DOCSLIB.ORG

Getting Eclipse Into the Classroom

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Getting Eclipse Into the Classroom GETTING ECLIPSE INTO THE CLASSROOM Dwight Deugo Carleton University, 1125 Colonel By Drive, Ottawa ON, K1S 5B6, Canada Keywords: Eclipse, Teaching, Java, Open Source. Abstract: In this paper, I describe an approach to integrating Eclipse into the classroom for the purpose of having students develop assignments using the Java, Scheme and Prolog programming languages. The approach attempts to overcome three problems. 1) Students wanting to learn about Eclipse have no idea where to start. 2) Educators wanting to teach Eclipse do not have available the breadth of material required to introduce students to it. 3) In most institutions, there is no room in the existing curricula to dedicate courses for explicitly teaching Eclipse. 1 INTRODUCTION problem is CS educators wanting to teach Eclipse do not have available the breadth of material required to In a survey conducted in November 2006 by BZ introduce students to Eclipse. The third, and perhaps Media (BZ Media, 2006), 66.3% of SD Times the largest problem, is that in most CS institutions subscribers surveyed reported that developers within there is no room in their existing curricula to their organizations used Eclipse (Eclipse, 2008). dedicate courses for explicitly teaching Eclipse. Their primary reasons for choosing Eclipse were its I believe the simple solution to the last problem low cost (free) and that it is open source. The major is to have Eclipse used as a common tool for uses of Eclipse reported were for its Java developing various course concepts, rather than it Development tools, followed by its J2EE Standard being the course concept itself. The benefit is that tools, and then its Web Standard tools. These results students will learn about Eclipse as a side-effect of are particularly significant to those in computer developing their assignments. A second benefit is science (CS) education. It illustrates industry’s that they will be able to use their Eclipse knowledge continued move towards open source software and to work productively in industry. A final benefit is Eclipse. There are many reasons for this move, but that by helping students to learn about Eclipse, CS at zero cost and better quality, commercial offerings educators will better understand the joint needs of are having a difficult time competing in the space. their students and the companies they will work for Given the move, it is important for CS educators to using Eclipse. discuss the merits of open source software with their At the recent ITISCE conference, I had a few CS students and provide them with education on educators tell me Eclipse was overly complex. significant open source offerings, such as Eclipse. While this is a debatable point, my answer is that The need is clear: students need to know how to use even though Eclipse can be used as an integrated Eclipse to be competitive in today’s corporate development environment (IDE) suitable for software market and CS educators need to teach commercial development, portions of it can be made students about Eclipse. Industry is demanding it. easier to use and tailored towards first year students. While Eclipse has established a large and vibrant My implementation of the solution to the last ecosystem of technology vendors, start-ups, problem noted above and to the complexity issue has universities, research institutions and individuals, the been to develop plug-ins for Eclipse that enable availability of focused and organized educational students to create Java, Scheme, and Prolog material on Eclipse is lacking. This situation has assignments all within the same environment. The created at least three problems. plug-ins add new functionality to Eclipse that, while The first one is students wanting to learn about not suitable for commercial development, provides Eclipse have no idea where to start. The second CS educators and their students with a single 388 Deugo D. (2009). GETTING ECLIPSE INTO THE CLASSROOM. In Proceedings of the First International Conference on Computer Supported Education, pages 388-393 DOI: 10.5220/0001965303880393 Copyright c SciTePress GETTING ECLIPSE INTO THE CLASSROOM development environment for teaching and applying One free Eclipse plug-in for Prolog exists object-oriented, functional and logic programming created by an undergraduate student named Juliana concepts. The plug-ins add only the functionality Barby Simão (Simão, 2004). However, it was required to develop language concepts, not the full completed in 2004 and was not continued, even blown capabilities of an industrial strength IDE. though it was reported that the project would In the background section we look at continue duing 2004 as a graduate project. Not implementations of different open source and Eclipse based, JLog (JLog 2008) is an commercial IDEs. The approach section discusses implementation of a Prolog interpreter, written in how we have integrated the three different languages Java. It includes a built-in source editor, query into Eclipse and how students interact with them to panels, online help, animation primitives, and a GUI develop their assignments. The final chapter debugger. It could be easily wrapped within an provides a summary. Eclipse UI, providing Prolog for Eclipse users. The only difficulty with this idea is that JLog is under the GPL license. 2 BACKGROUND Whether for Java, Scheme or Prolog development, the idea is to provide first year Scaled down versions of Eclipse for Java students with Eclipse-based light IDE. By doing so, the belief is that as students become more development have been done in the past. One such version was produced by the GILD (Gild, 2008) experienced with the light versions and the language project. However, it is no longer supported, with its IDE, they can and will want to transition to the full versions of the IDE. Having students wanting and last release done on January 3, 2006, and intended for use with Eclipse version 3.1. Another version is using the different light versions of Eclipse should also impact faculty making them more likely to Penumbra. It is plug-in developed at Purdue include material on the Eclipse Platform in their University for use in their introductory programming classes. It was intended to ease the transition to the lectures in order to help students use these environments. Where do they get the material? From use of the full-featured functionality of Eclipse. Penumbra presents an Eclipse perspective that hides the LCMS outlined in the first part of the approach. all but the basic actions of Eclipse's existing Java perspective, while packaging elements of other perspectives (e.g., the CVS perspective) into simpler 3 APPROACH actions that ease the downloading and turn-in of programming assignments, and adding new code Central to our approach is the notion of community. views inspired by other environments for We wanted to develop a community of users and a introductory programmers. Although neither version community of developers providing new features seems to be currently supported, they provide and languages to our IDE for education (IDE4EDU). direction as to what a light version of Eclipse for To meet these goals the first decision made was to Java development might look like. And, while not make the IDE open source. The implication is that Eclipse based, BlueJ (BlueJ 2008) can also provide whatever software we use and whatever software we another view of an IDE for teaching object- develop, it must be open source. Since Eclipse is at orientation to beginners. the heart of the implementation, the implication is Only one Eclipse based Scheme development that, like Eclipse, the code will ship under the environment exists: The SchemeWay (SchemeWay, Eclipse Public License (EPL 2008). Using this 2008) project. It provides a set of Eclipse plugins for license ensures that users are free to download and the Scheme programming language and features a use the IDE without needing to pay any fees to powerful, fully extendible S-expression-based editor anyone and developers are free to view, modify and that integrates seamlessly with any Scheme add to the source code. The second decision made interpreter. However, this environment does not was to create a community project for the IDE. We come with the source code and it is not targeted at have created an Eclipse Summer of Code project at first year students. While not Eclipse based, the Eclipse Foundation (IDE4EDU, 2008). This DRScheme (DRScheme 2008) provides an subproject is part of the Eclipse Technology family. environment that provides an integrated Creating this project ensures that the source code programming environment designed specifically will have a home location, that key members of the with the needs of beginners in mind. project are identified, and that there is a community site for others to access to become involved with the 389 CSEDU 2009 - International Conference on Computer Supported Education project. This project site also ensures that users have After downloading and installing the IDE4EDU a common place to visit to get software updates and from its project web site, the next step is to start it up new versions of the IDE. by clicking on the IDE4EDU application icon. This Rather than having different versions of the IDE will bring up the Eclipse workbench. for each language, another central part of our Selecting the menu Window -> Open approach is to have all languages integrated into one Perspective -> Other…-> Java Lite opens the Java- IDE. The reason for this is simple: there is only one Lite Perspective, shown in Figure 1. From now on, installation. Educators save class time, by only when a student starts up IDE4EDU they will go needing to describe the install process once, and directly to the Java-Lite Perspective. This is a students save time by only going through the feature of Eclipse, always returning to the point download and installation process once.
Load more

Recommended publications
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • 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
    [Show full text]
  • 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
    [Show full text]
  • 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..
    [Show full text]
  • 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 ..............................................................................................................................
    [Show full text]
  • 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 ...................................
    [Show full text]
  • Towards Customizable Pedagogic Programming Languages
    TOWARDS CUSTOMIZABLE PEDAGOGIC PROGRAMMING LANGUAGES by Kathryn E. Gray A dissertation submitted to the faculty of The University of Utah in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Computer Science School of Computing The University of Utah August 2006 Copyright c Kathryn E. Gray 2006 All Rights Reserved THE UNIVERSITY OF UTAH GRADUATE SCHOOL SUPERVISORY COMMITTEE APPROVAL of a dissertation submitted by Kathryn E. Gray This dissertation has been read by each member of the following supervisory committee and by majority vote has been found to be satisfactory. Chair: Matthew Flatt Wilson Hsieh Gary Lindstrom Joe Zachary Gilad Bracha THE UNIVERSITY OF UTAH GRADUATE SCHOOL FINAL READING APPROVAL To the Graduate Council of the University of Utah: I have read the dissertation of Kathryn E. Gray in its final form and have found that (1) its format, citations, and bibliographic style are consistent and acceptable; (2) its illustrative materials including figures, tables, and charts are in place; and (3) the final manuscript is satisfactory to the Supervisory Committee and is ready for submission to The Graduate School. Date Matthew Flatt Chair, Supervisory Committee Approved for the Major Department Martin Berzins Chair/Dean Approved for the Graduate Council David S. Chapman Dean of The Graduate School ABSTRACT In introductory education, pedagogic tools and languages can help focus students on the fundamental programming concepts. Subsets of a professional language support the presentation of the language’s syntax in step with the presentation of the underlying concepts, relieving students and instructors from superfluous details. This dissertation presents the design and implementation of pedagogic tools integrated with an introduc- tory computer science course.
    [Show full text]
  • 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.
    [Show full text]
  • Programming with Python and Java Honors
    Randolph Township Schools Randolph High School Programming with Python and Java Honors “Mathematics provides a framework for dealing precisely with notions of ‘what is’. Computation provides a framework for dealing precisely with notions of ‘how to’.” -- Margaret Mead Department of Science, Technology, Engineering, and Math Anthony Emmons, Supervisor Curriculum Committee: Matthew Horner Curriculum Developed: June 2018 Date of Board Approval: September 4th, 2018 1 Randolph Township Schools Randolph High School Table of Contents Section Page(s) Mission Statement and Education Goals – District 3 Affirmative Action Compliance Statement 3 Educational Goals – District 4 Introduction 5 Curriculum Pacing Chart 6 APPENDICES 40 2 Randolph Township Schools Mission Statement We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society. Randolph Township Schools Affirmative Action Statement Equality and Equity in Curriculum The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972 3 RANDOLPH TOWNSHIP BOARD OF EDUCATION EDUCATIONAL GOALS VALUES IN EDUCATION The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect.
    [Show full text]
  • CSIS10A Installation Instructions for Setting up the Bluej Java IDE
    CSIS10A Installation Instructions for setting up the BlueJ Java IDE I. Before installing BlueJ, Windows users will need to install the Java JDK first. (Mac OS 10.5 and higher should already have this) 1) To use the BlueJ IDE in this class, you must first download the latest Java JDK. Visit http://www.oracle.com/technetwork/java/javase/downloads/index.html and scroll down and click the first box that says “Download JDK”. On the next window, choose your platform. Ignore any other registration steps and click continue at bottom 2) Another page comes up (below). Click the red link below. 3) You should then find the downloader asking whether to save the file. NOTE: If you are blocking popups in Internet Explorer, you may get a notification at the top of your browser window (blue line below this line). Just click and enable download. When the File Download begins… 4) Choose “Run” and click through all security warnings. Follow the standard install guidelines, keep the default directories and so on. II. Installing the BlueJ Integrated Development Environment 5) Download the appropriate version of BlueJ for your computer at the following link: http://www.bluej.org/download/download.html Go directly to Step 2 below (you have already installed Java JDK) 6) Click on the appropriate platform and choose RUN at the File Download prompt. Click through any security warnings. 7) Close any unnecessary programs and click next. Click all the NEXT buttons in the dialogues that follow, then click INSTALL on the last one. 8) After BlueJ finishes installing, you can now run a test program to make sure it works.
    [Show full text]