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American Scientist the Magazine of Sigma Xi, the Scientific Research Society
A reprint from American Scientist the magazine of Sigma Xi, The Scientific Research Society This reprint is provided for personal and noncommercial use. For any other use, please send a request to Permissions, American Scientist, P.O. Box 13975, Research Triangle Park, NC, 27709, U.S.A., or by electronic mail to [email protected]. ©Sigma Xi, The Scientific Research Society and other rightsholders Engineering Next Slide, Please Henry Petroski n the course of preparing lectures years—against strong opposition from Ibased on the material in my books As the Kodak some in the artistic community—that and columns, I developed during the simple projection devices were used by closing decades of the 20th century a the masters to trace in near exactness good-sized library of 35-millimeter Carousel begins its intricate images, including portraits, that slides. These show structures large and the free hand could not do with fidelity. small, ranging from bridges and build- slide into history, ings to pencils and paperclips. As re- The Magic Lantern cently as about five years ago, when I it joins a series of The most immediate antecedent of the indicated to a host that I would need modern slide projector was the magic the use of a projector during a talk, just previous devices used lantern, a device that might be thought about everyone understood that to mean of as a camera obscura in reverse. Instead a Kodak 35-mm slide projector (or its to add images to talks of squeezing a life-size image through a equivalent), and just about every venue pinhole to produce an inverted minia- had one readily available. -
Title of Thesis
Bachelor's thesis Performing Arts Puppet Theatre Specialization 2012 Ninni Finnberg REFLECTIONS ON STAGE – An Investigation of Projection as Character BACHELOR´S THESIS | ABSTRACT TURKU UNIVERSITY OF APPLIED SCIENCES Performing Arts | Puppet Theatre Specialization Spring 2012| Total number of pages 45 Ari Ahlholm, Rene Baker Ninni Finnberg REFLECTIONS ON STAGE – An Investigation of Projection as Character When going to a puppet theatre or other performing arts performances, one can quite often see projections on stage as part of the visuality. The aim of this thesis is to investigate whether and how a projection can be executed as character in performing arts. The thesis tries to clarify information on projections as characters through defining terms used in thesis, collecting theoretical and historical information of projections and combining practical analyses of contemporary performances into one entirety. The thesis presents possibilities of projections in the field of performing arts through industrial product development. The methods used are mainly concentrating into puppet theatre, but can as such be applied to performing arts. The completion of thesis resulted as a clearer view on the topic of projection as character. In order to produce a convincing and identifiable projected character, it will assist if one is conscious of the criteria of how, when and what in a projection produces a character, which can gain the recognition, acceptance and understanding of an audience. As a conclusion an elementary tool was in theory created of understanding projections in the context of character. KEYWORDS: Projection, Character, Puppet Theatre, Performing Arts OPINNÄYTETYÖ (AMK) | TIIVISTELMÄ TURUN AMMATTIKORKEAKOULU Esittävän taiteen koulutusohjelma | Nukketeatteri Kevät 2012 | Sivumäärä 45 Ari Ahlholm, Rene Baker Ninni Finnberg HEIJASTUKSET LAVALLA – Tutkimus projisoinneista hahmoina Nukketeatterin ja esittävän taiteen esityksissä näkee lavalla melko usein projisointeja, joita käytetään osana visuaalisuutta. -
Module 11 Audiovisual.Pmd
Audiovisual Make things as simple as possible, but not simpler. Albert Einstein © 2003 California State Parks 08/2004 Module 11 Audiovisual/Basic Interpretation Handbook Module 11 Audiovisual What is it? program delivery devices that enhance presentations to increase understanding, facilitate message Why do we do it? retention, and improve visitor enjoyment How do we do it? employ multisensory encoding equipment In our fast-paced world, technology seems to be driving much of what our visitors have come to expect. Introduction Some interpretive programs are enhanced by the use of audiovisual equipment (A/V). A/V presentations range from the very basic, such as using a flip chart, to much more sophisticated computer - and projector-integrated presentations. This module will provide a brief overview of the various tools that might help you to provide personal interpretive programs that appeal to the eyes and ears of your target audience. We will discuss their advantages, disadvantages, proper operation, care and maintenance, and some basic principles of photography. California State Parks’ Access to Parks Guidelines (Department of Parks and Recreation, 1993, p. 38) defines A/V programs as “…informational, educational, entertainment programs that are transmitted by auditory and/or visual means. This includes, but is not limited to, audio tape cassettes, sound systems, video tapes, films, slides, and interactive audio/video displays. Audiovisual programs shall be presented and available from integrated and accessible locations.” In our fast-paced world, technology seems to be driving much of what our visitors have come to expect. But do not be misled, the program styles that Enos Mills, John Muir, and Galen Clark offered over a hundred years ago are still very well received and appreciated. -
Dear Meeting/Event Planner, Over the Past 24 Years, I Have Been Asked
Dear Meeting/Event Planner, Over the past 24 years, I have been asked on many occasions why I started Norris Conference Centers. The answer is really quite simple, and is based on my experience attending numerous meetings in my previ- ous career, many of which I found to be quite unsatisfying for a variety of reasons. I have been tucked in meeting rooms that were poorly lit, been crammed into rooms with 80 participants that were designed for half that number, been distracted by loud laughter from the meeting next door, searched down back hallways trying to get a refresh on coffee or help with an A/V problem, and numerous other disappointing service/ facility experiences. All the while, I knew we were spending serious money and time on planning, preparing and attending these events, which only made the lack of available support and service all the more frustrating. I am certain you have similar stories you could share. I felt that my experiences were probably not unique; so, I decided to research the idea of creating an executive level meeting facility, dedicated to just that – supporting meetings, and those individuals responsible for planning and ensuring their success. After extensive research, including touring a number of “in-house” conference facilities at Fortune 500 com- panies, I started Norris Conference Centers in Austin, Texas in 1990. Below is a time line of our growth. Norris Conference Centers - Facilities by City in Texas: Austin Houston/Westchase San Antonio Fort Worth Houston/CityCentre 1990 1995 2005 2008 2009 2001 (new location) 2009 (remodeled) Over the years, our organization, due to client demand, has expanded the scope of our services to include both private and business social events, which was a natural extension for our facilities and staff. -
Analysis of Pico-Projection Technologies and Attempt at Design of Pico-Projection Optics Wente Yina Aoptical Sciences Center, University of Arizona, 1630 E
Analysis of Pico-Projection Technologies and Attempt at Design of Pico-Projection Optics Wente Yina aOptical Sciences Center, University of Arizona, 1630 E. University Blvd., Tucson, AZ USA 85719 Table of Contents Abstract ........................................................................................................................................... 1 Keywords: Projector, camera, hybrid, pico, mobile ...................................................................... 1 1. Introduction ............................................................................................................................. 1 2. Digital Light Processing (DLP) ............................................................................................... 4 2.1 Digital Micromirror Device (DMD) ................................................................................ 5 2.2 Optical Switching Principle ........................................................................................... 10 2.3 DLP Projection – Single-Chip........................................................................................ 13 2.4 DLP Projection – Two-Chip .......................................................................................... 17 2.5 DLP Projection – Three-Chip ........................................................................................ 18 2.6 Display Performance ...................................................................................................... 18 2.7 Commercial Applications .............................................................................................. -
Setting the Stage Episode 4: Who Needs a Television? an Introduction to Projectors
EDUCATION WORKSHOP Setting the Stage Episode 4: Who needs a television? An introduction to projectors --- SC Grades 4 & 8 NC Grades 4 & 6 SOUTH CAROLINA STATE STANDARDS 4.P.4A.3 Obtain and communicate 8.P.3A.1 Construct explanations of the information to explain how the visibility of relationship between matter and energy an object is related to light. based on the characteristics of mechanical and light waves. 4.P.4A.4 Develop and use models to describe how light travels and interacts 8.P.3A.2 Develop and use models when it strikes an object (including to exemplify the basic properties of reflection, refraction, and absorption) using waves including frequency, amplitude, evidence from observations. wavelength, and speed. 8.P.3A.3 Analyze and interpret data to Vocabulary: absorb, reflect, refract, describe the behavior of waves (including concave, convex. refraction, reflection, transmission, and absorption) as they interact with various Assessments materials. NORTH CAROLINA STATE STANDARDS 4.P.3 Recognize that energy takes various 6.P.1 Understand the properties of waves forms that may be grouped based on their and the wavelike property of energy in Setting interaction with matter. earthquakes, light and sound waves. the Stage 4.P.3.1 Recognize the basic forms of energy 6.P.1.1 Compare the properties of waves Episode 4: (light, sound, heat, electrical, and magnetic) as to the wavelike property of energy in the ability to cause motion or create change. earthquakes, light and sound. Who needs a television? An 4.P.3.2 Recognize that light travels in a straight introduction to line until it strikes an object or travels from projectors one medium to another, and that light can be reflected, refracted, and absorbed. -
Using Instructional Media; a Guidebook to Educational Media Education 305B. INSTITUTION Iowa Univ., Iowa City
DOCUMENT RESUME ED 067. 837 EM 010 231 AUTHOR Volker, Roger; And Others TITLE Using Instructional Media; A Guidebook to Educational Media Education 305B. INSTITUTION Iowa Univ., Iowa City. Coll. of Education. PUB DATE 71 NOTE 96p.; See also EM 010 232 EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS Audiovisual Aids; Behavioral Objectives; Display Panels; *Educational Technology; Films; *Guides; Instructional Materials Centers; *Instructional Media; Overhead Projectors; Photography; Slides;.Tape Recordings; *Teacher Education; Transparencies; Video Tape Recordings; Visual Aids; Visual Literacy ABSTRACT Designed for use in an education course in techniques that teachers use in presenting materials to a class, this guidebook consists of detailed descriptions of the operation and instructional utility of a wide range of educational media. The first section provides an introduction to the course and includes information about course objectives, equipment available, assignments, and grading. Other sections center upon instructional displays, behavioral objectives and scripting, still photography, motion photography and video taping, visual literacy and spirit duplicated materials, transparencies and the overhead projector, and audio taping and equipment. Each section is fully illustrated and has detailed instruction.. (SH) N. Ise\ CC) O USING INSTRUCTIONAL MEDIA wCD A GUIDEBOOK TO EDUCATIONAL MEDIA EDUCATION 305B ROGER VOLKER EUGENE .BALZER LORAN BRAUGHT JOHN CAIRNS ro COLLEGE OF EDUCATION ca IOWA STATE UNIVERSITY Fall 1971 O FILMED FROM BEST AVAILABLE COPY 1 111 U.S. DEPARTMENTOF HEALTH. EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO- DUCED EXACTLY AS RECEIVED FROM THE PERSON OR INATING /T. POINTSORGANIZATION ORIG- OF VIEW OR OPIN- IONS STATED DONOT NECESSARILY REPRESENT OFFICIALOFFICE OF EDU- CATION POSITION ORPOLICY.