1 MultiVis Improving Access to Visualisations for Visually Impaired People

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塔台用语素材

塔台通话用语素材一、天气：有关能见度1、DHL726, tower,RUNWAY02R weather now visibility 800m, RVR 600M, one aircraft has just overshot approach. Four aircraft are holding for weather improvement. Do you want to continue approaching?DHL726，塔台，跑道02R现在的能见度800米，RVR600M，刚才有一架进近时已复飞,目前有四架飞机正在等待天气好转，你要继续进近吗？2、DHL726,continue approach runway 02r,DA 74M,if no contact at minimum, execute standard missed approach procedure.DHL726,可以继续进近跑道02R，决断高度74米，如果决断高度前不能目视跑道，执行标准复飞程序。

3、Weather is below (above\marginal) minimum.天气低于（高于、边缘）标准。

4、One aircraft has landed and reported cloud base 80m, visibility 1km. What is your intention?一架飞机降落并报告，云高80米，能见度1公里，你的意图是什么？5、The weather is still below minimum standard, we suggest you continue holding.天气仍然是低于标准，我们建议你继续等待。

有关雷雨1、Expect departure/landing limits within one hour due to weather.预期在一小时内限制起飞/降落，因天气。

ForeScout CounterACT 产品说明书

Why Customers Choose CounterACT• Agentless: No endpoint agents required to discover, classify and assess devices.• Heterogeneous support: Works with leading network infrastructure vendors and third-party security solutions.• Real-time and continuous visibility: See devices the instant they connect, ensuring accurate and up-to-date asset inventory.• Device intelligence for your extended enterprise: See and assess devices that other solutions can’t across campus, data center and clouds, IoT and OT.• 802.1X and non-802.1X: Flexible architecture to support a wide range of today’s complex networks.• Automated control: Automate an extensive range of actions through a robust policy engine.• Rapid time to value: Easy todeploy and configure, enabling device visibility across the extended enterprise in hours.ForeScout CounterACT®Transforming Security Through Visibility™ Across the Extended EnterpriseOrganizations continue to grapple with network security, not just on campus but in data centers and clouds. At the same time, their infrastructure is becoming increasingly complex due to the explosive growth and diversity of devices on their networks. A vast majority of the new devices are IoT and operational technology (OT) devices, and most can’t accept security agents. T o complicate matters, industrial networks and critical infrastructure networks are no longer isolated or air-gapped from IT networks. This increases business risks—especially when organizations don’t have insight into what’s connected to their networks.Attackers are also taking advantage of these business trends. They have begunto focus on easy-to-target new attack surfaces. Once they get into your network,they move laterally, trying to gain access to sensitive information or cause business disruption.The Key Challenge: Limited VisibilityYou can’t secure what you can’t see.™ What you need is comprehensive visibility across your extended enterprise—from campus and data center to cloud and operational technology networks. Without visibility of all connected devices, howcan you truly secure the enterprise and implement important security measures? In other words, how can you effectively control access to your network, perform network segmentation, ensure device compliance, manage assets and respond to incidents? Most security tools are great at sending alerts yet incapable of taking actions. The high volume of alerts—including many false positives—requires manual validation and remediation by resource-constrained security operations staff. You need a solution that reduces the attack surface and lets you automate remediation and incident response. The ForeScout PlatformForeScout CounterACT is the visbility platform that provides insight into virtually any connected device across your extended enterprise and gives you a single-pane-of-glass perspective. The platform deploys quickly into your existing environment and rarely requires infrastructure changes, upgrades or endpoint reconfiguration.ForeScout’s visibility platform provides See, Control and Orchestration capabilities. ForeScout pioneered an agentless approach to security which lets you discover devices in real time, then classify, assess and monitor these devices. Visibility extends to virtual devices such as VMs in private and public clouds. In addition, the platform provides agentless control and continuous monitoring across your heterogeneous environment. You can automatically trigger actions to notify, control and remediate. The ForeScout platform provides continuous visibility and control of every IP-connected device across yourextended enterprise.How ForeScout CounterACT WorksSee. T o know what’s on your network, you must talk to your network. The ForeScout platform integrates with switches, wireless infrastructure, VPNs and cloud-based network management systems such as Cisco Meraki. In private and public clouds, we directly integrate with virtualization and cloud management infrastructure like VMware® and AWS®. Such multivendor integrations provide detailed visibility into virtually every conceivable type of device, whether IPv4 or IPv6, virtual machines or cloud instances, IoT or OT devices and more. Industrial IoT and critical infrastructure systems create unique visibility challenges. Most of these devices can’t support agents. They can be especially sensitive to active probing and scanning techniques, as they can cause system and business disruption. Our platform enables you to use passive-only discovery and profiling techniques that provide device visibility without introducing operational risk. It also can provide you with accurate and real-time inventory of OT devices. With the ForeScout platform, you can discover and classify devices the instant they connect, and continuously monitor them afterwards—without requiring security agents or previous device knowledge. You classify your devices with the latest device classification profiles from ForeScout Research, whose analysts study more than three million devices in the ForeScout Device Cloud, thereby improving device classification efficacy and coverage. You can quickly evaluate devices to determine users, system configuration, applications, presence of security agents and more (see graphic below). This knowledge lets you create context-aware security policies for compliance as well as network access and segmentation using ACLs, VLANS and virtual firewalls. You also assess the security posture of your devices, identifying out-of-date security software and operating systems, noncompliant configurations and more. CounterACT also detects suspicious or rogue devices. Control. ForeScout can automate policy-based access control and enforcement, allowing you to perform a range of actions to limit access to appropriate resources, find and fix endpoint security gaps and more. You can maintain and improve compliance with corporate policies or industry regulations. For example, CounterACT can remediate noncompliant endpoints by initiating antivirus software updates, triggering SCCM for patching endpoints, killing blacklisted apps, etc. Unlike other solutions that are limited to built-in remediation actions, you can run custom scripts on devices to let you keep up with changing needs. In addition, protecting your enterprise from risky BYOD devices belonging to employees and contractors becomes easy as you can place them on a guest network or route them to an automated onboarding portal for network access.Depending upon your policies or the severity of the situation, you can enforce control by automating a vast range of network and host actions. For example, minor violations result in an alert, while serious violations might trigger an endpoint to be quarantined. Our Control capability puts a wide range of enforcement options into your hands, helping you close security gaps.How ForeScout Helps You See More:Passive discovery and profiling• SNMP traps• DHCP fingerprinting• HTTP user-agent• TCP fingerprinting• NetFlow• Poll Network Infrastructure via SNMP,CLI – get MAC/ARP tables and PoEdetails• Monitor RADIUS requests• MAC classification database• vSphere and EC2 integration• CMDB or other external data sourceActive scanning techniques• NMAP • RPC • SSH• SMB • WMI • SNMPControl Network Access:Protect your campus with networkaccess control• Control access to enterpriseresources based on device profilesand user roles• Prevent infected or noncompliantdevices from accessing the networkand spreading malware• Automatically enforce actions foridentified situations without humaninvolvementSegment Your Network:Enhance security and regulatorycompliance with networksegmentation.• Gain visibility into what devices aretalking to each other across campus,data center, cloud and OT• Dynamically assign segments as thenetwork and/or devices change• Prevent select devices fromcommunicating to other devices indifferent areas of the network Examples of information that ForeScout can discover.Orchestrate. ForeScout orchestrates information sharing and policy-based security enforcement operations with leading IT security and management products to automate security workflows and accelerate threat response without human intervention. ForeScout Extended Modules are available for NGFWs, ITSM, SIEM and more. They let you:• Break down security silos and leverage your existing security investments • Make your existing security tools and analysis richer and more context-aware, enabling a constant exchange of device hygiene, threat, behavior and compliance data • Automate policy enforcement to accelerate response and substantially improve your security posture Our orchestration capabilities allow you to leverage your existing investments in IT and management tools.Centralized ManagementCounterACT Enterprise Manager provides a single pane of glass to centrally manage and control multiple physical and/or virtual CounterACT appliances in large networkenvironments. You gain overall visibility and control of devices as well as streamlined Host and network control examples.Our Device Intelligence Dashboard is fully customizable to provide up-to-date device insight and compliance status to IT and SOC teams, your CIO/CISO and compliance officers.Learn more at © 2018 ForeScout T echnologies, Inc. All rights reserved. ForeScout T echnologies, Inc. is a Delaware corporation. A list of our trademarks and patents can be found at https:///company/legal/intellectual-property-patents-trademarks . Other brands, products, or service names may be trademarks or service marks of theirrespective owners. Version 08_18ForeScout T echnologies, Inc.190 West T asman DriveSan Jose, CA 95134 USAToll-Free (US) 1-866-377-8771Tel (Intl) +1-408-213-3191Support 1-708-237-6591operations across your extended enterprise—from campus and data center to clouds and OT environments. You can manage your deployment easily with:• A web dashboard that’s customizable for varied personas, from security operations teams to IT executives, and for multiple use cases, from compliance management to incident response • A fully integrated reporting engine that helps you monitor your level of policy compliance, help meet regulatory audit requirements and produce real-time inventory reports • A user-friendly interface that allows you to easily view your devices by category and create and manage security policies for your extended enterprise • Rapid analysis of policy flow and actions with a policy graph to fine-tune policies • An asset inventory that provides a granular view of your networked devices such as users, classification, open ports, vulnerabilities and more—allowing you to take actions based on endpoint properties Scale and Deployment Manage large and heterogeneous deployments—with resiliency • Scalability: Continuously monitor more than 2 million devices in a single deployment. Gain visibility and network controls across IPv4 and IPv6 devices.• Heterogeneous support: Supports popular switches, routers, VPNs, firewalls, devices, operating systems (Windows, Linux, iOS, OS X, Android), patch management systems, antivirus systems, directories and ticketing systems—without infrastructure changes. • Nondisruptive: Deploy without impacting users or devices. Introduce automated controls gradually, starting with appropriate actions for the most problematic locations. • Resiliency: Configure automated failover or disaster recovery for service continuity—without requiring idle standby appliances. Deploy with ease • Deployment options: Deploy virtual or physical appliances across your centralized, distributed or hybrid environments.• Hybrid cloud support: Gain consolidated visibility and control of your private and public clouds. Perform risk mitigation and response. Optimize resources and contain virtual machine sprawl.• Easy security policy creation: Gain built-in policy templates, rules and reports. Drive consistent policies across multivendor and hybrid cloud environments.The Forescout platform is easy to deploy and provides you with the scale you require. IT Central Station Review Predicts 2016: Security for the Internet of Things, December 9, 2015, Gartner Inc. IDC Business Value Analysis, December 2016ForeScout Certifications• USMC Authority to Operate (ATO)• U.S. Army CoN (Certificate ofNetworthiness)• UC APL (Unified CapabilitiesApproved Product List)• Common Criteria EvaluationAssurance Level (EAL) L4+• DoD Information Network ApprovedProducts List。

发那科机器人焊接应用IO配置(总线型)

发那科机器人焊接应用的I/O配置(总线型)<H2><A NAME="1">Version Information</A></H2> <PRE><A HREF="#TOP">【TOP】</A><br>F Number: YH14979VERSION : SpotTool+$VERSION: V7.5093 06/14/2010DATE: 14-AUG-11 18:21VERSION INFORMATION::SOFTWARE: ID:SpotTool+ 7DA5/12S/W Serial No. : 88150Controller ID : YH14979Default Personality (from FD)R-2000iB/210F V7.50P/12Servo Code : V15.01Cart. Mot. Parameter: V3.00JNT. Mot. Parameter : V3.00DCS : NoneSoftware Edition No.: V7.50P/12Update Version : NoneCustomization Ver. : NoneRoot Version : V7.5093Boot MONITOR : V7.70P/06Teach Pendant : 7D0F/01MBrowser Plugins : V7.7004TP Core Firmware : V7.7004Media from FRL 06/24/2010CONFIG::FEATURE: ORD NO:SpotTool+ H590English Dictionary H521Multi Language (CHIN) H539AA Vision Mastering AAVMAnalog I/O H550Auto Software Update ATUPAutomatic Backup J545Background Editing J616Camera I/F VCAMCell I/O CLIOCommon shell R645Common shell core CMSC Common so CMSP Common style select STYL Condition Monitor J628 Constant Path R663 Control Reliable CNRE Corner Region R654 Diagnostic log RSCH Disable Faults CDSB Dispense Plug-in SPLG Dual Check Safety UIF DCSU Enhanced Mirror Image R698 Enhanced Rob Serv Req ORSR Enhanced T1 Mode R680 Enhanced User Frame J604 Ext. DIO Config EIOC Extended Error Log R542 External DI BWD ESET FCTN Menu Save J516J716Group Mask Exchange MASK High-Speed Skip J627 Host Communications HOCO Hour Meter J513 I/O Interconnect 2 J542Incr Instruction J510 KAREL Cmd. Language J650 KAREL Run-Time Env J539 Kernel + Basic S/W H510 License Checker LCHK LogBook(System) OPLG MACROs, Skip/Offset J503 MH gripper common MHGC Mat.Handling Option MPLG MechStop Protection MCSP Mirror Shift J506 Mixed logic J554 Mode Switch MDSW Motion logger R637 Multi Appl Enabler MAEN Multi Equipment J617 Multi-Tasking J600 Position Registers J514 Print Function J507Prog Num Selection J515 Program Adjust J517 Program Shift J505 Program Status PRST Program ToolBox R598 RDM Robot Discovery FRDM Robot Service Request SRSR Robot Servo Code H930 SNPX basic SNBA Seal Common SLCM Shift Library SHLB Shift and Mirror Lib SMLB Soft Parts in VCCM SPVC Spot Plug-in SPPG TCP Auto Set J520 TCP Speed Prediction J524 TCP/IP Interface HTCP TMILIB Interface TMIL TP Menu Accounting TPAC TPTX TPTX Telnet Interface TELN Tool Offset J509 Unexcepted motn Check UECK User Frame UFRM Vision Core VCOR Vision Library VIPL Vision SP CSXC CSXC Vision Shift Tool CVVF Web Server HTTP Web Svr Enhancements R626 iPendant CGTP iPendant Grid Display IGUI iPendant Setup IPGSR-2000iB/210F H601 Servo Gun Axes H869 Auto Tuning CS J952 Collision Guard R534 Collision Guard Pack J684 Cycle Time Priority J523 DeviceNet Interface J753 DeviceNet(Slave) J754 Disp 2nd analog port R528 Extended Axis Control J518 Extended User Frames R696FANUC ServoGun Change J665 FRL Params R651 HMI Device (SNPX) R553 Multi-Group Motion J601 PC Interface R641 PMC(FAPT Ladder) J760 Password Protection J541 ROS Ethernet Packets R603 Servo Gun Option J643 Servo Gun WT Compens J933 Space Check J609 USB port on iPendant J957 YELLOW BOX J775 iRCalibration VShift J994Arc Advisor R666 Aux Servo Code SVMO Common calib UIF CUIF Cycle time Opt. CTOP Extended Axis Speed EXTS Func stup FCSP HTTP Proxy Svr PRXY High Speed ServoGun J886 IntelligentTP PC I/F J770JPN ARCPSU PRM J885 Motherboard driver MOBO PC Send Macros SEND Pressure Control PCTL Requires CP CPRQ Robot Library Setup RLCM SSPC error text ETSS Servo Gun Core J670 Servo Hand Change SVHC Sgdiag core SGDG Socket Messaging R636 Soft Limit SLMT TCPP Extention TCPE VCalibration Common VCCM VisShift I/F Common CVVC Vision Shift Common CVVS istdpnl IPNL iPendant HMI Setup U001 RM HELP INCL VIS PKGS U004 SMB TP Backup U006 RIPE GET_VAR FIX U007FLEXTOOL: ADD R729.FD U008 CVIS ADD EP ADV PKG U009 CVIS NO WTWTEST LOAD U010 LOAD HELP FOR SELECT U011 FALSE ALARM CPMO-130 U012 MD: HANG FROM INTP U013 R709 DRAM AVAILCHECKS U014 CVIS VPCS SUPP LIMCHK U015 CVIS VPFF POS DIF FIX U0168-12 CHARACTER PROGRA U017 SAVE FRAMEVAR.SV U018 TP Enable NOAM U026 STRCTURE SHADOW UPDAT U027 RIPE STATICS TOO MUCH U028 TIMQ MOTN-003 U030 ROBOGUIDE DAUGHTER U032 Disable touch in Edit U033 PATH NODE MOVETO U035 RIPEREMOVE TIME RETRY U038 VMXPACK MAY ASSERT U039 CYCLE DATA MAY BE COR U040 TOO MANY ARC OPTIONS U043 PMC Display wait fix U044 APSH-171 fix U045 SLOW T1 MOTN U046 GET_POS_TPE fix U047 jog disable by app wa U048 CVIS VPEP HIST RT FIX U049 MXSPD TB CPMO003 U050 CVIS BARCODE ENHANCE U051 prv save may not work U052 High RIPE traffic fix U053print from sysvar scr U054 PROGRAM ADJUST FOR SH U058 RIPE/GETSET ERROR HAN U060 IPENDANT SCREEN UNREA U061 HANDLE PART CORRECTIO U064 NO ED U066CVIS EP PKG INCL SVIP U067SIX DIGIT VERSIONS U068 CVIS NEW VERSION P06 U069 IMAGE SAVE LOAD U070 DISP PROC ISSUE U071 REPLAN JOINT DELTA U078TP EDIT CALLFROM FIX U079 CVIS FIX IPNDT RT IMG U080 $coord_mask default U084R719 ENHANCEMNT/FIXES U085 Local Hold TIMQ Adjus U097 PG: CHDELMON can caus U100 CVIS: 3D multi-view d U101 Increase Number of FD U103 KAREL CANNOT ACCESS M U104 Robot Settings are lo U108 PAINT - Wait/Release U109 FlexTool: Backward mo U114 PAINT - PaintPRO Repa U117 EDIT SCREEN IS CLOSED U500 ANTIDEFECT UIF FIX U507 PNIO V750 FIX1 U509 FIX LOADING DB SYSVAR U510 FIX EDGE DETECTION U511 ONLINE HELP BUGFIX U512 CVIS: CAM CALIB FIX U514 DISP CUSTOM FOR SSGUN U515 FIX ABC JARKY MOTION U517 MILLIMETER CONVERSION U518 GARBLED STR REG U519 ALARM TEXT BUG FIX U520 DISP CUST DRY FOR SSG U521 IMPROVE LWR DETECTION U523 CVIS FREEZE VLOG TASK U525VP2S MM CONVERSION U526 FIX TP FREEZE IBPX U527FX DB/TB BUSY RUNNING U528 RECORD CALIBRATION LO U529 DIV CALCULATION FIX U530 FIX FOR BWD RETURN U531 CONDITION MONITOR FIX U532 VOFS: UNEXP ALARM FIX U533 FIX SERVO GUN TEXT U534 FIX FENCE SVEMG ABNML U535 DCS CC_SAFEIO ALARM U537 IMPROVED GUN TOUCHUP U540 FIX GUN CHG WITH DNET U541 UPDATE GUNTCH PAEAMS U542 DOT PETTERN BUG U543 CVIS: IRVISION BUG FI U544UPDATE SVGN ERROR TXT U545FIX TOOLCHG WITH DNET U546MLOCK CHK WITH GUNCHG U547MECH COMP FOR GUNTCH U549IMPROVE GUNTCH PARAMS U550VISION MEMORY LEAK U551FIX UNWANTED MESSAGE U552SUPPORT DET SOFT WORK U553CVIS:SPEC CHANGE OF V U554GRID DETECT BUG FIX U559MOTOR::GR: AX: MOTOR ID AND INFO:1 1 ACaiSR30/3000 80A H1 DSP1-L1 2 ACaiSR30/3000 80A H2 DSP1-M1 3 ACaiSR30/3000 80A H3 DSP1-J1 4 ACa12/4000iS 40A H4 DSP1-K1 5 ACa12/4000iS 40A H5 DSP2-L1 6 ACa12/4000iS 40A H6 DSP2-M1 7 aiF22/3000 80A H DSP -2 1 aiS8/4000 80A H DSP -SERVO::GROUP: AXIS: SERVO PARAM ID:1 1 P02.061 2 P02.061 3 P02.061 4 P02.061 5 P02.061 6 P02.061 7 P00.392 1 P00.39</PRE><H2><A NAME="2">Memory Detail</A></H2> <PRE><A HREF="#TOP">【TOP】</A><P>MEMORY USAGE::MEMORY DETAIL (MAIN):Pools TOTAL AVAILABLE LARGEST TPP 800.0KB 577.8KB 555.0KB PERM 1978.0KB 371.6KB 366.5KB SYSTEM 7182.0KB 2.5KB 2.5KBSHADOW 5894.5KB 5556.5KB 32.0KBTEMP 21052.5KB 1422.8KB 714.2KBFROM 31857.0KB 9258.0KB .0KBHARDWAREFROM 32MBDRAM 32MBSRAM 2MBMEMORY DETAIL (COMM):Pools TOTAL AVAILABLE LARGESTTPP 0.0KB 0.0KB 0.0KBPERM 48.0KB 47.8KB 47.8KBSYSTEM 6144.0KB 5553.0KB 5553.0KBSHADOW 5894.5KB 5556.5KB 32.0KBTEMP 9844.5KB 8201.3KB 7949.9KB</PRE><H2><A NAME="3">Program Status Information</A></H2><PRE><A HREF="#TOP">【TOP】</A><P>TASK STATES:1 RESET status = ABORTED****** History Data ******Routine depth: 0 Routine: RESETLine: 1 Program: RESET Type: TP 2 STHICHNG status = ABORTED****** History Data ******Routine depth: 0 Routine: STHICHNGLine: 128 Program: STHICHNG Type: PC 3 PNLINST status = ABORTED****** History Data ******Routine depth: 0 Routine: PNLINSTLine: 223 Program: PNLINST Type: PC 4 PSCOLD status = ABORTED****** History Data ******Routine depth: 0 Routine: PSCOLDLine: 93 Program: PSCOLD Type: PC5 SYRSRUTL status = ABORTED****** History Data ******Routine depth: 0 Routine: SYRSRUTLLine: 63 Program: SYRSRUTL Type: PC 6 SVGNCH status = ABORTED****** History Data ******Routine depth: 0 Routine: SVGNCHLine: 287 Program: SVGNCH Type: PC 7 SGDIAINI status = ABORTED****** History Data ******Routine depth: 0 Routine: SGDIAINILine: 204 Program: SGDIAINI Type: PC8 ATSHELL RUNNING @ 1055 in ATSHELL of ATSHELL****** History Data ******Routine depth: 0 Routine: ATSHELLLine: 1055 Program: ATSHELL Type: PC 9 LOADCELL status = ABORTED****** History Data ******Routine depth: 0 Routine: PBCORELine: 0 Program: PBCORE Type: 0 10 MHGRSHLL RUNNING @ 1213 in MHGRSHLL of MHGRSHLL****** History Data ******Routine depth: 0 Routine: MHGRSHLLLine: 1213 Program: MHGRSHLL Type: PC 11 SWAXTSK1 RUNNING @ 758 in PROCESSAMR of SWAXTCMN****** History Data ******Routine depth: 1 Routine: PROCESSAMRLine: 758 Program: SWAXTCMN Type: PC Routine depth: 0 Routine: SWAXTSK1Line: 172 Program: SWAXTSK1 Type: PC12 SWAXTSK2 RUNNING @ 758 in PROCESSAMR of SWAXTCMN****** History Data ******Routine depth: 1 Routine: PROCESSAMRLine: 758 Program: SWAXTCMN Type: PCRoutine depth: 0 Routine: SWAXTSK2Line: 120 Program: SWAXTSK2 Type: PC 13 SLCUSTOM RUNNING @ 1647 in SLCUSTOM of SLCUSTOM****** History Data ******Routine depth: 0 Routine: SLCUSTOMLine: 1647 Program: SLCUSTOM Type: PC 14 SWIMSET status = ABORTED****** History Data ******Routine depth: 0 Routine: SWIMSETLine: 348 Program: SWIMSET Type: PC</PRE><H2><A NAME="4">I/O status information</A></H2><PRE><A HREF="#TOP"></A><P>IO STATUS::DIN【1】OFFDIN【2】OFFDIN【3】OFFDIN【4】OFFDIN【5】OFF UPPER TIP RESETDIN【6】OFF LOWER TIP RESETDIN【7】OFF TEST RUNDIN【8】OFF TIP CHANGE COMPLETEDIN【9】OFFDIN【10】OFFDIN【11】OFF DRESS_1 COMPLETEDIN【12】OFF DRESS_2 COMPLETEDIN【13】OFF DRESS_1 ADV.LSDIN【14】OFF DRESS_2 ADV.LSDIN【15】OFF DRESS_1 RET.LSDIN【16】OFF DRESS_2 RET.LSDIN【17】OFFDIN【18】OFFDIN【19】OFF TC1 5STEP 1DIN【20】OFF TC1 5STEP 2DIN【21】OFF TC1 5STEP 3DIN【22】OFF TC1 5STEP 4DIN【23】OFF TC2 5STEP 1DIN【24】OFF TC2 5STEP 2DIN【25】OFF TC2 5STEP 3DIN【26】OFF TC2 5STEP 4DIN【27】OFF POP WELD COMPLETE DIN【28】OFFDIN【29】OFFDIN【30】OFFDIN【31】OFF GUN COVER OPENDIN【32】ON GUN COVER CLOSE LS DIN【33】OFF HAND COVER OPEN DIN【34】ON HAND COVER CLOSE DIN【35】OFF AHC COVER-3 OPEN LS DIN【36】OFF AHC COVER-3 CLOSE LS DIN【37】OFF AHC COVER-4 OPEN LS DIN【38】OFF AHC COVER-4 CLOSE LS DIN【39】OFF GUN1 2ND ST OPEN LS DIN【40】OFF GUN2 2ND ST OPEN LS DIN【41】OFF CHUCK OPEN CONFIRM DIN【42】ON CHUCK CLOSE CONFIRM DIN【43】ON AHC FACEDIN【44】OFFDIN【45】OFFDIN【46】OFFDIN【47】OFF ROBOT 2ND STARTDIN【48】OFFDIN【49】OFF WELD COMPLETEDIN【50】OFFDIN【51】OFFDIN【52】OFFDIN【53】OFFDIN【54】OFFDIN【55】ON STYLE1DIN【56】OFF STYLE2DIN【57】OFF STYLE4DIN【58】OFF STYLE8DIN【59】OFF STYLE16DIN【60】OFF STYLE32DIN【61】OFF STYLE64DIN【62】OFF STYLE128DIN【63】OFF GUN1 STEADDIN【64】OFF HAND STEADDIN【65】OFF TOOL STEAD 3DIN【66】OFF TOOL STEAD 4DIN【67】OFFDIN【68】OFFDIN【69】OFFDIN【70】OFFDIN【71】OFF Jig Non-int.DIN【72】OFF Shuttle Nnn-int.DIN【73】OFFDIN【74】OFF Weld Enable 1DIN【75】OFF Weld Enable 2DIN【76】ON Robot_G Weld Comp.1 DIN【77】OFFDIN【78】OFFDIN【79】ON Pick Up Ok Feeder DIN【80】OFFDIN【81】OFF Hand Jig Conf.DIN【82】OFF Hand Rock Adv Comp DIN【83】OFF Jig Cover Close Comp. DIN【84】OFF Hand Rock Ret Comp. DIN【85】OFF Jig Cover Open Comp. DIN【86】ON Robct_G I/L1DIN【87】ON Robot_G I/L2DIN【88】OFFDIN【89】OFFDIN【90】OFFDIN【91】OFFDIN【92】OFFDIN【93】OFFDIN【94】OFF Sealer HoldDIN【95】OFFDIN【96】OFFDIN【97】OFFDIN【98】OFFDIN【99】OFFDIN【100】OFFDIN【101】OFFDIN【102】OFFDIN【103】OFFDIN【104】OFFDIN【105】OFFDIN【106】OFF PART IN STATION CONFIRM DIN【107】ON ROBOT AWAY FROM STATION DIN【108】OFFDIN【109】ON GUN IN STATIONDIN【110】OFF HANDKING IN STATIONDIN【113】ON SEALING MATERIAL OKDIN【114】OFF SEALING MATERIAL LACKING DIN【115】OFFDIN【116】OFF HEATING NOT OKDIN【117】OFFDIN【118】OFFDIN【119】OFFDIN【120】OFFDIN【121】OFFDIN【122】OFFDIN【123】OFFDIN【124】OFFDIN【125】OFFDIN【126】OFFDIN【127】OFFDIN【128】OFFDIN【129】OFF Clamp 1 openDIN【130】ON Clamp 1 closedDIN【131】OFF Clamp 2 openDIN【132】ON Clamp 2 closedDIN【133】OFF Clamp 3 openDIN【134】ON Clamp 3 closedDIN【135】OFF Clamp 4 openDIN【136】ON Clamp 4 closedDIN【137】OFF Clamp 5 openDIN【138】ON Clamp 5 closedDIN【139】OFF Clamp 6 openDIN【140】ON Clamp 6 closedDIN【141】OFF _DIN【142】OFF _DIN【143】OFF _DIN【144】OFF _DIN【145】OFF Part present 1DIN【146】OFF Part present 2DIN【147】OFFDIN【148】OFFDIN【149】OFF 2-1-ONDIN【150】ON 2-1-OFFDIN【151】OFF 2-2-ONDIN【152】ON 2-2-OFFDIN【153】ON 2-3-OFFDIN【154】ON 2-4-OFFDIN【155】OFFDIN【156】OFFDIN【157】ON 3-1-OFFDIN【158】OFF 3-1-ONDIN【159】ON 3-2-OFFDIN【160】OFF 3-2-ONDOUT【1】OFF ROBOT USER ALARM DOUT【2】OFF STYLE VAERITY FAULT DOUT【3】OFFDOUT【4】OFFDOUT【5】OFF GUN COVER OPENDOUT【6】OFF GUN COVER CLOSEDOUT【7】OFF HAND COVER OPEN DOUT【8】OFF HAND COVER CLOSE DOUT【9】OFF AHC COVER-3 OPEN DOUT【10】OFF AHC COVER-3 CLOSE DOUT【11】OFF AHC COVER-4 OPEN DOUT【12】OFF AHC COVER-4 CLOSE DOUT【13】OFFDOUT【14】OFF TIP WEAR OVER MOVE DOUT【15】OFF TIP WEAR OVER FIXDOUT【16】OFF TIP CHANGE POSITION DOUT【17】OFF TC1 GUN FAULT CHECK DOUT【18】OFF TC1 OFF_SET MEASURING DOUT【19】OFFDOUT【20】OFFDOUT【21】OFFDOUT【22】OFFDOUT【23】OFFDOUT【24】OFFDOUT【25】OFFDOUT【26】OFFDOUT【27】OFFDOUT【28】OFFDOUT【29】OFF DRESSOR-1 STARTDOUT【30】OFF DRESSOR-2 STARTDOUT【31】OFF DRESSOR SHIFT1 ADV.SERVO DOUT【32】OFF DRESSOR SHIFT2 ADV.SERVO DOUT【33】OFF POP START1DOUT【34】OFF POP START2DOUT【35】OFF POP START3DOUT【36】OFF POP START4DOUT【37】OFF POP WELD CONDITION 1 DOUT【38】OFF POP WELD CONDITION 2 DOUT【39】OFF POP WELD CONDITION 4 DOUT【40】OFF POP WELD CONDITION 8 DOUT【41】OFF POP WELD CONDITION 16 DOUT【42】OFF POP WELD CONDITION 32 DOUT【43】OFF POP SWING ADV.DOUT【44】OFFDOUT【45】OFF WORK COMPLETE DOUT【46】ON Shuttle Run Enable DOUT【47】OFF 2nd Work Comp.DOUT【48】OFF GUN1 PRESSDOUT【49】OFFDOUT【50】OFFDOUT【51】OFF UNCHUCK POSITION DOUT【52】OFF AHC FaceDOUT【53】OFF CHUCK OPENDOUT【54】ON CHUCK CLOSEDOUT【55】OFF Sealer FaultDOUT【56】OFF Sealer EM.StopDOUT【57】OFF Sealer LowDOUT【58】OFF SEAL AIR PRESSDOUT【59】OFFDOUT【60】OFFDOUT【61】OFF WELD CONDITION 1 DOUT【62】OFF WELD CONDITION 2 DOUT【63】OFF WELD CONDITION 4 DOUT【64】OFF WELD CONDITION 8 DOUT【65】OFF WELD CONDITION16 DOUT【66】OFF WELD CONDITION32 DOUT【67】OFF WELD CONDITION64 DOUT【68】OFF WELD CONDITION128 DOUT【69】ON Jig Non-int.DOUT【70】ON Shuttle Non-int.DOUT【71】OFF Tip Change Run.DOUT【72】OFF Tip Dress Run.DOUT【73】OFFDOUT【74】OFFDOUT【75】OFFDOUT【76】OFFDOUT【77】ON Fdr. Non-int.DOUT【78】OFF Fdr. unload comp.DOUT【79】OFFDOUT【80】OFF Jig Hand ClampDOUT【81】OFF Jig Cover CloseDOUT【82】OFF Jig Hand UnclampDOUT【83】OFF Jig Cover OpenDOUT【84】ON Robot_G I/L1DOUT【85】ON Robot_G I/L2DOUT【86】OFFDOUT【87】OFFDOUT【88】OFFDOUT【89】OFFDOUT【90】OFF SEALING MATERIAL LACKING DOUT【91】OFF SEALING HEATING NOT OK DOUT【92】OFF SEALING GUN OPEN DOUT【93】OFFDOUT【94】OFF CC-LINK STATUSDOUT【95】OFF CC-LINK STATUSDOUT【96】OFF CC-LINK STATUSDOUT【97】OFF CC-LINK STATUSDOUT【98】OFF CC-LINK STATUSDOUT【99】OFF CC-LINK STATUSDOUT【100】OFF CC-LINK STATUSDOUT【101】OFF CC-LINK STATUSDOUT【102】OFFDOUT【103】OFFDOUT【104】OFF JIG CLAMP OPEN REQUEST DOUT【105】OFFDOUT【106】OFF PART IN STATIONDOUT【107】OFFDOUT【108】OFFDOUT【113】OFF SEALING STARTDOUT【114】ON SEALING STOPDOUT【115】OFFDOUT【116】OFFDOUT【117】OFFDOUT【118】OFFDOUT【119】OFFDOUT【120】OFFDOUT【121】OFFDOUT【122】OFFDOUT【123】OFFDOUT【124】OFFDOUT【125】OFFDOUT【127】OFFDOUT【128】OFFDOUT【129】OFF SPAREDOUT【130】OFF SPAREDOUT【131】OFF CLAMP_3_ON DOUT【132】ON CLAMP_3_OFF DOUT【133】OFF CLAMP_2_ON DOUT【134】ON CLAMP_2_OFF DOUT【135】OFF CLAMP_1_ON DOUT【136】ON CLAMP_1_OFF DOUT【137】OFF SPAREDOUT【138】OFF SPAREDOUT【139】OFF _DOUT【140】OFF _DOUT【141】OFF _DOUT【142】OFF _DOUT【143】OFF _DOUT【144】OFF _GIN【1】 1 Style No.GOUT【1】0UI【1】ON *IMSTPUI【2】ON *HoldUI【3】ON *SFSPDUI【4】OFF Cycle stopUI【5】OFF Fault resetUI【6】OFF StartUI【7】OFF HomeUI【8】ON EnableUI【9】OFF RSR1/PNS1UI【10】OFF RSR2/PNS2UI【11】OFF RSR3/PNS3UI【12】OFF RSR4/PNS4UI【13】OFF RSR5/PNS5UI【14】OFF RSR6/PNS6UI【15】OFF RSR7/PNS7UI【16】OFF RSR8/PNS8UI【17】OFF PNS strobeUI【18】OFF Prod startUO【1】ON Cmd enabled UO【2】ON System ready UO【3】OFF Prg runningUO【4】OFF Prg pausedUO【5】OFF Motion heldUO【7】ON At perchUO【8】OFF TP enabledUO【9】OFF Batt alarmUO【10】OFF BusyUO【11】OFF ACK1/SNO1UO【12】OFF ACK2/SNO2UO【13】OFF ACK3/SNO3UO【14】OFF ACK4/SNO4UO【15】OFF ACK5/SNO5UO【16】OFF ACK6/SNO6UO【17】OFF ACK7/SNO7UO【18】OFF ACK8/SNO8UO【19】OFF SNACKUO【20】OFF ReservedSI【1】OFF Fault resetSI【2】ON RemoteSI【3】ON HoldSI【4】OFF User PB#1SI【5】OFF User PB#2SI【6】OFF Cycle startSI【7】OFFSI【8】ON CE/CRｓｅｌｅｃｔb0 SI【9】ON CE/CRｓｅｌｅｃｔb1 SI【10】OFFSI【11】OFFSI【12】OFFSI【13】OFFSI【14】OFFSI【15】OFFSI【16】ONSO【1】OFF Cycle startSO【2】OFF HoldSO【3】OFF Fault LEDSO【4】OFF Batt alarmSO【5】OFF User LED#1SO【6】ON User LED#2SO【7】OFF TP enabledSO【8】OFFSO【9】OFFSO【10】OFFSO【11】OFFSO【12】OFFSO【13】OFFSO【15】OFFSO【16】ONUI【1】ON *IMSTPUI【2】ON *HoldUI【3】ON *SFSPDUI【4】OFF Cycle stopUI【5】OFF Fault resetUI【6】OFF StartUI【7】OFF HomeUI【8】ON EnableUI【9】OFF RSR1/PNS1UI【10】OFF RSR2/PNS2UI【11】OFF RSR3/PNS3UI【12】OFF RSR4/PNS4UI【13】OFF RSR5/PNS5UI【14】OFF RSR6/PNS6UI【15】OFF RSR7/PNS7UI【16】OFF RSR8/PNS8UI【17】OFF PNS strobeUI【18】OFF Prod startUO【1】ON Cmd enabled UO【2】ON System ready UO【3】OFF Prg running UO【4】OFF Prg paused UO【5】OFF Motion held UO【6】OFF FaultUO【7】ON At perchUO【8】OFF TP enabled UO【9】OFF Batt alarm UO【10】OFF BusyUO【11】OFF ACK1/SNO1 UO【12】OFF ACK2/SNO2 UO【13】OFF ACK3/SNO3 UO【14】OFF ACK4/SNO4 UO【15】OFF ACK5/SNO5 UO【16】OFF ACK6/SNO6 UO【17】OFF ACK7/SNO7 UO【18】OFF ACK8/SNO8 UO【19】OFF SNACKUO【20】OFF ReservedRI【1】OFFRI【2】OFFRI【3】OFFRI【5】OFFRI【6】OFFRI【7】OFFRI【8】OFFRO【1】OFFRO【2】OFFRO【3】OFFRO【4】OFFRO【5】OFFRO【6】OFFRO【7】OFFRO【8】OFF</PRE><H2><A NAME="5">I/O Configuration Information</A></H2> <PRE><A HREF="#TOP">【TOP】</A><P>IO CONFIGURATION::DIN【5】UPPER TIP RESETDIN【6】LOWER TIP RESETDIN【7】TEST RUNDIN【8】TIP CHANGE COMPLETEDIN 1 - 8 RACK: 81 SLOT: 15 PORT: 19DIN【11】DRESS_1 COMPLETEDIN【12】DRESS_2 COMPLETEDIN【13】DRESS_1 ADV.LSDIN【14】DRESS_2 ADV.LSDIN【15】DRESS_1 RET.LSDIN【16】DRESS_2 RET.LSDIN 9 - 16 RACK: 81 SLOT: 15 PORT: 27DIN【19】TC1 5STEP 1DIN【20】TC1 5STEP 2DIN【21】TC1 5STEP 3DIN【22】TC1 5STEP 4DIN【23】TC2 5STEP 1DIN【24】TC2 5STEP 2DIN 17 - 24 RACK: 81 SLOT: 15 PORT: 35DIN【25】TC2 5STEP 3DIN【26】TC2 5STEP 4DIN【27】POP WELD COMPLETEDIN【31】GUN COVER OPENDIN【32】GUN COVER CLOSE LSDIN 25 - 32 RACK: 81 SLOT: 15 PORT: 43DIN【33】HAND COVER OPENDIN【34】HAND COVER CLOSEDIN【35】AHC COVER-3 OPEN LSDIN【36】AHC COVER-3 CLOSE LSDIN【37】AHC COVER-4 OPEN LSDIN【38】AHC COVER-4 CLOSE LSDIN【39】GUN1 2ND ST OPEN LSDIN【40】GUN2 2ND ST OPEN LSDIN 33 - 40 RACK: 81 SLOT: 15 PORT: 51 DIN【41】CHUCK OPEN CONFIRMDIN【42】CHUCK CLOSE CONFIRMDIN【43】AHC FACEDIN【47】ROBOT 2ND STARTDIN 41 - 48 RACK: 81 SLOT: 15 PORT: 59 DIN【49】WELD COMPLETEDIN【55】STYLE1DIN【56】STYLE2DIN 49 - 56 RACK: 81 SLOT: 15 PORT: 67 DIN【57】STYLE4DIN【58】STYLE8DIN【59】STYLE16DIN【60】STYLE32DIN【61】STYLE64DIN【62】STYLE128DIN【63】GUN1 STEADDIN【64】HAND STEADDIN 57 - 64 RACK: 81 SLOT: 15 PORT: 75 DIN【65】TOOL STEAD 3DIN【66】TOOL STEAD 4DIN【71】Jig Non-int.DIN【72】Shuttle Nnn-int.DIN 65 - 72 RACK: 81 SLOT: 15 PORT: 83 DIN【74】Weld Enable 1DIN【75】Weld Enable 2DIN【76】Robot_G Weld Comp.1DIN【79】Pick Up Ok FeederDIN 73 - 80 RACK: 81 SLOT: 15 PORT: 91 DIN【81】Hand Jig Conf.DIN【82】Hand Rock Adv CompDIN【83】Jig Cover Close Comp.DIN【84】Hand Rock Ret Comp.DIN【85】Jig Cover Open Comp.DIN【86】Robct_G I/L1DIN【87】Robot_G I/L2DIN 81 - 88 RACK: 81 SLOT: 15 PORT: 99DIN【94】Sealer HoldDIN 89 - 96 RACK: 81 SLOT: 15 PORT: 107 DIN【101】DIN【104】DIN 97 - 104 RACK: 81 SLOT: 15 PORT: 115 DIN【106】PART IN STATION CONFIRMDIN【107】ROBOT AWAY FROM STATIONDIN【109】GUN IN STATIONDIN【110】HANDKING IN STATIONDIN 105 - 110 RACK: 81 SLOT: 15 PORT: 123 DIN【113】SEALING MATERIAL OKDIN【114】SEALING MATERIAL LACKINGDIN【116】HEATING NOT OKDIN 113 - 120 RACK: 82 SLOT: 6 PORT: 1 DIN 121 - 128 RACK: 82 SLOT: 6 PORT: 9 DIN【129】Clamp 1 openDIN【130】Clamp 1 closedDIN【131】Clamp 2 openDIN【132】Clamp 2 closedDIN【133】Clamp 3 openDIN【134】Clamp 3 closedDIN【135】Clamp 4 openDIN【136】Clamp 4 closedDIN 129 - 136 RACK: 82 SLOT: 4 PORT: 1 DIN【137】Clamp 5 openDIN【138】Clamp 5 closedDIN【139】Clamp 6 openDIN【140】Clamp 6 closedDIN【141】_DIN【142】_DIN【143】_DIN【144】_DIN 137 - 144 RACK: 82 SLOT: 4 PORT: 9 DIN【145】Part present 1DIN【146】Part present 2DIN【149】2-1-ONDIN【150】2-1-OFFDIN【151】2-2-ONDIN【152】2-2-OFFDIN 145 - 152 RACK: 82 SLOT: 5 PORT: 1 DIN【153】2-3-OFFDIN【154】2-4-OFFDIN【157】3-1-OFFDIN【158】3-1-ONDIN【159】3-2-OFFDIN【160】3-2-ONDIN 153 - 160 RACK: 82 SLOT: 5 PORT: 9 DOUT【1】ROBOT USER ALARMDOUT【2】STYLE VAERITY FAULTDOUT【5】GUN COVER OPENDOUT【6】GUN COVER CLOSEDOUT【7】HAND COVER OPENDOUT【8】HAND COVER CLOSEDOUT 1 - 8 RACK: 81 SLOT: 15 PORT: 21 DOUT【9】AHC COVER-3 OPENDOUT【10】AHC COVER-3 CLOSEDOUT【11】AHC COVER-4 OPENDOUT【12】AHC COVER-4 CLOSEDOUT【14】TIP WEAR OVER MOVEDOUT【15】TIP WEAR OVER FIXDOUT【16】TIP CHANGE POSITIONDOUT 9 - 16 RACK: 81 SLOT: 15 PORT: 29 DOUT【17】TC1 GUN FAULT CHECKDOUT【18】TC1 OFF_SET MEASURINGDOUT 17 - 24 RACK: 81 SLOT: 15 PORT: 37 DOUT【29】DRESSOR-1 STARTDOUT【30】DRESSOR-2 STARTDOUT【31】DRESSOR SHIFT1 ADV.SERVODOUT【32】DRESSOR SHIFT2 ADV.SERVODOUT 25 - 32 RACK: 81 SLOT: 15 PORT: 45 DOUT【33】POP START1DOUT【34】POP START2DOUT【35】POP START3DOUT【36】POP START4DOUT【37】POP WELD CONDITION 1DOUT【38】POP WELD CONDITION 2DOUT【39】POP WELD CONDITION 4DOUT【40】POP WELD CONDITION 8DOUT 33 - 40 RACK: 81 SLOT: 15 PORT: 53 DOUT【41】POP WELD CONDITION 16DOUT【42】POP WELD CONDITION 32DOUT【43】POP SWING ADV.DOUT【45】WORK COMPLETEDOUT【46】Shuttle Run EnableDOUT【47】2nd Work Comp.DOUT【48】GUN1 PRESSDOUT 41 - 48 RACK: 81 SLOT: 15 PORT: 61 DOUT【51】UNCHUCK POSITIONDOUT【52】AHC FaceDOUT【53】CHUCK OPENDOUT【54】CHUCK CLOSEDOUT【55】Sealer FaultDOUT【56】Sealer EM.StopDOUT 49 - 56 RACK: 81 SLOT: 15 PORT: 69 DOUT【57】Sealer LowDOUT【58】SEAL AIR PRESSDOUT【61】WELD CONDITION 1DOUT【62】WELD CONDITION 2DOUT【63】WELD CONDITION 4DOUT【64】WELD CONDITION 8DOUT 57 - 64 RACK: 81 SLOT: 15 PORT: 77 DOUT【65】WELD CONDITION16DOUT【66】WELD CONDITION32DOUT【67】WELD CONDITION64DOUT【68】WELD CONDITION128DOUT【69】Jig Non-int.DOUT【70】Shuttle Non-int.DOUT【71】Tip Change Run.DOUT【72】Tip Dress Run.DOUT 65 - 72 RACK: 81 SLOT: 15 PORT: 85 DOUT【77】Fdr. Non-int.DOUT【78】Fdr. unload comp.DOUT【80】Jig Hand ClampDOUT 73 - 80 RACK: 81 SLOT: 15 PORT: 93 DOUT【81】Jig Cover CloseDOUT【82】Jig Hand UnclampDOUT【83】Jig Cover OpenDOUT【84】Robot_G I/L1DOUT【85】Robot_G I/L2DOUT 81 - 88 RACK: 81 SLOT: 15 PORT: 101 DOUT【90】SEALING MATERIAL LACKINGDOUT【91】SEALING HEATING NOT OKDOUT【92】SEALING GUN OPENDOUT【94】CC-LINK STATUSDOUT【95】CC-LINK STATUSDOUT【96】CC-LINK STATUSDOUT 89 - 96 RACK: 81 SLOT: 15 PORT: 109 DOUT【97】CC-LINK STATUSDOUT【98】CC-LINK STATUSDOUT【99】CC-LINK STATUSDOUT【100】CC-LINK STATUSDOUT【101】CC-LINK STATUSDOUT【103】DOUT【104】JIG CLAMP OPEN REQUESTDOUT 97 - 104 RACK: 81 SLOT: 15 PORT: 117DOUT【106】PART IN STATIONDOUT 105 - 108 RACK: 81 SLOT: 15 PORT: 125DOUT【113】SEALING STARTDOUT【114】SEALING STOPDOUT 113 - 120 RACK: 82 SLOT: 6 PORT: 1 DOUT 121 - 128 RACK: 82 SLOT: 6 PORT: 9 DOUT【129】SPAREDOUT【130】SPAREDOUT【131】CLAMP_3_ONDOUT【132】CLAMP_3_OFFDOUT【133】CLAMP_2_ONDOUT【134】CLAMP_2_OFFDOUT【135】CLAMP_1_ONDOUT【136】CLAMP_1_OFFDOUT 129 - 136 RACK: 82 SLOT: 4 PORT: 1 DOUT【137】SPAREDOUT【138】SPAREDOUT【139】_DOUT【140】_DOUT【141】_DOUT【142】_DOUT【143】_DOUT【144】_DOUT 137 - 144 RACK: 82 SLOT: 4 PORT: 9GIN【1】Style No.GIN 1 RACK: 81 SLOT: 15 PORT: 73 #NUM: 8 GOUT 1 RACK: 81 SLOT: 15 PORT: 81 #NUM: 6 UI【1】*IMSTPUI【2】*HoldUI【3】*SFSPDUI【4】Cycle stopUI【5】Fault resetUI【6】StartUI【7】HomeUI【8】EnableUI 1 - 8 RACK: 81 SLOT: 15 PORT: 1UI【9】RSR1/PNS1UI【10】RSR2/PNS2UI【11】RSR3/PNS3UI【12】RSR4/PNS4UI【13】RSR5/PNS5UI【14】RSR6/PNS6UI【15】RSR7/PNS7UI【16】RSR8/PNS8UI 9 - 16 RACK: 81 SLOT: 15 PORT: 9UI【17】PNS strobeUI【18】Prod startUI 17 - 18 RACK: 81 SLOT: 15 PORT: 17 UO【1】Cmd enabledUO【2】System readyUO【3】Prg runningUO【4】Prg pausedUO【5】Motion heldUO【6】FaultUO【7】At perchUO【8】TP enabledUO 1 - 8 RACK: 81 SLOT: 15 PORT: 1 UO【9】Batt alarmUO【10】BusyUO【11】ACK1/SNO1UO【12】ACK2/SNO2UO【13】ACK3/SNO3UO【14】ACK4/SNO4UO【15】ACK5/SNO5UO【16】ACK6/SNO6UO 9 - 16 RACK: 81 SLOT: 15 PORT: 9 UO【17】ACK7/SNO7UO【18】ACK8/SNO8UO【19】SNACKUO【20】ReservedUO 17 - 20 RACK: 81 SLOT: 15 PORT: 17</PRE><H2><A NAME="6">Safety Status Information</A></H2> <PRE><A HREF="#TOP">【TOP】</A><P>SAFETY SIGNALS::External ESTOP FALSESOP Estop FALSETP ESTOP FALSEHand Broken TRUEOverTravel FALSELow Air Alarm FALSEFence Open FALSEBelt Broken FALSETP Enable FALSETP Deadman FALSESVOFF Detect FALSEServo Disconnect FALSENon Teacher Enb FALSE</PRE><H2><A NAME="7">Current Position Information</A></H2> <PRE><A HREF="#TOP">【TOP】</A><P>CURRENT ROBOT POSITION::Group #: 1CURRENT JOINT POSITION:Joint 1: 98.31Joint 2: -21.86Joint 3: -15.51Joint 4: 3.71Joint 5: -60.75Joint 6: 227.81EXTAXS: 1: 1036.33Frame #: 0 Tool #: 2CURRENT USER FRAME POSITION:X: -559.31Y: 1592.64Z: 151.27W: -.58P: -12.93R: 89.70CFG: N U T, 0, 0, 1EXTAXS: 1: 1036.33Tool #: 2CURRENT WORLD POSITION:X: -559.31Y: 1592.64Z: 151.27W: -.58P: -12.93R: 89.70CFG: N U T, 0, 0, 1EXTAXS: 1: 1036.33CURRENT ROBOT POSITION::。

simplevis包商品说明书

Package‘simplevis’May9,2023Type PackageTitle Wrappers to Simplify'leaﬂet'VisualisationVersion7.1.0Description Wrapper functions around the amazing'leaﬂet'package that aims to simplify'leaﬂet'visualisation.See the'ggblanket'package for'ggplot2'wrappers.License MIT+ﬁle LICENSEURL https://StatisticsNZ.github.io/simplevis/,https:///StatisticsNZ/simplevis/BugReports https:///StatisticsNZ/simplevis/issues/ Encoding UTF-8LazyData trueDepends R(>=3.5.0)Imports dplyr,htmlwidgets,leaﬂet,leafem,leafpop,magrittr,rlang,scales,sf,shiny,snakecase,stars,stringr,tidyr,tidyselect,viridis,ggplot2Suggests glue,gt,knitr,pals,palmerpenguins,patchwork,rgdal,rgeos,rmarkdown,s2,tibble,tidytext,plotlyVignetteBuilder knitrRoxygenNote7.2.3NeedsCompilation noAuthor David Hodge[aut,cre](<https:///0000-0002-3868-7501>), Kate Lee[ctb](<https:///0000-0002-0886-3746>),Xavier Miles[ctb](<https:///0000-0002-1727-5110>),Statistics New Zealand[cph]Maintainer David Hodge<***********************>Repository CRANDate/Publication2023-05-0904:00:02UTC12add_tooltip R topics documented:add_tooltip (2)example_borders (3)example_point (3)example_polygon (4)example_stars (4)leaf_basemap (4)leaf_clear (5)leaf_sf (6)leaf_sf_col (7)leaf_stars (10)leaf_stars_col (11)Index13 add_tooltip Add a tooltip columnDescriptionAdd a tooltip column of united variable names and values.Usageadd_tooltip(data,...,titles=snakecase::to_sentence_case,name="tooltip")Argumentsdata A data frame or tibble....Arguments passed to select(i.e unquoted variables,tidyselect helpers etc).If no arguments provided,uses all columns.titles A function to format the variable names,including in rlang lambda format.name The name of the column created.Defaults to"tooltip".ValueA data frame or tibble with a column of textExampleslibrary(ggplot2)iris%>%add_tooltip()%>%head(1)iris%>%example_borders3 add_tooltip(tidyselect::contains("Sepal"),Species)%>%head(1)p<-iris%>%dplyr::mutate(Species=stringr::str_to_sentence(Species))|>add_tooltip(tidyselect::contains("Sepal"),Species)|>ggplot()+geom_point(aes(x=Sepal.Width,y=Sepal.Length,col=Species,text=tooltip)) pif(requireNamespace("plotly",quietly=TRUE)){plotly::ggplotly(p,tooltip="text")}example_borders Example sf object of the New Zealand coastline.DescriptionExample sf object of the New Zealand coastline used to demonstrate adding borders to maps.Usageexample_bordersFormatAn sf object.example_point Example sf point object.DescriptionExample sf point object.Usageexample_pointFormatAn sf object.4leaf_basemap example_polygon Example sf polygon object.DescriptionExample sf polygon object.Usageexample_polygonFormatAn sf object.example_stars Example stars object.DescriptionExample stars object.Usageexample_starsFormatA stars object.leaf_basemap Basemap stack in leaﬂet.DescriptionMake a stack of leaﬂet baselayers for use in shiny apps.Usageleaf_basemap(bounds=NULL,basemap="light")leaf_clear5 Argumentsbounds A bbox object or numeric vector of length four,with xmin,ymin,xmax and ymax values in WGS84(epsg4326).basemap Theﬁrst layer to start in the basemap stack.Either"light","dark","street", "satellite",or"ocean".Defaults to"light".ValueA leaﬂet object.Examplesleaf_basemap(basemap="dark")leaf_basemap(bounds=c(166.70047,-34.45676,178.52966,-47.06345))leaf_clear In shiny,clear all features,images and legends.DescriptionIn shiny,clear all features,images and legends.Usageleaf_clear(map_id="leaf")Argumentsmap_id The map id for a leaﬂet map.Defaults to"leaf".ValueA map object.6leaf_sf leaf_sf Simple feature leaﬂet map.DescriptionMap of simple features in leaﬂet that is not coloured.Usageleaf_sf(data,popup=TRUE,popup_vars_vctr=NULL,popup_numeric_format=function(x)prettyNum(x,big.mark="",scientific=FALSE),popup_vars_rename=snakecase::to_sentence_case,pal=pal_viridis_mix(1),size_point=2,size_line=2,alpha_point=NULL,alpha_line=NULL,alpha_fill=NULL,basemap="light",layer_id_var=NULL,group_id=NULL,map_id="leaf")Argumentsdata An sf object of geometry type point/multipoint,linestring/multilinestring orpolygon/multipolygon geometry type.Required input.popup TRUE or FALSE of whether to have a popup.popup_vars_vctrVector of quoted variable names to include in the popup.If NULL,defaults tomaking a leafpop::popupTable of all columns.popup_numeric_formatA function to format all numeric variables within the popup column.Defaultsto non-scientiﬁe function(x)x to leave as is.popup_vars_renameFunction to rename column names for the popup.Defaults to snakecase::to_sentence_case.Use function(x)x to leave column names untransformed.pal Character vector of hex codes.size_point Size of points(i.e.radius).Defaults to2.size_line Size of lines around features(i.e.weight).Defaults to2.alpha_point The opacity of the points.alpha_line The opacity of the outline.alpha_fill The opacity of theﬁll.basemap The underlying basemap.Either"light","dark","satellite","street",or"ocean".Defaults to"light".Only applicable where shiny equals FALSE.layer_id_var Unquoted variable to be used in shiny,so that in the event where a feature isclicked on,the value of this is returned for that feature(e.g.input$map_marker_click$id).group_id The id name for the sf group.map_id The map id for the leaﬂet map.Defaults to"leaf".ValueA leaﬂet object.Examples##Not run:leaf_sf(example_point)leaf_sf(example_polygon)##End(Not run)leaf_sf_col Simple feature leaﬂet map that is coloured.DescriptionMap of simple features in leaﬂet that is coloured.Usageleaf_sf_col(data,col_var,label_var=NULL,popup=TRUE,popup_vars_vctr=NULL,popup_numeric_format=function(x)prettyNum(x,big.mark="",scientific=FALSE),popup_vars_rename=snakecase::to_sentence_case,pal=NULL,pal_na="#7F7F7F",pal_rev=FALSE,alpha_point=NULL,alpha_line=NULL,alpha_fill=NULL,size_point=2,size_line=2,basemap="light",col_breaks_n=4,col_cuts=NULL,col_intervals_left=TRUE,col_labels=NULL,col_legend_none=FALSE,col_method=NULL,col_na_rm=FALSE,col_title=NULL,label_numeric_format=function(x)prettyNum(x,big.mark=",",scientific=FALSE),layer_id_var=NULL,group_id=NULL,legend_id=NULL,map_id="leaf")Argumentsdata An sf object of geometry type point/multipoint,linestring/multilinestring orpolygon/multipolygon geometry type.Required input.col_var Unquoted variable to colour the features by.Required input.label_var Unquoted variable to label the features by.If NULL,defaults to using the colourvariable.popup TRUE or FALSE of whether to have a popup.popup_vars_vctrVector of quoted variable names to include in the popup.If NULL,defaults tomaking a leafpop::popupTable of all columns.popup_numeric_formatA function to format all numeric variables within the popup column.Defaultsto non-scientiﬁe function(x)x to leave as is.popup_vars_renameFunction to rename column names for the popup.Defaults to snakecase::to_sentence_case.Use function(x)x to leave column names untransformed.pal Character vector of hex codes.pal_na The hex code or name of the NA colour to be used.pal_rev Reverses the palette.Defaults to FALSE.alpha_point The opacity of the points.alpha_line The opacity of the outline.alpha_fill The opacity of theﬁll.size_point Size of points(i.e.radius).Defaults to2.size_line Size of lines around features(i.e.weight).Defaults to2.basemap The underlying basemap.Either"light","dark","satellite","street",or"ocean".Defaults to"light".Only applicable where shiny equals FALSE.col_breaks_n For a numeric colour variable,the desired number of intervals on the colourscale.col_cuts A vector of cuts to colour a numeric variable.If"bin"is selected,theﬁrstnumber in the vector should be either-Inf or0,and theﬁnal number Inf.If"quantile"is selected,theﬁrst number in the vector should be0and theﬁnalnumber should be1.Defaults to quartiles.col_intervals_leftFor a numeric colour variable,TRUE or FALSE of whether bins or quantiles areto be cut left-closed.Defaults to TRUE.col_labels A function or named vector to modify the colour scale labels.Defaults to snake-case::to_sentence_case if categorical,and scales::label_comma()if efunction(x)x to keep labels untransformed.col_legend_noneTRUE or FALSE of whether to remove the legend.col_method The method of colouring features,either"bin","quantile","continuous",or"cat-egory."If numeric,defaults to"bin".col_na_rm TRUE or FALSE of whether to include col_var NA values.Defaults to FALSE.col_title A title string that will be wrapped into the legend.label_numeric_formatA function to format the numeric labels.Defaults to adding a comma seperator.Use function(x)x to leave as is.layer_id_var Unquoted variable to be used in shiny,so that in the event where a feature isclicked on,the value of this is returned for that feature(e.g.input$map_marker_click$id).group_id The id name for the sf group.legend_id The id name for the layerId of the legend.map_id The map id for the leaﬂet map.Defaults to"leaf".ValueA leaﬂet object.Examples##Not run:leaf_sf_col(example_point,col_var=trend_category)leaf_sf_col(example_polygon,col_var=density)leaf_sf_col(example_polygon,col_var=density,col_method="bin",col_breaks_n=5)leaf_sf_col(example_polygon,col_var=density,10leaf_stars col_method="bin",col_cuts=c(0,10,50,100,150,200,Inf))leaf_sf_col(example_polygon,col_var=density,col_method="quantile",col_breaks_n=4)leaf_sf_col(example_polygon,col_var=density,col_method="quantile",col_cuts=c(0,0.25,0.5,0.75,0.95,1))##End(Not run)leaf_stars Stars leaﬂet map.DescriptionMap of stars in leaﬂet that is not coloured.Usageleaf_stars(data,pal=pal_viridis_mix(1),alpha_fill=0.5,basemap="light",group_id=NULL,map_id="map")Argumentsdata A stars object.Required input.pal Character vector of hex codes.alpha_fill The opacity of theﬁll.Defaults to0.5.basemap The underlying basemap.Either"light","dark","satellite","street",or"ocean".Defaults to"light".Only applicable where shiny equals FALSE.group_id The id name for the stars group.map_id The map id for the leaﬂet map.Defaults to"map".ValueA leaﬂet object.Examples##Not run:library(simplevis)leaf_stars(example_stars)##End(Not run)leaf_stars_col Stars leaﬂet map that is coloured.DescriptionMap of stars in leaﬂet that is coloured.Usageleaf_stars_col(data,col_var,pal=NULL,pal_na="#7F7F7F",pal_rev=FALSE,alpha_fill=1,basemap="light",col_breaks_n=4,col_cuts=NULL,col_intervals_left=TRUE,col_labels=NULL,col_legend_none=FALSE,col_method=NULL,col_na_rm=FALSE,col_title=NULL,group_id=NULL,legend_id=NULL,map_id="map")Argumentsdata A stars object.Required input.col_var Unquoted attribute to colour the features by.Required input.pal Character vector of hex codes.pal_na The hex code or name of the NA colour to be used.pal_rev Reverses the palette.Defaults to FALSE.alpha_fill The opacity of theﬁll.Defaults to1.basemap The underlying basemap.Either"light","dark","satellite","street",or"ocean".Defaults to"light".Only applicable where shiny equals FALSE.col_breaks_n For a numeric colour variable,the desired number of intervals on the colour scale.col_cuts A vector of cuts to colour a numeric variable.If"bin"is selected,theﬁrst number in the vector should be either-Inf or0,and theﬁnal number Inf.If"quantile"is selected,theﬁrst number in the vector should be0and theﬁnalnumber should be1.Defaults to quartiles.col_intervals_leftFor a numeric colour variable,TRUE or FALSE of whether bins or quantiles areto be cut left-closed.Defaults to TRUE.col_labels A function or named vector to modify the colour scale labels.Defaults to stringr::str_to_sentence if categorical,and scales::label_comma if efunction(x)x to keep labels untransformed.col_legend_noneTRUE or FALSE of whether to remove the legend.col_method The method of colouring features,either"bin","quantile","continuous",or"cat-egory."If numeric,defaults to"bin".col_na_rm TRUE or FALSE of whether to visualise col_var NA values.Defaults to FALSE.col_title A title string that will be wrapped into the legend.group_id The id name for the stars group.legend_id The id name for the layerId of the legend.map_id The map id for the leaﬂet map.Defaults to"map".ValueA leaﬂet object.Examples##Not run:library(simplevis)leaf_stars_col(example_stars,col_var=nitrate,col_na_rm=TRUE)##End(Not run)Index∗datasetsexample_borders,3example_point,3example_polygon,4example_stars,4add_tooltip,2example_borders,3example_point,3example_polygon,4example_stars,4leaf_basemap,4leaf_clear,5leaf_sf,6leaf_sf_col,7leaf_stars,10leaf_stars_col,1113。

万唯英语作文2024版电子版七年级

万唯英语作文2024版电子版七年级全文共10篇示例，供读者参考篇1Title: My Experience with the 2024 Edition of "Wanwei English Composition Seven Grade"Hi everyone! Today I want to share with you my experience with the 2024 edition of "Wanwei English Composition Seven Grade". It's such a fun book and I've learned so much from it!First of all, the book has a lot of interesting topics to write about. There are topics about my family, my hobbies, my favorite food, and even my dreams for the future. I had so much fun writing about all these things and it really helped me improve my English skills.Secondly, the book has a lot of exercises and activities to do. There are fill-in-the-blank exercises, matching exercises, and even creative writing tasks. I love doing these activities because they help me practice my English in a fun way.Another thing I like about this book is that it has a lot of tips and tricks for writing better compositions. It taught me how toorganize my ideas, use different sentence structures, and even add more details to make my writing more interesting. I feel like I've become a better writer after using this book.Overall, I really enjoyed using the 2024 edition of "Wanwei English Composition Seven Grade". It's a great book for improving my English skills and I would recommend it to all my friends. I can't wait to continue using it and see how much more progress I can make. Thank you, Wanwei English!篇2Title: My Experience with the Weiyi English Composition Book 2024 EditionHello everyone! Today I want to tell you all about my experience with the Weiyi English Composition Book 2024 Edition. I am in seventh grade now, and I have been using this book for a few months. Let me tell you, it's been a game-changer for me!First of all, the book is super colorful and fun to look at. The pictures and illustrations make studying English more interesting and engaging. I used to get bored with English homework, but now I actually look forward to studying because of this book.Another thing I love about the Weiyi English Composition Book is that it has lots of practice exercises. There are grammar exercises, vocabulary quizzes, and even writing prompts. I feel like I am really improving my English skills by using this book regularly.The best part about the book is the stories and articles it includes. They are so fun to read and help me improve my reading comprehension. I also learn new words and phrases from the stories, which is really helpful.Overall, I would highly recommend the Weiyi English Composition Book 2024 Edition to any student who wants to improve their English skills. It has made a huge difference in my learning, and I am so grateful for it. Thank you, Weiyi English!篇3Title: My Experience with the 2024 Version of the Wanzibei English Writing SoftwareHello everyone! Today I want to share with you my experience with the 2024 version of the Wanzibei English writing software. It's super cool and fun to use!First of all, the new version has a lot of exciting features. There are new templates for different types of writing, like essays, stories, and letters. It also has a built-in grammar checker that helps me correct my mistakes. I love how easy it is to use!Another great thing about the software is that it has a voice recognition feature. This means I can speak my ideas out loud and the software will type them for me. It's so much faster than typing everything out!I also really like the new vocabulary game that comes with the software. It helps me learn new words in a fun way. And there are also grammar quizzes that test my knowledge. I feel like I'm improving my English skills every time I use the software.Overall, I think the 2024 version of the Wanzibei English writing software is the best one yet. It's helped me become a better writer and I have so much fun using it. I can't wait to see what other cool features they come up with in the future!That's all for now. Thanks for listening! Bye-bye!篇4Title: My Experience with the 2024 Version of Wanwei English Composition Book for Seventh GradeHey everyone! Today I want to tell you all about my experience with the 2024 version of the Wanwei English Composition Book for Seventh Grade. This book is super cool and has helped me a lot with my English writing skills.First of all, the book has a lot of fun and interesting topics to write about. From my favorite hobbies to stories about my friends and family, there's always something exciting to write about. The book also has helpful tips on how to improve my writing, like using more descriptive words and organizing my ideas.Another great thing about the book is that it comes with exercises and practice questions to help me practice what I've learned. It's really fun to challenge myself and see how much I've improved since the beginning of the school year.One of my favorite parts of the book is the grammar section. It breaks down all the tricky grammar rules in a way that's easy to understand. I used to struggle with grammar, but now I feel much more confident thanks to this book.Overall, the 2024 version of the Wanwei English Composition Book for Seventh Grade has been a game-changer for me. I've learned so much and have become a better writer because of it. I can't wait to see what else I'll learn from thisamazing book. If you're in seventh grade and looking to improve your English writing skills, I highly recommend checking out this book. You won't be disappointed!篇5Title: My Experience with the 2024 Edition of the Wanwei English Composition Book in Grade SevenHi friends,I want to tell you all about my experience with the 2024 edition of the Wanwei English Composition book in grade seven. It’s super cool! The book has so many interesting stories and topics that make learning English fun and easy.One of my favorite parts of the book is the grammar section. It explains all the tricky grammar rules in a simple and clear way. I used to struggle with grammar, but now I feel more confident thanks to this book.Another thing I love about the book is the writing prompts. They are so creative and inspire me to write my own stories and essays. The book also has tips and tricks on how to improve my writing skills, which I find really helpful.The vocabulary section is great too. It introduces new words and phrases in a fun and interactive way. I feel like my English vocabulary has expanded a lot since using this book.Overall, the 2024 edition of the Wanwei English Composition book has been a great resource for me in grade seven. It has helped me improve my English skills and made learning more enjoyable. I highly recommend it to all my classmates.That’s all for now, friends. Thank you for listening to my review!Love,[Your Name]篇6Title: My Adventures in English ClassHey everyone, my name is Sarah and I'm in seventh grade. Today, I want to tell you all about my exciting adventures in English class with the 2024 version of the WVIS (World's Virtual Interactive System).In our English class, we use the WVIS to learn English in a super fun way. The system helps us practice our listening,speaking, reading, and writing skills. It feels like we are in a real English-speaking country!One of my favorite features of the WVIS is the virtual language exchange program. We can talk to native English speakers from around the world and learn about their culture. It's so cool to make new friends and practice our English at the same time.Another fun activity we do is the English Adventure Quest. We have to solve riddles and puzzles by using our English skills. It's like a treasure hunt, but with words! I always look forward to this game because it's challenging and helps me learn new words.Our teacher also uses the WVIS to create interactive lessons. We watch videos, listen to songs, and play games to practice our English. It doesn't feel like a boring class at all – it's like playing and learning at the same time!Thanks to the 2024 WVIS, I've become more confident in speaking English and I've made so much progress in my language skills. I can't wait to see what other adventures await me in English class!That's all for now. See you later, alligator!篇7Oh my gosh! Guys, have you heard about the new edition of the English textbook in 7th grade? It's called "2024" and it's super cool!There are so many fun and interesting topics to write about in this new book. From talking about your favorite hobby to describing your dream vacation, there's something for everyone. And the best part is that we can practice our English writing skills while having fun!One of my favorite topics in this book is about my role model. I wrote about how much I admire my mom for being so hardworking and caring. It was so cool to put my thoughts into words and share them with my classmates.Another topic I really enjoyed was about a memorable experience. I wrote about the time I went camping with my friends and we found a hidden waterfall. It was such an amazing adventure and I loved reliving it through my writing.I also liked the section on giving advice. It was fun to think of ways to help someone in need and write down my suggestions. I felt like a wise old sage sharing my knowledge with others!Overall, I think the new edition of the English textbook is awesome. It's helping me improve my writing skills and have fun at the same time. I can't wait to see what other exciting topics we'll get to write about in the future!篇8Hello everyone, my name is Amy and I'm a seventh grader at Wanyei Middle School! Today, I'm going to share with you about the newest version of our English homework book, "Wanyei English Composition 2024 Edition Electronic Version".First of all, let me tell you how cool this new version is! It's electronic, which means we don't have to carry around heavy books anymore. We can access the content on our tablets or computers, making it super convenient for us to study anytime, anywhere. And the best part is that there are interactive exercises and games that make learning English fun and engaging.The 2024 Edition has updated topics and vocabulary that are more relevant to our daily lives. We get to learn about current events, popular trends, and even social media slang. It's like learning English in a way that's not only educational but also interesting and relatable.Another awesome feature of this new edition is the voice recognition technology. We can practice our speaking and pronunciation by recording ourselves and comparing it to native speakers. It's a great way for us to improve our English skills and build confidence in speaking.Overall, I love the new Wanyei English Composition 2024 Edition Electronic Version! It's fun, interactive, and really helps me in my English studies. I can't wait to explore more of its features and continue to improve my English skills. Thank you, Wanyei Middle School, for making learning English so much more exciting and effective!篇9Title: My English Writing Experience in Seventh GradeHey guys! Today I want to share with you my experience with the new 2024 edition of the Wanyi English Writing book for seventh grade. It's super cool and I have learned so much from it!First of all, the new edition has a lot of interesting topics to choose from. There are topics about sports, food, animals, and even futuristic adventures! I love how I can pick a topic that I'm passionate about and write a fun and creative essay on it.Secondly, the writing prompts in the book are really helpful. They give me ideas on how to structure my writing and what to include in each paragraph. It helps me organize my thoughts and make my essay more clear and coherent.Another thing I like about the book is the grammar tips and vocabulary words provided in each unit. It helps me improve my language skills and write better essays. I've also learned a lot of new words that I can use in my writing.Overall, I think the new 2024 edition of the Wanyi English Writing book is awesome! It has helped me become a better writer and I'm excited to keep practicing and improving my English writing skills. I can't wait to see what other cool topics and writing tips are waiting for me in the book!That's all for now, guys. Thanks for listening to my English writing adventure in seventh grade! Bye bye!篇10Title: My Amazing Experience in the 7th Grade English CampHi guys! I'm super excited to tell you all about my awesome experience in the 7th-grade English camp! It was so much fun and I learned a lot of cool things.First day at the camp, we played ice-breaking games to get to know each other. We had to introduce ourselves in English and talk about our hobbies. It was a bit nerve-wracking at first, but everyone was so nice and friendly.The next day, we had a scavenger hunt around the campsite. We had to solve English riddles and find hidden clues. It was like being in a real-life mystery game! I teamed up with my new friends and we had a blast running around and searching for the next clue.During the campfire night, we sang English songs and told ghost stories in English. It was so cool to hear everyone speaking English with confidence. I even mustered up the courage to tell a spooky story myself! It was a bit scary, but everyone loved it.On the last day, we had a talent show. I decided to perform a magic trick where I made a card disappear and reappear. I practiced so hard and was so nervous, but the audience loved it!I felt like a real magician.Overall, the English camp was an amazing experience. I made new friends, practiced speaking English, and had a lot of fun. I can't wait for next year's camp! Thanks for reading about my awesome adventure! Bye!。

药物临床试验英文词汇及缩写

英文全称 Inclusion criteria Independent ethics committee IEC Information consent form ICF Information Gathering Informed consent IC Initial meeting Inspection Institution inspection Institution review board, IBR Intention-to –treat Interim analysis International Conference of Harmonization ICH Investigational Product Investigator Investigator’s brochure, IB Last observation carry forward, LOCF LC－MS LD50 LOCF, Last observation carry forward Logic check LOQ (Limit of Quantization) Lost of follow up Marketing approval/ authorization Matched pair Missing value Mixed effect model Monitor Monitoring Monitoring Plan Monitoring Report MRT MS MS－MS MTD（Maximum Tolerated Dose） Multi-center Trial
3
中文全称准确度阳性对照活性对照药物不良反应不良事件不良医学事件药物不良反应白蛋白近似致死剂量碱性磷酸酶消耗函数丙氨酸氨基转换酶统计分析的数据集批准助理研究者天门冬酸氨基转换酶衰减全反射法稳态血药浓度－时间曲线下面积稽查稽查／视察稽查报告稽查员偏性偏倚生物等效应空白对照编制盲底盲态审核盲态检查盲法盲法/设盲层每段的长度延滞效应病历病例报告表病例记录表分类变量

提升LabVIEW程序性能的若干编程技巧（2008）_v1

提升LabVIEW程序性能的若⼲编程技巧（2008）_v1Improving and optimizing LabVIEW programming is essential for large-scale programming. So this seminar will provide you with some cool skills to achieve it , including using event-drivven structure , in-place structure, calling VI dynamically etc. The audience should have LabVIEW programming experience.With event-driven programming, your application can sleep until something of interest occurs on the front panel instead having to explicitly poll for such activity yourself repeatedly.The Event Structure makes the event-driven programming approach possible in LabVIEW. When an event occurs, the operating system broadcasts that event information so that applications such as LabVIEW can respond. You can configure an Event Structure to only detect and respond to the events that are important for your application. One of the benefits of using the event-driven approach is that the OS can give the CPU to other programs running on your computer while your application is idle.An Event Structure is a cross between a Wait on Occurrence function and a Case Structure. Like a Case Structure, the Event Structure contains multiple sub-diagrams, each of which is configured to handle one or more events, which are user actions such as Key Down or Mouse Move. You drop an Event Structure on your block diagram the same way you would any other G object, and it executes according to LabVIEW’s normal data-flow rules.When LabVIEW executes the Event Structure, it puts the structure to sleep until one of the events it is configured to listen for occurs, just as a Wait on Occurrence sleeps until an occurrence is fired. When an event of interest happens, the Event Structure automatically wakes up and executes the appropriate sub-diagram to handle that event. When that sub-diagram completes, the Event Structure completes. Note that when the Event Structure has handled one event, it has completed execution. The Event Structure does not automatically loop to handle multiple events, but this is a common misconception.A brief history of Event handling support in LabVIEW:In LabVIEW 6. 1, we introduced the Event structure to make it easier to detect user interactions and manage your user interface. This allowed you to:replace your polling loop with an event-handling loop, which iterated only when necessary rather than at a regular interval, thus requiring minimal CPU usage.not miss any user interactions because LabVIEW passes all interactions as events to the diagram; the diagram does not need to detect themprogrammaticallydetect and respond to more user interactions, such as mouse clicks or movement, closing the front panel window,attempting to exit the application, and so on.In LabVIEW 7.0, we enhanced Event-handling functionality by adding Dynamic Event registration, allowing you to:watch for events on the front panels of other VIs. This lets you create a common event-handling sub-VI to be used for multiple front panels.?control the duration during which events are monitored. You can start watching for events mid-way through the run of your VI, change which objects generate events on-the-fly, or disable event handling before the VI completes execution.Note that there are a few different event-based architectures, including the User Interface Event Handler, which consists of an Event structure in a While loop (i.e. what was shown in the previous example). Others include Producer/Consumer with Events, a type of Producer/Consumer pattern.You can get started with these architectures by accessing the LabVIEW design templates available through File>>New. These design patterns can be combined or expanded upon as needed to suit your needs.The demo script is located in \Demo1In LabVIEW, VI Server provides a programmatic way to load VIs dynamically at run-time. Loading a VI dynamically has traditionally (i.e. in the last few versions prior to LabVIEW 8) been a multi-step process consisting of the following:1. Open a reference to the VI on disk.2. Load and run the VI using the Call by Reference Node.3. Close Reference to VI.However, using this process to load and unload more than a few subVIs requires a great deal of work and block diagram real-estate. LabVIEW 8 and 8.20 feature a new, simpler way to configure VIs for dynamic loading.Before we introduce the concept of dynamic loading of VIs, let us first imagine a typical LabVIEW application. In this application, we have an imaginary top-level VI that contains various subVIs that acquires data, writes it to file, calibrates the hardware and generates reports. Some of these tasks (i.e. data acquisition) occur very frequently. Others, like hardware calibration, occur rarely by comparison.When the application is first launched, by default LabVIEW will load this imaginary top-level VI and all its subVIs into memory. For very large applications, this is not ideal behavior. Instead, the application should be designed such that code that performs common tasks is loaded into memory at the outset of execution, and code that performs less common tasks is loaded as needed.In this example, the data acquisition and file I/O portions of the application are common tasks and should load at start-up. However, calibration and report generation may be needed less often. This code could be loaded as needed at run-time, thereby reducing the memory footprint of the application when not in use.In LabVIEW 8 and 8.20, you can dynamically load a VI by simply placing it on the block diagram, right-clicking on it and selecting Call Setup from the right-click menu. From the resulting dialog window, you can change how the VI is loaded (see image).As explained previously, LabVIEW loads VIs when the caller is loaded. However, this can be changed to ‘Reload for each call’ or ‘Load and retain on first call’ (also known as “lazy loading”). Using the Call Setup feature, you can easily reduce your LabVIEW memory footprint at any given point in the execution of your application by controlling if and when subVIs are loaded.Demo Script is located in \Demo3。

Visual_LISP指南

5.4.8
确定下一步的动作..............................................40
5.4.9
代码集成......................................................41
5.4.10
更新简单空函数...............................................41
3.1
局部变量和全局变量的区别.............................................7
3.1.1
在程序中使用局部变量...........................................7
3.1.2
检查gp:getPointInput 函数.....................................8
3.3
检查程序变量........................................................11
3.4
修改程序代码........................................................12
3.5
4.3.9
程序集成......................................................28
4.4
第三课回顾..........................................................30 第五章创建工程和添加界面..................................................32

教育大数据可视化研究综述

教育大数据可视化研究综述郑娅峰1，赵亚宁2，白雪3，傅骞4+1.河南财经政法大学计算机与信息工程学院，郑州4500162.大连海事大学航运经济与管理学院，辽宁大连1160263.河南财经政法大学数学与信息科学学院，郑州4500164.北京师范大学教育学部教育技术学院，北京100875+通信作者E-mail:****************.cn 摘要：教育大数据可视化分析对于复杂教育规律的理解与挖掘具有重要作用，已成为当前教育信息科学研究领域的重要课题。

首先归纳了教育大数据的典型特征，从促进学生元认知发展、辅助教师监督学习过程及提升管理者科学决策水平三个角度介绍了教育大数据应用的最新研究成果，并简述了利用教育大数据实施可视化分析的基本流程。

然后重点对文本数据可视化、多维数据可视化、网络数据可视化、时间序列数据可视化以及地理空间数据可视化等五种主流的教育大数据可视化呈现方法进行特征描述，并给出具体的应用场景。

随后介绍了动态查询与过滤技术、可缩放/变形界面技术和多视图联动技术三个实施教育大数据可视化的关键交互技术方法。

最后依据最新研究动态，从多模态教育数据融合、人机交互、人机协同范式以及教育数据可视化设计的标准规范和评价体系四方面对教育大数据可视化未来研究方向进行了展望。

关键词：教育大数据;可视化分析;大数据可视化；数据融合；人机交互文献标志码：A中图分类号：TP434Survey of Big Data Visualization in EducationZHENG Yafeng 1,ZHAO Yaning 2,BAI Xue 3,FU Qian 4+1.School of Computer and Information Engineering,Henan University of Economics and Law,Zhengzhou 450016,China2.School of Shipping Economics and Management,Dalian Maritime University,Dalian,Liaoning 116026,China3.School of Mathematics and Information Science,Henan University of Economics and Law,Zhengzhou 450016,China4.School of Educational Technology,Faculty of Education,Beijing Normal University,Beijing 100875,China Abstract:Visualization analysis of big data in education plays an important role in understanding and mining com-plex educational rules,which has become an important topic in the field of educational information science research.This paper first summarizes the typical characteristics of big data in education,introduces the latest research results in the application of big data in education from three aspects:promoting students metacognitive development,assis-ting teachers to supervise the learning process and improving managers scientific decision-making level,and describes the basic process of visual analysis using big data in education.Then,this paper focuses on five mainstream visua-计算机科学与探索1673-9418/2021/15(03)-0403-20doi:10.3778/j.issn.1673-9418.2009014基金项目：国家自然科学基金（61907011）；河南省重点研发与推广专项（202102310314）。

微软Excel作为教授基础统计学的工具说明书

Microsoft Excel™ As a Tool for Teaching Basic Statistics C. Bruce WarnerAnita M. MeehanKutztown University of PennsylvaniaMany instructors use specialized statistics packages,such as SPSS or SAS/STAT in teaching quantitative and research methods courses.As an alternative to the specialized packages,Microsoft Excel™offers charting capabilities and the Analysis ToolPak, which provides a set of data analysis tools beyond those normally found in spreadsheets.With Analysis ToolPak,Excel resembles what one would expect from a specialized low-level statistics pro-gram.We have successfully integrated Excel into our introductory statistics courses and developed a tutorial manual to guide students through various statistical procedures in Excel.We present student ratings of an intermediate form of the manual and its exercises and discuss the advantages and disadvantages of using Excel rather than a specialized statistical package for teaching basic statistics.Similar to many instructors in the social and behavioral sciences,for years we relied primarily on specialized statistical software such as SPSS in our statistics and research methods courses.As computer technology has become ubiquitous and spreadsheet programs more popular,we wondered if a spread-sheet application was not a better medium for a first course in statistics.Keeping in mind that most students would be ex-pected to use spreadsheets in their work places(Davis,1997), we began to use Microsoft Excel™,a popular spreadsheet software package, in our introductory statistics courses.Why Use a Spreadsheet ApplicationSuch as Excel?One reason we embraced a spreadsheet application is that students need data analysis and computer skills that they can generalize and transfer to many contexts.Students are likely to work in environments in which general software skills,such as use of spreadsheet applications,are expected(Olsten Corpo-ration,1996).A recent survey found that prospective employ-ers ranked spreadsheet skills second,behind word-processing skills,as highly desirable and expected skills for new hires(Da-vis,1997).Moreover,86%of the employers expected new hires to go beyond spreadsheet basics and be able to perform detailed analyses.Davis also found that employers highly val-ued the ability to create presentations and graphs. Another reason we decided to teach with Excel is that we believe its simplicity facilitates student learning(Henle, 1995).Students can concentrate more on statistics and less on the mechanics of the software.Data entry is often easier in spreadsheet applications than in specialized statistical pro-grams such as SPSS.Moreover,many students already have some familiarity with spreadsheets,thereby reducing the time instructors must devote to software training.In our experience,the sophisticated output generated by advanced statistical packages can be confusing for students.The output generated by Excel often matches examples presented in in-troductory statistics textbook exercises or in classroom in-struction.Another advantage of Excel is that it simplifies the elec-tronic exchange of assignments.When a student turns in an assignment on disk or via e-mail,the instructor can open the file,examine the contents,and attach comments directly to the file using the annotation tools.For instance,when a stu-dent turns in an assignment in which he or she has performed the wrong test,the instructor can insert a text balloon that points directly to the error and offers corrective advice. When we grade assignments,we save a copy of each text bal-loon into an open workbook,so that we can later paste the balloon into the workbook of another student who has made a similar mistake.A final advantage of using Excel is economic.Students and universities already own or have access to computers with spreadsheet software,whereas specialized programs are an added expense.The extra cost also means that students have limited access to the specialized statistical software,as it is only available in selected campus locations.Why Choose Excel?We were familiar with Excel because it is the spreadsheet standard for our campus.Still,it is a natural choice for a statistics course,as it performs most basic analyses,creates easily customizable graphs using its Chart Wizard feature, and is the market leader in its product category. Similar to all spreadsheet applications,Excel has the capa-bility to solve both simple and complex equations.Excel’s Paste Function(known as Function Wizard in versions ear-lier than Excel95)simplifies the process by taking you through the steps necessary to paste statistical calculations into your spreadsheet.For example,you can use Paste Func-tion to find common statistics such as mean,median,mode, standard deviation, variance, and correlation.Excel also contains a less commonly known feature:Anal-ysis ToolPak.Once you have performed the simple steps that install this add-in as a working part of your Excel application, you have an array of tools for performing descriptive statis-tics,t tests,ANOVA(one-way,one-way repeated measures, and two-factor),correlation,and regression.It also adds sta-tistical and graphing capabilities that are unavailable in the basic Excel application.To illustrate the relative simplicity ofthe AnalysisToolPak,the top panel of Figure 1contains an example of the dialog box that appears when you select an in-dependent-samples t -test analysis.In the dialog box,“input variable range”refers to the spreadsheet location for the data from each group.In our example,we had data in two spread-sheet columns representing the hypothetical pain-pill con-sumption of a meditation group (A1–A13)versus a control group (B1–B13).From the dialog box,you can also choose to include column labels with the data being bels help to clarify the output from the procedure.The Excel output appears in the bottom panel of Figure 1.Additional resources exist to support instruction with Ex-cel,including various statistical add-ins and simulations for Excel written in Visual Basic.Internet discussion groups have evolvedaroundthetopicofusingspreadsheetsinmathematics and science education,including teaching statistics.Good starting points for Excel resources on the Web are the Associa-tion of Statistics Specialists Using Microsoft Excel (ASSUME;/lists/assume.html)and Spread-sheetsinEducation(http://sunsite.univie.ac.at/Spreadsite/).Student Evaluation of ExcelBeginning around 1996,we incorporated a few Excel as-signments into our introductory statistics course and devel-oped accompanying handouts.For the Fall 1998semester,we expanded our use of Excel and developed an instruction man-ual for students.The manual explained how to use the Paste Function,Analysis ToolPak,and Chart Wizard to performmany of the basic procedures covered in an introductory statis-tics course.The manual included screen shots of Excel (e.g.,those in Figure 1),sample problems with associated statistical output,and homework assignments.An example of a home-work assignment follows:Make up a data set that is appropriate for an independ-ent-samples t test and label your two e 15scores per group.Do the analysis and save the output as Sheet 4.Be-neath the output generated by Excel,type in your interpreta-tion of the results.This must include:the value of the ob-served t and its actual p value,the critical t ,the means for each group,and a decision about the null e alpha =.05,two-tailed.See the model provided for interpreting re-sults under Step 4of the section on computing an independ-ent-samples t test using Excel.We required students to generate simulated data to ensure that each submission was original and to provide students with practice in generating simple data sets appropriate for analysis.By examining the data and interpretations students had generated,we could often discover and correct miscon-ceptions that students had about various statistical proce-dures.For instance,some students persisted in generating scores from two imaginary independent samples when per-forming a related-samples t test.Students completed five required Excel assignments dur-ing the semester.In addition,almost all students chose to turn in at least one bonus assignment,with the majority com-pleting three.To improve our teaching of statistics as well as our instruction manual,we decided to conduct a formal eval-uation of student reactions to Excel.MethodParticipantsWe surveyed 49of the 52students enrolled in our Fall 1998Introductory Statistics classes who had used the man-ual and completed the Excel assignments during the semes-ter.Participation in the survey was voluntary and anonymous.MeasuresWe asked the students to express their opinions about the homework assignments and the course manual using a four-part questionnaire.In Parts A through C,students rated the assignments and manual.Students responded to semantic differential descriptions of the assignments (Part A)and the course manual (Part C)on a 5-point scale,ranging from 1(complete agreement with the description on the left )to 5(complete agreement with the description on the right ).In Part B,participants responded to course goal-oriented statements about the Excel assignments.Ratings on Part B were also based on a 5-point scale ranging from 1(strongly disagree )to 5(strongly agree ).The complete set of items and the mean responses appear in Table 1.Part D prompted students to provide free-form comments and suggestions.Figure 1.Independent-samples t -test dialog box (top)and sample output produced by the procedure (bottom).Results and DiscussionTable1presents the results of the student ratings of the Ex-cel homework assignments.Students indicated that the as-signments were useful,not too much work,and required some degree of creativity and critical thinking.They expressed agreement that the assignments promoted the development of useful skills.Although students agreed that the assignments improved their knowledge of statistical concepts,they rated the assignments more highly in terms of improving their com-puter skills.Student frustration with the assignments was moderate,which we believe is a fairly reasonable level given the typical frustrations associated with any statistics assign-ment,plustheaddedheadachesassociatedwithusinganysoft-ware application.In many instances,frustrations were not specifically related to Excel but were tied to general computer issuessuchasgettingaccesstocampuslabsorforgettingtosave a homework file to disk.Reactions to the instruction manual were also generally positive,as shown in Table1.Students in-dicated the appropriateness of both the length and compre-hensiveness of the manual.They found the manual helpful for completing assignments and generally found it useful and user friendly.Considerations for Using Excelto Teach StatisticsDeciding whether to use Excel rather than a specialized statistical package not only requires a careful comparison of the specific merits of each software package,but also de-mands a methodical examination of student needs,course and department goals,and instructor expectations.Excel makes sense when time for teaching software is limited or ac-cess to specialized software is limited,when course goals in-clude the development of general computer skills,when most students will enter the job market directly and not pursue graduate training,or when students come from a variety of departments that emphasize different statistical packages in training their majors.An instructor considering the adoption of Excel should also consider whether students would have an opportunity to learn a specialized statistical package in an-other course.In our opinion,Excel training should not con-stitute a student’s sole exposure to computerized data analysis.Although we may use Excel in introductory statis-tics, we use both Excel and SPSS in our methods courses. Excel simply cannot supplant specialized packages for two reasons.First,the standard set of statistical procedures for Excel is quite limited compared to packages such as SPSS. For instance,Excel can perform only three ANOVA proce-dures:(a)one-way ANOVA for independent samples,(b) one-way repeated-measures ANOVA,and(c)two-way ANOVA for independent samples.Excel’s ANOVA proce-dures will not perform planned comparisons or post-hoc tests, and the two-way ANOVA requires equal N s in all cells.Sec-ond,the standard statistical procedures included in Excel are not as robust as procedures in specialized statistical packages (e.g.,McCullough&Wilson,1999;Sawitzki,1994).Based on Excel’s performance on a variety of data sets,McCullough and Wilson,and Sawitzki,recommended that Excel not beTable 1.Summary of Student Responses Concerning the Fall 1998 Excel™ Homework Assignmentsand the Fall 1998 Excel ManualEvaluation Item M SD Assignments—Part A: Semantic differential itemsExtremely bad–extremely good 3.590.61 Boring–interesting 3.400.89 Difficult–easy 3.510.98 Unpleasant–pleasant 3.39 1.02 Not frustrating–frustrating 3.06 1.22 Imposing–friendly 3.650.81 Confusing–clear 3.43 1.00 Too much work–not too much work 3.840.85 Not useful–useful 3.86 1.04 Assignments—Part B: Likert-scale itemsThe Excel assignments helped me understand statistical concepts better 3.37 1.04 The Excel assignments improved my computer skills 3.940.99 The Excel assignments allowed me to be creative 3.650.90 The Excel assignments required critical thinking on my part 3.690.96 The Excel assignments gave me skills I can use 3.90 1.02 Excel manual—Part C: Semantic differential itemsExtremely bad–extremely good 3.960.64 Not helpful–helpful 4.200.89 Hard to follow–easy to follow 3.69 1.07 Not detailed enough–too detailed 3.040.71 Too short–too long 2.980.32 Imposing–friendly 3.840.85 Confusing–clear 3.49 1.00 Not useful–useful 4.250.80 Note.N=49.For the5-point ratings on parts A and C,scores ranged from1(complete agreement with the description on the left)to5(complete agreement with the description on the right).The poles for several items on the survey were reversed to reduce participant response bias.In Part B, scores ranged from 1 (strongly disagree) to 5 (strongly agree).used for scientific data analysis.They cited weakness in Ex-cel’s implementation of several algorithms,which will lead to serious errors on large data sets,especially those containing large values.McCullough and Wilson also observed that Microsoft does not correct flawed algorithms,even though the flaws have been exposed in earlier versions of Excel. Because Excel has a limited variety of procedures and be-cause it may produce inaccurate results on large data sets,it is simplynotagoodchoiceforadvancedcoursesorgeneralscien-tific data analysis.Realistically,though,most introductory courses will not cover many procedures beyond those included in Excel’s Analysis ToolPak,and sample data sets will be no larger than those that can be computed conveniently by hand. Excel’s performance on small data sets,in our experience,is generally very acceptable(cf.McCullough&Wilson,1999). What Excel does offer for introductory courses is simplicity of both input and output,which Henle(1995)described as trans-parency,meaning that students can easily see the relation be-tween the numbers and the results of operations performed on those numbers.Also,add-ins are available for Excel that may overcome limitations of both flexibility and accuracy.A list of available add-ins can be found at the ASSUME Web site (/lists/assume.html). Regardless of whether the instructor chooses Excel or a specialized package,students expect training on the software and expect guidance in completing computer assignments.In a recent survey of over1,000Cornell University undergradu-ates,students rated credit-bearing classes and peer support as the most effective means of acquiring computer skills(Davis, 1999).A small student focus group also expressed how frus-trating and stressful it is when professors assume students possess certain software skills yet fail to provide students with support or training(Davis,1999).At the same time,the fo-cus group also indicated that students do not want professors to devote significant class time to teaching software at the ex-pense of course content.Based on our experience,and con-sistent with the student views expressed in Davis(1999),we believe instructors need some sort of student guide(e.g.,Berk &Carey,2000;Dretzke&Heilman,1998;Meehan& Warner,2000)to help students complete assignments effi-ciently, effectively, and with minimal frustration.ConclusionsWe believe that Excel is a useful tool for teaching elemen-tary statistics.Business schools have been at the forefront of using spreadsheet applications in educating their students, and many resources for business statistics exist(e.g.,Levine, Berenson,&Stephan,1999;Middleton,2000;Neufeld,1998; Pelosi&Sandifer,1999),but spreadsheet-oriented statistics guides for broader audiences have also been appearing(e.g., Berk&Carey,2000;Dretzke&Heilman,1998;Meehan& Warner,2000).Individual instructors will need to weigh the costs and benefits of using a spreadsheet program versus a spe-cialized statistical package,but we believe a spreadsheet,such as Excel,will prove more attractive in many situations.ReferencesBerk,K.N.,&Carey,P.(2000).Data analysis with Microsoft Excel: Updated for Office 2000.Pacific Grove, CA: Brooks/Cole. Davis,P.(1997).What computer skills do employers expect from re-cent graduates?T.H.E. Journal, 24,74–78.Davis,P.(1999).How undergraduates learn computer skills:Results of a survey and a focus group.T.H.E. Journal, 26,68–71. Dretzke,B.J.,&Heilman,K.A.(1998).Statistics with Microsoft Ex-cel.Upper Saddle River, NJ: Prentice Hall.Henle,M.G.(1995).Forget not the lowly spreadsheet.The College Mathematics Journal, 26,320–328.Levine,D.M.,Berenson,M.L.,&Stephan,D.(1999).Statistics for managers using Microsoft Excel.Upper Saddle River,NJ: Prentice-Hall.McCullough,B.D.,&Wilson,B.(1999).On the accuracy of statisti-cal procedures in Microsoft putational Statistics& Data Analysis, 31,27–37.Meehan,A.M.,&Warner,C.B.(2000).Elementary data analysis us-ing Microsoft Excel.New York: McGraw-Hill.Middleton,M.R.(2000).Data analysis using Microsoft Excel(2nd ed.). Pacific Grove, CA: Brooks/Cole.Neufeld,J.L.(1998).Learning business statistics with Microsoft Excel 97.Upper Saddle River, NJ: Prentice Hall.Olsten Corporation.(1996).Managing and developing the new workforce.Melville, NY: Author.Pelosi,M.K.,&Sandifer,T.M.(1999).Doing statistics for business with Excel: Data, inference and decision making.New York: Wiley. Sawitzki,G.(1994).Report on the reliability of data analysis systems. Computational Statistics & Data Analysis, 18,289–301.Notes1.Support for the initial development of an Excel instruction man-ual was provided by a grant from the Kutztown University Profes-sional Development Committee.2.A version of this article was presented at the meeting of theAmerican Psychological Society, Denver, CO, June, 1999. 3.We thank Megan Mumma,who student tested our tutorials.Wealso thank David Pittenger,Randolph A.Smith,and three anon-ymous reviewers for their helpful comments on earlier drafts of this article.4.Send correspondence to C.Bruce Warner,Department of Psy-chology,Kutztown University,Kutztown,PA19530;e-mail: *******************.。

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Graph Construction
discuss questions relating to both their use and construction of graphs at school. At the RBS one-onone teaching sessions with visually impaired pupils aged 16 on graph construction were observed. From participants' discussions the main way in which students interactively construct graphs is to use of a cork board covered with a raised paper set of gridlines. Here students use pins and rubber bands to create the features of the graph, such as lines, bars etc. This solution has the option of allowing the graph to be modified both during and after construction; however it is possible for the pins to become dislodged and fall out, or for the student to injure themselves by pushing the pin into their finger. When modifying the bars it is possible for the elastic bands to become detached and “fly off”, which the student may or may not notice, leading to confusion. Additionally with this technique the graph must be dismantled after it has been constructed, since the materials must be reused. Participants in the group discussion found this was “a bit disheartening”.
Graph Builder
In order to overcome these problems we developed Graph Builder; a novel graph drawing program that provides the ability to interactively create and manipulate graphs, as well as save and later recover them. Whilst other systems [2, 3] have discussed graph construction they do not allow the interactive manipulation of graphs that is required in the educational context described above. Graph Builder (see Figure 1) has been developed from existing work by Yu and Brewster [2] who developed an application using a SensAble PHANTOM haptic device which allowed users to interactively browse bar graphs. Their solution used “V” shaped grooves cut in to the background of
H.5.2. Haptic I/O, Auditory (non-speech) feedback.
University of Glasgow
Glasgow
G12 8QQ
Introduction
stephen@

Copyright is held by the author/owner(s). CHI 2006, April 22– 28, 2006, Montréal, Québec, Canada.
Stephen A Brewster
Keywords
Haptics, Visual Impairment, Visualisation.
The MultiVis Project
G.I.S.T
Department of Computing Science
ACM Classification Keywords
University of Glasgow
Glasgow
G12 8QQ
mcgookdk@

This paper illustrates work undertaken on the MultiVis project to allow visually impaired users both to construct and browse mathematical graphs effectively. We start by discussing the need for such work, before discussing some of the problems of current technology. We then discuss Graph Builder, a novel tool to allow interactive graph construction, and Sound Bar which provides quick overview access to bar gr/0004.
There are currently 11.4 million visually impaired people in the United States and 2 million in the United Kingdom (). Many of these users interact with computer systems using screen reading software such as JAWS (). This technology, whilst allowing access to textual data is poor at providing access to graphical data, such as the graphs, charts and tables that sighted people read and communicate with in their everyday lives. Whilst paper based technologies are available they do not allow easy
One educational task when learning about mathematics at school is graph understanding. This is primarily accomplished by getting students to carry out simple graph construction tasks. Conventionally, sighted students will use pencil and paper to complete the graph. This allows students to easily correct their mistakes (by rubbing out the line and redrawing it). Such easy manipulation is important since learning to construct graphs involves making mistakes, understanding those mistakes and interactively revising the graph accordingly [1]. This is a problem for visually impaired people as current technologies to create graphs are slow and cumbersome, failing to allow mistakes to be easily rectified and making the task of graph construction more frustrating than necessary. We have collected evidence for this view from group discussions at the Royal National College for the Blind (RNCB) Hereford and classroom observations at the Royal Blind School (RBS) Edinburgh. At the RNCB six participants aged 18-24 were asked to
1
MultiVis: Improving Access to Visualisations for Visually Impaired People
Abstract
David K McGookin
The MultiVis Project
G.I.S.T