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To Define a Leader Style . Extends the landing line to end at the edge of the text line where the leader is attached, not at the edge of the multiline text box. The length of the multiline text box is determined by the length of the longest line of text, not the length of the bounding box. Frame Your Text : Print. Tip# 3195: By Perry Medina. As i open a drawing from 2011 autocad, all text (in dimension and block) are only box, how can i see the text in that particular drawing? See how you can do it in AutoCAD Isometric Text and Dimension. Autodesk created an AutoCAD One-key Shortcut Guide. DIMEDIT / Edits dimension text and extension lines. MLEADERALIGN / Aligns and spaces selected multileader objects. You can create a leader line from any point or feature in a drawing and control its appearance as you draw. To create a spline leader with text or a block. Multileader Style - Auto. CAD: How To Do.. Multileader Style. This chapter shows. How to Work with Multileader in AutoCAD. To enter a Multileader in AutoCAD. Sequentially Number AutoCAD Text Objects. In this article we review the properties palette in AutoCAD. Properties of a Circle when using the Properties Palette. Add a text frame to your Multileader object (change text frame value to Yes). AutoCAD Self Adjusting Text Frame Using Multileaders. 17 Responses to AutoCAD Self Adjusting Text Frame Using Multileaders. I am not writing to teach you how to tie a digital balloon animal in AutoCAD. AutoCAD 2012 Balloon Tricks. You change settings in the Multileader style access in the ribbon or Commandline at MLEADERSTYLE. German TOP1. 00 Single Charts (2. July 2. 00. 9) MP3 » Get. Peter Wackel Besoffen Rapidshare FreePeter Wackel Besoffen Rapidshare LibraryBallermann Silvesterhits 2016 Genre: Pop Size: 310 MB Quality: 320 kbps CD1: 01. Kurz vor Zwoelf - Silvester Countdown (00:10) 02. Peter Wackel - Wir wollen doch nur feiern (03:44) 03. Markus Becker - Are you ready. Peter Wackel ft Chriss Tuxi - Kenn Nicht Deinen Namen (Besoffen) 50. Snow Partol - Just Say Yes 51. Emiliana Torrini - Jungle Drum. Peter Wackel - Wir Wollen Doch Nur Feiern 03:46 07. Jens B?chner - Arme Sau 03:44 08. Djs F?r Deutschland - Halb Besoffen Ist Rausgeschmissenes Geld 03:22 16. Lorenz B?ffel - Bring Mutti Mit 02:47 17. Peter Wackel ft Chriss Tuxi - Kenn Nicht Deinen Namen (Besoffen) 50. Snow Partol - Just Say Yes 51. Emiliana Torrini - Jungle Drum 52. Chipmunk - Oopsy Daisy 53. Rapidshare: http://rapidshare.
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Cat 6 UTP Patch Cable. Cat6 FTP system Cat6 UTP system Cat5E FTP system Cat5E UTP system Telecommunication series Copper solution accessories Fiber optic solution Network cabinet.AutoCAD is a Photo & Image software developed by Autodesk, Inc. After our trial and test, the software is proved to be official, secure and free. Here is the official description for AutoCAD: BS Editor: Get AutoCAD 2012 RIGHT Now Click Here Design and shape the. CADTutor provides free tutorials, articles and a busy community forum for users of AutoCAD and associated software. February 2016 - In Five. Since 2003 it's been a treat to bring you monthly — and more recently, bi-monthly. If you’ve ever customized the AutoCAD user interface using the Customize User Interface dialog box, you’ve probably experienced the ultrafast scrolling list, which makes it tough to drag and drop from the command list onto a UI element. For example, try expanding. AutoCAD, SolidWorks, Inventor, Solid Edge. Cadalyst delivers quick and easy tutorials for these CAD software solutions and more! Written by experts for every level of user, you won't find Cadalyst's lineup of CAD tutorials anywhere else! Bookmark your favorites and. What's new in version 2017 Speed design and collaboration with powerful new features and enhanced support, now included with all AutoCAD LT subscriptions at no extra charge. New capabilities enable you to: Import the geometry from a PDF file into your drawing. Convert DWG and DXF Files to PDF Quickly and Easily ACAD DWG to PDF Converter allows you to convert DWG to PDF, DXF to PDF, DWF to PDF directly, NO AutoCAD required, batch conversion supported. Convert CAD drawings to sharable PDF files ACAD. How to Create a New Command on Autocad. Ever used the same AutoCAD command over and over again? Wish there was an easier way? Follow these simple steps to create a button on the toolbar that does most of the typing for you! Auto. CAD Command Reference for Auto. CAD R1. 2 through Auto. File Size Date Info Buy Autodesk - free AutoCAD--ScriptPro 2.0.3 - batch script processor for AutoCAD 2008 and higher (32/64-bit) 1.5MB 16.1.2012. CAD Forum - tips, tricks, help, how-tos and FAQ for AutoCAD, LT, Inventor, Revit, Map, Civil 3D, MapGuide, 3ds. CAD 2. 01. 3This page is dedicated to the commands that are found in Auto. CAD and are available with Express Tools. The chart indicates which commands are available in which release, which commands changed and in which release (on going), and which commands are new in the latest release. The PDF file is generated only a couple of times a year, while the chart is updated as new information is discovered. The Customize User Interface (CUI) in AutoCAD. Before you start customizing your own menus, toolbars, and workspaces, you should familiarize yourself with the customization environment. Open the Customize User Interface. Since both Shaan and I were working on a similar type of document, we decided to combine efforts into one project and the results of that effort are below. Usually the legacy command is still available via a Command Alias in most cases. Command Name and Alias '0. SCROLL '+CONSTRAINTSETTINGS +CUSTOMIZE '+DSETTINGS '+LAYER +OPTIONS +PUBLISH +RIBBON +SAVEAS +UCSMAN +VIEW +VPORTS '- 3. DCONFIG '- 3. DOSNAP '- ACTSTOP Command Alias(es): - ARS '- ACTUSERMESSAGE Command Alias(es): - ARM - ARCHIVE - ARRAY Command Alias(es): - AR - ARRAYCLOSE - ATTACH - ATTDEF Command Alias(es): - ATT - ATTEDIT Command Alias(es): - ATE, ATTE - ATTEXT - BCPARAMETER - BEDIT - BHATCH - BLOCK Command Alias(es): - B - BLOCKREPLACE(Bonus/Express. Tool) - BLOCKTOXREF(Bonus/Express. Tool) - BOUNDARY Command Alias(es): - BO - BVHIDE - BVSHOW - BVSTATE - CDORDER(Bonus/Express. Tool) '- COLOR - COPYTOLAYER - CVREBUILD - DATAEXTRACTION - DGNADJUST - DGNATTACH - DGNBIND - DGNEXPORT - DGNIMPORT - DIMINSPECT - DIMSTYLE - DWFADJUST - DWFATTACH - DWGUNITS - EATTEXT - ETRANSMIT - EXPORT Command Alias(es): - QPUB - EXPORTTOAUTOCAD Command Alias(es): AECTOACAD - FBXEXPORT - FBXIMPORT '- GRAPHICSCONFIG - GROUP Command Alias(es): - G - HATCH Command Alias(es): - H - HATCHEDIT - HYPERLINK - IMAGE Command Alias(es): - IM - IMAGEADJUST - INSERT Command Alias(es): - I - INTERFERE - LAYDEL '- LAYER Command Alias(es): - LA - LAYMCH - LAYMRG - LAYOUT - LAYOUTMERGE(Bonus/Express. Tool) '- LINETYPE '- LWEIGHT - MLEDIT - MTEXT Command Alias(es): - T - OBJECTSCALE - OLDMTEXT - OPENSHEETSET '- OSNAP Command Alias(es): - OS - OVERKILL '- PAN Command Alias(es): - P - PARAMETERS Command Alias(es): - PAR - PARTIALOAD - PARTIALOPEN Command Alias(es): PARTIALOPEN - PDFADJUST - PDFATTACH - PLOT '- PLOTSTAMP - POINTCLOUDATTACH - PSETUPIN - PUBLISH - PURGE Command Alias(es): - PU '- REDIRMODE(Bonus/Express. Tool) - REFEDIT - RENAME Command Alias(es): - REN - RENDER - RENDEROUTPUTSIZE - RENDERPRESETS - RMLIN - SCALELISTEDIT - SHADE - SHADEMODE '- STYLE - TABLE - TCASE(Bonus/Express. Tool) - TEXT - TOOLBAR '- UNITS Command Alias(es): - UN - VBALOAD - VBARUN '- VIEW Command Alias(es): - V - VISUALSTYLES Command Alias(es): - VSM - VPORTS - WBLOCK Command Alias(es): - W - WSSAVE - XBIND Command Alias(es): - XB - XLIST(Bonus/Express. Tool) - XREF Command Alias(es): - XR . ACADSTATUS '. STATUS '. TREESTAT '? 3. D '3. DALIGN Command Alias(es): 3. AL 3. DARRAY Command Alias(es): 3. A '3. DCLIP '3. DCONFIG '3. DCORBIT '3. DDISTANCE 3. DDWF 3. DDWFPUBLISH 3. DEDITBAR 3. DFACE Command Alias(es): 3. F '3. DFLY '3. DFORBIT 3. DMESH 3. DMOVE Command Alias(es): 3. M '3. DORBIT Command Alias(es): 3. DO, ORBIT '3. DORBITCTR '3. DORBITTRANSPARENT '3. DOSNAP '3. DPAN 3. DPANTRANSPARENT 3. DPOLY Command Alias(es): 3. P 3. DPRINT Command Alias(es): 3. DP, 3. DPLOT, RAPIDPROTOTYPE 3. DRENDER 3. DROTATE Command Alias(es): 3. R 3. DSCALE Command Alias(es): 3. S 3. DSIN 3. DSOUT '3. DSWIVEL '3. DSWIVELTRANSPARENT '3. DWALK Command Alias(es): 3. DNAVIGATE, 3. DW '3. DZOOM 3. DZOOMTRANSPARENT 'ABOUT ACADBLOCKDIALOG (BLOCK) ACADINFO ACADWBLOCKDIALOG (WBLOCK) ACDCATTEDIT ACISIN ACISOUT ACMRBASEPOINT ACMRSELECT ACPTOOLTIPS ACSTEXT ACTBASEPOINT 'ACTMANAGER ACTRECORD Command Alias(es): ARR 'ACTSTOP Command Alias(es): ARS 'ACTUSERINPUT Command Alias(es): ARU 'ACTUSERMESSAGE Command Alias(es): ARM 'ADCCLOSE ADCCUSTOMNAVIGATE 'ADCENTER Command Alias(es): ADC, DC, DCENTER, CONTENT ADCNAVIGATE ADDSELECTED ADDVARS2. SCR(Bonus/Express. Tool) ADJUST AECFILEOPENMESSAGE AECFILESAVEMESSAGE AECOBJECTCOPYMESSAGE AECVERSION AI. Preventing Chronic Disease . Rob Watson; Heather Castleden, Ph. D, MEd; Tui’kn Partnership; Jeffrey Masuda, Ph. D, MSc; Malcolm King, Ph. D; Miriam Stewart, Ph. D, MNSuggested citation for this article: Watson R, Castleden H, Tui’kn Partnership, Masuda J, King M, Stewart M. Identifying Gaps in Asthma Education, Health Promotion, and Social Support for Mi’kmaq Families in Unama’ki (Cape Breton), Nova Scotia, Canada. DOI. http: //dx. doi. PEER REVIEWEDAbstract. Introduction. Asthma is the most common chronic condition affecting Aboriginal youth aged 8 to 1. Canada. This study examines support resources, support- seeking strategies, support and education needs, and intervention preferences of Aboriginal youth with asthma and their caregivers in an effort to encourage community- wide, health- promoting behaviors. Methods. We employed a community- based participatory research design to conduct interviews with 2. Mi’kmaq communities in Unama’ki (Cape Breton) Nova Scotia, Canada. After conducting interviews that explored existing and desired social, educational, and health support in participating communities, we held a 2- day asthma camp to engage participants in asthma education, social support networking, and cultural activities. At the camp, we collected data through participant observation, sharing circles, focus groups, and youth drawings of their experiences living with asthma. Results. Our study yielded 4 key findings: 1) asthma triggers included household mold, indoor smoking, pets, season change, strenuous exercise, extreme cold, and humidity; 2) social and educational support is lacking in Mi’kmaq communities despite a strong desire for these services; 3) cultural, linguistic, and geographic barriers to accessing support exist; and 4) family members are primary support resources. Conclusion. Improved support and educational resources are needed to foster effective Mi’kmaq asthma support networks. Future asthma interventions for marginalized populations must be culturally meaningful and linguistically accessible to those using and providing asthma support. Top of Page. Introduction. The health of Canada’s 1.
Dear Colleagues, I am pleased to invite you to 'Our Future is Aging: Current Research on Knowledge, Practice and Policy' research conference to be held on June 16-17, 2016, Mount Saint Vincent University, Halifax, Nova Scotia. Spaces & Places makes use of a combination of visual methods, observation, qualitative interviews and mutual sharing between researchers and youth to deepen our understandings of young people’s cultural and contextual. Aboriginal peoples (First Nations, Inuit, and M. Existing health inequalities facing Aboriginal peoples can be linked to social determinants of health at multiple scales: proximal (eg, poverty, overcrowded housing, smoking, household mold); intermediate (eg, health care systems, education systems, economic development, language), and distal (eg, colonization, racism, social exclusion, confinement to “Indian reserves,” mandatory attendance at Indian residential schools run by missionaries and colonial government agents) (2). New chronic conditions that have begun affecting Aboriginal peoples, especially type 2 diabetes, obesity, and cardiovascular disease, have received considerable attention from health researchers and policy makers (3). Although disparities in rates of these conditions and others (eg, suicide, HIV/AIDS, substance abuse) are well documented in the literature, albeit largely limited to the on- reserve population (4), little research addresses asthma despite its prevalence (5). Approximately 1. 5% of Aboriginal youth in Canada aged 1. Fewer than half of those asthma- affected youth receive treatment (5); however, hospitalization rates for asthma among Aboriginal children have increased by 2. Aboriginal children (7,8). The lasting effects of colonization that are known to affect asthma are easily evident in observations of the underlying conditions on Aboriginal reserves (9). Aboriginal peoples are more likely to live in overcrowded or substandard housing where respiratory infections resulting from exposure to dust, mold, and mildew can easily pass between family members (1. Smoking rates among Aboriginal peoples are nearly 3 times that of the general Canadian population (5,1. The use of woodburning stoves (often a financial necessity) and the practice of curing and tanning in living areas are common in Aboriginal communities, further contributing to degraded indoor air quality (1. Many Aboriginal peoples live in poverty (2), creating a financial barrier to asthma treatment and medication (1. Moreover, Aboriginal children are more likely to live with a single caregiver than Canadian youth in general, putting them at a greater risk of being exposed to a stressful home environment (5,1. Maternal stress during the first 7 years of a child’s life has been positively associated with an increased risk of asthma diagnosis (1. An understanding of the social determinants of health among Aboriginal peoples is necessary to an understanding of the social etiology of asthma in Aboriginal communities (2). Although most asthma research is centered on physiologic aspects of the disease, less commonly examined are the psychosocial difficulties persistent among youth who have asthma. In addition to having the physiologic symptoms of asthma, youth with asthma are reported to experience low self- esteem, social isolation, family problems, poor relationships with peers, and worry (1. With satisfactory asthma- support programs in place, however, the quality of life for these young people can be greatly improved (1. The research reported here is part of the first phase of a larger 3- phase, multisite national study that seeks to examine the support resources, support- seeking strategies, support and education needs, and intervention preferences of Aboriginal youth with asthma and their caregivers (referring to either biological parent or appointed guardian) to facilitate community- wide health- promoting behaviors. We employed a community- based participatory research (CBPR) design with guidance from regional community advisory committees (CACs) across 3 study sites in Canada (Alberta, Manitoba, and Nova Scotia) (2. To ensure that local considerations were prioritized from the inception of the research, each study site employed independent methods for project design, data collection, intervention design, and data analysis to tailor their studies to the common objectives. The focus of methods, results, and discussion in this article are limited to the data arising from the Nova Scotia site involving Mi’kmaq peoples, Aboriginal descendants of the original inhabitants of this region of Canada. Top of Page. Methods. The lead researcher for the Nova Scotia site (H. C.) spent a year (2. Mi’kmaq communities in Unama’ki (Cape Breton), Nova Scotia (Figure) via each community’s health director. Once the research partnership was established, a local CAC was created with representation from each community’s cadre of health care professionals to offer guidance to the research team throughout the study. The CAC informed recruitment strategies, refined the research design, pilot- tested the data collection process, commented on preliminary findings, and communicated protocols to the communities. In spring 2. 01. 1, 6 Mi’kmaq community researchers were hired and trained in participant recruitment and qualitative data collection. Figure. Map of Unama’ki (Cape Breton), Nova Scotia, showing location of 5 Mi’kmaq communities (Wagmatcook, Waycobah, Potlotek, Eskasoni, Membertou) participating in a study to identify gaps in asthma education, health promotion, and social support for Mi’kmaq families. Generally, a participating family consisted of 1 youth and 1 caregiver. In instances in which a caregiver was responsible for more than 1 youth with asthma, the family was defined as 1 caregiver and 2 (or more) youths. Inclusion criteria for families were 1) self- reported Mi’kmaq heritage, 2) caregiver- reported asthma or spirometry (lung function test) diagnosis of asthma and the use of any asthma medication in the last year, 3) age 8 to 1. English. Although all participants spoke English, we learned that many used Mi’kmaq in the home and in daily activities. Half of the community researchers were fluent or functionally conversant in both languages and, often spontaneously, conducted portions of their data collection activities in Mi’kmaq. All data were translated and transcribed in English. The youth and their caregivers individually participated in semistructured interviews with the intent of identifying their asthma- related support needs and intervention preferences. The interviews with caregivers lasted approximately 1 hour each and were conducted by community researchers using an interview guide. The camp agenda included Aboriginal ceremonies (smudging, prayer); cultural activities (drum- making, drumming, singing, dancing); entertainment (games, art, relay races, movie night); social support (informal networking opportunities); and education (asthma awareness training, guest speakers with expertise in asthma support, education, and outreach). We also held 1 sharing circle and 1 focus group (2. Distinct from focus groups, sharing circles emphasize equality among everyone involved in the circle. Sharing circles involve formal turn- taking versus spontaneous dialogue of a focus group; sacred meaning for many Aboriginal peoples in terms of spiritual and emotional growth; more sharing of the whole individual rather than just knowledge- sharing; nonjudgmental, helpful, and supportive discourse; respectful listening among participants; and, often, ceremony (eg, smudge, talking stick) (2. Both the focus group and sharing circle lasted approximately 1 hour each and were facilitated by community researchers who used an interview guide. Open- ended questions were used throughout these sessions. The sharing circle focused on both existing asthma support needs and intervention preferences of participants, while the focus group centered solely on intervention preferences. The interviews, sharing circle, and focus group were digitally recorded and transcribed to ensure accuracy. 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