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About 10,000 papers for “object-oriented programming”

Object-oriented programming learning environment

Joana Lipeikienė · Lietuvos matematikos rinkinys · 2001

Various aspects of learning environments are discussed in the paper emphasizing the possibi­lities to improve teaching using them as a supplement of classroom-based teaching. Programming language C++ for Windows learning environment designed by the author is described.

Cited by 0Open access

Distributed Object Oriented Logic Programming

Keith Clark, Tzone I Wang, Dk Parlog · 1995

In this paper we introduce a programming language/system DK Parlog ++ which is an experimental testbed for distributed applications, particularly distributed AI and distributed knowledge base applications. The language is designed to have the concurrent computation ability of the Concurrent Logic Programming(CLP) languages, the knowledge representation and problem solving ability of Prolog, both enriched with the program and knowledge structuring capabilities of Object Oriented programming. The basic building blocks of an application are a collection of classes and servers which can be distributed over a network of machines. The location of a class or server is specified in its definition. Classes and servers have unique public names, such as student, department and db manager. Classes can be linked using single inheritance. Servers are like classes except they have no instances (which is why we do not call them classes) and no inheritance links. They are used to implement publicall...

Cited by 0

Object-Oriented Programming in Mata

Daniel C. Schneider · RePEc: Research Papers in Economics

Object-oriented programming (OOP) is a programming paradigm that ubiquitous in today's landscape of programming languages. OOP code proceeds by first defining separate entities - classes - and their relationships, and then lets them communicate with each another. Mata, Stata's matrix language, does have such OOP capabilities. In comparison to some other programming languages that are object-oriented, like Java or C++, Mata offers a lighter implementation, but does so by striking a nice balance between feature availability and language complexity. This talk explores OOP features in Mata by describing the code behind -dtms-, a community-contributed package for discrete-time multistate model estimation.*** Estimation in -dtms- proceeds in several steps, where each step can nest multiple results of the next level, thus building up a tree-like structure of results. The talk explains how this tree-like structure is implemented in Mata using OOP, and what the benefits of using OOP for this task are. These include easier code maintenance via a more transparent code structure, shorter coding time, and an easier implementation of efficient calculations. The talk will at first provide simple examples of useful classes; e.g., a class that represents a Stata matrix in Mata, or a class that can grab, hold, and restore Stata e()-results. More complex relationships among classes will then be explored in the context of the tree-like results structure of -dtms-. While topics covered will include such technically sounding concepts as class composition, self-threading code, inheritance, and polymorphism, an effort will be made to link these concepts to tasks that are relevant to Stata users that have already gained or are interested in gaining an initial proficiency of Mata.

Cited by 0

Object oriented programming in APL2

Manuel Alfonseca · 1989

article Free Access Share on Object oriented programming in APL2 Author: Manuel Alfonseca IBM Madrid Scientific Centre, P. Castellana, 4., 28046 Madrid (SPAIN) IBM Madrid Scientific Centre, P. Castellana, 4., 28046 Madrid (SPAIN)View Profile Authors Info & Claims ACM SIGAPL APL Quote QuadVolume 19Issue 4Aug. 1989 pp 6–11https://doi.org/10.1145/75145.75147Online:01 July 1989Publication History 19citation356DownloadsMetricsTotal Citations19Total Downloads356Last 12 Months7Last 6 weeks4 Get Citation AlertsNew Citation Alert added!This alert has been successfully added and will be sent to:You will be notified whenever a record that you have chosen has been cited.To manage your alert preferences, click on the button below.Manage my AlertsNew Citation Alert!Please log in to your account Save to BinderSave to BinderCreate a New BinderNameCancelCreateExport CitationPublisher SiteeReaderPDF

Cited by 13Open access

Class-Free Object-Oriented Programming

Richard L. Apodaca · Front Matter · 2019

Back in 1968, Edsger Dijkstra published his well-known "go to statement considered harmful" letter advocating the abolition of the GOTO statement from high-level programming languages: At the time, GOTO was well-regarded and widely-used, as evidence by the controversy surrounding Dijkstra's letter and the length of time it took languages supporting GOTO, or its use in languages that sill support it, to decline.

Cited by 0Open access

Object-oriented programming with flavors

David A. Moon · ACM SIGPLAN Notices · 1986

This paper describes Symbolics' newly redesigned object-oriented programming system, Flavors. Flavors encourages program modularity, eases the development of large, complex programs, and provides high efficiency at run time. Flavors is integrated into Lisp and the Symbolics program development environment. This paper describes the philosophy and some of the major characteristics of Symbolics' Flavors and shows how the above goals are addressed. Full details of Flavors are left to the programmers' manual, Reference Guide to Symbolics Common Lisp. (5)

Cited by 302

Teaching quality object-oriented programming

Yishai Feldman · Journal on Educational Resources in Computing · 2005

Computer science students need to learn how to write high-quality software. An important methodology for achieving quality is design-by-contract, in which code is developed together with its specification, which is given as class invariants and method pre- and postconditions. This paper describes practical experience in teaching design-by-contract and other principles of object-oriented programming and design by a comprehensive set of programming exercises. These are implemented in Java, augmented with a design-by-contract tool. The conceptual gap between the theoretical principles taught in the course and the capabilities of this programming environment causes pedagogical problems; these problems and some solutions are discussed in this paper.

Cited by 6