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That's an inspirational and uplifting way of looking at it. I still sometimes wish that all the stuff that happened to me hadn't happened. But now it has, the only way is forward.ReplyDelete
I've been very fortunate to date (ok, not quite private school fortunate). Your outlook on life is pretty much what you make it, your days should be cherished either way. I say, love the highs, not because of the lows but despite them!ReplyDelete
Great post, it's nice to read more from you more often.
- filipina16/04/2008, 18:19
i believe people are better and more equipped to face the world beyond the comfort zone if they are made of stories of struggles and difficulties. i feel lucky and blessed to belong to a complete and relatively well-off family but seated beside a colleague who's been thru a lot, i feel like i haven't really been thru life.ReplyDelete
that's just what i think. josh is right, your outlook on life is pretty much what you make it, but you really can't make much out of anything that's already there laid out in front of you.
Great thought ma'am; you've touched upon a universal truth. But when you say 'if we survive the trials we face', you mean a lot. Few people can pass the tests that adversity takes or resist the temptations that the dark world advances. Most people succumb to situations; only a very few surmount every obstacle with patience and perseverance. They LIVE, as you said; not simply take breath.ReplyDelete
Kamal, Delhi, India
- Anonymous18/04/2008, 22:39
As someone who's suffered from serious mental illness, I can stay that sometimes I'd like to go back to a time when I was more normal and sometimes the old adage ("What doesn't kill us makes us stronger") isn't completely true.ReplyDelete
I agree though, that when something good happens I cherish it all the more, only because these occurances happen so rarely to me nowadays.
Whether I'd like a life free of hardship or the one I've got now, it's hard to say but as someone's yet to invent a time machine, I accept what I have and carry on..
Thank you all for your thoughtful and touching responses.ReplyDelete
I think the adversities we face can (and often do) have far-reaching consequences but, while it may be easier said than done, operating a 'no regrets' policy always helps.
I happen to believe that things happen for a reason. For those who believe that things happen randomly and that when something crap happens, it just means that something crap has happened, I hope they find the strength to get through the crap, accept and learn to like who they are and understand that eveything they experience adds something to their character.
Right, I think that's enough philosophy for one night...
I think you are probably right but it doesn't feel like it when you're going through the lowest of the lows, though. And it's hard to imagine what someone could say to make it better.ReplyDelete
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This chapter describes elements that you can use to format your text. It also explains how to include graphics and how to create hyperlinks to other help topics. Examples shown in this chapter use shorthand markup.
A help topic is a unit of information identified with a unique ID. Help topics are grouped into a logical framework that best describes the product you are writing online help for.
Each topic you write should have an element (or tag) that marks the start of the topic:
<element id=id> Help Topic's Title The body of the topic
Where element is one of the following: chapter, s1, s2, ..., s9. The body of the topic may begin on any line after the title.
The topic's position within the topic hierarchy is determined by the element used to start the topic and by the element used to start the immediately preceding topic. For example, a topic that starts with <s2> and immediately follows a topic that starts with <s1> makes the <s2> topic a subtopic of the <s1> topic.
The id is required if the topic is to be accessed either from the application (if you are writing application help) or from a hyperlink.
The help topic title can be any string. If the title string occupies more than one line in your source file, end all but the last line with an & (ampersand). To force a line break at a particular place within the title, use a \ (backslash) character.
The following line marks the start of a topic using the <s1> tag:
<s1 id=welcome>Welcome to My Application
To force the title to be displayed on two lines, you use a \(backslash) like this:
<s1 id=welcome> Welcome to \ My Application
Chapter 2, Organizing and Writing a Help Volume, describes the general structure of a help volume, including how to create a topic hierarchy.
Within the body of a help topic, you have the following elements to choose from to organize and present your information:
Paragraphs are used for bodies of text.
Lists are used for itemized information. There are several types of lists including bulleted, ordered (numbered), and plain.
Subheadings are used to partition sections within a topic.
Graphics can be included within your text as inline graphics or displayed between paragraphs as standalone figures.
Hyperlinks provide references to related topics. A hyperlink may lead to a subtopic, deeper in the hierarchy, or branch to a topic in a completely different part of the hierarchy, or even in another help volume.
Computer literals are computer-recognized text, such as file names and variable names, that can be displayed as either separate example listings or inline elements.
Notes, cautions, and warnings call the reader's attention to important information.
Emphasis is used to highlight important words and phrases within paragraph text.
Insert a blank line after the previous paragraph or other element.
Or, use the <p indent> element and parameter if the paragraph is to be indented.
Or, use the <image> element if you want the paragraph to maintain the line breaks that you enter in your source file.
An end tag for <p> is not required. However, the <\image> end tag is required with the <image> element.
Here are two paragraphs, separated by a blank line. Because neither paragraph has any special parameters, the <p> tag does not have to be entered (it is assumed when you enter one or more blank lines):
The Application Builder provides an interactive, graphical environment that facilitates the development of desktop applications. The Application Builder is designed to make it easier for developers to construct applications that integrate well into the desktop. It provides two basic services: assembles Motif objects into the desired application user interface, and generates appropriate calls to the routines that support desktop integration services.
If you want a paragraph indented from the left margin, include the optional indent parameter:
<p indent> An indented paragraph can be used to draw the reader's attention to an idea.
The following paragraph overrides the automatic word wrap in help windows and maintains the line breaks exactly as entered in the source file. The <image> element is especially useful for entering addresses.
<image> Brown and Reed Financial Investors 100 Baltic Place Suite 40 New York, New York <\image>
Use the <list> element as shown:
<list type spacing> * item * item . . . * item <\list>
Where type indicates the type of list you want: bullet (default), order, or plain; and spacing is loose (default) or tight. Each item in the list is marked with an * (asterisk).
Here's a simple list. Because the type isn't specified, it defaults to a bulleted list. Because spacing isn't specified, it defaults to loose, which leaves a blank line between each item.
<list> * Creating a Mail Message * Sending a Message * Reading Your Mail <\list>
The online format of the preceding markup is:
To format the same list with numbers and reduced spacing between items, use:
<list order tight> * Creating a Mail Message * Sending a Message * Reading Your Mail <\list>
The output is:
A lablist is a two column list with optional column headings.
To create a labeled list without headings, use the <lablist> element as shown:
<lablist spacing> \ label 1\ item 1 text \ label 2\ item 2 text . . . \ label N\ item N text <\lablist>
Where spacing is loose (default) or tight.
Here's a list of labeled chapter descriptions. The optional label headings are not provided.
<lablist tight> \Chapter 1\ An Overview of the System \Chapter 2\ Installing the Operating System \Chapter 3\ Configuring the Desktop \Appendix A\ System Commands Quick Reference <\lablist>
The output is:
<lablist spacing> <labheads> \ heading for labels \ heading for items \ label 1\ item 1 text \ label 2\ item 2 text . . . \ label N\ item N text <\lablist>
This markup:
<lablist> <labheads>\Key \Action \Previous\ Scroll to previous page \Next\ Scroll to next page \First\ Go to first page in document \Last\ Go to last page in document <\lablist>
produces this output:
"<list> " summarizes the use of the <list> element.
"<lablist> " summarizes the use of the <lablist>.
For medium headings (slightly smaller than the topic title), use the following markup:
<otherhead> Heading
Or, for small headings, use the following markup:
<procedure> Heading
Subheadings add structure within a topic, but they do not appear in the list of topics in the topic tree.
Here, the <procedure> element is used to add a small heading before each list.
<procedure>Keyboard <list order> * Use the Tab and direction keys to move the highlight to the icon you want to select. * Press Return or Spacebar. <\list> <procedure>Mouse <list bullet> * Click the icon. <\list>This markup creates this output:
For computer listings that do not contain any special character sequences that will be interpreted as HelpTag markup, use the <ex> (example) element as shown:
<ex size> Computer text here. <\ex>
For computer listings that contain special character sequences used by HelpTag, use the <vex> (verbatim example) element as shown:
<vex size> Computer text here. <\vex>
The optional size attribute, which determines the size of the font used to display the example, can be specified as smaller or smallest.
Here the <ex> element is used to represent a directory listing in a terminal window.
In this tutorial, you will edit these graphics files: <ex> H_ActionIcons.xwd H_HelpWindows.xwd H_AppHelp.xwd H_Hyperlinks.xwd H_Canonical.xwd H_Icons.xwd H_FrontPanel.xwd H_InlineGraphic.xwd <\ex>
The markup produces this output:
Line breaks appear where you enter them in your source file. If the example is too wide for the help window, a horizontal scroll bar appears so the user can scroll to see all the example text.
Include the <note>, <caution>, or <warning> element as follows:
<note> Body of note here. <\note> <caution> Body of caution here. <\caution> <warning> Body of warning here. <\warning>
To associate an icon with the note, caution, or warning element, define a file entity that identifies the graphics file containing the icon. Use one of the predefined entity names:
<!ENTITY NoteElementDefaultIconFile FILE "filename">
<!ENTITY CautionElementDefaultIconFile FILE "filename">
<!ENTITY WarningElementDefaultIconFile FILE "filename">
If you do not want icons with notes, cautions, or warnings, don't declare the corresponding entities. (Remember, all entity declarations must come before any other markup at the beginning of your help volume.) If you include such an entity reference, be sure the graphics file is in your HelpTag search path (helptag.opt).
Names of the default icons used by the Help System for note, caution, and warning elements are specified in the following entities.
<!ENTITY NoteElementDefaultIconFile FILE "noteicon.pm">
<!ENTITY CautionElementDefaultIconFile FILE "cauticon.pm">
<!ENTITY WarningElementDefaultIconFile FILE "warnicon.pm">
These default icons are located in the /usr/dt/dthelp/dthelptag/icons directory.
If you create your own icon images for notes, cautions, and warnings, be sure to keep them small so they will fit into the area allotted. Also, the graphic images must be in your HelpTag search path, which is specified in your helptag.opt file.
The following markup for a note, warning, and caution produces the output shown in Figure 3-1.
<note> Before installing your application, complete the options checklist to determine the amount of disk space required. <\note> <warning> This product is highly acidic and can cause skin irritation. Wearing protective gloves is mandatory when applying this product. <\warning> <caution> Do not place your fingers near the parrot cage! <\caution>
"To Create a Run-Time Help Volume" describes using a helptag.opt file.
Inline elements are used to mark words or phrases within a paragraph of text. These elements affect the font used to format particular items.
Use the <emph> element (emphasis) as shown:
<emph> text <\emph>
!! text !!
Emphasized text is displayed using an italic font.
Here's how you might emphasize an important word:
A thousand times <emph>no<\emph>
Or, using the shorthand form:
A thousand times !!no!!
In both cases, the word "no" is displayed in italics.
Use the <book> element as shown:
<book> title <\book>
Or, use the short form:
book| title |
Book titles are displayed using an italic font.
Here's how you would enter the title of this guide:
<book|The Help System Author's and Programmer's Guide|
Use the <term> element as shown:
<term nogloss> bold text <\term>
Or, use the shorthand form:
<term nogloss |bold text |
The <term> element is used to create a glossary entry. However, by adding the nogloss parameter, the text is displayed in a bold font without being added to the glossary.
Use the <computer> element as shown:
<computer> text <\computer>
`` text ''
Computer text is useful for identifying a file name. Here the helptag.opt file name is tagged using shorthand markup. The file name will be displayed in computer text.
This markup:
Add the search path to your "helptag.opt" file.
produces this output:
Add the search path to your helptag.opt file.
Use the <var> element (variable) as shown:
<var> text <\var>
Or, use the short form:
<var |text |
%% text %%
Variables are displayed using an italic font.
This command-line syntax uses a variable to show that the user supplies a file name.
dtpad %%filename%%
It produces this output:
dtpad filename
Variables can appear within computer text or computer example listings. This example specifies volume as a variable part of a file name:
The HelpTag software takes your "%%volume%%.htg" file as input.
It produces:
The HelpTag software takes your volume.htg file as input.
In both of these examples, the %% pairs could have been entered with the long form (<var>...<\var>) or the short form (<var|...|).
A hyperlink references a specific topic or location in a help volume. This requires that the element you want to reference is given a unique ID. These HelpTag elements can be assigned IDs: <chapter>, <s1...s9>, <location>, <p>, <image>, <figure>, and <graphic>.
Help supports five types of hyperlinks:
Hypertext links "jump" to another help topic. By default the new topic is displayed in the same window, but you may request that the new topic be displayed in a new window.
Definition links display a topic in a simple pop-up help window. Most frequently, definition links are used to access the definition of a new term or phrase used within a sentence.
Man page links display any man page installed on the system.
Execution links execute a shell command or program. This greatly expands the possibilities for what happens when the user activates a hyperlink.
Application-defined links create custom links that the application interprets. This provides facilities for communication between the Help System and the application.
To create a hyperlink to an element, you include its ID in a hyperlink command. HelpTag provides two elements, <xref> and <link>, that can be used to create hyperlinks to an ID. In addition, the <p>, <image>, and <figure> elements can be used to create hyperlinks using a graphic image.
If you are linking to an element with a title, such as a chapter or section, the simplest way to do so is with the <xref> element. When you use <xref> to create a link, you specify the ID of the topic that you want to link to. The title of the topic is inserted in place of the <xref> element and becomes the active hyperlink.
Hypertext links created with <xref> display the new topic in the same window. If you desire different behavior by using the other link types, then you must use the <link> element.
Also, you cannot use <xref> to jump to topics that have built-in IDs (such as <hometopic> or <glossary>). To create a hyperlink to any of those elements, you must use the <link> element.
Use the <xref> element as shown:
<xref id>
where id is the ID of the chapter or section that you want to create a link to. Notice that capitalization of the ID is not significant.
Here's an example that creates a link to a section title.
<s1 id=colorpalettes>Desktop Color Palettes . . . To learn how to change the colors used on your desktop, refer to <xref colorpalettes>.
The section title replaces the <xref> element. The title is a hyperlink, designated by an underline. This is how the sentence would appear in a help volume.
You can use either the <xref> or <link> element to create standard hypertext links. However, to use the other types of links listed on "Creating Hyperlinks", you must use the <link> element.
To jump to a topic within the same volume, use the <link> element as shown:
<link id>text<\link>
Where id is an ID declared somewhere in the help volume, and text is the portion of your help text that is underlined to indicate it is an active hyperlink.
Here is the previous example using the <link> element instead of the <xref> element.
<s1 id=colorpalettes>Desktop Color Palettes . . . To learn how to change the colors used on your desktop, refer to <link colorpalettes>Desktop Color Palettes<\link>.
To jump to a topic (within the same volume) that has a predefined ID, use the <link> element as shown:
<link hyperlink="id">text<\link>
All the predefined IDs start with a _ (underscore) character. So this makes it necessary to use the hyperlink= "id" form.
This link jumps to the home topic of the current volume:
Return to <link hyperlink="_hometopic">Introduction<\link>.
To jump to a topic in another help volume:
<link hyperlink="volume id" JumpNewView>text<\link>
If the other volume is registered, the volume parameter is just the base name of the volume file. If the volume is not registered, you must include a complete path name to the volume.
The JumpNewView parameter is recommended for links to other volumes so that users realize they have jumped into another volume. The previous view remains displayed so they can see where they came from.
This link jumps to the home topic of a help volume called GeoMap:
To view a map of the United States, see <link hyperlink="GeoMap _hometopic"> Geography Maps <\link>.
Here's the same link, but it displays the topic in a new window:
To view a map of the United States, see <link hyperlink="GeoMap _hometopic" type=JumpNewView> Geography Maps <\link>.
This link jumps to the topic, DesktopKeyboardNav, in the help volume named Intromgr.
For more information, see <link hyperlink="Intromgr DesktopKeyboardNav">Keyboard Shortcuts for the Desktop<\link>.
If the help volume you are targeting is not registered on the desktop, then you must provide a complete path name to the volume or specify the appropriate search path in your helptag.opt file.
If you are linking to a term in the glossary, use the <term> element as shown:
Or, use the shorthand form:
Whenever you use the <term> element, be sure you include the corresponding definition in the Glossary.
If you are linking to a topic within the same help volume, use the <link> element as shown:
<link id Definition>text<\link>
Where id is a topic ID (or the ID of an element within the topic) and text is the portion of your help text that you want to be the active hyperlink. The Definition keyword specifies that the link should pop-up a quick help dialog box.
Or, if you are linking to a topic in another help volume, use the <link> element as shown:
<link hyperlink="volume id" Definition>text<\link>
If the other volume is registered, the volume parameter is just the base name of the volume file. If the volume is not registered, you must include a complete path name to the volume.
The following link creates a definition link that displays the copyright topic in the meta information:
<link hyperlink="_copyright" type=Definition>Version Information<\link>
The phrase "Version Information" becomes the hyperlink text (dashed underline).
Use the <link> element as shown:
<link manpage Man>text<\link>
To request a man page from a particular section, use the hyperlink parameter like this:
<link hyperlink="section manpage" Man>text<\link>
For man page links, the hyperlink parameter is the same string you would enter if executing the man command in a terminal emulator window.
If you are writing help for an application and you include any man page links, your application must include special support for man pages. See "To Display a Man Page". (The desktop Help Viewer includes support for man page links.)
Here's a link that displays the man page for the grep command:
Refer to the <link grep Man> grep(1)<\link> command.
"Man" is a keyword for the <link> element, so if you want to create a link that displays the man page for the man command, you must use the hyperlink parameter:
Refer to the <link hyperlink="man" Man>man(1)<\link> command.
To display a man page in a particular section, precede the man page name with the section number. The following link displays the "mkdir" man page from section 2 (which is different from the man page of the same name in section 1):
Refer to the <link hyperlink= "2 mkdir" Man>mkdir(2)<\link> command.
Use the <link> element with the AppDefined parameter as shown:
<link hyperlink="data" AppDefined>text<\link>
Where data is a text string passed to the application when the link is invoked and text is the hyperlink.
Suppose you are writing help for an application that prints three styles of reports. You might create three hyperlinks like this:
Choose a report type: <list plain tight> * <link hyperlink="Report-Daily" AppDefined>Daily Report<\link> * <link hyperlink="Report-Month-To-Date" AppDefined>MTD Report<\link> * <link hyperlink="Report-Year-To-Date" AppDefined>YTD Report<\link> <\list>
If your application is set up to handle these special links and to interpret the hyperlink strings, it could generate the appropriate report based on the hyperlink chosen by the user.
For a complete example, refer to the sample application code located in the /usr/dt/share/examples/dthelp directory.
Use the <link> element as shown:
<link hyperlink="_id">text<\link>
Where id is the predefined ID associated with the element you want to link to and text is the word or phrase that you want to be the active hyperlink.
Most topics within the meta information section have predefined IDs, so they do not allow author-defined IDs. The predefined IDs consist of the element name preceded by an underscore character. For example, the ID for the <copyright> topic is _copyright. (Case is not significant.)
The predefined IDs for the meta information topics are listed below:
Topics entered with the <otherfront> element can be linked to just like any normal topic in the topic hierarchy.
"Built-in IDs" lists the Help System predefined IDs.
Most hyperlinks display a related help topic, but hyperlinks can also execute shell commands and scripts. Links of this type are called execution links. Because execution links interact with a user's system, the Help System provides an execution policy to control how execution links are handled.
The Help System uses resources to define the behavior of execution links. The DtNexecutionPolicy resource is set in an application's application defaults file to modify how execution links are handled by the Help System. In addition the Help System uses a set of resources called execution aliases. An execution alias is a resource that assigns a name (or label) to the command string or script that an execution link executes.
When an execution link is selected, if the link has an execution alias, the Help System retrieves the value of the alias and executes the command. If an execution alias has not been defined, the Help System displays a confirmation dialog box that shows the command to be executed and asks the user whether to execute the command or to cancel the operation.
When using execution links in a help volume, it is recommended to create execution aliases. That is, in the application's application defaults file you define an alias (a name) that represents the actual command to be executed. One advantage of this method is that it isolates the actual commands from the help volume source files. This makes it possible to edit the commands in the application defaults file without changing the hyperlinks in the help volume. Each hyperlink references an alias name, which remains unchanged even though its content may have been edited. For instance, a tutorial help volume that uses scripts could be easily customized to accommodate a particular shell environment by modifying the shell script commands in the application defaults file.
To create an execution alias in an application's application defaults file, use this resource specification syntax:
application_name.executionAlias.alias_name: command
Name or class name of the application that owns the help volume
Keyword that identifies the resource is an alias
Name assigned to the command
Shell command or script to be executed for this link
There is no restriction on the length of the command string. To enter commands with multiple lines, end each line (except the last) with a \ (backslash).
This resource entry creates an execution alias named, StartDtterm, which starts a terminal emulator. The & (ampersand) starts the command in the background.
Dtterm.executionAlias.StartDtterm: dtterm &
This entry creates an alias named, xclockAlias, that executes the xclock application in an application named NightAlert.
NightAlert.executionAlias.xclockAlias: xclock &
An execution alias can be referenced using the <link> element or used in conjunction with elements that have a hyperlink parameter, such as <p> or <figure>.
Use the <link> element as shown:
<link "DtHelpExecAlias alias_name [default_command]" Execute >text<\link>
Keyword that identifies this link has an execution alias
Name defined as an alias in the execution alias resource specification
If provided, this command is executed when an execution alias has not been loaded from an application's application defaults file. For example, application resources are not loaded when a help volume is displayed from an information viewer, such as Help View.
The portion of your help text that you want to designate as the hyperlink text (underlined)
If the command you are executing doesn't finish immediately, run it in the background by appending an &(ampersand) to the command. If you don't, the help window will not operate until the command finishes.
This hyperlink references the execution alias named, xclockAlias. The resource definition for the alias is shown in the section "Execution Aliases".
The link starts the xclock program running in the background. The phrase "Start the Clock" becomes the hyperlink. Clicking the hyperlink runs the xclock program in a separate window. To end the program, close the window.
<link "DtHelpExecAlias xclockAlias" Execute>Start the Clock<\link>
Here is the same hyperlink including an optional default command.
<link "DtHelpExecAlias xclockAlias xclock &" Execute>Start the Clock<\link>
The DtNexecutionPolicy resource enables a system administrator or user to select an appropriate level of security for a given application.
The resource values that can be set are:
Query all execution links.
Query only link commands that do not have execution aliases defined.
Do not execute any execution links.
Execute all execution links.
The default value is help_execute_query_unaliased. Any execution links defined as execution aliases will be automatically executed, whereas the Help System will display a confirmation dialog box for any other execution links.
It is not recommended for the application developer to set the DtNexecutionPolicy because this prevents a system administrator or user from altering the value.
Help supports four graphics formats:
Tagged Image File Format (TIFF)--Color, grayscale, and black-and-white images created by many standard drawing and scanning applications (filename.tif).
X Window dump--Screen dumps from the X Window System(TM) created with the xwd utility (filename.xwd).
X pixmap--Color icon images (filename.pm).
X bitmap--Two-color icon images (filename.bm).
Each graphic is maintained as a separate file. The file format is determined using the file name extensions listed.
Declare a file entity to identify the image file to be included in the figure.
<!entity graphic-entity FILE "filename.ext">
Remember, all entity declarations must come before any other markup at the top of your help volume.
Use the <figure>element as shown:
<figure entity=graphic-entity> caption string <\figure>
Where graphic-entity is the entity name for the graphic file you want to display, and caption string is an optional string. Caption text is displayed above the graphic.
By default, figures are numbered and the number is prepended to your caption string. To create a nonnumbered figure, include the nonumber parameter (as shown in one of the following examples).
If you want the figure to be a hyperlink, use the ghyperlink (graphic hyperlink) and glinktype (graphic link type) parameters as shown:
<figure entity=graphic-entity ghyperlink="id" glinktype=type> caption string <\figure>
The ghyperlink and glinktype parameters work just like the hyperlink and type parameters for the <link> element.
For these examples, assume that you've declared these two file entities at the top of your help volume:
<!entity FirstPicture FILE "first.tif"> <!entity SecondPicture FILE "second.pm">
The following figure displays the graphic in the first.tif file and displays a number (by default) and caption:
<figure entity=FirstPicture> Here's the First Picture <\figure>
Here's a figure that displays the second.pm file without a number or a caption:
<figure nonumber entity=SecondPicture> <\figure>
If you add an ID to a figure, you must have a caption. The caption is needed in case an <xref> uses the figure's ID; if so, the caption is inserted in place of the <xref> and becomes a hyperlink to the figure.
The following figure is an execution hyperlink that runs the xclock program:
<figure entity=SecondPicture ghyperlink="xclock &" glinktype=execute> Choose This Figure to Start the Clock <\figure>
Declare a file entity to identify the image file to be used in the figure.
<!entity graphic-entity FILE "filename.ext">
Remember, all entity declarations must come before any other markup at the top of your help volume.
Use the <graphic> element as shown:
... text <graphic entity=graphic-entity> text ...
Where graphic-entity is the entity name for the graphic file you want to display.
To use a graphic as a hyperlink, place it inside a <link> element:
<link parameters><graphic entity=graphic-entity><\link>
The <graphic> element is intended for small graphics, although larger images can be used. Additional white space is added between lines to accommodate the height of the graphic.
Here's an example that uses a small X bitmap image in the middle of a sentence. First, at the top of the volume, the bitmap file must be declared as a file entity:
<!entity StopWatch FILE "stopwatch.bm">
Within the help text, the image is inserted using the <graphic> element:
Whenever you see the <graphic entity=StopWatch> symbol, stop and answer the quiz questions.
This markup produces this output.
Declare a file entity to identify the image file to be included with the paragraph.
<!entity graphic-entity FILE "filename.ext">
Use the <p> element (paragraph) with the gentity parameter as shown:
<p gentity=graphic-entity> Paragraph text here ...
Where graphic-entity is an entity name that refers to the graphic file you want inserted.
Suppose you want to display an icon named sample.pm and wrap paragraph text around it. First, declare the file entity:
<!entity HelpKeyIcon FILE "helpkey.xwd">
Then, enter the paragraph:
<p gentity=HelpKeyIcon gposition=left> The F1 key is a Help key. When you press F1, the application you are using displays the help topic most closely related to your current activity.
To right-justify the graphic, add the gposition parameter like this:
<p gentity=HelpKeyIcon gposition=right>Many desktop components support multicolor icons, in addition to two-color images.
Here's the markup for a paragraph wrapped around an icon, where the icon is a hyperlink that displays a topic with the ID icon-editor in a new window:
<p gentity=my-icon ghyperlink="icon-editor" glinktype=JumpNewView> Many desktop components support multicolor icons, in addition to the two-color images.
Many special characters and symbols are available within HelpTag. You display a particular character by entering the appropriate entity reference.
Some special character entities are declared in the file helpchar.ent. The helpchar.ent file is located in the /usr/dt/dthelp/dthelptag directory. To access these characters, either copy the particular entity declaration into your own volume, or include the entire helpchar.ent file. Unused entity declarations are ignored.
Refer to Chapter 6, Summary of Special Character Entities, for a complete list of the available characters.
Refer to Chapter 6, Summary of Special Character Entities, to determine the entity name for the character you want to display. Also, note whether it is a built-in special character.
If the character is not a built-in special character, add the following two lines among your other entity declarations (where entity-name is a meaningful name to you):
<!entity entity-name FILE "helpchar.ent"> &entity-name; &entity-name;
Also, add this line to your helptag.opt file:
If the character is built into HelpTag, you can skip step 2.
Wherever you want to display the special character, enter its entity reference:
The entity for the copyright symbol (©) is a built-in special character, so all you have to do to display it is use this entity:
To display the uppercase greek letter sigma, you must first include the helpchar.ent file (at the top of your help volume with your other entity declarations) as shown here:
<!entity SpecialCharacterEntities FILE "helpchar.ent"> &SpecialCharacterEntities;
Then you can place the following entity reference where the sigma character is to appear:
As with any entity, case is not significant in the entity names for special characters.
Frequently it is useful to include within your source files comments that are not intended to be part of the help text. Text marked with the comment element is always ignored by the HelpTag software. Comments can be used to make notes to yourself or to another author, or to exclude some markup without taking it out of the file.
In addition to standard comments, HelpTag also provides a <memo> element for entering writer's memos. Memo notes appear in your help topics during reviews, but not when you make your final help files. Authors commonly use the <memo> element to write questions or make notes to reviewers.
Use the comment begin marker (<!--) and end marker (-->) as shown:
<!-- text here is completely ignored -->
The HelpTag software ignores all markup between the <!-- and -->. A comment cannot be nested within another comment.
Here's an example that has two comments, a line before the paragraph, and a single word within the paragraph.
<!-- Here is my rough draft of the introduction: --> Welcome to my application. This software is <!-- perhaps --> the fastest and most efficient software you'll ever own.
Use the <memo> element as shown:
<memo> text <\memo>
By default, the text within the <memo> element is ignored by the HelpTag software (just like a comment). However, if you add the memo option to your helptag.opt file (or specify the memo option with the dthelptag command), all memos within your help volume appear in a bold font.
Suppose you are writing about your application and have a question for the project team. You can include the question within the text using the <memo> element like this:
<memo>Team: Will the product also support 32-bit characters?<\memo>
If you process the help volume with the following command (or include memo in your helptag.opt file), the memo appears in the help text in a bold font.
dthelptag volume memo
If the memo option is not used (or the nomemo option is used), the text within the memo is ignored and does not appear in the help text.
The index for a help volume is similar to the index for a book. As an author, it is important to create index entries for your topics that will allow users to search for keywords or concepts. Creating a thorough index ensures that users will be able to find topics quickly and accurately.
Within the topic you want to index, use the <idx> element as shown:
Or, the short form:
Or, to control how the entry is sorted, use the <sort> subelement as shown:
Where keyword is the text you want to display in the index and sortkey is the text used during sorting.
The <idx> element can be used anywhere within the topic. Neither the keyword nor the optional sortkey are displayed in the topic.
Here's the start of a topic with two keyword index entries:
<s1 id=getting-started>Getting Started with Helpview <idx>starting Helpview<\idx> <idx> Helpview, starting<\idx> Welcome ... . . .
The following example indexes the + (plus character), putting it in the keyword index where the word "plus" would appear:
Like a glossary in a book, your help volume can contain a glossary that defines important terms. The glossary, which is marked using the <glossary> element, is the last topic in your help volume.
Throughout your help volume, each key word or phrase that you enter with the <term> element automatically becomes a definition hyperlink to the term's definition in the glossary.
Use the <term> element as shown:
<term>word or phrase<\term>
Or, use the short form:
<term|word or phrase|
Or, use the shorthand form:
++word or phrase++
If the term within the help text isn't spelled exactly the same as the definition in the glossary, you can specify the "glossary form" of the term like this:
<term "glossary form">word or phrase<\term>
Where glossary form is the term exactly as it appears in the glossary. This is useful if the term must be plural in a help topic (because of its context), but must be singular in the glossary.
Terms are displayed using a bold font and automatically become a definition hyperlink. When the term is chosen, its glossary definition appears in a quick help dialog.
If you mark a term that you intentionally do not define in the glossary, add the nogloss attribute to the <term> element. This allows the term to be displayed in the bold font used for terms, but without creating a link to the glossary.
If your glossary has a definition for the term "widget", you can enter it as a term like this:
A ++widget++ is the fundamental building block of OSF/Motif user interfaces.
If the glossary entry is "widget", but you need to use the plural form within the sentence, you could enter the term like this:
<term "widget">Widgets<\term> are the fundamental building blocks of OSF/Motif user interfaces.
If you want to enter the same term, but you either don't want to include it in the glossary or you don't want it to be a hyperlink, use the nogloss parameter like this:
<term nogloss> Widgets<\term>are the fundamental building blocks of OSF/Motif user interfaces.
The equivalent short form is:
<term nogloss|Widgets| are the fundamental building blocks of OSF/Motif user interfaces.
Enter the <dterm> element into the glossary as shown:
<glossary> . . . <dterm>word or phrase Definition of the term . . .
Be sure to keep the <dterm>words and phrases sorted within the glossary.
Here's part of a glossary that includes the definition of the term SGML:
<glossary> . . . <dterm>SGML Standard Generalized Markup Language. An international standard [ISO 8859: 1986] that establishes a method for information interchange. SGML describes constructs for marking the structure of information separate from its intended presentation or format.


text:
2018 Trading Hours
Monday – Friday
10am – 6pm
Saturday – See Dates
Sunday – Closed
2018 Saturday Trading Day
3 November
24 November
8 December
22 December
Public Holidays Closed:
6th November
25 December
26 December
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Arnold Kling's Sheriff
I've been thinking about Arnold Kling's "
Stern Sheriff
" idea for regulatory management of financial crisis. In brief, he suggests that when there's a rush for collateral from an endangered institution, regulators should immediately step in and "penalize liquidity preference" - i.e. tell everyone to wait.
What that really amounts to is declaring bankruptcy earlier. After all, if you are demanding payment which you are due, and someone is telling you you can't have it, the debtor is officially not creditworthy.
Put that way, it seems a very good idea. After all, my layman's understanding of insolvency is that a party is insolvent not when it fails to make a payment, but when it knows that it is not going to be able to make a payment, and that to take on new obligations while insolvent is not allowed. Of course, in real life, that is presumably wrapped up in a whole lot of very necessary, very complicated accountancy. But the principle is that bankruptcy happens not when the money runs out, but before the money runs out, so it can be shared out fairly without chaos and panic. And that's all that Professor Kling is asking for.
It seems a good idea, but of course the next problem is that no real financial institution can pay all its debts on time without access to more borrowing. If I accept the stern sheriff, I'm likely to end up at the
Moldbug position
, that all maturity transformation is wrong, that a borrower that will not have cash on hand to pay every debt as it comes due is insolvent. I've
argued against that view
, largely on the basis that it's too easy, and too profitable, to do secretly. If you stop financial institutions from doing it, the result will be that everybody else does it.
There is, to be fair, some room for action between a run on a borrower's credit being possible and it actually happening. But it's very small. And the earlier you are expected to step in and prevent withdrawals, the more incentive you create to withdraw (or call collateral, or whatever) even sooner, before the sheriff arrives, so that window gets even smaller.
The more of a "hair trigger" you put on bankruptcy, the easier it is for the creditors to expropriate the equity-holders at any time. That conflict of interest becomes much sharper and more problematic for maturity-transforming financial institutions than for other enterprises - perhaps those institutions should avoid having two tiers of financing in that way.
Hey! I just invented the investment-banking partnership and the mutual building society! Maybe I'm
onto something


text:
Do You Have Any Advice for Catering My Own Wedding?
Q: I am getting married next year, most likely in either March or April. We are thinking we'll have a wedding party of about 100 to 120 people. I have always dreamed of catering my own wedding. I love to cook and it's something people know about me so it's important to me to give it a good college try before potentially hiring a caterer.
My question is this: Has anyone in The Kitchn community undertaken such a feat at that time of year? I think it would be much easier in the summer because we could do an outdoor/grilling party but the summer won't work for us. I need ideas for indoor food. Any suggestions, advice, or support you all have to offer would be appreciated.
Sent by Leann
Editor: Leann, first of all, congratulations! We applaud your desire to cater your own wedding and to share yourself in that way to your guests. It is definitely possible to cater your own wedding, and there are more and more resources for this online.
My own personal opinion, however, from extensive experience in catering and weddings, is that a guest list of that size is very difficult to cater on your own without a lot of help. So I think this depends on what your idea of catering is. If you want to be actually cooking and serving on your wedding day, then this is a crowd size that probably won't let you do anything else that day. You may want to reconsider that, as it will be hard to focus on the guests themselves and on getting married if you have that much cooking and serving to do. But, on the other hand, if you just want to be involved with the food and help cook it ahead of time, then if you get a lot of help on the day of, you may be able to pull it off.
This also depends on what sort of meal you want to serve. If it's just finger food and hors d'ouevres, then sure, you could whip up a lot of appetizers and meats and cheeses ahead of time and hire a couple waiters to serve these. But if you want a full hot meal, again, the logistical issues on the day of will necessitate a lot of help.
Personally, I also wanted to cater my wedding. I am so glad now that I did not. We had a wonderful caterer and I designed the menu and they even used some of my own recipes. But I didn't have to worry about a thing on the day of the wedding. I did, however, make my own cakes and ice cream too. My aunts and grandmother brought homemade cookies. So there was a lot of personal, homemade food.
So those are my own personal opinions. I in no way would want to talk you out of something you want to do for your own wedding, especially if you have a lot of help standing by! But don't underestimate the sheer labor and coordination involved in feeding that many people, on one of the most memorable days of your life.
One writer for our site, Jill, did cater her own wedding with her own two hands! Here's a look back at how she did this. It was a lovely meal!
• Living the DIY Wedding: The Food
• Living the DIY Wedding: The Cake
Here are the posts I did about my own catered wedding with homemade cake and desserts:
• Home Cooking: The Homemade Wedding Cake
• DIY Wedding Inspiration: How To Make Your Own Wedding Cake (Without Losing Your Mind)
• Home Cooking: The Home Cooked Wedding
• Home Cooking: The Family Dessert Buffet
• DIY Wedding Cake and Ice Cream: The Recipes
Readers, what advice, recipe recommendations, and other suggestions do you have for Leann?
Related: Catering Your Own Wedding: A Step-by-Step Guide
(Image: Bom Yi Kim)


text:
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Yes you may contact me. I understand that by submitting this form, I may be contacted by Hodges University or its representatives by phone, SMS, email or postal mail.
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text:
The Notices Working Group, comprised of Krista, Jill and Judy, requested feedback on changing the schedules of the Bill for Replacement notice and Overdue Recall notice. The language for many notices had already been approved at the last meeting.
Bill for Replacement notice: The working group suggested the Bill for Replacement notice should go out at 90 days instead of 180 days. This schedule would coincide with the semester schedule which is roughly 3 months. The Access Services group discussed the effects this change would have. The biggest change would be the following: titles would be marked "LOST-ASSUM," and shadowed in the catalog at 90 days instead of at 180 days. The group decided shadowing the book sooner was OK because library users could then use PALCI or ILL to request an item that was potentially lost. The following would remain the same: users would still be barred at 40 days, and items would be removed from the system 2 years after they were lost. The general consensus of the group was to adapt the new billing schedule. Chris Sterback said he would try to implement these changes prior to the upgrade to Workflows. 3.4. Chris said he will need to run a "catch-up report" for people with items that are between 90-180 days overdue.
Overdue Recall Bill: The working group suggested the Overdue Recall Bill should be sent 25 days after the recall due date instead of 56 days. The general consensus of the Access Services group was that this was a good idea. If the bill were sent out at 25 days after the overdue recall notice then the hold on the recalled item would be removed sooner, therefore letting the user who requested the item know they could try to order the item through PALCI or ILL. This change will affect staff at the circulation desk who will need to check PUB notes carefully for documentation to support Recall bills.
Staff should have Test Workflows installed on their PC's in the next week. Staff should begin testing as soon as possible and report back to Judy and Chris within a month. Chris Sterback has worked with IIS colleague Ed Smith to streamline the entire installation process. Previously, when we upgraded the test system, someone had to manually install test Workflows on each tester's workstation. In the future, IIS will be able to install the new software remotely. Everyone was encouraged to look at the release notes. Judy has created a folder on the Access Services Sakai site under Resources called: Symphony Upgrades-Testing Information with links to the release notes, test user records and staff test logins, and testing checklists.
There are two major enhancements in this release: Onshelf Items wizard to display contents of the hold item database ("This wizard imitates the functionality of the ListOnshelf Items with Holds (Pullonshelfhld) report, but it can be configured to update in real-time as holds are placed, cancelled, suspended, or unsuspended manually throughout the day, allowing administrators to update the hold item list interactively" ), and new right-click menu options for Circulation wizards( "these right-click menus are "popup" menus that contain commands and options that can be performed against a selected record or group of records.").
There are also several other features that we may or may not use. Staff will be able to search for users by the last load date, and also send messages to users using the Request wizards.
Chris said it was important for staff using the test system to create new transactions since it has been dormant for a while. The Annex needs a test login. Chris also mentioned that, since we do not have a test environment for our self-checkout station nor the connection to NCIP by Relais E- ZBorrow, we won't be able to test these areas prior to the upgrade. The timeframe for the upgrade to the production system will be discussed at the LIS meeting.
Relais is moving the E-ZBorrow server to a new data center on November 16. All 51 workstations at Rutgers that run the Relais Windows apps needed to be prepped for the move to insure they can continue to connect to the server after the move. The URL that staff use to process PALCI requests will change on November 16. The patron URL also changes slightly but is a behind-the-scenes change that IIS needs to make to our custom E-ZBorrow login page.
Kristen Ko, Michele, and Judy revised the Information Services standards document. New links were added for Quiet Zones, Group Study Rooms, and PC Reservation. These have not been posted to the web yet. The intent of these service standards is to provide written guidelines for the knowledge and information Access Services staff strive to obtain. This document is not all comprehensive and it is important to remember that different campuses at Rutgers have different cultures. Some of the language in the document may be changed to reflect this. Judy would like to re-introduce this document to staff. The Access Services training group will look at creative ways to do this.
Barry: Netbook lending began at Kilmer. There are posters up in the library to advertise Netbook lending. They had a peak of 9 checked out in 1 day. The audio feature is has not been working on the laptops. Anne Butman will look into this. Exit counts are way up in the library. Hopefully, the new, expanded Kilmer Library student computing lab up and running for the beginning of the Spring Semester. The lab will be comprised of a combination of roomy, wooden table work stations and a series of hexagonal work stations. All the computers, three printers, and swipe station will be located to your right when entering the building. Kilmer is looking forward to this. They know students will love the new lab.
Orla: preparing for the Relais upgrade
Rose: The student coordinators group is filming information/customer service tutorials for student workers. They are about 1-minute long scripts using a cartoon program, and actual students. The tutorials will have catchy names such as "Chatty Cathy." The student coordinators group is also working on standardizing warning letters for students. There are still many problems signing off with Time Trak. The new shift differential process may help with voucher budget savings.
Yoshi: Keir Reavie is the new Associate Director at Dana. Dana Library is completing an inventory of the QE section and also doing some shifting.
Jeff: Irina Radeva was recently hired at the Alexander Library for a collection Management position. Her schedule is Sunday through Thursday. Alexander has started Netbook lending, and bike rentals. The bike rentals are very busy.
Dean: The Annex is working in a new RECON project and they are handling a big collection of Microprints from the Alexander Library.
Eric: Camden still has no Current Periodical Shelves. Camden will resume article delivery at the end of winter break. Many of the staff attended Directors Station training.
Krista: The RDS group is preparing for the upgrade to Relias. Several branch libraries have reported receiving UPS deliveries of E-Z borrow requests directly from other Universities.
Michele: LSM has new benches outside in the front of the library. The upgrades to the "Special Collections" room are nearly finished. The copy card vending machine was moved to the first floor. The LSM building committee is looking to move most equipment to the first floor. The new Group Study Room signup is beginning to work well.
SERC: The people counter is not working. Student staff are still taking manual counts.
Math: An electrical outlet burned. They are still waiting for an electrician to come and fix this. For the time being, they have no PC for Guest users.
Physics: Had some chairs reupholstered.
Jill: The reserve group is looking how other university libraries use scanning services to create reserves. The reserve group is also looking at e-books for reserve. Twitter is working well at Kilmer to let students know when high demand reserve books become available. Jill is willing to work with any other libraries that want to try Twitter.
Tracey: Courtesy Notices are scheduled to go out November 16 for users that expire 12/31/2011. Tracey is co-conducting Director Station Training with Chris Sterback and Bob Warwick. There will be Director Station Training for new users in the spring. The new version of Zimbra was uploaded and seems to be running smoothly.
Eddie: Standardizing floor maps for all units. The Collection Management Group is looking into how to display floor maps electronically in the Library Catalog. Joseph Deodato, Digital User Services Librarian, was a guest at the last Collection Management Group meeting.
Andy: Construction is ongoing with the Librarian's offices. The Media car was vandalized.
Darryl: Patches were applied to scan stations across New Brunswick. Getting ready to set up scanners at Robeson and then Dana. The scan stations are very popular. Darryl has noticed a trend in students using scan station to share notes from class.


text:
Click the pic, below to listen to WHERE DID YOU GO?
Or click WHERE DID YOU GO?
Piano: Ronnie Paris. Guitar: LRW. The Rest: Artie Q
The Alzheimer sufferer views their world through an ever decreasing small lens. It shrinks incrementally day by day until friends and family may no longer be recognized.
In my own case (with my mother), if we are having a "bad" day, I'll sit with her and hold her hand.
"So, what's my name ... mother?" (*prompt*)
"Cmon, you know me, what's my name?"
"... Don't know what you're talking about."
"Mother, My name is Robin. I'm your son, and your name is Pearl Averil ...? All right, how 'bout this one: Sargent Turner, 137 ...?"
"203!" She'll bark right back.
Strange, she doesn't know who I am, but will always remember life from 70 years ago. Well, maybe not so strange; Service Personnel will ALWAYS remember their number! Hmm
"Mother ... are you in there ... where did you go, eh? Where did you go?"
However, on a good day, we'll have a little fun, and she will remember. :)


text:
This video kept me at the high end of my heart rate for the whole hour. It was fun, easy to follow, the steps were varied and the music was very good (some songs were "I want to dance" awesome and others were o.k.) I have one very strong complaint, however. There was a lot of turning while running and side to side shuffling in this workout, and I quickly learned that even if you're in the best of shape like I am, this is NOT GOOD FOR THE KNEES. The two bones that meet at the kness separate a teensy, tiny bit every time you're going in one direction and then turn suddenly and too much of that can truly wreak havoc on your knees so be careful of that.
Instructor comments:
I really like Amy. This is the thrid video I've done and I find her to be pleasant and fun to work out with. One thing I can definitely say about her workouts after doing three of them is that they get the job done without killing. You feel refreshed and strong after her workout, not exhausted and dead. I like her a lot.
Denise Berger
February 14, 2007
Hi/lo Xtreme is great fun. Amy has amazing energy and the music is very motivating. There is a modifier for low-impact variations - thank goodness! Amy does not break down the moves very much, but I got most of it on the first try. This is a nice mix for those of us who get bored with repetitive, athletic hi/lo, but anything too dancy becomes mind-bending and you don't get much of a workout from it. There are premixes with sections of Amy's All Pump Xtreme included. There's an hour, 52 minutes of strength training as a bonus! If you don't mind using your remote to find the sections, you have an excellent weight workout. Quite a bargain.
Instructor comments:
Diane aka mtnmom


text:
I hadn't intended to post for a couple of days, but this 'thread' just had to be woven into the fabric of the blogosphere immediately!
In my previous post I suggested that folk have fun thinking of a caption for Littl' Nicky's speech bubble. If you go to the Comments you will see how this evolved ...
Bindu suggested for the caption, 'It's good to eat, but also good to toss into the air and catch!'
I responded by saying 'Catch the cauliflower would be a good new sport! Or using raquets, a bit like badminton, but with cauliflower florets ...'
The Weaver of Grass commented, 'As for the speech bubble, I am guessing he cannot speak all that well yet and feel he might be saying "more wolliecobblies".'
My response to Weaver's glorious word 'wolliecobblies' included noting 'I wonder if it could be incorporated into a haiku?' (If you read Weaver's recent posting you will see some of her beautiful haikus there).
The brilliant Sepiru Chris (also an accomplished Haiku writer - see his recent posts), wrote 'You ask, I deliver:' and sent the haiku which he had written!
I'll type it again here just in case the text isn't clear in the speech bubble:
Wolliecobblies haiku:
Serve wolliecobblies.
Follow with eyes; swing racket!
Thwack; microflorets.
Thank you for putting your necks together in this way, my wonderful bloggy friends! My thanks also to all of you who commented and came up with fun captions - do please read them all in the previous post's Comments ...


text:
AHC Current Awards
Federal Awards
U.S. Department of Education: Developing Hispanic-Serving Institutions Program (through September 2019) The college has been awarded funding to increase the number of Hispanic students graduating and/or transferring to four-year universities. This proposal – Advance, Innovate, Maintain (AIM)- is comprised of two activities: Increasing the Success of Basic Skills and ESL Students and Aligning Resource Development Strategies. AIM will increase the advancement rate of students underprepared for collegiate-level work and will implement a performance excellence program of continuous improvement through innovative practices, use of technology, and process improvement.
National Science Foundation: Scholarships for Science, Technology, Engineering, and Mathematics: The college has been awarded funding to provide scholarships to academically talented but financially challenged students in the science, technology, engineering, and mathematics fields of study. In addition to receiving scholarships, students will have a faculty mentor and participate in peer-supported activities in conjunction with the MESA, Bridges to the Baccalaureate, and HSI STEM programs.
U.S. Department of Education: Child Care Access Means Parents in School: (through September 2017) The college has been awarded funding to support the participation of low-income parents in postsecondary education by providing subsidized child-care services to facilitate completion and persistence of their postsecondary education goals. Priority enrollment will be provided to military-connected student parents and families with children with special needs.
National Institute of Health / National Institute of General Medical Sciences – Bridges to the Baccalaureate (through September 30, 2019) In partnership with California Polytechnic State University San Luis Obispo, the college has been awarded funds to increase the number of underrepresented minorities in biomedical and behavioral careers. The program provides comprehensive support, guidance, and transfer assistance for 60 Bridges scholars during their two years at AHC, including the opportunity to work in the research labs of Cal Poly faculty.
U.S. Department of Education, TRIO Student Support Services: College Achievement Now! (through September 30, 2019) The U.S. Department of Education has awarded AHC funds to provide academic and other support services to low-income and first-generation students, students with limited English proficiency, and students with disabilities to increase their retention, graduation, and transfer rates, and to foster an institutional climate supportive of their success. A cohort of 140 eligible students will be maintained in the program at all times.
United States Department of Justice: Bulletproof Vest Partnership (through August 2018) The college has received funding for bulletproof vests that meet the National Institute of Justice standards for safety.
State Awards
California Community Colleges Chancellor's Office: Math, Engineering and Science Achievement: AHC has been awarded funding from the CCCCO for the MESA project. The MESA project supports the development and maintenance of educational opportunities for educationally disadvantaged students who are enrolled in science, engineering and mathematics and who plan to transfer to four year institutions to complete their degrees.
California Community Colleges Chancellor's Office: Nursing and Allied Health Enrollment Growth for Associate Degree Nursing Programs: To increase enrollment in the nursing program and to increase the number of students who complete degrees and/or who transfer to universities and four-year colleges.
California Community Colleges Chancellor's Office - Foster & Kinship Care Education Program: The CCCCO has awarded AHC funding to support the provision of local county training requirements for foster parents and kinship care provider training. Funding supports training classes for foster and kinship care providers in northern Santa Barbara County. Kinship training curriculum includes new pre-placement training classes offered in special needs foster children and in the management of psychotropic medications.
California Community Colleges Chancellor's Office: Deputy Sector Navigator: Agriculture, Water, Environmental Health and Safety: The college has been awarded continued funding to serve the South Central Regional Consortium in the Agriculture, Water, and Environmental Health and Safety sector. The project will work with employers, industry, and labor organizations to strengthen sector programs at regional colleges and high schools; provide incumbent worker training, and promote opportunities for contract education and faculty professional development.
California Community College Chancellor's Office: Perkins Career Technical Education Transitions: The college has been notified of continued funding under the Perkins five-year plan for CTE Transitions to continue collaboration with local high schools to expand articulation agreements and develop career pathways to meet California CTE academic standards.
California Community College Chancellor's Office: Career Technical Education Act: The college has received continued funding under the Perkins five-year plan for Career and Technical Education (CTEA) for an additional year of funding to modernize technology in CTE programs, integrate academics in the CTE curriculum, and improve outcomes for special populations.
California Community College Chancellor's Office: AB 86 Adult Education Consortium: The college, in partnership with Lompoc Adult School, has been awarded funding under AB 86 Adult Education Consortium Planning Project for the planning and implementation of a regional consortium for providing adult education programs. The program areas include basic skills, immigrant education, programs for adults with disabilities, short term career technical education programs, and programs for apprentices.
California Community College Chancellor's Office: Cooperating Agencies Foster Youth Educational Support Program (CAFYES): The college has been awarded funding to support postsecondary education for foster youth through a supplemental component of the existing Extended Opportunity Programs and Services (EOPS) program. The program encourages the enrollment, retention and transfer of current and former foster youth and provide services promoting their academic success.
California Community College Chancellor's Office: Proposition 39 Clean Energy Workforce Program Grant (through April 2017) The college has received funding from the Proposition 39 Clean Energy Workforce Program grant with Kern Community College District as fiscal agent. Funds will be used to purchase grinders and welders for the welding program and a high resolution digital thermal imaging camera for the architecture program. Additional funds will provide Cal OSHA Train-the-Trainer workshops for faculty within Region 6 community colleges and high schools.
California Community College Chancellor's Office: CCC Maker Initiative: The college has received funding from the CCC Maker grant with Sierra Community College District as fiscal agent. The grant allows AHC to build an inclusive makerspace community in collaboration with the Santa Maria Valley Discovery Museum and the Santa Maria Public Library. Goals include engaging students through mentorship and internships to discover and prepare them for STEAM careers, plan and implement a Makerspace, integrate with the statewide CCC Maker community, and support innovation across disciplines.
California Student Aid Commission - California Student Opportunity & Access Program (Cal-SOAP) AHC, as fiscal agent for the Central Coast Cal-SOAP Consortium, has received funding from the California Student Aid Commission. The primary objective of the Cal-SOAP program is to increase the availability of information about postsecondary academic and work activities for low-income students.
California Department of Education: California State Preschool: The college has been notified of continued funding to support the facilitation of a quality preschool program, retain qualified preschool staff, and develop curriculum. Funds will also support evaluating the program's effectiveness, including licensing requirements and accreditation standards for compliance.
California Department of Education: General Child Care and Development Programs: The college has been notified of continued funding to support the facilitation of a quality childcare lab program, retain lab school staff, and develop curriculum. Funds will also support evaluating the program's effectiveness, including licensing requirements and accreditation standards for compliance.
Templeton Unified School District: South Coast Region Agricultural Education Consortium, California Career Pathways Trust Grant: The college has been awarded funding to support student career skill assessments in agriculture mechanics. Welding supplies and materials are provided for an annual student welding competition.
Institutional Effectiveness Partnership Initiative: Partnership Resources Team Visits (through 2016) The college has received funding from the Institutional Effectiveness Partnership Initiative with Santa Clarita Community College District as fiscal agent to support improvements in enrollment management and build a more robust institutional effectiveness organization. Software and tool upgrades and training for institutional effectiveness staff are being provided.
Foundation AWARDS
Arthur N. Rupe Foundation: Nursing Assistant Grant The college has been awarded funding from the Arthur N. Rupe Foundation for student scholarships and curriculum realignment for the Certified Nursing Assistant program.
Santa Barbara Foundation: Dougan Fund The college has received funding to continue support for the non-credit ESL outreach and support program that targets the Mixteco and Spanish-speaking communities. Funds will be used to pay for radio and television advertisements, provide registration assistance, and educational materials.
ORFALEA Foundation- Children's Center The college has received funding to support embedding ECS quality, outdoor environments and high quality food practices into AHC's core ECS curriculum, offering parenting workshops and professional development, and to make enhancements to the lab school's outdoor environments.
Community Foundation, Santa Cruz County: Driscoll's Philanthropy (through June 2017) The college has been awarded funding to provide reading software for noncredit ESL. The reading software, Reading Horizons, helps low-level adult readers develop literacy skills in phonemic awareness, phonics, vocabulary, fluency, comprehension, pronunciation, spelling, grammar, and syntax.


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Mumbai: Sonu Sood, who essays the role of underworld don Dawood Ibrahim in 'Shootout at Wadala', says doing so was a huge burden for him.
"We talk about power. I remember watching his images in the stadium during cricket matches. In fact, now that you are playing the same character, you feel a heavy burden on your shoulders as you are playing such an important role and it`s such an important film. So, I have to be very right," Sonu at the red carpet of 'Shootout at Wadala'.
To prepare for his role, Sonu visited those bylanes of Mumbai that are known for underworld activities, but he is not afraid.
"I don`t think it was tough to enter such areas. I remember during my struggling days, I had friends who used to hangout in such places. Even I have been to such places. Now that I am working on this character, I would be more curious to know about it and I hope I get some good inputs."
Sonu will also be seen in 'Maximum' in which he plays the role of a young cop. It is releasing April 13.


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I opened the pot to check on my rice. I added a little salt to it. I brought out the shredded beef sauce from the fridge and cooked my chicken in chili sauce. I turned down the heat on my corn sauce. I loved cooking but cooking tonight was extra special. My parents were going to be home for Christmas for the first time in almost as long as forever. My parents were workaholics and the type of jobs they had didn't make it any better. My father was a pilot and he was one of the most highly recommended pilots I knew. He got paid very well but was never around much especially during holiday seasons as his work load increased during the periods. My mother was a banker or so I was told. Regular bankers I knew never knew so many miles in such short periods. My parents told me they had met on a flight and well I came into the picture and they got married.
I was an only child. My mother had said no to having other children. She loved her work and her figure and my father loved her. I was sent to boarding schools and the house was always filled with maids who did and got whatever I asked them to. I had everything I could ask for. My parent's way of saying "I'm sorry but I'm too busy to be there with you." For every time they missed a school event or a birthday, there was always a gift waiting for me at home.
Christmas every year was the same, I would go out with my friends and we each took turns to host Christmas parties every year. I always stayed over at my friends on Christmas, staying in that big empty house alone was too much pain to bear. When I got home in the morning, there would be a big gift waiting for me in my bedroom. This year I cancelled all my plans and sent all the maids home. I was going to make Christmas dinner for my parents. I felt so happy that they were going to be here themselves and not skyping me to say merry Christmas. They were going to be here to deliver whatever gift they had bought for me. My friends knew what this meant to me and so they understood when I couldn't host this year.
I looked at the time. It was 30 minutes after 9. Their flight was supposed to get in at 9:45. They were coming in together and they said they would call as soon as they landed. By 10 'o' clock I hadn't gotten a call, not even a single message. I set the table and went to the living room bowl of ice-cream in hand as I thought that maybe their flight was delayed. By 11, I gave up. I left the food as it was on the table. I didn't feel like eating and the maids would clear it up tomorrow.
I walked to my room, the house echoing every step I took. The downside of walking in a big old empty house. I tucked myself in and left my laptop on. By midnight I couldn't sleep and I tried watching a movie. My skpye alerted me to a skype call. I figured it was my parents, they were probably going to give me another excuse about how they couldn't get away or how they're flight was delayed or some silly excuse that wouldn't fly with me and that there would be a gift waiting for me in the morning. You can be a world-class pilot but you still can't get away on Christmas.
I checked and I was right it was from them. I didn't pick up and I suddenly burst into tears. I was all alone on Christmas again. I turned off the lights as I cried myself to sleep.


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Friday, September 08, 2006
Basic mate patterns
The position of the black king can be from b8 to to g8.
So I didn't cover the mates with the king at the left or right rim, nor the mates with the king in the middle of the board. Yet.
All other mates are lookalikes from the 55 basic patterns.
Before I cover other mates or other traps I'm going to experiment with these 55 positions to see if a viable system can be developed. The 55 basic positions are END-positions. Since every end position can be achieved via different pathways, the amount of basic positions can multiply.
Let's experiment!
9 comments:
I'm very happy if people dare to be sceptic, since that forces me to think again. This project of determining basic mate patterns is started because people like you were sceptic in the first place.
I used the 8 basic mate patterns of King Ots to derive these patterns. If a king is standing alone on the board or in his fortress, that gives a different "feeling" of the position. I based it on my experience with CTS, where I didn't recognize the mate of position #2 fast enough since there were black pieces around.
What I'm trying to accomplish is to store these basic patterns in my unconscious procedural memory. To educate my memory cells to release the mate pattern even in complex positions.
Without such a basic mate pattern it is as if I look at the map of central europe (so I can't orientate on the outlines) and try to recognize Switzerland without having a pattern of a pig stored in my brains. I will not know if I look at Switzerland, Hungary, Roemenie, Kalmykia or another vague shaped country.
You guys are crazy. I like you, but you're still crazy. I'm crazy too, but where not talkning about me here.ReplyDelete
Keep up the good work and your brains intact!
this is absolute genius!ReplyDelete
LOL. When I was 5 years old, I had to choose: the world is crazy or I'm crazy. I choose to declare the world as being crazy. Until today I haven't seen any proof that that choice was wrong:)
Okay, you take the 8 basic patterns and make them more complicated in order to cover all variations you see at CTS?ReplyDelete
I do it the other way round: I take any mating pattern I see at CTS and try to see the corresponding from the 8 basic patterns behind it.
I'll post about this later in my own blog, first I have to do some more work about basic mind steps...
Excellent work!ReplyDelete
Here's a variation on Diagram 47.
Replace the White's bishops with two knights. Place the knights on squares
e6 and h6 respectively.
People often overlook the power of knights in tandem.
I like the direction your training
has taken over the past few posts, some ground breaking work!
I am interested to know how you confirmed that you found all 55 positions and that there isn't a 56th. I am not doubting you but would find it an interested intellectual exercise to see how you had determined this. Looking forward to your future posts.ReplyDelete
I too am curious as to how you arrived at 55. There are tons more examples that could be included, using just your rules about having the King placed between(b8-g8).ReplyDelete
For example.
Black King on f8
White knights on e6 and f6, White rook
on the 7th rank (anywhere but e7,f7).
Don't even let me get started with smothered mates.


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And the mother
said, "I have reached the end of my journey.
And now I know that the end is better than the beginning,
for my children can walk with dignity and pride,
with their heads held high, and so can their children after them."
And the children said,
"You will always walk with us, Mother,
even when you have gone through the gates."
And they stood and watched her as she went on alone,
and the gates closed after her.
And they said,
"We cannot see her, but she is with us still.
A mother like ours is more than a memory.
She is a living presence."


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IRD InvestigationsDecember 20, 2016
For many years the Inland Revenue Department have been provided funding to target investigations of tax payer's compliance. Over the recent year that funding is significant.
Their aim is to not just encourage compliance but also identify and recover under returned and under paid tax.
Each year the IRD issue a statement describing their key focus areas – these being either targeted practices or industries where they intend to focus their efforts to identify potential non-compliance.
As an example, one such key focus area is described as the 'hidden economy'. This in some cases is referring to deliberate tax evasion but also includes the aggressive tax planning for small business as well as 'basic non-compliance derived through ignorance'. We've probably all heard the stories around the 'cash based' jobs taking place in the construction and related industries.
A few hundred dollars here or there paid to tradies doesn't seem like much. Although most people use eftpos when purchasing from cafes, dairies or restaurants, they probably think little of it if a cash sale is not rung through the till.
But the hidden economy isn't just the building and hospitality sectors. It includes any industry where cash is frequently used such as the scrap metal industry and also the myriad of micro-businesses carrying out service activities who do not register for GST. (Unofficially, maybe 15% of all contractors do not fully comply with their income tax and GST obligations).
So how do the IRD go about enforcement – well that's where the IRD audit and investigation unit steps in.
There are various types of business audits. These include reviews of a particular transaction or return, such as a GST refund claim; employer obligation checks, e.g. PAYE and KiwiSaver, FBT; and numerous technical checks, such as deductibility of expenditure, shareholder continuity etc.
There are a number of reasons you may be selected for an audit which can be based on analytical review or simply a random selection.
Often audits are preceded by a "risk review". A risk review is where information is requested from you in order to evaluate the risk of non-compliance. Where a risk review detects an issue that requires more in-depth inspection, that's when a potential next step to initiate an audit is undertaken.
Our Conclusion
- IRD Audit, Investigation and Risk Review activity continues to increase and this is not likely to change in the future.
- The Inland Revenue audit officers are well trained and more aggressive.
- Audit, Investigation and Risk Review activity tend to be stressful and can take years to conclude.
- A considerable about of information is requested and this can take time to gather together and generally incur significant professional fees. So even if you have not committed any tax fraud (as is the case in most Inland Revenue audits), you are likely to be exposed to major costs if selected for a review or audit.
How we can help
One of the services we offer is a Tax Audit Retainer Service (TARS). This service provides a benefit in terms of a level of professional fee cover over the course of a 12-month period. Therefore, you can reduce the stress on yourself by having professional help without the worry about the cost of the professional fee. There is no doubt that having professional advice during a tax investigation is a good idea - we can tell you some horror stories about people who have tried to "go it alone".
For more information about TARS including fee cover levels and terms and conditions please contact Carole firstname.lastname@example.com


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'V/H/S/' Directors In Talks For Found Footage Frankenstein Movie 'The Reawakening'
There's already a full slate of Frankenstein films in various stages of development in Hollywood, but apparently that's not stopping new projects from leaping onto the crowded pile. Fox and Universal each have their own versions in the works, but Lionsgate is out to top both of them with the revelation they've got a second Frankenstein film in the works. The first is I, Frankenstein (see a picture of star Aaron Eckhart as the monster here), and it's now joined by The Reawakening.
The collective creative quartet known as Radio Silence are in talks to direct the film, written by Luke Dawson (the American remake of Shutter) and being described by Vulture as "equal parts Flatliners and Frankenstein." That's really all they say about the project, though, so we'll have to make our own deductions from there. Presumably it's about a group of smart coeds flirting with death experiments who end up crossing over into undead territory, and naturally they must be documenting the whole thing. If you've got another interpretation of what that crossover pitch means, though, do share it below.
If you've seen the found footage horror anthology V/H/S, you already know Radio Silence's work. They directed the 'bros going to the Halloween party' segment that's easily the most entertaining one in the entire film. The team did a great job with it, and they've clearly got clever ideas for how to make fresh use of an already overly familiar filming gimmick, so hopefully they can do the same here.
Movies.com, the ultimate source for everything movies, is your destination for new movie trailers, reviews, photos, times, tickets + more! Stay in the know with the latest movie news and cast interviews at Movies.com.
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Welcome to tutorial 001 for how to work with Advance Steel & Dynamo. In this tutorial serial we will explain the basics of computational programming withing Dynamo and how this can be utilised in Advance Steel.
In this first instalment we show how to add some nodes points to define a straight beam in Dynamo and then run the script in Advance Steel.
The finished dynamo script can be downloaded from here.
Click the below video for the full tutorial.
If you require more information regarding Advance Steel or Dynamo, contact Graitec today.


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Dan Walters: Six-state measure would have given regional governments a boost.
The measure's fate is now very uncertain. Draper has hinted he may go to court to force a full count of the signatures, or possibly start over with a new proposal for 2016.
The breakup of California got all of the attention as the signatures were being gathered and counted, with the consensus among pundits, including this one, that even if voters passed Draper's measure there was virtually no chance that Congress would agree to the split.
Had it qualified and passed, however, one section of the measure would have gone into effect regardless of what Congress did – empowering counties to pass new charters and join other counties within one of the designated six states to form regional governments.
See the whole story at The Sacramento Bee.
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Bear N Mom Recipes - Canning Fig Jam
The figs were plentiful this year. My neighbors two trees are full of fruit. He had to put netting over them to keep the birds from feasting before he can harvest his crops.
This was a hidden treasure that I found in Nunny's hat box of recipes. I only found it when we moved into a house that had the worst smelling plant I ever saw growing next to the back porch. I was determined to uproot this plant before the next growing season but was I in for a surprise. This smelly growth turned out to be a fig tree that produced an abundance of little walnut shaped fruits, FIGS.
1 pound dried figs
2 tart apples
rind and juice of 1 orange
rind and juice of 1 lemon
4 cups water
3 cups sugar
dash of salt
How To Mix, Cook and Put Up
wash figs and remove stems.
chop into small pieces.
peel and core apples; chop fine.
put figs, apples and rind of orange and lemon in heavy kettle.
add water and boil for 10 minutes;
reduce heat and cook for 10 minutes longer.
add sugar and salt and simmer for another 20 to 25 minutes. Stir occasionnally.
add orange and lemon juice, mix well and remove from heat and pour into jam glasses. seal with parafin. makes about 7 glasses of jam.
i love it so much!
i will make one later!thanks for the list of the recipes
thanks a lot for sharing your ideas
thank you for the great information
wow..thanks for the great information
Another cool hub bearnmom. My parents have a fig tree that produces so many figs, we can't eat them fast enough. I think they'll like the jam and this will be a great way to make them last all year long. Thanks again :-)


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- About
- Visiting Scholars
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Power and Capital Revisited: The Ruling Class 34 Years Later
Göran Therborn
"States, Societies, and the Rule of Capitalism"
Tuesday, October 25, 4pm, 206 Ingraham Hall
"The New Political Dynamics of Ideology"
Wednesday, October 26, 4pm, 8417 Social Science
Open Seminar for Students, Faculty and Public
Thursday, October 27, 12:20pm, 8108 Social Science
Co-sponsored by GLOBAL STUDIES
GÖRAN THERBORN is professor emeritus of sociology at the University of Cambridge, UK, and affiliated professor at Linnaeus University, Sweden. He has been co-Director of the Swedish Collegium for Advanced Study, professor of sociology at Gothenburg University, Sweden, and of political science at the Catholic University at Nijmegen, Netherlands. His books include, Science, Class and Society (l976), What Does the Ruling Class Do When It Rules (l978), The ideology of Power and the Power of Ideology (l980), Why Some Peoples Are More Unemplkoyed Than Others (l985), European Modernity and Beyond. The Trajectory of European Societies, l945-2000 (l995), Between Sex and Power. Family in the World, l900-2000 (2004), Inequalities of the World /2006), From Marxism to Postmarxism? (2008), The World. A Beginner's Guide (2011). He is currently working on a global project on Cities of Power.