Archive for the ‘Internet Explorer’ Category
Imagine Cup 2010: The Winners!
Author: William Miller
Chuck Lawton is reporting from Microsoft’s Imagine Cup finals in Warsaw, Poland. This article is the third installment of coverage; please read the introduction, first installment and second installment if you have not yet done so.
The past few days have blown by. In my time in Warsaw, Poland, at the Microsoft-sponsored World Wide Imagine Cup, I’ve seen students from all over the world create amazing software, games and embedded systems that have potential to make a positive impact. I’ll save my final thoughts on the experience for another post while I let the events of the past few days sink in.
Today, however, was the award presentation. In all, 325,000 entries were made in this year’s Imagine Cup. In the end only 35 teams won awards. Across all eleven categories, these teams were presented with trophies, cash and recognition for all of their hard work. The top prize in Software Design went to Skeek from Thailand and their software that translated English into sign language in real time, earning them $25,000 USD.
Below, then, from Microsoft’s press release, are the winners of this year’s Imagine Cup (all links go to PDFs).
Software Design
1st Place: Skeek, Thailand
2nd Place: TFZR Team, Serbia
3rd Place: OneBeep, New Zealand
Embedded Development
1st Place: SmarterME, Taiwan
2nd Place: MCPU, Russia
3rd Place: GERAS, France
Game Design
1st Place: By Implication, Philippines
2nd Place: NomNom Productions, Belgium
3rd Place: Gears Studio, France
IT Challenge
1st Place: WeiQiu Wen, China
2nd Place: Miklos Cari Sivila, Bolivia
3rd Place: Zhengbin Hu, Singapore
Digital Media
1st Place: Mirror Vita, Taiwan
2nd Place: Dreaming Spirits, Saudi Arabia
3rd Place: Woolgathering, Singapore
Envisioning 2020 Award
1st Place: Jigga-Dongxi, Taiwan
2nd Place: KOLA, India
3rd Place: Target Locked India
1st Place: Xormis, Jamaica
2nd Place: Uptiva Dreams IT, Brazil
3rd Place: Chandradimuka, Indonesia
1st Place: Wanna Be Alice, Korea
Touch & Tablet Accessibility Award
1st Place: Team Note-Taker, United States
2nd Place: OneView, United States
Windows Phone 7 Rockstar Award
1st Place: Beastware, United States
1st Place: Rhea, Poland
2nd Place: LittleRitle, Poland
3rd Place: CieszakTeam, Poland
Congratulations to all the winners!
Go here to see the original:
Imagine Cup 2010: The Winners!
Related Posts:
Imagine Cup 2010: The Winners!
Author: gpb.detroit
Chuck Lawton is reporting from Microsoft’s Imagine Cup finals in Warsaw, Poland. This article is the third installment of coverage; please read the introduction, first installment and second installment if you have not yet done so.
The past few days have blown by. In my time in Warsaw, Poland, at the Microsoft-sponsored World Wide Imagine Cup, I’ve seen students from all over the world create amazing software, games and embedded systems that have potential to make a positive impact. I’ll save my final thoughts on the experience for another post while I let the events of the past few days sink in.
Today, however, was the award presentation. In all, 325,000 entries were made in this year’s Imagine Cup. In the end only 35 teams won awards. Across all eleven categories, these teams were presented with trophies, cash and recognition for all of their hard work. The top prize in Software Design went to Skeek from Thailand and their software that translated English into sign language in real time, earning them $25,000 USD.
Below, then, from Microsoft’s press release, are the winners of this year’s Imagine Cup (all links go to PDFs).
Software Design
1st Place: Skeek, Thailand
2nd Place: TFZR Team, Serbia
3rd Place: OneBeep, New Zealand
Embedded Development
1st Place: SmarterME, Taiwan
2nd Place: MCPU, Russia
3rd Place: GERAS, France
Game Design
1st Place: By Implication, Philippines
2nd Place: NomNom Productions, Belgium
3rd Place: Gears Studio, France
IT Challenge
1st Place: WeiQiu Wen, China
2nd Place: Miklos Cari Sivila, Bolivia
3rd Place: Zhengbin Hu, Singapore
Digital Media
1st Place: Mirror Vita, Taiwan
2nd Place: Dreaming Spirits, Saudi Arabia
3rd Place: Woolgathering, Singapore
Envisioning 2020 Award
1st Place: Jigga-Dongxi, Taiwan
2nd Place: KOLA, India
3rd Place: Target Locked India
1st Place: Xormis, Jamaica
2nd Place: Uptiva Dreams IT, Brazil
3rd Place: Chandradimuka, Indonesia
1st Place: Wanna Be Alice, Korea
Touch & Tablet Accessibility Award
1st Place: Team Note-Taker, United States
2nd Place: OneView, United States
Windows Phone 7 Rockstar Award
1st Place: Beastware, United States
1st Place: Rhea, Poland
2nd Place: LittleRitle, Poland
3rd Place: CieszakTeam, Poland
Congratulations to all the winners!
See the article here:
Imagine Cup 2010: The Winners!
Related Posts:
Will the iPad Make You Smarter?
Author: Stefanie Jenkins
A growing chorus of voices argue that the internet is making us dumber. Web-connected laptops, smartphones and videogame consoles have all been cast as distracting brain mushers. But there’s reason to believe some of the newest devices might not erode our minds. In fact, some scientists think they could even make us smarter.
Could the cleaner and more modern interfaces that we see on iPads, iPhones and Android smartphones better suit the way our minds were meant to work?
While doing research for my upcoming technoculture book titled Always On, I posed the question to Muhammet Demirbilek, an assistant professor of educational technology at Suleyman Demirel University, whose findings suggest newer mobile interfaces could foster focus and improve our ability to learn.
“The interface of [the] iPad could work well for us,” Demirbilek told me. “We use our hands instead of a keyboard or mouse, and it fits exactly how we behave and think in real life. In addition, the iPad interface looks easier for us, because it has larger-size text and bigger icons. It is less likely to cause cognitive overload to the user, based on my studies.”
This idea challenges the conclusions of web cynics like Nicholas Carr. In his new book, The Shallows, Carr draws on a plethora of studies that collectively conclude the internet is shattering our focus and rewiring our brains to make us shallower thinkers. However, these arguments may not apply to the newest wave of devices.
Though scientists haven’t had a chance to study the implications of the cleaner and more modern interfaces that we see on iPads, iPhones and Android smartphones, we can draw some inferences from previous studies on computer interface and brain activity.
In 2004, Demirbilek conducted a study on 150 students at the University of Florida to examine the effects of different computer windows interfaces on learning. He compared two interfaces — a tiled-windows interface, in which windows were displayed next to each other in their entirety, versus an overlapping-windows interface, in which windows were laid on top of each other like a spread-out stack of paper.
Inside a computer lab, the participants were split into two groups randomly assigned to work with the tiled-windows interface mode or the overlapping-windows mode. Each mode contained a multimedia learning environment requiring the students to complete certain tasks. Demirbilek measured the students’ disorientation — how likely they were to get lost in a document, and their cognitive load — the total amount of mental activity being taxed in the working memory.
To measure disorientation, each student’s Internet Explorer history file recorded the number of informational “nodes” that were accessed to complete each task — in other words, the number of steps each user took before finishing an activity. For each task, a user was deemed either oriented or completely lost based on the number of nodes accessed.
To measure cognitive load, the students were timed on how long they took to react to different interactions. For instance, in one part of the study, the participants were required to click a button as soon as the background color of a window changed.
After completing his study, Demirbilek found that subjects using the tiled-windows interface were significantly less disoriented than subjects using an overlapping-windows interface. He also found that participants working with overlapping windows were substantially more likely to experience cognitive overload than those working with tiled windows.
In conclusion, students using the tiled-windows interface were able to find specific information more easily and engage with it more deeply, whereas students working with overlapping windows struggled to see how parts of a knowledge base were related, and they often omitted large pieces of information. Students using the tiled-windows interface were able to learn considerably better than those working with overlapping windows.
“The tiled-windows interface treatment provided help to users, enabling them to efficiently communicate with the hypermedia learning environment,” Demirbilek wrote in his research paper.
Demirbilek’s conclusions don’t contradict Carr’s assertions, but they suggest that the gap where information is lost between short-term memory and long term-memory is not due solely to hyperlinking, but also to the disorienting nature of the interface used. Carr is correct that the traditional PC computing environment (such as Windows or Mac OS X), which uses an overlapping-windows interface, is conducive to shallower learning.
However, Carr’s cited studies focus on interfaces that will soon be out-of-date. Newer mobile devices such as the iPhone, iPad and Android smartphones abolish the traditional graphical user interface we’re accustomed to. Gone are the mouse pointer and the mess of windows cluttering our desktop. On these mobile technologies — especially the iPad with its bigger 9.7-inch display — all the emphasis is placed on the content, and each launched app completely takes over the screen. The only pointers are our fingers. And going forward, we can expect future tablet computers competing with the iPad to replicate the single-screen interface.
Additionally, as touchscreen tablet computer users continue to grow, more web developers will feel pressured to scrap the busy website interfaces we’re accustomed to today. The drab, cluttered websites with squint-inducing boxes will be refreshed with large, touchable icons. Demirbilek and I agree that the iPad-driven tablet revolution is poised to improve user orientation and learning.
Of course, the iPad is less than a year old, and it has some work to do. By only displaying one app or one piece of content at a time, the iPad solves one problem while creating another.
A 1999 experiment on windows interfaces conducted by researchers at the University of Minnesota found that fourth-grade students using multiple windows were able to answer quiz questions more quickly and score significantly higher than students working with a single window.
In conclusion, they found that multiple windows, displayed in their entirety, assisted in completing tasks where more than one source of information is needed to solve a problem.
The iPad’s single-screen interface reduces elements of distraction and potentially enhances user orientation, but because of the lack of windows, it also eliminates the ability to read information from multiple sources simultaneously on a single screen to complete more complex tasks. This shortcoming is what makes the iPad lacking as a productivity device for doing work. But problems like this can be solved over time with software updates.
And even though the iPad isn’t yet ideal for professionals, that’s just one audience for the device, Demirbilek said. He believes the iPad has already introduced an interface beneficial to learning, especially for children.
“I think that the interface of [the] iPad could work well for young children because it maps onto how kids already do things in their daily life,” he said. “Sweeping things across the screen fits exactly with how very young children behave and think.”
Read the original post:
Will the iPad Make You Smarter?
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Will the iPad Make You Smarter?
Author: jos
A growing chorus of voices argue that the internet is making us dumber. Web-connected laptops, smartphones and videogame consoles have all been cast as distracting brain mushers. But there’s reason to believe some of the newest devices might not erode our minds. In fact, some scientists think they could even make us smarter.
Could the cleaner and more modern interfaces that we see on iPads, iPhones and Android smartphones better suit the way our minds were meant to work?
While doing research for my upcoming technoculture book titled Always On, I posed the question to Muhammet Demirbilek, an assistant professor of educational technology at Suleyman Demirel University, whose findings suggest newer mobile interfaces could foster focus and improve our ability to learn.
“The interface of [the] iPad could work well for us,” Demirbilek told me. “We use our hands instead of a keyboard or mouse, and it fits exactly how we behave and think in real life. In addition, the iPad interface looks easier for us, because it has larger-size text and bigger icons. It is less likely to cause cognitive overload to the user, based on my studies.”
This idea challenges the conclusions of web cynics like Nicholas Carr. In his new book, The Shallows, Carr draws on a plethora of studies that collectively conclude the internet is shattering our focus and rewiring our brains to make us shallower thinkers. However, these arguments may not apply to the newest wave of devices.
Though scientists haven’t had a chance to study the implications of the cleaner and more modern interfaces that we see on iPads, iPhones and Android smartphones, we can draw some inferences from previous studies on computer interface and brain activity.
In 2004, Demirbilek conducted a study on 150 students at the University of Florida to examine the effects of different computer windows interfaces on learning. He compared two interfaces — a tiled-windows interface, in which windows were displayed next to each other in their entirety, versus an overlapping-windows interface, in which windows were laid on top of each other like a spread-out stack of paper.
Inside a computer lab, the participants were split into two groups randomly assigned to work with the tiled-windows interface mode or the overlapping-windows mode. Each mode contained a multimedia learning environment requiring the students to complete certain tasks. Demirbilek measured the students’ disorientation — how likely they were to get lost in a document, and their cognitive load — the total amount of mental activity being taxed in the working memory.
To measure disorientation, each student’s Internet Explorer history file recorded the number of informational “nodes” that were accessed to complete each task — in other words, the number of steps each user took before finishing an activity. For each task, a user was deemed either oriented or completely lost based on the number of nodes accessed.
To measure cognitive load, the students were timed on how long they took to react to different interactions. For instance, in one part of the study, the participants were required to click a button as soon as the background color of a window changed.
After completing his study, Demirbilek found that subjects using the tiled-windows interface were significantly less disoriented than subjects using an overlapping-windows interface. He also found that participants working with overlapping windows were substantially more likely to experience cognitive overload than those working with tiled windows.
In conclusion, students using the tiled-windows interface were able to find specific information more easily and engage with it more deeply, whereas students working with overlapping windows struggled to see how parts of a knowledge base were related, and they often omitted large pieces of information. Students using the tiled-windows interface were able to learn considerably better than those working with overlapping windows.
“The tiled-windows interface treatment provided help to users, enabling them to efficiently communicate with the hypermedia learning environment,” Demirbilek wrote in his research paper.
Demirbilek’s conclusions don’t contradict Carr’s assertions, but they suggest that the gap where information is lost between short-term memory and long term-memory is not due solely to hyperlinking, but also to the disorienting nature of the interface used. Carr is correct that the traditional PC computing environment (such as Windows or Mac OS X), which uses an overlapping-windows interface, is conducive to shallower learning.
However, Carr’s cited studies focus on interfaces that will soon be out-of-date. Newer mobile devices such as the iPhone, iPad and Android smartphones abolish the traditional graphical user interface we’re accustomed to. Gone are the mouse pointer and the mess of windows cluttering our desktop. On these mobile technologies — especially the iPad with its bigger 9.7-inch display — all the emphasis is placed on the content, and each launched app completely takes over the screen. The only pointers are our fingers. And going forward, we can expect future tablet computers competing with the iPad to replicate the single-screen interface.
Additionally, as touchscreen tablet computer users continue to grow, more web developers will feel pressured to scrap the busy website interfaces we’re accustomed to today. The drab, cluttered websites with squint-inducing boxes will be refreshed with large, touchable icons. Demirbilek and I agree that the iPad-driven tablet revolution is poised to improve user orientation and learning.
Of course, the iPad is less than a year old, and it has some work to do. By only displaying one app or one piece of content at a time, the iPad solves one problem while creating another.
A 1999 experiment on windows interfaces conducted by researchers at the University of Minnesota found that fourth-grade students using multiple windows were able to answer quiz questions more quickly and score significantly higher than students working with a single window.
In conclusion, they found that multiple windows, displayed in their entirety, assisted in completing tasks where more than one source of information is needed to solve a problem.
The iPad’s single-screen interface reduces elements of distraction and potentially enhances user orientation, but because of the lack of windows, it also eliminates the ability to read information from multiple sources simultaneously on a single screen to complete more complex tasks. This shortcoming is what makes the iPad lacking as a productivity device for doing work. But problems like this can be solved over time with software updates.
And even though the iPad isn’t yet ideal for professionals, that’s just one audience for the device, Demirbilek said. He believes the iPad has already introduced an interface beneficial to learning, especially for children.
“I think that the interface of [the] iPad could work well for young children because it maps onto how kids already do things in their daily life,” he said. “Sweeping things across the screen fits exactly with how very young children behave and think.”
Original post:
Will the iPad Make You Smarter?
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Tags: Apple, ATT, demirbilek, Desktop, Maps, nicholas carr, Research, SmartPhone, students, Tablet, traditional, user | 
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Will the iPad Make You Smarter?
Author: Jesus Sargent
A growing chorus of voices argue that the internet is making us dumber. Web-connected laptops, smartphones and videogame consoles have all been cast as distracting brain mushers. But there’s reason to believe some of the newest devices might not erode our minds. In fact, some scientists think they could even make us smarter.
Could the cleaner and more modern interfaces that we see on iPads, iPhones and Android smartphones better suit the way our minds were meant to work?
While doing research for my upcoming technoculture book titled Always On, I posed the question to Muhammet Demirbilek, an assistant professor of educational technology at Suleyman Demirel University, whose findings suggest newer mobile interfaces could foster focus and improve our ability to learn.
“The interface of [the] iPad could work well for us,” Demirbilek told me. “We use our hands instead of a keyboard or mouse, and it fits exactly how we behave and think in real life. In addition, the iPad interface looks easier for us, because it has larger-size text and bigger icons. It is less likely to cause cognitive overload to the user, based on my studies.”
This idea challenges the conclusions of web cynics like Nicholas Carr. In his new book, The Shallows, Carr draws on a plethora of studies that collectively conclude the internet is shattering our focus and rewiring our brains to make us shallower thinkers. However, these arguments may not apply to the newest wave of devices.
Though scientists haven’t had a chance to study the implications of the cleaner and more modern interfaces that we see on iPads, iPhones and Android smartphones, we can draw some inferences from previous studies on computer interface and brain activity.
In 2004, Demirbilek conducted a study on 150 students at the University of Florida to examine the effects of different computer windows interfaces on learning. He compared two interfaces — a tiled-windows interface, in which windows were displayed next to each other in their entirety, versus an overlapping-windows interface, in which windows were laid on top of each other like a spread-out stack of paper.
Inside a computer lab, the participants were split into two groups randomly assigned to work with the tiled-windows interface mode or the overlapping-windows mode. Each mode contained a multimedia learning environment requiring the students to complete certain tasks. Demirbilek measured the students’ disorientation — how likely they were to get lost in a document, and their cognitive load — the total amount of mental activity being taxed in the working memory.
To measure disorientation, each student’s Internet Explorer history file recorded the number of informational “nodes” that were accessed to complete each task — in other words, the number of steps each user took before finishing an activity. For each task, a user was deemed either oriented or completely lost based on the number of nodes accessed.
To measure cognitive load, the students were timed on how long they took to react to different interactions. For instance, in one part of the study, the participants were required to click a button as soon as the background color of a window changed.
After completing his study, Demirbilek found that subjects using the tiled-windows interface were significantly less disoriented than subjects using an overlapping-windows interface. He also found that participants working with overlapping windows were substantially more likely to experience cognitive overload than those working with tiled windows.
In conclusion, students using the tiled-windows interface were able to find specific information more easily and engage with it more deeply, whereas students working with overlapping windows struggled to see how parts of a knowledge base were related, and they often omitted large pieces of information. Students using the tiled-windows interface were able to learn considerably better than those working with overlapping windows.
“The tiled-windows interface treatment provided help to users, enabling them to efficiently communicate with the hypermedia learning environment,” Demirbilek wrote in his research paper.
Demirbilek’s conclusions don’t contradict Carr’s assertions, but they suggest that the gap where information is lost between short-term memory and long term-memory is not due solely to hyperlinking, but also to the disorienting nature of the interface used. Carr is correct that the traditional PC computing environment (such as Windows or Mac OS X), which uses an overlapping-windows interface, is conducive to shallower learning.
However, Carr’s cited studies focus on interfaces that will soon be out-of-date. Newer mobile devices such as the iPhone, iPad and Android smartphones abolish the traditional graphical user interface we’re accustomed to. Gone are the mouse pointer and the mess of windows cluttering our desktop. On these mobile technologies — especially the iPad with its bigger 9.7-inch display — all the emphasis is placed on the content, and each launched app completely takes over the screen. The only pointers are our fingers. And going forward, we can expect future tablet computers competing with the iPad to replicate the single-screen interface.
Additionally, as touchscreen tablet computer users continue to grow, more web developers will feel pressured to scrap the busy website interfaces we’re accustomed to today. The drab, cluttered websites with squint-inducing boxes will be refreshed with large, touchable icons. Demirbilek and I agree that the iPad-driven tablet revolution is poised to improve user orientation and learning.
Of course, the iPad is less than a year old, and it has some work to do. By only displaying one app or one piece of content at a time, the iPad solves one problem while creating another.
A 1999 experiment on windows interfaces conducted by researchers at the University of Minnesota found that fourth-grade students using multiple windows were able to answer quiz questions more quickly and score significantly higher than students working with a single window.
In conclusion, they found that multiple windows, displayed in their entirety, assisted in completing tasks where more than one source of information is needed to solve a problem.
The iPad’s single-screen interface reduces elements of distraction and potentially enhances user orientation, but because of the lack of windows, it also eliminates the ability to read information from multiple sources simultaneously on a single screen to complete more complex tasks. This shortcoming is what makes the iPad lacking as a productivity device for doing work. But problems like this can be solved over time with software updates.
And even though the iPad isn’t yet ideal for professionals, that’s just one audience for the device, Demirbilek said. He believes the iPad has already introduced an interface beneficial to learning, especially for children.
“I think that the interface of [the] iPad could work well for young children because it maps onto how kids already do things in their daily life,” he said. “Sweeping things across the screen fits exactly with how very young children behave and think.”
The rest is here:
Will the iPad Make You Smarter?
Related Posts:
An Excellent Netbook for Portable Computing
Author: Rod Sutherland
Last year, I wrote up a review about the Sony eReader. At the time, I wondered if anyone would invest in a dedicated eReader for $200 or higher when there are netbooks for around $300 that can do so many other things plus download books.
So when Samsung offered me a chance to test drive an N150 Netbook for a month, I took them up on it.
Samsung N150 netbook in bright red
The verdict…
It’s kinda nifty.
The N150 does exactly what it is designed to do: provide wireless internet access in a nice portable device with a keyboard not nearly as cramped as on a cell phone and a much larger screen. It’s not going to replace an eReader or a full-size laptop, for that matter, but it’s not supposed to do that. Despite it’s size, the keyboard on the netbook is far easier to use than I expected and didn’t feel at all cramped. If you need to download Microsoft Office 07, that will add to the overall price. I suspect, though, many people could install Open Office for free instead of buying another copy of Office 07.
The netbook is about the size and weight of my little portable DVD player. You can cart it around with little trouble and effort. It even fit into my larger purse and no doubt would fit fine in a backpack without any special cushioning. It has up to seven hours of battery life, meaning it will last almost a full day away from home or the office.
Despite my highly detailed issues with PCs and the Vista operating system, I have no complaints about the Windows 7 system that runs this netbook. There were no crashes and Internet Explorer didn’t jam once. I also installed Mozilla Firefox and also had no problems with that. The video does come across as a bit jerky. A clip that ran perfectly on my MacBook Pro (Saturday Night Live’s Timecrowave) had problems on the netbook. On the other hand, my MacBook Pro was $1200. I wouldn’t expect the same performance from a netbook that is about one-third of its cost.
I discovered yet another way to distract my kids with the built-in webcam. They loved being able to make videos of themselves or whatever was around them instantly. It’s true that you have to be right in front of the netbook to use the webcam, so it makes an awkward personal camera, but they liked hamming it up.
The N150 probably won’t satisfy if you’re looking to buy it as a primary computer. And the screen isn’t satisfying to use as an eReader. But as a portable computer, I could find few flaws.
Read the rest here:
An Excellent Netbook for Portable Computing
Related Posts:
An Excellent Netbook for Portable Computing
Author: gpb.detroit
Last year, I wrote up a review about the Sony eReader. At the time, I wondered if anyone would invest in a dedicated eReader for $200 or higher when there are netbooks for around $300 that can do so many other things plus download books.
So when Samsung offered me a chance to test drive an N150 Netbook for a month, I took them up on it.
Samsung N150 netbook in bright red
The verdict…
It’s kinda nifty.
The N150 does exactly what it is designed to do: provide wireless internet access in a nice portable device with a keyboard not nearly as cramped as on a cell phone and a much larger screen. It’s not going to replace an eReader or a full-size laptop, for that matter, but it’s not supposed to do that. Despite it’s size, the keyboard on the netbook is far easier to use than I expected and didn’t feel at all cramped. If you need to download Microsoft Office 07, that will add to the overall price. I suspect, though, many people could install Open Office for free instead of buying another copy of Office 07.
The netbook is about the size and weight of my little portable DVD player. You can cart it around with little trouble and effort. It even fit into my larger purse and no doubt would fit fine in a backpack without any special cushioning. It has up to seven hours of battery life, meaning it will last almost a full day away from home or the office.
Despite my highly detailed issues with PCs and the Vista operating system, I have no complaints about the Windows 7 system that runs this netbook. There were no crashes and Internet Explorer didn’t jam once. I also installed Mozilla Firefox and also had no problems with that. The video does come across as a bit jerky. A clip that ran perfectly on my MacBook Pro (Saturday Night Live’s Timecrowave) had problems on the netbook. On the other hand, my MacBook Pro was $1200. I wouldn’t expect the same performance from a netbook that is about one-third of its cost.
I discovered yet another way to distract my kids with the built-in webcam. They loved being able to make videos of themselves or whatever was around them instantly. It’s true that you have to be right in front of the netbook to use the webcam, so it makes an awkward personal camera, but they liked hamming it up.
The N150 probably won’t satisfy if you’re looking to buy it as a primary computer. And the screen isn’t satisfying to use as an eReader. But as a portable computer, I could find few flaws.
Follow this link:
An Excellent Netbook for Portable Computing
Related Posts:
Tags: ATT, highly-detailed, Internet Explorer, kids, mozilla-firefox, Phone, saturday-night, Vista, Windows |
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MSIE6, blah blah blah
Author: William Miller
Sweet merciful fates, the continued existence and use of Microsoft Internet Explorer 6 is getting as much publicity as the Linux-vs-Windows debate. If you’re interested in this story, and we all know you’re interested or these stories wouldn’t keep popping up, there’s an interesting examination of the reasons for MSIE6’s prolonged existence online for your perusal. The usual suspects — slow-moving change-averse mega-corporations on protracted refresh cycles, cheapskates, and ignorance — are rounded out by at least one surprising addition.
Read the whole scoop, and say a quiet prayer for the little browser that keeps on keepin’ on.
Props to CrunchGear
