Proliferating Wireless Handheld Devices....................................................
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.RAZER KAIRA PROMASTER GUIDEUnleash true console immersion with the Razer Kaira Pro—a wireless PS5™ headset with haptics powered by Razer™ HyperSense. With the ability to feel what you hear and advanced connectivity to get you back in action seamlessly, you’ll have no trouble losing yourself in your game.CONTENTS1. WHAT’S INSIDE / WHAT’S NEEDED (3)2. LET’S GET YOU COVERED (5)3. TECHNICAL SPECIFICATIONS (6)4. GETTING STARTED (7)5. USING YOUR HEADSET (11)6. SAFETY AND MAINTENANCE (17)7. LEGALESE (18)1. WHAT’S INSIDE / WHAT’S NEEDEDWHAT’S INSIDE▪Razer Kaira ProA.Auto-adjusting headbandB.Razer™ HyperSense buttonC.Sidetone wheelD.Razer SmartSwitch / EQ buttonE.Plush leatherette ear cushionsF.Earcups Powered by Razer ChromaRGB™G.Mic diaphragm H.Microphone portI.Charging port J.Power button K.Status indicator L.Volume wheel M.Mic mute switchLEFTRIGHT▪Type-C wireless dongle▪Type-A to Type-C charging cable▪Type-A to Type-C adapter cable▪Detachable Razer™ HyperClear Supercardioid Mic▪Important Product Information GuideWHAT’S NEEDEDProduct requirements▪PlayStation®4 / PlayStation®5 or PC (Windows® 10 64-bit or higher)▪USB Type-C or Type-A port▪Devices with Bluetooth audio capabilityRazer Audio / Razer Chroma RGB app requirements▪iOS 12 / Android 8.1 Oreo (or higher) device with Bluetooth connectivity ▪Internet connection for app installation2. LET’S GET YOU COVEREDYou’ve got a great device in your hands, complete with a 2-year limited warranty coverage. Now maximize its potential and score exclusive Razer benefits by registering at Your product’sserial number canbe found here.Got a question? Ask the Razer Support Team at 3. TECHNICAL SPECIFICATIONSHEADPHONES▪Frequency response: 20 Hz – 20k Hz▪Impedance: 32Ω at 1 kHz▪Sensitivity (@1 kHz): 108 dB▪Drivers: 50 mm, with Neodymium magnets▪Inner ear cup diameter: Width 45mm / Length 65mm▪Oval ear cushions: Full-ear coverage with cooling Fabric and plush leatherette, for comfort and optimized haptics▪Connection type: Wireless via Type-C dongle / Bluetooth▪Wireless range: 10 m / 30 ft▪Wireless frequency: 2.4 GHz▪Battery life: Up to 20 hours (with Chroma Lighting/Haptics) / Up to 50 hours (without Chroma Lighting/Haptics)MICROPHONE▪Detachable mic boom▪Frequency response: 100 – 10,000 Hz▪Signal-to-noise ratio: > 60 dB▪Sensitivity (@1 kHz): -54 ± 3 dB▪Pick-up pattern: UnidirectionalRANGE▪Bluetooth wireless range: Up to 10 m / 30 ftSYSTEM REQUIREMENT▪PlayStation 5 / PlayStation 4▪PC▪Devices with Bluetooth audio capacity4. GETTING STARTEDCHARGING THE HEADSETConnect the Razer Kaira Pro to a powered USB port using the charging cable. For best results, please fully charge the headset before using it for the first time. A depleted headset will fully charge in about 4 hours.Indicator Battery levelFully chargedChargingCONNECTING YOUR HEADSETA. TO A PLAYSTATION CONSOLE / PC VIA 2.4GHZ1. Plug the Type-C wireless dongle to your PlayStation console or PC.2. Press and hold the Power button until the status indicator is briefly lit or until you hear a voice prompt.3. Wait until the status indicator briefly becomes static green indicating that the headset is now connected to the Type-C wireless dongle.Indicator Status ConnectedPress and hold4.On your PlayStation console or PC, set the Razer Kaira Pro as the default Input and OutputDevice.On PlayStation 5, go to Settings > Sound•On Microphone, set the Input Device to Razer Kaira Pro (2.4).•On Audio Output, set the Output Device to Razer Kaira Pro (2.4).On PlayStation 4, go to Settings > Devices > Audio Devices•Set the Input Device and Output Device to Razer Kaira Pro (2.4).On PC / Laptopa.Right click on the sound icon on the system tray and then select Open Sound settings.b.On the Sound window, set Razer Kaira Pro (2.4) as the default Output and Inputdevice.B. TO OTHER DEVICES VIA BLUETOOTHWhile powered on, press the Razer SmartSwitch / EQ button for 5 seconds to activate Bluetooth pairing mode. Follow your device’s instructions and select “Razer Kaira Pro (BT)” from the list of found devices. The status indicator will briefly change to static blue to indicate that the headset is now paired with your device.PairingPairedRAZER SMARTSWITCHWith the Razer Kaira Pro connected to a PC or PlayStation console (via 2.4 GHz) and a mobile device (via Bluetooth), you’ll be able to manage calls from your mobile device even while gaming on your PC or PlayStation console. The status indicator will briefly show static white to indicate that the headset is connected to both audio sources.5. USING YOUR HEADSETBATTERY LEVELWhen unplugged and powered on, the status indicator will show the connection and battery status. While in use, you’ll hear a voice prompt when the headset needs to be recharged; during such time, the indicator will continue showing the battery level until you charge the headset.POWER BUTTONPower ON / OFFPower on the headset by holding the Power button until the status indicator is on; and holding the Power button again to turn off. An audio prompt will help notify you when the headset is powered on or off.Indicator Battery Level LowPrompt VoiceOFFONOther functionsOther power button functions are available when the headset is powered on and connected to your device via Bluetooth. These functions operate based on your device’s current activity.Some features listed here may not be applicable to certain devices.USING THE RAZER HYPERSENSE BUTTONWith Razer HyperSense enabled, the headset will convert sound signals into vibrations in real time, providing tactile feedback from within the earcups. To control its intensity level, press the HyperSense button to cycle through Low intensity, Medium intensity, High intensity, and Disable HyperSense. A distinct tone will be heard when cycling through its settings.PressBy default, this feature is enabled and set to Medium intensity. The HyperSense intensity can also be customized from the Razer Audio app.RAZER SMARTSWITCH / EQ BUTTONSwitching EQ PresetsPress the Razer SmartSwitch / EQ button to switch between Default, Game, Music, Movie, and Custom* EQ presets available on the headset.*This preset will only be available when you customize a preset on the Razer Audio app. Switching audio sourceWhen powered on and connected to any audio source, double press the Razer SmartSwitch / EQ button to switch between 2.4 GHz and Bluetooth audio source or vice versa.PressDouble pressUsing Bluetooth as the audio source will reconnect the headset to the last known device. Pairingmode will be activated if no device is found.Enable / Disable Gaming ModeWhile connected via Bluetooth, triple press the Razer SmartSwitch / EQ button then hold the last press for 2 seconds to activate Gaming Mode. Once enabled, the headset will function at a lower latency; giving you real-time audio feedback while gaming. Repeat to disable gaming mode.This feature is only available on Bluetooth connection. For best performance, it is recommendedto keep the headset within a very close distance of the audio source.VOLUME WHEELRotate the Volume wheel to increase or decrease the volume.Rotate the Sidetone wheel to adjust the volume of your voice that you can hear through the headset.RAZER™ HYPERCLEAR SUPERCARDIOID MICPlug the Razer TM HyperClear Supercardioid mic to the headphone and bend until it is parallel to yourmouth. Make sure the mic diaphragm is in front and the air vent is facing away from your mouth.Slide the mic mute switch to mute or unmute the microphone.COMFORTIt’s recommended to gently stretch the headset before placing it over your head to minimize headband stress however, don’t stretch the headset beyond its limits.Mic diaphragmAir ventPERSONALIZE YOUR MOBILE EXPERIENCERazer Audio app*Making advanced customization just got a whole lot easier for your Razer Kaira Pro. With the Razer Audio app, adjust the HyperSense intensity, personalize your own EQ setting or cycle through presets, customize its auto shutoff feature and much more — anytime, anywhere. Razer Chroma RGB app*With 16.8 million colors and a suite of effects to choose from, use the Razer Chroma RGB app to bring out your style as you personalize the headset’s lighting.*When using this app, make sure that the headset is only connected to your mobile device via Bluetooth. A solid blue status indicator indicates this connection.6. SAFETY AND MAINTENANCESAFETY GUIDELINESIn order to achieve maximum safety while using your Razer Kaira Pro, we suggest that you adopt the following guidelines:Should you have trouble operating the device properly and troubleshooting does not work, unplug the device and contact the Razer hotline or go to for assistance.Do not take apart the device (doing so will void your warranty) and do not attempt to operate it under abnormal current loads.AUDIO APPCHROMA RGBRZR.TO/AUDAPP (For China Only)Keep the device away from liquid, humidity or moisture. Operate the device only within the specific temperature range of 0°C (32°F) to 40°C (104°F). Should the temperature exceed this range, unplug and/or switch off the device in order to let the temperature stabilize to an optimal level.The device isolates external ambient sounds even at low volumes, resulting in lowered awareness of your external surroundings. Please remove the device when engaging in any activities that requires active awareness of your surroundings.Listening to excessively loud volumes over extended periods of time can damage your hearing. Furthermore, legislation of certain countries permits a maximum sound level of 86db to affect your hearing for 8 hours a day. We therefore recommend that you reduce the volume to a comfortable level when listening for prolonged periods of time. Please, take good care of your hearing.MAINTENANCE AND USEThe Razer Kaira Pro requires minimum maintenance to keep it in optimum condition. Once a month we recommend you clean it using a soft cloth or cotton swab to prevent dirt buildup. Do not use soap or harsh cleaning agents.BATTERY WARNINGThe Razer Kaira Pro contains a Li-ion rechargeable battery. In general, the life expectancy of such batteries is dependent upon usage. If you suspect that the Li-ion rechargeable battery inside the Razer Kaira Pro may be drained (has a low charge), try charging it.Caution: Do not open, mutilate, or expose to conducting materials (metal), moisture, liquid, fire, or heat. Doing so may cause batteries to leak or explode, resulting in personal injury. Battery life varies with usage.7. LEGALESECOPYRIGHT AND INTELLECTUAL PROPERTY INFORMATION©2021 Razer Inc. All rights reserved. Razer, the triple-headed snake logo, Razer logo, and “For Gamers. By Gamers.” are trademarks or registered trademarks of Razer Inc. and/or affiliated companies in the United States or other countries. All other trademarks are the property of their respective owners.Android, Google, Google Logo, Google Play, and the Google Play logo are registered trademarks of Google LLC.Apple, the Apple logo, and iPhone are trademarks of Apple Inc., registered in the U.S. and other countries. App Store is a service mark of Apple Inc. iOS is a trademark or registered trademark of Cisco in the U.S. and other countries and is used under license.The Bluetooth® word mark and logos are registered trademarks owned by Bluetooth SIG, Inc., and any use of such marks by Razer is under license."", "PlayStation",”PS5”, and "PS4" are registered trademarks of Sony Interactive Entertainment Inc. All rights reserved. Manufactured and distributed under license from Sony Interactive Entertainment LLC.Windows and the Windows logo are trademarks of the Microsoft group of companies.Razer Inc. (“Razer”) may have copyright, trademarks, trade secrets, patents, patent applications, or other intellectual property rights (whether registered or unregistered) concerning the product in this guide. Furnishing of this guide does not give you a license to any such copyright, trademark, patent or other intellectual property right. The Razer Kaira Pro (the “Product”) may differ from pictures whether on packaging or otherwise. Razer assumes no responsibility for such differences or for any errors that may appear. Information contained herein is subject to change without notice.LIMITED PRODUCT WARRANTYFor the latest and current terms of the Limited Product Warranty, please visit /warranty.LIMITATION OF LIABILITYRazer shall in no event be liable for any lost profits, loss of information or data, special, incidental, indirect, punitive or consequential or incidental damages, arising in any way out of distribution of, sale of, resale of, use of, or i nability to use the Product. In no event shall Razer’s liability exceed the retail purchase price of the Product.GENERALThese terms shall be governed by and construed under the laws of the jurisdiction in which the Product was purchased. If any term herein is held to be invalid or unenforceable, then such term (in so far as it is invalid or unenforceable) shall be given no effect and deemed to be excluded withoutinvalidating any of the remaining terms. Razer reserves the right to amend any term at any timewithout notice.FOR GAMER S. BY GAMERS.™19。
3. Conecte y encienda la consola PS3 o la PC.Si esta es la primera vez que utiliza el Wireless Pro en la PC:1) inserte el CD driver incluido en la PC.2) Ejecute el archivo “setup.exe” y siga las instrucciones para completar la3) Conecte el receptor en un puerto USB de la PS3 o de la PC. Coloque el botón de encendido en posición on, presione el botónWireless Pro, mientras los indicadores de lED parpadean.Si tanto el receptor como los indicadores lED del Wireless Pro dejan de parpadear, la conexión fue exitosa.En caso de que esto no suceda, por favor repita este último paso.4) luego de la conexión exitosa, el Wireless Pro y el receptor se conectarán automáticamente al encenderse, o al salir del modo de ahorropREcAUcIONES:1.Para evitar incendios o descargas eléctricas, no exponga el joystick a la lluvia o a la humedad.no utilice el producto cerca de lugares mojados, o ambientes con hume-dad en exceso, como piletas de natación, bañaderas, etc.2. Para evitar descargas eléctricas, no desarme el producto. En caso de necesitar repararlo, contacte los Servicios técnicos autorizados.3.El producto debe ser únicamente utilizado con las fuentes de energía indicadas.Si no está seguro del tipo de energía eléctrica que posee en su hogar, contacte la empresa suministradora de energía.4.no introduzca ningún tipo de objeto no autorizado en el producto, ya que puede producirse un contacto de voltaje peligroso y causar un incen-dio o descarga electica.5.Deje de utilizar el joystick inmediatamente si se comienza a sentir cansado, o si siente incomodidad en sus manos y/o brazos mientras opera。
Data SheetKey SpecificationsKey Features•2x2 MU-MIMO with two spatialstreams per radio•Third 2x2 MIMO radio for dedicated RFand WIPS scanning•802.11ac Wave 2 support •Up to 400 Mbps for 2.4 GHz radio •Up to 867 Mbps for 5 GHz radio •Integrated omnidirectional antennas •20/40/80 MHz channel width support •Integrated BLE •2x Gigabit Ethernet port•Full Operational Capacity with 802.3atPoE+•Distributed Data Plane architecture •Zero-touch deployment through automatic cloud activation and configuration •Cloud or on premises management plane options •Operating modes for dedicated access, dedicated security or dual-mode •Support for up to 8 distinct SSIDs per radio •Integrated firewall, traffic shaping, QoS and BYOD controls per SSID •Dynamic RF optimization through smart steering, band steering and optimal channel selection •Application visibility through layer 7 deep packet inspection •Automated device access logging •Patented Marker Packettm technology for rogue AP detection and classification •Wired VLAN monitoring for “No-WiFi” zone enforcement •Third party analytics integration with real-time data transfer •Self-healing wireless mesh networkingTop Performance at the Best PriceArista W-118 is an enterprise-grade 2x2 MU-MIMO tri-radio 802.11ac wall plate access point with dual concurrent 5 GHz and 2.4 GHz radios supporting 802.11a/n/ ac Wave 2, 802.11b/g/n, two spatial streams, and data rates of up to 876 Mbps and 300 Mbps, respectively. It also contains a third 2x2 MIMO 802.11ac radio for dedicated multi-function scanning and a fourth 2.4 GHz Bluetooth Low Energy (BLE) radio.Why Choose the W-118?The W-118 provides best value amongst high-performing, modern wall plate access points designed for cost conscious organizations. Built using the latest 802.11ac Wave 2 chipsets, the W-118 is perfect for medium density environments looking for the high performance and advanced features of current accesspoints without the high cost. Common deployment scenarios include small and medium schools, distributed remote offices, small meeting rooms, and enterprise campuses.The W-118 provides access to advanced access point features like role-based firewalls and application visibility without the high cost typically associated with Wave 2 devices. The W-118 is also a perfect fit for organizations in need of future-ready dedicated security sensorsiBeacon Bluetooth Low Energy SupportThe Arista W-118 supports the iBeacon Bluetooth Low Energy (BLE) standard. BLE is used for proximity based services on mobile devices via an application ecosystem. W-118 can be configured to advertise a unique identifier through iBeacons at a periodic interval.Arista Cloud Managed WiFiThe W-118 is managed by the Arista cloud and leverages a purpose-built cloud architecture to produce enterprise-grade wireless networks for every application required, ensuring high reliability through an approach that is automated, scalable, secure and cost effective.What Really MattersThe future of WiFi requires intelligent, self-reliant access points that support high-performing, highly reliable networks without the need for antiquated controllers. This approach removes the complexity, instability and high costs associated with enterprise WiFi today.Arista W-118AccessThe W-118 creates WiFi networks that require less time and resources to deploy and maintain compared to traditional devices, resulting in significant cost savings.• Plug and play provisioning using either Cloud or On-premise deployments - Arista Access Points take less than two minutes to activate and configure after connecting to the cloud• Support for up to eight individual SSIDs per radio providing maximum flexibility in network design• Network controls like NAT, Firewall and QoS implemented at the Access Point, ensuring faster and more reliable networks• Continuous scanning of all 2.4 GHz and 5 GHz channels by a dedicated 2x2 third radio provides a dynamic, 360 degree view of the RF environment to assist in RF optimization and client handling• Network availability and performance assurance using the third radio as a client to conduct on-demand and scheduled connectivity and performance tests• Smart steering addresses sticky client issues by automatically pushing clients with low data rates to a better access point• Band steering manages channel occupancy, pushing clients to the 5 GHz channel for optimal throughput• Smart load balancing distributes load evenly across neighbouring APs to optimize the use of network resources• Arista Wi-Fi’s distributed data plane architecture continues to serve users and secure the network even if connection with the management plane is interrupted• Interference avoidance from LTE/3G small/macro cells in commonly used TDD/FDD frequency bandsSecurityThe W-118 offers complete visibility and control of the wireless airspace that keeps the integrity of the network in check and actively protects users without manual intervention.•W-118 is equipped with industry leading fully integrated wireless intrusion prevention capabilities•Multifunction third radio provides uninterrupted spectrum scanning or client emulation for always on security coverage alongside dedicated 2.4G/5G client radios.•Arista’s patented Marker PacketsTM help accurately detect rogue access points on any network while minimizing false positives •Third radio used as a dedicated security sensor for 24x7x365 scanning and automated over-the-air (OTA) prevention •Deterministic rogue AP detection and prevention by monitoring all WiFi and non-WiFi VLANs.•Over-the-air and on-the-wire prevention techniques assure automatic and reliable threat prevention to keep unauthorized clientsand rogue APs off the network without impacting authorized connections.•Access Points autonomously scan for wireless threats and enforce security policy even if disconnected from the cloud management plane•VLAN monitoring enables a virtual connection to non-WiFi networks for complete network rogue detection and prevention AnalyticsThe W-118 collects massive amounts of data and supports immersive guest network experiences that develop and reinforce the relationship between them and the brand.• Reports of customer footfall, demographic, loyalty and other analytics provide insightful and actionable information.• Supports proximity marketing programs that trigger when certain devices are present, which includes automatic messaging vis MMSin-browser notifications and real time notifications sent to 3rd party systems that alert to the presence of enrolled devices.Property SpecificationPhysical Dimensions186.4mm X 123.9mm X 25.5mm / 7.3” X 4.9” X 1”Weight .455kg (1 lb)Operating Temperature 0o C – 40o C (32o F – 104o F)Storage Temperature -25o C – 75o C (-13o F – 167o F)MTBF535,205 hr @ 40o C1,081,559 hr @ 25o CHumidity0%-95% non-condensingP ower consuption11.8W (max) / 5.1W (min) / 8.3W (avg)Chipset Qualcomm QCA4019 SOCProcessor RAMQualcomm IPQ4019 717MHz quad core ARMprocessor with 512 MB RAM and 32 MB Flash Physical SpecificationsPort Description Connector Type Speed/ProtocolPower12V 2A5.5mm overalldiameter/2.1mmcenter pin/holePass-throughportThe pass-through port is used to pluga device into another wired port thatis available on the wall where the AP isinstalled. The pass-through port at therear of the device and pass-throughport on the bottom of the device areinternally connected.RJ-45--Ethernet(LAN3/PSE)Gigabit Ethernet port that can be usedfor wired extension for an SSID. Thisport also provides the power for thedevice using the 802.3af standardRJ-4510/100/1000 MbpsGigabit EthernetEthernet(LAN2/LAN1)Gigabit Ethernet port that can be usedfor wired extension for an SSID.RJ-4510/100/1000 MbpsGigabit EthernetReset Reset to factory default settingsPin hole pushbuttonHold down andpower cycle thedevice to resetOperational Specifications Port DescriptionConnectorTypeSpeed/Pro-tocol PassthroughThis is a wired port that facilitatesextension of the wired network after theAP is mounted on the wall. Another devicecan be plugged in to the pass-through porton the bottom of the W-118 device. Thetraffic on the pass-through port does notinterfere with the AP traffic. No policies canbe applied on the pass-through port traffic.RJ-45-WANEnables the connection to wired LANthrough a switch or hub. The device canthen communicate with the server. Thisport also provides the power for the deviceusing the 802.3af standardRJ-4510/100/1000Mbps EthernetPower overEthernetInput Power12V DC 2ANumber of Radios 3 WiFi Radios: One 2.4 GHz and 5 GHz radio each for simultaneous dual band client access. Athird dual-band radio dedicated to non-access smart scanning; WIPS, RF optimization, Remote Troubleshooting, and network assurance functions.1 BLE Radio: A fourth Bluetooth Low Energy radio for proximity based services on mobile devices via an application ecosystem.Max Clients Supported512 clients per radio (dependent upon use cases)MIMO2x2 for 2.4/5GHz RadiosNumber of Spatial Streams 2 for 2.4/5GHz RadiosRF Transmit Power20 dBm per radio chain (max); Actual power for Tx will depend on Country Regulatory Domain Simultaneous MU-MIMO Clients Two 1x1 MU-MIMO clientsUsers in a MU-MIMO group with a2x2 client1Bandwidth Agility YesFrequency Bands 2.4-2.4835 GHz, 4.9-5.0 GHz, 5.15-5.25 GHz (UNII-1), 5.25-5.35 GHz, 5.47-5.6 GHz,5.650-5.725 GHz (UNII-2), 5.725-5.85 GHz (UNII-3)Dynamic Frequency Selection Supported in compliance to all latest amendments from FCC, CE, IC, CB, TELEC, KCC regarding certifications.Frequency, Modulation and Data RatesIEEE 802.11b/g/nFrequency BandScanning TransmissionAll regionsUSA & Canada(FCC/IC)Europe(ETSI) 2400 ~ 2483.5 MHz2400 ~ 2473.5 MHz2400 ~ 2483.5 MHzModulation Type DSSS, OFDMPeak Data Rates Up to 300 Mbps (MCS 0-15)Antenna Integrated modular high efficiency PIFA antenna x4 (peak gain 5.0 dBi)IEEE 802.11a/n/acFrequency Band Scanning TransmissionAll regions USA & Canada(FCC/IC)Europe(ETSI)4.92 ~5.08 GHz5.15 ~ 5.25 GHz 5.25 ~ 5.35 GHz 5.47 ~ 5.725 GHz 5.725 ~ 5.825 GHz 5.15 ~ 5.25 GHz5.25 ~ 5.35 GHz5.725 ~ 5.825 GHz5.15 ~ 5.25 GHz5.25 ~ 5.35 GHz5.47 ~ 5.725 GHzDynamic Frequency Selection DFS and DFS2Modulation Type OFDMPeak Data Rates Up to 867 Mbps (MCS 0-15)Antenna Integrated modular high efficiency PIFA antenna x4 (peak gain 5.0 dBi)Maximum Aggregate Transmit PowerFor 2.4 GHzMCS Index Transmit Power(dBm)802.11b1 Mbps -11 Mbps22802.11g6 Mbps - 48 Mbps2554 Mbps802.11n HT20MCS 0,1,2,3,4,524802.11n HT40MCS 0,1,2,3,4,5 24For 5 GHzMCS Index Transmit Power(dBm)802.11a6 Mbps - 48 Mbps26.802.11n HT20MCS 0,1,2,3,4,526802.11n HT40MCS 0,1,2,3,4,526802.11ac VHT80MCS 0,1,2,3,4,5,6,726Note:The actual transmit power will be the lowest of:• Value specified in the Device Template• Maximum value allowed in the regulatory domain • Maximum power supported by the radioData Sheet Receive SensitivityFor 2.4 GHzMCS Index Receive Sensitivity (dBm)802.11g6 Mbps -9224 Mbps -36 Mbps -48 Mbps -54 Mbps -75802.11n HT20MCS 0, 8 -92MCS 1,9MCS 2,10MCS 3,11MCS 4.12MCS 5,13MCS 6,14MCS 7, 15 -73802.11n HT40MCS 0, 8 -89MCS 1,9MCS 2,10MCS 3,11MCS 4,12MCS 5,13MCS 6,14MCS 7, 15 -71.5 For 5 GHzMCS Index Receive Sensitivity (dBm)802.11a6 Mbps -9024 Mbps36 Mbps48 Mbps54 Mbps -74.5802.11n HT20MCS 0, 8 -90MCS 1,9MCS 2,10MCS 3,11MCS 4,12MCS 5,13MCS 6,14MCS 7,15 -73802.11n HT40MCS 0, 8 -88.5MCS 1,9MCS 2,10MCS 3,11MCS 4,12MCS 5,13MCS 6,14MCS 7, 15 -70For 5 GHzMCS Index Receive Sensitivity (dBm)802.11n VHT20MCS 0 -90MCS 1MCS 2MCS 3MCS 4MCS 5MCS 6MCS 7MCS 8 -69802.11n VHT40MCS 9-65802.11n VHT80MCS 0 -85.5MCS 1MCS 2MCS 3MCS 4MCS 5MCS 6MCS 7MCS 8MCS 9 -61Data Sheet5 GHz2.4 GHzInternal Antenna Radiation Patterns Internal Antenna Radiation Patterns dBi gaindBi gainData SheetHeadquarters5453 Great America Parkway Santa Clara, California 95054408-547-5500Copyright 2020 Arista Networks, Inc. The information contained herein is subject to change without notice. Arista, the Arista logo and EOS are trademarks of Arista Networks. Other product or service names may be trademarks or service marks of others.Support******************408-547-5502866-476-0000Sales****************408-547-5501866-497-0000Ordering Information : Access Point Power Part Number DescriptionAP-W118-SS-5Y W-118 2x2:2 tri radio 802.11ac Wave-2 wall plate access point with internal antennas and 5 year Cognitive Cloud SW SubscriptionAP-W118-SS-3Y W-118 2x2:2 tri radio 802.11ac Wave-2 wall plate access point with internal antennas and 3 year Cognitive Cloud SW SubscriptionAP-W118W-118 2x2:2 tri radio 802.11ac Wave-2 wall plate access point with internal antennas Part Number DescriptionPWR-AP-W4Universal AC power supply for all APs except for C-110PWR-AP-PLUS-NA One port 802.3at PoE+ injector for use with all Access Point models. Includes USA power cord. Not for outdoor use.”PWR-AP-W2Universal AC power supply for C-120, C-130, W-118 and C-100October 1, 2020Regulatory Specifications RF and ElectromagneticCountry CertificationUSA FCC Part 15.247, 15.407EuropeCE EN300.328, EN301.893Countries covered under Europe certification: Austria, Belgium, Cyprus, Denmark, Estonia, Finland, France,Germany, Greece, Hungary, Ireland, Italy, Iceland, Luxembourg, Latvia, Lithuania, Malta, Netherlands, Norway,Poland, Portugal, Spain, Sweden, Slovakia, Slovenia, Switzerland, The Czech Republic, UK.CountryCertificationUSA UL 60950CanadacUL 60950European Union (EU)EN 60950, RoHSSafety*For complete country certification records, please visit the site: https:///en/support/product-certificate AP-W118-R WW-118-R W 2x2:2 tri radio 802.11ac Wave-2 wall plate access point with internal antennas (bundled with Stand, Power supply, Ethernet cable)PWR-AP-W3Non-discountable purchase. Universal AC power supply for W-118, C-120, C-130 and C-100, 12VDC, 2A, Center +, DC Plug 5.5mm*2.1mm*L9.5mm, US UK Euro AU Plugs。
We all require a pair of headphones that can keep up with our work and play, a personal companion that you can take about whether you are chilling on the couch or out on the move. Introducing the Razer Adaro Wireless Bluetooth® headphones –wireless freedom for your music.The Razer Adaro Wireless is built to follow you wherever you go. Featuring the advanced Bluetooth® 4.0 standard with aptX technology, the Razer Adaro Wireless easily connects to your Bluetooth® audio devices, providing pristine CD-quality audio for up to 20 hours.Packing high performance, custom-tuned 40mm neodymium magnet drivers, the Razer Adaro Wireless delivers crisp, natural sounding acoustics for an amazing audio experience. These powerful drivers are housed in the Razer Adaro Wireless’ custom developed, fully adjustable architecture, allowing for an extremely comfortable and lightweight design.With its brilliant Razer Adaro sound, wireless portability and comfortable form factor, the Razer Adaro Wireless are the perfect headphones for cord-free music enjoyment on the go.TABLE OF CONTENTS1. PACKAGE CONTENTS / HARDWARE REQUIREMENTS (2)2. REGISTRATION / TECHNICAL SUPPORT (3)3. TECHNICAL SPECIFICATIONS (4)4. DEVICE LAYOUT (5)5. USING YOUR RAZER ADARO WIRELESS - BLUETOOTH® HEADPHONES (6)6. SAFETY AND MAINTENANCE (12)7. LEGALESE (13)1. PACKAGE CONTENTS / HARDWARE REQUIREMENTS PACKAGE CONTENTS∙Razer Adaro Wireless - Bluetooth® Headphones∙Micro-USB to USB charging cable∙Quick Start Guide∙Important Product Information GuideHARDWARE REQUIREMENTSAudio Usage∙Devices with Bluetooth® connectivityFor Charging∙Devices with USB ports for charging2. REGISTRATION / TECHNICAL SUPPORTREGISTRATIONSign up now for a Razer Synapse account to get real-time information on your product’s warranty status. To learn more about Razer Synapse and all its features, visit /synapse2.If you are already a Razer Synapse user, register your product by clicking on your email address at the Razer Synapse application and select Warranty Status from the dropdown list.To register your product online, visit /registration. Please note that you will not be able to view your warranty status if you register via the website.TECHNICAL SUPPORTWhat you’ll get:• 1 year limited manufacturer’s warranty.• Free online technical support at .3. TECHNICAL SPECIFICATIONS∙Bluetooth® v4.0 with aptX Technology∙Drivers: 40 mm Neodymium Magnets∙Frequency Response: 20Hz – 20kHz∙Impedance: 32 Ω∙Sensitivity: 91dB ± 3dB∙Max Input: 50mW∙Operating Distance: 10m∙Playtime: Up to 20hrs∙Standby Time: Up to 300hrs∙Charging Time: 2.5hrs∙Charging Cable: 0.8m Micro-USB to USB charging cable ∙Approximate Weight: 197 g4. DEVICE LAYOUTA.Adjustable Padded HeadbandB.Power / Pairing ButtonC.Micro-USB connector for chargingD.Playback control buttonE.Micro-USB to USB charging cable5. USING YOUR RAZER ADARO WIRELESS - BLUETOOTH® HEADPHONES CHARGING YOUR HEADPHONESFor best results, please charge the battery fully the first time you use the Razer Adaro Bluetooth® Headphones. A depleted battery will fully charge in about 2.5 hours.POWER ONPower OnPress and hold the power for 3 secondsuntil the LED flashes blue. You should hear4 short beeps.PAIRING YOUR HEADPHONES TO A BLUETOOTH® DEVICE1.Upon powering on, the LED should be flashing blue and red alternatively. Thisindicates that the headphone is now in pairing mode.2.Activate Bluetooth® on your device and search for new Bluetooth® devices.3.Select “Razer Adaro Wireless” from the list of Bluetooth® devices found.4.Wait for the pairing to complete. Your headphone LED will flash blue 5 times andyou should hear 1 short beep.Note: The pairing attempt will be stopped if no connection can be established after 2 minutes. 4 short beeps will be played indicating the connection failure.PLAYBACK CONTROLSThe following audio playback controls can be accessed directly on the earcups.Changing TracksPlay/Pause Volume Up/DownPower OffPress and hold the power button for 3seconds until the LED flashes red twice. Youshould hear 4 short beeps.INDICATORSEXTENDING YOUR HEADPHONE’S LIFESPANWe recommend stretching the headphones gently apart before placing them over your head to minimize headband stress. However, please avoid overstretching the headphones beyond its technical limits.6. SAFETY AND MAINTENANCESAFETY GUIDELINESIn order to achieve maximum safety while using your Razer Adaro Wireless - Bluetooth® Headphones, we suggest that you adopt the following guidelines:1.Should you have trouble operating the device properly and troubleshooting doesnot work, unplug the device and contact the Razer hotline or go to for support. Do not attempt to service or fix the device yourself at any time.2.Do not take apart the device (doing so will void your warranty) and do notattempt to operate it under abnormal current loads.3.Keep the device away from liquid, humidity or moisture. Operate the device onlywithin the specific temperature range of 0°C (32°F) to 40°C (104°F). Should the temperature exceed this range, unplug and switch off the device in order to let the temperature stabilize within the optimal temperature range.4.The Razer Adaro Wireless - Bluetooth® Headphones isolates external ambientsounds even at low volumes, resulting in lowered awareness of your external surroundings. Please remove the Razer Adaro Wireless - Bluetooth® Headphones when engaging in any activity that requires active awareness of your surroundings.5.Listening to excessively loud volumes over extended periods of time can damageyour hearing. Furthermore, legislation of certain countries permits a maximum sound level of 86db to affect your hearing for 8 hours a day. We therefore recommend that you reduce the volume to a comfortable level when listening for prolonged periods of time. Please, take good care of your hearing. MAINTENANCE AND USEThe Razer Adaro Wireless - Bluetooth® Headphones requires minimum maintenance to keep it in optimum condition. Once a month we recommend you clean the device using a soft cloth or cotton swab with a bit of warm water to prevent dirt buildup. Do not use soap or harsh cleaning agents.7. LEGALESECOPYRIGHT AND INTELLECTUAL PROPERTY INFORMATION©2013-2014 Razer Inc. All Rights Reserved. Razer, the Razer Triple-Headed Snake logo, the Razer distressed word logo and other trademarks contained herein are trademarks or registered trademarks of Razer Inc. and/or its affiliated or associated companies, registered in the United States and/or other countries.Razer Inc. (“Razer”) may have copyright, trademarks, trade secrets, patents, patent applications, or other intellectual property rights (whether registered or unregistered) concerning the product in this Quick Start Guide. Furnishing of this Quick Start Guide does not give you a license to any such copyright, trademark, patent or other intellectual property right. The Razer Adaro Wireless - Bluetooth® Headphones (the “Product”) may differ from pictures whether on packaging or otherwise. Razer assumes no responsibility for such differences or for any errors that may appear. Information contained herein is subject to change without notice. LIMITED PRODUCT WARRANTYFor the latest and current terms of the Limited Product Warranty, please visit /warranty.LIMITATION OF LIABILITYRazer shall in no event be liable for any lost profits, loss of information or data, special, incidental, indirect, punitive or consequential or incidental damages, arising in any way out of distribution of, sale of, resale of, use of, or inability to use the Product. In no event shall Razer’s liability exceed the retail purchase price of the Product.COSTS OF PROCUREMENTFor the avoidance of doubt, in no event will Razer be liable for any costs of procurement unless it has been advised of the possibility of such damages, and in no case shall Razer be liable for any costs of procurement liability exceeding the retail purchase price of the Product.GENERALThese terms shall be governed by and construed under the laws of the jurisdiction in which the Product was purchased. If any term herein is held to be invalid or unenforceable, then such term (in so far as it is invalid or unenforceable) shall be given no effect and deemed to be excluded without invalidating any of the remaining terms. Razer reserves the right to amend any term at any time without notice.The aptX® mark and the aptX logo are trade marks of CSR plc or one of its group companies and may be registered in one or more jurisdictions.。
For more instructions about the use of this product (including the Headset Companion app), visit /helpme.ENPrecautionsBefore using this product, carefully read this manual and any manuals for compatible hardware. Retain instructions for future reference.SafetyˎObserve all warnings, precautions, and instructions.ˎCHOKING HAZARD - Small parts. Keep out of the reach of small children.Use and handlingˎStop using the wireless headset immediately if you begin to feel tired or if you experiencediscomfort or pain in your head while operating the wireless headset. If the condition persists, consult a doctor.ˎAvoid prolonged use of the wireless headset. Take a break at about 30-minute intervals. ˎPermanent hearing loss may occur if the headset is used at high volume. Set the volume to asafe level. Over time, increasingly loud audio may start to sound normal but can actually be damaging your hearing. If you experience ringing in your ears or muffled speech, stop listening and have your hearing checked. The louder the volume, the sooner your hearing could be affected. To protect your hearing:ˋLimit the amount of time you use the headset at high volume. ˋAvoid raising the volume to block out noisy surroundings.ˋLower the volume if you can’t hear people speaking near you.ˎIf you feel that the headset is irritating your skin, stop using it immediately. ˎDo not expose the headset to high temperatures, high humidity or direct sunlight. ˎDo not put heavy objects on the headset.ˎDo not allow liquid or small particles to get into the headset.ˎDo not throw or drop the headset, or subject it to strong physical shock.ˎDo not place any rubber or vinyl materials on the headset exterior for an extended period oftime.ˎUse a soft, dry cloth to clean the headset. Do not use solvents or other chemicals. Do not wipewith a chemically treated cleaning cloth.ˎDo not disassemble or insert anything into the headset because this may cause damage to theinternal components or cause injury to you.ˎObserve all signs and instructions that require an electrical device or radio product to beswitched off in designated areas, such as gas/refueling stations, hospitals, blasting areas, potentially explosive atmospheres or aircraft.ˎThe battery used in this device may present a risk of fire or chemical burn if mistreated. Do notdisassemble, heat above 60 °C / 140 °F, or incinerate.Wireless headsetHeadset: CUHYA-0080Wireless Adaptor: CUHYA-0081Instruction Manual Part names and functionsPower/audio mode switchSets the audio mode or turns off headset.Positions:OFF - turns off the headset 1 - Standard Mode2 - Bass Boost Mode (default)This mode can be replaced with audio modes from the Headset Companion app.Adjusts the volume of the headset.MUTE buttonˎPress to switch microphone MUTE on and off. ˎTo engage the sidetone feature, hold down the MUTE button until a beep is heard. Then cycle through the sidetone volume settings (high, medium, off) by holding the MUTE button.Sidetone is a feature that allows you to hear your own voice from the headset. The sidetone volume is adjusted here, and not on the PS4™ system or other devices. When MUTE is on, the sidetone feature is turned off.L markingWhen the included audio cable is connected to the headset for use with mobile devices, the wireless function is turned off.Wireless adaptorReset button Status indicatorˎOn PlayStation®Vita systems, you can listen to audio in standard stereo formatand use the voice chat feature.ˎOn other mobile devices, you can listen to audio in standard stereo format only.HintsˎWhen the included audio cable is connected to the headset, the VSS (Virtual Surround Sound) button and the SOUND/CHAT buttons cannot be used. ˎOutput volume varies depending on the portable device that is connected. Adjust volume accordingly.ˎYou can use the supplied audio cable to connect the headset to your mobile device to listen to audio content and talk on the phone. ˋ I f you are unable to hear audio content using the cable with your mobile device, turn off headset power. ˋ Y our device may only support use of a standard audio cable (not included) to listen to audio content using the headset. Note that standard audio cables do not support voice communication. ˋ T his product is not compatible with all mobile devices. Some features may not work on all mobile devices.Charging the headsetWhen remaining battery level is low, the status indicator flashes red and a beep is heard. Charge the battery by connecting the headset to a supported USB device such as a PC. While the battery is charging, the status indicator lights up red. The status indicator light turns off when the battery is fully charged.HintsˎYou can view the remaining battery charge on a PS4™ system. It is shown on the status display that appears when you change the headset settings.ˎYou might not be able to charge the battery if the USB device or the USB hub does not provide enough power for charging. Try connecting the headset to a different USB device or a different USB connector on the device.ˎCharging takes approximately 3.5 hours when starting with no battery charge left. ˎWhen the remaining battery charge is low, the headset beeps while it is connected and receiving an audio signal.ˎIt is recommended that you charge the battery in an environment with atemperature of 5 °C - 35 °C / 41 °F - 95 °F. Charging in other environments might not be as effective.ˎIf you do not plan to use the wireless headset for an extended period of time, it is recommended that you fully charge it at least once a year to help maintain battery functionality.Status indicator displayHeadset1 F or repair options, visit /helpme.2 I f you see the flashing error light, retry the steps to Restore Headset again. If you continue to see the error after the Restore attempt, then visit /support/wirelessstereoheadset.Wireless adaptorInitial setup1 Charge the headset by connecting it to a USB port with a USB cable.The headset may need up to 3.5 hours to charge fully.2 Insert the wireless adaptor into the USB port.3 Slide the power switch on the headset to position “1” or “2”.Using the headset with PlayStation ®4 systemsThis headset is compatible with PS4™ system software version 5.00 or later. More than one headset can be used with a PS4™ system.Always update your system software to the latest version.Status displayWhen first connecting to a PS4™ system or when changing the settings, thefollowing status information is displayed in the upper left corner of the screen:Stereo Headset Audio Extension is a system setting that controls the type of audio output to the wireless headset. It is available only when the wireless adaptor is inserted.Audio output selectionWith the wireless headset you can listen to audio from the PS4™ system—including music, videos, and games—in Virtual Surround Sound.ˋYou can listen to both game audio and chat audio simultaneously.Use the SOUND/CHAT buttons to adjust the relative volume of game audio versus chat audio.ˋYou can change the audio output to the headset so that you can hear only chat audio.To change the audio output select (Settings)(Devices)[AudioDevices] [Output to Headphones]. NOTE:O n a PS4™ system, the wireless headset defaults to “ON” [All Audio].Using the headset with a computerYou can use the headset with a PC (with Windows® or macOS) that has a USB port. Insert the wireless adaptor into a USB port on the computer you want to use and then turn on the headset.HintsˎThe headset might not work with some computers.ˎThe VSS (Virtual Surround Sound) button and SOUND/CHAT buttons can be used only when the headset is connected to a PS4™ system .Using your headset with PlayStation ®VRYou can use an audio cable to connect your headset to the stereo headphone jack of PlayStation ®VR. This will output all game audio processed by the PlayStation ®VR,including 3D audio if supported by the game title.NoteThis headset only supports stereo or 7.1 virtual surround sound. 3D audio is supported on this headset only when plugged into the PS VR, while playing a PS VR game that supports 3D audio.Using the headset with a portable deviceYou can use an audio cable to connect your headset to the headphone jack of compatible devices.Headset Companion appWith the Headset Companion app, you can select an additional audio mode for your headset. There are several modes to choose from, each optimized to enhance different audio characteristics. These modes are developed exclusively for use with PS4™ systems.To get one of these audio modes, download the Headset Companion app from PlayStation™Store and follow the on-screen instructions.Once this process is complete, you can experience your selected mode on your headset by sliding the power/audio mode switch to position “2”.Resetting the headsetIf the headset does not respond when you try to operate it, reset it by doing the following:1Connect the wireless adaptor to a PS4™ system or other powered USB port.2 Insert a small pin or similar object (not included) into the hole surrounding the reset button in the wireless adaptor, and push in for at least one second.3 On the headset, hold down the MUTE button and the VSS button.4 While still holding down the MUTE button and the VSS button, slide thepower/audio mode switch to position “1” or “2”.Rating labelThe rating label contains specific model, manufacture and compliance information. It is located under the right earpad.To remove the earpad and access the rating label:1 Use one hand to hold the headset in place.2 With your other hand, grip the earpad frame.3 P ull the earpad out.To replace the earpad, align the earpad with the inner frame. Push it back onto the frame until it clicks.End of life product recyclingThe wireless headset is made of plastics, metals, and a lithium-ion battery. Follow localregulations when disposing of the wireless headset. Sony products can be recycled for free in the United States and Canada by dropping the product off at a number of nationwide locations. For details, visit /SonyInfo/csr/SonyEnvironment/spotlight/.VSS (Virtual Surround Sound) buttonThe Virtual Surround Sound effect is on by default. Press and hold for more than one second to turn the VSS on or off.繁體中文使用前須知事項使用本產品前,請先詳細閱讀本說明書及對應裝置的說明書,並妥善保存,以備將來參考之用。
DELIVERY INCLUDES• EW-D EM rack receiver• EW-D SKM-S handheld transmitter • MMD 835 microphone module • MZQ 1 microphone clamp • 2 rod antennas• power supply with country adapters • rackmount set • 4 rubber feet • quick guide • safety guide• manufacturer declaration sheetVersatile and feature-rich digital wireless system for those who sing, speak or play instruments that allows for seamless product pairing and management via the EW-D Smart Assist App.Receive state-of-the-art live sound featuring Sennheiser‘s renowned e 835 capsule on a lightweight handheld transmitter with integrated mute switch.FEATURES• Digital wireless eliminates noise, interference andstatic bursts • UHF transmission greatly enhances range, reliabilityand scalability • Mobile App streamlines setup and operation and elimi-nates complicated menus • Automated setup creates reliable connections withminimal time and effort • Up to 2,240 selectable frequencies• Lithium Ion battery pack delivers up to 12 hours of ope-ration (up to 8 hours of operation with AA batteries)• 56 MHz Bandwidth will allow for up to 90 channels • Preserves every detail of even the most dynamic per-formances with 134 dB transmitter dynamic rangeACCESSORIESEW-D ASA (Q-R-S)Active Antenna Splitter 470 - 694 MHz Art. no. 508879EW-D ASA (T-U-V-W)Active Antenna Splitter 694 - 1075 MHz Art. no. 508880EW-D ASA (X-Y)Active Antenna Splitter 1350 - 1805 MHz Art. no. 508881EW-D ASA CN/ANZ (Q-R-S)Active Antenna Splitter 470 - 694 MHz Art. no. 508998EW-D AB (Q)Antenna Booster 470 - 550 MHz Art. no. 508873EW-D AB (R)Antenna Booster 520 - 608 MHz Art. no. 508874EW-D AB (S)Antenna Booster 606 - 694 MHz Art. no. 508875EW-D AB (U)Antenna Booster 823 - 865 MHz Art. no. 508876EW-D AB (V)Antenna Booster 902 - 960 MHz Art. no. 508877EW-D AB (Y)Antenna Booster1785 - 1805 MHz Art. no. 508878ADP UHF (470 - 1075 MHz)Passive directional antenna470 - 1075 MHzArt. no. 508863BA 70Rechargeable battery pack for SK and SKM-S Art. no. 508860L 70 USBCharger for BA 70 rechargeable battery packArt. no. 508861EW-D CHARGING SET Set of L 70 USB charger and 2 BA 70 rechargeable battery packs Art. no. 508862EW-D COLOR CODING SET Colored labels for wireless link identification for EM, SKM-S, SK Art. no. 508989EW-D SK COLOR CODING Colored labels for wireless link identification for SK Art. no. 508990EW-D SKM COLOR CODING Colored labels for wireless link identification for SKM-S Art. no. 508991EW-D EM COLOR CODINGColored labels for wireless link identification for EMArt. no. 508992PRODUCT VARIANTSEW-D 835-S SET (Q1-6)470.2 - 526 MHz Art. no. 508750EW-D 835-S SET (R1-6)520 - 576 MHz Art. no. 508751EW-D 835-S SET (R4-9)552 - 607.8 MHz Art. no. 508752EW-D 835-S SET (S1-7)606.2 - 662 MHz Art. no. 508753EW-D 835-S SET (S4-7)630 - 662 MHz Art. no. 508754EW-D 835-S SET (S7-10)662 - 693.8 MHz Art. no. 508755EW-D 835-S SET (U1/5)823.2 - 831.8 MHz & 863.2 - 864.8 MHz Art. no. 508756EW-D 835-S SET (V3-4)925.2 - 937.3 MHz Art. no. 508758EW-D 835-S SET (Y1-3)1785.2 - 1799.8 MHzArt. no. 508759MICROPHONE COMPATIBILITYMicrophone modules compatible with the EW-D SKM-S handheld transmitterMMD 835-1Dynamic microphone module with cardioid polar patternMMD 845-1Dynamic microphone module with supercardioid polar patternMME 865-1Pre-polarized condenser microphone module with supercardioid polar patternMMD 935-1Dynamic microphone module with cardioid polar patternMMD 945-1Dynamic microphone module with supercardioid polar patternMMK 965-1Condenser microphone module with switchable cardioid and supercardioid polar pattern MMD 42-1Dynamic microphone module with omni-directional polar patternNeumann KK 204Condenser microphone module with cardioid polar patternNeumann KK 205Condenser microphone module with supercardioid polar patternMM 435Dynamic microphone module with cardioid polar patternMM 445Dynamic microphone module with supercardioid polar patternME 9002Pre-polarized condenser microphone module with omni-directional polar patternME 9004Pre-polarized condenser microphone module with cardioid polar patternME 9005Pre-polarized condenser microphone module with supercardioid polar patternSystemAudio link frequency ranges Q1-6R1-6R4-9S1-7S4-7S7-10U1/5V3-4Y1-3470.2 - 526 MHz520 - 576 MHz552 - 607.8 MHz606.2 - 662 MHz630 - 662 MHz662 - 693.8 MHz823.2 - 831.8 MHz &863.2 - 864.8 MHz925.2 - 937.3 MHz1785.2 - 1799.8 MHzBluetooth® Low Energy(BLE) frequency range2402 - 2480 MHzAudio frequency response20 Hz - 20 kHz (-3 dB)@ 3 dBfsAudio THD≤ -60 dB for 1 kHz@ -3 dBfs input level Operating temperature-10 °C - +55 °C(14 °F - 131 °F)Relative humidity 5 - 95 % (non-condensing)EW-D EM (Rack Receiver)Input voltage11 - 13 V ⎓Input current≤ 300 mATransmit power (radiated)BLE: max. 10 mW EIRP Audio output power18 dBu max. Dimensions212 x 44 x 189 mm Weight approx. 1000 g (without an-tennas and power supply)MMD 835 (Microphone Module)Transducer principle dynamicSensitivity 2.1 mV/PaSound pressure level154 dB SPLPick-up pattern cardioidEW-D SKM-S (Handheld Transmitter)Input voltage 2.0 - 4.35 VInput current< 300 mAPower supply 2 AA batteries 1.5 V (al-kali manganese) or BA 70rechargeable battery pack Occupied bandwidth200 kHzTransmit power (radiated)Audio link: 10 mW ERP(Range Y1-3: 12 mW ERP)BLE: max. 10 mW EIRP Dimensions (ø x l)50 x 268 mm (incl. MMD835 microphone module)40 x 200 mm (withoutmicrophone module) Weight (without batteries)approx. 304 g (incl. MMD835 microphone module)approx. 195 g (withoutmicrophone module)SPECIFICATIONSSet in packagingDimensions405 x 350 x 73 mm Weight 3.0 kgDIMENSIONSEW-D EMDIMENSIONSMikrofonmodul MMD835 - nur BeispielEW-D SKM-SSennheiser electronic GmbH & Co. KG · Am Labor 1 · 30900 Wedemark · Germany · 。
电脑通过PALM蓝牙上网的方法随着科技的发展,无线网络已经成为我们日常生活中必不可少的一部分。
无线上网的普及使得我们可以随时随地连接到互联网,方便快捷。
在过去,只有笔记本电脑可以通过蓝牙连接到互联网,但现在,即使是掌上电脑(Palm)也可以通过蓝牙上网了。
下面我将详细介绍一下电脑通过PALM蓝牙上网的方法。
首先,确保您的电脑和PALM设备都支持蓝牙功能。
许多现代笔记本电脑和台式机都配备了蓝牙适配器,但一些古老的设备可能没有。
如果您的电脑没有内置的蓝牙适配器,您可以购买一个外置的蓝牙适配器并插入到电脑的USB接口。
接下来,打开电脑上的蓝牙设置。
对于Windows电脑,您可以点击任务栏中的蓝牙图标,然后选择“设置蓝牙设备”。
对于Mac电脑,您可以点击屏幕右上角的蓝牙图标,然后选择“打开蓝牙首选项”。
在蓝牙设置中,您需要将您的电脑设置为可被其他设备检测到。
这通常需要在“可检测到”或“可被其他设备看到”的选项上勾选。
这是为了让PALM设备能够找到您的电脑并与其建立蓝牙连接。
接下来,打开您的PALM设备上的蓝牙设置。
不同的PALM设备可能有不同的界面和选项,但大多数设备都有类似的设置过程。
在设备的主屏幕上找到“设置”或“偏好设置”选项,然后选择“蓝牙”选项。
在蓝牙设置中,您可以找到一个名为“设备”或“发现设备”的选项,点击它将会附近的蓝牙设备。
当您的PALM设备找到您的电脑时,它们将会显示在设备列表中。
选择您的电脑,并尝试与其配对。
配对过程可能需要您在电脑和设备上输入一些密码或验证码以确保安全连接。
按照设备提示进行操作即可成功配对。
完成配对后,您的PALM设备将与电脑建立蓝牙连接。
这意味着您的设备和电脑可以彼此通信并交换数据。
现在,您可以通过PALM设备上的浏览器或特定的上网应用来浏览互联网。
请注意,PALM设备的蓝牙上网功能可能有一些限制。
由于设备的大小和特性,它们可能只能浏览简单的网页或访问特定的网站。
Installation ProSAFE Wireless ControllerModel WC7500 and Model WC7600Hardware OverviewBefore you install your wireless controller, familiarize yourself with its LEDs, buttons, and ports.ResetportEthernet ports Power, Status, Fan, Stack Master SD slot Digital access portsPackage Contents• Wireless controller• Ethernet cable• One or more power cords (varies by region)• Rack-mounting hardware• Installation guide (this document)Connect PowerWARNING: DO NOT place equipment in tight spaces or in drawers. Be sure that your equipment is surrounded by at least 5 cm (2 inches) of air space. Before deploying the wireless controller, we recommend that you set up and test the device.1. Plug the wireless controller into a power outlet.2. Check the LEDs on the wireless controller.The following table describes the behavior of the wireless controller LEDs.Wireless Controller LEDsConfigure the Wireless Controller1. Record your computer’s TCP/IP configuration settings, and thenconfigure the computer with a static IP address of 192.168.0.210and with 255.255.255.0 as the subnet mask.Note: If you are unsure how to do this, visit and search for Static IP address on computer.2. Connect one end of the supplied Ethernet cable to the Ethernet porton your computer and the other end to the Ethernet port on the front panel of the wireless controller.Note: All four Ethernet ports provide equal performance and arebonded together to form Linux active-backup mode.3. Open a web browser and enter http://192.168.0.250.4. Enter the password.The default password is password.Note: The first time you log in, you must change the password.You cannot change the admin user name, but you can create a newadministrative account with a customized user name.5. Click the Login button.6. To set up the wireless controller name and select the country in whichthe wireless controller is used, select Configuration > System >General.7. To choose the time zone and optionally configure NTP settings, selectConfiguration > System > Time.8. To configure the wireless controller IP settings, select Configuration> System > IP/VLAN.When you click the Apply button to save your settings, yourconnection to the wireless controller is terminated because youchanged its IP address.9. Reconfigure your computer with an IP address and subnet mask thatare in the same IP subnet as the wireless controller. Use the new IPaddress of the wireless controller to log in again.10. Select Configuration > System > DHCP Server and specify theDHCP server settings.The Discovery Wizard (see Discover Access Points on page 8)requires a DHCP server to discover the access points.If your network already includes a DHCP server, disable the DHCP server on the wireless controller. Otherwise, configure the DHCP settings for the DHCP server on the wireless controller.11. To configure the WLAN settings, select Configuration > Profile.Basic settings are suitable for a small WLAN. Advanced settings are suitable for a large WLAN with profile groups.For information about wireless controller configuration, including profile groups, see the reference manual.Deploy the Wireless Controller1. Disconnect the power cord from the wireless controller.2. Disconnect the wireless controller from the computer and place itwhere you intend to deploy it.3. Connect one end of an Ethernet cable to a LAN port on a router orswitch in your network and the other end to the Ethernet port on the front panel of the wireless controller.4. Reconnect the power cord from the wireless controller to an ACpower outlet.The LEDs light as described in Wireless Controller LEDs on page 4. Discover Access PointsThe Discovery Wizard can discover access points over a Layer 2 or Layer 3 network. The following general guidelines apply to the discovery process (for specific Layer 3 guidelines, see the reference manual):• The wireless controller can discover access points that are still in their factory default state and access points that are already deployed in a standalone configuration.Both access points in the factory default state and deployedstandalone access points run standalone firmware.• Access points in the factory default state that are in the same Layer 2 network and are assigned the same IP address can be discovered.In the factory default state, AP dynamic IP configuration is disabled by default. After discovering an access point, you can either enable it from the wireless controller or leave it in its default state. If youenable dynamic IP configuration on the access points, firmwareupgrades on access points occur in parallel. Otherwise, firmwareupgrades on access points happens sequentially, which takes longer.• Specifying an internal DHCP server on the wireless controller automatically enables DHCP option 43 (vendor-specific information) with the IP address of the wireless controller.When an external DHCP server is used, Option 43 is not required if the access points are in the same Layer 2 network as the wirelesscontroller. If the access points are not in the same L2 network, then Option 43 with the wireless controller IP must be configured on the external server.¾To discover access points and add them to the Managed AP List:1. Access the wireless controller at the network IP address that youconfigured (see Configure the Wireless Controller on page 5).2. Select Access Point > Discovery > Discovery Wizard.3. Follow the steps onscreen to discover the access points and reviewthe discovery results.4. Select Access Point > Discovery > Managed AP List. Add theaccess points that you want to be managed by the wireless controller to the Managed AP List.While the access points are being converted from standalone mode to managed mode, the following occurs:• The wireless controller pushes management firmware onto the access points.• The access points become DHCP clients and receive an IP address from either the DHCP server in your network or the DHCP serveron the wireless controller.• The profiles that you have configured on the wireless controller are pushed onto the access points.Note: For extensive information about the Discovery Wizard and the discovery process, see the reference manual.Troubleshooting TipsYou cannot access the wireless controller at its default IP address (192.168.0.250). Do the following:• Confirm that the computer is connected to the wireless controller.• You might not have restarted the computer with the wireless controller to have TCP/IP changes take effect. Restart the computer.• The computer might be set to enable NetBIOS over TCP/IP.• Check to see that TCP/IP is set to use the same subnet as the wireless controller. By default, the wireless controller uses a subnet mask of255.255.255.0. (The default TCP/IP setting for Windows is to obtain an IP address automatically.) Restart the computer.After initial configuration, you cannot access the wireless controller at its network address. Do the following:• Use the ping command to verify the connection.• Verify that the computer and wireless controller are on the same VLAN.• After initial configuration, make sure that the wireless controller settings are correct and compatible with your network.11January 2016NETGEAR, Inc.350 East Plumeria DriveSan Jose, CA 95134, USASupportThank you for purchasing this NETGEAR product. You can visit /support to register your product, get help, access the latest downloads and user manuals, and join our community. We recommend that you use only official NETGEAR support resources.Trademarks© NETGEAR, Inc., NETGEAR and the NETGEAR Logo are trademarks of NETGEAR, Inc. Any non-NETGEAR trademarks are used for reference purposes only.ComplianceFor the current EU Declaration of Conformity, visit /app/answers/detail/a_id/11621/.For regulatory compliance information, visit /about/regulatory/.See the regulatory compliance document before connecting the power supply.。
BLUETOOTH HANDSFREELINK BLUETOOTH® HANDSFREELINK® (HFL) Learn how to operate the vehicle’s hands-free calling system.Models with color audio systemBasic HFL OperationMake and receive phone calls using the vehicle’s audio system, without handling your phone. Visit (U.S.) to check phone compatibility.To reduce the potential for driver distraction, certain manual functions may be inoperable or grayed out while the vehicle is moving. Stop or pull over to perform the function.HFL ControlsUse the controls to enter information and make selections.BLUETOOTH HANDSFREELINKModels with color audio systemPairing a PhoneTo use hands-free phone and streaming audio functions, you must first pair your phone to the system. This can only be done when the vehicle is stopped. Use the selector knob to make and enter selections.Pairing the First Phone1.Press the Phone button to go to the Phone screen. A prompt appears. Select Yes.2.Make sure your phone is in discovery mode. Select OK.3.The system searches for your phone. Select your phone when it appears on the list. If your phone does not appear:Select Phone Not Found and search for HandsFreeLink from your phone. Connect to HFL.4.The system gives you a pairing code. Compare it to the code that appears on your phone. Connect to HFL from your phone.Pairing an Additional Phone1.Press the Phone button to go to the Phone screen. If a prompt appears asking to connect to a phone, select No.2.Select Phone Setup.3.Select Bluetooth Setup.4.Select Add New Device.5.Make sure your phone is in discovery mode. Select OK.6.The system searches for your phone. Select it when it appears on the list. If your phone does not appear: Select Phone Not Found, and search for HandsFreeLink from your phone. Connect to HFL.7.The system gives you a pairing code. Enter it on your phone when prompted.Applicable laws may prohibit the operation ofhandheld electronic devices while operating a vehicle.12:34BLUETOOTH HANDSFREELINK Models with color audio systemMaking a CallYou can make a call using several methods.Dialing a NumberEnter a 10-digit phone number to call. Use the selector knob to make and enter selections. This method is inoperable while the vehicle is moving.1. Press the Phone button.2. Select Dial.3. Enter the phone number. Select the green phoneicon to call.Using the PhonebookWhen your phone is paired, its phonebook is automatically imported to the system. Use the selector knob to make and enter selections. This method is inoperable while the vehicle is moving.1. Press the Phone button.2. Select Phonebook.3. Scroll through the list to find the name and numberyou want to call, and select it to call.Storing Speed Dial EntriesStore up to 20 numbers for quick dialing. Use the selector knob to make and enter selections.1. Press the Phone button.2. Select Phone Setup.3. Select Speed Dial, then select Add New.4. Select an entry method.5. If desired, you can create a voice tag for the number. Follow the prompts.Using Speed DialMake calls quickly using stored speed dial entries. Use the selector knob to make and enter selections.1. Press the Phone button.2. Select Speed Dial.3. Scroll through the list to find the entry you want tocall, and select it to call.Speed dial entries with stored voice tags can be called using the Talk button. Press the Talk button and follow the prompts.。
Straightforward and Deep Effects of Wireless Handheld Devices for Teaching and Learning in University SettingsEd Dieterle and Chris DedeHarvard UniversityABSTRACTThis paper presents findings from the two year Handheld Devices for Ubiquitous Learning project that integrated wireless handheld devices (WHDs) into eight diverse graduate courses. Through the analysis of the data and relevant research literature, we inductively developed a theoretical framework for understanding and situating the affordances of WHDs for learning and teaching.TABLE OF CONTENTS INTRODUCTION (1)THEORETICAL FRAMEWORK (1)Proliferating Wireless Handheld Devices (2)Society’s Movement Towards Ubiquitous Computing (3)Media-Based Learning Styles (4)WHDs Facilitate Sophisticated Instructional Designs (6)DATA SOURCES AND EVIDENCE (7)RESEARCH QUESTIONS (8)METHODS (8)FINDINGS (10)WHDs as Communicators (10)WHDs as Construction Kits (11)WHDs as Information Banks (13)WHDs Facilitate Phenomenaria (14)WHDs as Symbol Pads (16)WHDs as Task Managers (17)CONCLUSIONS (18)REFERENCES (19)INTRODUCTIONThe Handheld Devices for Ubiquitous Learning (HDUL) project, funded by Harvard’s Provost and under the guidance of Professor Chris Dede, sought to determine how wireless handheld devices (WHDs) –– which include, but are not limited to, cellphones, personal digital assistants, and handheld gaming devices –– could enhance learning and teaching in university settings. During the 2003–2004 and 2004–2005 academic years, HDUL successfully integrated WHDs into eight diverse courses at the Harvard Graduate School of Education (HGSE) and the Harvard Extension School (HES). Interpretation of the data collected from HDUL implementations led us to inductively develop a theoretical framework for understanding and articulating the affordances of WHDs in support of learning and teaching. This paper presents an analysis of this framework through the data collected in the HDUL project and examination of relevant research literature. The results of this analysis provides usable knowledge for educators, designers, and researchers interested in better understanding the psychosocial potentials and limitations, problems, and possibilities of integrating WHDs into educational environments. An interesting finding of this work is the differentiation of WHDs producing both straightforward effects (i.e., streamliners – mechanisms that actively improve the efficiency of a process or action) and deep effects (i.e., enablers – mechanisms that make an action or process possible that before or otherwise would be impractical or impossible to carry out). The sections that follow make plain and comprehensible the theoretical framework, the educational importance of the study, data sources and evidence, research questions, research methods, and findings of this analytic study.THEORETICAL FRAMEWORKNascent handhelds introduced in the late 1980s and early 1990s (e.g., Apple’s Newton; Nintendo’s Game Boy) have evolved considerably, gaining sophisticated computational andconnectivity capabilities, morphing into smart phones, PDA-phone hybrids, and next generation handheld gaming devices (e.g., Sony’s Playstation Portable). More important than technical advancements are four complementary trends advancing WHDs as interesting tools to study (Dieterle, 2005a; Dieterle & Dede, forthcoming; Dieterle, Dede, & Schrier, forthcoming): (a) the proliferation of WHDs, (b) society’s movement towards ubiquitous computing, (c) WHDs fostering media-based learning styles, and (d) WHDs facilitating sophisticated instructional designs based on situated and distributed perspectives on learning.Proliferating Wireless Handheld DevicesAccess and ownership of WHDs is increasing among all demographics and cultures throughout the world, especially among adolescents and young adults (Rheingold, 2002; Roberts, Foehr, & Rideout, 2005). A recent report, Wireless Industry Indices: 1985 – 2005, issued by the Cellular Telecommunications Industry Association (2005), illustrates this trend clearly and comprehensively with cellular telephones, one of the first and most pervasive wireless handheld devices. In June 1985, the United States accounted for an estimated 200,000 wireless subscribers. In ten years time, the number of subscribers increased to just over 28 million. In June 2005, wireless subscriptions rose to just under 195 million; described another way, approximately 6 in 10 U.S. citizens holds a cellular telephone subscription.Similar growth trends in cellular telephony are taking place globally and, in some instances, more intensively than in the U.S. In Italy, the United Kingdom, and Taiwan, for example, the ratio of activated cellphones to residents is greater than one-to-one (International Telecommunication Union [ITU], 2005). Globally, the number of mobile phones surpassed 2 billion in mid 2005 (ITU, 2005).Among U.S. teens, as Lenhart, Madden, and Hitlin (2005) have found, almost half (45%) report owning a cell phone, with a greater percentage of older teens owning a phone (nearly 3 in 5 teens aged 15-17) than younger teens (nearly 1 in 3 teens aged 12-14). In terms of owning at least one personal media device, such as a cell phone, desktop, laptop, and handheld computer, more than 4 out of 5 teenagers (84%) report owning at least one such device (Lenhart et al., 2005), and more than half (55%) own at least one handheld gaming device (Roberts et al., 2005).Based on these tendencies, students and instructors are increasingly likely to own one or more WHD –– often for reasons other than education –– and to bring devices to class and into the field. Because of the pervasiveness of WHDs, it is critical for educators and learners to understand the strengths and limits of WHDs as objects with which to think and learn; a focus of this paper and the work it recounts.Society’s Movement Towards Ubiquitous ComputingUbiquitous computing provides dynamic, temporal, and contextually specific tools and media in which computers are no longer perceptually foregrounded, instead participating seamlessly and almost unnoticed as an integral part of our daily activities. As powerful computational devices such as WHDs pervade our physical surround on a variety of scales, users obtain ever-present connectivity and access to capture, process, send, and receive information through multiple devices anytime and anywhere. Recent research on the ubiquitous computing interface has lead to ambient technology systems that support elders care networks (Consolvo, Roessler, & Shelton, 2004); objects, such as chemical carboys, that assess and make decisions about their environments (Strohbach, Gellersen, Kortuem, & Kray, 2004); and noninvasive WHDs that coordinate destination and geospatial information to support navigation through public transportation systems (Patterson et al., 2004). Hardware, networking, and human-computerinteraction innovations challenge the engineering and computer science disciplines (Satyanarayanan, 2001), but the primary implementation barriers for new learning devices are neither technical nor economic, but psychological, organizational, political, and cultural (Dede, 2001). As Norman (1993) cautions, new technologies may streamline process, but before they are introduced and studied in practice “it isn’t always obvious just which parts are critical to the social, distributed nature of the task, which are irrelevant or detrimental. Until we understand these aspects better, it is best to be cautious” (p. 145). Thus it is not only the construction of the tool, but its affordances and limits that must be critically examined before, during, and after integrating a tool into a learning environment.Media-Based Learning StylesU.S. teenagers are highly connected to the Internet and have ready access to variety of personal media devices. As described earlier, more than 4 out of 5 U.S. teenagers report owning at least one personal media device (Lenhart et al., 2005) and more than half own a handheld gaming device (Roberts et al., 2005). Nearly 9 in 10 (87%) U.S. teenagers use the Internet, and over half (51%) go online daily (Lenhart et al., 2005). In addition to access and connectivity, the majority of U.S. teenagers use multiple media simultaneously at any given time. As Roberts and colleagues’ (2005) work indicates, more than half of U.S. teenagers report accessing at least one additional medium either “most of the time” or “some of the time” when watching TV (53%), reading (58%), listening to music (63%), and using a computer (65%). In contrast to multitasking, “the proportion of kids who say they ‘never’ use other media in response to these questions ranges from a low of 12% when listening to music to a high of 19% when watching TV” (p. 36).More interesting to educators, however, is what kids are doing once they get online. Among U.S. teenagers that go online, 4 in 5 (81%) play online games, 3 in 4 (76%) access news, and just under 1 in 3 (31%) seeks out health related information (Lenhart et al., 2005). Besides consuming information, nearly 3 in 5 (57%) U.S. teenagers contribute to the content of the Internet by creating blogs and WebPages; posting original artwork, stories, and photos; and remixing existent content in novel ways (Lenhart & Madden, 2005).Just as the varied modalities for learning –– doing, seeing, and hearing –– influence and shape cognition, so too do individuals naturally move toward the activities they prefer for learning. Whether consciously or otherwise, the majority of U.S. teenagers demonstrate a natural inclination towards consumable and constructible media for a variety of purposes.Learning styles differentiate varying preferred pathways toward knowing and understanding. Many popular learning styles exist, but the three that are widely accepted as standards are (a) sensory-based (e.g., visual, auditory, kinesthetic), (b) personality-based, and (c) aptitude-based, which draws on categorizations such as Gardner’s (1983) multiple intelligences. Trends in the consumption, production, and immersion of media by users of all age has led Dede (2005) to propose new media-based learning styles. Going beyond the characteristics typically attributed to the millennials cohort, Neomillennial Learning Styles (NLS) are based on (a) fluency in multiple media, valuing each for the types of communication, activities, experiences, and expressions it empowers; (b) learning by collectively seeking, sieving, and synthesizing experiences rather than individually locating and absorbing information from a single best source; and (c) active learning based on experience, both real and simulated, that includes frequent opportunities for reflection. Emergent tools such as WHDs (Dieterle et al., forthcoming) and multi-user virtual environments (Clarke & Dede, 2005; Dede, Clarke, Ketelhut, Nelson, &Bowman, 2005) are fostering NLS in students of all ages (Dede, 2005). In the interest of space, this paper will only consider examples related to WHDs.WHDs Facilitate Sophisticated Instructional DesignsWHDs have the potential to enable sophisticated types of instructional designs based on situated and distributed perspectives on learning, which are discussed later in the paper. Recent theories of learning focus on the situated and distributed nature of cognition applied to thinking, learning, and doing in workplace and community settings (Lave & Wenger, 1991; Salomon, 1993; Wenger, 1998). Cognition is seen as situated within both physical and psychosocial contexts and as distributed between a person and the tools he or she is using (National Research Council, 2000; Sternberg & Preiss, 2005).For learning and teaching, WHDs support social interactivity, are contextually sensitive, facilitate cognition distributed between people and tools or contexts, and provide individualized scaffolding (Klopfer, Squire, & Jenkins, 2003). When used in conjunction with constructivist learning principles (Brooks & Brooks, 1993) and guidelines for differentiating instruction (Tomlinson, 1999), handhelds have the potential to change both what and how we teach. Teachers dictating the learning experience are replaced with students following their own trails of interest scaffolded by teachers, peers, and tools for thinking and learning. Students, in turn, engage learning through multiple modalities with varying degrees of complexity, make connections, reformulate ideas, and reach their own conclusions. As Staudt (2005) explains: Teachers will guide student learning experiences and, particularly in ourstandards-based environment, will align learning experiences to meet thosestandards. What the new technology [of WHDs] allows is for students to meetthose standards in individual ways, collect personally meaningful data, and use itto gain understanding of a large inquiry process that begins to replicate thethinking and learning process of real work or advanced study. (p. 2)Instead of piecemeal information, students are supplied with conditions for focusing on large ideas while socially constructing deep understandings.Despite the favorable arguments cited above, determining whether WHDs fully realize their potential as tools for teaching and learning in practice is another matter. To begin understanding the impact of WHDs on teaching and learning, the HDUL project and relevant research literature were future analyzed and the results published in this paper.DATA SOURCES AND EVIDENCEParticipants in HDUL included faculty and students from HGSE and HES. In general, the student participants were graduate students in education, many of whom are seasoned teachers and researchers, who did not enroll in more than one class that examined handhelds in a given academic year. Their direct experience with handhelds was limited in duration, so they based their comments and reflections on their expertise as educators and researchers in general. Course subjects include distributed learning, math methods, online learning, qualitative methods and interviewing, science methods, teaching with emerging technologies, team learning, and technology and assessment. Class sizes, in general, varied from approximately 20 to 50 students.Seeking to maximize both students and professors’ experiences, the HDUL team strove to guarantee that participants: (a) had appropriate opportunity to use the handhelds; (b) recognized and comprehended the capabilities of the devices (Dieterle, 2005b, 2005c); and (c) through authentic tasks and activities, were motivated to take advantage of the device’s affordances. Based on individual experiences in relation to the assigned task (e.g., using WHDs in the field to collect survey information from participants), students spent a subsequent class ina facilitated discussion about student and faculty perceptions of the strengths and limits of handheld computers for learning, teaching, and researching in that subject area. Data collected from these sessions include transcripts and field notes, following Maxwell’s (1996) qualitative design principles. Participants’ direct experience with handhelds was limited in duration, so they based their comments and reflections upon their expertise as educators and researchers in general. While the majority of the implementations and integration during the 2003–2004 academic year were structured innovations into courses, the 2004–2005 academic year emphasized and supported individual students who wished to drill deeply into an aspect of learning with handhelds. Data from this latter research includes students’ final papers and projects.RESEARCH QUESTIONS1.To what extent, if at all, can WHDs function within learning environments ascommunicators, construction kits, information banks, phenomenaria, symbol pads andtask managers (based upon Perkins, 1991)?2.To what extent, if at all, can WHDs function within learning environments to producestraightforward effects?3.To what extent, if at all, can WHDs function within learning environments to producedeep effects?METHODSOngoing analysis of the data collected from the HDUL project and relevant research literature produced a grounded theory (Strauss & Corbin, 1998) justifying the importance for studying WHDs as tools for thinking and learning, as described earlier. For the current analysis, HDULdata and relevant research literature were categorized with six etic codes (based on Perkins, 1991). Explanations and descriptions of each category follow.municators – tools for communicating information from one person to others in variousformats utilizing a range of media. Examples of communicators include email, essays, instant messengers, letters, and video conferencing tools.2.Construction Kits – sets of prefabricated parts or tools designed for specified purposes andactions; as in Lego/LOGO (Resnick & Ocko, 1991), LOGO (Papert, 1980), Magnetic Poetry, molecular modeling kits, probeware, and Tinker Toys.rmation Banks – collections of data arranged for ease and speed of search and retrieval;used as a source of explicit information about topics; as in atlases, databases, encyclopedias, and textbooks.4.Phenomenaria – mechanisms that simulate phenomena or environments while supporting themanipulation of variables for the purposes of critical observation and research; as in aquaria, planetaria, terraria, GenScope (Hickey, Kindfield, Horwitz, & Christie, 2003), and River City (Ketelhut, Dede, Clarke, Nelson, & Bowman, forthcoming).5.Symbol Pads – surfaces designed and utilized for the construction and manipulation ofsymbols. Examples of symbol pads include chalkboards, paper and pencil, spreadsheetsoftware, and word processors.6.Task Managers – various elements within the learning environment that define, scaffold, andprovide feedback on the work undertaken or attempted by learners; as in classroom teachers, cooperative learning group leaders, Geometry Tutor (Anderson, Corbett, Koedinger, &Pelletier, 1995), and Knowledge Forum (Scardamalia, 2002).Case studies were developed for each code following Yin’s (2003) methods for embedded case study design. Analyses of the constructed case studies led to two additional categories (Strauss & Corbin, 1998) that differentiate the affects of WHDs in learning environments.1.Straightforward effects are the qualities and capabilities utilized by users when initiallypresented with an innovation or artifact and support surface changes in process and activity (based on Perkins, 1985). Here we have characterized straightforward effects as“streamliners” –– mechanisms that actively improve the efficiency of a process or action. 2.Deep effects encapsulate how an artifact significantly affects cognition, social interactions,and the qualities distinctive to individuals (based on Perkins, 1985). Here we havecharacterized deep effects as “enablers” –– mechanisms that make an action or processpossible when before or otherwise would be impractical or impossible to carry out.FINDINGSAs described earlier, etic codes were used in this study to categorize uses of WHDs as communicators, construction kits, information banks, phenomenaria, symbol pads, and task managers. The resulting syntheses are case studies for each category with discussion of their straightforward and deep effects when applicable.WHDs as CommunicatorsCommunicators –– as in email, essays, instant messengers, letters, and video conferencing tools –– are tools for communicating information from one person to others in various formats utilizing a range of media. As discussed earlier, emergent WHDs hybridize the affordances of personal information managers, telephony, wireless Internet connectivity, and global positioning systems (GPS) into mobile, wearable devices designed to accompany users as they engage in everyday activities in the real world. Through the convergence of functionality, WHDs serve ascommunicators through multiple media (i.e., audio, pictures, video), connecting users to other users both face to face and over distance.Participants in a qualitative methods and interviewing course observed and discussed the potentials of WHDs as interviewing tools. WHDs can digitally record and store audio and image files. On synchronization with a desktop or laptop computer, files automatically transfer from the device to the computer. Used as communicators, WHDs enable researchers to both capture and present digital files (e.g., photographs, images, audio, and video) when meeting with subjects. Beyond the work uncovered in the HDUL implementation, Spinuzzi (2003) has shown that handhelds “lessen the amount of work and equipment needed to collect and analyze observational data.” These two examples demonstrate straightforward effect of WHDs as communicators, in which the mechanisms for interviewing and observing are actively improved by making the procedures more efficient.An example of a deep effect of WHDs as communicators is their influence on micro-coordination of activities (Ling & Haddon, 2003; Rheingold, 2002). Instead of premeditated coordination of events and plans, users of WHDs have the ability to establish or alter plans in action. Moreover, users of WHDs no longer need to know where the parties they wish to communicate are located in order to get in touch with them.WHDs as Construction KitsConstruction kits –– as in Lego/LOGO, LOGO, Magnetic Poetry, molecular modeling kits, probeware, and Tinker Toys –– are sets of prefabricated parts or tools designed for specified purposes and actions. Participants in a science methods class explored the use of WHDs in science using Data Harvest’s (2005) probeware to collect and analyze data in real time. The session began with participants viewing and discussing the Center for Highly InteractiveComputing in Education’s “Air Quality Experiment” (2001a) and “Stories from the Classroom” (2001b). Next, participants explored and discussed various examples of probeware (e.g., temperature probe), the benefits of probeware for teaching and learning science (Staudt, 2001; Thornton, 1999), and a software interface for processing information.As a second example, the University of North Carolina Wilmington’s Project Numina is exploring the use of WHDs for teaching college-level science and mathematics, including such construction kit applications as Armchair Applications’ (2002) Pocket Oscillator, Display Research Laboratory’s (2003) HandDee Spectrum Analyzer, and Hypercube Incorporated’s (2003) Pocket HyperChem as shown in figure 1.Figure 1. Screen captures of various handheld construction kit applicationsCollectively, HDUL and Project Numina’s use of WHDs as construction kits supports the visualization of difficult to understand concepts ranging from temperature change to molecular modeling. Whereas access is a prerequisite to use, pervasive access to such tools guarantees neither use nor understanding. As Perkins (1993) warns of the fingertip effect, left on their own, novices will not necessarily understand or be sufficiently motivated to take advantage of the functionality of a tool to the same extent as experts.WHDs as Information BanksInformation banks –– as in atlases, databases, encyclopedias, and textbooks –– are collections of data arranged for ease and speed of search and retrieval; used as a source of explicit information about topics. Within the HDUL study, we did not have an opportunity to study WHDs as information banks directly. Nonetheless, many studies in the medical education community do examine WHDs as information banks. In a recent controlled study, for example, a treatment group of first-year residents received WHDs while enrolled in an evidence-based medicine (EBM) course (Grad et al., 2005). Installed on students’ WHDs were clinical decision support systems (CDSS) and clinical information in retrieval technologies (CIRT). CDSS operate by users inputting patient data, and the system retrieving and returning a prediction of the course of a disease and various risk levels. CIRT, on the other hand, “includes databases on information about diseases, therapies, and interpretations of diagnostic test, potentially applicable to decisions about multiple patients” (pp. 734-735). Both categories of applications clearly meet the criteria of databanks.As part of the experimental design, students in the study were adequately trained on how and when to use the software. After control and experimental students had completed their prescribed medical clerkships, both groups of students completed validated paper-based knowledge assessments. Students from the treatment group performed no better than their peers in the control group who received neither a WHD nor the EBM course. Not surprisingly, when students in the treatment group were allowed to repeat the test with their WHD, their results improved. The common measure given to both control and treatment groups measured the effects from the technology, which are generally limited in the short term, and the retest of the treatmentgroup with WHDs measured the effects with the technology. Salomon and Perkins (2005) capture the phenomena thusly:effects with technology, amplifications of cognitive capability as the technology isused; effects of, residual effects without the technology that is due to substantialexperience with it; and effect through, effects largely with the technology that gobeyond simply enhancement to a fundamental reorganization of the cognitiveactivity in question. (p. 84)An emergent and important question for educators in all professions is whether they want to measure what students have learned from the technology or if they want to measure what students are capable of doing with access to the technology (Perkins, 1993).WHDs Facilitate PhenomenariaPhenomenaria –– as in aquaria, planetaria, terraria, GenScope, and River City–– are mechanisms that simulate phenomena or environments while supporting the manipulation of variables for the purposes of critical observation and research. Participatory simulations, a variant of phenomenaria, facilitate individual participation within groups of students studying simulated real-world phenomena in constrained learning environments.For example, through HDUL, participants in a distributed learning course used WHDs and MIT’s (2005) Virus to investigate the spread of infectious disease. At the onset of the simulation, everyone begins healthy, and participants are told little more than to meet with as many people in the game as possible without getting sick. Participants “meet” one another by beaming small packets of information to one another through the IR port of their WHD. The Virus application keeps track of whom an individual has met. As the game proceeds and participants meet with one another, seemingly random people become sick. The round endswhen nearly everyone is sick. Afterward, group members come together, guided by a facilitator, to discuss their experiences and to propose explanations of how people became sick. Once the group comes to a consensus on a testable hypothesis, the next round begins. This process continues until the group discovers the underlying principles governing the simulation, which include (a) that one participant initially infects others, who in turn pass on the infection and (b) that a genetic characteristic gives a few participants immunity to the infection.In the previous year, students enrolled in the same distributed learning course completed Environmental Detectives (Klopfer et al., 2003). Working in groups, participants role-play as environmental scientists investigating a toxic spill on the MIT campus. As students explore the augmented environment, their WHD alerts them to virtual characters they can interview and site-specific data in order to determine whether the spill has contaminated ground and surface water. After collecting field data, students analyze their data in order to provide an informed decision to the president of the university.HDUL participants enjoyed the learning environment constructed during Virus and Environmental Detectives. During the discussion of the simulations, participants noted that the primary purpose of the WHD was to facilitate learning and provide information that would otherwise be impossible to collect or demonstrate –– an illustration of a deep effect of WHDs facilitating phenomenaria. Instead of piecemeal information, the participatory simulations allowed participants to focus on large ideas while socially constructing deep understandings. Through the constructivist discussion sessions that followed both simulations, participants were empowered to follow trails of interest, make connections, reformulate ideas, and reach conclusions. Participants noted that variations among conclusions did not suggest that one participant was right while another was wrong. Instead, participatory simulations provide a。