TreeView With Check Boxes and Radio Buttons

The  TTreeView  Delphi component (located on the Win32 component palette tab) represents a window that displays a hierarchical list of items, such as the headings in a document, the entries in an index, or the files and directories on a disk. Tree Node With Check Box or Radio Button? Delphis TTreeview doesnt natively support checkboxes but the underlying WC_TREEVIEW control does. You can add checkboxes to the treeview by overriding the CreateParams procedure of the TTreeView, specifying the TVS_CHECKBOXES style for the control. The result is that all nodes in the treeview will have checkboxes attached to them. In addition, the StateImages property cant be used anymore because the WC_TREEVIEW uses this imagelist internally to implement checkboxes. If you want to toggle the checkboxes, you will have to do that using SendMessage or the TreeView_SetItem / TreeView_GetItem macros from CommCtrl.pas. The WC_TREEVIEW only supports checkboxes, not radio buttons. The approach you are to discover in this article is a lot more flexible: you can have checkboxes and radio buttons mixed with other nodes any way you like without changing the TTreeview or create a new class from it to make this work. Also, you decide yourself what images to use for the checkboxes/radiobuttons simply by adding the proper images to the StateImages imagelist. Add a Check Box or Radio Button Contrary to what you might believe, this is quite simple to accomplish in Delphi. Here are the steps to make it work: Set up an image list (TImageList component on the Win32 component palette tab) for the TTreeview.StateImages property containing the images for the checked and unchecked state(s) for check boxes and/or radio buttons.Call the ToggleTreeViewCheckBoxes procedure (see below) in the OnClick and OnKeyDown events of the treeview. ToggleTreeViewCheckBoxes procedure alters the StateIndex of the selected node to reflect the current checked/unchecked state. To make your treeview even more professional, you should check where a node is clicked before toggling the stateimages: by only toggling the node when the actual image is clicked, your users can still select the node without changing its state. Additionally, if you dont want your users to expand/collapse the treeview, call the FullExpand procedure in the forms OnShow event and set AllowCollapse to false in the treeviews OnCollapsing event. Heres the implementation of the ToggleTreeViewCheckBoxes procedure: procedure ToggleTreeViewCheckBoxes( Node :TTreeNode; cUnChecked, cChecked, cRadioUnchecked, cRadioChecked :integer);var tmp:TTreeNode;beginif Assigned(Node) thenbeginif Node.StateIndex cUnChecked then Node.StateIndex : cChecked else if Node.StateIndex cChecked then Node.StateIndex : cUnChecked else if Node.StateIndex cRadioUnChecked thenbegin tmp : Node.Parent; if not Assigned(tmp) then tmp : TTreeView(Node.TreeView).Items.getFirstNode else tmp : tmp.getFirstChild; while Assigned(tmp) dobeginif (tmp.StateIndex in [cRadioUnChecked,cRadioChecked]) then tmp.StateIndex : cRadioUnChecked; tmp : tmp.getNextSibling; end; Node.StateIndex : cRadioChecked; end; // if StateIndex cRadioUnCheckedend; // if Assigned(Node)end; (*ToggleTreeViewCheckBoxes*) As you can see from the code above, the procedure starts off by finding any checkbox nodes and just toggling them on or off. Next, if the node is an unchecked radio button, the procedure moves to the first node on the current level, sets all the nodes on that level to cRadioUnchecked (if they are cRadioUnChecked or cRadioChecked nodes) and finally toggles Node to cRadioChecked. Notice how any already checked radio buttons are ignored. Obviously, this is because an already checked radio button would be toggled to unchecked, leaving the nodes in an undefined state. Hardly what you would want most of the time. Heres how to make the code even more professional: in the OnClick event of the Treeview, write the following code to only toggle the checkboxes if the stateimage was clicked (the  cFlatUnCheck,cFlatChecked etc constants are defined elsewhere as indexes into the StateImages image list): procedure TForm1.TreeView1Click(Sender: TObject);var P:TPoint;begin GetCursorPos(P); P : TreeView1.ScreenToClient(P); if (htOnStateIcon in TreeView1.GetHitTestInfoAt(P.X,P.Y)) then ToggleTreeViewCheckBoxes( TreeView1.Selected, cFlatUnCheck, cFlatChecked, cFlatRadioUnCheck, cFlatRadioChecked);end; (*TreeView1Click*) The code gets the current mouse position, converts to treeview coordinates and checks if the StateIcon was clicked by calling the GetHitTestInfoAt function. If it was, the toggling procedure is called. Mostly, you would expect the spacebar to toggle checkboxes or radio buttons, so heres how to write the TreeView OnKeyDown event using that standard: procedure TForm1.TreeView1KeyDown( Sender: TObject; var Key: Word; Shift: TShiftState);beginif (Key VK_SPACE) and Assigned(TreeView1.Selected) then ToggleTreeViewCheckBoxes( TreeView1.Selected, cFlatUnCheck, cFlatChecked, cFlatRadioUnCheck, cFlatRadioChecked);end; (*TreeView1KeyDown*) Finally, heres how the forms OnShow and the Treeviews OnChanging events could look like if you wanted to prevent collapsing of the treeviews nodes: procedure TForm1.FormCreate(Sender: TObject);begin TreeView1.FullExpand;end; (*FormCreate*)procedure TForm1.TreeView1Collapsing( Sender: TObject; Node: TTreeNode; var AllowCollapse: Boolean);begin AllowCollapse : false;end; (*TreeView1Collapsing*) Finally, to check whether a node is checked you simply do the following comparison (in a Buttons OnClick event handler, for example): procedure TForm1.Button1Click(Sender: TObject);var BoolResult:boolean; tn : TTreeNode;beginif Assigned(TreeView1.Selected) thenbegin tn : TreeView1.Selected; BoolResult : tn.StateIndex in [cFlatChecked,cFlatRadioChecked]; Memo1.Text : tn.Text #13#10 Selected: BoolToStr(BoolResult, True); end;end; (*Button1Click*) Although this type of coding cannot be regarded as mission-critical, it can give your applications a more professional and smoother look. Also, by using the checkboxes and radio  buttons judiciously, they can make your application easier to use. They sure will look good! This image below was taken from a test app using the code described in this article. As you can see, you can freely mix nodes having checkboxes or radio  buttons with those that have none, although you shouldnt mix empty nodes with checkbox nodes (take a look at the radio buttons in the image) as this makes it very hard to see what nodes are related.

The Role Of Cultural Diversity On The Identity Of The...

No matter where people come from they all have a different story or a background that makes them unique from others. Everyone is raised differently, giving them characteristics that make them who they are. Culture plays a major role in defining and shaping the identity of the person that you have become because of the way you were raised and taught. The cultural diversity that helps define individual backgrounds in which it sets everyone apart. Every culture has their own morals and values that they believe in for instance the way how they see education as and the things that they believe is acceptable or not. Cultural background is what made you different from others because of the way how you were raised and the experiences that you have gone through which have taught you to become who you are now. I was born in China even though I only lived there for a year it’s still a part of me that had impacted me a lot. I grew up in a family that takes education as a top priority. Ever since I was little my parents always gives me lesson about the importance of education and how it will benefit me in the future. Understanding, that it will help me in the future to obtain a good career. Even though, my parents were strict, it made me more determined to work harder to accomplish my goals. When I was young, I tend to get upset due to my parents using a strong tone explaining the importance of obtaining a good education. Looking back, I realized that it was for my own good. I rememberShow MoreRelatedThe Importance of Positive Cultural Identity Essay1159 Words   |  5 Pagesbe a multicultural person by first forming a positive cultural identity. 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Standard Poor’s Free Essays

The course is appropriate for business and Nan-business majors. The course objectives are: To provide a basic understanding of core management tasks such as planning, controlling, leading and organizing, and to develop a similar understanding of organizational behavior at the individual, group and organizational levels. To develop a working vocabulary regarding these subjects and to become familiar with theories and concepts regarding them. We will write a custom essay sample on Standard Poor’s or any similar topic only for you Order Now To understand the application of course concepts to real world management and organizational behavior problems. LEARNING TOMES: The learning outcomes Of this course are as follows: You’ll understand management and organizational behavior terminology and of the foundational concepts of thereof. You’ll learn to diagnose and solve management problems, including but not limited to change management, leadership, and motivation. You’ll gain knowledge of ethical issues often associated with organizational situations. You’ll gain knowledge of global cultural differences in management and organizational behavior processes. TEXT REQUIRED MATERIALS: 1 . Required Textbook: Jones George, Contemporary Management Be with â€Å"Connect† access, University of Illinois BADLAND Edition, McGraw Hill. ISBN 9781259167645. Available at local bookstores. 2. Required Access to McGraw-Hill â€Å"Connect† software. This is bundled with new textbooks but can be purchased separately (if you have other access to a textbook). The internet site gives you the opportunity to purchase it directly from McGraw-Hill (this was about $60 in 2014) the first time you click on a Connect assignment. Details will be announced in the first class and on the course Compass site. 3. Required clicker. Available at ITS and the LLC of I bookstore. Either the original clicker or the clicker 2 will work for this class. NOTE: CLICKER REGISTRATION IS REQUIRED by Feb. 4, 2015. In order to credit you with points for clicker participation, we have to know your clicker’s Register by clicking the appropriate icon on the main page of the course Compass site. You must register your clicker on our Compass site even if you also registered it elsewhere. 4. Required Harvard Business School Change Management Simulation. Purchasing and registration instructions will be posted on Compass in mid-semester. Cost -? approve. $12. 5. Lecture notes can be downloaded from Compass site. They will be available before lecture in mime for printing if you wish. COURSE SCHEDULE: The planned schedule will be posted on Compass. Changes may be made to reflect the needs of the class. Any changes will be announced in class and/or on the course web site (Compass). It is the students’ responsibility to stay aware of any changes made. Key dates: Exam 1: Tees Feb. 17, in class Exam 2: Thru Mar 19, in class ; Exam 31 Tees May 5, in class LEARNING APPROACH HOMEWORK For this BAD 31 0 class, the activities (other than exams) are organized by weeks. In a typical week we will cover two chapters in class, and students will omelet different types of (typically online) homework related to the chapters. This can be done before or shortly after class. Each week readings will be assigned from the text. Read each chapter and use the Learners exercises to learn the material well. Then, do the interactive exercises for the chapter to gain additional familiarity with the chapter concepts. Homework activities will typically be due at 9:30 AM on Tuesday of the week after we cover the material. There is an extended deadline for assignments in the first week. Assignment due dates are on the Compass web site. 2 GRADING Your final grade in this class will be determined by your performance on: Max. Points Grading Component 1 . Learners Activities 18 chapters @ 9 points each, 2 lowest chapters grades dropped.. 2. Interactive Activities 18 chapters @ -16 points each, 2 lowest chapters grades dropped 3. Change Management Simulation AAA. Exam 1 (50 questions, mostly m/c t/f but some fill-in) b. Exam 2 C. Exam 3 (M) Total Extra Credit Opportunities A. Optional Research Participation, up to 8 more studies @ 10 points each B. Clickers, participation in up to 20 classes @ 2 points per class. % afoot 144 7% 256 13% 100 500 25% 00% 2000 80 Final grades will be assigned based on the following point scale. A 1940+ 1860-1939=A 1800-1859 -A. 1740-1799 B+ 1660-1739=8 1600-1659 c 1540-1599 = C+ 1460-1539 -c 1400-1459 = c- D 1340-1399= D+ 1260-1339 -D 1200-1259 = D 1200 = F Grades will be accessible by password on IL Compass g. There are two exceptions: Gra des for extra credit research studies will be maintained on the SONS system and will only be transferred to Compass after the last of the three exams. Grades for the Connect activities (interactive activities and Learners) transfer to Compass graybeard about 1 week after you turn in the assignment. For your security, grades will not be provided by phone or email. Because of the size of the class, grade breakpoints are fixed to maintain equity. Students with extenuating circumstances which require them to receive a certain grade or maintain a particular GAP (e. G. , graduation, loss of a scholarship, University probation or suspension, loss of a job offer, revocation of student Visa, etc. ) need to realize that they are responsible for working hard to achieve the needed class grade. Please ask for help if you see that you are falling short of the grade that you expect or need. We want students to succeed but you must know that we cannot make exceptions for individual students. Grades can be changed only if we have made an input or calculation error. It is important that you check your class grades and immediately notify us of any discrepancies. 3 Grading Components Learners Learners homework assignments are part of Connect, McGraw Hill’s online learning platform. Learners is basically an â€Å"intelligent electronic flash card system. The system asks multiple choice, fill-in, and other quick questions. The â€Å"intelligence† is that if there is a topic you have difficulty with, the system ends to increase the number of questions so as to help you bring your knowledge up to par. The pedagogical purpose of these exercises is primarily to review the chapter concepts from lecture and your reading. We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. Learners is treated as â€Å"mastery’ exercises. The more cards you do, the higher your score gets until it says you have completed the exercise, whereupon you get full credit. The exercises are set so that McGraw-Hill estimates the average student can gain full credit with 30 minutes of work (and call us biased, but we are confident every IS of I student is above the average student in McGraw Hill’s book). But, you can work on the activities for as long as needed to achieve the score you want. It should be possible for all students who are willing to spend the time, to achieve scores near 100% on these exercises. Additionally, we drop your lowest two chapters’ scores at the end of the semester. Learners gives no credit for late submissions. To start working with Learners, check the Compass site. If you have trouble gaining access, please contact McGraw-Hill first (phone # and web address on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the Mcgraw Hill service ticket # in the email in case we need to coordinate with them. The Learners exercises are normally due at 9:AMA on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have done on them. Con next† Interactive Activities â€Å"Connect† homework assignments comprise one to three modest interactive exercises for each of the 18 chapters in the text Some of these are â€Å"drag and drop† exercises which amount to a matching game where you connect a specific situation with a chapter concept. Others are video exercises in which you answer several multiple choice questions that emphasize chapter concepts as you view the video, and then answer some concept check questions at the end. The pedagogical purpose of these exercises is to help you become familiar with applying the chapter concepts from lecture and our reading. We recommend you do the Learners activities for the chapter before the interactive exercises, as familiarity with the concepts will speed your work. These exercises are treated as â€Å"mastery/’ exercises. That is, they are set up so all students can master the material. This is done by allowing you three tries at each exercise and taking only the highest score. You are also allowed to reference the textbook and notes as you work through the exercises. Students who are willing to spend the time should achieve scores near 100% on these exercises. Additionally, we drop your sweets two chapters’ scores at the end of the semester. Each day you are late in submitting results in a 20% penalty. 4 To start working with the interactive activities, check the Compass site for an introduction. Tutorials are available. If you have trouble gaining access or working with the interactive exercises, please contact McGraw-Hill first (link on Compass). If McGraw Hill is unable to resolve the issue your next step is to contact your teaching assistant. Please put the McGraw-Hill service ticket # in the email in case we need to coordinate with them. The interactive exercises re normally due at 9:30 AM on the Tuesday of the week after the chapter was covered. Due dates will appear on Compass, and the Connect web site has calendar and grade functionality that lets you track when assignments are due and how you have scored. IMPORTANT: In order to be as fair as possible to everyone in the class, deadlines for interactive activities and Learners have to be enforced. Please DO NOT wait until the last minute. If you wait until the deadline, issues such as illness or problems with the University server might make it impossible for you to complete the assignments. Change Management Simulation (SMS) Near the end of the semester, all students will participate in a simulation of an organizational change initiative published through Harvard Business School publishing. The simulation challenges you to acquire support among your company’s management for an innovative idea. The simulation plays like a game, and students have found it very engaging. We hope that you find that simulation not only interesting, but a powerful learning experience where you see the results of effective and ineffective application of course concepts. IMPORTANT: You will need to register and purchase the change management simulation through the Harvard web site before we start the simulation. Instructions will be posted on Compass, probably in early to mid April. Announcements about this will be made in class. Exams There are three exams in the course. Each exam covers the material from one of the three parts of the course and consists of approximately 50 questions. Most are multiple choice and true/false questions, but some are short fill-in (e. G. , definitions, identification of concepts). Material on the exam is drawn room the textbook, class lecture and other assigned materials. The exams are closed-book and are given in class at the regularly scheduled class time. Specific Exam Policies: ; Indicate your exam answers on both your exam copy and on your answer (bubble) sheet. Both are collected when you leave. Your bubble sheet answers are what we must use, but if for some reason it is lost or illegible we may refer to the exam copy. If you do not turn in an answer sheet or a marked exam copy, you normally cannot receive any credit for the exam. Plan on remaining in the classroom for at least minutes during exam days. Bring a #2 pencil to class and use it to fill out the exam. Bring a photo ID to all exams as the size of the class requires that we check IDs. 5 Dictionaries and electronic devices (calculators, dictionaries and translators) are not permitted during exams, on the recommendation of the college deans. We will answer questions about word meanings that are not related to class concepts. Additional exam policies and procedures may be discussed in class. Conflict Exams ; Exams are taken only at the regularly scheduled time except when events beyond your control prevent you from doing so. The most common exceptions are for excused absences (e. G. , illness or injury, family emergency, university sanctioned events) and out of-town job interviews. Please ask if you have an unusual situation. With approved exceptions you are able to take the conflict exam which has the same format as the regular exam. You MUST notify us IN ADVANCE if you need to take the makeup/ conflict exam. Email to the course email (see Compass). Failure to do so (unless you are physically unable to email) will result in an automatic zero for the exam. Documentation is required to take the makeup/conflict exam. For illness, injury, or family emergency, please obtain an official excused absence letter from the Dean of Students Office. The Dean of Students office is at 300 Student Services Building, 61 0 East John, 333-0050. For other situations check with the professor regarding required documentation. Extra Credit There are two primary sources of extra credit: Participation points through using the clickers and participation in research studies that brings exposure to the research process. â€Å"Clicker† Participation Points We use â€Å"clickers† to make lectures more participative and engaging. How to cite Standard Poor’s, Papers

The Positive and Negative Influence free essay sample

The positive and negative influence media advertising has on teenagers in Hong Kong Nowadays, media advertising has become very popular in the world. Teenagers can see in news, in magazines, on posters, on television and even on the Internet. However, some false may disseminate from these media. In this essay, I shall look at both the advantages and disadvantages of media advertising on teenagers. On advantage of media advertising on teenagers is that they can notice some information about education. For example, the F. students or blow are going to have the new educational system (334), and through the education department advertises the system, the student can have more prepare for theirs futures. And the students can know through the television and on the Internet. Another argument in favour of media advertisement is that it allows teenagers to know more information that they want to know. For example, girls like shopping and they know some special offer or new arrival from some s hop. We will write a custom essay sample on The Positive and Negative Influence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Boys like to play toy model, then they can know when the toy department offer to buy the models that they like or want to buy. And it is convenient to know the information form media advertisements. It is clear that there are a number of positive influences media advertising has on teenagers in Hong Kong. On the other hand, there are also a number of disadvantages. Teenager’s wasteful habit is related to advertising effect. Teenagers like to buy things, even though it is useless and wasteful. From a survey of Hong Kong University, the results shows that an increasing number of students are spending their pocket money on useless and wasteful items because they see advertisements in media all around them. Furthermore, the false media advertising may make the teenagers (especially girl) suffer from low self esteem resort to unhealthy practices to lose weight and get skinny. The amount of celebrity type created by the media advertising causes many children to make irrational demands. In conclusion, although many people think that media advertising is convenient for teenagers. But there are more negative influences by media advertising that they may fall into traps. So, I believe media advertising has more negative influence on teenagers in Hong Kong.