Design Principles for OOP

We have designed this third edition of Java, Java, Java to be suitable for a typical Introduction to Computer Science (CS1) course or for a slightly more advanced Java as a Second Language course. This edition retains the “objects first” approach to programming and problem solving that was
characteristic of the first two editions. Throughout the text we emphasize careful coverage of Java language features, introductory programming concepts, and object-oriented design principles.

This research addresses the need to make explicit the relation between pedagogy and the user interface, information architecture and content layout of e-learning courseware through design patterns. To do so, this research conceptualises a new type of design pattern called a ‘design for pedagogy pattern’, which explicitly shows the relationships between pedagogic strategies associated with the design elements featuring in e-learning courseware and those associated with the general and abstract ways of thinking about education including the social and the educational context of the learning, the preferred teaching practices of the instructors, and the tactics for engaging students. By creating representative design for pedagogy patterns for e-learning, the aim of the research is to understand how design for pedagogy patterns modify the design process for e-learning courseware. A design for pedagogy pattern structure was produced by adapting the structure and content of design patterns to include pedagogical theories and teaching practices. Two learning theories, experiential learning and constructivism, were chosen as representative pedagogical theories to demonstrate the inclusion of pedagogy into design for pedagogy patterns. A method for writing design for pedagogy patterns was created based around a ‘pattern pack’, which helped pattern writers to identify the implementation of pedagogy in sample e-learning courseware so that their patterns of use could be embedded into design for pedagogy patterns. Eight design for pedagogy patterns were created using the ‘pattern pack’. These patterns were evaluated by pattern experts. The highest ranked pattern was evaluated to determine its effect on the design process compared to a published a non-pedagogically-based pattern. Designers and design educators were videotaped using the two patterns, and their design process was subjected to content analysis to determine the differences in the use of pedagogy in the design process. The designers and design educators were also interviewed to determine how design for pedagogy patterns modified their design process as compared to a standard design pattern. The content analysis results show a statistically significant increase in pedagogical awareness when using the design for pedagogy pattern over the standard design pattern. The interview results indicate that the designers preferred the design for pedagogy pattern over the standard design pattern, commenting that it provided more scaffolding. The results also show that designers with differing levels of experience enact the pattern differently when it is put into use. A qualitative comparison between a representative design for pedagogy pattern and a standard design pattern was performed, which identified differences in ways of conceptualising e-learning courseware. The main contributions of this research are: 1) The creation of a theory and method for embedding pedagogical theories into design patterns. 2) The use of the theory and method to produce design for pedagogy patterns. 3) The comparison of a standard design pattern and a design for pedagogy pattern to determine their effects on the design process. 4) Confirmation that the use of the design for pedagogy pattern allows designers to incorporate theories on teaching and learning into the design of e-learning courseware, thus facilitating a pedagogically-driven design process.

Manter e adaptar código mal escrito, com problemas estruturais, é uma tarefa difícil. As técnicas de refatoração são usadas para melhorar o código e a estrutura de aplicações, aumentando sua qualidade e tornando-as mais fáceis de serem modificadas. Padrões de projeto são soluções reutilizáveis usadas para resolver problemas comumente encontrados em sistemas orientados a objetos. A aplicação de padrões de projeto no contexto de refatoração usando uma abordagem corretiva torna-se uma atividade interessante no ciclo de vida de um sistema de software. Contudo, para projetos de média e larga-escala, examinar manualmente os artefatos de software na busca por problemas e oportunidades para aplicar um determinado padrão de projeto é uma tarefa árdua e difícil. Nesse contexto, apresentamos um conjunto de funções heurísticas baseadas em métricas que permitem detectar onde um padrão de projeto pode ser aplicado nos artefatos de código de um determinado projeto, mais especificamente, os padrões de projeto Strategy, Factory Method, Template Method, Creation Method e Chain Constructors. Para avaliar as funções propostas, desenvolvemos uma ferramenta que avalia código-fonte e exibe possíveis oportunidades para aplicar uma refatoração rumo a tais padrões. Essa ferramenta foi desenvolvida através do uso de ASTs (Abstract Syntax Trees), procurando por oportunidades de refatoração, indicando os locais no código fonte onde o padrão é sugerido e mostrando algumas evidências usadas para a detecção.

This publication is on the automation of persistence, with the example of a Legacy solution, in the form of Enterprise Java Beans. While Java EE and EJB's are depreciated. They are bridged to the present models of SaaS and serverless computing, through the introduction of two new stateful beans, StreamBean and EventBean, for functional, reactive and Cloud based automated persistence with the ability to implement any design pattern template with the Bean. This paper is on the transition from imperative programming in SQL to a NoSQL based serverless design with automation of the persistence layer in the cloud. What: EJB's are a depreciated enterprise java concept, we revive EJB's for automated persistence with RMI to a Reactive framework with the addition of observer, iterator and functional lambdas. The addition of programmable event and media streams with iterators to create stream beans with lambdas , observer beans and programmable iterators on stream beans. RMI has been replaced with a FaaS programming framework and there is automated persistence to the cloud from the container. How: We use the AWS cloud with the Lambda and LambdaEdge framework to integrate to streamBeans in addition to singleton, observer, stateful and stateless bean pools. streamPools are automatically persisted from the container to DynamoDB in JSON form. So What: The revival of streamBeans, adds Logging, Exception Handling and Queues to observer beans with automated persistence, adding functionality to a fluidic java and JS implementation of Java OOP designs in an automated three tier design. The database persistence being automated and the backend consisting of the Lambdas defined in analogy to ReactiveJS programming. This forms the basis for a natural programming framework, like RAVA.

In this study, a new hybrid model integrated adaptive neuro fuzzy inference system with Firefly Optimization algorithm (ANFIS-FFA), is proposed for forecasting monthly rainfall with one-month lead time. The proposed ANFIS-FFA model is compared with standard ANFIS model, achieved using predictor-predictand data from the Pahang river catchment located in the Malaysian Peninsular. To develop the predictive models, a total of fifteen years of data were selected, split into nine years for training and six years for testing the accuracy of the proposed ANFIS-FFA model. To attain optimal models, several input combinations of antecedents’ rainfall data were used as predictor variables with sixteen different model combination considered for rainfall prediction. The performances of ANFIS-FFA models were evaluated using five statistical indices: the coefficient of determination (R2), Nash-Sutcliffe efficiency (NSE), Willmott’s Index (WI), root mean square error (RMSE) and mean absolute error (MAE). The results attained show that, the ANFIS-FFA model performed better than the standard ANFIS model, with high values of R2, NSE and WI and low values of RMSE and MAE. In test phase, the monthly rainfall predictions using ANFIS-FFA yielded R2, NSE and WI of about 0.999, 0.998 and 0.999, respectively, while the RMSE and MAE values were found to be about 0.272 mm and 0.133 mm, respectively. It was also evident that the performances of the ANFIS-FFA and ANFIS models were very much governed by the input data size where the ANFIS-FFA model resulted in an increase in the value of R2, NSE and WI from 0.463, 0.207 and 0.548, using only one antecedent month of data as an input (t-1), to almost 0.999, 0.998 and 0.999, respectively, using five antecedent months of predictor data (t-1, t-2, t-3, t-6, t-12, t-24). We ascertain that the ANFIS-FFA is a prudent modelling approach that could be adopted for the simulation of monthly rainfall in the present study region.

In this paper, Investigating SOAP and XML technologies in web service is studied. The reason for using XML technology to transmit data and also the need for application of existing communicative structure in SOAP technology in web pages with WSDL technology are investigated uniquely. And also the need for searchable address giving for web service which is available in UDDI technology and the advantages of using it are explained for programmers.

The profile of university students is changing, as a larger percentage of the population fill our online and on-campus classrooms. A new teacher education program commenced at an Australian university in 2011, with an explicit focus on applied learning. The course highlights a pedagogy whose time may have (finally) arrived in higher education. A set of design principles, underpinned theoretically by contemporary learning philosophies have been developed to provide a guiding framework for course developers and teaching staff in the fully online program. This paper describes the applied learning design principles; how they manifest in course development and delivery, and the study being undertaken to examine their effectiveness. The research seeks to identify the extent to which the course design better enables students to integrate theory with practice, and develop the skills required in their workplace. This study is designed to create a set of tested design principles to encourage and support applied learning design in higher education settings.

1°) Dans un établissement scolaire, on désire gérer la réservation des salles de cours ainsi que du matériel pédagogique (ordinateur portable ou/et Vidéo projecteur). Seuls les enseignants sont habilités à effectuer des réservations (sous réserve de disponibilité de la salle ou du matériel). Le planning des salles peut quant à lui être consulté par tout le monde (enseignants et étudiants). Par contre, le récapitulatif horaire par enseignant (calculé à partir du planning des salles) ne peut être consulté que par les enseignants. Enfin, il existe pour chaque formation un enseignant responsable qui seul peut éditer le récapitulatif horaire pour l'ensemble de la formation. Modéliser cette situation par un diagramme de cas d'utilisation <<include>> Responsable formation Utilisateur salle Enseignant Consulter planning Consulter récap horaire enseignant Réserver vidéo Réserver matériel Réserver portable Vérification disponibilité Réservation salle Editer récap formation Réservation

Abstract - Measurement of the maintainability and its factors is a typical task in finding the software quality on development phase of the system. Maintainability factors are understandability, modifiability, and analyzability…etc. The factors Understandability and Modifiability are the two important attributes of the system maintainability. So, metric selections for the both factors give the good results in system of maintainability rather than the existed models. In the existing metrics obtained for Understandability and Modifiability factors based on only generalization (inheritance) of the structural properties of the system design. In this paper we proposed SatyaPrasad-Kumar (SK) metrics for those two factors with help of more structural properties of the system. Our proposed metrics were validated against the Weyker’s properties also and got the results in good manner. When compare our proposed metrics are better than the other well-known OO (Object-Oriented) design metrics in getting the Weyker’s properties validation.

Keywords – Understandability; Modifiability; Structural metrics; System Maintainability,; Weyker’s properties; SK metrics; OO design;

International Journal of Computer Science and Information Security (IJCSIS), Vol. 13, No. 10, October 2015

https://sites.google.com/site/ijcsis/
ISSN 1947-5500

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留信认证的作用：


2：同时对留学生所学专业等级给予评定。

3：国家专业人才认证中心颁发入库证书

4：这个入网证书并且可以归档到地方

5：凡是获得留信网入网的信息将会逐步更新到个人身份内，将在公安部网内查询个人身份证信息后，同步读取人 才网入库信息。

6：个人职称评审加20分。

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In this paper, Investigating SOAP and XML technologies in web service is studied. The reason for using XML technology to transmit data and also the need for application of existing communicative structure in SOAP technology in web pages with WSDL technology are investigated uniquely. And also the need for searchable address giving for web service which is available in UDDI technology and the advantages of using it are explained for programmers.

留学紧急应对—毕业困难/被开除/停学等处理结果及应对措施

留学，很多学生会因代写代考，GPA太低，或是在大学考试作

弊等原因被大学开除/停学，

遇到此类情况千万不要惊慌，Aleen老师您解答留学紧急情况

应对措施，助你走出困境重回学术正轨。

被加拿大大学开除/停学处理结果及应对措施：

1.学术警告Warning

就读学校给学生发出警告信（Warning），

告诉学生其某种行为属于学术违规或者违反校规（Discipline），

再给学生一次机会，如果再出现该种行为就会受到更加严格的处分。

2.留校察看Probation

加拿大大学学校会针对学生个案情况来决定是否给出留校察看（Probation）的处罚，

并且将计入学生学术档案。通常只要学生不再犯类似错误，都不会导致更严重的后果。

3.停学处分Suspention

学生违纪行为比较严重，将会受到更高一级的学术处罚，那就是停学处分（Suspension），

此时学生的有效留学身份被终止，SP也失效，学生在短时间内被要求离境。

4.开除学籍Dismiss

学生违纪行为非常严重，学校通常会直接开除学生（Dismiss），

学校的开除决定通常视为永久性的，申述（Appeal）几率小，

除非有非常适当的原因及理由进行合理的解释。

留学紧急应对

毕业困难/被开除/停学等怎么办？

Step1.正确判断

与学生沟通，充分地了解事件细节，

在最短的时间内做出专业的判断，

指导学生当下如何应对，让学生少走弯路。

Step2.解决方案

结合学生所在学校过往，

全面分析学生现在的处境，

给学生制定系统全面的解除危机方案。

Step3.留学护航

后续方案操作，学术全面规划，扫除一切留学障碍。

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