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Remote Control (RC) Monitor Electrical Controls Supplemental Instructions for Use with RC Monitor Manual
MANUAL: Remote Control (RC) Monitor Electrical Controls Supplemental Instructions for use with RC Monitor Manual INSTRUCTIONS FOR INSTALLATION, SAFE OPERATION AND MAINTENANCE Understand manual before use. Operation of this device without understanding the manual and DANGER receiving proper training is a misuse of this equipment. Obtain safety information at www.tft. com/serial-number SECTION 3.0 SECTION 4.9 General Information and Specifications Toggle Switch Monitor Operator Station SECTION 4.0 (Y4E-TS) Electrical Controls Installation and Operation SECTION 4.10 SECTION 4.1 Monitor Communication Monitor Mounted Interface Control Operator Station (Y4E-COMM) SECTION 4.2 SECTION 4.11 Panel Mount Monitor Position Display Operator Station (Y4E-DISP) (Y4E-RP) SECTION 4.12 SECTION 4.3 Remote Auxiliary Function Panel Mount With Display Interface Control Operator Station (YE-REMAUX) (Y4E-RP-D) SECTION 4.4 SECTION 4.13 Tethered Electric RC Monitor Aerial Operator Station Truck Installation (Y4E-CT-##) SECTION 4.14 SECTION 4.5 Multiplex Interface Control (YE-CAN#) Tethered Operator Station With Display (Y4E-CT-##-D) SECTION 4.15 Ethernet Interface Control SECTION 4.6 Wireless Operator Station (YE-RF-##) SECTION 4.16 Electric Nozzle Actuator SECTION 4.7 Wireless Operator Station With Display (YE-RF-##-D) SECTION 4.17 Valve Kits SECTION 4.8 (YE-VK-PH) Joystick Operator Station SECTION 5.0 (Y4E-JS) Troubleshooting TASK FORCE TIPS LLC 3701 Innovation Way, IN 46383-9327 USA MADE IN USA • tft.com 800-348-2686 • 219-462-6161 • Fax 219-464-7155 ©Copyright Task Force Tips LLC 2008-2018 LIY-500 November 21, 2018 Rev13 DANGER PERSONAL RESPONSIBILITY CODE The member companies of FEMSA that provide emergency response equipment and services want responders to know and understand the following: 1. -
DVD/Video Game Entertainment System
DVD/Video Game Entertainment System Owner's Manual wireless input .mp3 RES R integrated SURROUND SOUND VIDEOGAMES s SATELLITE Table of Contents Getting Started ......................................................................................................................................................................................................................... 4 Switching On, Lowering and Adjusting the Screen, Finding the Remote Control Buttons You Need, Listening Over the Vehicle Speakers Introduction .............................................................................................................................................................................................................................. 6 Discs Played ............................................................................................................................................................................................................................ 7 Changing Display Settings, Using the Dome Lights ................................................................................................................................................................ 8 Using the Remote Control ........................................................................................................................................................................................................ 9 Basic Remote Control Buttons ............................................................................................................................................................................................. -
Stock Market Game DECA Competition
KNOWLEDGE AND SKILLS DEVELOPED Participants will demonstrate knowledge and skills needed STOCK MARKET GAME to address the components of the project as described in the STOCK MARKET GAME SMG content outline and evaluation forms. Participants in the SIFMA Foundation Stock Market Game develop and manage a virtual investment Participants will also develop portfolio of stocks, bonds, and mutual funds. The Stock Market Game is conducted via the internet many 21st Century Skills, in the and allows DECA members to test their knowledge and skills against other DECA members in an online following categories, desired competition. Each participating team manages all aspects of the portfolio including asset selection, buying by today’s employers: and selling. The goal of the competition is to increase the value of the portfolio. • Communication and During the course of the Stock Market Game, participants will: Collaboration • develop investment strategies based on expectations of growth, diversification and stability • attempt to avoid the pitfalls of market decline, mergers and overextension • Creativity and Innovation • Critical Thinking and EVENT OVERVIEW Problem Solving It is the responsibility of the advisor and participating teams to familiarize themselves with the Rules of The • Flexibility and Adaptability Stock Market Game. Rules are accessible through a link on the home pages of the team portfolio and in the Teacher Support Center. • Information Literacy In addition to the general rules of the Stock Market Game, DECA advisors and their teams should be aware of • Initiative and Self-direction the following: • Leadership and • This event consists of a written document describing the investment project and the oral presentation. -
Introducing the Game Design Matrix: a Step-By-Step Process for Creating Serious Games
Air Force Institute of Technology AFIT Scholar Theses and Dissertations Student Graduate Works 3-2020 Introducing the Game Design Matrix: A Step-by-Step Process for Creating Serious Games Aaron J. Pendleton Follow this and additional works at: https://scholar.afit.edu/etd Part of the Educational Assessment, Evaluation, and Research Commons, Game Design Commons, and the Instructional Media Design Commons Recommended Citation Pendleton, Aaron J., "Introducing the Game Design Matrix: A Step-by-Step Process for Creating Serious Games" (2020). Theses and Dissertations. 4347. https://scholar.afit.edu/etd/4347 This Thesis is brought to you for free and open access by the Student Graduate Works at AFIT Scholar. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of AFIT Scholar. For more information, please contact [email protected]. INTRODUCING THE GAME DESIGN MATRIX: A STEP-BY-STEP PROCESS FOR CREATING SERIOUS GAMES THESIS Aaron J. Pendleton, Captain, USAF AFIT-ENG-MS-20-M-054 DEPARTMENT OF THE AIR FORCE AIR UNIVERSITY AIR FORCE INSTITUTE OF TECHNOLOGY Wright-Patterson Air Force Base, Ohio DISTRIBUTION STATEMENT A APPROVED FOR PUBLIC RELEASE; DISTRIBUTION UNLIMITED. The views expressed in this document are those of the author and do not reflect the official policy or position of the United States Air Force, the United States Department of Defense or the United States Government. This material is declared a work of the U.S. Government and is not subject to copyright protection in the United States. AFIT-ENG-MS-20-M-054 INTRODUCING THE GAME DESIGN MATRIX: A STEP-BY-STEP PROCESS FOR CREATING LEARNING OBJECTIVE BASED SERIOUS GAMES THESIS Presented to the Faculty Department of Electrical and Computer Engineering Graduate School of Engineering and Management Air Force Institute of Technology Air University Air Education and Training Command in Partial Fulfillment of the Requirements for the Degree of Master of Science in Cyberspace Operations Aaron J. -
Robot Explorer Program Manual
25 Valleywood Drive, Unit 20 Markham, Ontario, L3R 5L9, Canada Tel: (905) 943-9572 Fax: (905) 943-9197 i90 Robot Explorer Program Copyright © 2006, Dr Robot Inc. All Rights Reserved. www.DrRobot.com - 1 - Copyright Statement This manual or any portion of it may not be copied or duplicated without the expressed written consent of Dr Robot. All the software, firmware, hardware and product design accompanying with Dr Robot’s product are solely owned and copyrighted by Dr Robot. End users are authorized to use for personal research and educational use only. Duplication, distribution, reverse-engineering, or commercial application of the Dr Robot or licensed software and hardware without the expressed written consent of Dr Robot is explicitly forbidden. Copyright © 2006, Dr Robot Inc. All Rights Reserved. www.DrRobot.com - 2 - Table of Contents I. Introduction 4 II. System Requirements 4 III. Software Installation 5 Installing the i90 Robot Explorer Programs 5 Install the Joystick Controller 5 IV. Robot Operations 6 Using the Joystick Controls 6 Controlling Camera 7 Driving the Robot 7 Using i90 Robot Explorer Program Control 8 Video display 8 Operation Option 9 Utility Panel 17 Robot & Map Display 18 Robot Status 19 Using i90 Robot Explorer Client Program Control 20 Video 21 Robot & Map Display 21 Camera Operation 21 Robot Operation 21 Robot Data Display 21 Copyright © 2006, Dr Robot Inc. All Rights Reserved. www.DrRobot.com - 3 - I. Introduction This manual will provide you information on using the i90 Robot Explorer program to operate the robot. Please refer to the i90 Quick Guide regarding other documents related to i90. -
Competition Versus Cooperation: the Sociological Uses of Musical Chairs*
NOTES THE CHAIRS GAME- COMPETITION VERSUS COOPERATION: THE SOCIOLOGICAL USES OF MUSICAL CHAIRS* SUSANR. TAKATA Universityof Wisconsin,Parkside MY TEACHINGAPPROACH is not traditional techniques to use in my classes, I acciden- "lectures-and-quietly-take-notes"where stu- tally came across one in Robert Fulghum's dents are the passive recipients of knowl- Maybe (MaybeNot): Second Thoughtsfrom edge. In recent years, I have become in- a Secret Life (1993:117-21). As an ice- creasingly interested in active student- breaker in his high school philosophy involved, process-based learning. Yvone classes, he presented two versions of musi- Lenard reminds us that "Learningis messy. cal chairs. The first version is the one we Performance is neat,"' which reflects the are all familiar with, but the second version initial struggles that occur when studentsare has one rule change that demonstrates the problem solving or grasping a new sociolog- value of cooperation. I use the same ap- ical concept. Founded on the principles of proach as Fulghum, which emphasizes com- cooperative learning (Johnson, Johnson, and petition versus cooperation, but I have ex- Holubec 1991), the taxonomy of learning panded the focus of this teaching technique (Bloom 1956), divergent production to include the application of a variety of (Guilford 1967), and affect (Hall 1959), the sociological concepts. The Chairs Game is Chairs Game demonstrates how students an excellent active learning tool, which be- learn about competition versus cooperation comes the focus of class discussions as well as a variety of sociological concepts throughoutthe semester. This technique ap- and theories. This process does not occur plies to a wide variety of courses within neatly or in a straight line progression. -
ACCESSORIES for PLAYSTATION®3 BECOME AVAILABLE Wireless Controller (SIXAXIS™), Memory Card Adaptor and BD Remote Control
ACCESSORIES FOR PLAYSTATION®3 BECOME AVAILABLE Wireless Controller (SIXAXIS™), Memory Card Adaptor and BD Remote Control Tokyo, October 3, 2006 – Sony Computer Entertainment Inc. (SCEI) today announced that Wireless Controller (SIXAXIS™) and Memory Card Adaptor would become available simultaneously with the launch of PLAYSTATION®3 (PS3) computer entertainment system on November 11th, 2006, in Japan, at a recommended retail price of 5,000 yen (tax included) and 1,500 yen (tax included) respectively. BD Remote Control will also become available on December 7th 2006, at a recommended retail price of 3,600 yen (tax included). Wireless Controller (SIXAXIS) for PS3 employs a high-precision, highly sensitive six-axis sensing system, which detects natural and intuitive movements of hands for real-time interactive play. With the adoption of Bluetooth® wireless technology, it allows up to 7 players to play at the same time, without having to attach any other external device such as a multitap. In addition, by simply plugging a USB cable to the controller, users can seamlessly switch from wireless to wired connection and automatically charge its battery while the controller is in use. Controller battery lasts up to 30 hours when fully charged *1). The new Memory Card Adaptor enables users to transfer data saved on Memory Cards for PlayStation® and PlayStation®2 onto the hard disk drive of PS3. To transfer data, users need to simply insert their Memory Cards to the Memory Card Adaptor connected to PS3 via a USB port. In December, BD Remote Control will also become available, which enables users to easily operate movies and music content on BD (Blu-ray Disc) and DVD on PS3. -
In-Game Advertising Measurement Guidelines
In-Game Advertising Measurement Guidelines Released September 2009 IAB In-Game Advertising Measurement Guidelines These Guidelines have been developed by the IAB In-Game Ad Measurement Working Group with guidance from the IAB Games Committee. About the IAB In-Game Ad Measurement Working Group: The IAB In-Game Ad Measurement Working Group worked to develop a transparent methodology that will support growth and stability in the industry as advertisers will have consistent and reliable metrics across various providers. Key Contributors: 2KGames Extent PointRoll Activision Google Range Online Atlas IAC Real Networks Deloitte IGA SkyWorks Double Fusion IGN Sony Playstation Dynamic Logic IM Services THQ Electronic Arts Jogo Media Ubisoft Ernst & Young Microsoft Unicast About the IAB Games Committee: The mission of this committee is to articulate the value of gaming as an advertising platform. A full list of Council member companies can be found at: http://www.iab.net/games_committee IAB Contact Information: IAB Ad Technology Team [email protected] 116 East 27th St 7th Floor New York, NY 10016 © 2009 Interactive Advertising Bureau - 2 - IAB In-Game Advertising Measurement Guidelines Table of Contents: 1. Scope and Applicability of these Guidelines ........................................................................................ 4 2. Glossary ................................................................................................................................................... 4 3. Measurement Definitions and Other Metrics -
Rules of Play - Game Design Fundamentals
Table of Contents Table of Contents Table of Contents Rules of Play - Game Design Fundamentals.....................................................................................................1 Foreword..............................................................................................................................................................1 Preface..................................................................................................................................................................1 Chapter 1: What Is This Book About?............................................................................................................1 Overview.................................................................................................................................................1 Establishing a Critical Discourse............................................................................................................2 Ways of Looking.....................................................................................................................................3 Game Design Schemas...........................................................................................................................4 Game Design Fundamentals...................................................................................................................5 Further Readings.....................................................................................................................................6 -
NOT JUST a GAME Featuring Dave Zirin
MEDIA EDUCATION FOUNDATION STUDY GUIDE NOT JUST A GAME Featuring Dave Zirin Study Guide Written by SCOTT MORRIS please visit www.mediaed.org/wp/notjustagame for updated materials & resources 2 CONTENTS Note to Educators ………………………………………………………………………………………3 Program Overview ……………………………………………………………………………………...4 Pre-viewing Questions …………………………………………………………………………………4 Introduction ……………………………………………………………………………………………...5 Key Points …………………………………………………………………………………………5 Questions for Discussion & Writing …………………………………………………………….5 Assignments ………………………………………………………………………………………6 In the Arena ……………………………………………………………………………………………..7 Key Points …………………………………………………………………………………………7 Questions for Discussion & Writing …………………………………………………………….8 Assignments ………………………………………………………………………………………9 Like a Girl ………………………………………………………………………………………………10 Key Points ……………………………………………………………………………………….10 Questions for Discussion & Writing …………………………………………………………...12 Assignments …………………………………………………………………………………….13 Breaking the Color Barrier ……………………………………………………………………………15 Key Points ……………………………………………………………………………………….15 Questions for Discussion & Writing …………………………………………………………...15 Assignments …………………………………………………………………………………….16 The Courage of Athletes ……………………………………………………………………………..18 Key Points ……………………………………………………………………………………….18 Questions for Discussion & Writing …………………………………………………………...19 Assignments …………………………………………………………………………………….20 3 NOTE TO EDUCATORS This study guide is designed to help you and your students engage and manage the information presented in this video. -
Game and Sport Administration No Student Who Has Played on a College Team Is Eligible to Play on a High School Team
Game and Sport Administration No student who has played on a college team is eligible to play on a high school team. A student who has enrolled and attended class in a college will not be eligible for high school competition, but this does not affect a regularly enrolled high school student who is merely taking the college course(s) for advanced credit. GAME AND SPORT ADMINISTRATION 17. PRACTICE TIME: There shall be no athletic practice during the regular school day. This means no individual or team practice may begin until after the last regularly scheduled instructional period. No authorized practice, contest, or workouts may occur during the work day for teachers during the ten-month teaching calendar, and coaches may not use their vaca- tion or leave time to hold a practice during the teacher work day. On the day following the end of the academic school year calendar, non-mandatory teacher workdays are governed by local policy. This rule also applies to non-faculty coaches. Exception: if a superintendent gives permis- sion for schools in his/her unit to practice prior to the end of a work day DUE TO INCLEMENT WEATHER ONLY. Team practice in any sport is prohibited after the sports season ends until the first day following the final day of the school year. 18. GAME RULES: All high schools participating in interscholastic athletics shall use the game rules as set forth by the National Federation of State High School Associations. Golf and tennis shall use USGA and USTA rules respectively, except where local modifications apply. -
Immersive Robotic Telepresence for Remote Educational Scenarios
sustainability Article Immersive Robotic Telepresence for Remote Educational Scenarios Jean Botev 1,* and Francisco J. Rodríguez Lera 2 1 Department of Computer Science, University of Luxembourg, L-4364 Esch-sur-Alzette, Luxembourg 2 Department of Mechanical, Informatics and Aerospace Engineering, University of León, 24071 León, Spain; [email protected] * Correspondence: [email protected] Abstract: Social robots have an enormous potential for educational applications and allow for cognitive outcomes that are similar to those with human involvement. Remotely controlling a social robot to interact with students and peers in an immersive fashion opens up new possibilities for instructors and learners alike. Using immersive approaches can promote engagement and have beneficial effects on remote lesson delivery and participation. However, the performance and power consumption associated with the involved devices are often not sufficiently contemplated, despite being particularly important in light of sustainability considerations. The contributions of this research are thus twofold. On the one hand, we present telepresence solutions for a social robot’s location-independent operation using (a) a virtual reality headset with controllers and (b) a mobile augmented reality application. On the other hand, we perform a thorough analysis of their power consumption and system performance, discussing the impact of employing the various technologies. Using the QTrobot as a platform, direct and immersive control via different interaction modes, including motion, emotion, and voice output, is possible. By not focusing on individual subsystems or motor chains, but the cumulative Citation: Botev, J.; Rodríguez Lera, energy consumption of an unaltered robot performing remote tasks, this research provides orientation F.J. Immersive Robotic Telepresence regarding the actual cost of deploying immersive robotic telepresence solutions.