Jørgen Lindskov Knudsen, Ole Lehrmann Madsen · DAIMI Report Series · 1988
<p>One of the important obligations of an expanding research area is to discuss how to approach the teaching of the subject. Without this discussion, we may find that the word is not spread properly, and thus that the results are not properly utilized in in dustry. Furthermore, discussing teaching the research area gives additional insight into the research area and its underlying theoretical foundation. In this paper we will report on our approach to teaching programming languages as a whole and especially teaching object-oriented programming.</p><p>The prime message to be told is that working from a theoretical foundation pays off. Without a theoretical foundation, the discussions are often centered around features of different languages. With a foundation, discussions may be conducted on solid ground. Furthermore, the students have significantly fewer difficulties in grasping the concrete programming languages when they have been presented with the theoretical foundation than without it.</p>
Cited by 1Open access
Desmond Wesley Govender, Irene Govender · 2012
No abstract available.
Cited by 0
Frank Sauer · 2015
This paper describes Frame Oriented Programming (FOP) and shows that this programming technique unifies the Object Oriented concept of classes and the Aspect Oriented Programming (AOP) concept of aspects into a single coherent concept called a Frame. The unification is embodied in the adapt relationship between frames that allows frames to reuse and modify other frames in ways that unify the generalization and aggregation relations of Object Oriented Programming (OOP) and at the same time allows for the injection of crosscutting concerns into at “breakpoints ” of arbitrary granularity. 2. FRAME HIERARCHIES A frame hierarchy defines how frames are combined to make other frames. Frame hierarchies can be thought of as a parts-explosion diagram. A higher-level frame is an assembly of its lower level frames and the arrows in a frame hierarchy diagram can therefore be labeled as ‘part-of’. shows an example frame hierarchy. In this frame hierarchy the top-level frame (or specification frame) a has two subassemblies, b and c. The b and c frames themselves can be considered specification frames for their respective sub-hierarchies. Frame e is part of both b and c; however, b and c receive separate copies of frame e in the assembly process. The reverse of the part-of relationship between frames is far more interesting and forms the basis for the rest of the ideas set forth by FOP. When frames b and c are part of frame a, frame a is said to ‘adapt ’ frames b and c.
Cited by 0
Grady Booch, Ed Seidewitz, Mike Start et al. · 1986
Cited by 1
Peter Fröhlich, Michael Franz · 1999
Current approaches to component-oriented programming are based on traditional object-oriented languages and concepts. However, most existing object-oriented languages fail to address subtle interface compatibility issues that become paramount in a component-based setting. We explore both syntactic and semantic interface incompatibilities and discuss why they are difficult to handle. We argue that resolving these incompatibilities requires breaking with a fundamental idiom of object-oriented languages: the subordination of messages to interfaces and classes. We propose a solution based on the concept of stand-alone messages as found in the experimental programming language Lagoona and discuss its ramifications. 1
Cited by 7
Thomas Østerlie · 2003
Aspect-oriented programming is an extension to object-orientation with the goal of separating the concerns of domain logic from application logic. The essay aims at looking
Cited by 0
Tom Ender · 1997
A Short History of REXX OS/2's REXX: A Brief Tutorial Visual REXX in OS/2 O-REXX - What's New? Objects, Classes, and Inheritance Primitive Classes Collection Classes O-REXX Variables and Environment Putting It Together In More Detail Concurrency O-REXX and Debugging O-REXX and Utilities (REXXUTIL) O-REXX and SOM/WPS O-REXX, OpenDoc, and the Future Appendix Index.
Cited by 4
Craig, Iain D. · 2007
Cited by 0
Ray Lischner · Apress eBooks · 2013
This Exploration takes a break from C++ programming to turn to the topic of object-oriented programming (OOP). You may already be familiar with this topic, but I urge you to continue reading. You may learn something new. To everyone else, this Exploration introduces some of the foundations of OOP in general terms. Later Explorations will show how C++ implements OOP principles.
Cited by 7
Neetu Narwal Kavita Pabreja · 2019
Cited by 0
David J. Barnes · 2000
Cited by 3
E.A. Warman · Journal of Engineering Design · 1990
SUMMARY This paper discusses the use of the object oriented approach in the design and utilization of a computer aided design system. The arguments are developed from a background of design theory and a model of interaction. The results from a prototype system are presented. Design elements or features are treated as objects that have underlying code and can handle messages. This is shown to be a natural development from the use of extensional data structures that is a prerequisite of design theory. The resulting system also impact upon data base methodologies and automatic inference systems. The object oriented methodology is seen as the foundations for a new generation of computer aided design systems.
Cited by 10
ECOOP 2005 Glasgow, Andrew P. Black · Lecture notes in computer science · 2005
Cited by 150
R.P. Klump · 2001
Most power engineering students these days have had at least a casual introduction to computer programming concepts. Specifically, they have become functionally fluent in one or more programming languages and can use their knowledge of basic syntax to write simple programs that perform some desired task. Some students may also have had the opportunity to learn basic software design concepts, such as the benefits of top-down design and the practice and virtues of programming in a modular fashion using a structured programming approach. However, fewer students have been exposed to the theory and practice of object-oriented software development. Understanding object-oriented programming concepts requires that the student undergo a paradigm shift. The student must move from thinking about modeling systems and problems in terms of the actions that must be performed to thinking about the objects that must interact with each other to perform those actions. Successfully navigating this change in thought is not a trivial undertaking, but the rewards of doing so can be tremendous. This presentation provides a brief introduction to the concepts and benefits of the object-oriented approach and explains why power engineering students may benefit greatly from a more formal introduction to the topic.
Cited by 18
R. Rajaram · 2007
Cited by 0
Antti Herala, Erno Vanhala, Uolevi Nikula · 2015
Teaching has faced challenges over the latest decades. It is easier than ever to provide material for students and get returned exercises and hold exams online. Besides technology and platforms, also teaching methods need to adapt to the Internet-age and its generation of people. In this article we present a case study where an university level programming course was upgraded to fit the needs of 2010s by introducing Java as the predominate language and utilizing available technologies to enhance teaching. This was done on both technological and pedagogical level, introducing open data and flipped classroom to programming education while the scope remained unchanged. This article presents the first results of the new course. Based on the collected student feedback, the use of Java and open data and implementations of the flipped classroom teaching method are all considered as a success.
Cited by 9
Sufyan bin Uzayr · 2022
Cited by 2
Tarkeshwar Barua, Ruchi Doshi, Kamal Kant Hiran · 2020
Cited by 0
CDU eSpace Institutional Repository (Charles Darwin University)
Cited by 0
Jan Kubrický, Milan Klement · Journal of Technology and Information · 2009
PĹĂspÄvek je vÄnovĂĄn problematice ObjektovÄ OrientovanĂŠho ProgramovĂĄnĂ. Shrnuje nĂĄzory pĹednĂch odbornĂkĹŻ pedagogĹŻ-programĂĄtorĹŻ a zabĂ˝vĂĄ se objektovÄ orientovanĂ˝mi moĹžnostmi pĹi tvorbÄ a sprĂĄvÄ webovĂ˝ch aplikacĂ.
Cited by 2Open access