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Educati onal Multimedi a On Machine Tool Control

INTRODUCTIONINTRODUCTION

a) Definition of MultimediaThis project provides definition of multimedia - the interactive use of audio

still image and motion video in addition to text and graphics. A basic multimedia system is

a personal computer that has been enhanced to support these new data types. Using such

systems, developers will be able to enhance existing applications, by including

photographs or voice annotation, for example. The most recent multimedia computers have

video cameras and audio telephony that will enable users to conduct real-time

videoconferences from their desks and share information over networks.

Towards a definition

ultimedia information systems make use of many different ways of

communication !or media". These can include text, record-based data, numeric data,

graphics, image, voice and video. any applications are multimedia in the sense that they

use more than one of these forms. A desktop publishing package, for example, supports

both text and# graphics. The term #multimedia# is generally used, however, to describe more

sophisticated systems - particularly those that support moving $mages and audio - and that

is the sense in which we have shown in this project. The common factor is that each of

these new forms of communication is essentially generated outside the computer. %peech

and music, photographs and video have to be converted from analogue to digital forms

before they can be used in computer applications. $n contrast text, graphics and even

animations are created on the computer and thus do not extend its use. %ome people refer

to audio and video, together with animation, as time-sensitive, dynamic or continuous

media.

b) Multimedia today

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$t is customary - almost obligatory - to start books and articles on

multimedia with a description of the future, say in the year '((&. )et this is hardly

necessary. ultimedia is with us today. *et us look for a moment at what is available right

now, to those with the money and knowledge, through a day in the life of a modern couple

in the mid-&++(s. %arah is a product marketing manager for a multinational company. %he

is attending a two-day course on management skills at her company#s training centre in the

otswold#s. $n the past, the course was held at company headuarters in es oines and

took four days to complete, in addition to the time spent traveling. /ecause the course has

been put onto interactive videodisk she can now learn at her own rate - and without the

need to travel abroad. The material on the disk includes interviews with the company#s

hief 0xecutive and several senior members of staff. $t will be studied by every one of

%arah#s ranks in the company, ensuring that they receive a consistent view of company

policy.

1hilst %arah is out of the office, an important meeting is taking place back

at head office in *ondon. /ecause the training centre has installed a videoconferencing

system, linked to *ondon and es oines, %arah can take part in making the key

decisions.

c) The future of multimedia

ultimedia applications are currently undergoing an important transition.

uring the &+2(s custom-built applications were created using interactive videodisks -

optical storage units that contained audio and video in analogue form. These applications -

usually training or information systems - could be accessed on standalone computers

euipped with a videodisk player, T3 monitor and sound system. Although the uality was

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good, the systems were very expensive to develop and could not be integrated with modern

networked computer systems.

evelopments in digital technology at the beginning of the &++(s

encouraged the creation of multimedia #titles# - compact disks containing audio and video

in digital form that could be played back on a personal computer, euipped with a compact

disk player, a sound board and speakers. /ecause information on the disks is held in digital

form, it can be processed, stored and transmitted over computer networks.

At present these networks are not designed to cope with such large volumes

of data. 4owever, by the end of the decade improvements in networking technology will

mean that multimedia can be relayed over local and wide area networks and played back

on most personal computers and many home televisions.

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ELEMENT OF MULTIMEDIA !TEMELEMENT OF MULTIMEDIA !TEM

a) "hy do #e need multimedia$ 4uman beings are very good at handling information. 1e are surrounded by

it all the time. 6n your desk you may have letters, forms, brochures containing

descriptions and photographs of new products, maga7ine articles and a copy of this book.

All of these contain information that you have no difficulty in accessing. 4owever, if you

wanted to store all of this information in your personal computer, you would have

considerable problems in storing and retrieving it because your existing software packages

are very limited in the kind of data they can handle.

To illustrate the nature of these limitations, consider a simple application - a

personnel system that contains information about the members of your staff, their skills

and the training courses they have attended. $f you use a computer database to hold this

information, it will probably support a range of basic data types including8

9umeric !e.g. staff number":

haracter string !e.g. surname, course title":

Alphanumeric !e.g. course code":

/oolean !e.g. male or female":

ate !e.g. date of birth":

Text !e.g. description of a particular course".

0ach item of information is held in a field of the correct data type. The

fields make up a record that contains all the information relating to one person. 4owever,

this list of basic data types is inadeuate. There is no way of holding documents such as

letters and application forms or images such as photographs. 1ith a scanner we can

capture such images and, given the right database, hold them in storage and display them

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on the screen or print them out. ocument image processing systems now provide such

features.

b) U%in& Multimedia

uring the &+2(s some large organisations adopted interactive video for

their computer-based training systems. The same technology was later used in point-of-

information and point-of-sale systems. As the cost of hardware has come down,

multimedia has started to make an impact on the development of information systems. This

influence will expand during the &++(s to all desktop software.


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based training !/T" systems were typically large customised projects, designed and built

by professional courseware developers, often in specialist consultancies. They cost

anything from 05(,((( to >'=(,((( to develop, because they reuired the use of

professional authoring tools and powerful workstations that were capable of capturing

audio and video. elivery platforms consisted of a personal computer, with a videodisk

player and add-in boards to support the capture and display of audio and video

information, costing around >?,(((.

Towards the end of the &+2(s some point-of-information !


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are essentially passive. $n contrast people retain 2( per cent of what they see, hear and do.

$nteractive multimedia training courses are essentially active - they encourage students to

act and react as well as watching and listening.

The same approach has been adopted in the field of education where interactive

multimedia can be used in the classroom at all levels from primary school to university. An

early example was the omesday


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TRAININ( IN MULTIMEDIATRAININ( IN MULTIMEDIA

a) The need for trainin& 1estern governments are now agreed on the need for a skilled workforce.

hanges in technology make work skills obsolete very uickly. The reduction in the life

cycles of products means that new production techniues, skills and expertise are needed.

ontinuous training will become part of an employee#s daily life.

ompanies are faced with an inadeuate supply of skilled labour due to

poor educational standards and rapid turnover of staff. At the same time the workplace has

become more knowledge and skills intensive. /uilding and maintaining a ualified

workforce is one of the most important business issues of the day. Training is being

transformed into a weapon of competitive advantage.

At the same time studies in some countries have found that there has been a

reduction in the educational achievements of the workforce. A report by the 6rganisation

for 0conomic o-operation and evelopment highlighted the shortage of skilled labour in

the United ingdom. $t criticised /ritish managers for their slowness to adapt to a more

competitive world market !60 &++&".

ifferent types of training are needed for different types of worker. /lue

collar workers typically need to acuire hard skills that include specific training for

specific tasks, for example technical training on complex pieces of machinery. $n contrast

white collar workers need to develop soft skills, where ideas rather than practical tasks are

taught.

The ommission of the. 0uropean ommunities !0" takes a close

interest in the training needs of 0uropean companies. A report from the 0#s $ndustrial

Cesearch and evelopment Advisory ommittee identified four different application

groups8

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*owell. Using a simple logging machine, it shows how visual communications can speed

the repair of automated factory euipment. Three different video services are provided8

video mail, videoconferencing and remote access to video libraries.

Using a public switched multimedia service, the help desk can be

somewhere else in the country. 1hen a problem occurs on the factory floor, local staff call

technical support. They can either use live videoconferencing to make contact with the

remote service expert or leave a video mail message showing the malfunctioning machine

for the expert to play back later. The machine failure is diagnosed by the expert who

analyses the transmitted motion pictures of the problem. The expert can then decide

whether to dispatch a repair specialist to the factory floor to guide the personnel already at

the site through the necessary repair steps. Alternatively the video repair manual can be

transmitted over the network to show the local personnel the relevant repair procedure with

video and audio clips.

b) Multimedia in trainin&

omputers have been used for training employees since the &+?(s, using

text-based and linear programs. They were followed in the &+2(s by courses on interactive

videodisks. These early /T courses were developed to met the needs of a particular

company. %ome were developed by in-house teams, whilst others were commissioned

from specialist companies. $n either case a long development process was involved and

costs were correspondingly high. %ome of these customised or bespoke courses were later

modified to create generic packages that could be sold to recoup these development costs.

6ther generic courseware has been developed specifically for sale. 0arly

titles were published on interactive videodisk, which is now being overtaken by the

growing market for titles on -C6. 6f the 5,=+? titles published on -C6 in &++5,

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about &' per cent may be classified as education, training and careers. This is the most

rapidly growing sector -up &B( per cent from the previous year.

c) Co%t benefit%

Using an interactive multimedia training system in the office will clearly

provide significant savings in travel costs as well as reducing the amount of time for which

staff are away from their desks. Are these savings offset by the cost of developing or

purchasing the systemE The second column in Table shows the costs of sending =(

employees on a three-day training course in an off-site classroom. $n the next two columns

these are compared with those to be faced when buying a course off-the-shelf !a generic

package" or having a customised !bespoke" course specially developed. $t is assumed

that these two /T courses would take &( hours to complete.

As the bottom line of the table shows, the cost per employee of using a

generic package is as little as 55( 0Us !&= per cent of the cost of off-site training". 1ith

larger numbers of employees this cost will drop still further. $n many cases no suitable

generic package will be available. @or =( employees, the cost of developing a training

package in-house will be approximately the same as sending the staff to an off-site course.

$f there are more employees, or the bespoke course can be reused in subseuent years, this

approach will prove more cost-effective than conventional methods of training.

Table Com*arati+e Trainin& Co%t%

Type of Cost Classroom(in ECUs)

Generic Course(in ECUs)

Bespoke Course(in ECUs)

%alary =(,((( &(,((( &(,(((

evelopment 5(,((( &((,(((


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d) 2ualitati+e benefit%

$n addition to the economic benefits just described interactive multimedia

training systems may provide other benefits. ompanies retain overall control over the

training process. ourses will be prepared and #delivered# on disk by the most effective

trainers. The uality and content of training should thus be consistent throughout the

organisation. The availability of courses is increased, as training is taken to the staff rather

than the staff being taken to the training course. ourses can be individually scheduled at a

time and place convenient to both employees and employers. %taff can be given realistic

demonstrations of actual situations that they will encounter in their jobs, including some

that are too expensive or dangerous to present live.

At the training session itself, control passes to the individual students who

can pace the speed and uantity of learning to suit their abilities and work schedules. $n

addition, the system itself can be designed to adapt the material it presents to the

knowledge and skills of each student. ontent can be differentiated by depth or by style of

presentation to suit different students. ey learning points can be made in a variety of ways

to suit individual preferences. The system can also provide feedback, in the form of either

test scores or indicators, to assist with self-assessment. /ecause training even in off-site

courses is self-administered, teachers are free to spend more time to help those trainees

who do have difficulties. Trainees prefer active participation to the passive viewing of

material. They retain more information, leading to a significant reduction in errors on the

Gob and a conseuential increase in confidence in their ability. There is a significant

reduction in course retakes. American Airlines, for example, reported a drop of ;( per cent

in the number of retakes for its flight attendants# course since it began using a multimedia

system. omputer-based training systems can also offer non-biased validation and testing

of a student#s work.

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MULTIMEDIA IN EDUCATIONMULTIMEDIA IN EDUCATION

At first sight, interactive multimedia should offer the same benefits to

school pupils as it does to adult trainees. *essons can be structured to individual

reuirements, students can control their rate of learning and retention rates can be

increased. $nteractive videodisks have been used in 0uropean schools since the early

&+2(s. The first and best known project in the U was the //#s omesday system -a set

of two disks that contained data on the life of the United ingdom in the &+2(s. An optical

disk player was developed, together with the *aser 3ision C6 !*3-C6" format for

interactive videodisks.

espite this early interest the use of multimedia in schools remains low. The

costs of hardware and software have been a deterrent. 0arly government-funded

programmes, such as the $nteractive 3ideo in %chools !$3$%" project sponsored by the

epartment of Trade and $ndustry, have probably caused more harm than good by

encouraging schools to invest in platforms that are now outmoded. ore recently there

have been government-sponsored programmes in @rance, %pain and the United ingdom

to get -C6 drives into schools. The 9ational ouncil for 0ducational Technology

!90T", a government-funded body which promotes technology in education, is

enthusiastic about the use of -C6 and multimedia to give pupils access to source

material, such as newspapers from a particular period, so that they do not have to rely on

opinions of teachers or text-books. 4owever, the plethora of different compact disk formats

will continue to confuse and dismay would-be purchasers.

$n American schools videodisks are seen as a source of information, to be

used with a remote control unit or bar-code reader to control the player, instead of a

computer. This approach allows teachers and students to create and use interactive

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workbooks in the classroom, whilst avoiding the expense and complexity of the 0uropean

systems.

a)3Ne# de+elo*ment% in di%tance learnin&

istance learning reverses the normal approach to training. $nstead of the

trainees traveling to a training centre to meet the trainer, the training is brought to the

trainees who are remote from the trainers and source of training materials. istance

learning courses are based on text, supported by a wide range of other media - audio- and

videotape, radio and T3 broadcasts - and occasional meetings with tutors. $n future wide

area communications will also be used to give students on-line access to their tutors.

The teaching of surgery - like many branches of medicine - is heavily

dependent on conveying visual information. 6ne pilot project is designed to use facilities

at University ollege *ondon to enhance the teaching of surgery at other hospitals. %uper

GA90T is used to relay surgical demonstrations from the operating theatre and clinical

demonstrations from the lecture hall. The project is also exploring ways to enhance

existing courseware in a distance learning environment.

b) The Multimedia Tele%chool

The 0 is encouraging the growth of training in 0urope through the

0*TA !eveloping 0uropean *earning Through Technological Advance" programme.

0*TA $$ has an emphasis on market-oriented projects. 6ne of these is the ultimedia

Teleschool !T%" for 0uropean personnel development, whose aim is to develop a large,

complex and realistic scenario for the application of advanced telecommunications

technologies in corporate training.

The T% project will merge traditional distance training techniues with

telematics !the integration of computing and telecommunications technologies". $ts first

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phase was based on existing telecommunications technologies - public networks and direct

broadcast by satellite !/%". @or example, the /erlit7 Teleschool project runs a course in

0nglish for telecommunications. A computer conferencing system on the host computer in

/erlin delivers a series of regular study letters to each student#s personal computer at their

workplace. %tudents use the same system to return completed assignments to their tutors.

This is supplemented once a fortnight by a live satellite broadcast by a panel of experts.

The participants in their workplaces are linked with each other and with their tutors.

Huestions and contributions are sent on-line by the students to the tutors, who either

respond online or pass them on to the experts at the T3 studio. %tudents benefit from being

able to communicate with fellow students and experts throughout 0urope. $n the second

phase of T% these facilities are being extended to include basic rate $%9 to support

facilities such as8

A direct connection between the tutor#s computer and that of the student for

interactive remote tutoring:

3ideoconferencing between the tutor and students at different sites for interactive

distributed learning:

elivery of /T packages onto the corporate *A9 via a training, delivery and

administration server:

Cemote distance control of local resources such as -C6 on end user machines.

The result will be a computer-mediated multimedia communication system

with voice, images, video and data annotation. %tudents will be able to interact with their

tutor and with each other.

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"4! MTC I FIRT C4OICE FOR MULTIMEDIA $"4! MTC I FIRT C4OICE FOR MULTIMEDIA $

a) Fir%t #e about the MTC 54ydraulic and *neumatic circuit%)

achine Tool ontrol !T" is a subject that deals with mainly hydraulic

and pneumatic circuits, again contain pressure boosters, air compressor and accessories,

hydraulic power devices, hydraulic fluids, piping, air filters, regulators and lubricator,

directional control valves, flow controls, pressure controls, rotating and nonrotating

cylinders, pneumatic motors and tools, Cotary hydraulic otors and 4ydraulic

transmission, accumulators all these round use in the 4ydraulic and pneumatic circuits.

$n T we have only taken the 4ydraulic and


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$n pneumatic system air from atmosphere is collected in compressor and

then supplied to filter regulator and lubricator section to perform some operations on that

after that it goes across directional control valves and go to cylinder and performed desired

operation as per circuit is designed.

All these operation explained earlier can be seen and understand very easily

with the help of this project.

The main purpose of taking T !4ydraulic and


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I(N 9 CON:ERION UED IN OUR CIRCUITI(N 9 CON:ERION UED IN OUR CIRCUIT

5 4!DRAULIC AND 6NEUMATIC CIRCUIT )

(lo%%ary Of Fluid 6o#er Term%

Actuator - A device that converts fluid energy to mechanical motion.

Automatic control - Those controls that are actuated in response to the cycle of the

euipment.

'ac; connect -


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Cylinder. %in&le 8 actin& - A cylinder in which the fluid !either oil or air" force can be

applied only in one direction.

Cylinder. *hun&e 8 ty*e - A cylinder in which the internal element is constructed with a

single diameter and a contracting type of seal.

Cylinder. *i%ton8ty*e - A cylinder in which the internal element is designed with one or

more diameters and an expanding type of seal.

Cylinder. double8actin& - A cylinder in which the fluid force can be applied in either

direction.

Cylinder. %in&le8end rod - A cylinder designed with the piston rod extending from one end

of the cylinder.

Cylinder. double8end red - A cylinder designed with two piston rods - one piston rod

extending from each end of the cylinder.

Enclo%ure - A housing designed for hydraulic or pneumatic apparatus.

Filter - A device that is used to remove solids from a fluid: the resistance to motion of

these solids is in the form of a tortuous path.

Front connected -


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Line. hydraulic e


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Motor. rotary. +ariable8di%*lacement - A rotary motor in which the displacement per

revolution can be adjusted.

Muffler - A device that is used to reduce or muffle exhaust noises.

6a%%a&e. hydraulic - A machined ox cored connection that conducts hydraulic fluid within

or through a hydraulic component.

6a%%a&e. *neumatic - A machined or cored connection that conducts air within or through

a pneumatic component

CON:ERION FACTOR

Mea%urer%

& foot K &' inches

&suare foot K &;; suare inches

& cubic foot K&?'2 cubic inches

& cubic foot K ?.;2 gallon

& inch K '=.; millimeter

& inch K '.=; centimeters

& millimeter K (.(5+5? inch

& meter K 5+.5? inches

& micron K (.(((((& meter

& gallon K ; uarts

& uart K ' pints

& gallon K '5& cubic inches

& $mperial gallon K &.'((+ gallons

& gallon K (.255 $mperial gallon

& cubic foot of water weighs approximately B'.; pounds !at B( degrees @"

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& liter K '.&&5 pints

& gallons K 5.?2= liters

& kilogram K &((( grams

& kilogram K '.'(= pounds

6re%%ure

& standard atmosphere8 &;.? pounds per suare inch, absolute

& standard atmosphere 8 '+.+' inches of mercury.

& standard atmosphere8 55.; feet of water!at B( degrees @"

& inch of water !at B( degrees @" K (.(5B& pounds per suare inch

Rate of Motion

& gallon per minute K 5.2= cubic inches per second

& gallon per minute K (.(('''2 cubic feet per second

& foot per second K (.5(;2 meter per second

& meter per second K 5.'2(2 feet per second

6o#er And "or;

& horsepower K ==( foot-pounds per second

& horsepower K 55,((( foot-pounds per minute

& horsepower K ?;=.? watts

& horsepower K '=;= /tu per hour

& /tu K ??2 foot-pounds

& kilowatt K &((( watts

& watt K ;;.'B foot-pounds per minute

6refi


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centi- K one-hundredth

deci- K one - tenth

kilo- K one thousand

mega- K one million

Fluid Circuit Failure%

9ew component designs are coming off the drafting boards each day. 1ith

the tremendous amount of applications and demands for fluid power devices, the

manufacturer of fluid power components has become a part of one of the fastest growing

industries. The next decade will surely lead to a number of improvements in fluid power

components, but the basic principles will undoubtedly remain the same.

Common Cau%e% of Failure

The causes of component failures have been studied. These facts should

always be kept in mind when servicing fluid power devices. %ome of these points should

be reviewed.

Dirt

1ithout doubt, dirt causes more components to fail than any other single

cause. irt also includes foreign substances. $n a pneumatic system, dirt and foreign

substances score the honed cylinder tubes, precision - finished valve liners and valve seats,

ground and polished piston rods, valve stems, and other precision parts. $n pneumatics, the

foreign matter may be in the form of8 pipe scale: lime deposits: thread compound: shavings

from pipe threads: corrosive fumes entering the intake of the compressor and being

distributed throughout the system: welding spatter caused by carelessness during

construction: rust caused either by improper filters or by excessive condensation: sand and

dirt in the components caused by removal of the pipe plugs before the components are

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installed: and deposits on piston rods caused by particles in the air, which can be drawn

into the system. irt embeds itself in the cylinder cup packings and valve packings, often

cutting the packings.

$n a hydraulic system, dirt and foreign matter may cause excessive damage

to the components, since the fits between the parts are held to very close limits. irt not

only scores the parts but often causes valve spools to stick and become inoperative.

irt sometimes becomes lodged between the piston, piston ring, and tube of

a hydraulic cylinder, causing the piston ring to be broken. This, in turn, may cause the tube

to be badly scored. 9ote that the metal appears to be actually scooped out.

irt tears the rod packing, and causes excessive external leakage of the

fluid. @oreign matter also causes pitting of the piston rods and valve stems. @oreign matter,

such as hydrocarbons, may clog intake strainers and cause carbons or cavitation within the

pump. $ntake strainers have been known to collapse due to a collection of foreign matter.

irt can cause a pump to sei7e, and the driving means may twist off the pump shaft.

utting oils and coolants sometimes get into the hydraulic oil, causing

considerable corrosion within the system and failure of the components. 0very precaution

should be taken to keep these solutions out of the hydraulic system.

4EAT

4eat causes considerable trouble to the components of the fluid power

system, especially the hydraulic components. 4eat may cause valve spools to stick,

packings to deteriorate, oil to break down, depouts to cling to the finished surfaces,

excessive external and internal leakage, and inaccurate feeds in hydraulic systems. @luid

power systems should be protected from hot blasts. $f heat in a hydraulic system is caused

by internal conditions, install aftercoolers, and if possible, correct the condition, that is

causing the heat. %ome of the causes of heat are high ambient temperature, restrictions in

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hydraulic lines and components, high pressures, and high pressures being spilled through

the relief valve.

Mi%a**lication

isapplication causes many failures of fluid power components. The

selection of the incorrect component as to capacity, ability to withstand shock loads, or

ability to withstand certain other operating conditions may cause failures. The use of a

pneumatic valve for high-pressure oil service is likely to cause trouble. The use of a

cylinder with thin cast iron covers for heavy-duty mill applications is almost certain to

cause trouble. isapplication is often a product of misinformation or lack of information

on the part of the buyer. $t has been found that the buyer often is not willing to divulge to

the vendor how the euipment is to be used, because be is fearful that the vendor may learn

a trade secret.

Im*ro*er fluid%

are should be used in selecting the fluid to be used in the hydraulic

system. heck with the pump manufacturer for his recommendations. $f the oil is

satisfactory for the pump, it is likely that it is satisfactory for the other components of the

system.

As discussed previously, certain hydraulic fluids have detrimental effects on

seals, packings, paint, and strainers: if these fluids are to be used, provisions must be made

accordingly. ixing of hydraulic fluids is not recommended as one of the fluids may have

a property that is detrimental to the other. @luids that cause deposits or corrosive action

should not be used in hydraulic systems.

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Faulty In%tallation

@aulty installation may contribute to many fluid power system failures.

any instances of faulty installation have been found in various installations. %ome of

these are8

&. @low controls are often reversed in the system.

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'. 1rong connections are made to directional controls. This can happen on the more

complicated circuits where electric valves are involved. The piping and electrical

diagrams should be followed closely.

5. $nstallation of a hydraulic power device so that back pressure is created in the return

line to the reservoir. $n other words, if it is necessary to push the exhaust oil IuphillI in

order to return it to the reservoir, back pressure is created. This causes some of the

directional and pressure control valves to malfunction.

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;. @ailure to mate drain connections to hydraulic valves is a common cause of failure.

1hen a manufacturer of a control device hangs a tag on a valve port marked Iconnect to

drain,I be means exactly that. any service calls may be eliminated if this suggestion is

followed strictly.

=. $nstallation of piping of inadeuate si7e in either the pressure or the exhaust lines in a

hydraulic system may cause trouble. $t slows down the action of the system, creates beat,

causes malfunction of valves, and creates bade pressure. $n a pneumatic system, it may

cause sluggishness in the action of the components.

B. $f control valves with mounting feet are not mounted on a flat surface, they often cause

trouble, as distortion occurs when the mounting feet are securely bolted down.

?. *oose pipe lines are often a source of trouble, especially in high-pressure hydraulic

systems.


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Maintenance


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A schematic diagram of a hydraulic system or a pneumatic system is similar

to a geographical road map. The symbols or language of the road map must be learned

before the road map can understood. %imilarly, the symbols or language of a schematic

diagram must be learned before the diagram can be used to trace a hydraulic or pneumatic

system.

tandard ymbol% For 4ydraulic and 6neumatic Com*onent%

$n the past, many different diagrams and symbols have been fled a practice

which proved to be inconvenient and troublesome. A real need arose for a standard set of

symbols. Accordingly, a number of conferences were held for the purpose of establishing a

set of standard symbols for industrial hydraulic and pneumatic euipment. These new

standards are known as U.%.A. %tandard @luid


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3ented manifold.

*ine with fixed restriction.

Line% for 6neumatic e=ui*ment

A restricted pressure line. an be accomplished either by reducing

the pipe si7e or by adding a restriction to the line.

C.O.E.&T.,Akola 5;


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C.O.E.&T.,Akola 5=


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C.O.E.&T.,Akola 5B


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C.O.E.&T.,Akola 5?


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C.O.E.&T.,Akola 52


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C.O.E.&T.,Akola 5+


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C.O.E.&T.,Akola ;(


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C.O.E.&T.,Akola ;&


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"4!"4! 'FLAS''FLAS' I C4OOEN A A ANIMATIONI C4OOEN A A ANIMATION

OFT"ARE $OFT"ARE $'a%ic of Fla%h

acromedia @lash is introduced to draw interactive graphics and

animations for web sites. $t can be used to create navigation controls, animated logos,

efficient animations with synchroni7ed sound on the web. 6ne can even create a full

fledged web site using @lash with high uality. ue to its vector approach, it takes a very

little time to download. oreover, it also can be scaled to viewers# si7e without disturbing

the uality of the contents.

9owadays, lots of web developers are using flash to fascinate their web

sites. any sites have been designed entirely on flash. isney, %impsons, eye;u are just to

name a few. )ou can get flash player either with your $nternet browser or with your system

software. )ou can even download it from acromedia#s web site !www.macromedia.com"

absolutely free. @lash player remains in the local computer and used to play the flash

movies whenever you visit a site, which has flash animation. @lash player can also be used

as an individual application to play flash animations.

9ow, let#s try to understand how do you work in flashE /asically, you create

a movie in flash by drawing objects with the toolbar provided inside the application or by

importing the artwork done in other applications. Then you arrange the components on the

stage and animate them using Timeline. )ou also specify interactivity by making

components to respond to certain events and to change in specified ways. 1hen the whole

piece is ready, you have to export it as a flash player movie, which can be embedded

within an 4T* page. And finally, you can transfer the movie alongwith the 4T* page

to a web server.

C.O.E.&T.,Akola ;'


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To understand various components of flash#s screen see the menu on

computer screen. *et#s try to understand each component briefly.

At the time of creating movie with flash, you will be working in four main

areas vi7. %tage, a rectangular area where the composition of graphics will be done and

where the movie will be played: Timeline window, where the graphics will be animated

over a period of time: *ibrary window, which is used to store media of stage, so called

symbols: and %ymbol editing mode where symbols will be created and edited.

ta&e and Timeline #indo# 8 As it is in the case of films, flash movies also divide the

whole seuence into frames. %tage is the place wherein you are able to edit a single frame

by directly drawing on it or by importing artwork from other applications. Timeline

window is used to assemble the artwork on separate layers. Timeline window also displays

each frame in the movie. *ayers are like transparent sheets of paper which help you to

design and arrange your work separately so that editing the elements of one layer do not

affect the others.

Library "indo# 8 *ibrary window lets you organise your symbols to be used in movies

in an arranged manner. $t may include graphics, buttons, movies clips, imported artwork

including sound files and Huick Time movie clips. $t also lets you organise the symbols in

folders, see how many times a symbol is used in movie and lots more.

ymbol% and In%tance% 8 %ymbols are the graphics that you create with the help of tools

provided in flash. 1hen you place a graphic on the stage, you create an instance of the

symbol. %ymbols are very useful in the sense that regardless of how many times they have

been used in the movie, they occupy the same space. $t is always advisable to use symbols

whenever a particular item is needed more than once in the movie. 1hen you edit the

symbol, both the stage and timeline window changes accordingly. 4owever, you can

C.O.E.&T.,Akola ;5


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choose to edit the symbol either in isolation where the properties for that particular symbol

will only be displayed or in its context with the whole movie.

U%in& Toolbo< Toolbox, in flash, consist of various tools which let you draw, select,

paint and modify your graphics. %ome tools are used to change the display of stage

window. Almost every tool is having a set of modifiers which let you change the behaviour

of the concerned tool.

U%in& toolbar% 8 $n 1indows, you can either dock the standard and drawing toolbars, or

let them float above the window. ove a toolbar bydragging anywhere in the

background or title bar !if it is floating". rag the toolbar to the edge of the @lash

window to dock it: press the ontrol key while dragging the toolbar to a window edge

to prevent docking. The toolbar automatically switches to a hori7ontal layout when

docked to the top or bottom of the screen and to a vertical layout when docked to the

left or right edge of the screen. ouble-click the title bar of a floating toolbar to switch

between hori7ontal and vertical layout.

The Toolbar command opens the Toolbars dialogue box. Use the options in

the dialogue box to hide or display toolbars or to change the look of @lash#s toolbars.

To %ho# or hide toolbar%

hoose 1indow L Toolbar.

%how ontrols whether the toolbars are visible in @lash.

%tandard isplays the %tandard Toolbar. This toolbar contains short-cuts for standard menu

commands such as 6pen and


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*arge /uttons isplays larger toolbar buttons. $f your monitor has a higher resolution, you

might want to use the larger buttons.

U%in& Timeline

The main components of the timeline window are frames, layers and the

player head. )ou can control the Timeline by changing the display of frames and by

dragging it from the main application window, separating it into its own window, or by

docking the Timeline to any side of the application window.

1hen there are more layers than can be displayed in the Timeline, scroll

bars are available to the right of the layer time strips. )ou also can resi7e the Timeline and

layers.

To mo+e the Timeline

rag from or double-click the area above the time ruler. rag the Timeline

window to the edge of the application window to dock it.


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The display of timeline window can be changed by clicking on the pop-up

menu, in the upper right corner of the timeline window. $t has options like Tiny, %mall

9ormal, edium, *arge etc.

Two preview options are available to display a reduced image of the content

of each frame in the layer in the Timeline frames. These thumbnails are useful as an

overview of the animation, but they take up extra screen space.

The


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U%in& %cene%

Use scenes to organi7e a movie thematically. @or example, use separate

scenes for an introduction, loading teaser, or credits.

1hen you play a @lash movie that contains more than one scene, the scenes

play back in the order they are listed in the %cene inspector, one after another. Use actions

if you want the movie to stop or pause after each scene, or to let users navigate the movie

in a non - linear fashion.

$f you organi7e your movie into several scenes, you may have difficulty

implementing actions that use 1ait for frame when spanning scenes. $n this case, a movie

with one long scene provides better performance. )ou may also want to avoid scenes if

you preload many actions in your movies.

To di%*lay the cene in%*ector hoose 1indow L $nspectors L %cene.

To +ie# a *articular %cene hoose 3iew L Joto and then choose the name of the scene.

To add a %cene lick Add in the %cene inspector or choose $nsert L %cene.

To delete a %cene

lick elete in the %cene inspector, or open the scene you want to delete

and choose $nsertL Cemove %cene.

To chan&e the name of a %cene

lick


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Creatin& a ne# mo+ie and %ettin& it% *ro*ertie%

0ach time you open @lash, it creates a new file. Use the ovie


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animation with all sorts of control enabled, choose Test ovie command to create a movie

file which will be played in a separate window. To test the movie for the web, choose @ile

L


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TORA(ETORA(E

CD8ROM Tutorial -C6s are one of the most commonly used mediums for transporting

and transferring software from computer to computer. -C6s are an essential part of a

computer as well as a great tool for use in educational settings.

$n this tutorial, you#ll learn a little bit about -C6s 8

• 1hat is a -C6E

• 4ow to use a -C6E

• 1hat can a -C6 offer educationE

To examine a topic, click on one of the links below. 1hen you finish with a

section return to this Table of ontents.

"hat i% a CD8ROM$

A -C6 is a computer peripheral or attachment that is used to read s

!compact discs". -C6 stands for Com*act Di%c 8 Read Only Memory.

There are basically ' types of -C6 drives8

&. $nternal -C6 rives. These drives are placed inside the

case of your computer.

'. 0xternal -C6 rives. These drives are placed outside

of your computer and are connected to your computer via a

cable. 0xternal -C6 drives resemble portable


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other major difference is in the price of the two different models. 0xternal -C6 drives

cost slightly more than the internal ones.

As mentioned earlier, -C6s are the now the easiest vehicle for

transporting computer files and software. -C6s are continuously being improved

upon: the main improvement involves the speed of the -C6 drive. The first -C6

drive released was a %ingle %peed !&N" rive. %oon after its release the ouble %peed !'N"

-C6 rive was released. urrently there are @ourteen %peed !&;N" -C6s

available, as well as ultiple -C6 drives also known as hangers. hangers

are very similar to multiple audio players. A hanger is a -C6 drive that can

hold more than one compact disc. There are currently ; - B - &', D &B isk hangers

on the market, although the price on the newer models is uite steep.

A hanger is a -C6 rive that can hold more than one .

hangers can hold anywhere from ' to &B different s, but can only access one at a

time. These drives are best used in a network setting in which you partially install several

programs on a server that reuire the to be present in order for the program to function.

This will allow users to access a main server and use whichever program they need at the

time. This allows users to free up personal 4ard rive space that is being used to store

large software programs.

Ad+anta&e% of CD8ROM%

&. -C6s have many advantages over other disk drives such as8

'. A -C6 rive can read both computer #s as well as Audio #s. !A %pecial

IplayerI application is needed to preform this function."

5. 9ewer omputer


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;. A can hold up to B=( egabytes, newer s can hold up to &.' gigabytes, of

data compared to &.;; megabytes of data on a floppy disk. This is approximately

'=(,((( pages of text.

=. ata stored on -C6s can#t be altered or deleted.

B. #s are generally safe from computer viruses.

?. ata stored on a is digital versus analog data on *aser discs, thus picture and

sound uality are increased as well as the amount of data that can be stored.

2. Huality of data on a is better than other tyes of storage media.

Di%ad+anta&e% of CD8ROM%

&. -C6s can pose problems to users as well, such as8

'. -C6 drives are about &( - '( times slower than a 4ard rive.

5. -C6 drives and ompact iscs are more expensive than other disk drives and

other storage media.

ow to use a C!

A can hold up to B=( egabytes of data: a vast amount compared to

standard diskettes. $n order to run the programs from a most of them reuire you to

install at least part of the program. This usually consists of movies and sounds as well as

other reuired files. This helps increase the speed of the program. ovies and sounds can

play faster and clearer from a hard drive than from a -C6 drive.

1hen you install a software program, you generally have a choice of how to install the

program. These choices are8

&. Minimal - $nstalls only those files that are absolutely necessary to make the

program function.

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'. Recommended - $nstalls movies, sounds, and other files that the anufacturer

believes will help the run.

5. Full - $nstalls most of program to your hard disk. This installation will usually help

the program to perform at its best, but will use a larger amount of disk space.

The only differences in these 5 types are related to the speed and

performance of the program. 1hen installing the program, choose the setup that will most

benefit your needs. !e.g., - $f you only have a ;(( megabyte hard drive, it would not be

recommended to perform a full installation of a ."

"nstallation

To setup or install a to your hard rive, you will follow the same basic

commands that you would follow to install any other software. To install a


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B. @ollow the directions the program displays.

#OTE $ 6n many #s that are used with 1indows +=, there is a special feature installed

on the , called the autorun feature. The autorun feature automatically brings up a

window for that . $n this window are usually 5 prompts8

&. $nstall the program. - This will take you through the $nstallation


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Educational u%e% of CD8ROM%

Databa%e% Encyclo*edia% imulation%

The $A 1orld @actbook 0ncarta The agic %chool /us

Jrollier#s 0ncyclopedia %$ 0arth

0ncarta %$


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- was announced by


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-C6 NA is the link between the workstation environment supported

by -C6 and the consumer environment. $t uses the same sound formats as -$

!A


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A variety of players, designed for different markets, are available from


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%pecial effects, such as music and voice, can be added to applications, especially training

and point-of-sale or point-of-information systems. A voice commentary can be used to

narrate what is happening on-screen or to highlight and reinforce key concepts. ombined

with still pictures or animations, it can be used to explain an idea or a process to the user in

a more effective way than text or graphics alone. usic can be used to attract customer

attention or to create a particular mood.

A huge volume of audio material already exists on records, tapes and

compact disks. 4owever, almost all of this will reuire copyright clearance before it can be

used. 0xisting legislation such as that covering performing rights for music that is played

in public areas may be unsuitable for new multimedia applications. A point-of-sale system,

for example, might contain a large number of short musical extracts. $t would be difficult

and very costly to identify when each extract was played and make the reuisite royalty

payments. *ibraries of sound clips can be purchased, free of copyright, for such

applications. 4owever, application developers may prefer to generate their own audio

material.

$n some specialised areas audio on its own may form the core of a

multimedia application. 6ne such example is the provision of systems to help visually

handicapped people. A recent project involved the downloading of a daily newspaper to a

special terminal in the user#s home. 4ere he or she could choose to listen to a speech

processing system read selected articles aloud or have them displayed in a large typeface

on the monitor.

As costs come down and the technology improves, interest in using speech

processing and recognition in more general business applications will increase. $t is already

possible to use simple commands to control a computer as part of the user interface.

C.O.E.&T.,Akola =+


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Audio ca*ture

A sound digitiser is used to capture and digitise analogue sound from

audiotape, cassettes, records, -C6 and the original audio version of compact disk

known as -A !compact disk-digital audio". Alternatively original music can be

recorded using a microphone or composed on instruments that are attached to the computer

through a $$ interface. 6nce captured, audio is then stored on hard disk or optical

media and can be edited and played back through speakers connected to the computer or

through a headset. any computers are now euipped with built-in sound processors and

speakers. 4owever, externally powered speakers will provide higher sound clarity and

volume. They will be needed if the audio source is a separate compact disk drive that needs

to be attached to speakers and cannot play through the computer.

Mu%ic on the com*uter

A variety of tools are available to support musicians who want to compose

and edit music using a multimedia system. These include seuencers, which record $$

information rather than sound. This information can then be edited and sent back to the

$$ instruments for playback.

MIDI

usical $nstrument igital $nterface !$$" is an industry-standard

connection for computer and digital control of musical instruments. $t provides a way to

record, play back and synchronise the settings needed to control sound-producing devices.

*ea;er%

C.O.E.&T.,Akola B(

Di&iti%er

Com*uter


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Fi&? Confi&uration for %ound %y%tem

$$ coding is also used in some multimedia editing and control systems.

$$ includes standards for the hardware itself !for example, the cables and connectors" as

well as for the electronic information in the form of $$ messages that are sent from one

device to another. A computer with a $$ interface can be used to control other $$-

compatible devices through a $$ port - a five-pin connection socket built into a device

for connecting $$ cables. There are three types of port8 $$ $n receives data, $$

6ut sends data and $$ Thru relays data without reading the message. The device also

reuires a microprocessor that is able to send and receive $$ messages. These

communicate musical events such as note-onFnote-off or the pitch bend of a note. All

systems must have at least one $$ port with $$ $n, 6ut and Thru.

:oice on the com*uter

The use of voice is likely to be far more important than music to most

managers who want to develop multimedia information systems. Until recently this was

not well catered for by suppliers. %uitable adapters and software are now available from

several suppliers including Apple, icrosoft and reative *abs. The 1indows %ound

%ystem, for example, consists of a &B-bit audio card, microphone, headphones and a

software application that $s designed to support business audio. $t includes voice

recognition !so that the user can teach it to recognise commands", voice synthesis, and

support for importing sound clips into applications that make use of 6*0. $t also allows

users to synchronise audio with digital video.

C.O.E.&T.,Akola B&

ource


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%peech recognition technology, once used mainly by people who were

unable to type due to physical disabilities, is now closer to being of practical use in the

office. $/ has started to ship its


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digital converter !A". The computer samples the input waveform at regular intervals

and converts the amplitude to a binary code, using pulse code modulation ! :IDEO FILE FORMAT

A**lication%

The launch of audiovisual applications on personal computers has attracted

much attention. The use to which this technology will be put in the future is rather less

clear, although some early experiments point the way. 1e can think of video applications

C.O.E.&T.,Akola B5


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in two groups8 playback of stored audiovisual material and real-time audiovisual

communications.

The first group is well established. Training applications based on

interactive videodisk have incorporated analogue video seuences as a standard techniue.


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instructor can talk to students on remote locations via a real-time video link, as well as

showing them still images of paintings.

:ideo ca*ture

Con+ertin& +ideo for the com*uter

onventional broadcast T3, audio and video signals are analogue, whilst

computers handle digital information. ultimedia systems need to be able to handle

information in both analogue and digital forms, because8

&. Analogue video and audio signals may need to be converted into digital form so that

they can be manipulated more easily.

'. Applications developed on computers may need to be converted back into analogue form

for playback - from videotape, for example.

5. Analogue and digital forms may be combined in one application, as when a live

television broadcast is run in a window on a computer screen, for example.

onversion between analogue and digital video presents a number of

technical difficulties. The situation is complicated by the different and incompatible

standards that have been adopted by the different industries involved.

A T3 screen may look superficially like a computer screen but it differs in a

number of important ways. ost computers and some video systems use a component

signal made up of three basic colours - red-green-blue !CJ/" - that are individually

controllable. /roadcast T3 and most video systems use a composite signal in which

luminance !brightness" and chrominance !colour", together with synchronisation

information, are combined into a single signal. A decoder is needed to change a composite

signal from a video source into an CJ/ signal for display on a computer screen.

C.O.E.&T.,Akola B=


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A complete image in a seuence of moving film or video is called D frame.

$n most broadcast video, the screen is interlaced. Two sets of alternating lines are

broadcast. 0ven-numbered lines are drawn at one pass, odd-numbered lines are in a second

pass. This allows an image to be broadcast at comparatively low frame rates !'=-5( fps"

without excessive flicker. The eye averages similar values so the image remains clear.

omputer screens, in contrast, are non-interlaced - video lines are presented seuentially.

To compensate for this, frame rates are faster - BB.? frames per second !fps" for the

acintosh, for example.

3ideo resolution varies between broadcast standards - B'= lines for the U%

standard !9T%" or ='= lines in 0urope for the


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:ideo o+erlay board%

The first generation of adapter boards provided overlay and genlock

facilities - the ability to combine broadcast uality analogue video with computer-

generated text and graphics. They were designed for use with videodisk players. $t was

possible to mask part of the video image on-screen, so that the remaining part appeared to

be playing in a window, surrounded by text. 4owever, the image itself could not .be

manipulated - its si7e and position thus remained constant.

Di&iti%er%

These were followed by a range of digital video capture devices !digitisers

or frame grabbers" that could be used to accept


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adapters that support motion video to the G


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demanding when images are in motion, so it is possible to combine low resolution and full-

motion video, whereas high resolution and good colour are reuired for a still image.

ultimedia, by its very nature, opens up new channels of communication

via the computer. 1hilst these new channels have the potential to increase our

understanding of the information relayed and the speed at which we can process it, they

may also bring further problems in their wake. 9ew speech recognition facilities will mean

that we can give verbal instructions to computers. And the computers will be able talk

back, giving us audible help messages, for example.

any offices now are open plan. $n such offices there may be a constant

background noise and activity that makes it hard to make a conventional phone call using a

handset. The introduction of video


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These costs reflect both the complexity of the technology involved and the need to acuire

the rights to use a large volume of material, usually owned by someone else. The uality of

some of these early systems proved to be disappointing as well. The developers had not

understood the need to use skilled designers for the interactive and audiovisual elements in

their systems.

As we shall see, some of these problems remain unresolved. 6ther, newer

problems are likely to arise in future. @or example, there has been little investigation about

how users will react to the prospect of video communications on the desktop. 4ow

acceptable will it proveE 1hat codes of behaviour should users adoptE 1hat about the

environment - will noise and movement in the background prove too distractingE

b) CD ROM Trouble%hootin& Ti*%

,) (eneral

-$s the device plugged in and powered onE

-Are the -C6 and the Adapter on the 4*.

-$s it a %%$ -C6 or do you have a 1indows 9T driver for your non-%%$ -

C6E

-$s the edia clean and not scratchedE

-heck cables.

-ouble-check for conflicting scsi id#s

@) If %etu* can not %ee the CD?

-$s the adapter found during the device scanE !$f not check for $F6 port, %%$ $, $CH,

memory -$f

C.O.E.&T.,Akola ?(


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you have multiple #s on the system make sure that the media is in the lowest device

number.

-$s the media inserted correctly !ie. not upside down"

-$s the cabling correctE

) etu* can not co*y file%?

-heck for loose cables.

-$s the destination device fullE

-$s there all ready a file by the same name that may be C0AF69*)E

-Cun 4% F@ on the destination device.

-$f on a %%$ /U%, heck Termination, termination power, and device $#s.

1) If you all of a %udden %ee / e


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%ome time at the Cunning the .. in .. player. $t becomes Gammed in

player at the time of shooting. To avoid Trouble shooting there are certain way are as

given below 8-

(1) Open the C.. player !y remo"in# #re$ an% take out C.. outsi%e.

(&) 'ress the !utton of C.. %ri"e an% take out C.. outsi%e.

() Small hole is pro"i%e% !elo$ the !utton of C %ri"e. 'in or small stick push insi%e the

hole in such case C %ri"e open an% take C outsi%e.

()

H.&" 1hy diagrams not open in another


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Against the positive economic benefits outlined above must be set the high

cost of implementing a multimedia system. Though the cost of technology is falling

steadily, the cost of development work remains very high. %uch work typically reuires the

assistance of one or more third party suppliers as very few organisations have the reuisite

design skills available in house. 0xperience shows that most managers underestimate the

skills involved, the need for a new approach to product management and the length of

development time.

Unlike most other computer-based systems, multimedia involves a high

proportion of information !usually referred to as its content" in a form that is very

expensive to create and maintain. This is exacerbated in many cases by the need to pay

royalties or fees to the owners of copyright, since the ownership of much audiovisual

material is likely to lie outside the organisation.

b) Co%t heet 8

osting of single .. of 0ducation ultimedia on 4ydraulic D


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r?

No?

6articular% Char&e% in

R%?

&.6perator charges

P Cs.'=(F- per diagram x '=B'=(F-

'.omputer charges

P Cs.&5(( per month x 5 months5+((F-

5.atter for T ! 4 D < %ection "

!including Nerox, books "'5=F-

;.%ound Cecording

P Cs.'(F- per circuit diagram x '==((F-

=.@eeding of 0xplanation of circuit

P Cs.&=F- per diagram x '=5?=F-

B... 1riting !including blank "

P Cs.=(F- per x &5B=(F-

?.Ce1ritable .. ! /ackup "

P Cs.?(F- per x & piece?(F-

2.0lectric consumption ; unit per day

P Cs.5F-per unit x ; Unit per day x +( day !approximately"&(2(F-

Total Co%t ,-/-8

DO CONUMER REALL! "ANT MULTIMEDIA$DO CONUMER REALL! "ANT MULTIMEDIA$

$n contrast to the office, the need for multimedia in the home is unclear. %o

far most consumers have proved stubbornly resistant to its charms. The main reason for

this lack of interest is almost certainly lack of money. Huality - or the lack of it - is also a

key factor. 1hilst people within the computing industry become wildly excited about

C.O.E.&T.,Akola ?;


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digital video on


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0lectronic books.

6nly the first three of these have the capability to support multimedia at

present. This project will therefore concentrate on applications for these product groups.

a) The information %u*erhi&h#ay

There are currently two models of how the market for networked

information services should develop8

&. The restricted access or #toll booth# model is very similar to existing cable and direct

broadcast to home by satellite !/%" services.

'. The open access or #gateway# model is similar to existing telephony services and,

especially, to the $nternet - the impetus behind the linton-Jore vision of the $nformation

%uperhighway.

$n the first case, the target market is residential households that currently

take !or would like to take" cable television. *arge amounts of centrally controlled

information, geared to a mass market, would be distributed over cable networks to the

domestic television and set-top box. The technology can support =(( channels, though

providing a near video-on-demand service could take up a large part of this capacity."

$n contrast, the target market for the second model is likely to include the

upper range of residential customers and home offices. These customers will seek out

information from a wide range of sources and download it over cable or telephone

networks to a platform that can support a high level of user interaction. $nstead of =((

channels there will effectively be a single channel, tailored to the customer#s reuirements.

$n future users should also be able to create and distribute information themselves.

b) A**lication% for CD *layer%

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ompact disk players were described in %ection .&(.=. James and

information are stored on disks, to be played back under user control with the standard

television screen as the display device. Although many titles have been published, the early

entrants - such as ommodore with T3 !later 5'" and


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Mo+ie%

ompact disk could be a realistic alternative to videotape as a means of

distributing movies. $n &++5 a small U company, 9imbus, demonstrated the ability to

play back video from a compact disk on a special decoder. A to the Ced /ook

specification could hold up to ?+ minutes of full-motion video, using


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telecommunications. These changes will enable us to use a much wider range of data types

in our systems.


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Cecent interest has centred on the use of -C6 with new digital

technology such as $ntel#s 3$. This trend towards digital media should increase as more

personal computers are shipped with integrated -C6 drives and system software that

provides support for multimedia. ustomised software is expensive to develop and

maintain. The reduction in the cost of delivery platforms should encourage businesses to

look for software packages that can be purchased off-the-shelf. $n addition to courseware,

such software will include new versions of existing products, such as spreadsheets, that

have been enhanced to allow the inclusion of multimedia data types. $t is also likely to

include new applications such as tools that allow business users to develop multimedia

presentations on their own desktop computers.

Com*uter8ba%ed trainin&

ultimedia has been used for some years to enhance /T systems for off-

line training - the system whereby users leave their jobs for a day or a week in order to

train on a dedicated system. American Airlines, for example, has used a multimedia system

to train its flight attendants at @ort 1orth, Texas. Typically the trainees would spend five

weeks at the training centre learning how to handle the service of food, medical and

emergency procedures. @orty per cent of that training was carried out by /T using

multimedia applications based on a 1icat system with a laserdisk player. The system,

which incorporates audio and video, is also used for student tests.

ore recently there has been much interest in the use of multimedia for

Gust-in- time H$T" training - flexible training that can be accessed by the user at any time.

/ethlehem %teel, for example, has created an on-line help desk based on 3$ technology

for its large mainframe systems. The system allows the operators to interrupt their

mainframe sessions and access the help desk when faced with a problem.

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Multimedia on the de%;to*

$ncreased support for multimedia on standard platforms has encouraged

sales of packaged software, making multimedia a feasible option for large-scale business

use. As a result the emphasis is starting to shift from customised software for training to

the development of software packages that incorporate multimedia for sale to the general

business market

'u%ine%% *re%entation *ac;a&e%

/usiness presentations currently use 5=-mm slides or foils for the overhead

projector. %uppliers are bringing to market a number of packages that they hope will

replace these aids. esktop video editing tools such as acroedia#s ediaaker allow

users who are not videographics professionals to create presentations and output them to

videotape from a personal computer. ynamic presentation tools such as ActionQ !also

from acroedia" will allow them to generate presentations that can be run on the

computer from magnetic or optical disk. These tools will be supported by disks containing

pre-packaged images, sounds and motion video-collectively known as clip media.

%uch products are intended to appeal to creative directors, sales and

marketing executives, graphics artists and corporate designers. They will be able to capture

video from a camcorder on a personal computer, combine it with computer- generated

graphics and animations and output the result to a 3C. Using video, music, graphics and

animation improves the impact and effectiveness of a sales presentation, makes it more

professional and helps to present a consistent image - ualities that are especially important

at major conferences and exhibitions.

Information acce%%

Users will be able to access information that is stored in multimedia

databases on optical disks. Already an increasing number of companies are using -

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C6 as a distribution medium for software. %ome also use it to distribute information.

Apple, for example, uses it as a means of keeping its staff informed, whilst %un has put its

entire third party software catalogue onto disks, including demonstration versions of some

of the packages. This in turn will ensure that -C6 drives are bundled with new


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to -C6, the natural step to consider is whether these courses need to be on standalone

systems. Andersen onsulting, for example, developed a four-day self-study course on

-C6s for its staff that is presently offered off-site. The development team now plans

to network its training courses, so that in future such courses can be used in the office as

part of a move towards short interactive training periods.

As multimedia becomes an integral part of personal computers, business

users will be able to receive audio instructions, pictures and animations that explain how to

carry out a complex command. 0mbedded help screens have long been provided as part of

standard spreadsheet or word processing packages. G$T training will enhance these existing

help facilities with photographs, audio and video clips. *otus already provides a system

called ultimedia %mart 4elp for &-'-5 for 1indows. This enables users of personal

computers on *A9s to access an animated help screen in order to learn how to use specific

features of the spreadsheet.

Ne# retail a**lication%

0xisting standalone


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hardware already allows automatic teller machines, for example, to be combined with

information services. %everal banks have already employed these in trial systems to give

their customers access to both account transactions and product transactions. @uture

systems could combine this with videoconferencing euipment to provide remote access to

financial advisors.

'roadband a**lication%

%ome highly specialised networked multimedia applications have already

been developed as part of broadband trials. %uperGA90T, a project worth >&2 million over

four years, is a high-speed fibre optic network. esigned to link higher education and

research institutions throughout the U, %uperGA90T uses the latest broadband

technologies that can transmit data at up to &;( bitFs. $n the first instance much of this

data is high-uality images - images of brain structure obtained using magnetic resonance

imaging !C$", weather satellite data and images of rare documents, for example.

The first applications fell into a number of core areas including distance

learning, group collaboration, remote access to information and visualisation of

supercomputer data. %upercomputers generate huge data sets in calculations for

computational fluid dynamics or global atmospheric modelling, for example. %cientists can

often only understand and interpret this data if they can visualise it on a workstation. $n

one %uper GA90T project 5 images of molecular models are being transmitted between

the chemistry departments at $mperial ollege and ambridge University, allowing

different research groups to pool their areas of expertise. These images, generated by

visualisation packages, can now be transmitted directly to the other users. $n the past they

had to be translated into numbers and then back into images - a laborious process that

risked the loss of the original image. Users at each site can rotate, discuss and edit the

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images, supported by a videoconferencing link. These discussions can themselves be

captured as HuickTime movies, edited and submitted to scientific journals.

:ideoconferencin&

The introduction of video


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to exercise choice over the service he or she receives. /T has announced plans to provide

#video on demand# over standard telephone lines. 6ther mass market applications are likely

to appear later in the decade as set-top boxes based on


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1e by using animation software I@lashI have made this industrial circuits

very easy to understand students, workers. 4ow this circuit works D what happens when

these complicated valves are operated.

Also we open this field for making such type of education knowledge on the

subjects, which are mainly practical base and very difficult to understand only by reading.

This e