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$(LMS\) an der Universität Freiburg - Lehrstuhl Algorithmen ...$

Chunks were rewritten to add necessary, though sometimes redundant, information. At this point, chunks often evolved and deepened, especially where we presented practical applications of the research. Chunk length varied from less than 100 to more than 350 words, and this was related to their evolution. The hypertext structure enhances this style of development. By the end of the project, we were writing in hypertext chunks. While we used images to attract viewers and as lures to deeper levels of information, we also wanted to ensure that people read the text. We therefore kept text and images close together on all the pages, for example interpreting illustrations on the same page as the image. We wrote captions after we incorporated animations and images into the structure of the story to ensure that the context of the illustrations was clear. 4.0 Telling the Story with Pictures: Incorporating Scientific Visualizations and Illustrations CTC visualization specialists and individual researchers collaborate to present research results graphically, often in three or more dimensions. In some cases, these visualizations represent subjects, such as the human heart, that are easily recognized by a lay audience; in others, the images may be extremely abstract, for example, a solution surface for a complex series of equations. Inevitably, there are aspects of the visualizations that require careful explanation and interpretation. The choice of format is thus important and the complexity of the information included in the images must be considered in terms of clarity as well as file size. We were able to incorporate still images, animations, and 3D files based on researchers' results to illustrate the stories, although in many instances, these files required reprocessing. In particular, there was a great deal of staff time invested in translating 3D files to the VRML format while controlling for file size and image quality. In addition, most of the animations required extensive editing and reformatting before being included in the site. 4.1 Still Images We sought to place the research in context by providing examples of related applications. Illustrations for these examples were critically important to the publication, both because the structure required them and because they balanced scientific visualizations which were often exotic in appearance and difficult to interpret. These additional still images were chosen for their ability to add interest and to clarify the stories and were gathered from a variety of sources, both hardcopy and electronic. We found these supporting images almost exclusively via the Web. For example, the image of the Matterhorn was taken from a photograph shot in the summer of 1995 by a mountain climber. We found him by searching the Web using the mountain's name as the keyword and were delighted when he agreed to digitize his best image and then provided the file to us free of charge. Whereas we enhanced the visual interest of the book by creating the compound images for the vertical frame, we did not modify the actual images to which these were linked so that we ensured accuracy of representation of the researchers' work and fair representation of borrowed images. However, many scientific visualizations were reformatted, resized, or cropped; several were extracted from animations. All were reviewed and approved by the researchers. 4.2 Movies The animations presented in the book were made available to us in a number of formats ranging from video tape to MPEG movies. Almost all were too lengthy (input video files generated movies of several hundred megabytes), and often too slow-paced to be translated directly into an online animation. We compromised by identifying clips from the tapes that would illustrate concepts presented in the text. We did not attempt to edit any existing soundtracks to fit the clips. The animations that appear automatically on the pages that present the four sections of the book (for example, Down to Earth) are server pushes. They are generated, image by image, by the server and sent sequentially to the browser. The viewer does not have to wait for the entire file to be downloaded (as much as 25 megabytes) or to store such large files on their machines. When the viewer has a reasonable connection to the network that is not overloaded at the time of viewing, this is a very satisfying option for presenting animations. With the exception of the four server push files, virtually all the animations were edited in Adobe Premiere* and output as flattened QuickTime* movies (the format required by our UNIX server). In many cases, we adjusted the quality (increasing the contrast during input, for example, to improve the translation
from video tape) and compromised on file size through a variety of approaches in order to keep the files as small as possible. Even so, many still fall outside our desired 5 megabyte upper limit for file size. We chose the QuickTime format for several reasons. First, viewers were available for all platforms. (We make the general UNIX viewer, xanim, available for downloading from our server.) In addition, because there was no simple editing approach for the MPEG format, saving MPEG files as QuickTime movies was the only way to access them without going back to the original digital files (often no longer available). In addition, QuickTime plays more smoothly than MPEG on a Macintosh. 4.3 3D Files Scientific visualization offers intuitively accessible information about research results and is recognized by many researchers as an important part of the scientific process. In the laboratory--whether it is a physical location with test tubes or an immersive environment in cyberspace--3D visualization of data enables exploratory analyses and aids in processes such as interactive steering through databases. With Web-based technologies, the lay viewer now has the opportunity to fly into and through these files in much the same way as the experienced researcher. We chose to include a limited number of VRML files in features where exploration of a 3D data set would enhance the information presented and the experience of the viewer. This work depended on conversion of visualization files created for CTC users into VRML format. The two initial applications approach this goal in different ways. The first, a biomolecular model, affords an experience similar to that of the researcher, presenting a challenge to the viewer in terms of navigating the file. It has an embedded hypertext link that functions as an illustration caption, explaining what the viewer sees. This allows the viewer to explore the environment and learn about the chemistry of the enzyme molecule by clicking on a part of it. We intend to expand the use of this technique in future features. The second example of 3D illustration, a set of sample files from a geographic information systems (GIS) database of New York State, allows the viewer to fly over selected regions of the state looking at the distribution of vegetation, for example, and is geared more toward entertainment. To accommodate viewers new to VRML, we grouped the VRML files together with access through an introductory page, Virtual Reality Tours, where introductory information and a link to the VRML repository are provided. The repository maintains up-to-date information on software and formats. Moving from the Virtual Reality Tours page into a model, viewers find a user interface (designed by Cornell University undergraduate Daniel Switkin) in the form of a remote control. At this point, they select a specific model, load it, and fly into it. Viewers exit the models through links in the models themselves or through text links on the Virtual Reality Tours page, which remains visible during their VRML session. 5.0 Self-evaluation and Future Plans Development of Explorations ended on April 1, 1996 when it was released publically, and while the site has been refined in response to feedback, no major changes have been made to the publication since. Our aim in developing Explorations was to apply the latest available technologies to create a highly interactive, exciting, and information-filled multimedia experience through the World Wide Web. This forced us to explore the limits of such new technology and to develop new capabilities for online documents. This is an ongoing process. 5.1 Overall Design We experienced an unwelcome design constraint working for cross-platform application. Because of the effect that differences in screen resolution have on the size of the images on the page, we enlarged the design as much as possible to make the publication look reasonable on high resolution screens; this necessitated additional vertical scrolling for low-end Macintosh screens (13" RGB monitors). In the future, we hope that new technologies such as Java* will resolve this problem by allowing the images to be resized on the fly. This was our first use of frames and we hope that the artificial boundaries they enforced can be overcome though design and a more flexible frame structure similar to the grid system used in conventional publications. Depending on the evolution of Web standards, we may look for alternatives to the frames approach to page design. Access to the broadest possible audience will be an important factor in the decisionmaking process.
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Proceedings of WebNet 96— WebNet
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FULL PAPERS BRIAN BEVIRT Designing
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THIERRY LEVOIR & REMI BASTIDE SADS:
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MASAYASU AOTANI Distance education
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IAIN LANGDON Education for Changing
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PANELS M J MCALISTER, P COMER & MIS
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Designing Hypertext Navigation Tool
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Organize the Contents of Your Site
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multiple hierarchy charts have to b
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Developing Structured WWW-Sites wit
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Links refer to Templates. From the
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typing tool, which on the one hand
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and implement commercial Web-sites.
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constraints. It is important to rem
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A three-rowed "desktop" was used as
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All assignments were tracked, and s
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Figure 5: Student Information Toolb
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positive values to the course: 1. F
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2. Problem Areas We have identified
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in our system is quite large, and p
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map information for display into th
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- whether these new applications co
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4.3. The Production Phase The produ
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Requests 2500000 2000000 1500000 10
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information systems. Since late 199
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QuestWriter, which will be availabl
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Figure 1: Typical Study Approaches
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Figure 2: Feedback Loop for Questio
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educational Web page design. We hav
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Identifying and Meeting Needs of In
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Two new forms-driven templates, one
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What We Learned About Coaching Web
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Introduction The WWW as a Primary S
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Processing the Order Once users hav
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documentation, report a problem to
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VRML and the Web: A Basis for Multi
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Plate 2: Three users represented by
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Figure 2: Interfae components to ex
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Avatar Distribution Figure 3: Avata
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Introduction Tracking WWW Users: Ex
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etween subsequent requests, and an
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server not to cache that object. Ho
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[Benford et al. 1996] Benford, S.D.
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Published on the Web from the WebNe
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current state of knowledge represen
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Figure 1: Textook and Glossary wind
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Part of this work is supported by a
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Database 2. Review of Related Work
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Display Password Screen Check User
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Recently, Java has changed the way
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To meet our requirements, we have o
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Using the WebSM the creation of a q
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store its result in a variable, usi
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Table of Contents Executive Summary
Page 109 and 110: Chapter One: The Web Marketplace Gr
Page 111 and 112: 4) Advertising Subsidy growing dram
Page 113 and 114: effectiveness of the ad with any on
Page 115 and 116: 3) Server Performance The Web commu
Page 117 and 118: Chapter Three: Andromedia’s Aria
Page 119 and 120: 3) Distributed Design Although Obje
Page 121 and 122: Aria.monitor is comprehensive with
Page 123 and 124: The Aria.recorder is also capable o
Page 125 and 126: is being used to create real-time r
Page 127 and 128: The Reporter user interface provide
Page 129 and 130: Aria.reporter takes advantage of th
Page 131 and 132: Introduction Automating Hypermedia
Page 133 and 134: Figure 3: 2: Add Course Graphic Cre
Page 135 and 136: Longevity of the HTML Course Creato
Page 137 and 138: Methodological Issues in Studying a
Page 139 and 140: 4. Complexity of User Interaction:
Page 141 and 142: automatically, in a reliable and pe
Page 143 and 144: web users (i.e., scrolling list of
Page 145 and 146: the NSF EXPRES project. In [Galeghe
Page 147 and 148: Astronomy and Space Science Relevan
Page 149 and 150: surface of Pluto - assembled throug
Page 151 and 152: The Web as Process Tool and Product
Page 153 and 154: collaboratively produced report abo
Page 155 and 156: In the AIT course, key satisfaction
Page 157 and 158: Explorations: the Cornell Theory Ce
Page 159: version of Netscape 2.0 (Netscape w
Page 163 and 164: Designing a Course on the WEB : the
Page 165 and 166: charge of a training institute, we
Page 167 and 168: Another way of supporting "point to
Page 169 and 170: References [Derycke and D’Halluin
Page 171 and 172: like SGMLS or SP [Clark 95]. The WW
Page 173 and 174: MRTSpace is based on MRT, a Minimal
Page 175 and 176: 2.3 Geometric and visual ‘continu
Page 177 and 178: IP Multicast messages do not work o
Page 179 and 180: came into common use. A number of e
Page 181 and 182: probably to human culture as a whol
Page 183 and 184: 3D Visualization of WWW Semantic Co
Page 185 and 186: 2.1 Extracting and Organizing WWW S
Page 187 and 188: mantic space comes from exploring r
Page 189 and 190: Introduction Interactive Justice Th
Page 191 and 192: presented by both public prosecutor
Page 193 and 194: A different communication mode allo
Page 195 and 196: Convergence to the Information High
Page 197 and 198: over 9 million at the beginning of
Page 199 and 200: unreliable electronic components co
Page 201 and 202: in an integrated model which has th
Page 203 and 204: Crane, D. (1972). Invisible College
Page 205 and 206: discourse does not mean that it is
Page 207 and 208: Figure 2 Communities within the lay
Page 209 and 210: The major services classified are:-
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Spears, R. and Lea, M. (1994). Pana
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presents relevant items to the user
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ProFusion's main process creates mu
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Managing Interdisciplinary Project
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influencing the study. To ensure th
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ANALYSIS The introduction of new co
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to be combined; this integration ac
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On receiving the information that a
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4.1.4 SPS-SCS delivery system This
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Aster Servers - How to make Aster m
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Another approach we have tested as
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information available on the web. W
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Project Based Learning - Global Vil
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http://www.ncsa.uiuc.edu/SDG/Softwa
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Web. It is tailored to the needs of
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Views of the Solar System - http://
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Gatherers and Brokers. The Gatherer
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(Uniform Resource Locators) are pre
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References Figure 6: Document Displ
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The RealAudio (http://www.realaudio
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For educators, this combination of
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The practical components of this pr
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typologize communication and media
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egistration pattern (in the reverse
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the Internet, in terms of informati
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Fig. 10: 3-dimensional pattern matr
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structure of the courses adheres to
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applications manage chat sessions,
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6. Evaluation Figure 4: Example
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Introduction Windows to the Univers
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Figure 1: The main navigation panel
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Our Planet Interior & Surface Atmos
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I. Introduction What is a browser?
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(1) [Baggett, Ehrenfeucht, & Guzdia
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Node display. In addition to enforc
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On-demand Multi-lingual Font Servic
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One of the advantages by using Java
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The directory can be an alias defin
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Real Audiences—Worldwide: A Case
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outstandingly successful authors re
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usually jumps over the keyboard --
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Introduction Web Conceptual Space R
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conceptual knowledge processing, kn
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and the 'Top' view for all applicat
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An Information Broker for Adaptive
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the worst case, we can make a rough
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These simple parameters significant
Page 305 and 306:
[Weider 96] Weider, C. , Fullton, J
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experiments, listen to sound, run l
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The administration and management s
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Educational packages: the current i
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Embedded Interactive Concept Maps i
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eading and understanding informal c
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Every Smart Ideas document has a de
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and used an index into the HTML doc
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Introduction Building Internet-Base
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comments from others or newly assig
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Figure 3: Author profile Conclusion
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The major features are: Figure 1 Me
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Figure 3 FrameMaker requirements do
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5 Conclusions This article has pres
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On-the-Fly Web Pages Minus the HTML
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Scannell, Ted (1996). Steve Jobs In
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originator. Thus, the collaborative
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preferences, circumstances and task
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development concerns the previously
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Abstract: Aspects of Large World Wi
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Structuring data The unstructured a
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say on a LAN with a hypermedia serv
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Halasz, 1988 Halasz, F. (1988). Ref
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One of the CNES' goals is to make s
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Archived Files Start Time 1 End Tim
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HELP-EXCHANGE: An Arbitrated System
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Since the Help-Exchange system is e
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system avoids spamming since the qu
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From a Set of Technical Documents t
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“The machine that would perform t
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In the case of the link with commen
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[Glushko 89] Glushko, R. (1989). De
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• SWOOP [Hunter et al. 95] provid
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also planned for implementing this
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storage structures already establis
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Every S-collection (instance) has a
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do not map S-collections onto a glo
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The operator JOIN is applied to a c
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Internet India Suzanne McMahon Univ
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published in Bombay, includes shopp
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INDIA-E@INDNET.BGSU.EDU Economic Fo
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Instructional Materials The first c
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Reminder Robot For the Q&A section
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[Wusage 1994] Cold Spring Harbor La
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succeed, is also social in origin,
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Other ships may also appear on the
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An Intelligent Tutoring System on t
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Figure 1. Viewer Control Mechanism
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input and clickable map as the ways
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Designing Digital Libraries for Pos
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Layer HOSS allows an open set of st
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contradictory to produce a well-def
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[Chartier 1994] Chartier, R. (1994)
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much of the value on the Net “wil
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did nothing but slow down processin
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Bundling has been studied extensive
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The software industry relies on dif
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that is not accepted by society exi
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[Richardson & Radner 1996] Richards
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European Economic Area agreement. S
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Figure 2: Components of the learnin
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5. Concluding Remarks Figure 4: The
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A Distance Education How-To Manual:
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usually required. This can take pla
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piece, or of the whole piece. A CD
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Indexes, Keys: these tables define
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following, we discuss basic types o
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long: in the music database, the co
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The MARBLE 1 Project: A Collaborati
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available, as described above, help
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Feedback and Analysis Fig 2: Extrac
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Open Net and the Australian On-Line
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speeds, download times, changing br
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our audience, fall into one of the
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server change. When we had our own
Page 455 and 456:
Structuring and classification of d
Page 457 and 458:
would not have the rights to change
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5 Current Electronic Publications W
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WebGrid: Knowledge Elicitation and
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annotation form shown in Figure 2 t
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Figure 4 WebGrid form for rating el
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Figure 7 Main status screen of WebG
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As a final element, the realtor has
Page 471 and 472:
WebGrid provides many additional fa
Page 473 and 474:
Media, Multimedia and Meaningful La
Page 475 and 476:
One question which arises in a disc
Page 477 and 478:
about the medium. In studies in whi
Page 479 and 480:
Schwerin advocates mediation as “
Page 481 and 482:
The wider implications of this perc
Page 483 and 484:
Internet, that quality may be seen
Page 485 and 486:
The most frequently discussed probl
Page 487 and 488:
3.2 Developer viewpoint A MicroWeb
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We anticipate that the complete Mic
Page 491 and 492:
Database for employment information
Page 493 and 494:
Figure 1 System Structure Figure 2
Page 495 and 496:
Figure 5(b) Results of Searching
Page 497 and 498:
ClassNet is a CGI-Script running un
Page 499 and 500:
Current Uses Dr. Doug Yarger at Iow
Page 501 and 502:
Introduction Modelling Alter Egos i
Page 503 and 504:
Let us further suppose that the cyb
Page 505 and 506:
• NEC to indicate that the action
Page 507 and 508:
for example impossible to define an
Page 509 and 510:
[vdRiet 95] R.P. van de Riet, A. Ju
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or "anchors." The anchors are stori
Page 513 and 514:
Figure 1: Excerpt from SMART WWWeb
Page 515 and 516:
there is less dissolved oxygen in t
Page 517 and 518:
CS20 will provide students with new
Page 519 and 520:
EPIC : Building a Structured Learni
Page 521 and 522:
expects. The EPIC exercises are emb
Page 523 and 524:
interactive courses around Scotland
Page 525 and 526:
This paper begins by briefly survey
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must supply such information, the s
Page 529 and 530:
Building the collection The lowest
Page 531 and 532:
size is bounded by the size of a st
Page 533 and 534:
the choice should be. It may be tha
Page 535 and 536:
Introduction Supporting Provision a
Page 537 and 538:
A visual resource base comprises a
Page 539 and 540:
• Web browser: It performs the se
Page 541 and 542:
POSTER / DEMONSTRATION
Page 543 and 544:
integration of presentations create
Page 545 and 546:
Science Technology Entry Program: I
Page 547 and 548:
ID Comm: Building a Virtual Communi
Page 549 and 550:
Preservice Teacher Education and th
Page 551 and 552:
Un Meurtre a Cinet (Un homicidio en
Page 553 and 554:
The Human Brain: A Frames-based Ima
Page 555 and 556:
Collaborative Learning/Teaching on
Page 557 and 558:
SHORT PAPERS
Page 559 and 560:
system look for email from the mail
Page 561 and 562:
Converting a Large Introductory Cou
Page 563 and 564:
Bringing Instructional Design Princ
Page 565 and 566:
Watermarking for the HyperWave Hype
Page 567 and 568:
Impact of the Introduction of Web-B
Page 569 and 570:
Owen, J.M. (1993). Program Evaluati
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(d) Low cost to students (e) Easier
Page 573 and 574:
Introduction Robots And The Web: An
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Figure 2. BargainBot Search Results
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Conclusions and Future Work Figure
Page 579 and 580:
Introduction Active Messaging in Ja
Page 581 and 582:
Acknowledgments The authors would l
Page 583 and 584:
The effective development of web-ba
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telecollaboration. This work aims t
Page 587 and 588:
Introduction Internet for Teachers:
Page 589 and 590:
Creating Educational Webmasters: Cy
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Acknowledgments I would like to tha
Page 593 and 594:
The College of Human Ecology, which
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The screen dumps below show a large
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can also open and close levels of t
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Venice and Vienna, iconographic col
Page 601 and 602:
Introduction: Cyberschool - Singapo
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1. Overview US Information Superhig
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Collaborative Design: A Cognitive A
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A Web Based Decision Support System
Page 609 and 610:
addition to participating in teache
Page 611 and 612:
communication between students, bet
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• Exploring Libraries introduces
Page 615 and 616:
Design for Web-Based Learning Phili
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The effin factor concerns the appea
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Introduction The Web is not a Distr
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WEB-EDD: Electronic Document Delive
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Walker, G. L. & Thoma, G. R. (1995)
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3. Evaluation of Link Annotation fo
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Based on the needs addressed above,
Page 629 and 630:
The Presentational use of the inter
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named-thing2(thing-type (parameters
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Integrating the use of the Web into
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linking within the web page is also
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Providing Medical Education Resourc
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logons by PPP/home access, Informat
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indeed create considerable turbulen
Page 643 and 644:
Introduction Homeland: An Integrate
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[Frega and Volpentesta 94] Frega N.
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Summary: Our culture often thinks o
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Implementing Engineering Education
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Reorganised by the Web: Bringing th
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content providers--collaborative te
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Table 1: Sample items from the BEM
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Health Care Information on the Web:
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Abstract Shame and War Revisited Ad
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left to do? Style sheets don't let
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In this case, the Los Alamos Nation
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Differing Cultures: Bringing Minds
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Web of Thought: Ways to Make the Wo
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On Teaching and Collaborative Devel
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I.- History Distance Education on D
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But there is much more to this pict
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in Treemaps. In contrast, the Docuv
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Figure 2: Webview The Webview is us
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Figure 3: Intradocument View showin
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Using a WWW Server to Access and Ma
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W3Client Figure 1 : The Co-Learn WW
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Avoiding Vendor Lock-in: An Open Ap
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Web Courses for Northern B.C.: Virt
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Harvesting the Internet: Creating a
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School Participation in the Co-Deve
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a basic framework for adopting tech
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COMMUNITY WEB PROJECTS TO SUPPORT H
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Overview: Automatically Generated W
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Introduction Computer Aided Informa
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[Bloomfield 1994] Bloomfield, H. (1
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A Generic Learning Platform: From t
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etween Moscow and Western Europe, S
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Creating A Presence On The World Wi
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References [Hill 1993] Hill, Terry
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many of the students likewise had f
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DeRose, Steven and Durand, David, M
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{1} http://www.gfz-potsdam.de/drz/g
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significantly different. Analysis f
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3. The Web Based Solution Most CBT
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A Virtual Campus on the World Wide
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A unified NBCC-wide (and hopefully
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Start Your Search Engines! Authenti
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Observations on Web-Based Course De
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espond to at least four other discu
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examples of the many good discussio
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instructor intervention (to prevent
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Using the World Wide Web To Creativ
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In summary, the goals of the PTK ar
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like SGMLS or SP [Clark 95]. The WW
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All relevant information and links
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Introducation A Virtual Classroom i
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Introduction Put Your Experience on
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Domeshek, E.A. & Kolodner, J.L. 199
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• provide IP address • provide
Page 753 and 754:
Incorporating World Wide Web techno
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1 Introduction Non-Invasive Improve
Page 757 and 758:
The first author acknowledges CNPq
Page 759 and 760:
order to make the students feel tha
Page 761 and 762:
World Band: K-12 Music Education on
Page 763 and 764:
PITS (Populated Information Terrain
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The big central landmark VRML Some
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SEEWeb - An Internet Solution Steve
Page 769 and 770:
Archive.edu: A Storehouse of Classr
Page 771 and 772:
[O’Haver 1995] O’Haver, M. (199
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Module Three The third module explo
Page 775 and 776:
The development of a new journal ne
Page 777 and 778:
Implementation The tool is a Web-ba
Page 779 and 780:
Providing Real Time Instruction on
Page 781 and 782:
first was a single free text field
Page 783 and 784:
the project as contributors of stud
Page 785 and 786:
knowledge-acquisition have to be ac
Page 787 and 788:
instead of contributing a lengthy r
Page 789 and 790:
1. Introduction WWW3D: A 3D Multi-U
Page 791 and 792:
6. Summary In this paper we have de
Page 793 and 794:
collaborative programs. At the same
Page 795 and 796:
and continued challenges of the pas
Page 797 and 798:
In order to cater for the this latt
Page 799 and 800:
Some lectures have pre-lecture assi
Page 801 and 802:
Some Issues. T. of Japanese Society
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MENTOR: Internet Search Advisor and
Page 805 and 806:
acquisition to be followed.- Repres
Page 807 and 808:
Web in order to supplement the main
Page 809 and 810:
When installed at the user end, stu
Page 811 and 812:
These and other lessons learned hav
Page 813 and 814:
some other details about the enviro
Page 815 and 816:
Interactive Teaching Material for t
Page 817 and 818:
The applet is organised around two
Page 819 and 820:
esult, the new search queries not o
Page 821 and 822:
Introduction Distant Education Mate
Page 823 and 824:
Information. The Internet resources
Page 825 and 826:
1 Introduction The Virtual Universi
Page 827 and 828:
on-line, an audio and/or video conn
Page 829 and 830:
Finally, if you are preparing lesso
Page 831 and 832:
The user accessing the database (at
Page 833 and 834:
Figure 2: The HTML page of Esther,
Page 835 and 836:
PANEL
Page 837 and 838:
TUTORIALS
Page 839 and 840:
Table of Contents 1 INTRODUCTION 1
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specifications like the Initial Gra
Page 843 and 844:
Low end digital cameras do not at a
Page 845 and 846:
To display images correctly the gam
Page 847 and 848:
• PCD: Photo Compact Disc. Kodak.
Page 849 and 850:
3.1 Database Types There are differ
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There are a lot of (hierarchical) k
Page 853 and 854:
the user. The drawback of dynamic c
Page 855 and 856:
types. These are used to restrict t
Page 857 and 858:
-18-
Page 859 and 860:
If you would like to modify the app
Page 861 and 862:
4.4 Database versus Information Ret
Page 863 and 864:
HARVEST [29,30] is a more complicat
Page 865 and 866:
• Access speed: 10% with 9,6 Kbit
Page 867 and 868:
17. Proceedings of the 3rd Internat
Page 869:
50. Poynton CA. Frequently Asked Qu
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