Strategy Design Pattern

Design patterns usually describe abstract systems of interaction between classes, objects, and communication flows. So, a description of a set of interacting classes that provide a generalized solution framework to a generalized/specific design problem in a specific context can be said as a design pattern. There are many design patterns that can be used to solve real-life problems, but it remains very difficult to design, implement and reuse software for complex applications. Examples of these include enterprise system, real-time market data monitoring and analysis system. Design patterns provide an efficient way to create more flexible, elegant and ultimately reusable object-oriented software. Each pattern describes a problem which occurs over and over again in our environment, and then describes the core of the solution to that problem, in such a way that you can use this solution a million times over, without ever doing it the same way twice201D;. The solutions of the given problems are expressed in terms of objects and interfaces. Among 23 design patterns, Strategy pattern defines an interface common to all supported algorithms. Context uses this interface to call the algorithm defined by a Concrete Strategy. In accounting framework one thing is mostly needed that is tax calculation. To solve this problem author in the current study has chosen the strategy pattern

COUPLING PATTERNS IN CIVIL ENGINEERING APPLICATIONS

Buildings can be divided into various types and described by a huge number of parameters. Within the life cycle of a building, especially during the design and construction phases, a lot of engineers with different points of view, proprietary applications and data formats are involved. The collaboration of all participating engineers is characterised by a high amount of communication. Due to these aspects, a homogeneous building model for all engineers is not feasible. The status quo of civil engineering is the segmentation of the complete model into partial models. Currently, the interdependencies of these partial models are not in the focus of available engineering solutions. This paper addresses the problem of coupling partial models in civil engineering. According to the state-of-the-art, applications and partial models are formulated by the object-oriented method. Although this method solves basic communication problems like subclass coupling directly it was found that many relevant coupling problems remain to be solved. Therefore, it is necessary to analyse and classify the relevant coupling types in building modelling. Coupling in computer science refers to the relationship between modules and their mutual interaction and can be divided into different coupling types. The coupling types differ on the degree by which the coupled modules rely upon each other. This is exemplified by a general reference example from civil engineering. A uniform formulation of coupling patterns is described analogously to design patterns, which are a common methodology in software engineering. Design patterns are templates for describing a general reusable solution to a commonly occurring problem. A template is independent of the programming language and the operating system. These coupling patterns are selected according to the specific problems of building modelling. A specific meta-model for coupling problems in civil engineering is introduced. In our meta-model the coupling patterns are a semantic description of a specific coupling design

Comparing inductive and deductive methodologies for design patterns identification and articulation

Design patterns offer a valuable format to communicate knowledge of successful design solutions to recurring problems. However, there is a lack of research into design patterns that differentiate the applicability of the proposed design solutions across different nations. This paper discusses inductive and deductive methodologies for analyzing qualitative data in order to identify and articulate design patterns for cross-cultural computer-supported collaborative design learning. It proposes a methodology how patterns for facilitating intercultural design education can be identified and articulated. Within this research, an inductive, deductive and comparative methodology for identifying and articulating design patterns was developed. Therein, eleven patterns for intercultural computer-supported collaboration were identified and written. This paper introduces the proposed methodology taking the design pattern “MOOD OF THE MOMENT” for example

Vulnerability anti-patterns:a timeless way to capture poor software practices (Vulnerabilities)

There is a distinct communication gap between the software engineering and cybersecurity communities when it comes to addressing reoccurring security problems, known as vulnerabilities. Many vulnerabilities are caused by software errors that are created by software developers. Insecure software development practices are common due to a variety of factors, which include inefficiencies within existing knowledge transfer mechanisms based on vulnerability databases (VDBs), software developers perceiving security as an afterthought, and lack of consideration of security as part of the software development lifecycle (SDLC). The resulting communication gap also prevents developers and security experts from successfully sharing essential security knowledge. The cybersecurity community makes their expert knowledge available in forms including vulnerability databases such as CAPEC and CWE, and pattern catalogues such as Security Patterns, Attack Patterns, and Software Fault Patterns. However, these sources are not effective at providing software developers with an understanding of how malicious hackers can exploit vulnerabilities in the software systems they create. As developers are familiar with pattern-based approaches, this paper proposes the use of Vulnerability Anti-Patterns (VAP) to transfer usable vulnerability knowledge to developers, bridging the communication gap between security experts and software developers. The primary contribution of this paper is twofold: (1) it proposes a new pattern template – Vulnerability Anti-Pattern – that uses anti-patterns rather than patterns to capture and communicate knowledge of existing vulnerabilities, and (2) it proposes a catalogue of Vulnerability Anti-Patterns (VAP) based on the most commonly occurring vulnerabilities that software developers can use to learn how malicious hackers can exploit errors in software

TLAD 2010 Proceedings:8th international workshop on teaching, learning and assesment of databases (TLAD)

This is the eighth in the series of highly successful international workshops on the Teaching, Learning and Assessment of Databases (TLAD 2010), which once again is held as a workshop of BNCOD 2010 - the 27th International Information Systems Conference. TLAD 2010 is held on the 28th June at the beautiful Dudhope Castle at the Abertay University, just before BNCOD, and hopes to be just as successful as its predecessors.The teaching of databases is central to all Computing Science, Software Engineering, Information Systems and Information Technology courses, and this year, the workshop aims to continue the tradition of bringing together both database teachers and researchers, in order to share good learning, teaching and assessment practice and experience, and further the growing community amongst database academics. As well as attracting academics from the UK community, the workshop has also been successful in attracting academics from the wider international community, through serving on the programme committee, and attending and presenting papers.This year, the workshop includes an invited talk given by Richard Cooper (of the University of Glasgow) who will present a discussion and some results from the Database Disciplinary Commons which was held in the UK over the academic year. Due to the healthy number of high quality submissions this year, the workshop will also present seven peer reviewed papers, and six refereed poster papers. Of the seven presented papers, three will be presented as full papers and four as short papers. These papers and posters cover a number of themes, including: approaches to teaching databases, e.g. group centered and problem based learning; use of novel case studies, e.g. forensics and XML data; techniques and approaches for improving teaching and student learning processes; assessment techniques, e.g. peer review; methods for improving students abilities to develop database queries and develop E-R diagrams; and e-learning platforms for supporting teaching and learning

Using pattern languages to mediate theory–praxis conversations in design for networked learning

Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use of design patterns and pattern languages with a conception of educational design as a conversation between theory and praxis. We illustrate the argument by drawing on recent empirical research and literature reviews from the field of networked learning

Teaching programming with computational and informational thinking

Computers are the dominant technology of the early 21st century: pretty well all aspects of economic, social and personal life are now unthinkable without them. In turn, computer hardware is controlled by software, that is, codes written in programming languages. Programming, the construction of software, is thus a fundamental activity, in which millions of people are engaged worldwide, and the teaching of programming is long established in international secondary and higher education. Yet, going on 70 years after the first computers were built, there is no well-established pedagogy for teaching programming. There has certainly been no shortage of approaches. However, these have often been driven by fashion, an enthusiastic amateurism or a wish to follow best industrial practice, which, while appropriate for mature professionals, is poorly suited to novice programmers. Much of the difficulty lies in the very close relationship between problem solving and programming. Once a problem is well characterised it is relatively straightforward to realise a solution in software. However, teaching problem solving is, if anything, less well understood than teaching programming. Problem solving seems to be a creative, holistic, dialectical, multi-dimensional, iterative process. While there are well established techniques for analysing problems, arbitrary problems cannot be solved by rote, by mechanically applying techniques in some prescribed linear order. Furthermore, historically, approaches to teaching programming have failed to account for this complexity in problem solving, focusing strongly on programming itself and, if at all, only partially and superficially exploring problem solving. Recently, an integrated approach to problem solving and programming called Computational Thinking (CT) (Wing, 2006) has gained considerable currency. CT has the enormous advantage over prior approaches of strongly emphasising problem solving and of making explicit core techniques. Nonetheless, there is still a tendency to view CT as prescriptive rather than creative, engendering scholastic arguments about the nature and status of CT techniques. Programming at heart is concerned with processing information but many accounts of CT emphasise processing over information rather than seeing then as intimately related. In this paper, while acknowledging and building on the strengths of CT, I argue that understanding the form and structure of information should be primary in any pedagogy of programming