additional attributes and behaviour which arespecific to those kinds of object. Example #2: Relationships – Students and Courses This example demonstrates relationships between classes. It’s from an imaginary application that models university courses. [pic] Notes • Each Course object maintains a list of the students on that course and the lecturer who has been assigned to teach that course • The Course object has behaviour that allow the adding and removing of students from the
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companies‚ which deal with production of capital and consumer goods. Any type of production is readily facilitated by automation. AUTOMATION IN CONSTRUCTION INDUSTRY: ► Basically automation in construction means to the use of Information Technologies in Design‚ Engineering‚ Construction Technologies‚ and Maintenance and Management of Constructed Facilities. ► It is to reduce the need for human work and to save the time in the construction area. ► Even maintenance and control of building structures are
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| | | |2. Eastern gear accept a few larger orders for |2. * Lower prices were accepted on these orders.|2. Introduction of new processing design and |2. Advanced facilities used by the competitors | |100 gears or more to pay the overhead |* Some deliveries of small orders were late |operation equipment |
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Design Pattern Matrix Design Patterns: From Analysis to Implementation by This is an excerpt from the manuals for Design Patterns Explained: A New Perspective for Object-Oriented Design Not all of the Gang of Four design patterns are included because not all of them are covered in the course. Furthermore‚ we use a variation on the classification of the GoF patterns: The Decorator and Proxy patterns are classified as Structural patterns by the GoF. Since they both add instead of just combining
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WHAT MAKES A GOOD QUALITY SCHOOL CURRICULUM? Background paper developed by Mr. Philip STABBACK Dr. Brian MALE Ms. Dakmara GEORGESCU1 Geneva‚ November 2011 1 The paper is meant to inform the curriculum process in Iraq by drawing attention on important aspects of current education and curriculum quality that underpin options considered in the process of developing the new Iraqi Curriculum Framework. 1 WHAT MAKES A GOOD QUALITY SCHOOL CURRICULUM? INTRODUCTION The purpose of this
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fulfillment of the requirements For the title of Object Oriented Programming Language Tungol‚ Axel-Yor Gomez‚ Christallane Velarde‚ Patrick John Santos‚ Renato Astraquillo‚ Angelo Clark College of Science and Technology SNS Bldg.‚ Aurea St. Samsonville Subd.‚ Dau‚ Mabalacat‚ Pampanga A project study presented to the Faculty of the Computer Programming In partial fulfillment of the requirements For the title of Object Oriented Programming Language Tungol‚ Axel-Yor Gomez‚ Christallane
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Matrix 14 5.4.2 Gantt Chart 15 5.4.3 PERT Chart 15 6.0 Methodology 16 6.1 SSADM 16 6.2 OO Method 18 6.3 Comparison 18 7.0 Fact Finding Techniques 19 7.1 Interview 19 7.2 Questionnaire 20 7.3 Document Review 23 8.0 Design Phase 24 8.1 Data Flow Diagram 24 8.1.1 Context Diagram 24 8.1.2 Diagram 0 25 8.1.3 Diagram 1 26 8.2 Entity Relationship Diagram 29 8.3 Entity Life History 30 8.3.1 Customer 30 8.3.2 Restaurant 31 8.3.3 Driver 31 9.0
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The design of simulated antenna is shown in Fig. 3.1. As can be seen from the figure‚ the Yagi-Uda antenna was built on a FR4 substrate (εr = 4.4) with the thickness of 1.6 mm. The design consists of one director element‚ a driven element and a ground plane acting as a reflector. To enhance the gain of the antenna coupling microstrips and metal plate were placed‚ that focus the entire beam towards a driven dipole. Fig. 4.1: Simulated Yagi-Uda antenna 4.3 SIMULATED RESULTS After simulating
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Design Patterns FOR DUMmIES by Steve Holzner‚ PhD ‰ Design Patterns FOR DUMmIES ‰ Design Patterns FOR DUMmIES by Steve Holzner‚ PhD ‰ Design Patterns For Dummies® Published by Wiley Publishing‚ Inc. 111 River Street Hoboken‚ NJ 07030-5774 www.wiley.com Copyright © 2006 by Wiley Publishing‚ Inc.‚ Indianapolis‚ Indiana Gamma/Helm/Johnson/Vlissides‚ DESIGN PATTERNS: ELEMENTS OF REUSABLE OBJECT-ORIENTED SOFTWARE‚ © 1995 Pearson Education‚ Inc. Reprinted
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number” for each object created from the class. That is‚ the first object created will be numbered 1‚ the second 2‚ and so on. To do this‚ you’ll need another data member that records a count of how many objects have been created so far. (This member should apply to the class as a whole; not to individual objects. What keyword specifies this?) Then‚ as each object is created‚ its constructor can examine this count member variable to determine the appropriate serial number for the new object. Add a member
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