Showing papers on "Laptop published in 2001"

Computer system with separable input device

Abstract: A computer system receives data from a separate input device, e.g. a personal digital assistant (PDA). The computer system is a desktop, laptop or notebook. The input device includes a memory, processor and touch screen. The input device can operate separately or when inserted into a recess in the casing of the computer system. The computer system includes two security features. A first security feature allows the input device to be used to enter data directly into the memory of the computer system. The second security feature permits synchronization of data between the computer system and the input device. The casing of the input device is configured to be compatible with the recess of the computer system casing.

Portable computer usable in laptop and tablet configurations

Abstract: Embodiments of the present invention are directed to a portable computer, such as a laptop or notebook computer, a subnotebook computer, a personal digital assistant, a wireless phone or the like, that can be set up in a closed configuration, a laptop configuration or a tablet configuration. The portable computer may include a base unit having a primary input device, such as a keyboard or pointing device, and a display unit having a display device. The base unit and the display unit may be coupled so that the display unit can be moved relative to the base unit to place the portable computer in a desired configuration.

Comparing system level power management policies

Abstract: Reducing power consumption is a challenge to system designers. Portable systems, such as laptop computers and personal digital assistants (PDAs), draw power from batteries, so reducing power consumption extends their operating times. For desktop computers or servers, high power consumption raises temperature and deteriorates performance and reliability. Soaring energy prices and rising concern about the environmental impact of electronics systems further highlight the importance of low power consumption. Power reduction techniques can be classified as static and dynamic. Static techniques, such as synthesis and compilation for low power, are applied at design time. In contrast, dynamic techniques use runtime behavior to reduce power when systems are serving light workloads or are idle. These techniques are known as dynamic power management (DPM). DPM can be achieved in different ways; for example, dynamic voltage scaling (DVS) changes supply voltage at runtime as a method of power management. Here, we use DPM specifically for shutting down unused I/O devices. We built an experimental environment on a laptop computer running Microsoft Windows. We implemented existing power management policies and quantitatively compared their effects on power saving and performance degradation.

The Effects of Wireless Computing in Collaborative Learning Environments

Abstract: Eighty-four students distributed between two different courses at a major research university (one a communication course, the other a computer science course) were given laptop computers with wireless network access during the course of a semester. A wide variety of data (from questionnaires, e-mail logs, proxy server logs, and diaries) regarding students' use of the laptops for electronic communication, Web browsing, and local application use (e.g., word processing) was collected and analyzed. The influences of course, network (wireless-wired), student population, and the passage of time were investigated in relation to the prevalence and nature of social computing (e.g., e-mail, instant messaging, chat, discussion boards, online annotations) in students' laptop usage. The relative prevalence of social computing increased and became more exclusive for students in the communication course, especially on the wireless network. Social computing and use of the wireless network were less prominent and influen...

Human/machine interface for a machine vision sensor and method for installing and operating the same

Abstract: This invention overcomes the disadvantages of the prior art by providing a human/machine interface (HMI) for use with machine vision systems (MVSs) that provides the machine vision system processing functionality at the sensor end of the system, and uses a communication interface to exchange control, image and analysis information with a standardized, preferably portable device that can be removed from the MVS during runtime. In an illustrative embodiment, this portable device can be a web-browser equipped computer (handheld, laptop or fixed PC) or a Personal Digital Assistant (PDA). The communication interface on the sensor-end of the system is adapted to communicate over a cable or wireless communication link (for example infrared (IR) or radio frequency (RF)), with a corresponding communication interface in the portable device. The data communicated over the interconnect or link is formatted so that it is read at a data speed and level of resolution (pixel count) that is appropriate to the portable device by use of an image processor at the sensor end.

Semi-transparent handwriting recognition UI

Abstract: A user interface of a handwriting recognition system intended for use in small electronic devices, such as PDAs, mobile Telephones and laptop computers. The user interface is a semi-transparent window that opens in response to a user-initiated manuscript input to any point on a touch-activated screen of a display of the electronic device. The semi-transparent window may be resized or moved, as desired by the user, and may be automatically sizable in response to the placement of the user's manuscript input on the touch-activated screen.

Wireless multi-user multi-projector presentation system

Abstract: Media slides are often employed in conference sessions, meetings, lectures, and other interactive forums. The proliferation of laptops and handheld computers allows a speaker to present directly from the laptop by connecting to the projector at the conference site. Physically connecting and disconnecting each presenter's laptop to the projection apparatus, however, can be a clumsy and disruptive process, particularly since the presenters may be seated at various locations around the room. A wireless interface between a presentation server and a laptop in a multi-user multi-projector presentation system allows a media sequence from each media source to be displayed on a common display via the presentation server and the wireless interface. Presenters need not run or swap cables or other physical connections to switch media sources to the common display. The interface requires no software modification to the media source laptops and maintains independence between media sources and the server for security. The presentation server communicates with the media sources over the mouse port allowing innovative user interfaces, such as gesture recognition, to be employed for presentation control without additional software. Multiple projectors redundantly illuminate the display surface, dynamically eliminating shadows and other display artifacts when presenters walk between a projector and the screen. Distracting projected light cast on to the occluding presenters is automatically suppressed.

Laptop computer display mounting

Abstract: A laptop computer display module for use in a clamshell type laptop computer includes a telescoping rail assembly that enables the display module to be extended upwardly from a keyboard module of the laptop computer when the display module is rotated to an open position. A computer display panel is rotatably mounted to a display support member of the display module adjacent a top margin of the display panel so that the display panel can be manually swung away from the display support member and toward a user of the laptop computer. The invention enables the display panel to be positioned at a comfortable viewing angle without blocking access to the keyboard module for typing and is particularly useful in depth-constrained workspaces such as airline passenger seats, where the display support member must be positioned at an acute angle relative to the keyboard module.

Designing e-books for legal research

Abstract: In this paper we report the findings from a field study of legal resea rch in a first-tier law school and on the resulting redesign of XLibris, a next-generation e-book. We first characterize a work setting in which we expected an e-book to be a useful interface for reading and otherwise using a mix of physical and digital library materials, and explore what kinds of reading-related functionality would bring value to this setting. We do this by describing important aspects of legal research in a heterogeneous information environment, including mobility, reading, annotation, link following and writing practices, and their general implications for design. We then discuss how our work with a user community and an evolving e-book prototype allowed us to examine tandem issues of usability and utility, and to redesign an existing e-book user interface to suit the needs of law students. The study caused us to move away from the notion of a stand-alone reading device and toward the concept of a document laptop, a platform that would provide wireless access to information resources, as well as support a fuller spectrum of reading-related activities.

Apparatus and method for providing products and services in a transport vehicle using a network of computers

Abstract: Computer network system for providing, and managing delivery of, products and services to persons on a transport vehicle. An exemplary network (10) includes: computers (11a through 11c), such as laptop computers, used by persons on the vehicle (15) to request and receive services; a member computer (12) used by the operator crew to request and receive services; member handheld computers (13a through 13b) used by cabin attendants to manage delivery of products and services; a computer server onboard the vehicle for storing data, performing calculations, and acting as a communications gateway to other members in the network; a communications link (16) to a ground fixed router (17); a ground router (17) for access to the Internet and other members of the network; a computer server for managing product inventory and product delivery (18); a computer for recording inventory (19), and computer kiosks (20a and 20b) at departure and arrival ports for passenger ordering. The network of computers provides more precise control over product and service ordering, inventory management, and the delivery of the product and services. The network supports a preferred transaction method using credit cards and debit 'phone cards' allowing cash-less delivery of products and services.

System and method for viewing and controlling a presentation

Abstract: A system and method for delivering a presentation electronically. The invention takes advantage of the multiple monitor capabilities of a computer operating system to display a “control panel” on the computer monitor or laptop screen that typically only the presenter will view. The presenter can use this control panel to view and control the presentation while the audience only sees a full screen slideshow. Providing this “presenter” view and control makes computer-based presenting much easier. The presenter can control the specific aspects of the slideshow from the private monitor using control buttons or keyboard shortcuts.

New web-based interactive e-learning in power electronics and electrical machines

Abstract: This paper introduces a new software tool for teaching power electronics and electrical machines. The tool consists of HTML text where small programs in form of Java-applets are inserted which are used for interactive animation, simulation and design of power electronic circuits and/or electrical machines. The whole tool does need just a standard Web-browser, is fully independent of the underlying operating system, also no installation is necessary, and all interactive Java-programs are written with the focus on very easy usage. Therefore, the tool can be accessed via the World Wide Web and/or by a CD-ROM in stand-alone PCs by students and professionals. Since the Java-programs are simple to handle, a student can immediately start working with the programs and can fully concentrate on the theory of the problem instead of studying help-manuals. Because of the underlying software technology, the tool can be used for online learning and can be easily integrated into an e-learning platform for distance learning. It can be also used in the traditional classroom with laptop and beamer, via Internet or CD-ROM. Therefore, it can be integrated in a course making use of other modern technologies like video, slide-shows or sound-clips. It can be used by professionals or students for self-study. The focus of this paper is on the introduction of the usage and the technology of this new e-learning software tool which is optimized for education in power electronics and electrical machines. It is not about certain teaching techniques.

Mobile units with fexible-retractable peripherals

Abstract: A mobile unit such as a smart phone is augmented with one or more flexible-retractable peripherals in order to allow the mobile unit provide a non-area-constrained user interface to the user. For example, a smart phone provides an area-constrained and device-specific user interface to the user while the user is mobile. When the user wishes to work on desktop applications, a roller-mounted and retractable keyboard and LPD (liquid polymer display) are extended from the smart phone to provide a non-area constrained user interface. This allows a hand-held smart phone to optionally function as a laptop/desktop computer. The flexible-retractable peripherals may be built directly into the smart phone or may be implemented as stand-alone peripherals coupled to the smart phone using wired or wireless connections such as Bluetooth™ connections.

Method and system for starting a multiple PDA operating system through a menu

Abstract: A method and system for starting a multiple PDA OS through a menu is disclosed. The invention mainly modifies the BIOS booting procedure in a notebook PC installed with multiple OS's. After the notebook PC is turned on, the multiple OS's are detected. These multiple OS's, including a PDA OS and a normal notebook PC basic OS (such as the Windows OS), are displayed on a menu. By ignoring some hardware diagnostic steps during the BIOS booting procedure and only performing hardware diagnoses for those input devices that support menu manipulations, the starting speed of the laptop can be accelerated. The user can thus start any OS by clicking the desired item in the OS menu.

Evaluation of a Laptop Program: Successes and Recommendations

Abstract: The overall purpose of this evaluation study was to determine the effectiveness of providing 5thand 6th grade students in Walled Lake Consolidated Schools (WLCS) with access to laptopcomputers with regard to classroom learning activities, technology usage, and writing achievement.The WLCS Laptop Program is based on the Anytime Anywhere Learning (AAL) program (AAL,2000), which has been in schools since 1996 and has impacted more than 100,000 students andteachers. The goal of the AAL program is to provide students the knowledge, skills and tools tolearn anytime and anywhere.The Laptop Program arranged to have laptop computers available for a monthly lease fee of fiftydollars. The Laptop classrooms were equipped with wireless access to the Internet and printers.The program also provided students and parents the opportunity to receive training on basiccomputer skills. The Laptop teachers received ten full days of professional development prior tothe 1999-2000 academic year and six one-half day sessions during the year. The training was basedon the NTeQ model (Morrison, Lowther, & DeMuelle, 1999) which provides teachers aframework to develop problem-based lessons that utilize real-world resources, studentcollaboration, and the use of computer tools to reach solutions. The lessons are typically structuredaround projects, which engage the students in critically examining community and global issues,while strengthening student research and writing skills.

Laptop computer with ergonomically enhanced interface features

Abstract: A laptop computer has a base and a cover with a display monitor that are connected together by a hinge. The base and cover have congruent trapezoidal shapes that give the laptop a unique appearance. A pair of segregated right and left keyboards are mounted to the base. Each keyboard is rotated by a small angle from the center of the base to align with the natural position of the arms of the user. The keyboards are further articulated such that their front ends are elevated relative to their rearward ends. Alternate embodiments of the invention utilize various mechanisms for articulating the keyboards. In addition, the keys on each keyboard may be arranged in a curvilinear formation. The laptop has a wedge that is slidably mounted to the rearward end of the base for varying the angle of inclination of the keyboards. The wedge can raise or lower the angle of the keyboards to suit the preference of the user. The laptop also has a pair of touch pads with different sensitivities, as well as a track point or track ball for moving the screen cursor.

Fostering Girls' Computer Literacy through Laptop Learning: Can Mobile Computers Help To Level Out the Gender Difference?.

Abstract: One of the goals of introducing computers to the classroom is to support students who are more reluctant to the use of technology or who do not have a computer at home in acquiring computer literacy. Studies have shown that these students are often girls. The goal of the present study is to find out if the difference between boys and girls in computer literacy can be leveled out in a laptop program where each student has his/her own mobile computer to work with at home and at school. 113 students from laptop and non-laptop classes were tested for their computer knowledge and computer confidence. Students from laptop classes outperformed students from non-laptop classes in computer knowledge while there was no difference in computer confidence. In comparison to the non-laptop classes, the gender gap in computer knowledge was much smaller in the laptop classes. In computer confidence, no harmonizing effect of the laptops was found. Theoretical framework Traditionally, girls tend to be less interested in computers, use them less often in their spare time and have a more negative attitude toward computers (Bannert & Arbinger, 1996; Brosnan, 1998; Metz-Goeckel et al., 1991; Okebukola, 1993; Shashaani, 1994). Consequently, they are often less computer literate then boys. The introduction of computers to the classroom is meant to help especially these disadvantaged students to become more computer literate. However, it has been observed that computer projects, particularly those where students share a computer, can easily be counterproductive: Students, who already know more about computers tend to dominate teams (at least technology-wise) when computers are used for collaborative work, while the non computer literate, i. e. mostly the girls, become mere observers (Kauermann-Walter & Metz-Goeckel, 1991). Thus, computer projects may benefit students with a high degree of computer literacy more than those they are actually meant for (Sinhart-Pallin, 1990). If every student gets his/her own computer, which can be used flexibly in and outside of the classroom, this problem might be overcome because every student gets the chance to learn about computers individually. However, so far no data exists to support this claim. Data sources The development of boys' and girls' computer literacy is one of the core questions that are investigated in a laptop program, which started in March 1999. In this program, approximately 300 students and their teachers from a German high school are gradually furnished with networked laptop computers. Over the course of four years, four cohorts of seventh graders will enter the program. Currently, 220 students and their teachers have entered the program, two 9 grade classes being in their third year, three 8 grade classes in their second and three 7 grade classes in their first year. Method In a review of different definitions of “computer literacy” (e. g. Higdon, 1995, Richter, Naumann & Groeben, 1999; Tully, 1996) and “Internet literacy” (Doyle, 1996, Levine & Donitsa-Schmidt, 1998; Richter et al., 1999) the following dimensions were identified as central to the construct: 1. theoretical and practical knowledge about computers (hardware, software) and the Internet (communication, information retrieval), 2. self efficacy/confidence regarding computers and the Internet 3. responsible use and critical reflection regarding computers and the Internet. Accordingly, a computer literacy test was developed for this study. Existing questionnaires and tests for computer literacy were considered and adapted/updated for the purpose of this study (e. g. Pelgrum, Janssen Reinen & Plomp, 1993; Richter et al., 1999). The resulting test includes the following seven scales: 1. CONF_COM: Confidence in using computers: Rating scale for self-assessment of the students’ subjective level of confidence in using computers (confidence) 2. CONF_INT: Confidence in using the Internet: Rating scale for self-assessment of the students’ subjective level of confidence in using the WWW to find information and in using email (confidence) 3. COM_TOOL: Computers as tool or toy: Rating scale to measure students attitude towards computers and the Internet (tool or toy/critical reflection) 4. HW_OS: Knowledge in hardware (PC) and operating system (Windows95/98): Test items with one right answer and three distracter alternatives (theoretical and practical knowledge) 5. OFFICE: Knowledge in common office applications and presentation software (MS Word, MS Excel, MS Powerpoint): Test items (see above, theoretical and practical knowledge) 6. INTERNET: Knowledge in using the WWW for search tasks and in using email: Test items (see above, theoretical and practical knowledge) 7. SECURITY: Knowledge in basic security issues (virus protection, passwords): Test items (see above, responsible use/critical reflection) In addition, the test included items measuring descriptive data, e. g. the students’ age and gender, access and use of computers at home and at school, access and use of the Internet. In November 2000, the test was distributed to 45 students from two laptop classes (9 grade, age 14-15), who are in their third year of laptop use and to 68 9 graders from the same school who do not use laptop computers but have regular access to the school's computer labs. Results Descriptive analyses of the sample showed that home access to computers was almost equal in both groups: all of the students in the experimental as well as in the control group reported having a computer at home. However, in the control group only 54,4% have their own computer while in the experimental group every student has his/her own laptop computer. On average the computer is used every day in the experimental group (Median = 6 (... daily)), while in the control group it is slightly lower (Median = 5 (... several times per week). Considerable differences exist in the use of computers at school. While the laptop students reported having used the computer almost daily (Median = 5), the control group students reported having used a computer only one to six times throughout the school year (Median = 1). Before results of the computer test were analyzed, some basic test statistics and item analyses were carried out. To increase internal consistency, one item was excluded from scale COM_TOOL and OFFICE respectively. Table 1 shows the test and item statistics for the remaining items. MScale SDScale N R rit P β CONF_COM 26.55 4.76 7 7-35 .50 .76 .78 CONF_INT 25.59 4.94 7 7-35 .48 .73 .76 COM_TOOL 22,39 4,35 6 6-30 .51 .75 .75 HW_OS 3.88 1.82 6 0-6 .47 .65 .72 OFFICE 4.03 3.39 8 0-11 .62 .38 .84 INTERNET 3.02 2.33 9 0-9 .40 .39 .72 SECURITY 1.68 1.22 5 0-5 .25 .34 .46 Table 1: Test and item statistics (MScale: scale mean, SDScale: standard deviation, N: number of items, R: range, rit: mean item discrimination coefficient, P: mean discrimination power, β: standardized Cronbach’s alpha) The effect of the use of laptops on boys and girls was determined using a 2-factorial, multivariate analysis of variance (GLM) with laptop/non laptop as one factor and gender as the other factor and the seven scales of the computer test as dependent variables. To test if the homogeneity assumption for this procedure was violated, a Levene test for homogeneity of variances was carried out. For four of the seven scales, a violation of the homogeneity of variance assumption was detected (see table 2). Generally, it is assumed that the F statistic is robust against such violations (Bortz, 1995). However, in these cases, non-parametric tests were calculated to verify the main effects found. F df1 df2 β CONF_COM .821 3 99 .485 CONF_INT .564 3 99 .640 COM_TOOL 3.817 3 99 .012 HW_OS 8.990 3 99 .000 OFFICE 10.739 3 99 .000 INTERNET 2.918 3 99 .038 SECURITY 1.913 3 99 .132 Table 2: Levene test for homogeneity of variances (design: Intercept+GENDER+LAPTOP+GENDER * LAPTOP) Overall, the multivariate test (Wilks-Lambda) showed significant main effects for LAPTOP and GENDER. The interaction of LAPTOP and GENDER was not significant on the multivariate level (see table 3). Effect Value F (exact) Hypothesis df Error df Sig. Intercept ,015 869,349 7 93 ,000 SEX ,745 4,541 7 93 ,000 LAPTOP ,276 34,800 7 93 ,000 SEX * LAPTOP ,911 1,291 7 93 ,263 Table 3: Multivariate tests (design: Intercept+GENDER+LAPTOP+GENDER * LAPTOP) Gender effects To help interpretation of the differences found, interaction plots were created (see Fig. 1 and 2). The pattern is similar for most of the scales. Girls in the control group scored consistently lower than boys on almost all of the subtests. In the laptop group, lower scores were only found for the general confidence in using computers, for the knowledge on hardware and the operating system and for the knowledge on security issues. On the COM_TOOL and the OFFICE scale girls of the experimental group scored slightly higher than boys. To investigate the statistical significance of the descriptive differences found, betweensubjects effects were calculated for each variable based on the GLM. The factor GENDER was significant for the variables CONF_COM (F(1, 99) = 14.58, p = .000) and HW_OS (F(1, 99) = 8,75, p = .000). Furthermore, the factor approached significance for the variables CONF_INT (F(1, 99) = 3.09, p = .082) and SECURITY (F(1, 99) = 3.48, p = .065). Thus, gender differences seem to occur particularly in the subjective confidence of boys and girls regarding the use of computers and the Internet, and regarding the rather technical areas of computer use. CONF_COM Confidence in using computers Laptop No laptop M ea n 35

Algorithms for Location-Independent Communication between Mobile Agents

Abstract: We study the distributed infrastructures required for location-independent communication between mobile agents. These infrastructures are problematic: different applications may have very different patterns of migration and communication, and require different performance and robustness properties. Some applications also demand disconnected operation (on laptop computers). Algorithms must be designed with these mind. In this paper we describe simple algorithms and techniques such as central server, forwarding pointers, broadcast, group communication, and hierarchical location directory, and use Nomadic Pict to develop and implement an example infrastructure. The infrastructure can tolerate site disconnection; a user can disconnect the computer from the network, work in a disconnected mode for extended periods, and later reconnect. All messages that cannot be delivered to a laptop or sent out from the laptop due to disconnection will be transparently delivered upon reconnection.

Windowed, Wired, and Webbed—Now What?

Abstract: Integrating technology into teaching and learning is increasing exponentially; however, nonanecdotal evidence of its effectiveness is lacking. Using qualitative and quantitative research methods, the impact of implementing a technology-rich learning environment in a marketing curriculum is investigated. A quasi-experimental approach used (1) a pre-laptop program assessment based on perceptual mapping and concept studies, (2) a treatment (laptops and pedagogy changes) assessment based on social cognitive theory, and (3) a post-laptop assessment of perceptual mapping and enrollment data. Faculty and student responses to the new laptop-based environment are provided along with a discussion based on this experience.

Pop-up laptop keyboard

Abstract: An ergonomic laptop computer or other apparatus is disclosed that provides a user a with a more comfortable angle for the user's wrists and hands while using the apparatus. The apparatus includes a keyboard housing having a top surface comprising a plurality of keys, a bottom surface operationally connected to a main computer body and positioning supports connected to the keyboard housing that extend and adjust to allow the keyboard to change its slope relative to the main computer body. The apparatus may be standard on laptop computers or sold as a retrofit kit that replaces existing non-ergonomic laptop keyboards.

Selected context, interactive advertising

Abstract: An advertising display in a space such as an elevator, waiting room, lounge, lobby or restaurant receives passenger identification and/or personal interest information from a portable device or swipe card carried by the viewer, or from keys or a touch panel, or from voice, in order to present advertisements oriented toward the viewer The display may have buttons, touch panels, and fingerprint panel to permit making selections and to authenticate identity The portable device may transmit transactional information such as addresses, numbers and credit card information The display may provide information to a personal digital assistant or laptop, or over the internet or telephone

Portable device for cooling a laptop computer

Abstract: A heat sink provides a flat surface on which a portable computer can be placed and a finned surface for heat dissipation An attached cushioning material protects a user from the finned surface, while micro-fans pull air through the space enclosed between the two materials The fans are powered through the computer's universal serial bus (USB) and power management features reduce power drain from the portable

Laptop with separable touch sensitive display

Abstract: This patent is a technologic nature feature in the computer development field. The idea of separating the screen of the laptop from its main processor part and connect a cable between them is the new concept of this invention.

Encyclopedia of computers and computer history

Abstract: Entries include: Abacus America Online Apple Computer AT&T Corporation Babbage, Charles Binary System Boolean Algebra Central Processing Unit Chomsky, Noam Computer Science Cybernetics Data Compression Digital Computer Encryption and Cryptography Ethernet Ethics, Computer Gates, Bill Graphics, Computer Hackers and Hacking Hewlett-Packard HTML IBM Internet Java Laptop Computers Logic Programming Macintosh Microsoft Moore's Law Music, Computer Netscape Communications Corporation Operating System Optical Fibers Pascal, Blaise Privacy, Online Productivity Paradox RAM and ROM Robotics Search Engine Silicon Valley Torvalds, Linus Virtual Reality Windows and Windows NT Women and Computer Science World Wide Web Xerox and many more.

Digital, wireless PC/PCS modem

Abstract: A digital, wireless PC/PCS modem is disclosed for incorporation with personal home computers, laptop units, hand-held computer units, and cellular phones for providing wireless communication via satellite transmission. The invention is a device that combines a personal computer (PC) modem with a satellite link and relay system for computers. This will allow the user to establish a communications link with Internet™ access, access to direct dial telephones, faxing on demand, hyperterminal access for remote computer link-up, video, and voice applications. Utilizing existing software and hardware, this invention uses digital satellite technology and combines it with a PC modem for access to various communication links including phone links, without a phone line. In order to accomplish this, the laptop has a type II PCMCIA card slot for receiving the PC modem. An antenna is attached to the plug-in cellular phone card for the modem using a swivel joint assembly.

Feature Article Laptop computers and children with disabilities: Factors influencing success

Abstract: The purpose of this study was to determine factors perceived to influence the successful use of laptop computers by clients of the Crippled Children’s Association of South Australia. The study was conducted in two phases: (i) a consultation phase involving key stakeholders; and (ii) a survey phase in which a questionnaire was distributed. Five key themes were identified by the consultation phase which grouped together similar factors perceived to influence the successful use of laptop computers. These themes were factors related to: (i) the laptop user; (ii) the laptop user’s parents/family; (iii) attributes of the laptop; (iv) the laptop user’s school; and (v) support and assistance which the laptop user may receive. A questionnaire was developed around these themes. Participants rated the importance of factors within these themes in relation to successful laptop computer use by children with disabilities. Results identified the most important factors across the whole sample were portability and teachers ability to adapt learning tasks to suit laptop use. However, each stakeholder group rated different factors as most important. Recommendations for a collaborative approach to laptop computer prescription, ongoing follow up and quality assurance, and the provision of training and development opportunities are suggested.

Display mounting for laptop computer

Abstract: A laptop computer display module (28) for use in a clamshell type laptop computer includes a telescoping rail assembly (100) that enables the display module (28) to be extended upwardly from a keyboard module (24) of the laptop computer when the display module is rotated to an open position. A computer display panel (28) is rotatably mounted to a display support member (120) of the display module adjacent a top margin of the display panel (70) so that the display panel (70) can be manually swung away from the display support member (120) and toward a user of the laptop computer (20). The invention enables the display panel (70) to be positioned at a comfortable viewing angle without blocking access to the keyboard module (24) for typing and is particularly useful in depth-constrained workspaces such as airplane passenger seats, where the display support member (120) must be positioned at an acute angle relative to the keyboard module (24).

Laptop computers and children with disabilities: Factors influencing success

Abstract: The purpose of this study was to determine factors perceived to influence the successful use of laptop computers by clients of the Crippled Children’s Association of South Australia. The study was conducted in two phases: (i) a consultation phase involving key stakeholders; and (ii) a survey phase in which a questionnaire was distributed. Five key themes were identified by the consultation phase which grouped together similar factors perceived to influence the successful use of laptop computers. These themes were factors related to: (i) the laptop user; (ii) the laptop user’s parents/family; (iii) attributes of the laptop; (iv) the laptop user’s school; and (v) support and assistance which the laptop user may receive. A questionnaire was developed around these themes. Participants rated the importance of factors within these themes in relation to successful laptop computer use by children with disabilities. Results identified the most important factors across the whole sample were portability and teachers ability to adapt learning tasks to suit laptop use. However, each stakeholder group rated different factors as most important. Recommendations for a collaborative approach to laptop computer prescription, ongoing follow up and quality assurance, and the provision of training and development opportunities are suggested.

Laptop University: A Faculty Perspective

Abstract: This paper looks at mobile computing and laptop programs in higher education. Some of the benefits and drawbacks of laptop programs are examined. Examples of universities that have implemented laptop programs are given. One such university, located in the United Arab Emirates, is considered a laptop university pioneer in the Middle East. The university’s approach to implementing laptops in teaching and learning and the reactions of its faculty are examined. The attitudes of the surveyed faculty toward laptops can be summarized as being positive to very positive. Some thoughts about the future of mobile computing and its impact on education conclude the paper. The Laptop University 3 The Laptop University: A Faculty Perspective “Wow! I wish they had this when I was in school.” According to Bob Nelson, vice chancellor, Student Affairs, at the University of Minnesota-Crookston, this is the common reaction of parents whose children are enrolled in this pioneering laptop university. This reaction is certainly shared by many parents of students in one of the dozens of laptop schools in the world. There was a time when working with computers meant that we used dumb terminals connected to the university’s mainframe. Everything we could do with that terminal was limited by the computer’s power and by the computer center’s hours of operation. What happened next was too quick for some teachers and administrators, alike, to cope with: personal computers, the Internet, distance teaching and learning, and now, mobile teaching and learning, are greatly facilitated by the use of laptop computers. Why Laptops? Savvy university and college administrators realize that information technology should be at the top of their agenda. Information is indeed very important to all in an educational institution. It is especially important to students. For better access to information, wiring computers to the school network is crucial. In the past, the solution was to put computers in a classroom and hook them to a server. But wiring computer labs is not enough these days. Other school facilities should also have access to electronic information and resources and the trend has been to wire dorms, libraries, classrooms, and even school cafeterias. In addition, 24-hour access, facilitated by Internet providers, is desired. The Laptop University 4 The need to have access to technology and the continuous drop in PC prices have resulted in more and more students acquiring, on their own, the technology they need. This has widened the gap between the haves and have-nots. The inequity among students is now more acute than it used to be years ago. Some colleges and universities, in an attempt to combat this, have adopted various programs whereby all students and teachers are expected to have the same software and hardware. In these schools, teaching and learning is based on this assumption. Laptop programs—whereby students and teachers are given (purchased or loaned) a laptop and a full access to the school network plus access to the Interne t—are a viable solution to some of the problems inherent with student inequity. And although restricting the student from using different hardware/software may, at first, seem limiting to student learning, such is not the case. The reason for this is because in a laptop school, students do not depend on teacher office hours or computer center hours of operation, and they do not have to rely on campus facilities as much. In other words, students can now take charge of their own learning. The motto today is “access to information anytime, anyplace,” and laptops appear to address the issue. As an added advantage, laptop programs solve the problem of excessive inequity among students. All students can work on the same hardware and software supported by the laptops that the university has chosen. Some more reasons for considering laptop programs as a viable alternative to desktop computer labs at colleges and universities are the rapid advances in technology and the frequent upgrades of costly equipment that make desktop computer labs expensive to maintain. The Laptop University 5 Benefits and Drawbacks of Laptop Programs Putting computers in the hands of students and faculty is a broadly effective educational strategy, argues Sargeant (1997). But is laptop computing really the wave of the future or just a fad? Any attempt to answer this question requires that we examine the benefits and the drawbacks of laptop computing. Some of the benefits of laptop programs—noted in The Node Learning Technologies Network (May 1999)—are: • Ubiquity. If all students have access to information anytime, anywhere, then there certainly is equity. • Project sophistication. According to Acadia university and others, student projects in laptop programs tend to be more sophisticated than projects in nonlaptop programs. • Design of student projects and activities. The Mac versus PC problem in designing student activities does not exist because all students have the same hardware/software. As a result, the task becomes easier. • Shift to learning and teaching. Equipment issues are replaced with educational issues with benefits to teaching and learning. • Savings. There is considerable reduction of desktop computing labs. • Standardization. Institutions minimize problems of support and equitable access through standardization. As with any innovation, critics would be quick to point out some of the problems associated with laptop programs. These—according to The Node Learning Technologies Network (May 1999)—are: The Laptop University 6 • Cost. Laptops are, in general, more expensive than desktops of equal power, although this is changing. • Size. Small size does not mean comfort in computer use. The keyboards and the screens are too small and rather uncomfortable for some people, especially for students with certain disabilities (poor vision, for example). • Theft. Laptops, due to their small size and portability, are easier to steal than desktops. • Faculty workload. Developing curriculum and communicating (e-mail) with students in a laptop program environment tends to be more time consuming. • Classroom management. Network and e-mail availability in class may create problems such as excessive online chatting and computer game playing. • Access to online resources. Although this is a blessing it can also be seen as a curse. Students may not bother to visit the library because they expect to find everything online. • Learning styles. Some students find it difficult to adapt to the laptop program’s different studentinstructor relationship and the roles of each. In this model, the students must be responsible for their learning and the teacher becomes the facilitator of learning. • Evaluation. Evaluation methods need to be adjusted. In laptop programs, online exams are replacing the more traditional paper-and-pencil exams. Network availability during exams may increase the chance of cheating. Some critics go to the extent to say that laptop programs do not address an educational problem but a financial problem instead. They argue that, although computers The Laptop University 7 do indeed have educational benefits (Berge & Collins, 1995), laptops may or may not have any additional teaching and learning benefits, as there is no sufficient research to support the one or the other (The Node Learning Technologies Network, May 1999). Models of Laptop Program Implementation Currently, there are four models for implementing a laptop program (The Node Learning Technologies Network, Spring 1999; Brown, May 1998). These are: • required but not provided: setting a minimum standard or specifying a particular model of laptop and letting students make their own arrangements for purchase or lease • provided by program: distributing laptops to students within a particular program or programs • provided in phases: distributing laptops to all first-year students • provided in full: distributing laptops to an entire campus at once Most schools of higher education prefer the program-based model. This is the tryand-see-what-happens approach. Start small and expand if things work OK. Managing a campus-wide laptop program can be a nightmare, especially for institutions with large numbers of students, faculty, and departments. The University of Minnesota-Crookston is one of the few universities that distributed laptops to its entire campus at once. What makes this university unique is that it is the first institution to do so. Some Examples A list compiled by Brown (2001)—with the latest update being January 2000—shows that there are almost 100 colleges and universities in North America (Canada and U.S.) that have reported having some type of a laptop program implemented. This number is The Laptop University 8 increasing, as new institutes of higher education are joining in. Quite impressive since 1988 when Drew University in Madison, NJ, specified the first laptop computer, the Zenith 181, as the standard, and it became the first university implementing a laptop program. Other pioneers in laptop computing include Niagara College and University of Ottawa who, in 1992, became the first Canadian institutions to require laptops in their manufacturing engineering technologies program (Niagara College) and executive MBA program (University of Ottawa). The first Canadian institution to issue laptops to its 1997 entire first-year class was Nova Scotia’s Acadia University. Instant fame came to the University of Minnesota-Crookston (UMC) which, in the fall of 1993, became the first institution to issue laptops campus-wide. UMC had to wire classrooms, labs, library and residence halls to the campus LAN. This was a tremendous task, but it paid off quickly when enrollment rose and representatives of dozens of other schools visited the university and learned that they, too, could follow in UMC’s footsteps. The University of Minnesota-Crookston is also considered to be the first Thi

Bluetooth Application Developer's Guide

Abstract: "Bluetooth (enabled devices) will ship in the billions of units once it gains momentum." - Martin Reynolds, Gartner GroupBluetooth is the most exciting development in wireless computing this decade! Bluetooth enabled devices can include everything from network servers, laptop computers and PDAs, to stereos and home security systems. Most Bluetooth products to hit the market in 2001 will be PC cards for laptop computers and access points, which allow up to seven Bluetooth devices to connect to a network. Reports indicate that by the end of 2003 there will be over 2 billion Bluetooth-enabled devices. Bluetooth-enabled devices communicate with each other through embedded software applications. Bluetooth Developer's Guide to Embedded Applications will provide embedded applications developers with advanced tutorials and code listings written to the latest Bluetooth's latest specification, version 1.1. Written by Bluetooth pioneers from market leaders in Bluetooth software development, Extended Systems and Cambridge Silicon Radio, this is the first advanced level Bluetooth developer title on the market. White Hot Topic!. While other books introduce readers to the possibilities of Bluetooth, this is the first comprehensive, advanced level programming book written specifically for embedded application developers Authors are responsible for SDK, the market-leading development tool for Bluetooth Comes with Syngress' revolutionary Credit Card CD containing a printable HTML version of the book, all of the source code and sample applications from Extended Systems and Cambridge Silicon Radio