計算機多(duo)(duo)(duo)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)應用(yong)(yong)(yong)(yong)(yong)(yong)廣泛存在(zai)于生(sheng)產生(sheng)活(huo)的(de)(de)各個方面(mian)。目前多(duo)(duo)(duo)以(yi)(yi)(yi)(yi)(yi)鼠標(biao)、鍵盤(pan)等(deng)(deng)傳(chuan)統(tong)(tong)的(de)(de)輸入(ru)(ru)設(she)備(bei)作(zuo)為人機交(jiao)(jiao)(jiao)互(hu)(hu)的(de)(de)媒(mei)(mei)(mei)介。隨著體(ti)(ti)(ti)(ti)(ti)感裝(zhuang)置(zhi)在(zai)應用(yong)(yong)(yong)(yong)(yong)(yong)領(ling)域(yu)的(de)(de)不斷推廣，由于其新(xin)穎的(de)(de)交(jiao)(jiao)(jiao)互(hu)(hu)模(mo)(mo)式，開(kai)(kai)關柜檢(jian)修體(ti)(ti)(ti)(ti)(ti)感哪家(jia)好(hao)，各類(lei)(lei)多(duo)(duo)(duo)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)應用(yong)(yong)(yong)(yong)(yong)(yong)也在(zai)不斷與(yu)體(ti)(ti)(ti)(ti)(ti)感類(lei)(lei)交(jiao)(jiao)(jiao)互(hu)(hu)裝(zhuang)置(zhi)進(jin)行(xing)融(rong)合。 由于體(ti)(ti)(ti)(ti)(ti)感裝(zhuang)置(zhi)不同于傳(chuan)統(tong)(tong)的(de)(de)鼠標(biao)等(deng)(deng)輸入(ru)(ru)裝(zhuang)置(zhi)，需要定(ding)義新(xin)的(de)(de)人機交(jiao)(jiao)(jiao)互(hu)(hu)模(mo)(mo)式，在(zai)與(yu)多(duo)(duo)(duo)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)類(lei)(lei)應用(yong)(yong)(yong)(yong)(yong)(yong)融(rong)合的(de)(de)過程(cheng)中，就(jiu)面(mian)臨如(ru)(ru)下(xia)問(wen)題： 如(ru)(ru)何(he)對(dui)(dui)已有的(de)(de)應用(yong)(yong)(yong)(yong)(yong)(yong)加入(ru)(ru)體(ti)(ti)(ti)(ti)(ti)感支(zhi)(zhi)持； 如(ru)(ru)何(he)利用(yong)(yong)(yong)(yong)(yong)(yong)體(ti)(ti)(ti)(ti)(ti)感設(she)備(bei)對(dui)(dui)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)源進(jin)行(xing)有效控(kong)制； 如(ru)(ru)何(he)提供(gong)統(tong)(tong)一的(de)(de)上層支(zhi)(zhi)持接口，同時如(ru)(ru)何(he)兼容未來可(ke)能推出的(de)(de)體(ti)(ti)(ti)(ti)(ti)感設(she)備(bei)。體(ti)(ti)(ti)(ti)(ti)感設(she)備(bei)特征與(yu)傳(chuan)統(tong)(tong)多(duo)(duo)(duo)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)應用(yong)(yong)(yong)(yong)(yong)(yong)模(mo)(mo)式的(de)(de)基礎上，以(yi)(yi)(yi)(yi)(yi)預定(ding)義動作(zuo)手勢(shi)識(shi)別為交(jiao)(jiao)(jiao)互(hu)(hu)基礎，提出了可(ke)以(yi)(yi)(yi)(yi)(yi)兼容現有多(duo)(duo)(duo)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)應用(yong)(yong)(yong)(yong)(yong)(yong)，開(kai)(kai)關柜檢(jian)修體(ti)(ti)(ti)(ti)(ti)感電話多(duo)(duo)(duo)少(shao)，同時能夠(gou)支(zhi)(zhi)持多(duo)(duo)(duo)種體(ti)(ti)(ti)(ti)(ti)感設(she)備(bei)的(de)(de)多(duo)(duo)(duo)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)應用(yong)(yong)(yong)(yong)(yong)(yong)框(kuang)架。 基于體(ti)(ti)(ti)(ti)(ti)感設(she)備(bei)多(duo)(duo)(duo)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)應用(yong)(yong)(yong)(yong)(yong)(yong)框(kuang)架以(yi)(yi)(yi)(yi)(yi)程(cheng)序開(kai)(kai)發(fa)庫的(de)(de)形(xing)式進(jin)行(xing)發(fa)布(bu)，演示系(xi)統(tong)(tong)除了可(ke)以(yi)(yi)(yi)(yi)(yi)利用(yong)(yong)(yong)(yong)(yong)(yong)傳(chuan)統(tong)(tong)的(de)(de)鼠標(biao)、鍵盤(pan)進(jin)行(xing)交(jiao)(jiao)(jiao)互(hu)(hu)外，重點驗證了多(duo)(duo)(duo)媒(mei)(mei)(mei)體(ti)(ti)(ti)(ti)(ti)應用(yong)(yong)(yong)(yong)(yong)(yong)的(de)(de)可(ke)用(yong)(yong)(yong)(yong)(yong)(yong)性。

安(an)(an)全教育是(shi)(shi)普及安(an)(an)全知識、提高職工(gong)安(an)(an)全意識、掌握安(an)(an)全操(cao)作規程和(he)技能、消除不安(an)(an)全行為的(de)一(yi)種(zhong)有(you)效途徑，是(shi)(shi)提高企業員工(gong)安(an)(an)全素質、保(bao)證安(an)(an)全生產(chan)的(de)重(zhong)要手(shou)段，是(shi)(shi)安(an)(an)全管理的(de)一(yi)項重(zhong)要內容。安(an)(an)全體(ti)感(gan)(gan)培(pei)訓是(shi)(shi)一(yi)種(zhong)體(ti)驗式安(an)(an)全教育方(fang)法。通過(guo)模擬(ni)觸(chu)電(dian)、高空墜(zhui)落(luo)、物體(ti)打擊(ji)、機械擠壓等安(an)(an)全事故的(de)發生，錦州開關柜(ju)檢(jian)修體(ti)感(gan)(gan)，讓(rang)培(pei)訓者在(zai)觀看、參與(yu)、體(ti)驗的(de)過(guo)程中(zhong)，有(you)效地把“聽(ting)、看、做(zuo)”思維與(yu)行動(dong)結合在(zai)一(yi)起，使其對(dui)安(an)(an)全事故的(de)危險性(xing)和(he)引發的(de)后果有(you)更深入的(de)了解，從(cong)感(gan)(gan)性(xing)上觸(chu)動(dong)對(dui)安(an)(an)全重(zhong)要性(xing)的(de)認識。

安全體感訓練場

進入(ru)體(ti)(ti)感(gan)(gan)訓(xun)(xun)練現(xian)場(chang)，開關柜檢(jian)修體(ti)(ti)感(gan)(gan)選哪家，首先傾聽老(lao)師(shi)的(de)(de)(de)(de)講解，對事(shi)故(gu)(gu)(gu)的(de)(de)(de)(de)分(fen)類、概念(nian)上理解、影響事(shi)故(gu)(gu)(gu)發生(sheng)(sheng)的(de)(de)(de)(de)因素、事(shi)故(gu)(gu)(gu)發生(sheng)(sheng)造成的(de)(de)(de)(de)后(hou)果(guo)、事(shi)故(gu)(gu)(gu)發生(sheng)(sheng)的(de)(de)(de)(de)防范和應(ying)急措施，對這些(xie)有清晰(xi)的(de)(de)(de)(de)認識，然后(hou)大家分(fen)組開始(shi)模擬體(ti)(ti)感(gan)(gan)項目，有老(lao)師(shi)帶領、指揮我們學員(yuan)對體(ti)(ti)感(gan)(gan)項目進行操作(zuo)，真實體(ti)(ti)驗(yan)高處墜落、機械(xie)傷害(hai)、物體(ti)(ti)打擊、煤氣、觸電等事(shi)故(gu)(gu)(gu)的(de)(de)(de)(de)發生(sheng)(sheng)，讓我們受訓(xun)(xun)者在觀(guan)看(kan)、參與、體(ti)(ti)驗(yan)的(de)(de)(de)(de)過程(cheng)中，有效地(di)把“聽、看(kan)、做”思維(wei)與行動(dong)結合在一起，深(shen)入(ru)了解安(an)(an)(an)全事(shi)故(gu)(gu)(gu)的(de)(de)(de)(de)危害(hai)性和引發的(de)(de)(de)(de)后(hou)果(guo)，從感(gan)(gan)性上加深(shen)對安(an)(an)(an)全重(zhong)要(yao)性的(de)(de)(de)(de)認識，提高我們的(de)(de)(de)(de)安(an)(an)(an)全技(ji)能，有效地(di)減少生(sheng)(sheng)產現(xian)場(chang)的(de)(de)(de)(de)安(an)(an)(an)全事(shi)故(gu)(gu)(gu)。