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THE FUTURE of SCREENS from James Stanton a Little Bit About Me
THE FUTURE OF SCREENS From james stanton A little bit about me. Hi I am James (Mckenzie) Stanton Thinker / Designer / Engineer / Director / Executive / Artist / Human / Practitioner / Gardner / Builder / and much more... Born in Essex, United Kingdom and survived a few hair raising moments and learnt digital from the ground up. Ok enough of the pleasantries I have been working in the design field since 1999 from the Falmouth School of Art and onwards to the RCA, and many companies. Ok. less about me and more about what I have seen… Today we are going to cover - SCREENS CONCEPTS - DIGITAL TRANSFORMATION - WHY ASSETS LIBRARIES - CODE LIBRARIES - COST EFFECTIVE SOLUTION FOR IMPLEMENTATION I know, I know, I know. That's all good and well, but what does this all mean to a company like mine? We are about to see a massive change in consumer behavior so let's get ready. DIGITAL TRANSFORMATION AS A USP Getting this correct will change your company forever. DIGITAL TRANSFORMATION USP-01 Digital transformation (DT) – the use of technology to radically improve performance or reach of enterprises – is becoming a hot topic for companies across the globe. VERY DIGITAL CHANGING NOT VERY DIGITAL DIGITAL TRANSFORMATION USP-02 Companies face common pressures from customers, employees and competitors to begin or speed up their digital transformation. However they are transforming at different paces with different results. VERY DIGITAL CHANGING NOT VERY DIGITAL DIGITAL TRANSFORMATION USP-03 Successful digital transformation comes not from implementing new technologies but from transforming your organisation to take advantage of the possibilities that new technologies provide. -
Delphi XE2 Feature Matrix
Delphi® XE2 The fastest way to build native applications for Windows, Mac and iOS Feature Matrix Feature Architect Ultimate Enterprise Professional Starter INTEGRATED COMPILERS Enhanced in XE2! High-performance 32-bit optimizing Delphi® native code compiler 23.0 (dcc32), including High performance x86 Assembler – 32-bit inline assembler supporting the Intel® x86 instruction set (including Intel Pentium® Pro, Pentium III, X X X X X Pentium 4, Intel MMX™, SIMD, Streaming SIMD Extensions, SSE, SSE2, SSE3, SSE 4.1, SSE 4.2, AMD SSE4A and AMD® 3DNow!® New in XE2! Delphi 64-bit compiler X X X X New in XE2! Delphi OS X compiler X X X X Delphi command line compiler (dcc32.exe) X X X X Enhanced in XE2! Create 32-bit optimized Delphi native executables that can run X X X X X on both 32 and 64-bit Windows operating systems APPLICATION PLATFORMS, INTEGRATED FRAMEWORKS, DESIGNERS, SDKS AND INSTALLERS New in XE2! FireMonkey Platform for creating 32-bit Windows applications for X X X X X Windows 7, Windows Vista and XP; Server 2003 and 2008. New in XE2! FireMonkey Platform for creating 64-bit Windows applications for X X X X Windows 7, Windows Vista and XP; Server 2003 and 2008. New in XE2! FireMonkey Platform for creating OS X 10.6 and 10.7 applications X X X X New in XE2! FireMonkey Platform for creating applications for iOS 4.2 and higher X X X X New in XE2! VCL (Visual Component Library) for rapidly building 64-bit applications X X X X for Windows 7,Windows Vista and XP; Server 2003 and 2008. -
Metadefender Core V4.13.1
MetaDefender Core v4.13.1 © 2018 OPSWAT, Inc. All rights reserved. OPSWAT®, MetadefenderTM and the OPSWAT logo are trademarks of OPSWAT, Inc. All other trademarks, trade names, service marks, service names, and images mentioned and/or used herein belong to their respective owners. Table of Contents About This Guide 13 Key Features of Metadefender Core 14 1. Quick Start with Metadefender Core 15 1.1. Installation 15 Operating system invariant initial steps 15 Basic setup 16 1.1.1. Configuration wizard 16 1.2. License Activation 21 1.3. Scan Files with Metadefender Core 21 2. Installing or Upgrading Metadefender Core 22 2.1. Recommended System Requirements 22 System Requirements For Server 22 Browser Requirements for the Metadefender Core Management Console 24 2.2. Installing Metadefender 25 Installation 25 Installation notes 25 2.2.1. Installing Metadefender Core using command line 26 2.2.2. Installing Metadefender Core using the Install Wizard 27 2.3. Upgrading MetaDefender Core 27 Upgrading from MetaDefender Core 3.x 27 Upgrading from MetaDefender Core 4.x 28 2.4. Metadefender Core Licensing 28 2.4.1. Activating Metadefender Licenses 28 2.4.2. Checking Your Metadefender Core License 35 2.5. Performance and Load Estimation 36 What to know before reading the results: Some factors that affect performance 36 How test results are calculated 37 Test Reports 37 Performance Report - Multi-Scanning On Linux 37 Performance Report - Multi-Scanning On Windows 41 2.6. Special installation options 46 Use RAMDISK for the tempdirectory 46 3. Configuring Metadefender Core 50 3.1. Management Console 50 3.2. -
Blue, Bluej and Greenfoot
Kent Academic Repository Full text document (pdf) Citation for published version Kölling, Michael (2016) Lessons from the Design of Three Educational Programming Environments: Blue, BlueJ and Greenfoot. International Journal of People-Oriented Programming, 4 (1). pp. 5-32. ISSN 2156-1796. DOI https://doi.org/10.4018/IJPOP.2015010102 Link to record in KAR http://kar.kent.ac.uk/56662/ Document Version Publisher pdf Copyright & reuse Content in the Kent Academic Repository is made available for research purposes. Unless otherwise stated all content is protected by copyright and in the absence of an open licence (eg Creative Commons), permissions for further reuse of content should be sought from the publisher, author or other copyright holder. Versions of research The version in the Kent Academic Repository may differ from the final published version. Users are advised to check http://kar.kent.ac.uk for the status of the paper. Users should always cite the published version of record. Enquiries For any further enquiries regarding the licence status of this document, please contact: [email protected] If you believe this document infringes copyright then please contact the KAR admin team with the take-down information provided at http://kar.kent.ac.uk/contact.html International Journal of People-Oriented Programming January-June 2015, Vol. 4, No. 1 Table of Contents SIKONL C I T L V PF EP iv Steve Goschnick, Swinburne University of Technology, Melbourne, Australia Leon Sterling, Swinburne University of Technology, Melbourne, Australia -
Java Ide's One-On-One*
DR. J VS. THE BIRD: JAVA IDE'S ONE-ON-ONE* Michael Olan Computer Science and Information Systems Richard Stockton College Pomona, NJ 08240 609-652-4587 [email protected] ABSTRACT An important decision facing instructors of introductory programming courses is the choice of supporting software development tools. Usually this involves selecting an integrated development environment (IDE). BlueJ has received widespread adoption for first year courses that use the Java programming language; however, DrJava is emerging as an alternative. This paper features a comparison of the pedagogical approaches used by BlueJ and DrJava as a guideline for selecting the tool best suited to the teaching style used in the introductory course. 1. INTRODUCTION The choice was simple when text editors and the command line were the only tools for developing programs. That changed with the introduction of integrated development environments (IDE's), and campuses nationwide adopted Borland's Turbo Pascal. Languages also have changed. Pascal was designed as a teaching language, but now academic programs use advanced languages designed for professional software engineers. Making these complex languages accessible to beginning students requires a careful selection of the development environment. This discussion will only include Java, currently the dominant language choice for introductory courses. Let us first consider several levels of tool support in the introductory course sequence: 1) Minimal: A text editor and the command line. 2) Simple IDE: Just the basics, no bells and whistles. 3) Professional IDE: Powerful and feature filled. ___________________________________________ * Copyright © 2004 by the Consortium for Computing Sciences in Colleges. Permission to copy without fee all or part of this material is granted provided that the copies are not made or distributed for direct commercial advantage, the CCSC copyright notice and the title of the publication and its date appear, and notice is given that copying is by permission of the Consortium for Computing Sciences in Colleges. -
Objects First with Java™ a Practical Introduction Using Bluej
Objects First with Java™ A Practical Introduction Using BlueJ David J. Barnes and Michael Kölling University of Kent Sixth Edition Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo A01_BARN7367_06_SE_FM.indd 1 10/03/16 4:08 pm Contents Foreword xiv Preface xv List of Projects Discussed in Detail in This Book xxv Acknowledgments xxviii Part 1 Foundations of Object Orientation 1 Chapter 1 Objects and Classes 3 1.1 Objects and classes 3 1.2 Creating objects 4 1.3 Calling methods 5 1.4 Parameters 6 1.5 Data types 7 1.6 Multiple instances 8 1.7 State 9 1.8 What is in an object? 10 1.9 Java code 11 1.10 Object interaction 12 1.11 Source code 13 1.12 Another example 15 1.13 Return values 15 1.14 Objects as parameters 16 1.15 Summary 17 Chapter 2 Understanding Class Definitions 21 2.1 Ticket machines 21 2.2 Examining a class definition 23 2.3 The class header 25 2.4 Fields, constructors, and methods 26 2.5 Parameters: receiving data 32 2.6 Assignment 34 A01_BARN7367_06_SE_FM.indd 5 10/03/16 4:08 pm vi | Contents 2.7 Methods 35 2.8 Accessor and mutator methods 36 2.9 Printing from methods 39 2.10 Method summary 42 2.11 Summary of the naïve ticket machine 42 2.12 Reflecting on the design of the ticket machine 43 2.13 Making choices: the conditional statement 45 2.14 A further conditional-statement example 47 2.15 Scope highlighting 48 2.16 Local variables 50 2.17 Fields, parameters, and -
Experiences Using Bluej's Submitter with an Automated Grader
We use BlueJ in our CS1 course Experiences Using BlueJ’s Submitter with an Automated Grader Aggressively objects-first, taught in Java We teach software testing from the very first lab as well Stephen Edwards Virginia Tech We use an automated grading system called Web-CAT Dept. of Computer Science [email protected] Web-CAT accepts submissions via HTTP http://people.cs.vt.edu/~edwards/ http://web-cat.sourceforge.net/ Stephen Edwards BlueJ Day: Experiences Using BlueJ’s Submitter Virginia Tech Web-CAT is a flexible, customizable grading Our strategy for managing submission system that supports test-based assignments definitions has evolved over time Submission.defs format allows BlueJ to include definitions We require students to write tests for everything from a URL, so they can be loaded from anywhere CS1CS1 Our grading system runs student tests on their code, and Sub. DynamicallyHTML Sub. DynamicallyHTML CS2 defs orGenerated! PHP CS2 Performs static analysis (checkstyle, PMD) defs orGenerated! PHP CS3CS3 Tracks code coverage (Clover) First, we used a single web-hosted definitions file Then we let each instructor write their own, and used a Supports “by hand” feedback too top-level file to include them all together Then we modified Web-CAT to dynamically generate Provides feedback in one, integrated HTML report submission.defs for the assignments it knows about Stephen Edwards BlueJ Day: Experiences Using BlueJ’s Submitter Virginia Tech Stephen Edwards BlueJ Day: Experiences Using BlueJ’s Submitter Virginia Tech Student -
Bluej Manual
BlueJ COMPANION MANUAL To accompany Big Java 2e and Java Concepts 4e by Cay Horstmann BRUCE QUIG, Deakin University Based on the BlueJ Tutorial by Michael Kölling John Wiley & Sons, Inc. SENIOR ACQUISITIONS EDITOR Bill Zobrist EDITORIAL ASSISTANT Bridget Morrisey PRODUCTION EDITOR Marsheela Evans MARKETING DEVELOPMENT MANAGER Phyllis Cerys . Book printed and bound by________________. The cover was printed by__________________. This book is printed on acid free paper. ∞ Copyright 2005 John Wiley & Sons, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc. 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978)646-8600. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008. To order books or for customer service please, call 1-800-CALL WILEY (225-5945). ISBN 0-471-73712-7 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Contents 1 About BlueJ 1 About this manual 2 Scope and audience 2 Feedback 2 2 Installation 3 Installation on Windows 3 Installation on Macintosh 4 Installation on Linux/Unix and other Systems 4 Installation problems 4 3 Getting started – using classes 5 Starting BlueJ 5 Creating the project directory 5 Exploring System classes 5 Creating Library objects 7 Execution 8 4 Writing your own classes 11 Opening an existing project 11 Editing a class 12 Compilation 13 Help with compiler errors 14 Creating objects 14 Adding a Driver class 16 5 Doing a bit more.. -
The Bluej Environment Reference Manual
The BlueJ Environment Reference Manual Version 2.0 for BlueJ Version 2.0 Kasper Fisker Michael Kölling Mærsk Mc-Kinney Moller Institute University of Southern Denmark HOW DO I ... ? – INTRODUCTION ........................................................................................................ 1 ABOUT THIS DOCUMENT................................................................................................................................. 1 RELATED DOCUMENTS.................................................................................................................................... 1 REPORT AN ERROR.......................................................................................................................................... 1 USING THE CONTEXT MENU........................................................................................................................... 1 1 PROJECTS.......................................................................................................................................... 2 1.1 CREATE A NEW PROJECT................................................................................................................... 2 1.2 OPEN A PROJECT ............................................................................................................................... 2 1.3 FIND OUT WHAT A PROJECT DOES .................................................................................................... 2 1.4 COPY A PROJECT .............................................................................................................................. -
Integrated Development Environments
Integrated Development Environments Steven J Zeil February 13, 2013 Contents 1 The Components of an IDE 2 2 IDE Examples 3 3 Eclipse 5 1 Integrated Development Environments IDEs Integrated Develop Environments (IDEs) are software packages that attempt to provide comprehen- sive support for programming • and possible other software development activities .................................... 1 The Components of an IDE The Components of an IDE (minimal) What’s the minimum that we expect in an IDE? • editor • build – maybe no more than compiler invocation – with error messages captured/interpreted/walked by editor • run/execute • debugger .................................... The Components of an IDE (optional) What would we like to see in an IDE? • syntax highlighting & aid in editor • documentation (API) look-up • flexible/configurable build • packaging/deployment options .................................... CS7952 Integrated Development Environments The Components of an IDE (deluxe) What makes us giddy in an IDE? • smart feedback in the editor – learns API of new code – suggestions • coding aids in editor – templates – common refactoring (transformations) • documentation generation • test integration • integration with version ctrl .................................... 2 IDE Examples emacs The *nix swiss army knife of editors, emacs has long functioned as a basic IDE: • syntax-highlighting editor • build support (invokes *nix make) – parses error messages from compilers & other tools • debugger interface • works directly with many version control systems .................................... References, if you are unfamiliar with this: • Compiling in emacs • emacs Debugging mode (CS252) CS7953 Integrated Development Environments emacs Strengths and Weaknesses • highly portable • supports virtually any language you would have a compiler for • even in windowed mode, leans toward keyboard rather than mouse – (not sure if that’s a pro or a con) • outdated interface • high learning curve ................................... -
C++Builder XE5 Feature Matrix | Multi-Device, True Native App
C++Builder® XE5 Multi-device, true native app development with C++ Feature Matrix Feature Architect Ultimate Enterprise Professional Starter INTEGRATED COMPILERS AND TOOLCHAINS Introduced in XE3! C++ 64-bit compiler for Windows X X X X Enhanced in XE3! C++ OS X compiler X X X X Enhanced in XE5! Embarcadero C++ Compiler 6.70 (bcc64) X X X X Enhanced in XE5! Embarcadero C++ Compiler 6.70 (bcc32) X X X X Enhanced in XE3! C++ command line toolchains for Windows X X X X X Enhanced in XE3! C++ command line toolchains for OS X (bccosx) X X X X Create 32-bit optimized native executables that can run on both 32 X X X X X and 64-bit Windows operating systems Enhanced in XE3! ANSI/ISO C++11 and 99 Standard language X X X X conformance and Boost support for 64-bit #pragma once support that allows for better compatibility with MSVC X X X X X and also acts as a header guard [[deprecated]] attribute to flag constructs as deprecated X X X X X Build C++ packages for 32-bit applications X X X X X Secure C library functions X X X X X Enhanced compiler switches for XML representation of source code X X X X X Custom evaluators for C++ Strings types X X X X X Linker error handling to improve memory management flexibility and X X X X X resolution APPLICATION PLATFORMS, INTEGRATED FRAMEWORKS, DESIGNERS AND SDKS Enhanced in XE3! FM Application Platform for creating 32-bit Windows applications for Windows 8, Windows 7, Windows Vista and X X X X X XP; Server 2008 and 2012. -
Object Orientation Through the Lens of Computer Science Education with Some New Implications from Other Subjects Like the Humanities
Technische Universität München Fakultät für Informatik Fachgebiet Didaktik der Informatik Object-Oriented Programming through the Lens of Computer Science Education Marc-Pascal Berges Vollständiger Abdruck der von der Fakultät für Informatik der Technischen Universität München zur Erlangung des akademischen Grades eines Doktors der Naturwissenschaften (Dr. rer. nat.) genehmigten Dissertation. Vorsitzender: Univ.-Prof. Dr. Johann Schlichter Prüfer der Dissertation: 1. Univ.-Prof. Dr. Peter Hubwieser 2. Univ.-Prof. Dr. Torsten Brinda, Universität Duisburg-Essen Die Dissertation wurde am 07. April 2015 bei der Technischen Universität München eingereicht und durch die Fakultät für Informatik am 02. Juli 2015 angenommen. Abstract In recent years, the importance of the object-oriented paradigm has changed signifi- cantly. Initially it was mainly used in software engineering, but it is now being used more and more in education. This thesis applies methods of educational assessment and statistics to object-oriented programming and in doing so provides a broad overview of concepts, teaching methods, and the current state of research in this field of computer science. Recently, there have been various trends in introductory courses for object-oriented programming including objects-first and objects-later. Using current pedagogical concepts such as cognitive load theory, conceptual change, and self-directed learning in the context of this work, a teaching approach that dispenses almost entirely of instruction by teachers was developed. These minimally invasive programming courses (MIPC) were carried out in several passes in preliminary courses in the Department of Computer Science at the TU München. The students were confronted with a small programming task just before the first lecture.