text:
If you have created a Captivate project and need to reuse a slide in another project, all you need to do is right-click the slide on the Filmstrip, choose the Copy menu item, switch to another (or new) Captivate project, and paste.
Feel free to post your answers as comments below.
In my three-hour mini session on Optimizing PowerPoint for eLearning and Design, I discuss how to create your own eLearning characters using PowerPoint. Generally I get a few excited students who seem up to the challenge, but most students decide that it's a neat trick that they're going to go ahead and skip. I was happy to see that Tom Kuhlmann recently posted a couple of how-to videos over on the Articulate blog about how to create your own eLearning characters in PowerPoint. I was not alone in creating my own PowerPoint eLearning characters! The how-to videos are good, so I'd encourage you to go check them out. Additionally, I'd like to add some of my own tips about how I create my characters.
Start with a photo. This isn't a terribly difficult task, but you will need to ensure you won't get into any hot water with regard to copyright. Do you remember the Shepard Fairey Obama poster incident? You probably are not creating eLearning characters that will be as high profile as Fairey's Obama, but with so many ways to avoid getting into the copyright soup, why risk it? Here are some options:
In the steps below, I'll create an eLearning character based on this image:
Here is my finished product:
Character Challenge
It's your turn! Create your own character in PowerPoint and send it to me. It could be a self-portrait or that of a friend, colleague, or loved one. Even better--send me the original photo as well for a fun before and after. We'll feature your creations here next week.
If you love AJ's articles, you'll love her Optimizing PowerPoint Design for eLearning & Presentations mini course.
Colonial Name
Current Name
We are proud to announce that our newest book, "Adobe Captivate 8: Beyond The Essentials" is now shipping.
This book is a companion to our top-selling "Adobe Captivate 8: The Essentials" book and delves into such Captivate features as responsive layouts, creating project templates, accessible eLearning, and working with a Learning Management System.
More information.
Thank you to the winners: Anna Todd, Karyn Highet, Lisa Stumpf, Susan Czubiak, Bobbi J. Stonskas, and Geri Moran.
If you love Jennie's grammar articles, you'll love her classes. Check out some of Jennie's mini courses.
Technological change is not new, but the pace of change in some fields is breathtaking. Battery technology is one example, and photo-voltaics is another. And of course, technology associated with reading is experiencing a dramatic rate of change.
How do people cope with rapid change in their fields? Neil Armstrong learned to fly in 1945... a time when the sound barrier was considered to be an impenetrable barrier. By the time of Armstrong's first posting as a US Navy pilot in 1950, the sound barrier had been broken, and the first jet fighter squadrons had been formed. In 1957, Armstrong flew a rocket-powered aircraft for the first time. By 1960 he had flown at close to 4,000 mph (six times the speed of sound) to heights of 120,000 feet. Armstrong managed this transition as a pilot by continually learning. Over 10 years, he progressed from subsonic jets, to transonic jets, to supersonic jets, to rocket aircraft. Each step was relatively small, but overall it was a giant leap (to quote a phrase Armstrong later used when he stepped from Apollo 11).
How does Neil Armstrong's journey into space relate to technical communication? Consider that it only took 10 years for us to move from typewriters (1980) to laser printers (1990), from text-only Web browsers (1993) to websites with embedded movies (2003).
The Apollo 11 story can provide another lesson for technical communicators. As the name implies, Armstrong's Apollo 11 mission was the eleventh in a program of 20 missions. The program objective was landing a man on the Moon and returning him safely to the Earth. Each mission was part of a broad strategy... part of a far-sighted plan.
Big projects only reach their goals if they come with a comprehensive plan. Like many projects, there can be hurdles and disasters. The Apollo 1 spacecraft exploded on the launch pad, killing the three astronauts. The next three missions were unmanned flights to test systems. Each mission validated a different system. The unmanned Apollo 5 orbited the earth. Apollo 6 tested the Saturn V propulsion. Apollo 7 was a manned orbit. Apollo 8 circumnavigated the moon. Apollo 9 tested the lunar module, and 10 was a dress rehearsal. In documentation, this might be called iterative development. Unit testing is another IT term that might apply.
For large documentation or training projects, an Apollo approach is a good model. Here are some small steps to success:
and... most important...
Looking back, you'll see how those small steps became a giant leap.
So you've been asked to create a snazzy, new eLearning lesson, but the raw material you receive from your subject matter expert (SME) is not ideal. Maybe you are given content that's just not ready to be used for eLearning. Perhaps your subject matter expert has provided content that's so technical that the intended audience won't be able to understand it. Maybe the audio you've been given is an exact match for the slides in the PowerPoint deck (something that's an absolute no-no).
In these situations, moving forward and creating eLearning may be exactly the wrong direction to go. To create meaningful, effective eLearning, you may need to go backward and start with some basic instructional design.
Every course that you create should start with this basic question: Who are you training to do what, under what circumstances, and how well?
When we ask a SME, who is an expert on the subject, but not a professional trainer nor a writer, to write training objectives, we are likely to get something like this:
Reading this tells me just one thing: It's going to be a long afternoon.
Here's an idea for getting the training objectives from the SME: have the SME write the quiz. Make sure the SME knows to include only the most important points from the lesson. Ask for something on the order of 10 questions for a 5- or 6-minute unit. (A quiz of no more than 10 questions is an ideal length for an eLearning lesson that plays for approximately 5 minutes.) Once you receive the quiz from the SME, review it with the SME to make sure it contains the most important points of the lesson, that you understand all the points, and that no major points were missed.
Then shamelessly design the training to teach to the quiz. Teaching to the quiz is considered bad form in the world of K12 education. But in the workplace, it may just be the best way to get the learners from point A to point Z.
As you now review that PowerPoint deck the SME provided, or chug through the 2-hour webinar, grab those slides and chunks of phrasing that address the quiz points. And put your eLearning together from there.
Ironically, instead of taking the SME's materials and moving forward, we are now actually starting at the very end--the quiz--and building from there.
Ah, Greece. Financial troubles aside, this country is known for fantastic food and beautiful Mediterranean beaches. Kick back at your desk with some fresh olives and feta as we explore common cultural facts about the Greeks and their expectations when it comes to training and development.
Test Your Knowledge of Greek Culture
Quick Tips for Training & Development in Greece1:
Answers to the Questions from Above:
Developing international training and development materials? Contact Jen at Carmazzi Global Solutions.
From a new user perspective, one of the major complaints about Adobe Captivate has always been its cluttered user interface. There are so many panels and toolbars in Captivate (and most are open and visible when the program starts), some people feel that the program is more difficult to learn than other tools like Articulate Storyline and TechSmith Camtasia Studio.
Previously I shared some tips for creating your own great looking flat design eLearning. A recurring trend in flat design is the use of simplified icons in lieu of detailed drawings, images, or photos. Many icons can be found by inserting symbols or certain Clip Art images from within PowerPoint. Creating your own icons from scratch is also not terribly difficult. As an alternative, I'd like to share a fun (and free!) tool for quickly creating and customizing icons for use in eLearning.
Iconion is a free download that is still currently in Beta. After you've downloaded Iconion, you can choose from a large array of icons from four different icon font sets: Typeicons, Linecons, Font Awesome, and Entypo.
To create an icon, simply select an icon from the left of the Iconion window, preview it in the center panel, and then add a style from the right panel. The styles are many and varied and, in addition to looking great in your eLearning, would blend seamlessly with Windows and iOS. After you've chosen a style, you can make stylistic tweaks to fills, background colors, gradients, blurs, etc. From there you can save your icon to your desktop in a number of fully scalable sizes. Fast, easy, and great looking!
Here's an example of how I incorporated some icons from Iconion into the slide deck for an online training course here at IconLogic:
Many of us are working with shoestring budgets while creating eLearning. This means we are often relegated to the world of free clip art for our eLearning images. Here are a few examples of how clip art images can be reimagined into flat design. For these examples I just used shapes without lines, gradients, or shadows to create new, flat images resembling the original clip art images.
The great thing about flat design is that with careful attention to detail, most anyone can produce their own form of attractive flat design. All of the redesigned clip art images above took very little time, effort, and PowerPoint technical expertise. But, want to know a secret? You could even take an existing clip art image and bend it into your own flat design creation without building anything from scratch. Let's look at an example.
Need some more flat design inspiration? Check out the Flat UI Design site.
Note that the representation of the long dash--the em dash--as two hyphens or as "space hyphen space" are only acceptable when the software you are using does not support the standard long dash character.
Other respondents had varying opinions on whether the interruptions should be marked with parentheses rather than commas. Here are some additional thoughts on that:
On number 3, the words "according to the magazine" are an independent comment on the entire sentence, and they indicate that the magazine is the source of the entire statement. You are not necessarily saying that you agree with the magazine's opinion. If you put those words inside parentheses, then you are making the assertion yourself, and merely citing the magazine as a supporting source.
On number 2, it is difficult for me to see how the information about an upgrade could be seen as totally parenthetical and placed in parentheses. It is not merely reference or support material. I think the person who wrote the sentence is expressing outrage, or at least disappointment, that the blog is still slow. The interruption carries a good bit of the point of the sentences, and thus needs emphasis, rather than de-emphasis.
To those readers still waiting for more on the who/whom issue, here is an update. Many respondents treated the exercise as a standard challenge rather than giving an opinion. Some said it is not an opinion, but a matter of following a well-established grammar rule. Others agree with me, that this rule is so often broken in spoken English, that following it in written English can result in awkward constructions. Once I untangle all the opinions and calibrate the right/wrong answers, I'll give a full report. In the mean time, more data is needed.
Here is the who/whom challenge again. Please answer each one, this time, by indicating the way you most often say it or hear it said, rather than the way you calculate is the right answer by analyzing whether the usage is nominative or objective (subject or verb). What I am trying to get at is whether actual everyday usage follows any logic. Give a try to punctuating the interruptions in the sentences below. Feel free to post your answers as comments below.
Who are you giving the scholarship to, after all?
If you love Jennie's grammar articles, you'll love her classes. Check out some of Jennie's mini courses.
What is more effective, a print document or an online document? It wasn't all that long ago that print documents would definitely have been voted more effective, especially considering the poor quality of computer monitors and slow internet speeds. (Remember trying to pull up a document on a modem?)
Given the speed of today's internet and mobile device support, print documents are likely going the way of the dinosaur. Online documents have several advantages to their print counterparts. For instance, eBooks reflow to fit the user's device (think about how popular eBook readers such as the Amazon Kindle have become in just the past few years). Online documents are searchable, typically contain hyperlinks for easy navigation, often include videos and/or animations, and some even contain interactivity in the form of eLearning simulations created in Adobe Captivate or Articulate Storyline.
There are millions upon millions of print documents around the business world that would gain new life if they were online. The major challenge in moving from unstructured to structured documentation, or page layout to reflowing text, or paper to online, is the shift in mindset required. Simply put, many old design paradigms used for print documents don't fit in new media design.
There are many reasons for converting paper documents to online documents such as cost, efficiency of updating, document control, accessibility, and discoverability. Surprisingly, for the custodians of paper documents charged with managing the conversion, there is often a reluctance to embrace the migration from print to online. For those custodians, the paper version remains the primary document, and the online version is secondary.
Even if the paper custodians agree to take the paper documents online, much time and effort is spent trying to imitate the paper design in the online design. For example, the paper documents are scanned and converted to PDF. While aPDF will work in an online world, a PDF is really just a digital replica of the paper document. While a PDF may open on a tablet or smartphone, it won't re-flow to fit the user's screen like an eBook.
If you're trying to convince the "powers that be" to make the move from print documentation to an online document, consider the following:
The text used in the print document may require a specific font and font size. When online content is displayed for the user, the user's device may have limited font capabilities. Even if the device is capable of displaying the font, if the user doesn't have that specific font installed on the device, the font displayed will be the browser's default. For instance, you have used Futura as the font for your content. If the user accesses your content via a web browser and does not have the Futura font on their computer, the browser will likely display Times New Roman instead.
Paragraphs may need to be indented by a specific amount. While setting up a specific indentation is easy in a print layout tool such as Adobe InDesign, the user's device may have limits to how indentations are displayed.
Headings may have to be sequentially numbered. While many print layout tools allow you to easily number paragraphs, those automatic numbers may not display properly online.
You may be required to include footnotes. While footnotes are easy to add to print documents, they're a problem online. Since there really isn't an end to a page online, where would the footnotes go?
Page numbers may no longer be valid. If your print document includes cross references (such as, "For more information, see page 11"), you could end up with a mess. If your print content is displayed as an eBook, the content that was on page 11 could now be located on page 22. If the text on the page tells the user to reference page 11, but the text is actually on page 22, you can imagine the trouble you'll have.
The graphics could be huge. In the print document, high resolution photos were used. They look great on paper. However, they're so big (in megabytes, not width or height), they'll take forever to download over the Internet if you leave them as-is. To use the images, you'll need to allow time to save the images as online versions (in jpeg or png format). When you do, the images will likely lose quality. Will they still look good?
If you do decide to migrate your print documents to the online world, off-the-shelf authoring tools such as Adobe RoboHelp and MadCap Flare will help make the process easy. Both tools allow you to quickly convert printed documentation (especially Word documents) into online documents. Both tools support cascading style sheets that handle fonts, colors, paragraph numbering, and indentation. And both tools allow you to create master pages complete with headers and footers. Nevertheless, there are limits to what any authoring tool can do when it comes to recreating the look and feel of a print document, so look into the limitations of each tool prior to moving forward.
What's your take on print documents as compared to online documents? Is print doomed? Which medium do you think is more effective, print or online? What tool do you use to convert from print to online? Can you share instances/examples where you think print documents are more effective than online documents? Feel free to post your opinion as comments below.
You can create an eLearning lesson that changes dependent upon where your learners are physically located. For instance, you can create a Captivate project for learners who live in the United States or Australia. While much of the course content is relevant to both Americans and Australians, thanks to Captivate's geolocation feature, learners in both countries will see unique, location-specific, information while taking the same course.
As far as I'm concerned, the hottest new feature you'll find in Adobe Captivate 8 is the ability to create responsive eLearning. As I taught you a few weeks ago, by choosing File > New > Responsive Project, you can basically create and work on multiple screen sizes (called break points) in one project. When you publish the responsive project, the learner will automatically be served the break point appropriate for the device they're using.
Dashes actually emphasize the interruption, like this:
One of the best things about the previous two versions--the versions before the company was taken over by XYX, Inc.--was the user interface.
Parentheses de-emphasize the interruption:
The correspondence between the codes (see Table 2) is nearly one-to-one.
Commas indicate an interruption that is not essential to the meaning of the sentence:
The new interface, we all agree, is much easier to use.
Interruptions with no punctuation are essential to the meaning of the sentence:
The function that has been changed the most is the video editor.
Give a try to punctuating the interruptions in the sentences below. When ready, post your answers as comments.
If you love Jennie's grammar articles, you'll love her classes. Check out some of Jennie's mini courses.
I'm continuing to enjoy developing eLearning using the new Adobe Captivate 8. And the more I use this updated version, the more I find subtle improvements and new features. Take video demos for instance. I use the video demo recording mode frequently (it's the mode I use for the videos I upload to YouTube).
While recording a recent video, I noticed a new tab on the Video Effects Inspector: Popup.
It just so happened that I had recorded a video and had inadvertently captured a yellow tooltip (shown in the image below). I figured this would be the perfect opportunity to test the Cleanup button on the Popup tab.
On the Timeline, I positioned the playhead at the part of the video where the popup first appeared.
How can you use your voiceover script to keep the learner's attention within an eLearning lesson? Here are the two most important factors: Make it proportional and make it conversational.
Make the Voiceover Proportional to the Action
In a recent informal test at a conference for instructional designers, the audience started waving and yelling "Stop! Stop!" after less than two sentences of voiceover text was read for one PowerPoint slide. Now granted, that second sentence was a doozy, weighing in at more than 47 words, but still. Two sentences? How short is our typical learner's attention span these days, after all? Probably much shorter than you think.
The learners we address with our eLearning projects are bombarded with information, often in the form of movies, videos, and television. Scenes change in modern movies approximately every minute and a half. But in a movie, even during that short time, something is continually moving on the screen.
On many kinds of eLearning products, there may be nothing moving at all, as a still slide rests on the screen or a still screenshot sits waiting for the next interaction. So with absolutely no motion on screen, how long can the audio drone on?
At the conference, the elapsed time was less than 12 seconds before the audience became impatient.
To some extent, the type of lesson will determine how much voiceover is proportional to each action. On a software demo video, a lack of action for as little as 7 seconds can have the learner shaking the mouse to see if the video is still running-even if the audio voiceover is continuing. During compliance training, on the other hand, the learner may expect relatively longer voiceover descriptions and recitations of rules.
But that doesn't mean learners will like it. Consider aiming to have something move on the screen, illustrate the point, or change in some way about every two sentences. You can achieve the right proportions by either adding visual elements or shortening the voiceover script.
Use Plain Language and a Conversational Writing Style
The writing style of your voiceover text will greatly affect how "listenable" it is. Long, academic-sounding, repetitive sentences will have your learner eager to move on quicker than short, plain-language sentences.
Test yourself: try reading each of the following paragraphs. Which one makes you want to stop reading sooner?
Example A: The capability for the creation of user-defined functions has been instituted with the current version. This capability is not entirely new but was previously available via pass-through to and from a custom module, which is a function of most programming languages. However, these modules did not allow this functionality to be embedded directly within another function, and this inherent limitation was a source of frustration to users.
Example B. In previous versions of the program, you could create a custom function, but only within an entire custom module. Now, you can embed your own custom functions directly inside another function. This means there are now countless ways you can use custom functions within your own applications.
With little change in the technical terminology and content, Example B will seem easier to focus on for most learners. The best writing style for a voiceover uses shorter sentences, addresses the learner directly, uses plain language when possible, and uses active rather than passive voice.
Instead of "The capability for the creation of user-defined functions has been instituted..."
Try this: "Now, you can create your own user-defined functions."
Instead of "This was previously available via pass-through..."
Try this: "Before, you had to pass your custom functions through a..."
Instead of "These modules did not allow this functionality"
Try this: "You can now do x"
Remember that the voiceover for a lesson is written for a voice. Make that voice conversational rather than academic in style. Make it proportional to the amount of action on screen and you'll keep your learners clicking painlessly through the lesson while remaining focused.
If you love Jennie's grammar articles, you'll love her classes. Check out some of Jennie's mini courses.
Take the Text Caption shown below for example. The arrow in the upper left of the caption is known as a callout.
You can control a few attributes of the callout (you can use the Properties Inspector to select from a list of pre-determined positions and you can elect not to show the callout). But if you want to fully adjust the callout (perhaps move it a bit to the left or right, or make the callout a bit longer), you're out of luck.
Many Captivate developers, tired of the limitations of standard Text Captions, have forsaken Text Captions altogether for Smart Shapes. In the image below, I'm using a Rectangle Smart Shape. The shape looks much like a Standard Text Caption. I can control its appearance via Object Styles. However, check out how I am able to drag the shape's callout by dragging the yellow square. You can't do that with a Text Caption.
Because Text Captions are really bitmap images, I'm not able to fully control how the captions look unless I edit the bitmaps using an image editing program. With Smart Shapes, you can control just about every aspect of the way the shape looks by combining options found on the Properties Inspector with Object Styles.
While there is much to love about Smart Shapes, a perceived downside to Smart Shapes is that you can't use them to automatically get captions when recording a Software Simulation. You'll be happy to learn that you can, in fact, use Smart Shapes instead of Text Captions during the recording process.
Display Captivate's Preferences (Windows users, choose Edit > Preferences; Mac users, choose Adobe Captivate > Preferences). Choose a recording mode and, from the Captions area, select Use Smart Shapes instead of Captions.
I also discussed the use of assistive devices that provide a way for people with seeing, hearing, or dexterity challenges a way to communicate and train using technology. People who have visual impairments use assistive devices such as Jaws, Window Eyes, and HAL. They also use screen magnification and braille displays/keyboards. People with hearing impairments need visual representation of auditory information such a closed captions and graphic displays. People with mobility impairments may need alternative methods to moving through your eLearning content, such as keyboard shortcuts.
The goal of creating accessible eLearning is to enhance your lessons by ensuring that all learners can master the instructional material and meet the learning objectives. When learning is accessible to all types of learners, you are not only complying with regulations, but you are reaching a larger audience.
Designing eLearning to Include 508 Compliance Standards
Most learners retain information through seeing, hearing, and doing. Keep that in mind when creating eLearning courses. It's relatively easy to ensure that a person who cannot see can hear your course content by adding narration and using accessibility text for images (also known as ALT text). However, the more challenging component to eLearning is keeping the lesson interactive.
When creating interactive eLearning, it's important to include accessibility that all learners can use. All learners need to be able to easily identify and select interactive screen objects. You should ensure you are using a tab order for any interactive components. And you should always provide meaningful feedback in your lessons... and offer remediation if necessary.
Here are a few general tips to Instructional Designers to improve effectiveness of accessible eLearning:
Watch for my next article which will cover a step-by-step accessibility eLearning plan.
If you'd like to take a 3-hour deep-dive into the best practices for creating accessible eLearning, check out Anita's live, online course.
Unless you've been deliberately avoiding them, it's a good bet you've come across images similar to the one below.
Looking for instructor-led training on Adobe FrameMaker? Check out our live, online, instructor-led FrameMaker classes.
There are many reasons you may want to globally change every instance of a font in a PowerPoint presentation. Maybe you inherited a presentation from someone else and it needs a little work. Maybe you've had a change of heart about your own design choice. Maybe a client would prefer a different font. Whatever the case, manually changing every occurrence of a font could become a time-consuming task. Luckily, PowerPoint comes with a quick and easy tool to handle the heavy lifting for you. Here's how to use the Replace Fonts tool:
Just like that, you've replaced every instance of the original font!
If you are sending your PowerPoint presentation off to be viewed on another system that is not yours, you may be concerned that this other system won't have the same fonts. No need to lose any sleep over what your final design will look like. If you've used TrueType fonts, you can embed them into your presentation and send them along with it.
TrueType fonts can be identified by a TT next to the font name in the font drop-down menu of PowerPoint. The fonts outlined in red below are all TrueType fonts.
Here's how to embed TrueType fonts in a PowerPoint presentation:
Now you can rest assured that your fonts will survive the trip to another computer system.
See also:
Here's a quick tip you may not already know that could save you some serious time with unit conversion. By default, PowerPoint measures in inches. But, if you're using PowerPoint as a design tool you might wish to work in pixels or centimeters. It isn't rocket science to Google your way to proper unit conversion, but there's an easier and faster way right there in PowerPoint.
For example, let's resize a shape using pixel dimensions. We want our final shape size to be 600 pixels high and 800 pixels wide.
The same method can be used for centimeters. In the Height and Width fields, type your desired size followed by cm and press the [tab] key. Presto! Automatic conversion to inches!
Last week I told you about the great enhancements you'll see in Adobe Captivate 8 when it comes to image buttons. This week, I'm going to show you a few more improvements that I think you'll love.
One grammar and punctuation rule that is violated left and right is the use of a colon after an incomplete statement. The rule states that a colon must be preceded by a complete sentence, like this:
We discussed the following topics:
However, in every place I teach, I find people routinely using colons like this:
We discussed:
This week, I'm looking for your opinion. Should we continue to hold out for that complete sentence? Or is this a rule we should drop from the books? Post your comments below.
Answers to the challenge on possessives with identifiers are brought to you by Katrina Del Vecchio. I have also included alternative answers by other respondents, as noted below. Thanks everyone! The variety of rewrites is fun to see!
Over the past few weeks I've been writing about the hot new features you'll find in Adobe Captivate 8 such as the new, easier to use, interface and responsive projects. Those two features are arguably the top changes you'll see if you're upgrading from Captivate 5, 5.5, 6, or 7 to Captivate 8.
In previous articles you've learned about RoboHelp's User Defined Variables (how to create them, group them, and use them in topic titles).
As a brief review, variables can contain information that occurs frequently in your project, such as a product name, company name, or copyright notice. After creating the variable, you can insert it into any RoboHelp topic or onto a template by simply dragging and dropping. Now here's the cool part. Assume your company name now appears throughout your project and now you want to change it. Without the variable, you would have to search your entire project and update the company name. Thanks to variables, all you will need to do is update the definition of the CompanyName variable, and you will change the displayed company name project-wide in just a few seconds.
One issue you'll come across when inserting variables within a topic is that, by default, the variable text looks like regular topic text. In the picture below, I challenge you to locate the variable.
Did you find the variable text? I'm betting that the answer is no. So what's the big deal? This can be particularly frustrating if you need to replace regular text with a variable. For example, you can highlight regular text in a topic and convert it to a variable by dragging the variable on top of the text. That's an awesome feature. Before I begin however, I need to be able to tell, at a glance, if the text I'm looking to replace is already a variable. As it stands, I have no idea since I cannot tell the difference between a variable and regular text.
Luckily, RoboHelp has a handy feature that allows you to distinguish between variables and regular text in topics. To enable this feature, simply choose View > Show > Fields.
Voila. All variables in topics are now shown as green text. Best of all, variables only show up green in your project... when you generate a layout, the green color will not be visible to your users.
Creating eLearning for mobile devices was high on the wish list a few years ago when Adobe asked users for the top features they'd like to see added to Adobe Captivate. It wasn't long before Adobe responded by adding HTML5 as a publishing option. HTML5 allowed developers to create interactive content that can be used by mobile learners who have a device that does not support Flash.
Desktop user: 1024 pixels wide.
Tablet user: 768 pixels wide.
Mobile user: 360 pixels
Once you're done laying out each canvas, all you need to do is publish and post the lesson to a web server or LMS just like always. When the lesson is accessed by your learner, the lesson will automatically detect the learner's screen size and the correct canvas will be displayed. Awesome!
A frequent reader of this column, Michael Stein, sent in an interesting question about the possessives we have discussed here recently:
Perhaps you could address possessives again in an upcoming column. Specifically, how should a qualifier be added concerning a person in a sentence who possesses something. For example, "We played with John's, the kid who lives in the white house, ball." Is this correct?
Here are my thoughts on this gnarly problem. In his email to me, Michael observed that in the spoken language, we would say,
We played with John, the kid in the white house's ball.
And in fact, there is a sound grammatical grounding for that.
A description in commas right after a name is called an "appositive." The Gregg Reference Manual, my favorite guide for such things, says to add the possessive to the end of the appositive and omit the trailing comma that would ordinarily belong there. The examples, however, are short, as in these:
Washington, DC's streets
Joe the plumber's bill
But I think that in a professional writing context, or with longer appositives, this falls apart and becomes awkward and possibly even confusing:
We saved the file in Tim, the manager for the project's shared folder.
Yech. And is it the project's folder, or Tim's folder? And the way this comes out, it actually means that Tim is not the manager of the project but just of the project's folder. Even the Gregg says to rewrite such sentences to avoid the awkwardness.
So we pretty much have to go for the re-write in order to both identify the person and make the person clearly possessive:
We saved the file in the shared folder belonging to Tim, the manager for the project.
We saved the file in the folder shared by Tim, the manager for the project.
Or (and I don't dislike this one as much as Michael does)
We saved the file in Tim's shared folder. Tim is the manager for the project.
Long-time readers may sense a pattern here: for many of these awkward, confusing grammar and punctuation conundrums, my solution is to rewrite the sentence. No sentence is sacred. Every sentence can be rewritten. Keep rewriting until everything is correct and works smoothly.
Challenge: Rewrite Around Awkwardness
As always, please post your answers as comments below.
Answers to the challenge on single quotation marks are brought to you by Jenny Zoffuto. Her clean-looking examples for numbers 1, 4, and 5 come from not giving special treatment to the defined word when the sentence is clear without it.
Alternative correct answers came in from Kay Honaker. Notice what she did with the Wicked Ale example (no. 4). The single quotes are not the British usage, but are in fact what happens to double-quotes when they occur inside of an already double-quoted sentence. Nicely done!
Correct answers also came in from Ginny Supranowitz. And I missed one from last time: Ginny should have been listed as a winner on the British spelling challenge. Thanks for letting me know!
Flipped classrooms are gaining in popularity. If you've never heard of the flipped classroom, here's a definition courtesy of the Flipped Learning Network:
"The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions."
From the Flipped Learning White Paper:
"A teacher stands at the front of the classroom, delivering a lecture on the Civil War and writing on a white board. Students are hunched over desks arranged in rows, quietly taking notes. At the end of the hour, they copy down the night's homework assignment, which consists of reading from a thick textbook and answering questions at the end of the chapter. This dramatic, defining period in our nation's history, which left questions unanswered that are as relevant today as they were then, has been reduced to a dry, familiar exercise. The teacher is acutely aware that many students do not understand the day's lessons, but he/she does not have the time to meet with them to help during the 50-minute class period. The next day the teacher will collect the homework and briefly review the previous night's reading assignment. But if students have additional questions there won't be time to linger; the class cannot fall behind schedule. There is a lot of material to cover before the test at the end of the unit.
"Although it conflicts with decades of research into effective practices, this model of instruction remains all too common in American K-12 and post secondary classrooms. However, more and more educators now recognize that the learning needs of students, rather than the curriculum pacing guide, should drive their instruction. Educators are developing ways to personalize learning, using technologies such as video, digital simulations, and computer games. However, unless the traditional teaching model is altered, technologies such as these will have limited effects. One alternative model gaining attention and advocates is called Flipped Learning. In this model, some lessons are delivered outside of the group learning space using video or other modes of delivery. Class time, then, is available for students to engage in hands-on learning, collaborate with their peers, and evaluate their progress, and for teachers to provide one-on-one assistance, guidance, and inspiration."
How hot is flipped learning? Check out these factoids:
Many events in Egypt's history have had an impact on tourism, but your business needs may still require training and development in Egypt. Let's explore some common cultural facts about Egyptians and their expectations when it comes to training and development.
Test Your Knowledge of Egyptian Culture:
Quick Tips for Training & Development in Egypt1:
Answers to Trivia:
Developing international training and development materials? Contact Jen at Carmazzi Global Solutions.
Adobe last week announced Adobe Captivate 8, a significant upgrade to one of the top eLearning development tools in the world.
Over the past few years I've repeatedly heard a couple of complaints about Captivate. First, it was perceived as difficult to use. There were so many panels, pods, and toolbars it didn't take too much effort for the Captivate workspace to get cluttered. Sure it was possible to create a custom workspace, but that didn't seem to matter. The fact that a panel could be accidentally moved from one part of the screen to another was causing all kinds of drama.
Another major complaint was Captivate's lack of support for mobile users. You could publish a Captivate lesson as HTML5, but the way a lesson looked when viewed on different screen sizes wasn't something a developer could control.
Captivate users will be happy to learn that both major pain points have been addressed with Captivate 8. Shown below is the Welcome screen you will see when you first start Captivate 8. There are two tabs, Recent and New. After selecting New, you'll find the usual suspects including Software Simulation, Video Demo, and From PowerPoint. You'll also see a brand new... and very awesome... option for creating Responsive Projects (something I'll cover in a future post).
If you're a veteran Captivate user, you'll notice right away that in addition to the Welcome screen getting a nice redesign, there is no longer a check box in the lower left to permanently hide the Welcome screen. This may not seem like a big deal, but I can't tell you how many times I've heard from people using Captivate 7 and older who tell me that the Welcome screen is missing. It turns out that they've accidentally hidden the Welcome screen. And while it's easy to bring it back, I'm delighted to see that since it cannot be hidden that issue is gone.
The lecturer told us, "John F. Kennedy once said, 'Ask not what your country can do for you, but what you can do for your country.'"
Small punctuation marks--the period or comma--are placed inside of any and all of the quotation marks. Questions and exclamation points go on the inside of the quote they pertain to.
In British publications, single quotes are used to introduce new terms that are being defined a certain way. In American style guides, we are advised to use double quotes or italics to introduce terms.
Take a look at these examples, and give them the correct and American punctuation. (British and international readers--feel free to give them the appropriate treatment for your writing.)
As always, please post your answers below.
Answers to the British versus American English spelling challenge are brought to you by Susan Czubiak. Other correct answers came in from Deb Gilchrist, Karyn R. Smith, David Zimmerle, Barbara Kennedy, Geri Moran, Nichole Gladky, Lisa J. Stumpf, and Vera Sytch (in no particular order). Also, I received a couple of responses where I could not discern the choices (color coding or highlighting may not have come through), so I apologize if yours were correct and I have not given you the credit you are due. Please let me know, and send your answers again in a different format.
Last year the sale of smartphones exceeded the sale of traditional phones; the sale of tablets exceeded those of desktop computers. This trend has led to a need for eLearning developers to create courses that can be accessed from both mobile and desktop devices.
The size of the screen that learners use to access eLearning lessons can vary widely. Consider the size of a typical mobile phone compared to the various shapes and sizes of tablets such as the iPad, Microsoft Surface, and Amazon Kindle Fire. You could develop several Captivate projects that contain the same content, but are sized to work on specific devices; however, the problem is that you'd have to edit and update several projects! Who wants to do that? Additionally, who could possibly consider every screen size for every device? Even if you could build lessons for every screen size known today… what about the screen sizes for devices that have yet to be invented?
As an alternative to managing multiple Captivate projects, with Adobe Captivate 8, you can now create a single, responsive project that provides optimal viewing, and an effective learning experience, across a wide range of devices and screen sizes.
Responsive design is an approach to development that allows for flexible layouts and flexible images and assets. While the word responsive was traditionally used for building web pages, now with Adobe Captivate 8, responsive design can be used to develop online courses that detect the learner's screen size and orientation, and automatically change what the learner sees.
This class covers how Adobe Captivate 8 uses responsive design features. You'll learn how to navigate the new Captivate interface, how to create responsive projects from scratch, and how to incorporate responsive training demos, simulations, and question slides into your eLearning courses. Additionally, you'll learn about multi-device previewing and publishing methods.
Who Should Attend This Course?
When it comes to eLearning, I develop content for many government and education organizations where Section 508 Compliance is required. Section 508, the Rehabilitation Act of 1973, requires all Federal agencies to make electronic and information technology accessible to people with disabilities.
If you want to make your eLearning courses accessible for everyone, it's a good idea to think about people who are hearing, visually, and dexterity (motor skills) impaired. Additionally, it's important to consider the elderly population and people who speak English as a second language.
Assistive devices provide a way for people with disabilities to communicate and train using technology. People who are visually impaired or blind need devices such as:
People with hearing impairments need visual representation of auditory information such as:
People who have mobility impairments may need:
Although creating accessible eLearning can feel like an additional task, the goal is to enhance your eLearning courses by ensuring that all learners can master the instructional material and meet the learning objectives. When learning is accessible to all types of learners, you are not only complying with regulations, but you are reaching a larger audience, upholding social responsibility, and increasing your effectiveness as an eLearning developer and instructor.
Note: This is the first in a series of articles covering accessible eLearning from Anita. Stay tuned for more! And if you'd like to take a 3-hour deep-dive into the best practices for creating accessible eLearning, check out Anita's live, online course.
I received an email from a new Captivate developer who was having a hate-hate relationship with the click sounds he was hearing in his Adobe Captivate demonstrations and simulations. He told me that in his demonstrations, the mouse was making an obnoxious click sound when a click occurred. In his simulations, the same click sound was heard every time the learner clicked a click box.
If you've created a software simulation with click boxes, you can easily get rid of the click sound for a single click box, or all of the click boxes in the project. First, select a click box on any slide. Then, on the Properties panel, Options group, select Disable click sound.
If you'd like to see a demonstration showing how to remove the mouse click sound from interactive objects and the mouse, check out the video I created on IconLogic's YouTube channel.
Documentation projects are usually time limited, but the products they create need regular, ongoing attention to work correctly without becoming obsolete.
In many organizations, the project team, which has seen the project through to completion, may continue to have responsibility for the final product post delivery. What is the impact of such maintenance projects on planning documentation activities? And how should the project team approach such documentation maintenance projects?
We always get to hear or read about how to create documentation from scratch, where we have the freedom and capacity to change anything, and we have little dependency on the technical team. None of these perceptions are true when we deal with documentation maintenance projects. Many times, such projects need to be completed in a very short time. They generally need immediate action, quick revisions, and quality output that satisfies the customer.
We need to realize that documentation is an integral part of the post delivery phase of a project, and keep in mind that we must do the following:
Maintenance projects can involve any or all of the following:
The documentation maintenance process should be viewed as iterations of any development effort.
Maintenance Release Types
Error correction: correct faults in a delivered system. Documents need to reflect change requests from customers or from the testing group.
Enhancement: improve performance or add new functionality. Document activity needs to begin very early in these types of changes since it will involve planning and deployment of additional resources. This includes roll-forwards from previous maintenance releases.
Mixture: a combination of error correction and enhancement.
Adaptation: adapt the system to a new environment.
The documentation may need to reflect error correction, enhancement, or a mixture of these. It is likely that more time will be spent on enhancement releases than on error corrections. It is always vital to plan the next documentation release so as to maximize the efficiency of resources and also improve quality of the document. Thus, it is very important that the documentation team is involved from the initial phase of maintenance releases.
I'm happy to report that the first meeting for the "Adobe eLearning Community: Maryland, DC, and Virginia" on the books: July 9, 2014 at Adobe HQ in McLean, VA.
Address: 7930 Jones Branch Drive Suite 500, McLean, VA 22102
Time: 7-9 p.m., Eastern.
We'll be posting information about the meeting via our Meetup space and our LinkedIn page.
I'm really excited to meet all of you in person (and online... we will be running virtual sessions for all of our meetings).
¡Hola! Let's journey down to South America and explore some common cultural facts about Ecuadorians and their expectations when it comes to training and development.
Test Your Knowledge of Ecuadorian Culture:
Tips for Training & Development in Ecuador1
Trivia Answers:
Developing international training and development materials? Contact Jen at Carmazzi Global Solutions.
If you'd like to see a demonstration on adding a preloader to a Captivate project, check out the video I created on IconLogic's YouTube channel.
It doesn't quite sound believable, but it's true. In 21st Century Australia, there isn't a standard national rail gauge. (Gauge is the gap between railway tracks.) In some states, narrow gauge is used, in others broad gauge, and ironically in just one state, standard gauge. This means that rail cars and locomotives can't travel between states.
This schmozzle started in 1847, before the independent colonies of the Australia continent became states in a federated nation in 1901. It was in 1847 that the first railway lines (in South Australia) were built. It started well, with a decision by the British Government's Secretary of State for the Colonies that all colonies should adopt standard gauge.
But what does this obscure historical anecdote have to do with technical communication? Let's think standards, and how standard adoption by an industry can go horribly wrong with enormous, long-term financial consequences.
A private company building a railway line in New South Wales lobbied for the standard to be changed to broad gauge. Broad gauge became the new standard in 1854. A year later, the chief rail track engineer in New South Wales was replaced, and the new chief convinced the New South Wales government to unilaterally change the NSW "standard" back to standard gauge. And the same pattern continued until there was no standard left.
You may be awestruck by these decisions, but in context, having a standard made little difference. Australia is a big continent, and the mooted railway lines were short and were contained well within the colony. There were no plans for railway lines to cross borders, so as long as all lines within a colony used the same gauge, there would be no problem.
There are many standards in technical communication, and their adoption is haphazard and parochial, to put it kindly.ISO/IEC 82079 is an international standard for technical communication, covering all types of product, software, and service related instructions for use. ISO/IEC 26514 provides requirements for the design and development of software user documentation. Both these standards arouse very little discussion in online forums or at technical communication conferences.
The Organization for the Advancement of Structured Information Standards, OASIS, approved the DITA standard in 2005, and although its adoption is growing, it is still nowhere near widespread in technical communication. Are technical communicators generally reluctant to adopt standards? It is undeniable that technical communicators love some standards, such as spelling and grammar, and argue strongly for the benefits of such language standards and conventions. But it seems to me that beyond language standards, we collectively show the same attitudes as the late 19th century colonial railway engineers.
The consequences of the Australian railway gauge decisions are still being felt, and paid for, 130 years later. Interstate tracks are slowly being changed to standard gauge, often by duplicating tracks. Blame for the decisions of the late 1800s is often sheeted to "politics." Rivalries between companies and colonies and even individuals, power struggles, and deep-seated prejudices were the cause. We have to be non-standard because our requirements are special. These same arguments are used by some technical communicators to avoid adoption of standards and as an excuse to implement a custom solution. Perhaps we, as a profession, need to move beyond the politics of standards and work together in a standard way.
Have anything to add when it comes to standards in technical communication? Feel free to post your comments below.
First, I verified (via Wikipedia) that Ruth did indeed buy a steakhouse previously owned by Chris. The name of that steakhouse? Chris Steakhouse. Why not Chris's Steakhouse or Chris' Steakhouse? Was the owner grammatically challenged? Or was there possibly a method to his madness?
One clue is that there is a tradition in English of sometimes using a name as an identifier or label, instead of treating the name as the owner of an item. Thus, the Joneses' house may be called simply the Jones house. You may especially notice this in historic houses, such as the Calvert House Inn, located in College Park, Maryland, or the Warfield Building at the hospital where my mother worked, or the Stephen D. Lee Home Museum in Columbus, Mississippi. Thus Chris's Steakhouse becomes Chris Steakhouse (although without the word the. Hmmm. And Chris was his first name.)
Another related fact may be this one. I recently read an article on Merriam-Webster.com about why we may sometimes say "probly" instead of "probably." The article said that in the spoken language we tend to omit duplicate syllables. So "prob-bob-ly" becomes "probly." In the same way, "Chris-es Steakhouse" may become "Chris Steakhouse."
So the reason for the single apostrophe in Ruth's Chris Steakhouse is not from any particular grammar rule about two apostrophes. But now that I 've said that, what is the rule for compound possessive? Are we allowed to say something like this?
The dog's collar's buckle is broken.
Maybe we would change dog's collar into dog collar[identifier instead of possessive] or revise the sentence:
The dog collar's buckle is broken.
The buckle on the dog's collar is broken.
But I don't see any need to change this one:
Cathy's mother's name is Sue.
In 10 pages of rules about possessives, my grammar book does not seem to address this question either way. So I put it to you, dear readers. Which way shall we go on these examples?
As always, please post your answers below as comments.
Answers to the Challenge on Which versus That
The winners of this week's challenge, with all answers correct, are (in no particular order) Jay Herman, Kay Honaker, Trudy Dave, Gail A. Kelleher, Geri Moran, Christine Larson, Jenny Zoffuto, Julie Sharma, and Lorna McLellan.
These answers to which versus that are brought to you by Lorna McLellan and Kay Honaker:
*I had already decided number 3 could go either way, depending on whether joggers had used their shorts at the indoor track all winter, when I found Julie Sharma's perfect explanation in the next email message I opened:
"This could go either way: which, meaning the weather was so bad that no joggers' shorts or tank tops were worn all winter; that, meaning those shorts and tank tops that languished in closets--some might have been worn to the gym, for example, even in the winter."
Krista Allen made another interesting comment on number 2:
"My main reason for selecting "which" was to eliminate the double usage of "that." I'm not sure if that's the grammatically correct answer, but "That snow that had..." sounds clunky and desperately in need of a thesaurus."
You are right about the fact that the word that is redundant here--not because it is duplicated, but because the specific snow has already been precisely identified by the first use of that, so a second one is incorrect. But it is sometimes correct to use two thats in a row:
From Lincoln's Gettysburg address:
"We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live."
A few weeks ago I showed you how you can use master pages to control the headers and footers of a generated Microsoft Word document. But setting a single header and footer for your entire Word document may not be what you need. The Table of Contents may need a different header and footer than the actual content. Perhaps the even and odd pages require different headers and footers. With RoboHelp 11 you can use different master pages for different sections of your Microsoft Word output.
After you have created multiple master pages, you assign these master pages to different sections of the document:
Even though Halloween is months away, you can still inject a bit of terror into your eLearning. Head over to NuggetHead to download free zombie eLearning characters. Not only are these zombie characters fun, but with some creative imagining they could be ideal for a range of professional eLearning circumstances.
Here are a few that come to mind:
Here's a little something I put together using the characters:
For more on eLearning characters:
Today's foray into cultural insights takes us to the Scandinavian nation of Denmark. Let's explore some common cultural facts about this kingdom (Hint, hint!) and its citizens' expectations when it comes to training and development.
Test your knowledge of Denmark's culture:
Quick Tips for Training & Development in Denmark1:
Trivia Answers:
1Morrison, Terri, & Conaway, Wayne A. (2006). Kiss, bow, or shake hands (2nd ed.). Avon: Adams Media.
Developing international training and development materials? Contact Jen at Carmazzi Global Solutions.
I've written a few articles about Captivate's video mode including how to trim videos, use the Pan and Zoom feature, how to edit the mouse points, and how to publish video demos.
I received an email from a fellow Captivate developer who really liked creating eLearning using Video Demo mode but was lamenting the slow speed of the mouse.
"I was previewing the project. You could hear my voiceover audio and could see the mouse moving from point A to B," she said, "But the mouse was moving really, really slowly. The speed was fine a few days earlier but now it's so slow it's distracting."
The developer was sure she'd done something to the video to mess up the mouse tracking speed but was stymied to explain the exact cause of the trouble.
I asked her if she had trimmed the video.
"Why yes," she replied. "I watched your video on YouTube to learn how."
And with that, I had the reason for her troubles and the solution.
For whatever reason, when you trim a Captivate video, the mouse speed shown in the video after the trim point often reduces to a crawl. While I don't know why this happens, I do have a solution.
Choose Edit > Edit Mouse Points. On the Timeline, select the first mouse point after the trimmed section of the video.
On the Properties panel, deselect Smoothen Mouse Path (Smoothen? Anyone think the option should be named Smooth instead of Smoothen?).
If you preview the video, you'll see that the mouse speed returns to its pre-trimmed speed. While you may need to repeat this process every time you trim a Captivate video, at least it's fast and painless.
It you'd like to see a slow mouse in action and how deselecting Smoothen Mouse Path fixes things, check out the video I created on IconLogic's YouTube channel.


text:
BK Playing House-Soul-Funk-Afro etc etc Feb 2014..Live From London UK @ www.colourfulradio.com...Send your music to me at email@example.com..Blessings !
Barry King standing in for Dez Parkes live on www.Colourfulradio.com 28th Jan 2014...House-Soul-Funk-Broken Beats etc etc....All Artist's & Producers link me with the music for the shows...firstname.lastname@example.com...always respect....B.K.
Barry King Live At Colourfulradio HQ...[The Kia Oval Stadium] Rocking A Soul/House/Bruk Show On Thurs 23rd Jan 2014....More Dance Vibes On This Show...Enjoy !!!
Barry King playing 2013 Roots & Culture/Reggae for a hour...Then Selector Natty Frontline plays for 2 hours Christmas night live on www.Colourfulradio.com Along with Denzil & Beaver on the Mic !!
Soul-House-Funk-Broken-Afro-Jazz-R&B etc.....Doing It BK Style !!
Barry King live on www.ColourfulRadio.com London UK...3 hours & 30 mins of 1st Soul/Jazz Funk for a hour..then 2 hours of House/Afro & Broken vibes...and to finish it off 30 mins of 2 Step Soul...Each & every weds night..this is part 2 of the 6 hour show..1st 3 hours is Roots/Reggae/Lovers !!
Artist's & producers of all types of riddim...link me at
Barry King -Roots & Culture/Reggae/Rock Steady/Lovers etc etc.Live in London on Colourful Radio 25-9-2013...Every weds night 10pm-1am....Thanks for your time....B.K.
Barry King in Soul/House/Funk/Afro/Jazz/Latin/Broken Beats etc etc...live on www.colourfulradio.com weds 1-4am UK time....Link me...one....B.K.
Natty FrontLine is 1 of my Reggae music mentors,here he is dropping some Rub A Dub for 4 hours non stop...Tony Williams comes into the studio to invite us to the Brit Reggae Awards... weds 20th Feb 2013...Live to the world via www.ColourfulRadio.com......Tony Williams the Radio dj we all grew up with on Radio London during the 70s/80s....Natty FrontLine-Top Selector for Jah Sufferer sound,Sir Coxsone sound & FrontLine International sound...2 of my favorite peoples...Blessings...B.K.
Email's to link any of us.
DARU & MARIE IN THE HOUSE 3rd SEP 08

subset: commoncrawl


text:
View all 104 wines from Hobbs & Co. Wine Merchants
The Grinder Pinotage 2013
Swartland W.O., South Africa
Reviewed: August 15, 2014
Longview Yakka Shiraz 2010
Adelaide Hills, South Australia, Australia
Schubert Block B Pinot Noir 2011
Wairarapa, New Zealand
Reviewed: August 30, 2014
Morellino Di Scansano Scantianum 2012
Tuscany I.G.T., Italy
Creekside Backyard Block Sauvignon Blanc 2013
Creek Shores, Niagara Peninsula, Ontario V.Q.A., Canada
Plume Chardonnay 2012
Napa Valley, California, United States
Reviewed: August 16, 2014
The Grinder The Grape Grinder Pinotage 2013
W.O., Swartland, South Africa
Longview Devil's Elbow Cabernet Sauvignon 2010
Reviewed: August 2, 2014
Leitz Eins-Zwei-Dry Riesling 2012
Rheingau Q.B.A., Germany
Willunga 100 Cabernet Shiraz 2010
Mclaren Vale, South Australia, Australia
Reviewed: July 19, 2014
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© 2014 by Natalie MacLean. All rights reserved.


text:
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Bad Boy - Alpine Beer Company
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Ratings: 393 | Reviews: 114 | Display Reviews Only:
1.75/5 rDev -61.5%
08-01-2014 22:37:08 | More by Dionysusbrewing
3.15/5 rDev -30.6%
Served in a stemless snifter.
Thanks to Florida9 for sharing this growler!
Some reggae-backed white trash crimes spring to mind... Anyway, this stuff pours a lightly hazy gold topped by a finger of off-white foam. The nose comprises leek, Sorachi-style lemon zest, and light straw. The taste brings in more of the same, along with a melange of bitter grass and other greenery. Supposedly others got some pleasant citrus out of this, but I was apparently not so fortunate. The body is a light medium, with a light moderate carbonation and a sorta/kinda dry finish. Overall, I just didn't get around to actually enjoying this beer. For me, the hops focused on onions and funky lemons with a biting bitterness behind them, and that combination is just not for me.
10-22-2012 01:41:06 | More by TMoney2591
3.68/5 rDev -18.9%
On tap at Alpine, I was excited to get a good sample of this beer. It was yellow in color, little head. The smell was kind of brutal hops. The flavor made me open my eyes a little wider between the extreme hoppiness, pungent aroma, and obviously high alcohol content of the beer. This was good and I wish I'd been able to drink a growler of this but you can't do everything especially when there is Duet waiting to be drank.
09-22-2009 00:35:05 | More by ArrogantB
New Jersey
3.75/5 rDev -17.4%
06-24-2012 15:38:40 | More by acurtis
3.75/5 rDev -17.4%
01-09-2013 03:43:09 | More by jeff1973
3.75/5 rDev -17.4%
05-18-2013 18:29:32 | More by eyeenjoybeer
3.75/5 rDev -17.4%
12-22-2013 03:07:33 | More by beagle75
3.75/5 rDev -17.4%
03-22-2013 08:53:53 | More by beernads
District of Columbia
3.75/5 rDev -17.4%
Growler shared by starrdogg.
Very hazy/cloudy golden orange and a small white head. Minimal lacing. Looks unremarkable. Aroma was the highlight, very dank and green, spicy and light vegetable with a strong citrus finish. Sweet body, doughy and bubblegum base with intense and unbalanced herbal hops and grass. Some peach and grapefruit, but not much resin or pine. Hoppy Birthday and Nelson are among my favorites, but Alpine's bigger IIPAs continue to disappoint me.
10-08-2011 15:46:01 | More by yourefragile
3.75/5 rDev -17.4%
09-05-2013 22:54:12 | More by GraduatedCashew
3.78/5 rDev -16.7%
Growler at Woodshop 7. Pours clear, vibrant golden with sticky white bubbles. Rich onion and garlic nose with mega earthy Simcoe. Taste follows suit with bitter root vegetables, parsnips, and shallot. Raw and bitter. Heavy orange pulp and peel. Bitter and earthy. Palate gains the lovely Alpine house butterscotch note famous in Duet. Nice, but the Hoppy Birthday was much better. Yum. 7/23/2012 8/4/7/4/15=3.8
10-02-2012 15:51:49 | More by tarheels86
3.83/5 rDev -15.6%
A pint at O'Brien's in SD.
Amber with a slight haze and low head retention. Minimal lace. Understated citrus aroma with a touch of malt. Soft citrusy front and perfect level of carbonation. Noticeable acetone characteristics in the middle. Soft finish. Medium-heavy mouthfeel. Very full bodied.
08-27-2010 18:28:07 | More by LittleDon
3.88/5 rDev -14.5%
Had this on tap at Toronado in August. Pours a dark golden with little head and some lacing. Smell is mostly piney hops with some faint malt in the background. Taste is very dry and a little slick with some fruitiness up front and a long earthy hop bitterness. Very dry and attenuated. This one was good, but a little dryer and one dimensional than I expected. I didn't enjoy it quite as much as I thought I would.
09-24-2007 16:08:09 | More by Georgiabeer
3.88/5 rDev -14.5%
Bartzilla - ditto on trying it for the first time at Liars on Thursday. Were you that guy down the bar from me?
A nice straw/amber colored American DIPA with lots of hop aroma and flavor coming through as citrus and pine. A bit of malt balance is detectable, but this one remains crisp and refreshing with a medium body and a good carbonation level. Ill probably be the only one to say this, but I liked it better than Pure Hoppiness.
You San Diegans are pretty lucky ..
12-06-2006 18:35:54 | More by grumpy
3.93/5 rDev -13.4%
Poured from a growler into a goblet.
Appearance: The beer pours a beautiful clear amber color with a half finger of off white head. The head fades to a ring around the pour and leaves some mild lacing on the glass.
Smell: The hops aren't overpowering, but they're very nice. I'm getting some citrus peel and pine notes along with a rather pronounced sweetness from the malt. I'm also getting some citrus fruit notes along with the hops.
Taste: The hops are the star, but it's not one of those DIPAs that completely crushes your taste buds. A good amount of malt sweetness backs up the hops rather nicely. The hop bitterness contains some grapefruit rind notes along with some pine needles. The finish is quite bitter, but the malt still shows up.
Mouthfeel: The body of this one is just on the syrupy side of medium with smooth, tingly carbonation and a slightly dry finish.
Overall: This is a very good DIPA, but I feel it's a step below some of the big boys. I would drink this all day if it were easily available to me, but I don't know that I'd trade for another growler given the risk involved.
09-06-2012 02:31:59 | More by oline73
New Jersey
4/5 rDev -11.9%
12-28-2011 02:34:22 | More by ghaverfield
4/5 rDev -11.9%
11-14-2011 08:04:26 | More by bombadil
4/5 rDev -11.9%
09-03-2012 01:35:03 | More by skunk242
4/5 rDev -11.9%
01-28-2014 06:00:37 | More by Nefarious
4/5 rDev -11.9%
08-18-2014 22:27:24 | More by blackcloud
New Jersey
4/5 rDev -11.9%
01-09-2013 13:33:51 | More by DSlim71
4/5 rDev -11.9%
Thanks to Florida9 for sharing this growler!
Appearance is a brilliant clear gold with bright white head and decent lace. Nose is full of c-hops with heavy bright citrus notes along with some pine sap, lemon, syrup, and grass. The taste features quite the malt back bone with light molasses, rich caramel, and a moderate sweetness present before the hops overtake the flavor. Tropical fruits and grapefruit have an interplay between each other on the tail end. The body is medium with appropriate carbonation. Overall, this is a damn tasty IPA. Not sure I agree with the caliber of its average rating, but good nonetheless.
01-30-2013 07:00:07 | More by homebrew311
4/5 rDev -11.9%
10-24-2012 17:40:16 | More by GradyS1
4/5 rDev -11.9%
09-12-2013 01:51:07 | More by CityofBals
4/5 rDev -11.9%
03-15-2012 13:32:29 | More by jenray
Bad Boy from Alpine Beer Company
100 out of 100 based on 393 ratings.


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It is with incredible sadness that our family shares the passing of Tim Allen on Monday, Aug. 6. He was a thoughtful, intelligent, and loving son, brother, boyfriend, and talented writer, who will be missed by many. We ask that you respect our family during this sensitive time and limit your posts to fond memories and condolences, and refrain from discussion of his death.
Gathering of family and friends to celebrate Tim's life will be at 1pm Friday, Aug. 10, in the Miller Funeral Home Chapel, 6210 Hwy 65 NE, Fridley MN 55432, 763-571-1301. Visitation 1 hour prior. Interment in Newton, IL. Online condolences may be left at: www.millerfuneralfridley.com . Memorials preferred to the Animal Humane Society, http://www.animalhumanesociety.org/
Eastern Conference Finals Open Thread: Boston vs. Miami
The Daily Cup of Canis will be back tomorrow. In the meantime, it's Memorial Day. Take some time to honor and share your appreciation for those who are serving or have served in the Armed Forces.
Western Conference Finals Open Thread: San Antonio vs. Oklahoma City, Game 1
The NBA has suspended Udonis Haslem for one game and Dexter Pittman for 3 games. The Pacers' Tyler Hansbrough had his foul upgraded to a flagrant-2 but was not suspended.Brian Windhorst (@WindhorstESPN)
LeBron James, Serge Ibaka, Dwight Howard, Chris Paul and Tony Allen were named to the 2011-12 NBA All-Defensive First Team. Yep. The NBA's Defensive Player of the Year, Tyson Chandler, did not make the First Team. Chandler made the Second Team, along with Kobe Bryant, Rajon Rondo, Kevin Garnett and Luol Deng. No Timberwolves' players received a vote.
Ricky Rubio made the 2011-12 NBA All-Rookie First Team and placed second in the voting. Kyrie Irving (Cleveland), Kenneth Faried (Denver), Klay Thompson (Golden State), Iman Shumpert (New York), Kawhi Leonard (San Antonio) and Brandon Knight (Detroit) round out the First Team. Chandler Parsons (Houston), Isaiah Thomas (Sacramento), MarShon Brooks (New Jersey), Derrick Williams (Minnesota) and Tristan Thompson (Cleveland) were voted onto the Second Team.
Should the Minnesota Timberwolves bring back Michael Beasley? A recap of his two years with the Wolves.
Morning (?) Cup of Canis (5-19-2012)
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A Recap of Minnesota Lynx Media Day at Canis Hoopus.
Larry Coon has just published his latest FAQ on the 2011 NBA Collective Bargaining Agreement. Bookmark it and keep it handy for this summer's draft and free agency period.
Today's updates: Wolves/Lynx Minnesota Timberwolves' owner Glen Taylor is looking for a successor. The Minnesota Lynx waived guard Porsche Poole. The roster is down to 17 total players. A...
Today's updates: Wolves/Lynx John Focke and Mark Remme discuss the 5 hottest stories in the NBA from this week in 5-on-5. A Lynx.com story on returning free agent Candice Wiggins of the Minnesota...
Today's Updates: Wolves/Lynx Mark Remme of the Minnesota Timberwolves breaks down Malcolm Lee's game, including his strengths and areas he needs to develop over the summer Jon Krawczynski of the...
Yesterday's updates: Wolves/Lynx Stephen Litel of Hoopsworld asks, "Is Keeping Kahn a Good Idea for the Timberwolves?" In Part 1 of a three-part series, Timberwolves.com's Mark Remme breaks down...
Yesterday's updates: Wolves Mark Remme of Timberwolves.com wrote an article on the Wolves Top 5 Offseason Objectives. They include: Regaining team health; the rookies taking the next step; a big...
On March 1st, the official SB Nation YouTube channel was launched to provide video coverage and analysis across the network. Right now, SB Nation is producing over 30 new original videos every...
Updates from around the NBA for April 28th and April 29th.
A Guide to the NBA Playoffs for the Minnesota Timberwolves Fan
Tim's Game Preview: Minnesota Timberwolves vs. Denver Nuggets
It will start Thursday night, when the Lakers play their final regular season game against Sacramento. It will continue into the playoffs. If the Lakers do not play 6 playoff games, the remaining suspension will be enforced at the beginning of next season. Meanwhile, James Harden has not yet been cleared to play after suffering a concussion from MWP's hit.
Tim's Game Preview: Golden State Warriors vs. Minnesota Timberwolves
Tim's Game Preview: Minnesota Timberwolves at Detroit Pistons
Tim's Game Preview: Memphis Grizzlies vs. Minnesota Timberwolves
Pek is going to have surgery to remove bone spurs from his right ankle after the season ends. He said he plans on finishing the season on the court with the Wolves.
Tim's Game Preview: Indiana Pacers vs. Minnesota Timberwolves
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Review Summary
City Scene Not Neutral Raindance Duvet Set - Online Only
Duvet: 88-in. x 68-in.
Standard sham: 20-in. x 26-in.
Duvet: 88-in. x 88-in.
Standard sham: 20-in. x 26-in.
Duvet: 88-in. x 104-in.
King shams: 20-in. x 36-in.
- 100% Cotton
- Machine wash, cold, separately, delicate cycle. Do not bleach. Tumble dry low. Use extra large capacity machines and reposition during the drying cycle. Do not iron the comforter. Do not dry clean.
- Imported
Shipping your purchase is easy on belk.com. Depending on the destination of your package, you can expect it to arrive within 4-7 business days. Shipping Information
Returns are easy on belk.com. Easy returns
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You've Got Another Thing Comin' Lyrics - Judas Priest
Review The Song (1)
One life I'm gonna live it up
I'm takin' flight said I'll never get enough.
Stand tall I'm young and kinda proud
I'm on top as long as the music's loud.
If you think I'll sit around as the world goes by
You're thinkin' like a fool 'cause it's a case of do or die.
Out there is a fortune waitin' to be had
If you think I'll let it go you're mad
You've got another think comin'.
That's right here's where the talkin' ends
Well listen this night there'll be some action spent.
Drive hard I'm callin' all the shots
I got an ace card comin' down on the rocks.
If you think I'll sit around while you chip away my brain
Listen I ain't foolin' and you'd better think again.
Out there is a fortune waitin' to be had
sponsored linksIf you think I'll let it go you're mad
You've got another think comin'.
In this world we're livin' in we have our share of sorrow
Answer now is don't give in aim for a new tomorrow.
Oh so hot no time to take a rest yeah
Act tough ain't room for second best.
Real strong got me some security
Hey I'm a big smash I'm goin' for infinity yeah.
Click here to submit the Corrections of You've Got Another Thing Comin' Lyrics
freaking awsome | Reviewer: Anonymous | 1/18/2007
i love this song its one of the best ever it hink
Is this review helpful to you? Yes No
The following area is only for review, if you want to submit the lyrics or the corrections of the lyrics, please click the link at the end of You've Got Another Thing Comin' Lyrics.


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The Lonely Island
Don't forget your flippy-floppies!
The Lonely Island, best known for memorable Saturday Night Live digital videos like "Lazy Sunday," "I'm on a Boat" and...
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Homer Simpson, Peter Griffin
Futurama lives!
Fox has finally scheduled the crossover between the late Comedy Central animated comedy, which wrapped its seven-season run in Sept. 2013, and The Simpsons. The special episode will air this November. The crossover between ...
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Lena Dunham
Sometimes the best way to deal with controversy over art is to wear it with pride. Like, literally wear it.
Actress Leslie Mann posted to Instagram a picture of her with her husband and Girls producer Judd Apatow both wearing a shirt with drawings of a nude Lena Dunham on it. To be clear, it's one shirt. They're both wearing one shirt. At the same time.
Ann Hornaday (inset), Judd Apatow, Seth Rogen
A Washington Post writer says she understands why her article about Santa Barbara killer Elliot Rodger offended and upset Seth Rogen and Judd Apatow.
Over the weekend, Ann Hornaday published a piece about the horrific YouTube manifesto Rodger uploaded prior to murdering six people. In the article, Hornaday spoke about Rodger's privileged lifestyle and Hollywood before calling out Rogen's latest film, Neighbors. "[Rodgers] unwittingly expressed the toxic double helix of insecurity and entitlement that comprises Hollywood's DNA," she wrote. "How many students watch outsized frat-boy fantasies likeNeighbors and feel, as Rodger did, unjustly shut out of college life that should be full of 'sex and fun and pleasure'? How many men, raised on a steady diet of Judd Apatow comedies in which the shlubby arrested adolescent always gets the girl, find that those happy endings constantly elude them and conclude, 'It's not fair'?"
Amy Schumer
Either Amy Schumer is the most modest woman in show business — or else she needs to have her hearing checked. Consider the facts: The 32-year-old's surprise Comedy Central hit, Inside Amy Schumer, is entering its sophomore season with a rabid following. Like Schumer herself, the series — a kinetic mix of sketches, man-on-the-street-style interviews and her live stand-up — is at turns racy, shrewd and deliciously warped, saved from actual wickedness by an undercurrent of chipper naïveté. (It's no surprise that Schumer cites Shirley Temple as a major inspiration.) She is also touring the country with her wildly popular stand-up act — while simultaneously writing and starring in a Judd Apatow movie, slated for release next summer. And yet, when asked about becoming the next big thing — Kristen Wiig comparisons come to mind — she balks. "Um...
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Adam Driver, Lena Dunham
For some viewers, Girls is just a bit too revealing.
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Downton Abbey
Was it really so hard finding good help in those days? When Robert, aka Lord Grantham (Hugh Bonneville), is informed that his wife is once again bereft of a lady's maid, he overdramatically moans, "Are we living under a curse?"
There's no question a pall thicker than London fog hangs heavy over Downton Abbey in its fourth year as Masterpiece Classic's signature series (Sunday, 9/8c, on PBS; check tvguide.com listings). Not only has Lady Cora's bedchamber not been the same since her scheming servant O'Brien left — she slinks away in the opening scene, and boy, is she missed — but the family and staff are in sustained mourning over the untimely (and contrived) death, six months earlier, of heir Matthew Crawley, Lady Mary's husband, in last year's unhappy finale.
Brad Zuriff
Former Ray Donovan executive producer Bryan Zuriff has been sentenced to six months of home confinement and two years of probation for his role in an illegal gambling enterprise, according to The Hollywood Reporter.
Antony Starr
Things get awfully bloody on Friday with the explosive first-season finale of Cinemax's violent noir Banshee (10/9c), in which shootouts and long-simmering feuds leave such a gory trail that it almost puts to shame a new episode of Starz' reliably visceral Spartacus: War of the Damned (9/8c)."I must admit, you have an admirable knack for survival," understates the lethal ...
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The Hobbit
The Hobbit: An Unexpected Journey continued its box office reign this weekend, taking the top spot with an additional $36.7 million Box Office Mojo reports.Though the Peter Jackson epic dropped 57 percent from its opening weekend, it still far outperformed new releases from Hollywood favorites Tom Cruise, Judd Apatow and Barbra Streisand.
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Associated Press
SALT LAKE CITY — Consumer prices had the largest decline in almost three years last month.
According to a report released Wednesday, the Zions Bank Wasatch Front Consumer Price Index fell by 0.7 percent from November to December — the most since 2009.
The Bureau of Labor Statistics reported that the national, non-seasonally adjusted CPI decreased by 0.3 percent. The decline was driven by falling gasoline prices in Utah and across the United States. Fuel prices in Utah followed the downward national trend, driving down transportation prices 3.9 percent month-over-month.
Transportation costs account for almost 20 percent of the average Utahn's monthly expenditures, so falling prices in this area can have a profound impact on consumer spending, the report states. Housing prices, including rent and hotel fees, also decreased 0.2 percent from November to December, while conversely, U.S. housing prices increased by 0.1 percent.
Most of the other goods that make up the CPI increased in price in December.
"Gasoline price fluctuations were a big story in 2012," said Zions Bank President and CEO Scott Anderson. "Volatility defined much of the economy in 2012, and still we here in Utah are much better off than we were 12, 24, or 36 months ago."
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contemporary scottish landscape artist
Click here to join my mailing list and receive email updates about my exhibitions.
Delighted to have completed a 120 cm x 60 cm commission which will look fantastic in their lovely home. Although there might be a war over who gets to sit in on the chair that faces the painting!!
Last chance to buy the remaining paintings at the Clydebank Exhibition, only 5 paintings unsold, thanks to everyone that visited the show.
I was delighted with the turn out at the preview night for my solo show at the Clydebank Museum and Art Gallery. With over fifty guests and seven paintings sold, it was a very successful evening. A huge thanks to Trish and her team for hanging the exhibition and for making everyone feel welcome. The show runs until the 26th April so plenty of time to browse.


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Found October 02, 2013 on Phins Phocus:
TEAMS: Miami Dolphins
The Beast. Cam Wake. #91 . The star from the CFL. Whatever you would like to call Cam Wake there is no question the Dolphins need him back and need him back badly. Since joining the Dolphins Wake has been to two pro bowls and was named to the firs team all pro team after being considered by many in the league as one of the best pass rushers the NFL has to offer. Wake finished last year with a 54.3 rating by PFF last year highlighted by a 38.7 pass rush rating. Wake wasted no time starting where he finished last season. Wake graded an 8.2 in Week 1 in part due to his 2.5 sacks and he abused the Browns O-line all day long. Since week 1, the Cam Wake we know and love has disappeared. After a frustrating week 2 and 3 Wake injured his knee and as we all know missed Monday night's game. Wake attended practice today and although limited is currently on track to getting back into the lineup this Sunday. Dolphins graded -4.7 Monday night without Wake after the Dolphins ...
Original Story: http://www.phinsphocus.com/2013-artic...
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South Korea's LG Electronics Co. Ltd. said it won the top spot for third-generation (3G) mobile phones sold in Europe in the first quarter.
Analysts said maintaining that position may prove tough as market leader Nokia Corp. and other vendors have moved to address their relative 3G weakness with several new models.
LG Electronics said that research firm IDC estimates the company sold 1 million 3G Wideband Code Division Multiple Access, or WCDMA, phones in the quarter for a 25.5 -percent market share in Europe.
The company said an estimated 8.1 million WCDMA phones were sold in Europe last year, with the figure expected to reach 22 million units in 2005.
"LG Electronics last year supplied approximately 4 million units globally, becoming the frontrunner in the WCDMA mobile phone sector, and we have since been continuing to grow," said Park Mun-hwa, president of LG Electronics Mobile Communication Company.
He added the company would leverage its strength in the WCDMA market to gain share in the larger Global System for Mobile communications market.
Investment bank Goldman Sachs forecast a total of 227 million mobile phones will be sold in Europe in 2005.
Europe's top mobile phone vendor, Nokia Corp., was late to market with attractive WCDMA phones, but has recently launched several models and started shipping its latest model, the 6680, in April.
LG Electronics said it plans to supply more than 20 WCDMA handset models to the global market this year.
Both Nokia and LG Electronics forecast the 2005 global market for WCDMA phones at 50 million units. (Dow Jones)
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January 2014: Market Research - Appliance Historical Statistical Review: 1954-2012
January 2014: Appliance Magazine Market Insight: November 2013


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My father signed his will and have witnesses signatures it's also dated but it's not notarized. He is now in the hospital an is unable to communicate I don't want anything to go wrong if he dies he's a great man an I want to make sure his voice is heard can anybody tell me how can I go about getting his will notarized for him?
I'm so sorry to hear about your father's condition! As mentioned, FL law does not specifically demand that a testator's signature be notarized. The only time that the witnesses would have to be located and deposed is if there is a challenge to the will's validity. If that is a concern, and your father is lucid and competent (is he conscious?) you can hire a mobile notary to come to the hospital and watch him sign the will again in the presence of two witnesses. Then, the potential challenge becomes his capacity to sign. If the original witnesses are still available, get them to both sign and have notarized an affidavit to the effect that they witnessed your father's signature, and the signature of the other witness, at the time the will was executed. My best wishes for his swift recovery!
A Will does not need to be notarized to be valid. A Self Proving Affidavit attached to the Will would allow the Will to be admitted without finding the witnesses to the Will. However you can admit a Will without the Self Proving Affidavit, it just requires some additional steps. If your father does not have capacity at this time, you will not be able to do anything to correct or change the document.
I am sorry your father's health is failing.
Without reading the Will it is difficult to say anything with regards to its validity. As other have stated, a notary is not a requirement although most often used. Florida law allows for a Will to be republished/re-executed. If your father is mentally and physically able to do so, you could have the Will re-executed. Before jumping through unnecessary hoops, contact an estate attorney to have the Will reviewed. If something needs to be done to ensure your father's wishes are followed, the attorney will be able to advise you.
Unless the notary was present at the time your dad signed his Will, the will cannot notarized. I am not familiar with Florida law, but suspect it is similar to Minnesota law where a will is considered valid if the person making the will signed it in the presence of two witnesses and the witnesses also signed the will. A notary is not required although it is routinely done here. If your father is still mentally competent, it is possible that he could resign it in the presence of a notary and two witnesses.
I would suggest you contact an Floridan estate planning attorney for advice on this matter.
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