From srinivasan@pspro.org.kw Fri May  9 13:53:30 1997
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From: srinivasan@pspro.org.kw (Ramanathan Srinivasan)
To: <gna-oop@zib.de>
Subject: oop/c++: Sec 5.1 Relationships - Some more explanations.
Date: Fri, 9 May 1997 14:35:51 +0300
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Some more explanation for 5.1 Relationship....

Inheritance  can be based on  Classification hierarchy  or Composition 
hierarchy.

Example for classification hierarchy ( A Kind of )

At the root of the hierarchy tree is a generalised Super class ( can also
be 
called Base class or Parent class ) called Building , from which
Commercial, 
Public and Domestic buildings inherit.

Commercial, Public and Domestic buildings are therefore all  a kind
of 
building. Kinds of commercial buildings might be factories, office
blocks, 
hotels etc., Kinds of public buildings hospitals, cathedral, libraries, 
stations and so on, whilst apartment blocks and houses are Kind of
domestic 
buildings.

                 +----------+
                 | Building |
                 +----------+
                 /    |     \
     ------------     |      -------
    /                 |             \
   /                  |              \
 +----------+    +----------+    +----------+   
 |Commercial|    |  Public  |    | Domestic |
 +----------+    +----------+    +----------+
   /     |          |     \          |    \
  /      |          |      \         |     \
Office  Factory Hospital Cathedral  House Apartment
Block                                     Block

Each level of classification hierarchy contains more specific types 
of class, each one of which must be  a kind of  the class from 
which it inherits.

It is important to make this distinction between a class which is
a kind of other class and one which is a part of another class 
(Composition hierarchy). 

For example, we would not make apartment a derived class of apartment
block, 
since it does not make sense to say an apartment is a kind of apartment
block.

An apartment is not a kind of apartment block but a part of it, i.e.,
type 
of Composition hierarchy.

This can be described by various terms as mentioned below.
1.  Composition
2.  Aggregation
3.  A part of 
4.  Has - A
5.  Part - Whole
6.  Containment

In this type of composition hierarchy, classes do not inherit from other 
classes, but are composed of other classes. What this means in practice is
that 
an object of one class may have its representation defined by other objects

rather than by its attributes we have used so far.

The enclosing class does not inherit any attributes or methods from these
other 
included classes, so it is not a classification relationship. Rather, it is
a 
relationship ( or association) between objects.

An object of the enclosing class is composed wholly or partly of objects of

other classes is also known as aggregation. 
Example :- A computer whose components are  box, screen, keyboard, mouse
etc.

A common analogy for a composition hierarchy aggregation is the exploded
parts'
diagram (used for pieces of machinery), so that we see all the different
internal
discrete objects which compose the whole discrete object.

Properties of aggregation:

1.  Transitivity  If A  is a part of  B  and  B  is part of  C,
                  then A is part of C 
                  Doors are part of a Room and Room is a part of House
                  then doors are part of House.
2.  Antisymmetry  If A  is part of  B, then  B is not a part of A.
                  If Kitchen is a part of House, then House is not a part
                  of Kitchen.
3.  Propagation   The environment of the part is the  same as that of
assembly.
                  e.g. If the car is in the garage then the steering wheel
is 
                  unlikely to be somewhere else.


Some more explanation regarding Containment and Containers :

Although both be seen as types of aggregation, there is an important
distinction 
between containment and containers.

1.  In containment, a composition hierarchy defines how an object is
composed 
    of other objects in a fixed relationship. The aggregate object cannot
exist 
    without its components, which will probably be of a fixed and stable
number, 
    or at least will vary within a fixed set of possibilities.

2.  A container is an object ( of a container class) which is able to
contain 
    other objects. The existence of the container is independent of whether
it 
    actually contains any objects at a particular time, and contained
objects 
    will probably be a dynamic and possibly heterogeneous collection. I.e.
the 
    objects contained may be of many different classes.

For example in a car, one end of car comprises the engine compartment and
the 
other is the space for luggage ( the boot). The relationship between the
car and 
the engine is one of containment - the engine is an essential component of
the 
car. A car object which does not consist of engine object is not a car.
In contrast, the integrity of the car as an object is not affected by what
is in 
the boot, which is simply a container, existing independently of its
contents. 
It may contain a suitcase, a tool kit or nothing at all, but this does not 
affect the car object.


Hope this gives enough to chew !!

Kind regards,

Srinivasan







From accdak@vaxc.hofstra.edu Thu May 22 07:22:48 1997
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Date: Thu, 22 May 1997 01:23:09 -0400
From: David Klein <accdak@vaxc.hofstra.edu>
Subject: Typo in 2 chapters of your C++ tutorial
To: pmueller@THEODORE-STURGEON.MIT.EDU
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In my belated attempt to learn C++ I stumbled into your tutorial. I
found the two chapters I read eminently clear.  (It made me regret
buying some books.)  I did find some typos.  I hope you won't take
offense.

In Chapter 2.

I think you meant either "who learns to program" or "who learns
programming" instead of "who learns program.":

"Roughly speaking, we can distinguish the following learning curve of
someone who learns program." 

Just below Figure 2.5 you discuss programming a list. I believe you
omitted the word "you" when you meant to write: "Typically, this
requires you to write two files:" instead of:

"Typically, this requires to write two files: the interface definition
and the implementation file."

In the discussion of information hiding, I believe you intended to write
"has to" instead of "have to":

"Before using the list one have to call list_initialize() to initialize
variables local to the module."

In section 5.3:

"te" instead of "the":

"For an example, let's assume, that class String defines a method setX()
which sets te string to a sequence of ``X'' characters."

"implizit" instead of "implicit":

"The first solution is not very convenient as it introduces implizit
consequences depending on the order in which classes inherit
from each other."

"in a naming conflict" instead of "into a naming conflict" (just after
Figure 5.7):

"However, if B and C add properties with the same name, D runs in a
naming conflict."

DAK
David Klein // accdak@office.hofstra.edu

From accdak@vaxc.hofstra.edu Sun May 25 22:15:28 1997
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Date: Sun, 25 May 1997 16:15:57 -0400
From: David Klein <accdak@vaxc.hofstra.edu>
Subject: Sugggestions for Chapters 3 and 4
To: pmueller@THEODORE-STURGEON.MIT.EDU
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I hope you won't mind these suggestions regarding Chapters 3 and 4.  If
this is an annoyance just ask me to stop.

As I read each section, I try to explain it to myself - just repeating
your writing in my own words.  I spend a great deal of time editing my
department's documentation, so editing has become pathologically
reflexive.  (Student's have voiced amazement when I edit my own 3 line
memo.)

An acquaintence attended a series of courses about Object-Oriented
programming and said that the most important thing he learned was that
one had to think in terms of objects before attempted to write OOP code.

Your Chapter 4 made me a believer.

David Klein
accdak@hofstra.edu
accdak@office.hofstra.edu

Chapter 3:

3.1:
Substitute "who" for "which" (I was told to use "who" for humans,
"which" for other things.):

"Employees are real persons which can be characterized with many
properties..."

"Employees are real persons who can be characterized..."

I think the word "you" was omitted:

"For example, there must be an operation which allows to create a new
employee once a new person enters the institution."

"which allows you to create ..."

3.2
A more colloquial way of saying:

"Have again a look to the performed comparison." is "Look again at the
performed comparison." I would suggest rewriting the sentence as "Let's
look again at the two possibilities for  representing imaginary
numbers."

The word "you" was omitted:

"For example the addition of two complex numbers requires to perform an
addition for each part."

"...requires you to perform..."

Did you mean "two" instead of "to"?

"In an application context you simply ``add to complex numbers''
regardless of how this functionality is actually archieved."

"add two complex numbers"

A professional writer said that "similarly" is ok, but "in the same
fashion" or "in the same way" is better.  (I pass this along as a matter
of duty.  I thought you should substitute "similar" for "similarly".)

Once you have created an ADT for complex numbers, say Complex, you can
use it similarly to well-known data types such as integers.

The word "you" was ommitted:

The separation of data structures and operations and the constraint to
only access the data structure via a well-defined interface allows to
choose data structures appropriate for the application environment. 

" a well-defined interface allows you to choose data structures..."

3.3

I think some word other than"according" should be used.  I'd suggest
"general" instead of "according" or maybe no adjective at all
("particular variant of the ADT").  This phrase troubled me because
"particular variant of the according ADT" seems awkward in English, but
I don't understand OO concepts well enough to suggest a better word than
"according". 

"Thus an instance of a generic ADT is actually an instance of a
particular variant of the according ADT."

I think "which" belongs in a different place in the sentence:

"The angle brackets now enclose the data type of which a variant of the
generic ADT List should be created. "

"enclose the data type of a variant of the generic ADT List which should
be created."

Chapter 4

4.1

Substitute the word "that" for"what" :

The first level is the ADT level where we express everything what is
done to an instance of this ADT by the invocation of defined operations. 

"where we express everything that is done ..."

Substitute "at" for "to":

Let's stress these levels a little bit further and have a look to the
line 

"look at the line"

Change the location of "of which":

"It says that a new Integer is created of which the value is the sum. "

"It says that a new Integer is created the value of which is the sum."

4.2:

Change the location of  "used":

"It therefore provides implementation details for the used data
structure and operations. "

"...details for the data structure used and operations. "

From accdak@vaxc.hofstra.edu Tue May 27 06:13:49 1997
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Date: Tue, 27 May 1997 00:14:13 -0400
From: David Klein <accdak@vaxc.hofstra.edu>
Subject: Chapter 6 suggestions
To: pmueller@THEODORE-STURGEON.MIT.EDU
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I like footnotes.  I even use them in letters to friends.  In the pas=
t
year or so, especially after hearing the American historian Shelby
Foote, I=92ve tried to incorporate footnotes into the body of the tex=
t.=20
(Foote wrote a history of the American Civil War which included only =
a
single footnote: a reference to the proximity of his ancestral home t=
o a
battle site.)

I mention this because most of your footnotes are so brief, that the
footnote could be included within parenthesis in the body of the page
without affecting the flow of the text. =20

As an example, in section 6.1 you write

"For example, we can declare a list object for apples(1):"  with the
footnote being: "Of course, there must be a definition for the type
Apple."

You could write "For example, we can declare a list object for apples=
 if
a definition for the type Apple exists:"

Just a thought.

DAK

6.1:

"illustrate" might be better than "exemplify":

"Let's exemplify this with the following example."
"Let's illustrate this with =85"

6.3:

If I understand correctly, without polymorphism, functions with the s=
ame
name present a problem because of the ambiguity associated with the
function name.  I think the following sentences can be combined (and
something added for those who are as slow as me):=20

"In programming languages without polymorphism for functions we canno=
t
declare these two functions: The name isNull would be doubly defined.=
"

"In programming languages without polymorphism for functions we canno=
t
declare these two functions because the name isNull would be doubly
defined.  Without polymorphism for functions, doubly defined names wo=
uld
be ambiguous."

The second class should be "Derived" not "Derive":

"In this example we define two classes Base and Derive."
"=85define two classes Base and Derived."

"contexts" instead of  "contextes":

"Operators and methods of subclasses can be defined to be evaluated i=
n
two contextes:=85"
"=85evaluated in two contexts:=85"


From accdak@vaxc.hofstra.edu Tue May 27 07:55:45 1997
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Date: Tue, 27 May 1997 01:56:13 -0400
From: David Klein <accdak@vaxc.hofstra.edu>
Subject: Suggestions for Chapt 7
To: pmueller@THEODORE-STURGEON.MIT.EDU
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I want to thank you for pointing out this pitfall. =20

i =3D matrix[1,2];    // WON'T WORK!!

I  don't recall anyone mentioning it before.  I think one of the Comp
Sci profs could use it as an extra credit problem. Thanks.=20


Chapt 7

7.1:

"by" instead of "from":

"In contrast to other high level languages, C was written from
programmers for programmers."
"=85 by programmers for programmers."

"structure" instead of  "sturcture":

"We can define other variables of this type by referencing the sturct=
ure
by name:"
"=85 referencing the structure by name:"

7.1.2 Statements:

I think you need an "a".  Because I=91ve been cautioned to avoid the =
word
"it" and "its" to avoid ambiguity, I suggest modifying the annotation
for the closing curly brace ("}") of the select statement in Table 7.=
2:

"If no case clause matches and default clause exists, its statements =
are
executed."
"and a default clause exists, the statements of the default clause ar=
e
executed."

I think that showing the equivalence of the while and for statements =
is
very valuable.  Many of our students have trouble realizing it.  I of=
ten
wonder if the actual binary code is the same.

7.1.3  Expressions and Operators

"two" instead of "to":

"For example, the standard function strcmp() takes to strings as
argument and returns =85"
"... takes two strings as argument and returns ..."

A note: The example below introduces the equality operator without an=
y
discussion.  The boolean NOT operator is described immediately after
this code, but the equivalence operator isn=92t described until table=
 7.3.

 if (!strcmp(str1, str2)) {
    /* str1 =3D=3D str2 */
  }
  else {
    /* str1 !=3D str2 */
  }

It might be better to write the comments this way:

if (!strcmp(str1, str2)) {
    /* str1 equals str2 */
  }
  else {
    /* str1 does not equal str2 */
  }

(I=92m sure that most people who read your text already know C and th=
is
business about the equality operator is trivial.)

7.1.3  Expressions and Operators

"--" instead of  "-"?

"The same rules apply to the pre- and postdecrement operator -."
"the pre- and postdecrement operator --.


I was a bit confused because the example referred to in the following
sentence occurs much higher in the text: "For example in the assignme=
nt
example above, we have three lines which each return 12."

I think that repeating the example, would be clearer:

"For example, in the assignment statements we've seen before,

  ix =3D 12;
  jx =3D 12;
  kx =3D 12;

we have three lines which each return 12."

7.1.4  Functions

Is there a reason that you put the comments on two lines?  On my brow=
ser
there appears to be enough space for the comment to be on one line:

int sum(int to);    /* Declaration of function sum with one */
                      /* argument */

could be written:

int sum(int to);    /* Declaration of function sum with one argument =
*/

"you" was omitted:

"C only allows to pass function arguments by value."
"C only allows you to pass =85"

7.1.5  Pointers and Arrays

I think you would want to write "most common problems" instead of "mo=
st
problem":

"One of the most problem in programming in C =85"
"One of the most common problems in programming in C =85"

On my Netscape browser (0 or as char '\0') appears as"
=2E
=2E.. (0 or as char =91
\0 =91)

because the line breaks at the space between the first single quote a=
nd
the img32.gif.

7.1.6  A First Program

Nothing to suggest here except to say that I had something funny happ=
en
to me on our IBM mainframe.  C was installed some years ago.  Althoug=
h C
programs seem to compile without error, no object or executable code =
got
produced - or at least I couldn=92t find the code.  No one uses C on =
the
IBM but I notified the system manager anyway. =20

After a recent IBM system upgrade, I thought I=92d try again.  Typing=
:
     x hello c
to invoke the editor, the hello world program popped up!  For an inst=
ant
I thought that IBM  had installed everyone=92s first C program in a s=
earch
path to make learning C that much easier.  Silly me.  I had forgotten
that I=92d written the code a year or so earlier.  Duh.

7.2  What Next?

"for" instead of  "of" (English purists will quibble about the placem=
ent
of "often"):

" One problem of beginners often is that existing library functions a=
re
unknown."
"One problem for beginners often is .."

I suggest rewriting the sentence :

"However, it is no fault to have some reference at hand."
"However, there is nothing wrong with having some reference at hand."

(Bruce Eckel, a noted speaker on C, C++, and now Java, claimed that h=
e
never memorized C=92s precedence rules.  He referred to the precedenc=
e
tables when he needed them.  He said this ignorance helped him avoid
tricky code because he had to use parenthesis to make his code clear.=
)


From tobis@mcs.anl.gov Wed May 14 18:51:50 1997
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Date: Wed, 14 May 1997 12:05:52 -0500
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At 06:33 PM 5/14/97 +0200, you wrote:

I won't make it, so don't stay on my account. I am in publish-or-perish
status right now facing deadlines. I hope to be able to catch up with you
soon, but right now I am behind.

(isentrope)
mt
--
Michael Tobis
Postdoctoral Research Appointee
Division of Mathematics and Computer Science
Argonne National Laboratory
9700 S Cass Av
Argonne IL 60439
(630) 252 - 7908
tobis@mcs.anl.gov


From vanips@idc.tandem.com Tue May 20 09:08:49 1997
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Date: Tue, 20 May 1997 12:35:04 +0530 (GMT+0530)
From: "Vani P.S" <vanips@idc.tandem.com>
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To: Peter Mueller <mueller@opt-net>
Subject: Re: oop/c++: Today's Evening Meeting/Feedback
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 hi ,

 

>Where are you now in the tutorial? 

       I have finished reading the tutorial upto chapter 5. I am solving
exercises from chapter 2 and 3 (i am ashamed of this ). Meanwhile i am
reading other references on the topics of object oriented programming 
(object oriented way of thinking) and abstract data types.

>How many time have you spent with it? 

	I spend nearly an hour (sometimes  two) everyday for oops 

>What are your suggestions for improvements? 

	More information on the advantages of oops and the object
oriented approach to the problem should be included in the tutorial.
The comparison of procedural design and object oriented design to 
several other problems should be included.


PS :- Please send suggestions to cope up with the situation.


thanks,
vani.



From valerie@cats.ucsc.edu Mon Jun  2 20:58:59 1997
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Date: Sun, 01 Jun 1997 08:19:37 -0700
From: Valerie Huemer <valerie@cats.ucsc.edu>
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Peter,

FYI:
I've found the following book to be helpful and easy-to-follow in
learning C++:

	Shammas, N., Arnush, C., and Mulroy, E. (1995). Teach yourself Borland
C++ 4.5 in 21 days; second edition. Indiana: Sams Publishing.

Valerie Huemer
UCSC Psychology Department

From stliu@us.oracle.com Thu Jun 12 17:49:37 1997
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Date: Thu, 12 Jun 1997 08:42:46 +0800
From: Steve Liu <stliu@us.oracle.com>
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Mr. Mueller:
	
	My name is Steve Liu. IMHO, it would be good for you to include a small
paragraph explaining what "->" is equivelent to. Please forgive me if
you have mention it in any of your section, I only have a short time to
review the documents and you have done a great job in providing a
internet oriented resource. Thank you very much.

			Steve Liu
stliu@us.oracle.com

From jkohen@interino.feedback.net.ar Sun Jun 29 08:40:02 1997
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From: "Javier Kohen" <jkohen@interino.feedback.net.ar>
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Hi, I'm Javier Kohen just an high school student. I'm from Argentina.
I'm a programmer and I followed a link from 
http://www.eng.uc.edu/~jtilley/tutorial.html, I'm downloading the 
page in HTML format for my personal use.

Bye.
Internet:  jkohen@tough.com       Fidonet:    4:900/748.3
Sk-Network: 200:201/201.2         Rockernet: 33:300/100.3
Javier Kohen/The_Crusher          PGP keyID: 3423EAA9

