digital Video, Digital Video Standards – ATSC, DVB, ISDB, Video recording & Shooting Videos, Video Editing, Optimizing Video files for CD-ROM, Digital display standards.
    [Show full text]
  • Vector Synthesis: a Media Archaeological Investigation Into Sound-Modulated Light
    VECTOR SYNTHESIS: A MEDIA ARCHAEOLOGICAL INVESTIGATION INTO SOUND-MODULATED LIGHT Submitted for the qualification Master of Arts in Sound in New Media, Department of Media, Aalto University, Helsinki FI April, 2019 Supervisor: Antti Ikonen Advisor: Marco Donnarumma DEREK HOLZER [BLANK PAGE] Aalto University, P.O. BOX 11000, 00076 AALTO www.aalto.fi Master of Arts thesis abstract Author Derek Holzer Title of thesis Vector Synthesis: a Media-Archaeological Investigation into Sound-Modulated Light Department Department of Media Degree programme Sound in New Media Year 2019 Number of pages 121 Language English Abstract Vector Synthesis is a computational art project inspired by theories of media archaeology, by the history of computer and video art, and by the use of discarded and obsolete technologies such as the Cathode Ray Tube monitor. This text explores the military and techno-scientific legacies at the birth of modern computing, and charts attempts by artists of the subsequent two decades to decouple these tools from their destructive origins. Using this history as a basis, the author then describes a media archaeological, real time performance system using audio synthesis and vector graphics display techniques to investigate direct, synesthetic relationships between sound and image. Key to this system, realized in the Pure Data programming environment, is a didactic, open source approach which encourages reuse and modification by other artists within the experimental audiovisual arts community. Keywords media art, media-archaeology, audiovisual performance, open source code, cathode- ray tubes, obsolete technology, synesthesia, vector graphics, audio synthesis, video art [BLANK PAGE] O22 ABSTRACT Vector Synthesis is a computational art project inspired by theories of media archaeology, by the history of computer and video art, and by the use of discarded and obsolete technologies such as the Cathode Ray Tube monitor.
    [Show full text]
  • Technology and Interactive Multimedia. Identifying Emerging Issues and Trends in Technology for Special Education
    DOCUMENT RESUME ED 350 767 EC 301 574 AUTHOR Ashton, Ray TITLE Technology and Interactive Multimedia. Identifying Emerging Issues and Trends in Technology for Special Education. INSTITUTION COSMOS Corp., Washington, DC. SPONS AGENCY Special Education Programs (ED/OSERS), Washington, DC. PUB DATE Jun 92 CONTRACT HS90008001 NOTE 48p.; For related documents, see EC 301 540, EC 301 567-573. PUB TYPE Information Analyses (070) Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Audiodisks; Computer Assisted Instruction; *Disabilities; *Educational Technology; *Electronic Equipment; Hypermedia; Interactive Video; *Microcomputers; *Optical Disks; Research and Development; Special Education; *Technological Advancement; Technology Transfer; Telecommunications; Television; Theory Practice Relationship; Trend Analysis; Videodisks ABSTRACT As 'art of a 3-year study to identify emerging issues and trends in technology for special education, this paper addresses the role of interactive multimedia, especially the digital, optical compact disc technologies, in providing instructional services to special education students. An overview identifies technological and economic trends, focusing on the convergence of the personal computer industry with the consumer electronic industry resulting in an exploding multimedia market. The current technology is then reviewed for the following areas: personal computers, digital audio tape, interactive videodisc, compact disc read only memory, digital video interactive, Commodore Dynamic Total Vision, compact disc interactive, magneto-optic systems, digital compact cassettes, compact disc recordable/erasable technology, blue (focusable) lasers, high definition television, virtual reality, and communications. Key trends identified for the year 2000 and beyond include improved data compression and storage technology as the underlying enabling technology, multifunction hardware platforms as the norm, cross platform compatibility, and increasing importance of product contents.
    [Show full text]
  • A History of the Amiga by Jeremy Reimer
    A history of the Amiga By Jeremy Reimer 1 part 1: Genesis 3 part 2: The birth of Amiga 13 part 3: The first prototype 19 part 4: Enter Commodore 27 part 5: Postlaunch blues 39 part 6: Stopping the bleeding 48 part 7: Game on! 60 Shadow of the 16-bit Beast 71 2 A history of the Amiga, part 1: Genesis By Jeremy Reimer Prologue: the last day April 24, 1994 The flag was flying at half-mast when Dave Haynie drove up to the headquarters of Commodore International for what would be the last time. Dave had worked for Commodore at its West Chester, Pennsylvania, headquarters for eleven years as a hardware engineer. His job was to work on advanced products, like the revolutionary AAA chipset that would have again made the Amiga computer the fastest and most powerful multimedia machine available. But AAA, like most of the projects underway at Commodore, had been canceled in a series of cost-cutting measures, the most recent of which had reduced the staff of over one thousand people at the factory to less than thirty. "Bringing your camera on the last day, eh Dave?" the receptionist asked in a resigned voice."Yeah, well, they can't yell at me for spreading secrets any more, can they?" he replied. Dave took his camera on a tour of the factory, his low voice echoing through the empty hallways. "I just thought about it this morning," he said, referring to his idea to film the last moments of the company for which he had given so much of his life.
    [Show full text]
  • Introduction to Multimedia Block – I: Introduction to Computers & Networks
    DMA-01 Introduction to Multimedia Block – I: Introduction to Computers & Networks Odisha State Open University Introduction to Multimedia This course has been developed with the support of the Commonwealth of Learning (COL). COL is an intergovernmental organisation created by Commonwealth Heads of Government to promote the development and sharing of open learning and distance education knowledge, resources and technologies. Odisha State Open University, Sambalpur (OSOU) is the first Open and Distance learning institution in the State of Odisha, where students can pursue their studies through Open and Distance Learning (ODL) methodologies. Degrees, Diplomas, or Certificates awarded by OSOU are treated as equivalent to the degrees, diplomas, or certificates awarded by other national universities in India by the University Grants Commission. © 2018 by the Commonwealth of Learning and Odisha State Open University. Except where otherwise noted, Introduction to Multimedia is made available under Creative Commons Attribution- ShareAlike 4.0 International (CC BY-SA 4.0) License: https://creativecommons.org/licenses/by- sa/4.0/legalcode For the avoidance of doubt, by applying this license the Commonwealth of Learning does not waive any privileges or immunities from claims that it may be entitled to assert, nor does the Commonwealth of Learning submit itself to the jurisdiction, courts, legal processes or laws of any jurisdiction. The ideas and opinions expressed in this publication are those of the author/s; they are not necessarily those of Commonwealth of Learning and do not commit the organisation Odisha State Open University Commonwealth of Learning G.M. University Campus 4710 Kingsway, Suite 2500, Sambalpur Burnaby, V5H 4M2, British, Odisha Columbia India Canada Fax: +91-0663-252 17 00 Fax: +1 604 775 8210 E-mail: [email protected] Email: [email protected] Website: www.osou.ac.in Website: www.col.org Acknowledgements The Odisha State Open University and COL, Canada wishes to thank those Resource Persons below for their contribution to this DMA-01: Concept / Advisor Dr.
    [Show full text]
  • Multimedia System Q1.Introduction to Multiledia & Stages of Multimedia Project? Ans-: Multimedia Refers to Content That Uses
    Multimedia System Q1.Introduction to multiledia & stages of multimedia project? Ans-: Multimedia refers to content that uses a combination of different content forms. This contrasts with media that use only rudimentary computer displays such as text-only or traditional forms of printed or hand-produced material. Multimedia includes a combination of text, audio, still images, animation, video, or interactivity content forms. Multimedia is usually recorded and played, displayed, or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. Multimedia devices are electronic media devices used to store and experience multimedia content. Multimedia is distinguished from mixed media in fine art; by including audio, for example, it has a broader scope. The term "rich media" is synonymous for interactive multimedia. Hypermedia can be considered one particular multimedia application. Multimedia is the presentation of computer controlled,interactive and intractive information using the combination of text, sound, pictures, animations and video. The term Multimedia can be define as Medium with multiple content forms. 3-stage process for multimedia projects A multimedia product is made up of many ingredients from existing print products or from a multitude of software. Each product has its own set of requirements. Orient InfoSolutions undertakes multimedia projects with a well thought out three-stage process involving: Pre-Production Production Post-Production 1.Pre-Production Resource Organization The product's content is arranged into categories or groups. From this organization, comes the interface, which leads the user to the information. Flowcharting The flowchart is a visual outline of the content.
    [Show full text]
  • Understanding Multimedia
    Part OneUnderstanding Multimedia CHAPTER 1 People retain only 20% of what they see and 30% of what they hear. But they Definitions remember 50% of what they see and hear, and as much as 80% of what they see, hear, and do simultaneously. CHAPTER 2 Taxonomy of —Computer Technology Research Corporation Multimedia Objects Multimedia is the buzzword of the decade. Like most buzzwords, it has been used in many contexts. You find it on the covers of books, magazines, CD-ROMs, video games, and movies. It is used in advertising shoes, hairstyles, drugs, cars, computers, soft drinks, beer, kitchen floors, vacations, airplanes, televisions, telephones, houses, museums, newspapers, arcades, theme parks, Olympic Games, and shopping malls. Sometimes the term is used to add hype to products that have nothing to do with multimedia. The many uses and abuses of the word multimedia have led to confusion over just what multimedia is. For this reason, a book on multimedia literacy must begin by defining it. 2 1 Part One: Understanding Multimedia Definitions After completing this chapter, you will be able to: ˾ Define multimedia, describe why it is effective, and explain how it will be important to life in the twenty-first century ˾ Demonstrate how multimedia is changing the world through telecommuting, home shopping, electronic publishing, and computer-based education ˾ Show how fast multimedia is growing in business, industry, homes, online services, and education ˾ Identify and define the components of a multimedia PC ˾ Define the Internet and the World Wide Web and understand how they provide access to multimedia resources on a worldwide basis © To define multimedia properly, one must go beyond stating what it is and put the term in context.
    [Show full text]
  • A History of the Amiga, Part 1: Genesis
    http://arstechnica.com/articles/culture/a-history-of-the-amiga-part-1.ars A history of the Amiga, part 1: Genesis by Jeremy Reimer Version 1.0 – July 31, 2007 Copyright Ars Technica, LLC 1998-2007. The following disclaimer applies to the information, trademarks, and logos contained in this document. Neither the author nor Ars Technica make any representations with respect to the contents hereof. Materials available in this document are provided "as is" with no warranty, express or implied, and all such warranties are hereby disclaimed. Ars Technica assumes no liability for any loss, damage or expense from errors or omissions in the materials available in this document, whether arising in contract, tort or otherwise. The material provided here is designed for educational use only. The material in this document is copyrighted by Ars Technica, LLC., and may not be reprinted or electronically reproduced unless prior written consent is obtained from Ars Technica, LLC. Links can be made to any of these materials from a WWW page, however, please link to the original document. Copying and/or serving from your local site is only allowed with permission. As per copyright regulations, "fair use" of selected portions of the material for educational purposes is permitted by individuals and organizations provided that proper attribution accompanies such utilization. Commercial reproduction or multiple distribution by any traditional or electronic based reproduction/publication method is prohibited. Any mention of commercial products or services within this document does not constitute an endorsement. "Ars Technica" is trademark of Ars Technica, LLC. All other trademarks and logos are property of their respective owners.
    [Show full text]
  • Mastering Openframeworks: Creative Coding Demystified
    Mastering openFrameworks: Creative Coding Demystified A practical guide to creating audiovisual interactive projects with low-level data processing using openFrameworks Denis Perevalov BIRMINGHAM - MUMBAI Mastering openFrameworks: Creative Coding Demystified Copyright © 2013 Packt Publishing All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, without the prior written permission of the publisher, except in the case of brief quotations embedded in critical articles or reviews. Every effort has been made in the preparation of this book to ensure the accuracy of the information presented. However, the information contained in this book is sold without warranty, either express or implied. Neither the author, nor Packt Publishing, and its dealers and distributors will be held liable for any damages caused or alleged to be caused directly or indirectly by this book. Packt Publishing has endeavored to provide trademark information about all of the companies and products mentioned in this book by the appropriate use of capitals. However, Packt Publishing cannot guarantee the accuracy of this information. First published: September 2013 Production Reference: 1160913 Published by Packt Publishing Ltd. Livery Place 35 Livery Street Birmingham B3 2PB, UK. ISBN 978-1-84951-804-8 www.packtpub.com Cover Image by Asher Wishkerman ([email protected]) Credits Author Project Coordinators Denis Perevalov Shiksha Chaturvedi Hardik Patel Reviewers Mathias Paumgarten Proofreader Tim Pulver Mario Cecere Acquisition Editor Indexer Nikhil Karkal Priya Subramani Lead Technical Editor Production Coordinator Sweny M. Sukumaran Arvindkumar Gupta Technical Editors Cover Work Sharvari Baet Arvindkumar Gupta Aparna Kumari Hardik B.
    [Show full text]
  • HP Pavilion PC User's Guide
    HP Pavilion PC User’s Guide The information in this document is subject to change without notice. Hewlett-Packard® Company makes no warranty of any kind with regard to this material, including, but not limited to, the implied warranties of merchantability and fitness for a particular purpose. HP shall not be liable for errors contained herein or for incidental or consequential damages in connection with the furnishing, performance, or use of this material. HP assumes no responsibility for the use or reliability of its software on equipment that is not furnished by HP. This document contains proprietary information that is protected by copyright. All rights are reserved. No part of this document may be photocopied, reproduced, or translated to another language without the prior written consent of HP. Hewlett-Packard Company Home Products Division P.O. Box 4010 Cupertino, CA 95015-4010 Printed in the USA. © Copyright Hewlett-Packard Company, 1997. All rights reserved. Hewlett-Packard is a registered trademark of Hewlett-Packard Company in the United States of America and other countries. Other brand or product names are trademarks of their respective holders. Contents Chapter 1 Setting Up Your Chapter 3 Operating Your System ............................................. 1 Computer ...................................... 13 Finding a Place for Your Computer............................................. 1 Learning Computer Basics.......................................................... 14 Putting Your Computer Together...............................................
    [Show full text]