Dissertationen: „Object-orientated programming (Computer science)“

1

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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2

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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3

Shanneb, Abdelsalam Mohamed Computer Science &amp 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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4

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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5

Svallfors, Hugo. „Sard: An Object-Functional Programming Language“. Thesis, Umeå universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-51276.

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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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6

Li, Haitao. „Data abstraction mechanisms in object-oriented programming“. Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69723.

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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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8

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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9

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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10

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.

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11

Breu, Ruth. „Algebraic specification techniques in object oriented programming environments /“. Berlin [u.a.] : Springer, 1991. http://www.loc.gov/catdir/enhancements/fy0815/91041553-d.html.

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12

Myers, Andrew C. (Andrew Clifford). „Fast object operations in a persistent programming system“. Thesis, Massachusetts Institute of Technology, 1994. http://hdl.handle.net/1721.1/34049.

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13

Kulkarni, Ajay B. „Object oriented programming for reinforced concrete design“. Thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-07292009-090332/.

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14

VanHilst, Michael. „Role oriented programming for software evolution /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/6966.

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15

Gopinath, Prabha Shankar. „Programming and execution of object-based, parallel, hard, real-time applications /“. The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487592050228249.

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16

Dick, Andrew J. „Object-oriented distributed and parallel I/O streams“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ39189.pdf.

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17

Nordström, Marie. „Object oriented quality in introductory programming education“. Doctoral thesis, Umeå universitet, Institutionen för datavetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-38009.

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Examples are important when we attempt to learn something new. To learn prob-lem solving and programming is an acknowledged difficulty. Teaching and learning introductory object oriented problem solving and programming has been discussed extensively since the late 1990’ies, when a major shift to object orientation as first programming paradigm took place. Initially, this switch was not considered to cause any major problems, because of the accumulated knowledge for how pro-gramming should be taught. This turned out to be naive. Knowledge gained for the imperative paradigm did not apply well to the object oriented paradigm. Because of its importance for the field of computer science, introductory pro- gramming education has drawn a lot of attention. Most of the research done in connection to object oriented problem solving and programming has been focused on students learning and the difficulty to acquire skills in programming. Less investigated is the foundation of the educational mission, the characteris- tics of object orientation and how this is best supported by the educator. There is no obvious agreement of what the basics of object orientation are, especially not from an educational point of view. In this thesis, two major aspects concerning the teaching of object orientation have been investigated: the definition of object oriented quality, specifically in examples for novices, and educators’ views on aspects of object orientation. Based on research of how object orientation is characterised in literature and in software design principles, a set of concepts and principles are presented as a description of basic characteristics of object orientation. These are applied to the educational context, and a number of heuristics, called Eduristics, for the design of object oriented examples for novices are defined. The Eduristics are then used to discuss the flaws and shortcomings of common textbook examples, but also how the object oriented quality of examples can be improved. To be able to evaluate the quality of examples, we initiated and participated in the development of an evaluation tool. This tool has been used to evaluate a number of examples from popular textbooks. The results show that the object oriented quality of examples is low. To explore the ways educators view a number of aspects of object orientation and the teaching of it, ten interviews have been conducted. The results of this study show that the level of abstraction in the conceptual model of object orientation among educators is low, and that novices are not given any support for object oriented problem solving.
Exempel är viktiga när man ska lära sig något nytt och det gäller även när man ska lära sig programmera. Att lära sig problemslösning och programmering är erkänt svårt och det har föranlett många förslag på vad som är ett bra sätt. Under 1990-talet skedde en större omläggning i programmeringsundervisningen världen över. Från att ha introducerat programmering i det imperativa/procedurella paradigmet övergick man till att använda objektorientering som första paradigm. Inledningsvis trodde man inte att det skulle skilja sig på något avgörande sätt från tidigare erfarenheter om hur programmering skulle undervisas. Detta visade sig vara en naiv föreställning. Mycket av den kunskap som ackumulerats kring den imperativa programmeringsundervisningen visade sig svår att överföra till objekt orientering. Omställningen har varit mödosam och är fortfarande inte genomförd fullt ut. Programmering är centralt i datavetenskap, eftersom olika aspekter av programvarukonstruktion genomsyrar det mesta av verksamheten kring datorer. Utbildningsmässigt är en inledande kurs i problemlösning och programmering förutsättningen för vidare studier i ämnet. Detta gör att en hel del uppmärksamhet har riktats mot problemlösning och programmering. Det mesta av den forskning som finns gjord i anslutning till objekt orienterad problemlösning och programmering har varit fokuserad på nybörjares lärande och problem att komma in i programmerandet. Mycket lite finns gjort när det gäller själva utgångspunkten för undervisningen om objektorientering, nämligen vad som är centralt i objektorientering och på vilket sätt det ska manifestera sig i undervisningen. I det här arbetet har två huvudaspekter av objektorientering i undervisningssammanhang undersökts: definitionen av objektorienterad kvalité, specifikt i exempel för nybörjare, samt vilken syn lärare har på olika aspekter av objektorientering. För att möjliggöra detta har vi undersökt hur objektorientering beskrivs i litteraturen och i vedertagna design-principer som används i programvaruutvecklingssammanhang. Baserat på resultatet av den undersökningen har vi använt en uppsättning koncept och designprinciper för att definiera vad som är karakteristiskt för objektorientering. Med detta som utgångspunkt har vi applicerat definitionen av objektorientering till undervisningssammanget och definierat ett antal heuristiker specifikt för konstruktion av objektorienterade exempel för nybörjare. Parallellt med detta arbete deltog vi i utvecklingen av ett utvärderingsverktyg för att värdera objektorienterade exempel för nybörjare. Detta verktyg har använts för en större utvärdering av exempel hämtade från populära läroböcker. Resultaten från denna studie visar att exempel generellt sett håller låg objektori enterad kvalitet. Vi har också visat att exempel som värderas högt, uppfyller våra heuristiker och att exempel som värderas lågt strider mot desamma. För att utforska hur lärare ser på objektorientering och hur de resonerar kring strategier för att lära ut objektorientering, har vi gjort tio intervjuer med lärare i gymnasieskolan och på universitetsnivå. Resultaten visar att den konceptuella modellen för objektorientering är mycket enkel i förhållande till den komplexitet som ofta anses känneteckna paradigmet. Dessutom, ges i stort sett inget stöd för nybörjaren vad gäller att förstå och lära sig problemlösningsansatsen, som ofta upplevs som väsensskild från hur man i normala fall löser problem.

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18

MacHaffie, Scott Andrew. „Difficulties Experienced Procedural Programmers Encounter When Transferring to an Object-oriented Programming Paradigm“. PDXScholar, 1993. https://pdxscholar.library.pdx.edu/open_access_etds/4621.

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Experienced procedural programmers seem to have difficulty when transferring from a procedural language to an object-oriented language. The problem is how to assist the experienced procedural programmers to make this shift. The long term goal of this research is to identify areas where programmers have problems and to develop an automated system to help them overcome these difficulties. This study examines the class designs produced by procedural programmers and the effect of specifications and domain knowledge on class designs. Two types of specifications were used: those written from a procedural point of view which emphasized the functions and those written from an object-oriented view which highlights the domain entities. In addition, the problem specifications were selected from three different domains in order to assess the effect of domain familiarity. Data was collected using paper and pencil designs and through verbal protocols. The class designs were analyzed to see if the different types produced could be classified and to determine the effect of specification type and domain knowledge.

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19

Lew, Kew Lin Kevin C. F. „Orthogonal persistence, object-orientation and distribution /“. Title page, table of contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phl669.pdf.

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20

Haaland, Kevin Glenn Carleton University Dissertation Computer Science. „Towards metrics for object oriented languages“. Ottawa, 1992.

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21

Smaragdakis, Ioannis. „Implementing large-scale object-oriented components /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.

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22

Roy, Brian K. „Understanding object-oriented methodology“. Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-03172010-020122/.

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23

Nguyen, Phung Hua Computer Science &amp Engineering Faculty of Engineering UNSW. „Static analysis for incomplete object-oriented programs“. Awarded by:University of New South Wales. School of Computer Science and Engineering, 2005. http://handle.unsw.edu.au/1959.4/24228.

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Static analysis is significant since it provides the information about the run- time behaviour of an analysed program. Such information has many applications in compiler optimisations and software engineering tools. Interprocedural anal- ysis is a form of static analysis, which can exploit information available across procedure boundaries. The analysis is traditionally designed as whole-program analysis, which processes the entire program. However, whole-program analysis is problematic when parts of the analysed program are not available to partici- pate in analysis. In this case, a whole-program analysis has to make conservative assumptions to be able to produce safe analysis results at the expense of some possible precision loss. To improve analysis precision, an analysis can exploit the access control mechanism provided by the underlying program language. This thesis introduces a points-to analysis technique for incomplete object-oriented programs, called com- pleteness analysis, which exploits the access and modification properties of classes, methods and fields to enhance the analysis precision. Two variations of the tech- nique, compositional and sequential completeness analysis, are described. This thesis also presents a mutability analysis (MA) and MA-based side-effect analy- sis, which are based on the output of completeness analysis, to determine whether a variable is potentially modified by the execution of a program statement. The results of experiments carried out on a set of Java library packages are presented to demonstrate the improvement in analysis precision.

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24

Ross, Marlene Maria. „Unity-inspired object-oriented concurrent system development“. Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-02242006-115239/.

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25

Grove, David Paul. „Effective interprocedural optimization of object-oriented languages /“. Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/6948.

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26

Dean, Jeffrey A. „Whole-program optimization of object-oriented languages /“. Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/6983.

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27

Adams, William Edward. „Untangling the threads reduction for a concurrent object-based programming model /“. Digital version:, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p9992741.

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28

Machisa, Musafare. „Object relational mapping for enterprise application architecture“. [Denver, Colo.] : Regis University, 2005. http://165.236.235.140/lib/MMachisa2005.pdf.

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29

White, Garry L. „Cognitive characteristics for learning Java, an object oriented programming language“. Access restricted to users with UT Austin EID, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036612.

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30

Auepanwiriyakul, Raweewan. „Inheritance Problems in Object-Oriented Database“. Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330898/.

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This research is concerned with inheritance as used in object-oriented database. More specifically, partial bi-directional inheritance among classes is examined. In partial inheritance, a class can inherit a proper subset of instance variables from another class. Two subclasses of the same superclass do not need to inherit the same proper subset of instance variables from their superclass. Bi-directional partial inheritance allows a class to inherit instance variables from its subclass. The prototype of an object-oriented database that supports both full and partial bi-directional inheritance among classes was developed on top of an existing relational database management system. The prototype was tested with two database applications. One database application needs full and partial inheritance. The second database application required bi-directional inheritance. The result of this testing suggests both advantages and disadvantages of partial bi-directional inheritance. Future areas of research are also suggested.

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31

Fraguio, Gisela. „A programming environment for the reuse and evolution of abstract models“. FIU Digital Commons, 1989. https://digitalcommons.fiu.edu/etd/3407.

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The PEREAM system is a software engineering environment that supports the design and implementation of object-oriented software components. Software development in the system is accomplished by the continuous evolution of a concept from an early specification to a final implementation. PEREAM supports the ability to incrementally specify software components. It provides for the reusing, browsing, and editing of the software components at any stage of their development history. Concepts in the PEREAM system are modeled with a uniform data structure. The development of the software components is maintained in a graph structure. The concepts are manipulated using the Smalltalk-80 Class Browser or the PEREAM GRAPHICAL EDITOR. This thesis describes the concepts and design behind the PEREAM system and the PEREAM MODELING TECHNIQUE. It also discusses the design and implementation of a graphical editor for the PEREAM environment which manipulates the software components graphically.

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Lopez, Gustavo. „The design and implementation of Kaleidoscope, a constraint imperative programming language /“. Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/6928.

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33

Wang, Yi-ke. „Using an extended object model for object-oriented parallel simulation of VLSI microprocessors /“. free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9823320.

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34

Tyler, Benjamin James. „Specification and runtime monitoring of object-oriented systems“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1143228898.

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35

Gordon, Donald James. „Encapsulation enforcement with dynamic ownership : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Science in Computer Science /“. ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/624.

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36

Chin, Roger Steven. „Issues in designing a distributed, object-based programming system“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/27858.

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Objects are entities which encapsulate data and those operations which manipulate the data. A distributed, object-based programming system (or DOBPS) is a distributed operating system which has been designed to support an object-based programming language and, in particular, an object abstraction. DOBPSs have the benefits of simplifying program construction and improving the performance of programs by providing efficient, system-level support for the abstractions used by the language. Many DOBPSs also permit hardware and software failures to be tolerated. This thesis introduces a definition for the term "distributed, object-based programming system" and identifies the features, that are related to objects, which are required by an operating system of a DOBPS. A classification scheme is presented that categorizes and characterizes these features to permit a number of implementation techniques to be easily examined, compared, and contrasted.
Science, Faculty of
Computer Science, Department of
Graduate

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Wu, Xiaoqing. „Component-based language implementation with object-oriented syntax and aspect-oriented semantics“. Birmingham, Ala. : University of Alabama at Birmingham, 2007. http://www.mhsl.uab.edu/dt/2007p/wu.pdf.

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Thesis (Ph. D.)--University of Alabama at Birmingham, 2007.
Additional advisors: Jeff Gray, Marjan Mernik, Alan Sprague, Murat Tanik. Description based on contents viewed June 25, 2007; title from title screen. Includes bibliographical references (p. 132-138).

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38

Eisenhauer, Greg Stephen. „An object infrastructure for high-performance interactive applications“. Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/8160.

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39

Duvall, Paul. „Using an object-oriented approach to develop a software application“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/PDuvall2006.pdf.

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40

Shenoy, Anuradha. „A persistent object manager for Java applications“. [Gainesville, Fla.] : University of Florida, 2001. http://etd.fcla.edu/etd/uf/2001/anp1050/Master.pdf.

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Thesis (M.S.)--University of Florida, 2001.
Title from first page of PDF file. Document formatted into pages; contains ix, 54 p.; also contains graphics. Vita. Includes bibliographical references (p. 52-53).

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41

Milinkovich, S. Michael (Michael Steven) Carleton University Dissertation Information and Systems Science. „An Object-oriented database for a computer aided software engineering environment“. Ottawa, 1988.

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42

Mullick, Rakesh. „Automatic orientation determination of 3D objects from 3D data“. Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/13877.

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43

Cox, Jeffrey A. „Applying design metrics to object-oriented systems“. Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048369.

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There are two popular approaches when developing a software system, the first being System Analysis/System Design (SA/SD) and the second being an Object-Oriented (00) approach. In either approach a poor design inevitably produces a poor application. Thus, being able to evaluate the quality of a systems design is advantageous.The Design Metrics Research Team at Ball State University has developed metrics that measure the quality of software systems. From this research the metric D(G) (a composite of the metrics De and D) has been shown to be very effective when used to determine fault prone modules in a system. However, D(G) has been primarily applied to systems developed using the SA/SD approach. This thesis translated D(G) to an 00 setting and empirically evaluated D(G) to determine if D(G) is a good predictor of error-prone classes. The results indicate that De and Di are indeed good predictors of error-prone classes. Of the classes highlighted by De, 67% had errors, while 100% of the classes highlighted by D; had errors.
Department of Computer Science

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44

Chen, Min. „A distributed object-oriented discrete event-driven simulation environment-DODESE“. FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/2140.

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A new distributed object-oriented discrete event-driven simulation environment, DODESE, is developed to provide a common framework for simulation model design and implementation. The DODESE can be used to define a simulation including all the simulation objects participating in the simulation while the execution of the simulation can be interactively monitored on DODESE. The DODESE system has combined the strengths of both object-oriented paradigms and data base technology to make computer simulation more powerful and has achieved the goals of object-orientation, distribution, reusability, maintainability and extensibility. The system runs on two Sun workstations concurrently connected by an Ethernet. One of the workstations performs the simulation tasks while the other workstation displays the status of the simulation interactively. Both workstations communicate through the GemStone data base, thus a mechanism is designed for synchronization and concurrency control. The DODESE is implemented using OPAL, GemStone’s data definition and manipulation language, C and Xlib.

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45

Augusto, Op den Bosch. „Design/construction processes simulation in real-time object-oriented environments“. Diss., Georgia Institute of Technology, 1994. http://hdl.handle.net/1853/19033.

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46

Rann, David. „The effective use of implicit parallelism through the use of an object-oriented programming language“. Thesis, Aston University, 1996. http://publications.aston.ac.uk/10596/.

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Model of Concurrency. The concurrency model is designed to be a straightforward target for mapping sequential programs onto, thus making them parallel. It aids the compilation process by providing a high level of abstraction, including a useful model of parallel behaviour which enables easy incorporation of message interchange, locking, and synchronization of objects. Further, the model is sufficient such that a compiler can and has been practically built. Model of Compilation. The compilation-model's structure is based upon an object-oriented view of grammar descriptions and capitalises on both a recursive-descent style of processing and abstract syntax trees to perform the parsing. A composite-object view with an attribute grammar style of processing is used to extract sufficient semantic information for the parallelisation (i.e. code-generation) phase. Programming Principles. The set of principles presented are based upon information hiding, sharing and containment of objects and the dividing up of methods on the basis of a command/query division. When followed, the level of potential parallelism within the presented concurrency model is maximised. Further, these principles naturally arise from good programming practice. Summary. In summary this thesis shows that it is possible to compile well-written programs, written in a subset of Eiffel, into parallel programs without any syntactic additions or semantic alterations to Eiffel: i.e. no parallel primitives are added, and the parallel program is modelled to execute with equivalent semantics to the sequential version. If the programming principles are followed, a parallelised program achieves the maximum level of potential parallelisation within the concurrency model.

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Mwansa, Patrick. „Perceptions of computer programming students on interactive environments for teaching object-oriented concepts using Java“. Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2536.

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Thesis (MTech (Business Information Systems))--Cape Peninsula University of Technology, 2017.
The skill of programming necessitates knowing programming tools, problem solving and effective techniques of program design and implementation. Most students are incapable of fully understanding and utilising the feature set of Integrated Development Environments (IDEs). The feature set of certain IDEs comes with a lot of functionalities and students have to spend a lot of their time studying the features of the IDE without paying much attention to the syntax and semantics of the programming language. The main objective of this study was to examine the perceptions of students on interactive environments for teaching Object-Oriented concepts using the Java programming language in two integrated development environments. This was done by adopting the ISO 9126 model to select generic external system quality characteristics and sub-characteristics that might influence student evaluation of an IDE. The proposed model was applied on NetBeans and JCreator LE 5.0 as IDEs for teaching Java programming using OOP concepts. The study adopted a mixed method research approach using interviews and questionnaires. A single-case study was used for data collection and analysis. The approaches collected data from two groups of students using either NetBeans or JCreator and who were learning OOP concepts. The study further looked at the students’ class tests and exam results in an effort to have an objective overview of how students performed. These groups of students were at two different campuses of the selected University. Each group had already been exposed to the Java syntax. The result from this study was general guidelines to establish an interactive OOP development environment for teaching and learning of Java programming that enhances OOP comprehension. This research study involved human subjects. It was, therefore, a requirement to seek ethics approval. Additionally, the objects involved were students of a selected University and as such a consent letter was sought from the University.

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Hendry, Barbara. „Distributed object-oriented discrete event simulation /“. Online version of thesis, 1990. http://hdl.handle.net/1850/10999.

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Voigt, Janina. „Access contracts : a dynamic approach to object-oriented access protection“. Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708888.

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Salgado-Arteaga, Francisco. „A study on object-oriented knowledge representation“. Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/935944.

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This thesis is a study on object-oriented knowledge representation. The study defines the main concepts of the object model. It also shows pragmatically the use of object-oriented methodology in the development of a concrete software system designed as the solution to a specific problem.The problem is to simulate the interaction between several animals and various other objects that exist in a room. The proposed solution is an artificial intelligence (Al) program designed according to the object-oriented model, which closely simulates objects in the problem domain. The AI program is conceived as an inference engine that maps together a given knowledge base with a database. The solution is based conceptually on the five major elements of the model, namely abstraction, encapsulation, modularity, hierarchy, and polymorphism.The study introduces a notation of class diagrams and frames to capture the essential characteristics of the system defined by analysis and design. The solution to the problem allows the application of any object-oriented programming language. Common Lisp Object System (CLOS) is the language used for the implementation of the software system included in the appendix.
Department of Computer Science

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