Proper Placement of Derived Classes in the Class Hierarchy

2005 ◽  
pp. 486-492
Author(s):  
Reda Alhajj ◽  
Faruk Polat
Keyword(s):  
Object Oriented ◽  
Homogeneous System ◽  
Class Hierarchy ◽  
Virtual Class ◽  
Virtual Classes ◽  
Class Definition ◽  
Current Database

Users may derive new classes by defining views1 based on the current database contents. Some virtual classes are classified as brothers of existing classes, and others are either superclasses or subclasses of existing base and virtual classes. A base class is defined directly by the user using class definition constructs. A virtual class is classified as a brother of another class if it is derived from the latter class via a selection. To have a homogeneous system, virtual classes must be treated as first-class citizens in an object-oriented model.

On virtual classes and real numbers

1950 ◽  
Vol 15 (2) ◽  
pp. 131-134
Author(s):  
R. M. Martin
Keyword(s):  
Standard Procedure ◽  
Homogeneous System ◽  
Alternative Methods ◽  
Natural Numbers ◽  
Real Numbers ◽  
The Real ◽  
Virtual Class ◽  
Virtual Classes ◽  
Main Ideas

In a simple, applied functional calculus of first order (i.e., one admitting no functional variables but at least one functional constant), abstracts or schematic expressions may be introduced to play the role of variables over designatable sets or classes. The entities or quasi-entities designated or quasi-designated by such abstracts may be called, following Quine, virtual classes and relations. The notion of virtual class is always relative to a given formalism and depends upon what functional constants are taken as primitive. The first explicit introduction of a general notation for virtual classes (relative to a given formalism) appears to be D4.1 of the author's A homogeneous system for formal logic. That paper develops a system admitting only individuals as values for variables and is adequate for the theory of general recursive functions of natural numbers. Numbers and functions are in fact identified with certain kinds of virtual classes and relations.In the present paper it will be shown how certain portions of the theory of real numbers can be constructed upon the basis of the theory of virtual classes and relations of H.L.The method of building up the real numbers to be employed is essentially an adaptation of standard procedure. Although the main ideas underlying this method are well known, the mirroring of these ideas within the framework of the restricted concepts admitted here presents possibly some novelty. In particular, a basis for the real numbers is provided which in no way admits classes or relations or other "abstract" objects as values for variables. Presupposing the natural numbers, the essential steps are to construct the simple rationals as virtual dyadic relations between natural numbers, to construct the generalized or signed rationals as virtual tetradic relations among natural numbers, and then to formulate a notation for real numbers as virtual classes (of a certain kind) of generalized rationals. Of course, there are several alternative methods. This procedure, however, appears to correspond more to the usual one.

scholarly journals Virtual Classes - a powerful mechanism in object-oriented programming

1989 ◽  
Vol 18 (283) ◽  
Author(s):  
Ole Lehrmann Madsen ◽  
Birger Møller-Pedersen
Keyword(s):  
Object Oriented ◽  
Object Oriented Programming ◽  
Powerful Technique ◽  
General Properties ◽  
Key Concepts ◽  
Virtual Class ◽  
Virtual Classes ◽  
Powerful Mechanism ◽  
Object Oriented Languages ◽  
Typed Languages

The notations of class, subclass and virtual procedure are fairly well understood and recognized as some of the key concepts in object-oriented programming. The possibility of modifying a virtual procedure in a subclass is a powerful technique for specializing the general properties of the superclass.<p>In most object-oriented languages, the attributes of an object may be references to objects and (virtual) procedures. In Simula and BETA it is also possible to have class attributes. The power of class attributes has not yet been widely recognized. In BETA a class may also have <em>virtual class attributes</em>. This makes it possible to defer part of the specification of a class attribute to a subclass. In this sense virtual classes are analogous to virtual procedures. Virtual classes are mainly interesting within strongly typed languages where they provide a mechanism for defining general parameterized classes such as set, vector and list. In this sense they provide an alternative to generics. Although the notion of virtual class originates from BETA, it is presented as a general language mechanism.</p>

scholarly journals Gambaran Kompetensi Pendidik dalam Pengelolaan Pembelajaran Ekonomi di Era Pandemi Covid-19

2021 ◽  
Vol 11 (1) ◽  
pp. 53
Author(s):  
Anindita Trinura Novitasari ◽  
Ruski Ruski ◽  
Ika Lis Mariatun
Keyword(s):  
Education Program ◽  
Economics Education ◽  
Learning Patterns ◽  
Pedagogical Techniques ◽  
Virtual Class ◽  
Virtual Classes ◽  
Quantitative Descriptive ◽  
Descriptive Method

This research is conducted to understand the pedagogical techniques used in the learning of economics in STKIP PGRI Bangkalan. It applies quantitative descriptive method to recognize the percentage of respondents’ responses to each learning pedagogical variable indicator. This research found that during pandemic the learning pedagogy implemented by each lecturer of economics education program is categorized as very good. This is indicated by the percentage each indicator gained. The learning patterns of virtual classes have been in compliance with pedagogical techniques where students are given freedom to seek and get insights through guidance, direction and assistance the lecturers have provided. They function as motivator, facilitator and advisor in order to make students’ more confident to take decisions in understanding the materials given during the interactive virtual class. These pedagogical techniques have given students chances to understand cognitive, affective and psychomotor aspects simultaneously so that the learning becomes more effective.

scholarly journals Using Massive Open Online Course (MOOC) on Pancasila Education Increasing Students’ Score

2020 ◽  
Vol 14 (12) ◽  
pp. 138
Author(s):  
Didik Sukriono ◽  
Sudirman Sudirman
Keyword(s):  
Online Courses ◽  
Virtual Learning ◽  
Massive Open Online ◽  
Development Education ◽  
Two Samples ◽  
Significant Difference ◽  
Virtual Class ◽  
Learning Capabilities ◽  
Virtual Classes ◽  
Education Platform

This article analyzes the development of virtual learning capabilities through massive open online courses (MOOC) on Pancasila Education. The Pancasila Education course has only been delivered in traditionally managed classes by relying on face-to-face meetings. Therefore there needs to be a new approach in Pancasila education to deal with 21st century learning. This research was designed as a research and development education (R&amp;D). Starts with developingthe MOOC Pancasila education platform and conducting tests on students.  The research instrument used in this study was the learning outcomes (scores) of students taking Pancasila education courses. The data analysis used is the independent sample t test, which is a statistical test to find out the differences between two samples that are not interconnected. The result of the development is known that virtual learning through the MOOC platform can increasing students’ score. That are known from the average of virtual class score than traditional classes, but the level of equality is lower values than virtual classes. This average that not all students in one membership can receive virtual classes equally. The traditional and virtual classes of the Pancasila education has a significant difference

scholarly journals CREATING SENSATION OF LEARNING IN CLASSROOM: USING 'GATHER TOWN' PLATFORM VIDEO GAME-STYLE FOR VIRTUAL CLASSROOM

2021 ◽  
Vol 6 (2) ◽  
pp. 30-43
Author(s):  
Tira Nur Fitria
Keyword(s):  
Language Learning ◽  
Video Game ◽  
English Language ◽  
Virtual Classroom ◽  
Work Activities ◽  
The Real ◽  
Virtual Meeting ◽  
Virtual Class ◽  
Virtual Classes ◽  
Result Analysis

Abstract: Virtual classes have now become commonplace during the COVID-19 pandemic. As time goes by, applications for virtual meetings continue to appear, one of which is Gather Town, which is now widely used and is a tight competitor to Zoom Meeting and Google Meet. Gather Town is a virtual meeting platform designed like a video game. This research is to implement the use of the 'Gather Town' game platform and to find out the student’s perception during the implementation and simulation of Gather Town application as an alternative platform in creating a sensation of English Language Learning (ELL) in the real classroom through virtual class during the pandemic COVID-19. This study uses descriptive qualitative research. The result analysis from observation and interview show that Gather Town has graphics similar to the Harvest Moon game, where students can play one character and can write their name on the top so that the lecturer can see which students are present. The room is designed similar to a classroom, where the lecturer's desk is at the front of the classroom. The virtual classroom also has chairs that are neatly lined up like classrooms in the real world. Then when doing group assignments, the student characters will gather at the same table as in a real classroom. They also carry out group work activities as if they were in the classroom. Each group sat in a circle and discussed with one another. The current game may be an alternative design in a virtual classroom. Abstrak: Kelas virtual kini menjadi hal biasa selama pandemi COVID-19. Seiring berjalannya waktu, aplikasi untuk virtual meeting terus bermunculan, salah satunya adalah Gather Town yang kini banyak digunakan dan menjadi pesaing ketat Zoom Meeting dan Google Meet. Gather Town adalah platform pertemuan virtual yang dirancang seperti gim video. Penelitian ini bertujuan untuk mensimulasikan penggunaan platform game 'Gather Town' dan mengetahui persepsi siswa selama simulasi aplikasi Gather Town sebagai platform alternatif dalam menciptakan sensasi Pembelajaran Bahasa Inggris di kelas nyata melalui virtual. kelas selama pandemi COVID-19. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil analisis dari observasi dan wawancara menunjukkan bahwa Gather Town memiliki grafik yang mirip dengan game Harvest Moon, dimana mahasiswa dapat memainkan satu karakter dan dapat menuliskan namanya di bagian atas sehingga dosen dapat melihat mahasiswa mana yang hadir. Tidak hanya itu, ruangannya didesain mirip dengan ruang kelas, dimana meja dosen berada di bagian depan kelas. Ruang kelas virtual juga memiliki kursi yang berjejer rapi seperti ruang kelas di dunia nyata. Kemudian saat mengerjakan tugas kelompok, karakter siswa akan berkumpul di meja yang sama seperti di ruang kelas yang sebenarnya. Mereka juga melakukan kegiatan kerja kelompok seolah-olah berada di dalam kelas. Setiap kelompok duduk melingkar dan berdiskusi satu sama lain. Game saat ini dapat menjadi alternatif desain di kelas virtual.

scholarly journals Classification of Actions or Inheritance also for Methods

1987 ◽  
Vol 16 (231) ◽  
Author(s):  
Bent Bruun Kristensen ◽  
Ole Lehrmann Madsen ◽  
Birger Møller-Pedersen ◽  
Kristen Nygaard
Keyword(s):  
General Class ◽  
Object Oriented ◽  
Wide Range ◽  
Language Classes ◽  
Virtual Classes ◽  
Main Thing

<p>The main thing with the sub-class mechanism as found in languages like C++, SIMULA and Smalltalk is its possibility to express <em>specializations</em>. A general class, covering a wide range of objects, may be specialized to cover more specific objects. This is obtained by three properties of sub-classing: An object of a sub-class inherits the attributes of the super-class, virtual procedure/method attributes (of the super-class) may be specialized in the sub-class, and (in SIMULA only) it inherits the actions of the super-class.</p><p>In the languages mentioned above, virtual procedures/methods of a super-class are specialized in sub-classes in a very primitive manner: they are simply <em>re-defined</em> and need not bear any resemblance of the virtual in the super-class. In BETA, a new object-oriented language, classes and methods are unified into one concept, and by an extension of the virtual concept, virtual procedures/methods in sub-classes are defined as <em>specializations of the virtuals</em> in the super-class. The virtual procedures/methods of the sub-classes thus inherit the attributes (e.g. parameters) and actions from the ''super-procedure/method''.</p><p>In the languages mentioned above only procedures/methods may be virtual. As classes and procedures/methods are unified in BETA this gives also <em>virtual classes</em>. The paper demonstrates, how this may be used to parameterize types and enforce constraints on types.</p>

scholarly journals Involving postgraduate medical students in pharmacology practical classes by e-learning

2019 ◽  
Vol 14 (1) ◽  
pp. 26-31
Author(s):  
Asma Akter Abbasy ◽  
Mir Misbahuddin
Keyword(s):  
Medical Students ◽  
Procedural Knowledge ◽  
Face To Face ◽  
Class A ◽  
Virtual Class ◽  
Virtual Classes ◽  
Post Test ◽  
E Learning ◽  
Questionnaire Surveys ◽  
Teaching Modules

The aim of the present study was to evaluate the effectiveness of e-learning (virtual class) in achieving procedural knowledge necessary to conduct practical class in the laboratory. In this study, teaching modules were prepared on eight selected topic related to pharmacology laboratory works. Virtual classes were conducted among the postgraduate MD students (n=26) of this Department. To know the existing procedural knowledge pre-test was taken before the classes and to evaluate the effectiveness of virtual class,  a post-test was carried out seven days later. To get the feedback from students, two additional questionnaire surveys were done. The performance of each student improved in the post-test in comparison to the pre-test. Most of the students mentioned that virtual class was easier in comparison to face to face class. But they preferred combination classes to learn procedural knowledge.

Technique of Code Obfuscation Based on Class Structure

2012 ◽  
Vol 271-272 ◽  
pp. 674-678
Author(s):  
Yong Yong Sun ◽  
Guang Qiu Huang
Keyword(s):  
Static Analysis ◽  
Software Security ◽  
Object Oriented ◽  
Property Right ◽  
Class Structure ◽  
Class Diagram ◽  
Software Protection ◽  
Code Obfuscation ◽  
Class Hierarchy ◽  
Protection Technology

Software protection technology is necessary for software security and property right of software. The algorithm of code obfuscation based on class is proposed that uses of obfuscation technology. The overall architecture of the system is hidden by changing the class diagram for class aggregation, and the algorithm of class aggregation can be used to design class hierarchy in object-oriented program. It makes static analysis difficult while preserving function of program. The interfaces replace original classes to achieve reference in order to implement type hidden, and automatic analysis becomes more difficult.

Determination of Teacher Candidates’ Opinions About The Efficiency of Virtual Classes Used in Distance Education

2016 ◽  
Vol 6 (2) ◽  
pp. 143
Author(s):  
Hafize Keser ◽  
Huseyin Bicen ◽  
Semih Caliskan
Keyword(s):  
Distance Education ◽  
Teacher Candidates ◽  
Virtual Classroom ◽  
Spring Semester ◽  
Virtual Class ◽  
Virtual Classes ◽  
The Subject ◽  
Materials Used ◽  
Academic Year

This study was aimed to determine the teacher candidates’ opinions about the efficiency of virtual classes. 173 voluntary teacher candidates who receive distance education at Near East University participated in this research. This research was conducted in the spring semester of 2014-2015 academic year. The results of 5-point Likert-type Scale which was developed by the researchers were analyzed with SPSS program. When the results of the research were analyzed, it was revealed that teacher candidates who receive distance education reported that, virtual classes are effective in learning, being in the virtual classes at the same time with their teachers increase the students’ interests in the lecture, the materials used in the lectures are more effective for students to understand the subject, the students get opinions from their classmates by making their presentations through file sharing in virtual class setting and this leads to a significant contribution to their learning. Keywords: distance learning, virtual classroom, bigbluebutton 

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