Link IDE : a Real Time Collaborative Development Environment
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MEMORIA FINAL De Proyectos De Innovación 2016-17 Universidad De Zaragoza
MEMORIA FINAL de Proyectos de Innovación 2016-17 Universidad de Zaragoza 1 - Identificación del proyecto Código Título PIIDUZ_16_270 Estudio y diseño de una plataforma común de trabajo para la mejora del aprendizaje en el Grado en Ingeniería Informática 2 - Coordinadores del proyecto Cooordinador 1 Don Darío Suárez Gracia Correo Electrónico [email protected] Departamento Informática e Ingeniería de Sistemas Centro Escuela de Ingeniería y Arquitectura 3 - Resumen del proyecto Para el alumnado de ingeniería informática es importante tener una visión global de todos los niveles que forman los sistemas informáticos. La compartimentalización en asignaturas hace que en las mismas se trabaje normalmente en uno o dos niveles de abstracción, por lo que la visión global y transversal entre niveles a veces se pierde. La abstracción es un mecanismo mediante el cual la complejidad de un sistema informático es estratificada en niveles. Cada nivel define un interfaz de interacción con sus niveles vecinos ocultando al resto su implementación. Las asignaturas enseñan muy bien los interfaces y su implementación subyacente pero no las interacciones con el resto de los niveles. Este proyecto pretende romper esta tendencia. Para ello, se estudiará el modo de establecer una plataforma común de trabajo, y su respectivo material, con el objetivo de utilizarlo en múltiples asignaturas y dotar al alumnado de la visión global y transversal de los sistemas informáticos. 4 - Participantes en el proyecto Nombre y apellidos Correo Electrónico Departamento Centro/Institución Don José Luis Briz Velasco [email protected] Informática e Ingeniería de Escuela de Ingeniería y Sistemas Arquitectura Don Víctor Viñals Yúfera [email protected] Informática e Ingeniería de Escuela de Ingeniería y Sistemas Arquitectura Don Rubén Gran Tejero [email protected] Informática e Ingeniería de Escuela de Ingeniería y Sistemas Arquitectura Don Jesus Javier Resano Ezcaray [email protected] Informática e Ingeniería de Escuela de Ingeniería y Sistemas Arquitectura Doña María Villaroya Gaudó Maria.Villarroya@unizar. -
Short-Format Workshops Build Skills and Confidence for Researchers to Work with Data
Paper ID #23855 Short-format Workshops Build Skills and Confidence for Researchers to Work with Data Kari L. Jordan Ph.D., The Carpentries Dr. Kari L. Jordan is the Director of Assessment and Community Equity for The Carpentries, a non-profit that develops and teaches core data science skills for researchers. Marianne Corvellec, Institute for Globally Distributed Open Research and Education (IGDORE) Marianne Corvellec has worked in industry as a data scientist and a software developer since 2013. Since then, she has also been involved with the Carpentries, pursuing interests in community outreach, educa- tion, and assessment. She holds a PhD in statistical physics from Ecole´ Normale Superieure´ de Lyon, France (2012). Elizabeth D. Wickes, University of Illinois at Urbana-Champaign Elizabeth Wickes is a Lecturer at the School of Information Sciences at the University of Illinois, where she teaches foundational programming and information technology courses. She was previously a Data Curation Specialist for the Research Data Service at the University Library of the University of Illinois, and the Curation Manager for WolframjAlpha. She currently co-organizes the Champaign-Urbana Python user group, has been a Carpentries instructor since 2015 and trainer since 2017, and elected member of The Carpentries’ Executive Council for 2018. Dr. Naupaka B. Zimmerman, University of San Francisco Mr. Jonah M. Duckles, Software Carpentry Jonah Duckles works to accelerate data-driven inquiry by catalyzing digital skills and building organiza- tional capacity. As a part of the leadership team, he helped to grow Software and Data Carpentry into a financially sustainable non-profit with a robust organization membership in 10 countries. -
Taming Javascript with Cloud9 IDE: a Tale of Tree Hugging
Taming JavaScript with Cloud9 IDE: a Tale of Tree Hugging Zef Hemel (@zef) .js browser.js db.js server.js *.js ~140,000 Tooling matters JavaScript Developer HTML CSS JavaScript HTML5 Client CSS3 JavaScript HTML5 Client CSS3 JavaScript Node.js Server Redis HTML5 Client CSS3 JavaScript XMLHttpRequest HTML5 WebSockets Node.js Server Redis Sidebar Sidebar Sidebar Sidebar Sidebar Sidebar Sidebar Sidebar ~240,000 Component Systems Decoupling Message Queues Tooling matters especially for JavaScript Unleash the awesome power of... tatic program analysis Iterating using undeclared variable Warning: you are in an anonymous inner function with its own “this” pointer Did you mean “length”? “The most important thing I have done as a programmer in recent years is to aggressively pursue static code analysis.” John Carmack How? Parse Analyze Code Parser AST Abstract Syntax Tree Op a * 10 Parser “*” Var Num “a” “10” Zeon Narcissus UglifyJS language.js Esprima performance (speed/memory) AST datastructure traversal tools performance (speed/memory) AST datastructure traversal tools JavaScript specific treehugger.js “The JQuery of AST analysis.” treehugger.js Generic AST Data structure treehugger.js Generic AST Data structure treehugger.js Generic Traversals Generic AST Data structure DSL with Pattern Matching treehugger.js Generic Traversals Generic AST Data structure DSL with Language- Pattern Specific Parsers Matching treehugger.js Generic Traversals Generic AST Data structure DSL with Language- Pattern Specific Parsers Matching treehugger.js JavaScript (UglifyJS-based) Generic Traversals Generic AST Data structure DSL with Language- Pattern Specific Parsers Matching treehugger.js JavaScript (UglifyJS-based) Generic Traversals Op a * 10 “*” Var Num “a” “10” Op Op("*", Var("a"), “*” Var Num Num("10")) “a” “10” Op ATerm Op("*", Var("a"), “*” Var Num Num("10")) “a” “10” Constructors Var(_) Lists [_, _] Strings "hello" Placeholders x let’s play What can you do with it? Low-level tooling Intelligent code completion Complex refactoring Cloud Big data What if.. -
Operational Transformation in Co-Operative Editing
INTERNATIONAL JOURNAL OF SCIENTIFIC & TECHNOLOGY RESEARCH VOLUME 5, ISSUE 01, JANUARY 2016 ISSN 2277-8616 Operational Transformation In Co-Operative Editing Mandeep Kaur, Manpreet Singh, Harneet Kaur, Simran Kaur ABSTRACT: Cooperative Editing Systems in real-time allows a virtual team to view and edit a shared document at the same time. The document shared must be synchronized in order to ensure consistency for all the participants. This paper describes the Operational Transformation, the evolution of its techniques, its various applications, major issues, and achievements. In addition, this paper will present working of a platform where two users can edit a code (programming file) at the same time. Index Terms: CodeMirror, code sharing, consistency maintenance, Google Wave, Google Docs, group editors, operational transformation, real-time editing, Web Sockets ———————————————————— 1 INTRODUCTION 1.1 MAIN ISSUES RELATED TO REAL TIME CO- Collaborative editing enables portable professionals to OPERATIVE EDITING share and edit same documents at the same time. Elementally, it is based on operational transformation, that Three inconsistency problems is, it regulates the order of operations according to the Divergence: Contents at all sites in the final document transformed execution order. The idea is to transform are different. received update operation before its execution on a replica Causality-violation: Execution order is different from the of the object. Operational Transformation consists of a cause-effect order. centralized/decentralized integration procedure and a transformation function. Collaborative writing can be E.g., O1 → O3 defined as making changes to one document by a number of persons. The writing can be organized into sub-tasks Intention-violation: The actual effect is different from the assigned to each group member, with the latter part of the intended effect. -
Lock-Free Collaboration Support for Cloud Storage Services With
Lock-Free Collaboration Support for Cloud Storage Services with Operation Inference and Transformation Jian Chen, Minghao Zhao, and Zhenhua Li, Tsinghua University; Ennan Zhai, Alibaba Group Inc.; Feng Qian, University of Minnesota - Twin Cities; Hongyi Chen, Tsinghua University; Yunhao Liu, Michigan State University & Tsinghua University; Tianyin Xu, University of Illinois Urbana-Champaign https://www.usenix.org/conference/fast20/presentation/chen This paper is included in the Proceedings of the 18th USENIX Conference on File and Storage Technologies (FAST ’20) February 25–27, 2020 • Santa Clara, CA, USA 978-1-939133-12-0 Open access to the Proceedings of the 18th USENIX Conference on File and Storage Technologies (FAST ’20) is sponsored by Lock-Free Collaboration Support for Cloud Storage Services with Operation Inference and Transformation ⇤ 1 1 1 2 Jian Chen ⇤, Minghao Zhao ⇤, Zhenhua Li , Ennan Zhai Feng Qian3, Hongyi Chen1, Yunhao Liu1,4, Tianyin Xu5 1Tsinghua University, 2Alibaba Group, 3University of Minnesota, 4Michigan State University, 5UIUC Abstract Pattern 1: Losing updates Alice is editing a file. Suddenly, her file is overwritten All studied This paper studies how today’s cloud storage services support by a new version from her collaborator, Bob. Sometimes, cloud storage collaborative file editing. As a tradeoff for transparency/user- Alice can even lose her edits on the older version. services friendliness, they do not ask collaborators to use version con- Pattern 2: Conflicts despite coordination trol systems but instead implement their own heuristics for Alice coordinates her edits with Bob through emails to All studied handling conflicts, which however often lead to unexpected avoid conflicts by enforcing a sequential order. -
Cloud Based Integrated Development Environment for Android Devices
Special Issue - 2015 International Journal of Engineering Research & Technology (IJERT) ISSN: 2278-0181 NCRTS-2015 Conference Proceedings Cloud based Integrated Development Environment for Android Devices Prof Manjunath R.1 Arunjith C.2 Head of Department Computer Science & Engineering Computer Science & Engineering City Engineering College City Engineering College Bangalore, India Bangalore, India Abstract—Integrated Development Environment is an integration of complete tool suites for software application which provides facilities to programmer for development and the development of language-specific software development such as code completing and fixing, editor services took a tremendous effort for the current source code editing and management, automated testing, generation of IDEs such as Eclipse and Visual Studio. etc. Software is rapidly moving from the desktop to the Web. The Web provides a generic user interface that This paper discusses the implementation of Web allows ubiquitous access, instant collaboration, integration Based Integrated Development Environment (IDE) for with other online services, and avoids installation and Android Devices with the different languages to code, configuration on desktop computers. Moving IDEs to the compile and run the code. The Web Based IDE will allow Web is not just a matter of porting desktop IDEs, a easy development and testing of applications. The users fundamental reconsideration of the IDE architecture is have the privilege to register on to the system write, save necessary in order to realize the full potential that the and manage programs online. After the language is combination of modern IDEs and the Web can offer. chosen by the user the request is forwarded to the This paper discusses implementation of Web based IDE respective compiler. -
Alleviating Merge Conflicts with Fine-Grained Visual Awareness
Alleviating Merge Conflicts with Fine-grained Visual Awareness Stanislav Levin Amiram Yehudai The Blavatnik School of Computer Science The Blavatnik School of Computer Science Tel Aviv University Tel Aviv University Tel-Aviv, Israel Tel-Aviv, Israel [email protected] [email protected] Abstract—Merge conflicts created by software team members dealing with conflicts, such as the multi-versioning technique working on the same code can be costly to resolve, and adversely described in [9]. Regardless of the method chosen, one thing affect productivity. In this work, we suggest the approach of remains painfully certain - a mishandled merge can lead to a fine-grained merge conflict awareness, where software team members are notified of potential merge conflicts via graphical variety of negative results, ranging from ending up with code decoration of the relevant semantic elements, in near real-time. that generates compilation errors in the shared repository, to an The novelty of this approach is that it allows software developers evident faulty program behavior, or even worse, an inevident to pinpoint the element in conflict, such as a method’s body, faulty program behavior, that will only be discovered later parameter, return value, and so on, promoting communication on, well after the merge activity and its delicate context are a about conflicting changes soon after they take place and on a semantic level. We have also conducted a preliminary qualitative thing of the past. It should be noted that the term merge is used evaluation of our approach, the results of which we report in both for the task of merging conflicting, and non conflicting, this paper. -
Web Development India
WEB DEVELOPMENT INDIA Similar sites like www.tutorialspoint.com www.w3schools.com www.java2s.com www.tizag.com www.mkyong.com www.codecademy.com www.roseindia.net docs.oracle.com/javase/tutorial/ www.stackoverflow.com tutorials.jenkov.com imp……………………………………………….. http://www.xislegraphix.com/website-types.html http://orthodoxdaily.com/types-of-websites/ http://webstyleguide.com/wsg3/1-process/6-types-of-sites.html http://www.virtualmv.com/wiki/index.php?title=Internet:Types_of_Website http://www.marketingcharts.com/wp/online/which-types-of-websites-do-most-americans-visit- frequently-37970/ http://www.2createawebsite.com/prebuild/website-needs.html http://www.tomakewebsite.com/types-of-websites.html http://one-blog-wonder.tumblr.com/post/29818346464/what-types-of-websites-are-there http://www.roseindia.net/services/webdesigning/corporatewebsitedesign/Different-Kinds-of- Website.shtml http://www.marketingprofs.com/charts/2013/12083/which-types-of-websites-are-visited-most- frequently http://webdesignpeeps.com/types-of-websites/ http://www.webdesignerdepot.com/2011/11/navigation-patterns-for-ten-common-types-of- websites/ http://www.teach-ict.com/gcse_new/software/web_design/miniweb/pg2.htm http://www.methodandclass.com/article/what-are-the-different-types-of-web-site http://www.webmasterview.com/2013/03/three-types-of-website/ http://www.chinkin.com/Web-Design/Types-of-Website http://www.designer-daily.com/8-types-of-sites-you-can-build-with-drupal-13924 http://www.mediatopia.co.uk/types-of-websites .................................................................................WEB -
Linfield College, Computer Science Department COMP 161: Basic Programming Syllabus Spring 2015 Prof
Linfield College, Computer Science Department COMP 161: Basic Programming Syllabus Spring 2015 Prof. Daniel Ford COURSE DESCRIPTION: Introduces the basic concepts of programming: reading and writing unambiguous descriptions of sequential processes. Emphasizes introductory algorithmic strategies and corresponding structures. (QR). COMP 160 is required for a major in electronic arts and is a prerequisite for COMP 161 and all other required courses for a major or minor in computer science. Extensive hands-on experience with programming projects. Lecture/discussion, lab. PREREQUISITES: Prerequisite: COMP 160. CREDITS: 3 LECTURES: Renshaw 211 Section 1: MWF 2:00 – 2:50 PM WORKSHOPS: Renshaw 211 Workshop: Mondays and Wednesday, 8—9 PM Additional help and tutoring is available by request and through the learning center. PROFESSOR: Daniel Ford Office: Renshaw 210 Phone: x2706 E-mail: [email protected] Office Hours: MWF 10:30—11:30 AM, TTh 2:00—3:00 PM, and by appointment. RECOMMENDED BOOKS: § Cay S. Horstmann, Big Java, http://www.horstmann.com/bigjava.html. Recommended for COMP 160 & 161. Wiley 5th Edition (2012 Early Objects) ~ $90, 4th Edition, 3rd Edition, …, 2nd Edition (2005) ~ $10. § Y. Daniel Liang, Introduction to Java Programming, Comprehensive Version, http://cs.armstrong.edu/liang/intro9e/. Recommended for COMP 160 & 161. Faster, more advanced, but with fewer tips than Big Java. 9th Edition (2012) ~ $90, 8th Edition, …, 6th Edition (2006) ~$10. § Cay S. Horstmann & Gary Cornell, Core Java™, Volume I – Fundamentals and Volume II – Advanced Features (9th Edition), 2012 http://www.horstmann.com/corejava.html. The best reference manuals for Java. Recommended for CS majors and professional Java programmers. -
A Comparison of C++, C#, Java, and PHP in the Context of E-Learning
A Comparison of C++, C#, Java, and PHP in the context of e-learning MIKAEL OLSSON KTH Information and Communication Technology Master of Science Thesis Stockholm, Sweden 2009 TRITA-ICT-EX-2009:8 A Comparison of C++, C#, Java, and PHP in the context of e‐learning Mikael Olsson April 30, 2009 Master’s Thesis in Computer Science Royal Institute of Technology Examiner: Prof. Gerald Q. Maguire Jr. ‐ i ‐ Abstract The first part of this master thesis presents an effective method for producing video tutorials. This method was used during this thesis project to create tutorials on the e- learning site PVT (http://www.programmingvideotutorials.com). Part one also discloses how the production method was developed and how tutorials produced using this method compare to professional video tutorials. Finally, it evaluates the result of this thesis work and the efficiency of the production method. The second part of this thesis compares the syntactical similarities and differences between four of the languages taught via video tutorials for PVT. These languages are: C++, C#, Java, and PHP. The purpose of this comparison is to provide a bridge for programmers knowing one of these languages to rapidly learn one or more of the other languages. The reason why this would be necessary is because there is no single language suited for every area of software development. Knowing a multitude of languages gives a programmer a wider range of job opportunities and more choices in how to solve their problems. Part two of the thesis also includes a comparison of Java and C# in the context of a video tutorial series that shows how to build a basic text editor. -
Comparative Studies of 10 Programming Languages Within 10 Diverse Criteria
Department of Computer Science and Software Engineering Comparative Studies of 10 Programming Languages within 10 Diverse Criteria Jiang Li Sleiman Rabah Concordia University Concordia University Montreal, Quebec, Concordia Montreal, Quebec, Concordia [email protected] [email protected] Mingzhi Liu Yuanwei Lai Concordia University Concordia University Montreal, Quebec, Concordia Montreal, Quebec, Concordia [email protected] [email protected] COMP 6411 - A Comparative studies of programming languages 1/139 Sleiman Rabah, Jiang Li, Mingzhi Liu, Yuanwei Lai This page was intentionally left blank COMP 6411 - A Comparative studies of programming languages 2/139 Sleiman Rabah, Jiang Li, Mingzhi Liu, Yuanwei Lai Abstract There are many programming languages in the world today.Each language has their advantage and disavantage. In this paper, we will discuss ten programming languages: C++, C#, Java, Groovy, JavaScript, PHP, Schalar, Scheme, Haskell and AspectJ. We summarize and compare these ten languages on ten different criterion. For example, Default more secure programming practices, Web applications development, OO-based abstraction and etc. At the end, we will give our conclusion that which languages are suitable and which are not for using in some cases. We will also provide evidence and our analysis on why some language are better than other or have advantages over the other on some criterion. 1 Introduction Since there are hundreds of programming languages existing nowadays, it is impossible and inefficient -
Programming with Windows Forms
A P P E N D I X A ■ ■ ■ Programming with Windows Forms Since the release of the .NET platform (circa 2001), the base class libraries have included a particular API named Windows Forms, represented primarily by the System.Windows.Forms.dll assembly. The Windows Forms toolkit provides the types necessary to build desktop graphical user interfaces (GUIs), create custom controls, manage resources (e.g., string tables and icons), and perform other desktop- centric programming tasks. In addition, a separate API named GDI+ (represented by the System.Drawing.dll assembly) provides additional types that allow programmers to generate 2D graphics, interact with networked printers, and manipulate image data. The Windows Forms (and GDI+) APIs remain alive and well within the .NET 4.0 platform, and they will exist within the base class library for quite some time (arguably forever). However, Microsoft has shipped a brand new GUI toolkit called Windows Presentation Foundation (WPF) since the release of .NET 3.0. As you saw in Chapters 27-31, WPF provides a massive amount of horsepower that you can use to build bleeding-edge user interfaces, and it has become the preferred desktop API for today’s .NET graphical user interfaces. The point of this appendix, however, is to provide a tour of the traditional Windows Forms API. One reason it is helpful to understand the original programming model: you can find many existing Windows Forms applications out there that will need to be maintained for some time to come. Also, many desktop GUIs simply might not require the horsepower offered by WPF.