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Zeitschriftenartikel zum Thema "Object-orientated programming (Computer science)":
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Pugh, John R., Wilf R. LaLonde und David A. Thomas. „Introducing object-oriented programming into the computer science curriculum“. ACM SIGCSE Bulletin 19, Nr. 1 (Februar 1987): 98–102. http://dx.doi.org/10.1145/31726.31742.
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Bierbauer, John, Scott Knaster, Tomasz Pietrzykowski, John Pugh und Julie Zweigoron. „Object oriented programming in the computer science curriculum (panel session)“. ACM SIGCSE Bulletin 22, Nr. 1 (Februar 1990): 260. http://dx.doi.org/10.1145/319059.323425.
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Tylman, Wojciech. „Computer Science and Philosophy: Did Plato Foresee Object-Oriented Programming?“ Foundations of Science 23, Nr. 1 (11.11.2016): 159–72. http://dx.doi.org/10.1007/s10699-016-9506-7.
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DONCHEV, Ivaylo, und Emilia TODOROVA. „Object-Oriented Programming in Bulgarian Universities' Informatics and Computer Science Curricula“. Informatics in Education 7, Nr. 2 (15.10.2008): 159–72. http://dx.doi.org/10.15388/infedu.2008.10.
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Berges, Marc. „Object orientation in the literature and in education“. it - Information Technology 60, Nr. 2 (25.04.2018): 69–77. http://dx.doi.org/10.1515/itit-2017-0013.
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Abstract The efforts around the world – CS4All in the U.S. or Computing At School in Great Britain – show that computing literacy is seen as important. One important part of computer science education deals with learning programming. So, object orientation should be in focus. But what is object orientation? Several different definitions are presented, and a definition of object orientation by its fundamental concepts is introduced. Furthermore, several educational “paradigms” are discussed. Additionally, a choice of object-oriented programming languages is presented. After all that theoretical background, some exemplary implementations of object orientation in national (German) and international curricula are shown. All in all, the article provides a broad overview of the topic of object-oriented programming in computer science education.
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FELLEISEN, MATTHIAS, ROBERT BRUCE FINDLER, MATTHEW FLATT und SHRIRAM KRISHNAMURTHI. „The structure and interpretation of the computer science curriculum“. Journal of Functional Programming 14, Nr. 4 (07.06.2004): 365–78. http://dx.doi.org/10.1017/s0956796804005076.
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Twenty years ago Abelson and Sussman's Structure and Interpretation of Computer Programs radically changed the intellectual landscape of introductory computing courses. Instead of teaching some currently fashionable programming language, it employed Scheme and functional programming to teach important ideas. Introductory courses based on the book showed up around the world and made Scheme and functional programming popular. Unfortunately, these courses quickly disappeared again due to shortcomings of the book and the whimsies of Scheme. Worse, the experiment left people with a bad impression of Scheme and functional programming in general. In this pearl, we propose an alternative role for functional programming in the first-year curriculum. Specifically, we present a framework for discussing the first-year curriculum and, based on it, the design rationale for our book and course, dubbed How to Design Programs. The approach emphasizes the systematic design of programs. Experience shows that it works extremely well as a preparation for a course on object-oriented programming.
Dissertationen zum Thema "Object-orientated programming (Computer science)":
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Detmold, Henry. „Communication in worldwide distributed object systems /“. Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phd481.pdf.
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Widjaja, Hendra. „Visor++ : a software visualisation tool for task-parallel object-orientated programs“. Title page, abstract and contents only, 1998. http://web4.library.adelaide.edu.au/theses/09AS/09asw639.pdf.
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Bibliography: leaves 173-184. This thesis describes Visor++, a tool for visualising programs written in CC++, a task-parallel, object-orientated language derived from C++. Visor++ provides a framework of visualising task-parallel object-orientated programs in the absence of language support for visualisation, i.e. for programs such as CC++ which are written in languages which are not "visualisation-conscious". The development of techniques using a wide selection of language features are described and the effectiveness testified by experimentation.
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Shanneb, Abdelsalam Mohamed Computer Science & Engineering Faculty of Engineering UNSW. „Concurrency control for composite objects“. Awarded by:University of New South Wales. School of Computer Science and Engineering, 2006. http://handle.unsw.edu.au/1959.4/24286.
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An essential motivation behind concurrent object-oriented systems is to exploit the software modularity and reuse potential of object-oriented features in the development of concurrent systems. However, the marriage between the two disciplines has not been a happy one. In this work we propose a model that reduces the problems associated with introducing concurrency into object-oriented languages. We explore techniques for reasoning about synchronisation requirements in composite object systems operating in a concurrent environment. Furthermore we investigate safe locking strategies, where the locks may be distributed over the components of the system and identify conditions for such locks to be non-redundant. Through the recognition of a Galois connection, we achieve an elegant mathematical characterisation of the lock-distribution problem, which allows us to identify efficient strategies and tools for assisting developers with lock selection.
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Falkner, Katrina Elizabeth. „The Provision of relocation transparency through a formalised naming system in a distributed mobile object system“. Title page, contents and abstract only, 2000. http://thesis.library.adelaide.edu.au/adt-SUA/public/adt-SUA20010223.221741.
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This bachelor's degree concerns the specification of a new programming language. This language, called Sard, is a backwards-incompatible new version of the existing language Scala. Sard, like Scala, is a high-level object-functional language. Unlike Scala, it is not very closely tied to the JVM or Java, eliminating some constraints on the language's design. Since this necessitates breaking backwards compatibility with Scala, the opportunity to disregard it is used to x some of the author's irritations with the language. This degree mostly focuses on deciding on the exact changes to Scala, and on the overall design, rather than on implementing a compiler for the language. A reason for this is that the bachelor's degree provides insuficient time to properly implement´and debug a compiler. Another is the desirability of pushing changes to the language as early into the design process as possible. Preferably, almost all changes to the language should occur before any compiler code has been written. The design eventually produced gets rid of some known issues stemming from the JVM, like null pointers, non-reified generics and single inheritance. Several features of Scala, like self-type annotations and in x syntax for methods are scrapped. Others, like pattern matching, are generalized. Some changes to the syntax are also made, particularly in the areas of closures, pattern matching and object construction. As of yet, this language has no implementation, and in future work, this must be rectified. Sard also requires calling compatibility with another programming language, but this remains to be specified. Nevertheless, Sard constitutes a promising refinement of an already great programming language, and it is hoped that Sard will x the few remaining issues with Scala's design.
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Existing OO modeling methodologies prescribe notations, processes, and guidelines that, if followed, ensure that analysis-level OO model reflect application semantics. As we move into design, implementation-level considerations may distort analysis-level models, and the transition is seamless no more. In this thesis, we describe data definition facilities in SoftClass--an experimental CASE tool for software reuse--that aim at maintaining the integrity of application data models throughout the development lifecycle, while maximizing opportunities for code reuse. In SoftClass, analysis-level data models describe application-semantics and are organized in an inheritance hierarchy based on shared application-semantics. At the design-level, we maintain two kinds of data models: (1) generic data structures, used as implementation templates for analysis-level models, and organized along "implementation inheritance" hierarchies, and (2) realizations of analysis-level application models, which consist of mapping an analysis-level model to a generic data structure. Design-level representations of application objects may be seen as belonging to two independent hierarchies, and we show how each hierarchy offers some opportunities for reuse. We shoe how data abstraction supports a high-level program design language that is both easy-to-use and that supports some design validation. We conclude by outlining directions for further research.
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李詠康 und Wing-hong Lee. „D: a distributed object oriented programming language“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31211616.
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Lee, Wing-hong. „D : a distributed object oriented programming language /“. [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13645341.
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Anderson, Randi Lynne. „Object-oriented programming an in-depth study /“. Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1990. http://www.kutztown.edu/library/services/remote_access.asp.
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Creps, Merl John Jr. „A Supervised Machine Learning Approach Using Object-Oriented Programming Principles“. University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1524674114609993.
Buchteile zum Thema "Object-orientated programming (Computer science)":
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Fellner, Dieter W. „Object-oriented programming“. In New Results and New Trends in Computer Science, 132–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 1991. http://dx.doi.org/10.1007/bfb0038187.
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Sage, Kingsley. „Getting into Object Oriented Programming“. In Undergraduate Topics in Computer Science, 37–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13304-7_3.
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White, Tony, Jinfei Fan und Franz Oppacher. „Basic Object Oriented Genetic Programming“. In Lecture Notes in Computer Science, 59–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21822-4_7.
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Torra, Vicenç. „Object-Oriented Programming in Scala“. In Lecture Notes in Computer Science, 51–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-46481-7_4.
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Dathan, Brahma, und Sarnath Ramnath. „Basics of Object-Oriented Programming“. In Undergraduate Topics in Computer Science, 13–48. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24280-4_2.
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Chiba, Shigeru. „Generative Programming from a Post Object-Oriented Programming Viewpoint“. In Lecture Notes in Computer Science, 355–66. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11527800_27.
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Geib, Jean-Marc, Christophe Gransart, Chrystel Grenot und Philippe Merle. „(Thread and Object)-Oriented Distributed Programming“. In Lecture Notes in Computer Science, 83–103. Berlin, Heidelberg: Springer Berlin Heidelberg, 1996. http://dx.doi.org/10.1007/3-540-61487-7_23.
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Parkinson, Matthew, und Gavin Bierman. „Separation Logic for Object-Oriented Programming“. In Lecture Notes in Computer Science, 366–406. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36946-9_13.
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Konferenzberichte zum Thema "Object-orientated programming (Computer science)":
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Pugh, John R., Wilf R. LaLonde und David A. Thomas. „Introducing object-oriented programming into the computer science curriculum“. In the eighteenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1987. http://dx.doi.org/10.1145/31820.31742.
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Yoke Seng Wong, Maizatul Hayati Mohamad Yatim und Wee Hoe Tan. „Use computer game to learn Object-Oriented programming in computer science courses“. In 2014 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2014. http://dx.doi.org/10.1109/educon.2014.6826059.
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Bierbauer, John, Scott Knaster, Tomasz Pietrzykowski und John Pugh. „Object oriented programming in the computer science curriculum (panel session)“. In the twenty-first SIGCSE technical symposium, Chair Julie Zweigoron. New York, New York, USA: ACM Press, 1990. http://dx.doi.org/10.1145/323410.323425.
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Mehic, Nedzad, und Yasmeen Hasan. „Challenges in Teaching Java Technology“. In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2386.
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Object-Oriented Programming-OOP is now replacing procedural programming in almost all applications. Software developers prefer using it because of its many advantages. Therefore colleges should be prepared to make changes to their current curriculums to be able to start teaching programming by using an object-oriented language. This paper describes the usage of Java, an object-oriented language, as a first language taught to computer science students. It goes through the reasons why the language fails when used to introduce students to computer programming. As a case study, the paper describes the current situation at the compute science department at the University of Bahrain and outlines the advantages and disadvantages of changing the curriculum in order to include Java as the first language.
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Brinda, Torsten, Matthias Kramer, Peter Hubwieser und Alexander Ruf. „Towards a Competency Model for Object-Oriented Programming“. In ITICSE '15: Innovation and Technology in Computer Science Education Conference 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2729094.2754848.
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Zhenfan Ding, Xiaorui Zhang und Rong Li. „Web implementation of object-driven programming training software“. In 2010 3rd IEEE International Conference on Computer Science and Information Technology (ICCSIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccsit.2010.5563643.
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Диденко, Дмитрий Алексеевич. „THE OBJECT-ORIENTED VISUAL PROGRAMMING SYSTEM «LAZARUS ONLINE»“. In Проблемы управления качеством образования: сборник избранных статей Международной научно-методической конференции (Санкт-Петербург, Ноябрь 2020). Crossref, 2020. http://dx.doi.org/10.37539/ko188.2020.24.85.005.
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В статье рассматривается методика обучения программированию на уроках информатики в 9-м классе с помощью системы Lazarus и тренажера "Лазарус онлайн", разработанного автором статьи. The article discusses the method of teaching programming in computer science lessons in the 9th grade using the Lazarus system and the "Lazarus online" simulator, that was developed by the author of the article.
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Bourgeois, Michelle, Claudio Cubillos, Rafael Mellado, Silvana Roncagliolo und Felipe Sentis. „Ashy.alRescate(): A videogame for developing basic object oriented programming skills“. In 2018 37th International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2018. http://dx.doi.org/10.1109/sccc.2018.8705257.
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Amarif, Mabroukah, und Sakeenah Ahmed. „THE EFFECT OF VISUALIZING ROLE OF VARIABLE IN OBJECT ORIENTED PROGRAMMING UNDERSTANDING“. In 6th International Conference on Computer Science and Information Technology. AIRCC Publishing Corporation, 2019. http://dx.doi.org/10.5121/csit.2019.90202.
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Vidal, Elizabeth, Eveling Castro Gutierrez und Ali Erkan. „Using Google Earth and KML to teach Fundamental Object Oriented Programming“. In 2019 38th International Conference of the Chilean Computer Science Society (SCCC). IEEE, 2019. http://dx.doi.org/10.1109/sccc49216.2019.8966389.
