毕业设计-助学贷款管理系统—论文

毕业设计-助学贷款管理系统—论文 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 作 者: [ ] 正在修改 完成日期: 机构公开信息 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT 教材 民兵爆破地雷教材pdf初中剪纸校本课程教材衍纸校本课程教材排球校本教材中国舞蹈家协会第四版四级教材 ] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色 方案 气瓶 现场处置方案 .pdf气瓶 现场处置方案 .doc见习基地管理方案.doc关于群访事件的化解方案建筑工地扬尘治理专项方案下载 ，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 作 者: [ ] 正在修改 完成日期: 机构公开信息 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 机构图标 { 助学贷款管理系统 } 用户界面设计报告 文件状态: 文件标识: [ ] 草稿 当前版本: [?] 正式发布 机构公开信息 作 者: [ ] 正在修改 完成日期: 版 本 历 史 版本/状态 作者 参与者 起止日期 备注 目 录 目 录 0. 文档介绍..........................................................................................................................................4 0.1 文档目的与范围 ........................................................................................................................4 0.2 读者对象 ....................................................................................................................................4 0.3 参考文献 ....................................................................................................................................4 0.4 术语与缩写解释 ........................................................................................................................4 1. 应当遵循的界面设计规范..............................................................................................................5 2. 用户界面视图汇总..........................................................................................................................5 3. 主界面 .............................................................................................................................................5 4. 子界面 .............................................................................................................................................5 5. 登录界面..........................................................................................................................................5 6. 美学设计..........................................................................................................................................6 7. 界面资源设计..................................................................................................................................6 8. 其他 .................................................................................................................................................6 0. 文档介绍 0.1 文档目的与范围 目的:指导用户界面制作，用于与客户交流，设计出让客户满意的外观。 范围:遵循的规范，视图汇总，主、子界面层次，界面资源等。 0.2 读者对象 界面设计人员，界面制作人员，用户，客户。 0.3 参考文献 例如: [NIIT教材] 作者:NIIT，《屏幕设计7A.2(WPF-8.0)》 项目规划文档 0.4 术语与缩写解释 缩写、术语 解 释 SPP 精简并行过程，Simplified Parallel Process SD 系统设计，System Design GUI 图形用户界面 … 1. 应当遵循的界面设计规范 简洁，明快，方便，尽量减少用户电击次数，根据美学原理设计配色方案，根据用户意见设 计布局和功能区， 2. 用户界面视图汇总 给所有的界面视图赋予唯一的名称和标识符，描述用途以及界面视图之间的关系。 视图名称 标识符 描述用途以及与其它界面视图之间的关系 主界面 GUI-Mainframe 用户从登录界面进入主界面，然后进行各项贷款操作的选择 登录界面 GUI-Login 用户选择不同角色登录 子界面 GUI-Subframe 具体执行贷款操作 3. 主界面 提示: (1)绘制主界面的视图; (2)说明主界面中所有对象的功能和操作方式; 4. 子界面 提示: A的视图; (1)绘制子界面 (2)说明子界面A中所有对象的功能和操作方式; 5. 登录界面 …… 6. 美学设计 (1)界面的布局及理由:减少窗口跳转，采用了框架结构，使用简单，布局美观大方。 (2)界面的色彩及理由:天蓝色，自然而轻松。 用户界面是系统和用户交互的接口，用户对它的要求是随不同用户而不同的，涉及到美学理 论与用户意见相冲突时，首先满足用户，但必须跟用户说清楚。 7. 界面资源设计 7.1 图标资源:西南石油学院标志 7.2 图像资源:国家银行图片 7.3 界面组件:框架，文本框，按钮，标签等。 8.要进行的验证 IDIDID 不同管理层应该有不同的用户，每个学生以学号作用户。号必须保持唯一。当用户登录到web站点时，用户的口令应根据数据库的值进行验证。 只有在校的学生可以贷款。 In the late summer of that year we lived in a house in a village that looked across the river and the plain to the mountains. In the bed of the river there were pebbles and boulders, dry and white in the sun, and the water was clear and swiftly moving and blue in the channels. Troops went by the house and down the road and the dust they raised powdered the leaves of the trees. The trunks of the trees too were dusty and the leaves fell early that year and we saw the troops marching along the road and the dust rising and leaves, stirred by the breeze, falling and the soldiers marching and afterward the road bare and white except for the leaves. The plain was rich with crops; there were many orchards of fruit trees and beyond the plain the mountains were brown and bare. There was fighting in the mountains and at night we could see the flashes from the artillery. In the dark it was like summer lightning, but the nights were cool and there was not the feeling of a storm coming. Sometimes in the dark we heard the troops marching under the window and guns going past pulled by motor-tractors. There was much traffic at night and many mules on the roads with boxes of ammunition on each side of their pack-saddles and gray motor trucks that carried men, and other trucks with loads covered with canvas that moved slower in the traffic. There were big guns too that passed in the day drawn by tractors, the long barrels of the guns covered with green branches and green leafy branches and vines laid over the tractors. To the north we could look across a valley and see a forest of chestnut trees and behind it another mountain on this side of the river. There was fighting for that mountain too, but it was not successful, and in the fall when the rains came the leaves all fell from the chestnut trees and the branches were bare and the trunks black with rain. The vineyards were thin and bare-branched too and all the country wet and brown and dead with the autumn. There were mists over the river and clouds on the mountain and the trucks splashed mud on the road and the troops were muddy and wet in their capes; their rifles were wet and under their capes the two leather cartridge-boxes on the front of the belts, gray leather boxes heavy with the packs of clips of thin, long 6.5 mm. cartridges, bulged forward under the capes so that the men, passing on the road, marched as though they were six months gone with child. There were small gray motor cars that passed going very fast; usually there was an officer on the seat with the driver and more officers in the back seat. They splashed more mud than the camions even and if one of the officers in the back was very small and sitting between two generals, he himself so small that you could not see his face but only the top of his cap and his narrow back, and if the car went especially fast it was probably the King. He lived in Udine and came out in this way nearly every day to see how things were going, and things went very badly. At the start of the winter came the permanent rain and with the rain came the cholera. But it was checked and in the end only seven thousand died of it in the army. ERNEST HEMINGWAY was born in Oak Park, Illinois, in 1899, and began his writing career for _The Kansas City Star_ in 1917. During the First World War he volunteered as an ambulance driver on the Italian front but was invalided home, having been seriously wounded while serving with the infantry. In 1921 Hemingway settled in Paris, where he became part of the expatriate circle of Gertrude Stein, F. Scott Fitzgerald, Ezra Pound, and Ford Madox Ford. His first book, _Three Stories and Ten Poems_, was published in Paris in 1923 and was followed by the short story selection _In Our Time_, which marked his American debut in 1925. With the appearance of _The Sun Also Rises_ in 1926, Hemingway became not only the voice of the "lost generation" but the preeminent writer of his time. This was followed by _Men Without Women_ in 1927, when Hemingway returned to the United States, and his novel of the Italian front, _A Farewell to Arms_ (1929). In the 1930s, Hemingway settled in Key West, and later in Cuba, but he traveled widely--to Spain, Italy, and Africa--and wrote about his experiences in _Death in the Afternoon_ (1932), his classic treatise on bullfighting, and _Green Hills of Africa_ (1935), an account of big-game hunting in Africa. Later he reported on the Spanish Civil War, which became the background for his brilliant war novel, _For Whom the Bell Tolls_ (1939), hunted U-boats in the Caribbean, and covered the European front during the Second World War. Hemingway's most popular work, _The Old Man and the Sea_, was awarded the Pulitzer Prize in 1953, and in 1954 Hemingway won the Nobel Prize in Literature "for his powerful, style-forming mastery of the art of narration." One of the most important influences on the development of the short story and novel in American fiction, Hemingway has seized the imagination of the American public like no other twentieth-century author. He died, by suicide, in Ketchum, Idaho, in 1961. His other works include _The Torrents of Spring_ (1926), _Winner Take Nothing_ (1933), _To Have and Have Not_ (1937), _The Fifth Column and the First Forty-Nine Stories_ (1938), _Across the River and into the Trees_ (1950), and posthumously, _A Moveable Feast_ (1964), _Islands in the Stream_ (1970), _The Dangerous Summer_ (1985), and _The Garden of Eden_ (1986). Does school prepare children for the real world? "Study hard and get good grades and you will find a high-paying job with great benefits," my parents used to say. Their goal in life was to provide a college education for my older sister and me, so that we would have the greatest chance for success in life. When T finally earned my diploma in 1976-graduating with honors, and near the top of my class, in accounting from Florida State University-my parents had realized their goal. It was the crowning achievement of their lives. In accordance with the "Master Plan," I was hired by a "Big 8" accounting firm, and I looked forward to a long career and retirement at an early age. My husband, Michael, followed a similar path. We both came from hard-working families, of modest means but with strong work ethics. Michael also graduated with honors, but he did it twice: first as an engineer and then from law school. He was quickly recruited by a prestigious Washington, D.C., law firm that specialized in patent law, and his future seemed bright, career path well-defined and early retirement guaranteed. Although we have been successful in our careers, they have not turned out quite as we expected. We both have changed positions several times-for all the right reasons-but there are no pension plans vesting on our behalf. Our retirement funds are growing only through our individual contributions. Michael and I have a wonderful marriage with three great children. As I write this, two are in college and one is just beginning high school. We have spent a fortune making sure our children have received the best education available. One day in 1996, one of my children came home disillusioned with school. He was bored and tired of studying. "Why should I put time into studying subjects I will never use in real life?" he protested. Without thinking, I responded, "Because if you don't get good grades, you won't get into college." g-willed, he has always been a polite and respectful young man. "Mom," he began. It was my turn to be lectured. "Get with the times! Look around; the richest people didn't get rich because of their educations. Look at Michael Jordan and Madonna. Even Bill Gates, who dropped out of Harvard, founded Microsoft; he is now the richest man in America, and he's still in his 30s. There is a baseball pitcher who makes more than $4 million a year even though he has been labeled `mentally challenged.' " There was a long silence between us. It was dawning on me that I was giving my son the same advice my parents had given me. The world around us has changed, but the advice hasn't. Getting a good education and making good grades no longer ensures success, and nobody seems to have noticed, except our children. "Mom," he continued, "I don't want to work as hard as you and dad do. You make a lot of money, and we live in a huge house with lots of toys. If I follow your advice, I'll wind up like you, working harder and harder only to pay more taxes and wind up in debt. There is no job security anymore; I know all about downsizing and rightsizing. I also know that college graduates today earn less than you did when you graduated. Look at doctors. They don't make nearly as much money as they used to. I know I can't rely on Social Security or company pensions for retirement. I need new answers." He was right. He needed new answers, and so did I. My parents' advice may have worked for people born before 1945, but it may be disastrous for those of us born into a rapidly changing world. No longer can I simply say to my children, "Go to school, get good grades, and look for a safe, secure job." I knew I had to look for new ways to guide my children's education. As a mother as well as an accountant, I have been concerned by the lack of financial education our children receive in school. Many of today's youth have credit cards before they leave high school, yet they have never had a course in money or how to invest it, let alone understand how compound interest works on credit cards. Simply put, without financial literacy and the knowledge of how money works, they are not prepared to face the world that awaits them, a world in which spending is emphasized over savings. When my oldest son became hopelessly in debt with his credit cards as a freshman in college, I not only helped him destroy the credit cards, but I also went in search of a program that would help me educate my children on financial matters. One day last year, my husband called me from his office. "I have someone I think you should meet," he said. "His name is Robert Kiyosaki. He's a businessman and investor, and he is here applying for a patent on an educational product. I think it's what you have been looking for." Just What I Was Looking For My husband, Mike, was so impressed with CASHFLOW, the new educational product that Robert Kiyosaki was developing, that he Lionfish 11/Nov/2007 Chapter Fifteen AragogContents Prev Chapter Next Chapter 中文 Summer was creeping over the grounds around the castle; sky and lake alike turned periwinkle blue and flowers large as cabbages burst into bloom in the greenhouses. But with no Hagrid visible from the castle windows, striding the grounds with Fang at his heels, the scene didn't look right to Harry; no better, in fact, than the inside of the castle, where things were so horribly wrong. Harry and Ron had tried to visit Hermione, but visitors were now barred from the hospital wing. “We're taking no more chances,” Madam Pomfrey told them severely through a crack in the infirmary door. “No, I'm sorry, there's every chance the attacker might come back to finish these people off…” With Dumbledore gone, fear had spread as never before, so that the sun warming the castle walls outside seemed to stop at the mullioned windows. There was barely a face to be seen in the school that didn't look worried and tense, and any laughter that rang through the corridors sounded shrill and unnatural and was quickly stifled. Harry constantly repeated Dumbledore's final words to himself “I will only truly have left this school when none here are loyal to me… Help will always be given at Hogwarts to those who ask for it.” But what good were these words? Who exactly were they supposed to ask for help, when everyone was just as confused and scared as they were? Hagrid's hint about the spiders was far easier to understand. The trouble was, there didn't seem to be a single spider left in the castle to follow. Harry looked everywhere he went, helped (rather reluctantly) by Ron. They were hampered, of course, by the fact that they weren't allowed to wander off on their own but had to move around the castle in a pack with the other Gryffindors. Most of their fellow students seemed glad that they were being shepherded from class to class by teachers, but Harry found it very irksome. One person, however, seemed to be thoroughly enjoying the atmosphere of terror and suspicion. Draco Malfoy was strutting around the school as though he had just been appointed Head Boy. Harry didn't realize what he was so pleased about until the Potions lesson about two weeks after Dumbledore and Hagrid had left, when, sitting right behind Malfoy, Harry overheard him gloating to Crabbe and Goyle. “I always thought Father might be the one who got rid of Dumbledore,” he said, not troubling to keep his voice down. “I told you he thinks Dumbledore's the worst headmaster the school's ever had. Maybe we'll get a decent headmaster now. Someone who won't want the Chamber of Secrets closed. McGonagall won't last long, she's only filling in…” Snape swept past Harry, making no comment about Hermione's empty seat and cauldron. “Sir,” said Malfoy loudly. “Sir, why don't you apply for the headmaster's job?” “Now, now, Malfoy,” said Snape, though he couldn't suppress a thin-lipped smile. “Professor Dumbledore has only been suspended by the governors. I daresay he'll be back with us soon enough.” “Yeah, right,” said Malfoy, smirking. “I expect you'd have Father's vote, sir, if you wanted to apply for the job - I'll tell Father you're the best teacher here, sir—” Snape smirked as he swept off around the dungeon, fortunately not spotting Seamus Finnigan, who was pretending to vomit into his cauldron. “I'm quite surprised the Mudbloods haven't all packed their bags by now,” Malfoy went on. “Bet you five Galleons the next one dies. Pity it wasn't Granger—” The bell rang at that moment, which was lucky; at Malfoy's last words, Ron had leapt off his stool, and in the scramble to collect bags and books, his attempts to reach Malfoy went unnoticed. “Let me at him,” Ron growled as Harry and Dean hung onto his arms. “I don't care, I don't need my wand, I'm going to kill him with my bare hands—” “Hurry up, I've got to take you all to Herbology,” barked Snape over the class's heads, and off they marched, with Harry, Ron, and Dean bringing up the rear, Ron still trying to get loose. It was only safe to let go of him when Snape had seen them out of the castle and they were making their way across the vegetable patch toward the greenhouses. The Herbology class was very subdued; there were now two missing from their number, Justin and Hermione. 1 "It's a book." "I know it's a book. What is it?" "It's for you to read," Kelp said. "Here, take it." He was still staring at the roof and holding his nose, and he was merely waving the book in Dortmunder's direction. So Dortmunder took the book. The title was Child Heist, and the author was somebody named Richard Stark. "Sounds like crap," Dortmunder said. "Just read it," Kelp said. "Why?" "Read it. Then we'll talk." Dortmunder hefted the book in his hand. A skinny paperback. "I don't get the point," he said. "I don't want to say anything till after you read it," Kelp said. "Okay? I mean, after all, you gave me a nosebleed, you can anyway read a book." Dortmunder thought of saying several things about furs, but he didn't. The traffic light was green. "Maybe," he said, and tossed the paperback behind him, and drove on. 2 S TAN M U R C H made his call from a diner pay phone. "Maximilian's Used Cars, Miss Caroline speaking." "Hi, Harriet. Max there?" "To whom am I speaking, please?" "This is Stan." "Oh, hi, Stan. One moment, please, Max is explaining the guarantee to a dissatisfied customer." "Sure," Murch said. The phone booth was inside the diner, but it had a window that overlooked the blacktop parking lot, and Jericho Turnpike beyond. A dozen cars winkled in the thin October sunlight. The car Stan had in mind, an almost-new white Continental, a definite cream-puff, was parked almost in front of him. The driver had staggered in just a few minutes ago, drunk out of his mind even though it was barely two o'clock in the afternoon, and was now sprawled in a booth in the rear of the diner, occasionally spilling black coffee on himself. All things considered, Murch told himself, I'm doing that bird a favor. He shouldn't be driving in his condition. "Yah?" Munch, who had been leaning against the side of the booth and brooding at the Continental, now stood upright and said, "Max?" "Yah. Stan?" "Sure. Listen, Max, you still interested in good recent acquisitions?" "You mean where I got to do my own paper?" "That's the kind." "That's a little tricky, Stan. Depends on the vehicle." "A creampuff white Continental. Like new." "You're reading me my ad out of Newsday." "What do you think, Max?" "Bring it over, we'll have a look." "Right," Murch said, and was about to hang up when another vehicle made the turn from Jericho Turnpike into the diner's parking lot. It was a car carrier, with four Buick Riviera's on it: a powder blue, a maroon, and two bronzes. "Wait a second," Murch said. "Hah?" "Just hold on." The car carrier growled up to the diner, puffing diesel exhaust out a pipe at the top of the cab, and came at last to a shuddering stop. The driver, a stout fellow in a brown leather jacket, climbed down to the blacktop as though both his legs had fallen asleep, and then stood there yawning and scratching his crotch. "Stan? You there?" "Wait a second," Munch said. "Just a second." The driver, done with his yawning and scratching, walked over to the diner entrance, leaving Murch's sight for a few seconds. Murch turned around and looked through the phone booth's interior window. He watched the car carrier driver amble across to the rear part of the diner and sit in the next booth to the sprawled driver of the Co Mike was right. It was the educational product I had been looking for. But it had a twist: It looked like a colorful Monopoly board with a giant well-dressed rat in the middle. Unlike Monopoly, however, there were two tracks: one inside and one outside. The object of the game was to get out of the inside track-what Robert called the "Rat Race" and reach the outer track, or the "Fast Track." As Robert put it, the Fast Track simulates how rich people play in real life. Robert then defined the "Rat Race" for us. "If you look at the life of the average-educated, hard-working person, there is a similar path. The child is born and goes to school. The proud parents are excited because the child excels, gets fair to good grades, and is accepted into a college. The child graduates, maybe goes on to graduate school and then does exactly as programmed: looks for a safe, secure job or career. The child finds that job, maybe as a doctor or a lawyer, or joins the Army or works for the government. Generally, the child begins to make money, credit cards start to arrive in mass, and the shopping begins, if it already hasn't. "Having money to burn, the child goes to places where other young people just like them hang out, and they meet people, they date, and sometimes they get married. Life is wonderful now, because today, both men and women work. Two incomes are bliss. They feel successful, their future is bright, and they decide to buy a house, a car, a television, take vacations and have children. The happy bundle arrives. The demand for cash is enormous. The happy couple decides that their careers are vitally important and begin to work harder, seeking promotions and raises. The raises come, and so does another child and the need for a bigger house. They work harder, become better employees, even more dedicated. They go back to school to get more specialized skills so they can earn more money. Maybe they take a second job. Their incomes go up, but so does the tax bracket they're in and the real estate taxes on their new large home, and their Social Security taxes, and all the other taxes. They get their large paycheck and wonder where all the money went. They buy some mutual funds and buy groceries with their credit card. The children reach 5 or 6 years of age, and the need to save for college increases as well as the need to save for their retirement. . Ernie and Hannah were listening curiously. Harry's eyes narrowed as he focused on the spiders. If they pursued their fixed course, there could be no doubt about where they would end up. “Looks like they're heading for the Forbidden Forest…” And Ron looked even unhappier about that. At the end of the lesson Professor Sprout escorted the class to their Defense Against the Dark Arts lesson. Harry and Ron lagged behind the others so they could talk out of earshot. “We'll have to use the Invisibility Cloak again,” Harry told Ron. “We can take Fang with us. He's used to going into the forest with Hagrid, he might be some help.” “Right,” said Ron, who was twirling his wand nervously in his fingers. “Er - aren't there - aren't there supposed to be werewolves in the forest?” he added as they took their usual places at the back of Lockhart's classroom. Preferring not to answer that question, Harry said, “There are good things in there, too. The centaurs are all right, and the unicorns…” Ron had never been into the Forbidden Forest before. Harry had entered it only once and had hoped never to do so again. Lockhart bounded into the room and the class stared at him. Every other teacher in the place was looking grimmer than usual, but Lockhart appeared nothing short of buoyant. “Come now,” he cried, beaming around him. “Why all these long faces?” People swapped exasperated looks, but nobody answered. “Don't you people realize,” said Lockhart, speaking slowly, as though they were all a bit dim, “the danger has passed! The culprit has been taken away—” “Says who?” said Dean Thomas loudly. “My dear young man, the Minister of Magic wouldn't have taken Hagrid if he hadn't been one hundred percent sure that he was guilty,” said Lockhart, in the tone of someone explaining that one and one made two. “Oh, yes he would,” said Ron, even more loudly than Dean. “I flatter myself I know a touch more about Hagrid's arrest than you do, Mr. Weasley,” said Lockhart in a self-satisfied tone. Ron started to say that he didn't think so, somehow, but stopped in midsentence when Harry kicked him hard under the desk. “We weren't there, remember?” Harry muttered. But Lockhart's disgusting cheeriness, his hints that he had always thought Hagrid was no good, his confidence that the whole business was now at an end, irritated Harry so much that he yearned to throw Gadding with Ghouls right in Lockhart's stupid face. Instead he contented himself with scrawling a note to Ron: Let's do it tonight. Ron read the message, swallowed hard, and looked sideways at the empty seat usually filled by Hermione. The sight seemed to stiffen his resolve, and he nodded. The Gryffindor common room was always very crowded these days, because from six o'clock onward the Gryffindors had nowhere else to go. They also had plenty to talk about, with the result that the common room often didn't empty until past midnight. Harry went to get the Invisibility Cloak out of his trunk right after dinner, and spent the evening sitting on it, waiting for the room to clear. Fred and George challenged Harry and Ron to a few games of Exploding Snap, and Ginny sat watching them, very subdued in Hermione's usual chair. Harry and Ron kept losing on purpose, trying to finish the games quickly, but even so, it was well past midnight when Fred, George, and Ginny finally went to bed. They reached Hagrid's house, sad and sorry-looking with its blank windows. When Harry pushed the door open, Fang went mad with joy at the sight of them. Worried he might wake everyone at the castle with his deep, booming barks, they hastily fed him treacle fudge from a tin on the mantelpiece, which glued his teeth together. Harry left the Invisibility Cloak on Hagrid's table. There would be no need for it in the pitch-dark forest. “C'mon, Fang, we're going for a walk,” said Harry, patting his leg, and Fang bounded happily out of the house behind them, dashed to the edge of the forest, and lifted his leg against a large sycamore tree. Harry took out his wand, murmured, “Lumos!” and a tiny light appeared at the end of it, just enough to let them watch the path for signs of spiders. “Good thinking,” said Ron. “I'd light mine, too, but you know - it'd probably blow up or something…” They listened. Some distance to their right, the something big was snapping branches as it carved a path through the trees.