This thesis deals with the development of the program, which is used for sale of medication. The theoretical part is divided into five parts. First, there is an introduction of object-oriented programming globally as a whole. The following section concerns with Java programming language. The emphasis is put on specific features of this language and basic syntax. The chapter also includes objects and their basic principles of use. Next part specializes in SQL. and describes the basic clauses. Chapter UML is mentioned just partially. The main focus is on different perspectives of UML. In last part there is a division of companies based on legal form, including the description of each type. The basis of the practical part is to create a program code according to the assignment. Initially, a profile of the company, for which the program has been created, is introduced including the specifications and their requirements. Then the proposed solution is described. In the technical part a preparation of development environment is elaborated, which is followed by a detailed description of the functioning of the program. The end of the practical part is dedicated to a description of individual classes, in which their functionality is gradually explained. The result of the thesis is the output data written to the file. This file is used by the company to promote sales.

No description available.

Tato práce se zabývá možnostmi, které poskytuje moderní elearningový systém, a to hlavně v oblasti výuky objektově orientovaného programování. Práce se zaměřuje na praktické využití elearningu v podpoře začínajících studentů. V teoretické části se zkoumá jak předmět programování, tak osobnost programátora. Identifikuje se teorie Felder-Silvermanova a odvozuje se z ní, proč mají někteři studenti s počátky programování větší problémy než jiní. Zvyšující se zájem se zaznamenává o koncept učebních objektů a jejich využití v elearningu. Práce se mimo jiné snaží poskytnout odpověď na otázku, zda je možné aplikovat principy učebních objektů také pro efektivní doplněk výuky programování. Východiskem této práce je vyhledání a rozbor nejvhodnějších elearningových řešení. Jelikož se nedaří najít systém obsahově vyhovující, jež by se dal přímo nasadit, slouží analýza jejich kladných i záporných stránek ve vlastním řešení v praktické části této práce. Pro zpracování praktické části se na základě rešeršovaných systémů volí forma animací vytvořených v prostředí Adobe Flash. Tyto animace vysvětlují co nejjednodušším způsobem pojmy objektově orientovaného programování. Při tvorbě animací je reflektována koncepce učebních objektů. Je kladen důraz na maximální názornost a interaktivitu. Klíčové snímky navrženého prostředí jsou detailněji popsány v závěru práce.

Apply design pattern in software analysis and design can reduce time and cost by reuse proven and validated solution to avoid redesign. Design pattern provide general solution to specific problem domain, it is best to adopt design pattern in Platform Intendant Model (PIM). Model Driven Architecture (MDA) lack of methodology to judge problem domain from UML Diagram like sequential diagram, timing diagram or class diagram and how to apply design pattern in PIM mode. To alleviate the forgoing problem, this study proposed methodology to describe rule and step to apply design pattern, and present the difference between adopt design pattern by UML diagram. The research methodology is articulated using the design science research methodology. A usability study evaluation is performed to demonstrate its applicability with test case. With this proposed method, system analyst will improve software system flexibility and accuracy by design pattern after first phase PIM modeling, and object designed in software system will be low cohesion and high coupling .

Object-oriented programming has had a significant impact on software development because it provides programmers with a clear structure of a large system. It encapsulates data and operations into objects, groups objects into classes and dynamically binds operations to program code. With the emergence of multi-core processors, application developers have to explore concurrent programming to take full advantage of multi-core technology. However, when it comes to concurrent programming, object-oriented programming remains elusive as a useful programming tool. Most object-oriented programming languages do have some extensions for concurrency, but concurrency is implemented independently of objects: for example, concurrency in Java is managed separately with the Thread object. We employ a programming model called Lime that combines action systems tightly with object-oriented programming and implements concurrency by extending classes with actions and guarded methods. This provides programmers with a unified and straightforward design view for a concurrent object-oriented program. In this work, using coroutines with guarded methods and actions is proposed as a means of implementing the concurrency extension for objects. Mapping objects to coroutines can result in stack overflow as the number of objects increases. A dynamically segmented stack mechanism, which does not introduce runtime overhead, is implemented to support large-scale concurrency. Since Lime allows guarded methods and actions to "get stuck," a new user-level cooperative scheduler, and a fast coroutine context switch mechanism are implemented to improve the performance. Compared with the traditional segmented stack mechanisms, the new dynamically segmented stack mechanism gets equal performance for more common scenarios. Besides, it outperforms the contemporary stack mechanisms for deep recursion scenarios. Above all, Lime does not only provide the programmers with a unified and straightforward object-oriented programming model for concurrency, but also accomplishes a better performance than concurrent programming languages such as Erlang and Go, in fine-grained, highly concurrent benchmarks. / Thesis / Doctor of Philosophy (PhD)

Today’s market competitiveness and globalisation are putting pressure on organisations to join their efforts, to focus more on cooperation and interaction and to add value to their businesses. That is, most information systems supporting these cross-organisations are characterised as service-oriented business applications, where all the emphasis is put on inter-service interactions rather than intra-service computations. Unfortunately for the development of such inter-organisational service-oriented business systems, current service technology proposes only ad-hoc, manual and static standard web-service languages such as WSDL, BPEL and WS-CDL [3, 7]. The main objective of the work reported in this thesis is thus to leverage the development of service-oriented business applications towards more reliability and dynamic adaptability, placing emphasis on the use of business rules to govern activities, while composing services. The best available software-engineering techniques for adaptability, mainly aspect-oriented mechanisms, are also to be integrated with advanced formal techniques. More specifically, the proposed approach consists of the following incremental steps. First, it models any business activity behaviour governing any service-oriented business process as Event-Condition-Action (ECA) rules. Then such informal rules are made more interaction-centric, using adapted architectural connectors. Third, still at the conceptual-level, with the aim of adapting such ECA-driven connectors, this approach borrows aspect-oriented ideas and mechanisms, and proposes to intercept events, select the properties required for interacting entities, explicitly and separately execute such ECA-driven behavioural interactions and finally dynamically weave the results into the entities involved. To ensure compliance and to preserve the implementation of this architectural conceptualisation, the work adopts the Maude language as an executable operational formalisation. For that purpose, Maude is first endowed with the notions of components and interfaces. Further, the concept of ECA-driven behavioural interactions are specified and implemented as aspects. Finally, capitalising on Maude reflection, the thesis demonstrates how to weave such interaction executions into associated services.

Bacteriophage ë has been used as a model replicon system for forty years. While the basic ë replication initiation scheme has been elucidated for several decades, many aspects of the mechanisms are unclear. I wished to study two unanswered issues in ë replication initiation. </p><p>Replication initiation of E. coli and ë each depend upon a protein generally called a licensing factor, which brings the DnaB helicase protein to the origin site to begin DNA synthesis. The licensing factors are the products of host gene dnaC and ë gene P. The synthesis of P from ë DNA in an E. coli cell can competitively interfere with DnaC activity needed for E. coli replication initiation. I wished to learn more about what happens to a host cell when exposed to extended P expression. Previous studies in this laboratory suggested that i) the continuous expression of P was tolerated by a subset of exposed cells and that ii) host defects mapping to dnaB could suppress the effect of extended P expression (P-lethality). I used DNA sequencing to determine if these suppressor mutations were within dnaB. I screened known host mutations for their influence on P-lethality. In summary: E. coli strains with GrpD55 and GrpA80 defects were found to each have two point mutations within their dnaB genes. I was unable to isolate mutations within P that suppressed P-lethality and instead obtained regulatory mutations preventing wild type P expression. Two of these sequenced mutations showed that a cI[Ts] lambda repressor was reverted to cI wild type, blocking P expression at all assay temperatures. P-lethality was reversible in cells exposed to P for up to five hours, causing me to suggest that P-Interference be used in place of the term P-lethality. A non-inducible allele of lexA prevented P-mediated cellular filamentation and enhanced P-Interference. This suggests that induction of the SOS response helps cells to tolerate extended P expression. A host strain containing a defective ClpXP protease significantly enhanced cellular sensitivity to P-Interference. This suggests an important role for the ClpXP chaperone-protease complex in degradation of P and cellular resistance to P expression. I present models to explain the P-Interference Phenotype.</p><p>Recent reports have re-opened the possibility that the tO-oop-pO element influences ë DNA replication initiation. I have also been investigating this possibility. I found that a plasmid with tO-oop-pO (the terminator, nucleotide sequence and promoter for OOP RNA) and orië DNA sequence was inhibitory to the development of repë phages, and designated this the Inhibition Phenotype (IP). In pursuing the mechanism for this inhibition, I mutated the tO-oop-pO and orië elements. I found that the expression of the 77nt OOP RNA transcript and the presence of four 18 base pair repeats (iterons) within orië were required for the IP. I isolated spontaneous phage mutants, resistant to the IP. I determined that singly infected cells were sensitive to the IP but that multiply infected cells escaped the IP. I propose that the IP to repë phage development is directed to the initial or theta mode of ë replication initiation. I found that the theta-mode of ë replication initiation can be bypassed, likely via recombination between multiple phage genomes within a singe cell. I propose models to explain the IP and also suggest a role for OOP RNA in the regulation of ë DNA replication.

Bacteriophage ë has been used as a model replicon system for forty years. While the basic ë replication initiation scheme has been elucidated for several decades, many aspects of the mechanisms are unclear. I wished to study two unanswered issues in ë replication initiation. </p><p>Replication initiation of E. coli and ë each depend upon a protein generally called a licensing factor, which brings the DnaB helicase protein to the origin site to begin DNA synthesis. The licensing factors are the products of host gene dnaC and ë gene P. The synthesis of P from ë DNA in an E. coli cell can competitively interfere with DnaC activity needed for E. coli replication initiation. I wished to learn more about what happens to a host cell when exposed to extended P expression. Previous studies in this laboratory suggested that i) the continuous expression of P was tolerated by a subset of exposed cells and that ii) host defects mapping to dnaB could suppress the effect of extended P expression (P-lethality). I used DNA sequencing to determine if these suppressor mutations were within dnaB. I screened known host mutations for their influence on P-lethality. In summary: E. coli strains with GrpD55 and GrpA80 defects were found to each have two point mutations within their dnaB genes. I was unable to isolate mutations within P that suppressed P-lethality and instead obtained regulatory mutations preventing wild type P expression. Two of these sequenced mutations showed that a cI[Ts] lambda repressor was reverted to cI wild type, blocking P expression at all assay temperatures. P-lethality was reversible in cells exposed to P for up to five hours, causing me to suggest that P-Interference be used in place of the term P-lethality. A non-inducible allele of lexA prevented P-mediated cellular filamentation and enhanced P-Interference. This suggests that induction of the SOS response helps cells to tolerate extended P expression. A host strain containing a defective ClpXP protease significantly enhanced cellular sensitivity to P-Interference. This suggests an important role for the ClpXP chaperone-protease complex in degradation of P and cellular resistance to P expression. I present models to explain the P-Interference Phenotype.</p><p>Recent reports have re-opened the possibility that the tO-oop-pO element influences ë DNA replication initiation. I have also been investigating this possibility. I found that a plasmid with tO-oop-pO (the terminator, nucleotide sequence and promoter for OOP RNA) and orië DNA sequence was inhibitory to the development of repë phages, and designated this the Inhibition Phenotype (IP). In pursuing the mechanism for this inhibition, I mutated the tO-oop-pO and orië elements. I found that the expression of the 77nt OOP RNA transcript and the presence of four 18 base pair repeats (iterons) within orië were required for the IP. I isolated spontaneous phage mutants, resistant to the IP. I determined that singly infected cells were sensitive to the IP but that multiply infected cells escaped the IP. I propose that the IP to repë phage development is directed to the initial or theta mode of ë replication initiation. I found that the theta-mode of ë replication initiation can be bypassed, likely via recombination between multiple phage genomes within a singe cell. I propose models to explain the IP and also suggest a role for OOP RNA in the regulation of ë DNA replication.

No description available.

Distance education as delivery mode is currently attracting more and more learners globally who want to improve their skills and qualifications. This is necessitated by especially the limited components of existing contact universities, financial expenditure and working learners. The presenting of open distance learning by existing contact universities in South Africa is relatively unknown. Consequently the aim of this study is also to investigate a model for Open Distance Learning used at the NWU, an existing contact university. In order to achieve this aim, several other aims were set as well. The most important findings of these aims are subsequently summarized. Aim one was to determine how distance education, open distance learning and e-learning have been conceptualized in the literature. It emerges clearly from the literature that various barriers and challenges accompany the implementation and delivery of distance and open distance learning program. These barriers particularly concern matters such as academic, cultural and technical aspects like the student’s experience, the position of the lecturer regarding the program, the design of the program, the fact that development in technology is constantly kept in mind and kept up with, as well as problems with financial aspects. The second aim intended to compare open distance learning in developed and developing countries as far as contact classes and e-learning are concerned, in order to establish the best practices for a suitable management model. The open distance learning models of twelve universities were examined separately and compared to one another. From these comparisons the following components of open distance learning were indentified which would be applicable to both developing and developed countries: (i) the use of traditional paper-based study material; (ii) the use of various forms of technology; (iii) the use of e-learning, and (iv) voluntary supporting contact classes. From the literature it has been shown that, despite limited infrastructure, poverty, illiteracy and geographical isolation, e-learning and m-learning are increasingly implemented as delivery modes in open distance learning programmes in developing as well as developed countries. Aim three was to establish, from within the literature, the nature of management models with specific reference to the innovations within managing business models in the context of open distance learning. Firstly variables which play a role in new business models were considered. Secondly the levels according to which the innovation of new models should take place were investigated, and also how these could possibly be implemented within the NWU, as well as the principles applicable to the innovation and implementing of a new model from an existing mother company. Factors which could play a part in the plans to present distance learning programs were also considered, whether these would imply a new distance education unit or the continued presentation of such programs. The most important aspects to consider for such a management model are addressed in aim seven. Aim four investigated the effect of attendance or non-attendance of contact classes on the academic achievement of open distance learning students within selected Advanced \certificate in Education (ACE) programs. This aim referred to an empirical investigation which comprised five phases. A consecutively progressing research design was used, consisting of both quantitative and qualitative methods, known as the multi-mode design. Phases one to three address aim four. Spearman’s rank order correlations, one-way ANOVAs (t-tests) and two-way tables (Cramer’s effect sizes) were calculated in order to identify significant correlation (effect sizes) between variables. It was found that students who attended contact classes did not achieve significantly better during examinations than students who did not attend. The average module mark in the examination of students who did not attend contact classes was 49.5%. The average mark of students who attended three or more contact classes was 52.6%. Considering the examination results, the passing rate of students who attended contact classes was 89% as opposed to 82% for those who did not attend any contact classes. Upon comparing data of students attending vacation school and those who did not, it emerged that students who attended vacation school achieved an average module mark (for all modules) of 42.4% as opposed to 52.7% of those who did not attend any vacation school. Aim five considered the open distance learning student’s opinions on and experience of attending contact classes and not attending, within selected ACE programs. Questionnaires were distributed to a number of students who attended contact classes, and to some who did not attend. The following findings emerged: reasons why students do not attend contact classes are (i) distance from tuition centre; (ii) personal reasons such as family responsibilities or funerals; (iii) because classes are not presented by full-time NWU lecturers; (iv) medium of instruction, limited time and class sizes also seemed to pose problems. Aim six investigated the readiness of the open distance learning student for e-learning within selected ACE programs. Focus group interviews regarding this aim were conducted with three groups of students. The following was found: (i) the vast majority of students (62.1%) do not have computers at home; (ii) 80.4% indicated that that they could not access the Internet, and that (iii) cell phone communication seemed to be the solution, since 93.1% of students own cell phones. Aim seven investigated the opinions of management experts at the NWU concerning the components and practice of an ODL model at the NWU. In order to comply with this aim, an intensive literature study was done on open distance learning models internationally. In the second place an empirical investigation was conducted regarding attendance of contact classes and e-learning as teaching method for the teaching and learning component of an open distance learning model. Thirdly focus group interviews were conducted with senior management of the NWU regarding challenges, risks and components of an open distance learning model. According to the data obtained from these interviews, various matrix analyses were done, which could serve as basis for a management model in open distance learning. The matrix analyses identified the following eleven components as important for a management and practice model for open distance learning: (i) Teaching and learning pertaining to development and quality of study material, effective assessment, the required program designers, training of lecturers and facilitators for presenting open distance learning programs, and efficient quality evaluation. (ii) ITC for open distance learning refers to technological support for processes such as assessment, interactive presentation of lessons, using Internet, cell phone technology and the use of the web page. (iii) Support practice for management which involves matters such as the policy of administrative processes regarding registration, cooperation with consortiums, assessment of assignments and examinations, and dealing with administrative processes different from on-campus. (iv) Finances which refer to compiling annual budgets, remuneration of facilitators, determining the profitability of programs presented, as well as financing technological development. (v) Tuition centres: coordination between the university and tuition centres is crucial as far as contact classes, interactive presentations, group discussions as well as examinations are concerned. (vi) Short courses and projects, especially as far as continuing professional development is concerned, as well as the development of a preparatory college for prospective students and cooperation with private institutions. (vii) Quality processes which include compulsory evaluation of program content and of the effect of programs as evaluated by the private sector, identifying new programs and cooperation with other faculties. (viii) Marketing which can be done by the university itself or by a consortium of collaborators. (ix) A structure for open distance learning with its own, unique and particular structure according to need. Factors which may be significant are the number of students studying through open distance learning, the nature of the programs presented and cooperation between consortiums. (x) Hierarchical structure which in the first place requires effective management of an open distance unit, and secondly also that such unit functions in cooperation with and within existing structures. Especially executive authority and lines for reporting should be outlined clearly. (xi) Research must be done in collaboration with other faculties in order to acquire a particular distance education entity. Research regarding the management of, e.g. the effect of programs, contact class attendance, readiness for e-learning and technology at tuition centres, can also be conducted. The exigency for development of an o pen distance learning unit within the NWU, together with a management model for effective management and practice of distance programs, was the main theme of this study. This study has succeeded in suggesting a management model which could be utilized profitably in endeavoring to attain the strategic aim of presenting programs by means of distance education. It also addresses the national need in South Africa of access to tertiary education for more learners. / PhD (Education Management), North-West University, Potchefstroom Campus, 2012