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• OCRI – Transitions in Advanc= ed Learning
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• Learning Technologies Past, Pr= esent & Future
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• Murray = W. Goldberg
• Consultant, WebCT, Silicon Chalk, UBC Adjunct
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= Learning Technologies Past, Present & Future
•= This is a = very exciting time in education. So much to do!
•= More has changed in education during the last 8 ye= ars than during the previous thousand (Unfair? No!)= 3;
•= At a turning point – one which will be remembered = – an educational revolution
•<= /span>Happened very quickly, but are only at the beginning!
•
•= Let’s look at our past, our current state, and wha= t is coming around the bend
•
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Learning Technologies – the Past
•= Looking at concerns & hopes of the day gives g= ood insight into people’s view of these technologies&#= 13;
•= Heard pretty much every concern (real & unfoun= ded), every dream (real & unfounded), and lots of go= od reasoning.
•= On balance: excitement, but also reluctance & = fear!
•= Huge changes – what would they bring? (faculty, se= curity & adaptability, students, institutions …)
•= Here are some of the more significant comments …&#= 13;
•
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Make Faculty Obsolete o= r All Powerful?
<= span style=3D'font-size:86%;color:red;text-shadow:auto'>•Nightmare: Learning technologies? Ban them all! These things are going to make instructors obsolete! = ;
•= Dream: These technologies will allow a single instructo= r to teach 10X the students
•
Neither borne out by experience.
Successful ones not to replace instructor.
Fund. tech increases comm, visibility.
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Workload
•Nightmare: My workload is already impossible. Learning = & using a complex technology will put me over = the edge!
•= Dream: Learning technologies will save me a tremendous = amount of time.
•
Focus not prod. tools = (ex. quiz, assign, comm)
Yes – with more comm. = and access comes …
Remember goal! Not les= s, can do more, better.
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Expense
<= span style=3D'font-size:86%;color:red'>•Nightmare: These things ar= e very expensive – I can’t possi= bly afford another technology on my budget
•Dream: Well – the technologies will cost something, but the resultant cost savings will be huge
Can they save money? Sometimes.
New opp., new cost. Is benefit worth it?
Time likely to increase benefit & reduce cost.
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Predictions on Use - Uncertainty
<= span style=3D'font-size:86%;color:red;text-shadow:auto'>•Nightmare: This is horrible – if I give my students web space, all they will do is put up pornography! = ;
•= Dream: No need to plan – just build it and success will= come
•
Future uncertain, see blind fear & blind faith
Often pleased by unexpected uses
Indirect benefits often compelling
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Learning Technologies –= the Present
•= So where are we now?
•= Obviously technology is neither the solution to, n= or the source of, all educational problems.
•As a result, present – characterized by: less fear, cautious optimism & excitement! But also awe!&= #13;
•Cautions optimism because there is no denying we’ve seen huge successes. Awe because of the rapid, sweeping changes.
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Learning Technologies –= the Present
•= Educational technologies are everywhere (is = proliferation a measure of success?)
•= WebCT alone:
–= 10,000,000+ students
–= At 2600+ institutions
–= In over 80 countries
•= In North America, over 80% of institutions use a CMS
•= Caught most by surprise
•= Growth continues, we rely on these systems
•= CMS systems now considered “mission critical”
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Outcomes: Web based =3D=3D lecture based.
Combined group >> Web or Lect based
Inclusivity: 55% comfortable in class,
75% comfortable in BB
89% comfortable in at least one of two.
Students demand these techs now.
Far most satisfied group: combined group.
94%: web resource improved experience.
Access: Brings education to the student.
Improves flexibility.
Needed more now than ever.
Community: Orig. thought BB would be S/I
Studs support others, strong comm. formed
65% - 85%: felt stronger community
Learning Technologies –= the Present
•= 3;
•<= /span>Not only in terms of proliferation, but also results:
–= Addition of technology can improve outcomes
–<= /span>Addition of  technology can increase inclusivity
–= Addition of technology can improve community <= /span>
–= Addition of technology can improve experience, satisfaction
–= Addition of technology can improve access
•
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Learning Technologies –= the Present
•= 3;
•= People are talking and thinking more about them:&#= 13;
–= “Integrating technology into instruction” top IT issue
–= As of 2005, 27 national (US & Canada) publicat= ions with focus on ed. tech.
–= T.H.E. conference listing 400 ed. tech. conference= s
–= Educational technology has caught the attention of= governments
•
Educ. research is identified as one of the six investment priorities in the <= /span><= span lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi= di-font-family: Arial;mso-hansi-font-family:Arial;font-size:88%;color:white;mso-color-inde= x: 0'>President’s R&D budget guidance to the agencies, with particular attention directed to advancing the use of educational technology= for improving both stude= nt achievement and teacher training (Don Evans, = Sec. Commerce).
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Learning Technologies –= the Present
•= Not just CMS – also other technologies:
•= Wireless
–= In 2003 50% of laptops had integrated wireless
–= In 2004 100% of laptops had integrated wireless
–= Wireless at 80% of institutions <= /span>
•= Mobile computing
–= Most HE students have computers, >= 80% in 2004.
–= More students are buying laptops (abo= ut 75% of 2004 stud= ent computer purchases were laptops)
–= Some institutions requiring ownership= (> 10% in N.A.)
W= hat does the convergence of wireless and
m= obile computing mean?
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Ed Tech Will be Ubiquitous
•= … IT will be everywhere! … IT will be ubiquitous <= /span>throughout education.
•= For first time ever students now (or will soon) ha= ve connected mobile devices.
•= I believe we are at a turning point. In a small nu= mber of years, technology (laptop, tablet, PDA …) will be available in every educational experience.
•= This is going to drive ed. tech. in a new (previou= sly impossible) direction! The Classroom!
And the classroom needs help!
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Classroom Core, But Archaic
•Currently, class= room experience considered core, but is very archaic
–Much of the valu= e is fleeting & wasted
–Experience often= very one-way
–Exceedingly rigi= d in delivery
<= span style=3D'font-size:84%'>–Not integrated w= ith other learning media and resources.
N= ot kept up with outside the classroom. But
t= echnology offers some help.
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The Future: Telepresence!
•“to make user fu= lly present in every sense at a physically remote site”
•<= /span>Imagine the implications for extending the classroom!
•= Moving in that direction with A/V conferencing = ;
•= Much further ahead in research labs:
–= NIME: 5-sided room
–= TTRG: remote controlled camera demo
•= But no need to wait for telepresence for remote collab.
•=
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The Future: Synchronous Collaboration
•= Networks increasingly vehicles for collaboration&#= 13;
•= Opportunity to bring remote students into the live= classroom
•= Remote students able to follow & also be full = contributors
•= Notion of distance vs. present begins to fade =
•= Helps ease move toward hybrid learning environments
Individual tools are g= ood but …
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The Future: Integrated Tools
•Need integrated environment for classroom as CMS is integrated environment for distance
–improved communication, collaboration, feedback, preservation
–extend to those = who are remote
–integrate into s= ingle location student notes, past lectures, collaborative activities, reference material … = 3;
•Produces a more effective, cohesive and accessible learning experience
<= span style=3D'font-size:91%;visibility:hidden'>•
S= o – what if everyone had a connected
l= aptop on their desk during class?
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•
•
•Insert Disclaimer Here
H= ere is what the vision (and reality) of
S= ilicon Chalk is (Was!)
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The Future: Sooner Than= We Think?
1.Facilitated presentation, communication, collaboration & feedback in the face to face classroom: =
–Presentations be= amed live to all participants
<= span style=3D'font-size:97%'>–Students can take notes and make annotations
–Polling
–Feedback on pace= & clarity
–Quizzing
–Exercises and collaboration
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The Future: Sooner Than= We Think?
2.Made complete, searchable, interactive recording of learning sessions.
<= span style=3D'font-size:97%'>–Includes audio, presentation, notes & all interaction
–Imagine searchab= le, interactive archive of every course ever taught!
–Played in live environment
–Created permanen= t, dynamic, learning asset integrated in one place
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The Future: Sooner Than= We Think?
3.Made the classroom experience available at a distance:
–Physically  or temporally remote students can participate as though present <= /div>
–Can follow presentation, interact, respond, question, provide feedback, perform exercises, etc.
–Creates distance course from every existing lecture course
<= span style=3D'font-size:97%'>–Allows seamless = move to hybrid delivery
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The Future: Sooner Than= We Think?
•Today! The lapto= p, with wireless poised to become central educational resource:
–= Mobile access to web based resources such as WebCT=
–= Provides access to publisher material (textbooks)&= #13;
–= Communication, collaboration & learning in the classroom
–= Searchable access to all the notes taken by the student
–= Provides a searchable, live archive of every learn= ing experience ever attended by the student
–= Provides remote access to courses for distance stu= dents
How long until all students have mobile = c= omputing devices and use them in every educational experience?
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But What is Future Really About?
<= span style=3D'font-size:86%'>•Not= about technology – about pe= ople! their students!
<= span style=3D'font-size:86%'>•Tech doesn’t inspire your students – people do!
<= span style=3D'font-size:86%'>•Tech doesn’t change edu. – people change edu
•Tec= h is there to help people – to provide flexibility & opportunity •Thi= s is a community effort – feels like a tiny community of millions of people who care about edu= cation
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And What’s This “Tiny” Community Accomplished in 8 Short Years?
•= We now know:
–= That Ed Tech will enable more to be educated =
–= Better outcomes/experience for those who use Ed Te= ch
–= Therefore more, better educated people.
–= Results in more productive and positive contributo= rs to = society
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How Important is all This?
•= Therefore you’ll agree:
–<= /span>That your efforts to improve education will result= in better workers, scientis= ts, lawyers, doctors … … and teachers!
–= Your work will have a huge effect because it is societal
–= Your work will have a global effect because it is = world-= wide
–= Your work will have a lasting effect because it is= = cumulative
Your work is changing the world! <= /div>
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Thank You!
•Murray W. Goldberg
•Murray Goldb= erg Ed Tech Consulting
•murray@murraygoldberg.com
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Thoughts:
•maybe fun titles to spruce it up
•Possibly need to incorporate some of the comments into the sl= ides to make it easier to give
•Need to check it for time (maybe too short?)
•Practice, practice, practice
•
•Also – fix up the Japan talk to incorporate some of the chang= es made to this one.
Each point needs elaboration.
If there ever were exciting times – they are now!
 – can say how wonderful it is to be wor= king in such an area. If you are bored, you aren’t tr= ying – there is so much to do, to explore, to experiment with – it is amazing! &#= 13;
More has changed in education during the last 6 years than during the previous thousand
- May be unfair to all those that have been doing research into education during that time – but I believe that 100 ye= ars from now this time, right now, will be recognized as a turning point for education. Much like the industrial revolution, or the invention of the transistor marked turning points in society. The application of technolog= y to education has opened up a tremendous number of possibilities that we are <= /span>only now glimpsing the tip of. None of these possibilities would have existed without technology.
All happening *very* quickly
-It is odd = to think that only 6 or 7 years ago very little of this existed. In education= al technology years, 7 years is an epoch. I just had my 40th birthday, and people often refer to me (to my face no less) as an educational technology “Old Timer”.
-=
Past – characterized by: fear, trepidation and excitement!
Fear and trepidation about what these technologies are going to do to us, what = they will do to our students, how our jobs= will change, whether we will continue to have jobs, etc.
Now most of the original concerns don’t exist, but there are still some. <= /b>
Over the years I’ve heard pretty much every concern, every irrational dream, and lots of good reasoning.
 - so in a way I’ve come to categorize people into pessimists, irrational optimi= sts, and realists – and I think it is interesting and entertaining to look back at these.
Here is a sampling…
•Clearly this makes no sense and is= not borne out by experience.
•Instructional technology is a tool= (thus the name WebCT) to be used by instructors and st= udents to help them better connect.
•Nearly all the really successful technologies do not have as their focus the goal= of replacing the instructor (there are some technol= ogies like that – interactive training CDs, etc – but they are not the truly successful ones).
•The successful technologies (that a= re employed across the world now) have as their goal increasing the communication  band= width between student and instructor. Increasing the visibility of = the student and the educational process by the instr= uctor so they can best guide the student. =
•Examples include the BB, automated testing which provide deep stats, activity track= ing to enable a better mentoring relationship, etc.
•If the goal of the bulk of these technologies is to increase the bandwidth btw. Instructor and student, then what would happen if we removed the instructor from his/her end of that communication pipe?
-
§Seriously – can these technologies be productivity tools? Wel= l – probably yes – automatic quiz grading possibly better assignm= ent handling, more efficient communication (though much more of i= t now). We certainly need to look at new ways of doing things b= ecause I believe there is probably a lot we can do to i= mprove time efficiency – we are in an immature field, w= e have so far to go, lots of mistakes were made … <= /span>
§
§But there is also more work because there is more communicati= on, more contact, more opportunity.
 
§But remember what we are trying to do – improve the student <= /span>experience & educational outcomes …that is our first goal= and that is what the technologies are very good at. = Not too surprising – that is what has happened with computing in general – we don’t tend to have les= s work to do – but we do do more, better and faster.
-
Yes – they are expensive – but fortunat= ely – much of it is stabilizing.
•The is a new cost - This is a new = area and a new opportunity.
•The bottom line is: 1) are learning technologies important (do they help), and 2) ar= e they worth it?
•Fortunately the price differential= will continue to expand. Software costs per student w= ill eventually stabilize and eventually drop, hardwa= re costs continue to fall, and most of the other costs of education (tuition, room & board, etc) gradually rise. Th= is will eventually make educational technologies a smaller part of the overall educational cost, &#= 13;
•In addition, as their benefits con= tinue to improve, they become more and more compelling= (if I am going to pay a ton for my education, I probab= ly won’t hesitate to pay a little extra to get the most out of my substantial investment).
•Think of laptop purchase as good example. – the cost of a computer has dropped in relation to the cost of education that now nearly all students own a computer. Furthermore, the cost of a laptop compared to the cost of a desktop is reducing to the point now that ½ = or more students are opting to purchase laptops ins= tead of desktops.
-
§
§Can’t know everything before starting, but also want to plan = as much as possible. Blind fear stops experimentati= on. Blind faith hinders rigor.
§Well Fortunately not a real problem – but indeed will always = find unpredicted uses for the technologies at their disposal. = ;
§This is not a bad thing – it is a great thing! The best examp= le I have of this is my own.
§When I first did WebCT, I expected the BB to be a place where= students could  ask me questions, and where I could answer them for all= to see. While I do use it that way, the far greater use is for students to help and teach one another. It is a place where t= hey form and maintain community and support one anot= her.
§While some results may be less desirable than others, in my <= /span>experience empowering students has always been a big net positive.
-
OK – this = may not be entirely fair – I think we are somewhat less scared now – but definitely not fear free. The same issues still exist to some degree, but there a re lot of new issues.
Even so – = you cannot argue with the amazing successes we are seeing. And again – in a huge way the educational world has changed and there are trem= endous new opportunities that never before existed. Let= ’s look at some of our successes
•= If you can judge success by proliferation and use, then exist= ing educational technologies have been a huge succes= s. Look at the numbers. •It was on this ca= mpus 2 years ago that I first heard that a university (UNT) labeled WebCT  a “mission cri= tical” system (next only to payroll). Not sure why it surprised me so much – enabling  l= earning is indeed the biggest part of our mission. •It is ama= zing how quickly we come to rely on (and consider mission critical) technology that 7 years ago did not exist •<= span lang=3DEN-US>But now I could not see teaching without my bulletin board. H= ow would I reach my students between classes? How w= ould I know what their issues are? How would they commu= nicate with one another? All these things are possible without technology – but <= /span>each one is made far more effective using technology. I can s= ay, with 100% certainty, that I now know my students better, I know what is on their minds, I now communicate with my students more often and more effectively, I know how = well they are learning, and know earlier if they are running into trouble. They have better access to me. As someone who cares about my teaching, I care about all these t= hings.
-May= be replace this slide with the several “present” ones from the japan2003 talk
-
-Education= al technologies work!
-This does n= ot mean that *all* ET is good, and that any technology applied to education <= /span>is positive –
-but it doe= s mean that the correct technologies, thoughtfully applied, can solve some of our existing problems, can improve educational outcomes, can improve access to education, and can improve the educational experience.
-And I beli= eve we have only just barely begun to experience the real possibilities.
= ;
•= “Education research is identified as one of the six investment priorities in the President’s R&D budget gui= dance to the agencies, with particular attention directed to advancing the use of educational technology for improving both student achievement and teacher training” (Don E= vans, Secretary US Commerce, Sept 2002). •More than a= ny other, “Integrating Technology into Instruction” was named as the most important information technology issue on campus. = •<= span lang=3DEN-US>In 1996 I was aware of only a small handful of conferences wh= ich had educational technology tracks – now, in the = THE conference listing, there are 360 ed tech confer= ences listed for 2003 (and that list is missing many many many conferences). = ;•<= span lang=3DEN-US>As of 2002 there were 22 National monthly or quarterly public= ations with educational technology focus compared to ….=
•
•It is staggering to think about the attention that is being d= evoted to ed. tech. compared to 5 or 7 years ago.
•<= span lang=3DEN-US>Wireless was present on 30% of campuses in 2000, 50% of campu= ses in 2001, and 70% of campuses in mid 2002 (predicted= to be 80% by end of 2002).
•Most students now have computers – over 80% in 2002.
•Of those, more and more students are buying laptops as the pr= ice differential drops (about half of 2002 student computer purchases nation wide were laptops) – at some institutions – much higher percentage - Princeton … •<= span lang=3DEN-US>In 2003, ½ of all laptops will have wireless, in 2004 100% wi= ll have integrated wireless
Technology in the classroom, up to now, has not be= en viable.
First – a computing device is needed. The only way to d= o this is to have the students bring their own computer= s. They all own computers – but until now almost all have been desktops due to the huge premium for laptops. Now the difference is greatly reduced and ½ or more are = opting for laptops. This has enabled more and more inst= itutions to require laptop ownership.
Trend is growing at nearly 50% per year and existing institutions indicaate an 85% satisfaction rate = with their laptop program!
Second – connectivity is needed to allow these laptops = wo work together. Wiring the desktop is too expensi= ve. Wireless now available to do this inexpensively.
Approx 80% of institutions had wireless on campus by en= d of 2002 – many wireless from end to end.
What will this do? – drive educational technologie= s into the classroom.
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MakeNotesVis() ) return runAnimations =3D _InitAnimations(); =09 if( IsWin("PPTSld") ) parent.SldUpdated(GetSldId()) g_origSz=3DparseInt(SlideObj.style.fontSize) g_origH=3Dsld.style.posHeight g_origW=3Dsld.style.posWidth g_scaleHyperlinks=3D(document.all.tags("AREA").length>0) if( g_scaleHyperlinks ) InitHLinkArray() if( g_scaleInFrame||(IsWin("PPTSld") && parent.IsFullScrMode() ) ) document.body.scroll=3D"no" _RSW() if( IsWin("PPTSld") && parent.IsFullScrMode() ) FullScrInit(); =09 MakeSldVis(); ChkAutoAdv() if( runAnimations ) { if( document.all("NSPlay") ) document.all("NSPlay").autoStart =3D false; if( sld.filters && sld.filters.revealtrans ) setTimeout( "document.body.start()", sld.filters.revealtrans.duration * = 1000 ); else document.body.start(); } } function MakeSldVis()=20 { var fTrans=3Dg_showAnimation && SldHasTrans() if( fTrans )=09 { if( g_bgSound ) { idx=3Dg_bgSound.indexOf(","); pptSound.src=3Dg_bgSound.substr( 0, idx ); pptSound.loop=3D 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gSldJumpIdx =3D ""; win.GoToSld( parent.GetSldList().mList[jumpTo-1].mSldHref ) } } } function _KDH() { if( event.keyCode =3D=3D 8 ) { event.returnValue =3D 0; parent.GoToPrevSld(); } }function DocumentOnClick() { if( IsNts() || parent.HideMenu() ) return; if( ( g_allowAdvOnClick && (window.name=3D=3D"PPTSld") && !parent.IsFrames= Mode() ) || (event && event.keyCode=3D=3D32) ) { =09 if( g_animUseRuntime && g_animMainSequence && g_animMainSequence.cangonex= t ) return; parent.GoToNextSld(); } } var g_supportsPPTHTML =3D SupportsPPTHTML(), g_scaleInFrame =3D 1, gId=3D""= , g_bgSound=3D"", g_scaleHyperlinks =3D false, g_allowAdvOnClick =3D 1, g_showInBrowser = =3D 0, gLoopCont =3D 0, gUseSldTimings =3D 1; var g_showAnimation =3D g_supportsPPTHTML && SupportsPPTAnimation() && ( (w= indow.name=3D=3D"PPTSld" && !parent.IsFramesMode()) || g_showInBrowser );va= r g_animManager =3D null; var g_animUseRuntime =3D false; var g_animItemsToHide, g_animInteractiveItems, g_animSlideTime; var g_animMainSequence =3D null; var ENDSHOW_MESG=3D"End of slide show, click to exit.", SCREEN_MODE=3D"Fram= es", gIsEndShow=3D0, NUM_VIS_SLDS=3D25, SCRIPT_HREF=3D"script.js", FULLSCR_= HREF=3D"fullscreen.htm"; var gCurSld =3D gPrevSld =3D 1, g_offset =3D 0, gNtsOpen =3D gHasNts =3D gO= tlTxtExp =3D 0, gHasNarration =3D 0, gOtlOpen =3D true window.gPPTHTML=3DSupportsPPTHTML() var gMainDoc=3Dnew Array(new hrefList("slide0001.htm",1,-1,1),new hrefList(= "slide0002.htm",1,-1,1),new hrefList("slide0050.htm",1,-1,1),new hrefList("= slide0051.htm",1,-1,1),new hrefList("slide0052.htm",1,-1,1),new hrefList("s= lide0053.htm",1,-1,1),new hrefList("slide0054.htm",1,-1,1),new hrefList("sl= ide0056.htm",1,-1,1),new hrefList("slide0058.htm",1,-1,1),new hrefList("sli= de0059.htm",1,-1,1),new hrefList("slide0060.htm",0,-1,1),new hrefList("slid= e0069.htm",1,-1,1),new hrefList("slide0070.htm",1,-1,1),new hrefList("slide= 0071.htm",1,-1,1),new hrefList("slide0040.htm",1,-1,1),new hrefList("slide0= 064.htm",1,-1,1),new hrefList("slide0077.htm",1,-1,1),new hrefList("slide00= 72.htm",1,-1,1),new hrefList("slide0078.htm",1,-1,1),new hrefList("slide007= 3.htm",1,-1,1),new hrefList("slide0074.htm",1,-1,1),new hrefList("slide0075= .htm",1,-1,1),new hrefList("slide0065.htm",1,-1,1),new hrefList("slide0041.= htm",1,-1,1),new hrefList("slide0049.htm",1,-1,1),new hrefList("slide0038.h= tm",1,-1,1)); /********************************************* Frameset functions These functions control slide navigation and state of the frameset. **********************************************/ function FullScrInit() { g_allowAdvOnClick =3D GetCurSld().mAdvOnClk document.body.style.backgroundColor=3D"black" document.oncontextmenu=3Dparent._CM; document.onkeydown =3D _KDH; document.ondragstart=3DCancel document.onselectstart=3DCancel self.focus() } function Redirect( frmId ) {=09 var str=3Ddocument.location.hash,idx=3Dstr.indexOf('#'), sId=3DGetSldId() if(idx>=3D0) str=3Dstr.substr(1); if( window.name !=3D frmId && ( sId !=3D str) ) { obj =3D GetObj("Main-File") window.location.href=3Dobj.href+"#"+sId return 1 } return 0 } var MHTMLPrefix =3D CalculateMHTMLPrefix();=20 function CalculateMHTMLPrefix() { if ( document.location.protocol =3D=3D 'mhtml:') {=20 href=3Dnew String(document.location.href)=20 Start=3Dhref.indexOf('!')+1=20 End=3Dhref.lastIndexOf('/')+1=20 if (End < Start)=20 return href.substring(0, Start)=20 else=20 return href.substring(0, End)=20 } return ''; } function GetTags(base,tag) { if(g_supportsPPTHTML) return base.all.tags(tag); else return base.getElementsByTagName(tag); } function UpdNtsPane(){ if(frames["PPTNts"]) PPTNts.location.replace( MHTMLP= refix+GetHrefObj( gCurSld ).mNtsHref ) } function UpdNavPane( sldIndex ){ if(gNavLoaded) PPTNav.UpdNav() } function UpdOtNavPane(){ if(gOtlNavLoaded) PPTOtlNav.UpdOtlNav() } function UpdOtlPane(){ if(gOtlLoaded) PPTOtl.UpdOtl() } function SetHasNts( fVal ) { if( gHasNts !=3D fVal ) { gHasNts=3DfVal UpdNavPane() } } function ToggleOtlText() { gOtlTxtExp=3D!gOtlTxtExp UpdOtlPane() } function ClearMedia() { // Clear any sounds playing before launching another browser window. Other= wise, // in fullscreen mode, you'll continue to hear the sound in the frames mod= e. if (PPTSld.pptSound) PPTSld.pptSound.loop =3D 0; } function FullScreen() {=20 if ( PPTSld.g_animUseRuntime ) PPTSld.document.body.pause(); ClearMedia(); var href =3D ( document.location.protocol =3D=3D 'mhtml:') ? FULLSCR_HREF = : FULLSCR_HREF+"#"+GetHrefObj(gCurSld).mSldHref; if(PPTNav.event.ctrlKey) { var w =3D (window.screen.availWidth * 1.0) / 2.0 var h =3D w * (PPTSld.g_origH * 1.0) / PPTSld.g_origW win =3D window.open( MHTMLPrefix+href,null,"toolbar=3D0,resizable=3D1,top= =3D0,left=3D0," + "width=3D"+ w + ",height=3D" + h ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } else { win =3D window.open( MHTMLPrefix+href,null,"fullscreen=3Dyes" ); if( win.document.body && PPTSld.g_animUseRuntime ) win.document.body.PPTSldFrameset=3Dwindow; } } function ToggleVNarration() { rObj=3DPPTSld.document.all("NSPlay") if( rObj && !PPTSld.g_animUseRuntime ) { if( (rObj.playState =3D=3D 1)||(rObj.playState =3D=3D 0) ) rObj.Play() else if( rObj.playState =3D=3D 2 ) rObj.Pause() else return; } else if( PPTSld.g_animUseRuntime ) { narObj =3D PPTSld.document.all("narrationID") if( narObj ) narObj.togglePause() } } function GetCurSldNum() { =20 obj=3DGetHrefObj(gCurSld) if( obj.mOrigVis =3D=3D 1 ) return obj.mSldIdx else =20 return gCurSld } function GetNumSlds() { =20 if( GetHrefObj(gCurSld).mOrigVis =3D=3D 1 ) return GetSldList().mNumVisSlds; else return GetSldList().mList.length } function GetSldNum( href ) { for(ii=3D0; ii 1 ) PopSldList(); else if( !IsFramesMode() ) { if( gLoopCont ) GoToFirst() else EndShow() } } function GoToPrevSld() { ii=3DgCurSld-1 if( ii > 0 ) { obj=3DGetHrefObj(ii) while ( obj && ( obj.mVis =3D=3D 0 ) && ( ii>0 ) ) obj=3DGetHrefObj(--ii) if( ii =3D=3D 0 ) ii=3D1 GoToSldNum(ii) } } function GoToFirst(){ GoToSld( GetHrefObj(1).mSldHref ) } function GoToLast() { ii=3DGetSldList().mList.length if( ii !=3D gCurSld ) GoToSld( GetHrefObj(ii).mSldHref ) } function GoToSldNum( num ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue obj =3D GetHrefObj( num ) obj.mVis=3D1 gPrevSld=3DgCurSld gCurSld =3D num; PPTSld.location.replace(MHTMLPrefix+obj.mSldHref) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function GoToSld( href ) { if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue GetHrefObj( GetSldNum(href) ).mVis=3D1 PPTSld.location.replace(MHTMLPrefix+href) } function SldUpdated( id ) { if( id =3D=3D GetHrefObj(gCurSld).mSldHref ) return gPrevSld=3DgCurSld gCurSld=3DGetSldNum(id) if( IsFramesMode() ) { UpdNavPane(); UpdOtlPane(); UpdNtsPane() } } function PrevSldViewed(){ GoToSld( GetHrefObj(gPrevSld).mSldHref ) } function HasPrevSld() { return ( gIsEndShow || ( gCurSld !=3D 1 && GetHrefO= bj( gCurSld-1 ).mVis =3D=3D 1 )||( GetCurSldNum() > 1 ) ) } function HasNextSld() { return (GetCurSldNum() !=3D GetNumSlds()) } function CloseWindow() { if( HideMenu() ) return; =09 var event =3D PPTSld.event; if( !IsFramesMode() && event && (event.keyCode=3D=3D27 || event.keyCode=3D= =3D32 || event.type=3D=3D"click" ) ) window.close( self ); CatchNumKeys( self, event ); } function Unload() { gIsEndShow=3D0; } function SetupEndShow() { gIsEndShow=3D1; PPTSld.document.body.scroll=3D"no"; PPTSld.document.onkeypress=3DCloseWindow; PPTSld.document.onclick=3DCloseWindow; PPTSld.document.oncontextmenu=3D_CM; } function EndShow() { if( IsFramesMode() ) return if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue doc=3DPPTSld.document var dir =3D doc.body.dir if( dir !=3D "rtl" ) dir =3D "ltr"; doc.open() doc.writeln('


' + ENDSHOW_MESG + '

') doc.close() } function SetSldVisited(){ GetSldList().mList[gCurSld-1].mVisited=3Dtrue } function IsSldVisited(){ return GetSldList().mList[gCurSld-1].mVisited } function hrefList( sldHref, visible, advDelay, advClk ) { this.mSldHref=3D this.mNtsHref =3D sldHref this.mOrigVis=3D this.mVis =3D visible this.mVisited=3D false this.mAdvDelay=3D advDelay this.mAdvOnClk=3D advClk } function SldList(arr,curSld,fEnd) { this.mCurSld =3D curSld; this.mList =3D new Array(); var idx =3D 1; for(ii=3D0;ii 0) { PushSldList(sldList,fEnd); gCurSld =3D 1; } else if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue } function PushSldList(arr,fEnd) { var ii =3D gSldStack.length; gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd); GoToSld( gSldStack[ii].mList[0].mSldHref ); } function PopSldList() { if (gSldStack[gSldStack.length-1].fEndShow) EndShow() else { gCurSld =3D gSldStack[gSldStack.length-1].mCurSld; gSldStack[gSldStack.length-1] =3D null; gSldStack.length--; var sldList =3D gSldStack[gSldStack.length-1]; GoToSld( sldList.mList[gCurSld - 1].mSldHref ); } } var custShowList=3Dnew Array(); /********************************************* Navigation button implementation There are 2 types of buttons: ImgBtn, TxtBtn implemented as function objects. They share a similiar interface so the event handlers can call SetActive, for example, on a button=20 object without needing to know exactly=20 what type of button it is. **********************************************/ //---------------------------------- function ImgBtn( oId,bId,w,action ) //---------------------------------- { var t=3Dthis t.Perform =3D _IBP t.SetActive =3D _IBSetA t.SetInactive=3D _IBSetI t.SetPressed =3D _IBSetP t.SetDisabled=3D _IBSetD t.Enabled =3D _IBSetE t.ChangeIcon =3D null t.UserAction =3D action t.ChgState =3D _IBUI t.mObjId =3D oId t.mBorderId=3D bId t.mWidth =3D w t.mIsOn =3D t.mCurState =3D 0 } function _IBSetA() { if( this.mIsOn ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _IBSetI() { if( this.mIsOn ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0=20 } } function _IBSetP() { if( this.mIsOn ) { obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 ) obj.style.posLeft+=3D1; obj.style.posTop+=3D1 } } function _IBSetD() { =20 obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 ) obj.style.posTop=3D0=20 } function _IBSetE( state ) { var t=3Dthis GetObj( t.mBorderId ).style.visibility=3D"visible" if( state !=3D t.mIsOn ) { t.mIsOn=3Dstate if( state ) t.SetInactive() else t.SetDisabled() } } function _IBP() { var t=3Dthis if( t.mIsOn ) { if( t.UserAction !=3D null ) t.UserAction() if( t.ChangeIcon ) { obj=3DGetObj(t.mObjId) if( t.ChangeIcon() ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth else obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth } t.SetActive() } =20 } function _IBUI( clr1,clr2,nextState ) { var t=3Dthis SetBorder( GetObj( t.mBorderId ),clr1,clr2 ) obj=3DGetObj( t.mObjId ) obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj= .style.posTop t.mCurState=3DnextState return obj } //----------------------------------------- function TxtBtn( oId,oeId,action,chkState ) //----------------------------------------- { var t=3Dthis t.Perform =3D _TBP t.SetActive =3D _TBSetA t.SetInactive=3D _TBSetI t.SetPressed =3D _TBSetP t.SetDisabled=3D _TBSetD t.SetEnabled =3D _TBSetE t.GetState =3D chkState t.UserAction =3D action t.ChgState =3D _TBUI t.mObjId =3D oId t.m_elementsId=3D oeId t.mIsOn =3D 1 } function _TBSetA() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gHiliteClr,gShadowClr,0,0 ) } function _TBSetI() { var t=3Dthis if( t.mIsOn && !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) } function _TBSetP() { if( this.mIsOn ) this.ChgState( gShadowClr,gHiliteClr,1,1 ) } function _TBSetD() { =20 this.ChgState( gFaceClr,gFaceClr,0,0 ) this.mIsOn =3D 0 } function _TBSetE() { var t=3Dthis if( !t.GetState() ) t.ChgState( gFaceClr,gFaceClr,0,0 ) else t.ChgState( gShadowClr,gHiliteClr,1,1 ) t.mIsOn =3D 1 } function _TBP() { var t=3Dthis if( t.mIsOn ) {=20 if( t.UserAction !=3D null ) t.UserAction() if( !t.GetState ) return if( t.GetState() ) t.SetPressed() else t.SetActive() } =20 } function _TBUI( clr1,clr2,lOffset,tOffset ) { SetBorder( GetObj( this.mObjId ),clr1,clr2 ) Offset( GetObj( this.m_elementsId ),lOffset,tOffset ) } function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle= ft } function SetBorder( obj, upperLeft, lowerRight ) { s=3Dobj.style; s.borderStyle =3D "solid" s.borderWidth =3D 1=20 s.borderLeftColor =3D s.borderTopColor =3D upperLeft s.borderBottomColor=3D s.borderRightColor =3D lowerRight } function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] } function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() } function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() } function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() } function BtnOnUp() { b=3DGetBtnObj() if( b !=3D null ) b.Perform() else Upd() } function GetNtsState(){ return parent.gNtsOpen } function GetOtlState(){ return parent.gOtlOpen } function GetOtlTxtState(){ return parent.gOtlTxtExp } function NtsBtnSetFlag( fVal ) { s=3Ddocument.all.item( this.m_flagId ).style s.display=3D"none" if( fVal ) s.display=3D"" else s.display=3D"none" } function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etActive() } function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etInactive() } function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S= etPressed() } function _BSetA_BorderImg() {=20 b =3D gBtnArr[this.mBorderId]=20 if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 ) obj.style.posTop=3D0 } } function _BSetI_BorderImg() {=20 b =3D gBtnArr[this.mBorderId] if( b !=3D null && this.mIsOn && !b.GetState() ) { obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 ) obj.style.posTop=3D0 } } var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"= THREEDFACE" var gBtnArr =3D new Array() gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan= e,GetOtlState ) gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt= lPane,GetOtlState ) gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN= tsPane ) gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg; gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg; gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.= ToggleNtsPane,GetNtsState ) gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To= ggleNtsPane,GetNtsState ) gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n= b_prevBorder",30,parent.GoToPrevSld ) gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n= b_nextBorder",30,parent.GoToNextSld ) gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent= .FullScreen ) gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa= rent.FullScreen,null ) gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border; gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent= .FullScreen,null ) gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border; gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border; gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice= ","nb_voiceBorder",18,parent.ToggleVNarration ) gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT= xt","nb_otlTxtBorder",23,parent.ToggleOtlText ) gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts" gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState /********************************************* Context menu implementation _CM() is the function that's hooked up to the oncontextmenu event. Once we're asked to show the menu, we first build it by creating DIVs on-the-fly. Then we position it=20 within the screen area so it doesn't get clipped. Creating the DIVs using createElement() means we don't have to write out any extra HTML into the slide HTML files. **********************************************/ var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr= row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval" function ShowMenu() { BuildMenu(); var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y= =3DPPTSld.event.clientY+doc.scrollTop m =3D PPTSld.document.all.item("ctxtmenu") m.style.pixelLeft=3Dx if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) ) m.style.pixelLeft=3Dx-m.scrollWidth m.style.pixelTop=3Dy if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) ) m.style.pixelTop=3Dy-m.scrollHeight m.style.display=3D"" } function _CM() { if( !parent.IsFullScrMode() ) return; if(!PPTSld.event.ctrlKey) { ShowMenu() return false } else HideMenu() } function BuildMenu() { if( PPTSld.document.all.item("ctxtmenu") ) return var mObj=3DCreateItem( PPTSld.document.body ) mObj.id=3D"ctxtmenu" mObj.style.visibility=3D"hidden" var s=3DmObj.style s.position=3D"absolute" s.cursor=3D"default" s.width=3D"120px" SetCMBorder(mObj,"menu","black") var iObj=3DCreateItem( mObj ) SetCMBorder( iObj, "threedhighlight","threedshadow" ) iObj.style.padding=3D2 CreateMenuItem( iObj,sNext,M_GoNextSld,M_True ) CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld ) =09 CreateSeparator( iObj ) CreateMenuItem( iObj,sEnd,M_End,M_True ) mObj.style.visibility=3D"visible" } function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa= lue=3Dfalse } function Highlight() { ChangeClr("activecaption","threedhighlight") } function Deselect() { ChangeClr("threedface","menutext") } function Perform() { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) e.Action() else PPTSld.event.cancelBubble=3Dtrue } function ChangeClr( bg,clr ) { e=3DPPTSld.event.srcElement if( e.type=3D=3D"menuitem" && e.IsActive() ) { e.style.backgroundColor=3Dbg e.style.color=3Dclr } } function M_HasPrevSld() { return( parent.HasPrevSld() ) } function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() } function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();= PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() } function M_True() { return true } function M_End() { window.close( self ) } function CreateMenuItem( node,text,action,eval ) { var e=3DCreateItem( node ) e.type=3D"menuitem" e.Action=3Daction e.IsActive=3Deval e.innerHTML=3Dtext if( !e.IsActive() ) e.style.color=3D"threedshadow" e.onclick=3DPerform e.onmouseover=3DHighlight e.onmouseout=3DDeselect s=3De.style; s.fontFamily=3DsFont s.fontSize=3D"9pt" s.paddingLeft=3D2 } function CreateSeparator( node ) { var sObj=3DCreateItem( node ) SetCMBorder(sObj,"menu","menu") var s=3DsObj.style s.borderTopColor=3D"threedshadow" s.borderBottomColor=3D"threedhighlight" s.height=3D1 s.fontSize=3D"0px" } function CreateItem( node ) { var elem=3DPPTSld.document.createElement("DIV") node.insertBefore( elem ) return elem } function SetCMBorder( o,ltClr,rbClr ) { var s=3Do.style s.backgroundColor=3D"menu" s.borderStyle=3D"solid" s.borderWidth=3D1 s.borderColor=3DltClr+" "+rbClr+" "+rbClr+" "+ltClr } ------=_NextPart_01C5BD0C.B6F9AB40 Content-Location: file:///C:/9E72A2A7/MurrayGoldberg_files/fullscreen.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" ------=_NextPart_01C5BD0C.B6F9AB40 Content-Location: file:///C:/9E72A2A7/MurrayGoldberg_files/buttons.gif Content-Transfer-Encoding: base64 Content-Type: image/gif R0lGODlhWAESAPf4AAAAAIAAAACAAICAAAAAgIAAgACAgICAgAQEBISEBASEBISEhAQEhMTExAQE /KTM9Pz8/ERERPz8BAT8/KSkpGRkhMTcxCRkxAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAA AAAAAAAAAAAAAAAAAAAAAMDAwP8AAAD/AP//AAAA//8A/wD//////yH5BAEAAPgALAAAAABYARIA QAj/APEJHEiwoMGDCBMqXMiwocOHECNKnEixosWLGCEiQKCRo8YDIEHig2DxAD4LKD1avDDhgUuV GUOGbHBR5QGYFBG4fHAB58EKECJEwCfUYAWPFGAygLCRKQIIUKM6WAohKUGgCikcFWh1INWoYKVS 7SrQ41GbIhGYLAuVQVOoC+IyXUuUAkG1HE3KFDhAwkgJc5/qDZmxsOHDiBMrXsy4sePDGyP7lChT 5MULmDPnlDw5YmW6FTNrfgi0aNGEZPEtbfo2bNTUpYeeRph69dPWrqvCNFuBIGG1A59CYPAVQtwF cw0OxWdTIOiBCQAjaAB17fOFII8voGmRc+eOkilm/z9OvTtnjN4hYk1YoT3H2rnBOphPAB9skgq3 2lcaX/5YnJVt9BloAar12UEIRGCZdQghMABI1Tn32IQUVthYexhmqGGGMBHAgIfEhSiiiATAtOGJ GnYI4ogsEldicAYOGNJGZaml3Y0L3NTZUBz1xlB0PUoUI0jlVWRSVN89xBKSGB1YU1TMoRfVBEle hR9HQs1GEHxQ3RZZbveZthxt/LEmXHyp5XWABSCpaRJwbM13gAACPHVccgJFgF+NEhqUAEkQSCfc ddhVhh5dVTaEAEsTUNlkZUWKN9BNGDE6QU8OrSdbllzpxyVTTrU21Uj3scfhp7nNpyoDaTIEJ3P9 If8J2kbLNYegg9JRBwGhFvbq66+ZUiDssMQWK2yHxiZLrInKNotss8l+B5yBrr5p2UIJvortANoC 6+234IbLla/elRtZjeamh5CC3Sb0YLvixivvYkDFGlZqBNh7r4n6goVvv6/ZlCicN+kL71ALTnpQ dCIZp7CihkLA3UQmoWRBogyxtBPGCTnZncVR1rSTo5nuydC/Eo8kUH+lOoTyyvjoCuZu+PjYIKLD rZybtrM1d10C0QXKEVz48GrQkEeWdFJKlbb0UmEeV0SzyC6RvNB646LWIVjUNeC1zAFb+RDKXksM 9r531bwmpQW9+hQDDsx5pqwDRWBXcFES2hc+gEn/wJGdEEWdE6LoWcoxQweaTNmkhydkKaYMYY2Q p1unbLl/pPKbn3v7EZRvrKvqlja2ONvrtoIw9tn2g32/tQBlhtYkU+MNikZ7QYlPDPuMldpOmuJX nVo5VF3HjI+q89mteX5IDd/fVFClma5kiE4f2XUJhlz09gj2NbTDRifkmu7zXjR++RVJ/lPznuvr QH2iD6S+UewP9Dnon6d2NLwN8n90BB6hC68cFMCHoe+ACASP9c4DowUyEF0OPFcDI0ij/VXPaAKC UfhS95AKGoQ7IBRICI1HwhGaUIQoLGEKT6jCFrLwhSuMoQtlCMMZ2rCGOKShDm+4wxzy8Ic+DGIP B4cIRCKGMCAAOy== ------=_NextPart_01C5BD0C.B6F9AB40 Content-Location: file:///C:/9E72A2A7/MurrayGoldberg_files/frame.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252" Nagoya University ------=_NextPart_01C5BD0C.B6F9AB40 Content-Location: file:///C:/9E72A2A7/MurrayGoldberg_files/outline.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="windows-1252"
 No= tes
Slide Show
Outline
------=_NextPart_01C5BD0C.B6F9AB40 Content-Location: file:///C:/9E72A2A7/MurrayGoldberg_files/filelist.xml Content-Transfer-Encoding: quoted-printable Content-Type: text/xml; charset="utf-8" ------=_NextPart_01C5BD0C.B6F9AB40--