Director 疑难解答

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Microsoft Word - Mentor使用疑问和总结

Microsoft Word - Mentor使用疑问和总结

原理图绘制1、 place Symbol 和place device 的区别是什么?Symbol 不和封装库对应,比如定义好的原理图Border 。

尽管Symbol 里面也有元器件,但是如果是为了画PCB ,不能用symbol 里面的元器件。

2、 拷贝其他原理图内容到自己的原理图上时,默认是不拷贝位号的,系统会自动为每个器件生成XREF 前缀的位号(对不同类型的元件都用该前缀,这和通过place device 系统自动生成的位号前缀是不一样的,其为不同类型的元件设置不同的前缀)。

所以为了以后批量更改位号方便,要修改系统默认设置,连位号一起拷贝到自己的原理图上,方法是:Tool -》Option -》Setting -》Copy Refrence designator with symbol 设置为yes 。

3、 同上,拷贝其他原理图内容到自己的原理图上时,默认是不拷贝NetName 的,需要修改系统默认设置,Tool -》Option -》Setting -》Copy Net Name wires 设置为yes 。

4、保存时不自动Verify :Tool -》Option -》Setting -》Automatically Verify on save 设置为no 。

5、 器件批量Replace :Edit -》Replace Devices -》Find 下拉选择PartNumber ,Value 中输入需要替换掉的器件的PartNumber 。

Part 选择用来替换的器件,点Replace 就ok 。

6、 器件批量命名:Ctrl+F -》注意Find 要选择Symbols 。

然后PlaceTextok 即可。

7、 注意Refrence designator 不可以全用字母,需要有数字,比如Jpower 就不行,否则Package的时候系统会自动改回来。

8、 9、 10、PCB 图绘制1、 Plow 、MultiPlow 、Route 有什么区别?2、 Setup Parameter -》Gerneral 中User defined layer 有什么用?Test Point Setting 有什么用?U n Re gi st e r ed3、 四层板默认23层是不能布线的,所以需要更改默认设置。

Director课件

Director课件

第一章与Director第一次亲密接触1.1 Director界面浏览从本章开始,我们来学习Director MX。

首先打开Director MX,我们可以看到这样一个界面:图1-1Director MX的界面沿袭了Macromedia MX的风格,这对于熟悉Macromedia其他MX产品的用户来说,无疑是一个好消息,熟悉的工作界面有利于快速学习掌握Director MX的各项功能,但是对于是一个从Director8.5甚至更低级版本升级上来的用户而言,可能还需要多一点的时间来熟悉界面的变化。

对于初学者而言,这就让人有点眼花缭乱了,别着急,界面上的东西再多,我们也可以将之分为七个部分:①、菜单栏:Director MX的菜单条同其他Windows软件一样,分门别类地罗列了绝大多数的Director 命令,我们可以利用菜单来启用大部分命令,因此首先我们来浏览一下菜单,熟悉Director的一些常用命令。

我们可以看到,在许多Director命令后面,有该命令的快捷方式,在不打开菜单的情况下,我们也可以使用快捷键来激活该命令。

在这里首先要熟悉菜单Windows下的命令,一旦你操作不慎,将Director中的某个窗口关闭了,一般都可以在这里找到命令重新打开它。

②、工具条:包括了Director中常见窗口和命令的控制按钮。

这使得我们可以很方便地打开Director 的常用窗口或执行常用的Director命令。

见图1-2。

如果工具条不可见,则执行Windows—Toolbar打开它。

图1-2我们在日后的工作中会经常用到工具条,其中的主要按钮说明如下(表1-1):表1-1按钮功能New Movie 新建一个电影文件①②③④⑤⑥⑦新建一个演员表New Cast打开已有的电影文件或演员表Open将外部文件作为演员引入演员表Import保存当前电影或外部演员表Save保存当前电影及电影所用到的外部演员表Save All发布电影Publish撤销、剪切、复制、粘贴在演员表中查找演员Find Cast Member替换演员Exchange Cast Members返回影片的第一帧Rewind停止播放影片Stop播放影片Play打开/关闭舞台(Stage)窗口Stage打开/关闭演员表(Cast)窗口Cast Window打开/关闭剧本(Score)窗口Score Window打开/关闭属性面板Property Inspector打开/关闭行为库Library Palette打开/关闭画笔窗口Paint Window打开/关闭矢量图形窗口Vector Shape Window打开/关闭文本窗口Text Window打开/关闭Shockwave 3D模型窗口Shockwave 3D Window打开/关闭行为面板Behavior InspectorScript Window 打开/关闭脚本编辑器 Message Window 打开/关闭消息窗口 具等,可以直接在舞台上进行操作。

Director 疑难解答

Director 疑难解答

Director 疑难解答---学者必看打开本文后,按下CTRL+F,查找你要的关键字,可以省去你不少时间-------------------+-閑闪互动多媒体-+-------------------01. 如何制作一个放映机(projector)可以在不同分辨率下播放?[A] 加入下列语句:on prepareMovie(the stage).rect = (the desktopRectList)[1](the stage).drawRect = (the desktopRectList)[1]end注意,这个语句是通过放大或缩小舞台来达到效果的,所以会有变形。

02. 如何导入photoshop的图层?[A] Director7.0以后的版本你可以通过Medialab公司的Photocaster Xtra来实现。

插件下载请到/bbs/dispbbs.asp?BoardID=56&ID=406703. 在程序中如何导入图片而不失去图片周围的白色部份?[A] 通过指定图片的trim whitespace属性可以实现:m = new(#bitmap) -------------------+-閑闪互动多媒体-+-------------------m.trimWhiteSpace = 0m.filename = the moviePath & "file.bmp"m.media = m.media04. 如何得到全局变量列表?[A] 在messages的窗口中,你可以输入showGlobals来显示所有的全局变量。

以下的代码也可以显示所有的全局变量:repeat with x = 1 to (the globals).countput (the globals).getPropAt(x) & " = " & (the globals)[x]end repeat05. 如何播放mpeg文件?[A] 有一系列的方法,不能说哪一种更好,并且在pc机和mac机上是不一样的,下面是四种常见的方法:1. 用一个xtra。

Director 12 Lingo编程从入门到高级 教程大纲

Director 12 Lingo编程从入门到高级  教程大纲

Director 12 Lingo编程从入门到高级(QQ:3309637612)第一部分基础篇第一章、Lingo语言介绍1.1 应用场景a. 多媒体光盘b. 课件制作c. 游戏开发d. 辅助教学1.2 与Actionscript 3.0 的比较第二章、编程基础(概念阐述)2.1 变量与常量a. 变量的命名规则b. 变量的数据类型(值类型和引用类型)c. 变量的作用域d. 常量2.4 运算符a. 算术运算符b. 逻辑运算符c. 比较运算符d. 字符串运算2.5 表达式a.子字符串表达式2.6 语句a. 条件语句(if、case)b. 循环语句(while、case)2.7 函数/处理程序a. 系统定义的函数b. 自定义函数c. 函数的调用2.8 列表a. 属性列表b. 线性列表2.9 事件/消息a. 事件的类型2.10 脚本a. 演员脚本b. 影片脚本c. 行为脚本(精灵行为、帧行为)d. 父脚本2.11 行为2.12 属性2.13 lingo中路径的问题第三章、条件语句和循环语句3.1 条件语句a. if 语句、if …else … 语句、 if … else if … else…语句b. case 语句3.2 循环语句a. while 语句b. repeat with 语句c. repeat 循环与exitFrame 循环的区别第四章、事件、消息与脚本4.1 脚本的种类4.2 事件与消息传递事件发生 -> 生成同名的消息 -> 此消息传递出去 -> 被不同对象接收 -> 执行脚本中的处理程序c. 消息的传递次序情况1:影片首次开始播放:prepareMovie -> beginSprite -> prepareFrame -> startMovie情况2:播放任一帧:beginSprite -> prepareFrame -> enterFrame -> exitFrame -> endSprite情况3:影片结束:endSprite -> stopMovied. 消息的接收次序一般情况下为:主事件处理程序 -> 精灵脚本 -> 演员脚本 -> 帧脚本 ->影片脚本e. 事件作用的对象键盘事件:keyDown/keyUp:主事件处理程序、精灵脚本、演员脚本、帧脚本、影片脚本鼠标事件:mouseUp/mouseDown: 主事件处理程序、精灵脚本、演员脚本、帧脚本、影片脚本rightMouseUp/rightMouseDown: 精灵脚本、演员脚本、帧脚本、影片脚本mouseUpOutside/mouseLeave/mouseWithin/mouseEnter: 精灵脚本、演员脚本帧事件: parepareFrame/enterFrame/exitFrame:精灵脚本、演员脚本、帧脚本、影片脚本精灵事件: beginSprite/endSprite:精灵脚本、帧脚本影片事件:prepareMovie/startMovie/stopMovie: 影片脚本timeOut: 主事件处理程序、帧脚本、影片脚本cuePassed/idle: 帧脚本、影片脚本4.3 处理程序a. 主事件处理程序b. 系统定义的处理程序c. 自定义处理程序d. 用处理程序传递数据e. 处理程序放置的地点第五章、线性列表和属性列表5.1 线性列表5.2 属性列表第六章、行为6.1 编写行为6.2 理解me6.3 行为间的通信6.4 调试脚本6.5 行为的本质论述第七章、父脚本与子对象7.1 编写父脚本7.2 生成子对象7.3 案例:下雪效果制作7.4 行为与父脚本论述第二部分高级篇第八章、 Lingo中常用的对象8.1 系统对象 system8.2 回放引擎对象 player8.3 影片中的视窗对象 window8.4 影片对象 movie8.5 演员表对象 castLib8.6 演员对象 member8.7 精灵对象 sprite8.8 精灵通道对象 sprite channel8.9 全局对象 global8.10 键盘对象 key8.11 鼠标对象 mouse8.12 声音对象 sound8.13 时间对象 time8.14 日期对象 date第三部分专题篇第九章、文本演员9.1 语法基础9.2 实例:文本浏览器第十章、图像控制10.1 语法基础10.2 实例:图文混排第十一章、声音控制11.1 语法基础11.2 实例:声音播放器第十二章、视频控制12.1 语法基础12.2 实例:视频播放器第十三章、 Flash演员13.1 语法基础13.2 实例:flash视频播放器13.3 Lingo和Actionscript 3.0 通信第十四章、窗口操作-窗口中的影片(MIAW)14.1 创建、打开、关闭一个MIAW14.2 MIAW外观14.3 MIAW之间的通信14.4 实例:制作不规则窗口第十五章、 director数据库15.1 文本型数据库15.2 列表型数据库15.3 XML数据库15.4 access数据库15.5 sqlite 数据库第四部分插件篇第十六章、常用插件16.1 文件操作插件 fileIO Xtra16.1 网页插件 WebXtra16.2 Photoshop 插件 Photocaster16.3 视频插件 Mpeg Advance Xtra16.4 编程接口插件 Buddyapi xtra第五部分案例篇第十七章、综合案例17.1 汇报类课件制作实例17.2 电子杂志类实例17.3 游戏类实例第六部分番外篇第十八章、课件制作常用技巧18.1 自定义主程序的图标18.2 动态修改影片的尺寸a. 强制全屏b. 等比例缩放c. 强制影片按指定的尺寸显示18.3 不规则窗口的制作第十九章、 Director 反编译与被反编译19.1 论述director 反编译与防反编译19.2 director 反编译工具开发19.3 保护director 作品。

常用的几个director脚本

常用的几个director脚本
tell sprite(me.spriteNum) to go to the lastframe
else
tell sprite(me.spriteNum) to go to pframe-1
end if
end if
end
16.播放和暂停按钮控制声音
on mouseup me
pSprite=sprite(me.spritenum)
pMemberName=
if pMemberName = "播放按钮" then
sound(1).play()
sprite(me.spritenum).member = member
("暂停按钮")
else
sound(1).pause()
6:sound playfile 1,"音乐/6.mp3"
7:sound playfile 1,"音乐/7.mp3"
8.mp3"
9:sound playfile 1,"音乐/9.mp3"
else
sound(1).play(member("bg")) 在第一声道播放(调用)演员文件"bg"
end if
end
on mouseleave me
cursor 0
sprite(13).member=member("dvd6") 播放到该精灵所在位置时,播放按钮显示为(调用精灵)"dvd6"
end if
if(i=2) then
sound playfile 1,"音乐/2.mp3"

Input_Director使用心得

Input_Director使用心得

Input Director使用心得因工作关系,平时经常同时使用两台笔记本电脑,于是频繁地切换鼠标和键盘就成了一个很头痛的问题,前两天小众软件介绍了Input Director这个软件,解决了这个问题。

另外还有一款跨平台的Synergy,哪天心情好得空的时候在Ubuntu下试一试。

小众介绍Input Director的文章不长,看着文章摸索了好久才把软件设置好。

一、使用环境1、两台笔记本电脑,Win7;2、校园网无线路由,万恶的拨号上网。

3、两台电脑在同一局域网的同一网段。

(不同网段没测试,如果不行的话就用网线把两台电脑直联,然后把两个网卡设置在同一网段内。

刚开始用这软件的时候我就是这么干的。

)二、软件界面这个软件很小巧,界面也很清爽。

二、设置1、这个软件有两个概念:(1)连接鼠标和键盘的那台电脑称为“Master”;(2)没有鼠标和键盘,接受另一台有鼠标和键盘的电脑进行控制的电脑称为“Slave”。

“Master”和“Slave”两台电脑都要安装Input Director,并分别进行设置。

2、“Master”端设置:(1)(2)点击“OK”后会弹出一个对话框,点击“确定”。

3、“Slave”端设置(1)(2)点击“OK”。

4、联机控制(1)回到“Master”端(2)这时“Slave”端会弹出下面的窗口,点击“是”。

这时“Slave”端就已经正常启动了。

(3)返回“Master”端点击“Enable as Master”,OK大功告成!把“Master”端的鼠标轻轻划动到“Slave”的屏幕上试一下吧!这个软件还有一个特别方便的功能,当在其中一台电脑上编辑文字时,可以将A电脑上的文字复制后直接粘贴在B电脑上。

这对于经常进行文字编辑的工作者来说是一个相当贴心的设计。

资源介绍简介:软件类型:应用软件- 键盘鼠标软件性质:免费软件操作系统:Windows 2000 (Service Pack 4), Windows XP (Service Pack 2), Windows 2003, Windows Vista, Windows 2008 or Windows 7. The systems must be networked.应用平台:问题反馈:/contact.html网站链接:Input Director是一个Windows程序,使你通过连接在一台计算机上的一套键盘鼠标,就可以控制多套Windows系统。

Director几个技巧

Director几个技巧

Director中非常有用的一个Xtra是MUI Dialog Xtra,这是D自代的对话框生成器。

在6.0版本中就有这个Xtra了,但是很奇怪大多开发者都只应用了它最基本的特性,如果他们能否充分利用MUI Xtra的话,那么,你就可以自己定义个完全响应的对话框,而不是去用很废内存和磁盘空间的MIAW来实现。

你可以去任意定制它,并且你可以完全根据你或者你的客户的需要来定义这个对话框如何去响应。

可以说,你可以完全定制自己所需要的对话框,只有少数例外,那么这篇文章就来教你如何开始。

(你可以使用这些Lingo程序来生成特定平台的对话框)对话框种类你可以用MUI Xtra来产生两种对话框:“标准”对话框和“常规应用”对话框。

“标准”类对话框由标准警告框、打开和保存对话框组成。

Macromedia已经将这种对话框成为“系统对话框”,他们还添加了一个输入URL的对话框。

毫无疑问,我们开发人员都会经常使用这种标准对话框,因为它们是已经完全定义好了的。

我们只需要定义很少的一些参数,很少的几行lingo程序就可以创建他们,你只需要定义个属性列表来配置一下对话框,就可以用alert(),fileopen(),filesave(),getURL()方法来调用。

关于使用标准警告对话框请参考Multimedia Handyman artical。

如果这四种对话框都不能满足你的要求的话,你就需要创建一个“常规应用”的对话框。

这种对话框为开发者提供了更为广泛的控制,包括内容,版式设计,方法。

如果你所需要的对话框包含一组单选按钮(radio buttons)、多选按钮(checkboxes)、弹出列表框、文本输入框、文本标签、滑块、按钮或者图形,那你就需要用“常规应用”对话框来定制。

当然,你可能要花费一定时间来创建他们,这由你的对话框复杂程度决定。

所用的Lingo语言也很直观。

(为你的程序添加一个选项对话框)你可以这么想,用MUI Xtra来创建一个“标准”对话框就好像应用MUI的第一层,而创建“常规应用”对话框就好像应用MUI的第二层,稍微费力一些,但是仍然需要“第一层”应用的基础。

Director 教程

Director 教程

MPG视频文件的控制与路径设置MPG视频文件DirectMediaXtra 是一个非常强大的第三方插件,它支持 MPEG、AVI、WAV、QuickTime、AIF、MP2和 MIDI文件,并且提供了对 AVI、MPG等视频文件的完全支持和控制,能够极大的扩展 Director 对视频文件的控制能力,在众多插件中使用频率几乎是最高的。

1. 获取 DirectMediaXtra演员成员和精灵的属性DirectMediaXtra 插件是一种可视化操作的插件,它能在 Director 的演员表中生成一个演员成员,在需要播放视频的地方只需在舞台或精灵通道内创建由该演员成员生成的精灵即可。

DirectMediaXtra 插件可获取由它导入和创建的视频演员成员和精灵的各种各种属性。

视频演员成员的属性主要包括文件路径、文件名、文件长度、宽度、高度、音量、平衡度、播放速率等与媒体文件本身相关的属性,而精灵则包括当前播放的视频的时间、速度和播放的状态等属性。

File属性用于获取链接的外部视频文件的完整路径名,例如:put member("video").file-- "D:\video.MPG"title属性用于获取链接的外部视频文件的文件名,不含路径名称,例如:put member("video").title-- "video.MPG"Duration和 CurrentTime 属性分别用于获取链接的外部视频文件的时间长度和精灵通道内播放的视频文件的当前时间,单位是毫秒,例如:totalTime=member("video").durationcurTime=sprite(1).CurrentTimeToolTip="当前播放进度:" & curTime*1.0000/totalTime*100 & "%"put ToolTip-- "当前播放进度:12.6789%"videoWidth 和 videoHeight 属性用于获取链接的外部视频文件的宽度和高度,单位是像素,例如:put member("video").videoWidthput member("video").videoheight-- 352-- 240Volume 属性获取链接的外部视频、音频文件的音量,单位为分贝,范围在-100 至0之间,例如:put member("video").Volume--0Balance 属性用于获取链接的外部视频、音频文件的平衡度,单位为分贝,范围在-100到100之间,例如:put member("video").Balance--0Rate 属性用来获取外部链接的视频文件的播放速度,为一个百分比,范围在 0 至200之间,默认值为100。

director教程

director教程

Director 简明教程1、工具栏简介:名 称 功 能 图 片 展 示 新建影片 新建的是舞台,显示比例为25%新建演员表 单击此按钮,内部的指内部演员表(只有在此影片中使用的演员),外部的指外部演员表(在其它影片中也可使用的演员)。

如图显示两个演员表,右键单击导入素材。

可以把素材直接拖动到舞台或时间轴上。

导入 单击把素材导入到演员表内 在舞台上显示的精灵顺序:时间轴上最上方的在舞台的最下方(背景)保存 保存编辑的工程项目。

保存所有 当建立外部演员表时,需要此按钮保存所有。

发布 编辑完项目后,单击此按钮进行快速发布。

查找演员 在演员表中查找演员。

舞台窗口 演员窗口 分镜头窗口 分别单击会分别显示三个窗口。

属性检查器 单击会在右侧出现属性检查器 库面板 单击会在右侧出现库面板 绘图窗口/矢量绘图窗口单击会出现绘图窗口文本窗口 单击出现文本窗口 3D 窗口 单击出现3D 窗口行为检查器 单击在右侧出现行为检查器 脚本窗口 单击出现脚本窗口,输入代码 信息窗口单击出现信息窗口,输入信息保存所有 发布 撤销剪切复制粘贴查找演员到起始停止播放 舞台窗口 演表窗口 分镜表窗口属性检查器 库面板矢量绘图窗行为检查器 脚本窗口信息窗口3D 窗口文本窗口 绘图窗口 保存 导入打开 新演员表 新建影片位图绘图窗口/矢量绘图窗口:作用是绘制图形和编辑原有图片。

(在演员表中双击要编辑的图片即可打开编辑窗口)套索工具/选取工具:非收缩是指选区不收缩,套索是指选区会自动沿着选取边缘进行。

喷枪工具/画笔工具:设置按钮对喷枪/画笔进行设置。

文本工具:输入文本后,对文本进行设置,字体和大小格式等。

作用:制作渐变,两侧两种渐变的颜色,双击中间部分选择渐变方式,进行设置。

文本窗口:如何设置字体的颜色,选中之后右键单击—字体。

演员脚本和演员属性前景色和背景色,前景色也是文字的颜色,也是填充的颜色线条的粗细选中的部分左右,上下翻转,顺逆时针旋转,取消旋转,倾斜,扭曲,透视,平滑2、面板简介:属性检查器—栏线,影片,显示模板。

director11.5——1基础知识部分

director11.5——1基础知识部分

Page 8
返回
舞台与角色——构建角色 舞台与角色
操作角色表 导入角色 移动角色 复制角色 排序角色
Page 9
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编排表( 编排表(Score) )
编排表主要用于对影片的演出进行逐帧记录。 编排表主要用于对影片的演出进行逐帧记录。通过编排表 可以设置每个精灵的播放次序、方式。 可以设置每个精灵的播放次序、方式。 基本概念
设置舞台属性
设置舞台大小:舞台大小就是观众所看到的画面大小。 设置舞台大小:舞台大小就是观众所看到的画面大小。 设置舞台颜色。 设置舞台颜色。 设置通道数量:通道,就是舞台上可以显示的精灵的最大个数。 设置通道数量:通道,就是舞台上可以显示的精灵的最大个数。 每一行就是一个通道。系统所允许的最大通道数是150个。 每一行就是一个通道。系统所允许的最大通道数是 个 设置基准:为了便于精灵的精确定位, 设置基准:为了便于精灵的精确定位,Director提供了一个基准 提供了一个基准 工具,用于定义基准。 工具,用于定义基准。 设置栅格:栅格也是一种对齐工具, 设置栅格:栅格也是一种对齐工具,它可以在布置场景时起到辅 助对齐的作用。 助对齐的作用。
通道: 中的行被称为通道, 通道:Score中的行被称为通道,每个通道当中可以放置一个或 中的行被称为通道 多个精灵。默认情况下,编排表中包括150个通道,通道号越低, 个通道, 多个精灵。默认情况下,编排表中包括 个通道 通道号越低, 则角色中的位置越处于底层, 则角色中的位置越处于底层,通道号高的精灵可以遮挡通道号低 的精灵。 的精灵。 中的列被称为帧。 帧:Score中的列被称为帧。帧就像电影中的一个画面,每一帧 中的列被称为帧 帧就像电影中的一个画面, 都是一个时刻的舞台画面。 都是一个时刻的舞台画面。 精灵:精灵是角色在舞台上的表现形式。在编排表中, 精灵:精灵是角色在舞台上的表现形式。在编排表中,一个精灵 占据一个通道,它横跨多个帧。 占据一个通道,它横跨多个帧。

director教程

director教程

《Director案例教程》课件介绍《Director案例教程》课件是通过多媒体制作软件Director将设计的25个案例完整地整合在一起,本课件从实用的角度出发,所介绍的教学内容正确,符合高职教学的要求,在制作量范围内知识体系结构完整,教学内容丰富,有利于学生学习。

本课件教学设计合理、重点突出、层次分明、交互性好,悉心讲解了Director的强大功能和使用方法,由浅入深地介绍了多媒体制作软件Director的操作技巧,并兼顾初级和中级用户的需求进行制作,展现了Director 软件强大的多媒体集成功能,使用户可以快速入门并逐步提高。

《Director8.5案例教程》课件本着“易学易用、交互性强、实用性强”的原则进行开发,在内容的选取上充分考虑了初学者的实际需要,由浅入深,以不同的方式(如:文字说明、效果演示、动画教学、配音)为读者讲解Director8.5软件的使用,使读者对Director有较深的理解。

《Director案例教程》课件界面设计新颖、活泼、有创意,风格统一,色彩搭配合理,视觉效果好,本课件运用多种媒体(文字、图片、声音、动画)来表现教学内容,吸引力强,能激发学生学习的兴趣。

《Director案例教程》课件运行正常,操作方便,交互性强,效果好。

本课件共分四篇,这四篇分别是:学习篇、任务篇、实战篇和充电篇,每篇都有五个经典实例。

Director

Director

IDENTIFYING AND TREATING ATTENTION DEFICIT HYPERACTIVITY DISORDER:A RESOURCE FOR SCHOOL AND HOME2003Identifying and TreatingAttention DeficitHyperactivity Disorder:A Resource for School and Home2003U.S. Department ofEducationThis report was produced under U.S. Department of Education Contract No. HS97017002 with the American Institutes for Research. Kelly Henderson served as technical representative for this project.U.S. Department of EducationRod PaigeSecretaryOffice of Special Education and Rehabilitative ServicesRobert H. PasternackAssistant SecretaryOffice of Special Education ProgramsStephanie LeeDirectorResearch to Practice DivisionLouis C. DanielsonDirectorAugust 2003This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home, Washington, D.C., 20202.To order copies of this report,write to: ED Pubs, Education Publications Center, U.S. Department of Education, P. O. Box 1398,Jessup, MD 20794-1398;or fax your request to: (301) 470-1244;or e-mail your request to: edpubs@.or call in your request toll-free: 1-877-433-7827 (1-877-4-ED-PUBS). If 877 service is not yet available in your area, call1-800-872-5327 (1-800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY), should call 1-800-437-0833.or order online at: /pubs/edpubs.html.This report is also available on the Department’s Web site at: /offices/OSERS/OSEP/.On request, this publication is available in alternate formats, such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260-9895 or (202) 205-8113.CONTENTSIdentifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home (1)What Causes ADHD? (2)How Do We Identify ADHD? (3)Legal Requirements for Identification of and Educational Services for Children With ADHD (5)Behavioral Evaluation (6)Educational Evaluation (7)Medical Evaluation (8)What Are the Treatment Options? (9)Behavioral Approaches (9)Pharmacological Approaches (10)Multimodal Approaches (12)How Does ADHD Affect School Performance? (13)Helpful Hints (13)Tips for Home (14)Tips for School (15)References (16)IDENTIFYING AND TREATING ATTENTION DEFICIT HYPERACTIVITYDISORDER: A RESOURCE FOR SCHOOL AND HOMEWe have all had one of these experiences at one time or another. Perhaps it was at the grocery store, watching frustrated parents call their children’s names repeatedly and implore them to “put that down.” Maybe it was a situation at school with a child who could not seem to sit still and was always in motion. Maybe we noticed a child who appears always to be daydreaming in class —the student who will not focus on an activity long enough to finish it. Possibly the child is bored with a task, seemingly as soon as it has begun, and wants to move on to something else. We all puzzle over these challenging behaviors.Attention Deficit Hyperactivity Disorder (ADHD) has many faces and remains one of the most talked-about and controversial subjects in education. Hanging in the balance of heated debates over medication, diagnostic methods, and treatment options are children, adolescents, and adults who must manage the condition and lead productive lives on a daily basis.What is ADHD?Definition Core Categories Comorbidity Social Impact Prevalence•••••Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that involves problems with inattention and hyperactivity-impulsivity that are developmentally inconsistent with the age of the child. We are now learning that ADHD is not a disorder of attention, as had long been assumed. Rather, it is a function of developmental failure in the brain circuitry that monitors inhibition and self-control. This loss of self-regulation impairs other important brain functions crucial for maintaining attention, including the ability to defer immediate rewards for later gain (Barkley, 1998a). Behavior of children with ADHD can also include excessive motor activity. The high energy level and subsequent behavior are often misperceived as purposeful noncompliance when, in fact, they may be a manifestation of the disorder and require specific interventions. Children with ADHD exhibit a range of symptoms and levels of severity. Inaddition, many children with ADHD often are of at least average intelligence and have a range of personality characteristics and individual strengths.Children with ADHD typically exhibit behavior that is classified into two main categories: poor sustained attention and hyperactivity-impulsiveness. As a result, three subtypes of the disorder have been proposed by the American Psychiatric Association in the fourth edition of the Diagostic and Statistical Manual of Mental Disorders (DSM-IV): predominantly inattentive, predominantly hyperactive-impulsive, and combined types (Barkley, 1997). A child expressing hyperactivity commonly will appear fidgety, have difficulty staying seated or playing quietly, and act as if driven by a motor. Children displaying impulsivity often have difficultyparticipating in tasks that require taking turns. Other common behaviors may include blurting out answers to questions instead of waiting to be called and flitting from one task to another without finishing. The inattention component of ADHD affects the educational experience of these children because ADHD causes them to have difficulty in attending to detail in directions, sustaining attention for the duration of the task, and misplacing needed items. These childrenoften fail to give close attention to details, make careless mistakes, and avoid or dislike tasks requiring sustained mental effort.Although these behaviors are not in themselves a learning disability, almost one-third of all children with ADHD have learning disabilities (National Institute of Mental Health [NIMH], 1999). Children with ADHD may also experience difficulty in reading, math, and written communication (Anderson, Williams, McGee, & Silva, 1987; Cantwell & Baker, 1991; Dykman, Akerman, & Raney, 1994; Zentall, 1993). Furthermore, ADHD commonly occurs with other conditions. Current literature indicates that approximately 40–60 percent of children with ADHD have at least one coexisting disability (Barkley, 1990a; Jensen, Hinshaw, Kraemer, et al., 2001; Jensen, Martin, & Cantwell, 1997). Although any disability can coexist with ADHD, certain disabilities seem to be more common than others. These include disruptive behavior disorders, mood disorders, anxiety disorders, tics and Tourette’s Syndrome, and learning disabilities (Jensen, et al., 2001). In addition, ADHD affects children differently at different ages. In some cases, children initially identified as having hyperactive-impulsive subtype are subsequently identified as having the combined subtype as their attention problems surface.These characteristics affect not only the academic lives of students with ADHD, they may affect their social lives as well. Children with ADHD of the predominantly hyperactive-impulsive type may show aggressive behaviors, while children of the predominantly inattentive type may be more withdrawn. Also, because they are less disruptive than children with ADHD who are hyperactive or impulsive, many children who have the inattentive type of ADHD go unrecognized and unassisted. Both types of children with ADHD may be less cooperative with others and less willing to wait their turn or play by the rules (NIMH, 1999; Swanson, 1992; Waslick & Greenhill, 1997). Their inability to control their own behavior may lead to social isolation. Consequently, the children’s self-esteem may suffer (Barkley, 1990a).In the United States, an estimated 1.46 to 2.46 million children (3 percent to 5 percent of the student population) have ADHD (American Psychiatric Association, 1994; Anderson, et al., 1987; Bird, et al., 1988; Esser, Schmidt, & Woemer, 1990; Pastor & Reuben, 2002; Pelham, Gnagy, Greenslade, & Milich, 1992; Shaffer, et al., 1996; Wolraich, Hannah, Pinock, Baumgaertel, & Brown, 1996). Boys are four to nine times more likely to be diagnosed, and the disorder is found in all cultures, although prevalence figures differ (Ross & Ross, 1982).What Causes ADHD?ADHD has traditionally been viewed as a problem related to attention, stemming from an inability of the brain to filter competing sensory inputs such as sight and sound. Recent research, however, has shown that children with ADHD do not have difficulty in that area. Instead, researchers now believe that children with ADHD are unable to inhibit their impulsive motor responses to such input (Barkley, 1997; 1998a).It is still unclear what the direct and immediate causes of ADHD are, although scientific and technological advances in the field of neurological imaging techniques and genetics promise to clarify this issue in the near future. Most researchers suspect that the cause of ADHD is genetic or biological, although they acknowledge that the child’s environment helps determine specific behaviors.Imaging studies conducted during the past decade have indicated which brain regions may malfunction in patients with ADHD, and thus account for symptoms of the condition (Barkley,1998a). A 1996 study conducted at the National Institutes for Mental Health (NIMH) found that the right prefrontal cortex (part of the cerebellum) and at least two of the clusters of nerve cells known collectively as the basal ganglia are significantly smaller in children with ADHD (as cited in Barkley, 1998a). It appears that these areas of the brain relate to the regulation of attention. Why these areas of the brain are smaller for some children is yet unknown, but researchers have suggested mutations in several genes that are active in the prefrontal cortex and basal ganglia may play a significant role (Barkley, 1998a). In addition, some nongenetic factors have been linked to ADHD including premature birth, maternal alcohol and tobacco use, high levels of exposure to lead, and prenatal neurological damage. Although some people claim that food additives, sugar, yeast, or poor child rearing methods lead to ADHD, there is no conclusive evidence to support these beliefs (Barkley, 1998a; Neuwirth, 1994; NIMH, 1999).How Do We Identify ADHD?Although toddlers and preschoolers, on occasion, may show characteristics of ADHD, some of these behaviors may be normal for their age or developmental stage. These behaviors must be exhibited to an abnormal degree to warrant identification as ADHD. Even with older children, other factors (including environmental influences) can produce behaviors resembling ADHD. The criteria set forth by the fourth edition of the Diagnostic and Statistical Manual of Mental Disorders(DSM-IV) are used as the standardized clinical definition to determine the presence of ADHD (see DSM-IV Criteria for ADHD). A person must exhibit several characteristics to be clinically diagnosed as having ADHD:Severity. The behavior in question must occur more frequently in the child than in other children at the same developmental stage.Early onset. At least some of the symptoms must have been present prior to age 7.Duration. The symptoms must also have been present for at least 6 months prior to theevaluation.Impact. The symptoms must have a negative impact on the child’s academic or social life.Settings. The symptoms must be present in multiple settings.The specific DSM-IV criteria are set forth in the following chart.DSM-IV Criteria for Attention Deficit/Hyperactivity DisorderA. According to the DSM-IV, a person with Attention Deficit/Hyperactivity Disordermust have either (1) or (2):(1) Six (or more) of the following symptoms of inattention have persisted for at least6 months to a degree that is maladaptive and inconsistent with developmental level:Inattention(a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities(b) often has difficulty sustaining attention in tasks or play activities(c) often does not seem to listen when spoken to directly(d) often does not follow through on instructions and fails to finish schoolwork,chores, or duties in the workplace (not due to oppositional behavior or failure tounderstand instructions)(e) often has difficulty organizing tasks and activities(f) often avoids, dislikes, or is reluctant to engage in tasks that require sustainedmental effort (such as schoolwork or homework)(g) often loses things necessary for tasks or activities (e.g., toys, schoolassignments, pencils, books, or tools)(h) is often easily distracted by extraneous stimuli(i) is often forgetful in daily activities(2) Six (or more) of the following symptoms of hyperactivity-impulsivity havepersisted for at least 6 months to a degree that is maladaptive and inconsistent withdevelopmental level:Hyperactivity(a) often fidgets with hands or feet or squirms in seat(b) often leaves seat in classroom or in other situations in which remaining seatedis expected(c) often runs about or climbs excessively in situations in which it is inappropriate(in adolescents or adults, may be limited to subjective feelings or restlessness)(d) often has difficulty playing or engaging in leisure activities quietly(e) is often “on the go” or often acts as if “driven by a motor”(f) often talks excessively(g) often blurts out answers before questions have been completed(h) often has difficulty awaiting turn(i) often interrupts or intrudes on others (e.g., butts into conversations or games)B. Some hyperactive-impulsive or inattentive symptoms that caused impairment werepresent before age 7 years.C. Some impairment from the symptoms is present in two or more settings (e.g., at school[or work] and at home).D. There must be clear evidence of clinically significant impairment in social, academic,or occupational functioning.E. The symptoms do not occur exclusively during the course of a PervasiveDevelopmental Disorder, Schizophrenia, or other Psychotic Disorder and are not betteraccounted for by another mental disorder (e.g., Mood Disorder, Anxiety Disorder,Disassociative Disorder, or a Personality Disorder).Attention Deficit/Hyperactivity Disorder, Combined Type: if both Criteria A1 and A2 are met for the past 6 months.Attention Deficit/Hyperactivity Disorder, Predominantly Inattentive Type: ifCriterion A1 is met but Criterion A2 is not met for the past 6 months.Attention Deficit/Hyperactivity Disorder, Predominantly Hyperactive-ImpulsiveType: if Criterion A2 is met but Criterion A1 is not met for the past 6 months.Source: American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, DC, American Psychiatric Association, 1994.LEGAL REQUIREMENTS FOR IDENTIFICATION OF ANDEDUCATIONAL SERVICES FOR CHILDREN WITH ADHDTwo important federal mandates protect the rights of eligible children with ADHD—the Individuals with Disabilities Education Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 (Section 504). The regulations implementing these laws are 34 CFR sections 300 and 104, respectively, which require school districts to provide a “free appropriate public education” to students who meet their eligibility criteria. Although a child with ADHD may not be eligible for services under IDEA, he or she may meet the requirements of Section 504.The requirements and qualifications for IDEA are more stringent than those of Section 504. IDEA provides funds to state education agencies for the purpose of providing special education and related services to children evaluated in accordance with IDEA and found to have at least one of the 13 specific categories of disabilities, and who thus need special education and related services. Attention Deficit Hyperactivity Disorder may be considered under the specific category of “Other Health Impairment” (OHI), if the disability results in limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli that results in limited alertness with respect to the educational environment and that is due to chronic or acute health problems.Under IDEA, each public agency—that is, each school district—shall ensure that a full and individual evaluation is conducted for each child being considered for special education and related services. The child’s individualized education program (IEP) team uses the results of the evaluation to determine the educational needs of the child. The results of a medical doctor’s, psychologist’s, or other qualified professional’s assessment indicating a diagnosis of ADHD may be an important evaluation result, but the diagnosis does not automatically mean that a child is eligible for special education and related services. A group of qualified professionals and the parent of the child determine whether the child is an eligible child with a disability according to IDEA. Children with ADHD also may be eligible for services under the “Specific Learning Disability,” “Emotional Disturbance,” or other relevant disability categories of IDEA if they have those disabilities in addition to ADHD.After it has been determined that a child is eligible for special education and related services under IDEA, an IEP is developed that includes a statement of measurable annual goals, including benchmarks or short-term objectives that reflect the student’s needs. The IEP goals are determined with input from the parents and cannot be changed without the parents’ knowledge. Although children who are eligible under IDEA must have an IEP, students eligible under Section 504 are not required to have an IEP but must be provided regular or special education and related aids or services that are designed to meet their individual educational needs as adequately as the needs of nondisabled students are met.Section 504 was established to ensure a free appropriate education for all children who have an impairment—physical or mental—that substantially limits one or more major life activities. If it can be demonstrated that a child’s ADHD adversely affects his or her learning—a major life activity in the life of a child—the student may qualify for services under Section 504. To be considered eligible for Section 504, a student must be evaluated to ensure that the disability requires special education or related services or supplementary aids and services. Therefore, a child whose ADHD does not interfere with his or her learning process may not be eligible forspecial education and related services under IDEA or supplementary aids and services under Section 504.IDEA and Section 504 require schools to provide special education or to make modifications or adaptations for students whose ADHD adversely affects their educational performance. Such adaptations may include curriculum adjustments, alternative classroom organization andmanagement, specialized teaching techniques and study skills, use of behavior management, and increased parent/ teacher collaboration. Eligible children with ADHD must be placed in regular education classrooms, to the maximum extent appropriate to their educational needs, with the use of supplementary aids and services if necessary. Of course, the needs of some children with ADHD cannot be met solely within the confines of a regular education classroom, and they may need special education or related aids or services provided in other settings.Components of a Comprehensive EvaluationBehavioralEducationalMedical• • •A diagnosis of ADHD is multifaceted and includes behavioral, medical, and educational data gathering. One component of the diagnosis includes an examination of the child’s history through comprehensive interviews with parents, teachers, and health care professionals.Interviewing these individuals determines the child’s specific behavior characteristics, when the behavior began, duration of symptoms, whether the child displays the behavior in various settings, and coexisting conditions. The American Academy of Pediatrics (AAP) stresses that since a variety of psychological and developmental disorders frequently coexist in children who are being evaluated for ADHD, a thorough examination for any such coexisting condition should be an integral part of any evaluation (AAP, 2000).Behavioral EvaluationSpecific questionnaires and rating scales are used to review and quantify the behavioralcharacteristics of ADHD. The AAP has developed clinical practice guidelines for the diagnosis and evaluation of children with ADHD, and finds that such behavioral rating scales accurately distinguish between children with and without ADHD (AAP, 2000). Conversely, AAPrecommends not using broadband rating scales or teacher global questionnaires in the diagnosis of children with ADHD. They suggest using ADHD-Specific rating scales including: CPRS-R:L-ADHD Index(Conners Parent Rating Scale—1997Revised Version: Long Form, ADHD Index Scale)CTRS-R:L-ADHD Index(Conners Teacher Rating Scale—1997Revised Version: Long Form, ADHD Index Scale)CPRS-R:L-DSM-IV Symptoms(Conners Parent Rating Scale—1997Revised Version: Long Form, DSM-IV Symptoms Scale)CTRS-R:L-DSM-IVSymptoms(Conners Teacher Rating Scale—1997Revised Version: Long Form, DSM-IV Symptoms Scale)SSQ-O-1(Barkley’s School Situations Questionnaire—Original Version, Number of ProblemSettings Scale)SSQ-O-II(Barkley’s School Situations Questionnaire—Original Version, Mean Severity Scale)(Taken from Green, Wong, Atkins, et al. (1999). Diagnosis of AttentionDeficit/Hyperactivity Disorder. Technical Review 3. Rockville, MD: U.S. Department of Health and Human Services, Agency for Health Care Policy and Research, as cited inAAP, 2000).As with all psychological tests, child-rating scales have a range of measurement error. Appropriate scales have satisfactory norms for the child's chronological age and ability levels.Collecting information about the child’s ADHD symptoms from several different sources helps ensure that the information is accurate. Appropriate sources of information include the child’s parents, teachers, other diagnosticians such as psychologists, occupational therapists, speech therapists, social workers, and physicians. It is also important to review both the child’s previous medical history as well as his or her school records.Educational EvaluationAn educational evaluation assesses the extent to which a child’s symptoms of ADHD impair his or her academic performance at school. The evaluation involves direct observations of the child in the classroom as well as a review of his or her academic productivity.Behaviors targeted for classroom observation may include:• • • • Problems of inattention, such as becoming easily distracted, making careless mistakes, or failing to finish assignments on time;Problems of hyperactivity, such as fidgeting, getting out of an assigned seat, running around the classroom excessively or striking out at a peer;Problems of impulsivity, such as blurting out answers to the teacher’s questions or interrupting the teacher or other students in the class; andMore challenging behaviors, such as severe aggressive or disruptive behavior.Classroom observations are used to record how often the child exhibits various ADHD symptoms in the classroom. The frequency with which the child with ADHD exhibits these and other target behaviors are compared to norms for other children of the same age and gender. It is also important to compare the behavior of the child with ADHD to the behaviors of other children in his or her classroom.It is best to collect this information during two or three different observations across several days. Each observation typically lasts about 20 to 30 minutes.In order to receive special education and related services under Part B of IDEA, a child must be evaluated to determine (1) whether he or she has a disability and (2) whether he or she, because of the disability, needs special education and related services. The initial evaluation must be a full and individual evaluation that assesses the child in all areas related to the suspected disability and uses a variety of assessment tools and strategies. As discussed in the section on Legal Requirements (above), a child who has ADHD may be eligible for special education and related services because he or she also meets the criteria for at least one of the disability categories, such as specific learning disability or emotional disturbance. It is important to note that the assessment instruments and procedures used by educational personnel to evaluate other disabilities—such as learning disabilities—may not be appropriate for the evaluation of ADHD. A variety of assessment tools and strategies must be used to gather relevant functional and developmental information about the child.An educational evaluation also includes an assessment of the child’s productivity in completing classwork and other academic assignments. It is important to collect information about boththe percentage of work completed as well as the accuracy of the work. The productivity of the child with ADHD can be compared to the productivity of other children in the class.Once the observations and testing are complete, a group of qualified professionals and the parents of the child will review the results and determine if the child has a disability and whether the child needs special education and related services. Using this information, the child’s IEP team, which includes the child’s parents, will develop an individualized educational program that directly addresses the child’s learning and behavior. If the child is recommended for evaluation and determined by the child’s IEP team not to meet the eligibility requirements under IDEA, the child may be appropriate for evaluation under Section 504.Medical EvaluationA medical evaluation assesses whether the child is manifesting symptoms of ADHD, based onthe following three objectives:•• • To assess problems of inattention, impulsivity, and hyperactivity that the child is currently experiencing;To assess the severity of these problems; andTo gather information about other disabilities that may be contributing to the child’s ADHD symptoms.Part B of IDEA does not necessarily require a school district to conduct a medical evaluation for the purpose of determining whether a child has ADHD. If a public agency believes that a medical evaluation by a licensed physician is needed as part of the evaluation to determine whether a child suspected of having ADHD meets the eligibility criteria of the OHI category, or any other disability category under Part B, the school district must ensure that this evaluation is conducted at no cost to the parents (OSEP Letter to Michel Williams, March 14, 1994, 21 IDELR 73).In May 2000, the American Academy of Pediatrics (AAP) published a clinical practice guideline that provides recommendations for the assessment and diagnosis of school-aged children with ADHD. The guideline, developed by a committee comprised of pediatricians and experts in the fields of neurology, psychology, child psychiatry, child development, and education, as well as。

Director_MX_2004教程

Director_MX_2004教程

Director MX 2004教程Director MX 2004教程--哪些人适合使用Director本教程将结合网络上相关资讯与本人经验而成。

当一个名叫 VideoWorks 的简单的动画制作小软件 1985 年首次出现在 Macintosh 的桌面系统时,没有人会想到日后它会发展成多媒体编著行业的领导软件,它就是 Macromedia Director 的前身。

在过去的十九年中, Director 一直致力于为人们提供一个更加强大易用的多媒体编著环境。

目前, Director 的最新版本 Director MX 2004 已经发展成为全功能的编著软件,它允许你将图像、文字、声音、音乐、视频甚至三维物体联合成具有交互性的“电影”当中。

同时,它还提供了多种发布作品的方式,你可以以CD-ROM 的形式来传播你的作品,也可以以流媒体的形式在网络上发布。

Director 是一种比较大众化的软件,几乎每个人都能在 Director 里找到自己所需要的。

它直观的操作界面能够让新手很快的制作出简单的动画效果,专业用户则可以使用它的强大功能创建几乎能所想到的一切。

没有编程经验的的用户可以通过 Director 的脚本语言( Lingo )给电影添加灵活的交互功能,而有编程经验的用户则可以通过 Lingo 实现一些专业效果,其功能一点也不比目前主流的程序设计语言差。

总而言之, Director 的功能比较强大,几乎可以制作出能所能想象出来的一切东西。

套用一句广告词: The limit is your imagination! 下面我们来看看那些用户正在使用 Director 。

动画设计师使用 Director 制作动画作品,并以流媒体的形式在网络上发布或者使用光盘发布作品。

网络开发人员使用 Director 为自己的网页添加音乐、交互或者数据处理能力。

游戏和娱乐开发人员使用 Director 开发单机版游戏,并以 CD 或者 DVD-ROM 的作为媒介发布自己的作品,或者开发多用户的在线游戏。

TPO听力按学科分类词汇

TPO听力按学科分类词汇

对话场景词汇:A:Office Hours 办公时间—Student & Professor 论文论文:thesis statement 论文陈述,中心句wander off topic [ˈwɔndə] [ɔ(:)f] [ˈtɔpik]v.跑题.look over a draft version 检查草拟版本catalog 目录draw up 得出结论疑难解答考试专业疑难解答:考试:re-take 重修选课与作业(见选课和注册办公室):bird course 轻松的课transfer 转系转专业enquiry [ɪn'kwaɪri]询问advisor’s approval [ə'pruvl]导师许可rigorous ['rɪɡərəs] adj. 严格的eligible ['ɛlɪdʒəbl] adj.合格的迟到或缺课:miss somebody’s lecture 缺课fill me in something 给我补课疑难解答:bulletin board ['bulitin]公告板school bulletin 学校公告栏rushing against the clock 忙碌check back 回顾记录; 再联系申请申请与志愿:scholarship/fellowship n.奖学金选课选课(见选课作业和注册办公室):preparatory course [priˈpærətəri] [kɔ:s]n.预备课程:B:Service Encounter 服务咨询-- Student & Officer Library:图书馆reference room n.资料室the reference stacks [ˈrefərəns] [stæks]n.书库loan counter[ləun] [ˈkauntə] n.借书处loan period [ləun] [ˈpiəriəd] n.借书期限fine vt.罚款/n.罚金 charge =fee n.费用academics[ˌækəˈdemik]a.学术journal [ˈdʒə:nəl]n.期刊paperback n.平装本literature guide n.导读reference guide [ˈrefərəns] [gaid]n.参考指南published and unpublished data n.出版/未出版数据库precaution [prɪ'kɔʃən] n. 预防Bookstore:书店store credit [stɔ:] [ˈkredit] n.商店退款;赊账购物retreat[riˈtri:t]n.退书Cafeteria:食堂restaurant /dining room[ˈdaɪnɪŋ] [ru:m]n.餐厅deep fried food [di:p] [fraid] [fu:d]n.油炸食物Registrar’s Office:注册办公室注册(见选课和考试选课作业):field work [fild wɚk] /research [riˈsə:tʃ]n.实地研究academic record n. 学业成绩financial aid 助学金faculty advisor:指导老师生活指导facilities manager:后勤经理auditorium [ˌɔ:diˈtɔ:riəm]n.礼堂,会堂Counseling Center:咨询中心银行和工资counselor [ˈkaunsələ]n. 咨询员paycheck ['peitʃek]n. 薪水payroll [ˈpeirəul]n.工资单;薪水册Career Services Office:就业服务办公室实习与打工:intern n. 实习生career /job fair n.招聘会advancement =promotion [prəˈməuʃən]n.晋升Campus Activities.校园活动校内活动:off campus 校外commute [kə'mjʊt] v. 通勤flyers [ˈflaiəz]n.传单3 / 29TPO 听力学科词汇分类(新版)精品文档。

Director教程.ppt

Director教程.ppt
要将演员方到电 影中去,你可以将演 员从演员表中拖至剧 本或者舞台上。
演员( Cast )窗口
剧本
剧本是每一部电影的灵魂,它控制着电影里的每一个演 员,并告诉它们该做什么。剧本以时间序列来记录舞台的活 动,角色就放置在被称为频道( Channel )的地方,其中 的每一格称为 1 帧,当播放头从左到右移动时,电影就开 始播放了。
如果你正在制作一个作品,建议你使用 File 菜单下的 Save As (另存为)命令,使用该命令可以保存同一个作品不 同时期的版本,一个好的作法是在文件名的后面加上不同的字 母。这样当你制作过程中出现了问题,而使用 Undo 功能又无 法撤销时,可以方便的返回到前一个版本。
如果你需要测试电影或者是发布电影,请选择 File 菜单 下的 Save and Compact 命令。 Director 将会自动对电影文 件进行优化,主要是重新安排演员表中的演员,减少电影文件 的大小,并释放一些占用的空间。
Director MX 2004 可以打开 Director 7 以后的 版本,如果你有一大批文件需要转变成 Director MX 2004 格式,那么通过打开和保存命令将是一个很不明 智的做法。 Director MX 2004 提供了自动批转换的 功能。
1.转换单个文件:
1) 在 Director MX 2004 中打开需要转换的电影。 2) 选择 File 菜单下的 Save As 命令(此时 Save 命令 无法使用)。 3) 该步为可选操作,在出现的对话框中,输入一个新的 文件名,这样可以避免覆盖原先的文件。 4) 按下 Save 按钮。
第一章 Macromedia Director概述
Macromedia Director的工作原理 Macromedia Director的文件管理

Director讲座(三)

Director讲座(三)

本文刊于《新潮电子》2000年第11期宇风多媒体供稿Director讲座(三)在前两期的讲座中,我们已经制作了一个可以线性播放的电影,但这还远远末发挥Director的强大功能,一个好的多媒体作品,除了需要有丰富的视觉和听觉表现外,最重要的还需要创建人机交互。

交互电影正是Director的特色,只有让使用者真正的参与到电影的播放过程中,才是一个好的作品。

Director独特之处就是Lingo编程。

使用Lingo语句,可以为多媒体作品增添交互控制,从而大大地扩展了多媒体的功能。

但是要熟练运用Lingo控制动画可是一个漫长的过程,特别是对没有编程基础的朋友。

但用Director8完全不用为此担心,她为我们提供了轻松实现交互的捷径。

在Director 8中,系统提供了的Behavior Library(行为库),库中有成百个行为。

行为库将一些常用的Lingo功能模块集成在一个库中,使用行为库可以节省编程时间,同时使得程序更加高效而规整。

此外,还可以使用Behavior Inspector(行为监测器)来进行无脚本编程,从而创建交互动画。

在Behavior Inspector中,系统已经将很多常用的交互方式作成了模块,用户只需要简单的鼠标选择就可以完成复杂的Lingo程序。

下面我们将实际利用这两类方法为前两期制作的动画建立交互。

一、e化多媒体步骤1、输入文字:在编排表(Space Score)窗口,用鼠标选中通道5的第100帧。

然后点右上方工具条中的,打开Text Window窗口,在其中输入“宇风多媒体”,设置字号、颜色等文字属性,再用鼠标按住(Drag Cast Member),就可将“宇风多媒体”拖到舞台,如图1所示。

图1将文字拖拽到舞台,编排表上会显示对变应的动画条步骤2、设置精灵属性:在顶部工具栏点按钮,打开Property Inspector,在栏点开墨水(Ink)效果下拉列表,从中选Matte,就可除去“宇风多媒体”的白色背景。

director的用法总结大全

director的用法总结大全

director的用法总结大全(学习版)编制人:__________________审核人:__________________审批人:__________________编制学校:__________________编制时间:____年____月____日序言下载提示:该文档是本店铺精心编制而成的,希望大家下载后,能够帮助大家解决实际问题。

文档下载后可定制修改,请根据实际需要进行调整和使用,谢谢!并且,本店铺为大家提供各种类型的经典范文,如英语单词、英语语法、英语听力、英语知识点、语文知识点、文言文、数学公式、数学知识点、作文大全、其他资料等等,想了解不同范文格式和写法,敬请关注!Download tips: This document is carefully compiled by this editor.I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!In addition, this shop provides various types of classic sample essays, such as English words, English grammar, English listening, English knowledge points, Chinese knowledge points, classical Chinese, mathematical formulas, mathematics knowledge points, composition books, other materials, etc. Learn about the different formats and writing styles of sample essays, so stay tuned!director的用法总结大全director的意思n. 主管,主任,董事,理事,负责人,监督者,导演director用法director可以用作名词director的基本意思是“主管”“董事”,指某部门中最主要的管理人或董事会的成员,也可作“负责人”“主任”“校长”解,指领导一个组织、机构或一项活动的主管人, director有时还特指“导演”。

Director 使用技巧

Director 使用技巧

Director 提高开发效率核心提示:尽管使用Director 的菜单(如File, Edit, View 等)可以执行一些相应的命令,通常情况下我们会使用快捷菜单或者快捷键,这将大大提高我们的开发效率。

尽管使用Director 的菜单(如File, Edit, View 等)可以执行一些相应的命令,通常情况下我们会使用快捷菜单或者快捷键,这将大大提高我们的开发效率。

如何显示快捷菜单:在某个电影元素如演员或者是Director 窗口上右击,将显示相应的快捷菜单。

如图在演员表中的某个演员上右击,此时将显示一个快捷菜单,该菜单中包含了与演员操作相关的一些常用命令。

如图2-11如何知道快捷键使用快捷键无疑将会大大提高开发效率,熟练的使用快捷键,给人的感觉是非常大虾。

那么,怎样才能得到快捷键呢?在Director 的操作环境中就提供了相关的信息,打开某个菜单,快捷键通常都列在命令的后面。

如图2-12DirectMedia Xtra 在Director 中的应用技巧6分出处:2345软件大全时间:2011-04-28 人气:1050核心提示:Director对媒体的支持不如Authorware好,不过非常庆幸的是有很多极酷的Xtras 外部插件可以完美地解决这一问题。

Director对媒体的支持不如Authorware好,不过非常庆幸的是有很多极酷的Xtras 外部插件可以完美地解决这一问题。

其中最具代表性的恐怕就是DirectMedia了。

它可以在不安装任何其它支持软件的情况下直接播放AVI、MOV、Mpeg及多种音乐文件,效果一流。

但在使用此插件的时候有两个问题必须注意,否则可能会……第一:应确保应在File菜单的Preferences->General中勾选Animate in Back gro und,否则运行程序时将不会播放影片,而是停在一帧上止。

第二:Director 7.02存在一个路径搜索方面的Bug,如果媒体文件和运行程序不在同一目录下的时候,就会发生找不到文件的情况,必须在主程序的相同目录中包含一个名为L ingo.ini的文件,内容如下:on startup——添加文件搜索路径,添加在主程序目录下的"media"目录——的方法如下:global tbsearchpath set tbsearchpath=[] append(tbsearchpath,the app licationPath & "media\")end startup只要加上这个文件就没问题啦!尽情体验DirectMedia的强大功能吧!Director 里几个save命令的区别9分出处:2345软件大全时间:2011-04-28 人气:575核心提示:为什么director 里关于save的命令有三个,这三个到底有什么不同,我该选择哪一个来save 我的文件?Director 里几个save命令的区别Director 里save , save as 和save and compact 的区别好多朋友问过这个问题,为什么director 里关于save的命令有三个,这三个到底有什么不同,我该选择哪一个来save我的文件?其实回答这个问题还得先了解一点director的文件结构,一个Director movie文件包含的主要信息是cast, 和score,cast含有所有电影所需的原始资源而score则负责控制电影的播放流程,可见cast 对文件的大小贡献最大,对movie最后的整体表现影响也非常大。

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Director 疑难解答01. 如何制作一个放映机(projector)可以在不同分辨率下播放?[A] 加入下列语句:on prepareMovie(the stage).rect = (the desktopRectList)[1](the stage).drawRect = (the desktopRectList)[1]end注意,这个语句是通过放大或缩小舞台来达到效果的,所以会有变形。

02. 如何导入photoshop的图层?[A] Director7.0以后的版本你可以通过Medialab公司的Photocaster Xtra来实现。

03. 在程序中如何导入图片而不失去图片周围的白色部份?[A] 通过指定图片的trim whitespace属性可以实现:m = new(#bitmap)m.trimWhiteSpace = 0m.filename = the moviePath & ‘‘file.bmp‘‘m.media = m.media04. 如何得到全局变量列表?[A] 在messages的窗口中,你可以输入showGlobals来显示所有的全局变量。

以下的代码也可以显示所有的全局变量:repeat with x = 1 to (the globals).countput (the globals).getPropAt(x) & ‘‘= ‘‘& (the globals)[x]end repeat05. 如何播放mpeg文件?[A] 有一系列的方法,不能说哪一种更好,并且在pc机和mac机上是不一样的,下面是四种常见的方法:1. 用一个xtra。

这种方法用起来简单,且也有好的产品支持,但大多不能跨平台使用。

当然,这是需要购买的。

2. 使用ActiveX控件。

这只能在pc机上用,相对xtra而言会有更多的限制,但它是免费的,且与标准playback能够很好的集成。

3. 使用quicktime。

但这只能在mac的机子上用(不过5.0好像也可以支持pc)。

4. 用mac来调用。

这是另一种只支持pc机的方式,但与d集成不好,不建议采用。

选取一种最适合你的方法,但要记住多在不同的平台上做测试,mpeg文件在每种平台上的效果都是不同的。

06. 如何才能更改project的图标?[A] 可以通过第三方工具来实现,比如Hoolicon。

07. 如何制作光盘的自动运行程序?[A] 在mac上可以选上自动运行选择“in Toast for the HFS volume”。

Toast是Mac上的烧录软件。

HFS是Mac上硬盘的文件制式,相当于PC上的FAT或NTFS。

在pc上,可以制作一个包含以下内容的txt文件,文件名为autorun.inf[autorun]open=projectorname.exeicon=icon.ico更改projectorname使之与你的exe名一样,并可加上路径如open=stuffprojector.exe,图标可以是任何的图标文件。

08. 如何关闭一个miaw?[A] 最安全的关闭一个miaw的方法是在这个miaw中设置一个为true的全局变量,在这个miaw的影片中通过这个变量关闭miaw,而不要让miaw自己来关闭。

同样,你可以向舞台(stage)发送命令来关闭它。

09. 如何得到系统的打开和保存文件的对话框?[A] 在director中有好几种方法可以得到。

下列是常用的四种方法。

注意对话框并不能打开文件,它只是返回文件的完整路径(File Path)和文件名称(File Name)。

1. FileIO:Open -set myFile = new(xtra ‘‘fileio‘‘)set theFile = displayOpen( myFile )set myFile = 0Save -set myFile = new(xtra ‘‘fileio‘‘)set theFile = displaySave( myFile, ‘‘Title‘‘, ‘‘Default File Name‘‘)set myFile = 02. Buddy API:Open -set theFile = baGetFilename(‘‘Open‘‘, ‘‘C:‘‘, ‘‘Filename‘‘, ‘‘Filters│*.*‘‘, Flags, ‘‘Instruction‘‘, Allow Folder Selection, X-Location, Y-Location ) Save -set theFile = baGetFilename( ‘‘Save‘‘, ‘‘C:‘‘, ‘‘Filename‘‘, ‘‘Filters│*.*‘‘, Flags, ‘‘Instruction‘‘, Allow Folder Selection, X-Location, Y-Location )3. FileXtra:Open -set theFile = fileOpenDialog(initialDirectory, filterString, dLogTitle, createPrompt, FileMustExist)--On the Mac, only the initial Directory and filterString are validSave-set theFile = fileSaveAsDialog(initialDirectory, fileName, dialogTitle, overwritePrompt)--On the Mac, only the initial Directory and fileName, and prompt are valid.4. MUI Xtra:Open -set aMuiObj = new (xtra ‘‘MUI‘‘)set fileString = ‘‘Open this file‘‘set theFile = fileOpen(aMuiObj, fileString)Save -set aMuiObj = new (Xtra ‘‘MUI‘‘)set fileString = ‘‘save this file‘‘set theFile = fileSave( aMuiObj, fileString, ‘‘with this prompt‘‘)10. flash可以向director中传递变量吗?[A] 你可以用getURL的三种方式来实现:getURL ‘‘event:directorHandler‘‘getURL ‘‘lingo:directorCode‘‘getURL ‘‘string‘‘01. 如何将控制元素放置在视频精灵之上?[A] 将控制元素放置在视频精灵之上的唯一方法就是利用一个miaw(窗口电影)来代替控制元素并将其放置在视频之上。

02. 如何利用Valentina(一个数据库插件)在一个表中新建一个记录?[A] 下面是使用Valentina数据库插件向表中添加新纪录的方法:--如果还没有打开一个数据库则打开vDB = new(Xtra ‘‘VDatabase‘‘)vDB.OpenDatabase(‘‘databasename.vdb‘‘)--vTable为表名vTable = ‘‘tablename‘‘-- 创建指针(自己理解)vRS = new(Xtra ‘‘VCursor‘‘, vDB.getRef(), ‘‘SELECT * FROM ‘‘& vTable) --创建一个新记录vRS.SetBlank()--添加数据vRS.SetField(‘‘fieldname1‘‘, ‘‘value‘‘)vRS.SetField(‘‘fieldname2‘‘, ‘‘value‘‘)....--保存记录vRS.AddRecord()--取消指针vRS = 003. 如何在另外的操作系统中创建一个执行程序?[A] 为在一个特定的操作系统中运行Director生成的程序,必须购买基于该操作系统的Director版本并重新编译该程序。

04. 哪些鼠标指针能够应用在Director的Lingo中?[A] 在Director中应用鼠标指针有两种方法:一种是通过指针命令调用当前操作系统的系统指针,另一种就是用两个演员来完成,一个作为图像,另一个作为遮罩。

下面列出了标准操作系统的系统指针以及它们在Director中的编号。

05. 我如何在Director 8或更高版本中删除整段帧?[A] 在Director 8中删除帧很简单,就是双击精灵通道1和帧脚本之间的灰色区域,再按下键盘上的Del键即可。

按着shift键并选择结束帧上的灰色区域,按Del就可删除所有想删除的帧。

06. 我如何在用户的系统中侦测到是否安装了QuickTime?[A] 以下的代码将侦测用户的机器中是否安装了QuickTime3或更高版本,如果没有则启动安装程序(假设Quicktime安装程序与Director程序在同一目录下)并退出正在运行的Director程序,如果安装了则跳转到名为“start”的电影。

on exitFrame--帧脚本global qtversion--定义全局变量qtversionput quicktimeversion() into qtversion--quicktimeversion()为侦测系统中的Quicktime的版本号,将版本号存到全局变量qtversion中if the quicktimePresent = 1 then--the quicktimePresent为侦测是否安装了Quicktime,安装了则其值为1,反之则为0if qtversion < 3 then--版本是否小于3,小于3的话则执行后面的语句open ‘‘QuickTimeInstaller.exe‘‘--启动安装程序quit--退出Director程序else--不小于3的话则执行下面的语句go to movie ‘‘Start‘‘--跳转到电影“start”end ifelseopen ‘‘QuickTimeInstaller.exe‘‘--未安装Quicktime则启动安装程序(the quicktimePresent=0)end ifend07. 为什么我的视频播放时很不流畅?[A] 这里有一些方法以供参考(下面几件事都是造成不流畅的罪魁)1. 过高的数据流,应该尽可能的降低视频文件的数据流2. CPU速度太低,一些像Sorenson的视频解码格式由于使用了高速压缩,所以需要大量的CPU占有率。

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