#how to print character in pattern java

[herovired12]

Pattern programs in Java are exercises that involve printing various shapes and designs using loops and conditional statements. These programs help developers enhance their logical thinking and problem-solving skills. Common patterns include triangles, squares, and diamond shapes, often created through nested loops, showcasing the versatility of Java in graphical output. Check here to learn more.

[mysticsparklewings]

Blue Java Bananya

Well here's something I wasn't planning on making at all! This year certainly started off with a bang!, and not a good one, what with my drawing tablet going kaput on me. But at the very least, thanks to my brother I have a temporary solution. He was able to get his hands on a Surface Pro 3 through work, and after acquiring a stylus I've been working on adapting to it for the time being. It's taking a lot of getting used to, but I'd rather have to get used to this than have nothing at all until next century when I can afford a more proper replacement. Anyway. That whole fiasco just depressed and stressed me out to no end, among other life things. For my birthday, I was gifted a DVD of Bananya, a show about, you guessed it--banana cats like the one I've drawn here. I watched the whole thing (about 40 minutes, the episodes are pretty short) in one sitting, and for that time I was able to forget about everything that was worrying me and just enjoy some cute fruit kitties and simple fun. No over-the-top, save-the-world plot, no complicated character dynamics, no overcoming past trauma, just fun and cute. I knew about Bananya for a while, as a couple of years ago I got my hands on a couple of plushies before I even knew the show existed; I just thought the concept of cat-bananas with velcro peels was adorable. It was only later when I was wondering where they originated from that I found out there was a show, and subsequently that the only way to watch the English dub was on the DVD. (No offense to anyone that prefers subs over dubs; I just have a really hard time splitting my attention between what's happening and who's saying what and trying to read the text. Plus I have a hard time sitting down and just watching a show and doing nothing else; dubbed makes it possible for me to do other things and not have to stare at the screen and hope I can read fast enough.) Since I had bananas on the brain after that and it's a really simple and cute art style, I decided to test out getting accustomed to the Surface Pro that I'd draw a little Bananya OC of sorts. In the show, the bananyas are named more so for the cat part of their appearance, usually, but I wanted mine to stand out a bit more and I'm pretty sure that if they aren't already that eventually, all the default cat-pattern names are going to be canonically taken. So I went and I looked up strange/different types of bananas and discovered the blue java or "ice cream" banana, which has a bluish tint to the peel when it's young, and because of it's vanilla taste and creamy texture, it's actually offered as a healthier alternative to ice cream in areas where it's more commonly found (hence the nickname). And now I really want to try one but I haven't the foggiest idea where I'd find them here in the states. My other option was a red/pink variety and the show already has at least 2 bananyas with pink peels and one with pink on her head, so I took the blue banana and ran with it. (Although upon further inspection, I think the newer bananya episodes they're currently working on that haven't been dubbed yet feature one with a blue banana peel so I may still not be completely unique here despite my efforts.) I went with more of a teal/greenish-blue as opposed to a more "true" blue, since even in pictures while the blue java is definitely blue compared to the average banana, it's not blue like a blue raspberry candy is blue. They're actually a pretty pastel kind of almost mint color-- And suddenly, as I'm typing this I think I better understand why vanilla Tootsie Rolls come in a blue wrapper...are they based on these bananas?? Does anybody know?? --*ahem* As I was saying... The bananas, from what I understand, also lose/fade that blue color as they mature. Which would explain why I couldn't seem to find a picture of a peeled Blue Java banana that had that same pastel-colored peel. But I went with it anyway. (This is a show about banana cats, I don't think we have to be 100% scientifically accurate here.) I also added some black spots to the cat part of my bananya, as I haven't seen a white-with-black-spots one in canon material and I have a bit of soft spot for black-and-white kitties in particular. And while I have had second thoughts that maybe her name should be "ice cream bananya" instead (for the reasons I went over earlier about the real bananas), I ultimately when with Blue Java Bannaya, as it very on-the-nose like the other bananya names, and in a way I think the "java" part fits with the black spots. But that's mostly just because java makes me think of "java chip frappucino" from Starbucks, which makes me think of chocolate chips, which are usually dark spots in cookies...see where I'm going with this? Though on the other hand, the black and white also kinda makes me think of Oreos, which would tie-in with the ice cream thing because usually Cookies n Cream ice cream is made with Oreos or knock-off Oreos, so I suppose it would've been equally fair to name her "Cookie Bananya" or something... Eh, for now, she stays as Blue Java. Or just "Java" for short. It was pretty straight forward to draw her, as I mentioned that the bananya style is pretty simple. Dare I say minimal? The main struggles I had boiled down to the learning curve with the Surface Pro and the new stylus. The pen pressure, maybe obviously, isn't as good as I'm used to, and the disparity between the tip of the pen and where the cursor actually is is different, and I think there's a little bit of lag when I'm drawing but that might be more to do with me having the stabilizer turned up a bit higher than normal in trying to compensate for the other issues. Still, I was at least able to manage for something as simple as this. I am admittedly horrified at the prospect of one of my usual, more complex digital drawings though...learning curves and baby steps... I'm not happy about the tablet situation, but at least the bananya is cute so I can focus on that instead. I do sincerely hope I'm very wrong about how long I'm going to be using this new set-up for though, because the way things are going it's going to be a very long time before I have the option of a better alternative... ____ Artwork/Character © me, MysticSparkleWings I do not own Bananya ____ Where to find me & my artwork: My Website | Commission Info + Prices | Ko-Fi | dA Print Shop | RedBubble |   Twitter | Tumblr | Instagram

[aurosoft-technologies]

Java Star Pattern Program | How to solve pattern program in JAVA | How to Print Pattern in Java | Program 003 . . pattern program in java number pattern program in java using for loop odd number pattern program in java triangle pattern program in java character pattern program in java string pattern program in java java pattern programs . .

#aurosofttechnologies #javatutorial #starpatterns #pattern #practical #aurosoft #patternprogram #tringleprogram

[inlarn]

Basic hello world program in java

Write a java program to print a number from the user

Java program to add two numbers taking input from user

Leap year or not program in java using if-else

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Write a java program to print multiplication table using for loop

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Write a java program to convert temperature from Celsius to Fahrenheit

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Write a java program to print the length and perimeter of a rectangle

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[nofomoartworld]

Hyperallergic: The Eclectic Objects that Inspired Matisse’s Art

Henri Cartier-Bresson, “Matisse with his collection of Kuba cloths and a Samoan tapa on the wall behind him, Villa La Rêve, Vence” (1944) (© Henri Cartier-Bresson/Magnum Photos, image courtesy Museum of Fine Arts, Boston)

BOSTON — In 1944, Henri Cartier-Bresson photographed Henri Matisse in his studio surrounded by curious objects: a pewter jug with a swirling design, a Samoan tapa, Chinese porcelain, Kuba cloths, seashells, a bird cage, and a 14th-century head carved from stone. Obviously Matisse loved beautiful, well-designed objects and had collected more than 200 by his death in 1954. In his mind, they were neither decorative baubles nor travel trophies. Rather, they served him as visual references that opened his mind to new possibilities in seeing and creating.

Matisse in the Studio, at the Museum of Fine Arts, Boston, is the first exhibit to focus specifically on Matisse’s objects and how they influenced his art making. Thirty-nine are paired with the paintings, drawings, bronzes, and cut-outs they either influenced or appeared in.

Vase, artist unknown, Andalusia, Spain (early 20th century), blown glass (Ancienne collection Henri Matisse, former collection of Henri Matisse, Musée Matisse, Nice. Bequest of Madame Henri Matisse, 1960. Photo by François Fernandez, image courtesy Musée Matisse / Museum of Fine Arts, Boston)

“Our exhibition is exciting because it allows you to almost step inside the space of the studio and see some of the actual materials that Matisse was looking at and he was inspired by,” said Ellen McBreen, associate professor of art history at Wheaton College and Matisse scholar. She co-curated this exhibit with Helen Burnham, the Pamela and Peter Voss curator of prints and drawings at the MFA, and Ann Dumas, curator of the Royal Academy of Arts in London, where the show will travel to next.

Early in his career, Matisse sought new ways to represent one of his lifelong passions, the human nude form. He said, it “permits me to express my almost religious awe towards life.” Thus, it’s fitting this exhibit opens with Bresson’s photo and an anthropomorphic turquoise vase Matisse found on his 1910 trip to Andalusia. No doubt the artist took pleasure in the vase’s sinuous curves, half-moon handles, and bulbous hips that bring to mind a stoutly woman. It is the central figure in his painting “Vase of Flowers” (1924).

Perhaps the vase liberated Matisse from his academic art training, which required him to draw models exactly as he saw them. He knew the era of straight-on figure representation was over. He had seen the 1901 Vincent van Gogh retrospective at Galerie Bernheim-Jeune and followed Picasso and Braque as they explored Cubism. While he wanted to abstract the human form, he wanted to do it in a simpler, more natural way.

Henri Matisse, “Vase of Flowers” (1924), oil on canvas (bequest of John T. Spaulding, © 2011 Succession H. Matisse, Paris / Artists Rights Society (ARS), 
New York) * Photograph © Museum of Fine Arts, Boston

On his way to Gertrude Stein’s house in 1906, he stopped in a little Parisian junk shop and purchased a hand-carved wooden Vili figure, a tourist reproduction of those used in Congolese healing and fertility rites. He and Picasso were both drawn to its expressive language. That carving appears in Matisse’s 1907 painting “Still Life with African Statuette,” and, for the first time, the painting and object are displayed together.

In 1912, painter Clara T. MacChesney interviewed Matisse for an article in New York Times Magazine, and asked him, “What is your theory on art?” He replied by pointing to a table with a jar of nasturtiums. He said, “I do not paint that table, but the emotion it produces upon me.”

Over the next couple of years, Matisse would purchase 20 masks and figurines made in Northern and Central Africa. He took a cruder and more direct approach in depicting nudes, as seen in “Young Women,” a bronze from 1907-08. Critics reacted harshly to it and similar works, saying that Matisse strained in his abstraction and these works were “ugly” and the colors “cruel.”

Matisse in the Studio installation view at the Museum of Fine Arts, Boston, Ann and Graham Gund Gallery (photograph © Museum of Fine Arts, Boston)

Matisse noted that some African works depicted the human form as genderless or possessing both female and male characteristics. Thus, he decided to apply this idea in the bronze “Young Women.” From one angle, the two figures appear to be women embracing. From another angle, one figure rises a bit taller and has a more wide-legged stance and mannish appearance.

“Why?” MacChesney asked Matisse during their interview, when she spotted a lumpy and crudely formed female figure, from this same generation of sculptures. Matisse reached for a Javanese statue with a disproportionately large head and asked, “Is not that beautiful?” She thought not. Likely he was being coy with her, knowing she didn’t see the human body could be beautiful and expressive without being classically rendered.

Henri Matisse, “Marguerite” (1906–1907), oil on canvas (on loan from the National Musée Picasso, Paris RF 1973‑33, donation Picasso, © Succession H. Matisse / Artists Rights Society (ARS), New York, photo © RMN-Grand Palais / Art Resource, New York, image courtesy, Museum of Fine Arts, Boston)

The tribal sculptures also inspired Matisse to reinterpret portraits. In painting his 13-year-old daughter, “Marguerite” (1906-07), he wanted to evoke the emotions of innocence and childhood. So he created her portrait with the simplicity of a child’s painting with flattened features, minimal details, and even what seems like a mistake — a profile nose on a frontal face. Even the letters of Marguerite’s name across the top are scrawled as though an inexperienced hand drew them.

Yet the face looks more like a woman’s, and Matisse knew very well his daughter was growing up. In the portrait, the girl wears a black velvet choker, which seems to separate her body from her head, as if she’s wearing a mask. Coincidentally, when Matisse and Picasso decided to trade paintings, Picasso chose this one. He hung it in his studio next to a Punu mask. Perhaps he saw the mask too.

Some accuse the modernists of having culturally pillaged tribal art, while others point out that the African artists and cultures went mostly unattributed. This exhibition, which alludes to but doesn’t explicitly discuss these tensions, aims to put Matisse’s influences front and center.

Window screen (Haiti), artist unknown, North Africa (late 19th‑early 20th century), cotton plain weave cut and appliquéd to bast fiber cloth (former collection of Henri Matisse en dépot, Musée Matisse, Nice. Photo by François Fernandez, image courtesy, Musée Matisse / Museum of Fine Arts, Boston)

Matisse had a lifelong appreciation of fine tapestries, which began during his student days at École Quentin De La Tour, a textile designing school near Belgium. After he’d traveled to Morocco and Spain and saw an exhibit of Islamic art in Munich, he became enamored with Islamic architecture, design, and fabrics. He acquired at least a half-dozen haitis, which are sumptuous, pierced, and appliquéd textiles that often bear a mihrab motif — the arch shapes and latticework found in the niches of mosques.

In “The Moorish Screen” (1921), Matisse places a blue-green haiti in the room’s corner, hiding the juncture where two walls meet. Doing this envelopes the two women, dressed in pale, simple frocks, in a rich collage of patterns and jeweled colors. The eye normally tracks towards human figures, but here it’s drawn to the room’s lively décor where it spins before going towards the women.

Henri Matisse, “The Moorish Screen” (1921), oil on canvas (Philadelphia Museum of Art, bequest of Lisa Norris Elkins, 1950. Image courtesy the Philadelphia Museum of Art, © 2017 Succession H. Matisse / Artists Rights Society (ARS), New York, courtesy, Museum of Fine Arts, Boston)

One of most fascinating connections made in this exhibit comes from a 19th-century wood panel on which four Chinese calligraphy characters are made with quick, lyrical gestures. A 1951 photograph by Philippe Halsman shows Matisse making cut-outs in bed. Above him hangs this calligraphy panel, and below each character hangs one of Matisse’s gestural nude drawings, much like those in his “Acrobat” series. By this point in his life, he worked spontaneously, reducing the human form to a few lines, and showing complete total control over his application of ink.

Searching for source materials, Matisse traveled extensively and gathered works from China, Egypt, Morocco, Java, Tangiers, the Congo, Europe, and elsewhere. He had eclectic tastes and could find beauty and inspiration just as easily in a silver chocolate pot as a disproportionate statuette. Matisse was interested in how other cultures viewed life, thought about gender, and expressed beauty. His abstraction of the figure and borrowing from other cultures may have baffled viewers at the onset, but over time such experiments would become the hallmarks of modernism.

Matisse in the Studio continues at the Museum of Fine Arts (MFA), Boston (465 Huntington Ave, Boston) through July 9. 

The post The Eclectic Objects that Inspired Matisse’s Art appeared first on Hyperallergic.

from Hyperallergic http://ift.tt/2r00JXe via IFTTT

[rafi1228]

Variables, Functions and Functional Programming, Closures, Decorators, Modules and Packages

What you’ll learn

An in-depth look at variables, memory, namespaces and scopes

A deep dive into Python’s memory management and optimizations

In-depth understanding and advanced usage of Python’s numerical data types (Booleans, Integers, Floats, Decimals, Fractions, Complex Numbers)

Advanced Boolean expressions and operators

Advanced usage of callables including functions, lambdas and closures

Functional programming techniques such as map, reduce, filter, and partials

Create advanced decorators, including parametrized decorators, class decorators, and decorator classes

Advanced decorator applications such as memoization and single dispatch generic functions

Use and understand Python’s complex Module and Package system

Idiomatic Python and best practices

Understand Python’s compile-time and run-time and how this affects your code

Avoid common pitfalls

Requirements

Basic introductory knowledge of Python programming (variables, conditional statements, loops, functions, lists, tuples, dictionaries, classes).

You will need Python 3.6 or above, and a development environment of your choice (command line, PyCharm, Jupyter, etc.)

Description

******

Note: This is not a beginner course. Please see prerequisites (or second lecture) before signing up!

Also, Section 2 is a brief review of basic Python, if you are comfortable with Python, please skip it, and start with Section 3

*******

If you’re looking at this course, you are already interested in Python, and I’m not going to sell you on it.

You already know that this popular language is great for solving a huge variety of tasks from REST api development, system scripting, numerical analysis, manipulating data, data analysis to machine learning and AI.

But do you want to learn idiomatic Python?

Do you want to understand why certain things work the way they do in Python?

Do you want to learn best practices in Python, and common pitfalls Python developers can fall into?

Do you want to become a proficient Python programmer and well on the way to becoming an expert?

Instead of just giving you a 5 minute explanation of how to do something in Python that barely scratches the surface, leaving you open to bad practices and pitfalls, I will provide you a much deeper understanding of the how and why of various concepts.

I will not only show you various ways to code common patterns, but also show you the Pythonic way to do the same.

This is not about learning library XYZ, or glossing over important Python language features. This course focuses on the Python language and the standard library which provides a huge amount of functionality – something you should know about before reaching for 3rd party libraries.

Here you’ll start learning what it takes to become an expert Python developer, and the best resources to dive even deeper if you need to.

We look at a variety of topics in detail.

For example, numbers: Next time you have to use real numbers in your application you’ll truly understand why floats behave the way they do and whether you should use a Decimal or Fraction instead (and know how to do it).

Do you know why you should almost never use equality testing (==) with floats? 0.1 + 0.1 + 0.1 == 0.3 –> False!

Do you know why the float 0.1  actually looks like: 0.100000000000000005551115123126 whereas 0.125 is stored exactly as 0.125000000000000000000000000000?

Do you understand integer division and the mod (%) operator? For negative numbers? Do you want to understand why they behave that way and avoid potential bugs in your code?

For example:

2 % 3 –> 2 -2 % 3 –> 1 2 % -3 –> -1

and

10 // 3 –> 3 -10 // 3 –> -4 -10 // -3 –> 4

Do you truly understand how the boolean operators work? Do you know what this code does: a = True b = False

x = a or b x –> True

Good. How about this?

a = None b = ‘python’

x = a or b x –> ‘python’

Do you want to know why?

Do you know about Python’s associated truth values (truthiness)? And how to leverage this to write cleaner, more Pythonic, code?

How about comprehensions? Would you rather learn to code this way:

def sum_cubes(lst): sum = 0 for i in range(len(lst)): sum = sum + lst[i] ** 3 return sum

or this way:

def sum_cubes(lst): return sum(e ** 3 for e in lst)

Or converting a string into a list of tuples with the index and characters?

The non-Pythonic way to do it: lst = [] for i in len(lst(s)): lst.append((i, s[i]))

or the Pythonic way:

lst = list(enumerate(s))

And 9 times out of 10, you probably don’t  even need the list there!

Do you want to know how to fully leverage the hyper flexible way to specify function arguments in Python?

Do you understand this? def my_func(a, b=10, *args, key1, key2=None, **kwargs)

Do you want to learn how to pack and unpack arguments? And iterables in general?

Do you know what this does? a, b, *_, x, y = some_list

or this? x, y = y, x x, y, z = y, z, x

Do you want to know why using a mutable type for function parameter defaults is dangerous? Or a function call? But also learn where you can use it to your advantage?

Can you spot the problem in this “logging” function?

def log(msg, event_time = datetime.utcnow()): print(f'{event_time}: {msg}’)

log(‘message 1’) # 5 minutes later… log(‘message 2’)

Why is the time the same in both cases?

Do you know how to make your custom classes support ordering operators (like <, <=, >, >=, == and !=)? Would you like to know how you can write your own decorator to add this functionality to your classes without having to specify all the possible ordering operators? Or how about using the one that Python’s standard library provides us! How about using decorators to speed up certain function calls using a technique called memoization?

Do you want to learn more about the map, reduce and filter functions? And how comprehensions all but eliminate the need to use them? Or how about partial functions and lambda equivalents? The operator module?

Speaking of lambdas? How about the difference between a “standard” function and a lambda expression?

def say_hello(name): return f’Hello {name}!’

vs

say_hello = lambda name: f’Hello {name}!’

Hint: they’re the same thing! Lambdas are NOT closures by the way.

Do you think everything needs to be a class? Especially if you have a background in languages such as Java or C#? Welcome to Python’s first-class functions and decorators!

Speaking of decorators, do you know how to create one?

Can you now extend this to create decorators that can also accept parameters? How about decorating classes? Or decorating functions using decorator classes?

Do you know what the @wraps decorator does? Do you want to know how it does that? The next time you encounter decorators you’ll understand exactly how they work – they’re not magical, and actually very easy once you have understood what closures are, how they work, and how we can leverage them and the fact that Python is a dynamic language.

Single dispatch generic functions? What are they? How do we create them ourselves? What’s in the standard library?

Do you think tuples are just read-only lists? Are you sure a tuple can never change over time? Guess again – we learn the true meaning of immutability and how variables map to objects in memory.

How about using tuples to return multiple values. Or better yet, using named tuples. And specifying default values for your named tuples.

Do you know the difference between a module and a package? namespace packages?

Did you know you can store and run your Python apps directly from inside zip archives?

Do you understand what imports do and how you can control the visible portion of your packages using imports? Do you know the difference between the various flavors of import (from … import …, import …, etc)?

In part 1 of this series, we focus on variables, memory references, memory management, and functional programming, covering topics like numeric data types, Boolean and comparison operators, first-class functions, lambdas, closures, decorators, introspection, tuples as data structures and all about namespaces, modules and packages.

This course will also grow over time as I keep adding useful videos on common questions, pitfalls and idiomatic Python (See the extras section). If you have special requests, let me know!

In upcoming parts of this series, we’ll deep dive in topics such as exceptions, iterables and iterators, generators, hash maps (dictionaries and sets), object oriented concepts,  asynchronous programming and meta programming.

All within the context of standard Python and the standard library.

Each topic is usually split into a lecture and coding session. The Jupyter notebooks are fully annotated and available with every coding video, as well as through a GitHub repository.

Who this course is for:

Anyone with a basic understanding of Python that wants to take it to the next level and get a really deep understanding of the Python language and its data structures.

Anyone preparing for an in-depth Python technical interview.

Created by Fred Baptiste Last updated 8/2018 English

Size: 9.57 GB

   Download Now

https://ift.tt/2nohoUU.

The post Python 3: Deep Dive (Part 1) appeared first on Free Course Lab.

[felord]

ASSIGNMENT 1 COMP-202 Solved

Please read the entire PDF before starting. You must do this assignment individually. Question 1:         50 points Question 2:         50 points 100 points total It is very important that you follow the directions as closely as possible. The directions, while perhaps tedious, are designed to make it as easy as possible for the TAs to mark the assignments by letting them run your assignment, in some cases through automated tests. While these tests will never be used to determine your entire grade, they speed up the process significantly, which allows the TAs to provide better feedback and not waste time on administrative details. Plus, if the TA is in a good mood while he or she is grading, then that increases the chance of them giving out partial marks. :) To get full marks, you must: Follow all directions below Make sure that your code compiles Non-compiling code will receive a very low mark Write your name and student name is written as a comment in all .java files you hand in Indent your code properly Name your variables appropriately The purpose of each variable should be obvious from the name Comment your work A comment every line is not needed, but there should be enough comments to fully understand your program 1

Part 1 (0 points): Warm-up

Do NOT submit this part, as it will not be graded. However, doing these exercises might help you to do the second part of the assignment, which will be graded. If you have di culties with the questions of Part 1, then we suggest that you consult the TAs during their o ce hours; they can help you and work with you through the warm-up questions. You are responsible for knowing all of the material in these questions. Warm-up Question 1          (0 points) Create a file called HelloWorld.java, and in this file, declare a class called HelloWorld. This class should define only one method called main(). In the body of this method, use System.out.println() to display “Hello world!”. You can find such a class in the lecture slides; make sure you can compile and run it properly. Warm-up Question 2          (0 points) Create a file called Diagram.java, and in this file, declare a class called Diagram. This class should define only one method called main(). In the body of this method, use five statements of System.out.println() to display the following pattern: 22 2  2 2 2 22222 Use Strings composed out of the space character and the character ‘2’. For extra practice, try to draw the pattern ‘202’. Warm-up Question 3      (0 points) Practice with Binary: We usually use base 10 in our daily lives, because we have ten fingers. When operating in base 10, numbers have a ones column, a tens column, a 100s column, etc. These are all the powers of 10. There is nothing special about 10 though. This can in fact be done with any number. In base 2, we have each column representing (from right to left) 1,2,4,8,16,etc. In base 3, it would be 1,3,9,27, etc. Answer the following short questions about number representation and counting. In base 10, what is the largest digit that you can put in each column? What about base 2? Base 3? Base n? Represent the number thirteen in base 5. Represent the number thirteen in base 2. What binary number is equal to the sum of these two binary numbers? 10101011 + 10010001 What is the number from the previous part in base 10? What is the binary number for 11010010 + 11000101? And what is the number from the previous part in base 10? Warm-up Question 4          (0 points) Logic What does the following logical expression evaluate to? (false or false) and (true and (not false)) Let a and b be boolean variables. Is it possible to set values for a and b to have the following expression evaluate as false? b or (((not a) or (not a)) or (a or (not b)))

Part 2

The questions in this part of the assignment will be graded. Question 1: Calculator Program             (50 points) Attached to this assignment is a file called Calculator.java. Note that there is a marked section where your code must go. The code outside of this area must not be modified. Write Java code in the marked area to print the following calculations: The sum of the a and b variables The product of the a and b variables The result of dividing a by b The result of dividing a by c A statement saying whether a is larger than b A statement saying whether a an odd number. Use the mod operator %. For example, if the numbers entered are 5, 5, and 1, the output should be: Sum of a and b: 10 Product of a and b: 25 Dividing a by b: 1 Dividing a by c: 5.0 Is a larger than b: false Is a odd: true Be sure to include the specified text on each output line. That is, concatenate a String literal with the value of a variable. Note that this program is run by providing input arguments. For example, once this program is compiled, it can be run by typing the text run Calculator 5 5 1 in the Dr. Java Interactions Pane and pressing Enter. Question 2: Creating a Grading Program                (50 points) The goal of this question is to write several methods to create a program for outputting student grades. All the code for this question must be placed in a file named GradingProgram.java. Note that this means the class must also be named GradingProgram. 2a)Void Method for Confirming Entry Write a method printInput that takes as input three double arguments and prints these numbers. You must include all three numbers as part of a message, separated by commas. For example, your message could be “You entered 34.0, -12.2, and 4.0”. Note that for full marks, this message must be written on one line. Research the + operator for Strings, or the System.out.print() and System.out.println() statements. Hint: To test your method, create a main method. The main method will not be graded in GradingProgram.java, but without it, you won’t know whether or not your method works! Your main method should call this printInput method and verify the results. You should think of other cases to test! 2b)Methods for Calculations To make the GradingProgram more interesting, we will write a division method and a maximum method. Write a method divide inside of GradingProgram.java that takes as input two double values. This method should return the result of dividing the first method parameter by the second. The return value must be a double value. Note that division doesn’t work if the second parameter is zero. Therefore, if the second parameter is zero, the method should print an appropriate error message, and then return zero. Your method must not print anything if the second parameter is not zero. To test your divide method, you will need to call it from your main method. Think about how you can call the method and then display the answer. As well, write another method getMax that takes two doubles values as input. getMax must returns the larger of the two input values, and the return type must be double. In the case of a tie, return either value. Don’t use the built-in max method. 2c)Method Calling Now we will use the divide and getMax methods to calculate student grades. Write a method finalGrade that takes as input three double values and returns the final percentage out of 100 for a COMP 202 student. The return value must also be a double. The first value corresponds to the total assignment grade out of 35. The second is the midterm mark out of 20. And the third is the final exam mark out of 45. Recall that if the student does better on the final than on the midterm, the mark for the final replaces the mark for the midterm. Therefore, you will have to calculate which is greater: The assignment grade plus the midterm grade plus the final grade divided by 100 OR The assignment grade plus the final grade divided by 80 Note that you must use the divide method that you created earlier to divide the sums. Then you must use your getMax method to determine which percentage would be higher. Finally, the percentage will then be less than 1, so multiply the answer by 100 before returning it. For example, a student might have 28 out of 35 for assignments, 18 on 20 for the midterm, and 30 on 45 for the final. The finalGrade method takes these numbers 28.0, 18.0, 30.0 as input, in order, and would output a final grade of 76 (to represent 76%). A student who instead had marks of 28.0, 16.0, 38.0 would have a final grade of 82.5 (to represent 82.5%). In this case, the midterm grade is dropped, because the student’s performance in the course is higher using the alternate grading scheme.

What To Submit

You have to submit one zip file with all your files in it to myCourses under Assignment 1. If you do not know how to zip files, please ask any search engine or friends. Google will be your best friend with this, and a lot of di↵erent little problems as well. These files should all be inside your zip. Do not submit any other files, especially .class files. Calculator.java GradingProgram.java Confession.txt (optional) In this file, you can tell the TA about any issues you ran into doing this assignment. If you point out an error that you know occurs in your problem, it may lead the TA to give you more partial credit. On the other hand, it also may lead the TA to notice something that otherwise they would not. Read the full article

[dawnajaynes32]

Presenting the 10th Annual HOW Logo Design Award Winners

From donuts and chocolate to museums, non-profits, resorts, and even a philharmonic — these are the best of the best from this year’s Logo Design Awards!

Congrats to the 10th Annual HOW Logo Design Award Winners!

The HOW Logo Design Awards recognize the best of the very best when it comes to great logo design. A logo is one of the most important aspects of any business, and the team at HOW looks forward to the entries we receive from you each year because, well, we are design geeks (as you know) but because seeing the fantastic logos you’ve created shows us where brands are coming from in terms of values and aesthetics — and where they are headed with the designs you’ve created for them!

As significant as the design of the logo is, the application of the logo is equally pivotal. That’s why we have our Identity Applications category, which allows you to show off anything created in conjunction with a logo—business cards, packaging, T-shirts, animated GIFs and more.

Award-winning designer and art director Amy Petriello (of Worth Media Group) reviewed all of the stellar entries and selected 10 winning logo designs and 10 winning identity application designs. And YOU, the HOW community, decided on the Reader’s Choice awards in both of the competition’s categories! Congrats to all the 10th Annual HOW Logo Design Award Winners!

Reader’s Choice in the Logo Design Category: 

Stobitan Sports Surfaces from Stewart Design

Stobitan, a division of STOCKMEIER Urethanes, specializes in the production of sports surfaces, particularly track and field. This concept is a combination of a letter mark (S) and pictorial mark. The negative space resembles not only track lanes, but also the lines on an athletic field. Additionally, the grid that the shapes form mimic that of the bottom of a shoe. The repeated shapes communicate reliability and trust. Its geometric construction conveys both organization and efficiency and provides a simple, highly versatile mark.

Reader’s Choice in the Identity Application Category: 

Make-a-Wish from Rule29

With their trademark swirl and star, Make-A-Wish is one of the most recognizable non-profits in the world. However, it had been quite some time since Make-A-Wish had taken a comprehensive look at their entire brand and they realized that the organization had grown beyond the dated look and feel of their logo and identity. In 2015, Make-A-Wish decided it was time to create one, truly global brand…and we got the chance to get in on it!

Winners in the Logo Design Category

1. Bandung Philharmonic from KUDOS Design Collaboratory

Bandung Philharmonic is an orchestra group based in the capital of West Java, Indonesia. Formed in 2014, the orchestra has performed various arrangements, from international treasures to original compositions that incorporate traditional Sundanese bamboo instruments like the angklung and kentongan.

We created a logo lockup composed of a musical bar, a yellow dot, and a logotype. When applied to wearables, the logo lockup can be detached to create new forms of compositions. For their title sequence, logo follows a movement of organic lines and shapes as if drawing a traditional Indonesian Batik fabric motives.

2. Civic Music Association of Des Moines from Eight Seven Central

The Civic Music Association logo mark is specifically designed to attract interest, and invite interpretation. The mark evokes imagery such as cityscape, concert audience, or even ear and sound waves. The mark consists of the letters C M A. The C is intentionally more recognizable to act as visual entry point.

The geometric forms are influenced through the golden ratio and the musical staff. The mark translates into a playable piece of music to be interpreted by musicians at the beginning of concerts. The violet color lends itself to excitement, creativity, passion, and quality. Repeat mark pattern captures visual energy.

3. Equal Justice Initiative: Broken Chain Museum from Turner Duckworth

At the heart of the identity is a symbol that implores us to break the cycle of injustice. Inspired by the name Equal Justice Initiative, two equal letter Js form a broken chain, which not only encapsulates a larger purpose, but also became the symbol for the new Legacy Museum. The bold simplicity of the broken chain led to a series of illustrations that aim to illuminate EJI’s key themes and ideas with immediacy.

4. Graem Nuts and Chocolate from Vervaine Design Studio, Inc

Graem Nuts and Chocolate is a European inspired nut roaster, specializing in nuts, chocolate and dried fruit. We created a modern “squirrel” logo that is reminiscent of Scandinavian design, using simple geometric shapes to compose the squirrel. The classic color palette fits in well in Historic Concord, MA, and will look great in future locations as well.

5. Identity Museum Reinhard Ernst from Q

Three thoughts guided our creation of the identity for this museum with its focus on abstract art:

(1) Because abstraction is the process of omitting parts or elements, we cut out a portion of the letter forms in the acronym.

(2) The museum’s building, designed by famous Japanese architect Fumihiko Maki, is based on a distinctive concept: Viewed from from above, the building’s plan reveals that a large square atrium is cut out of the building corpus.

(3) The square open space symbolizes paintings or works of art that will be displayed in the museum. It also conveys a sense of the mental openness that we practice while contemplating abstract art.

The letterforms are arranged in a meaningful hierarchy: Under the sheltering M (for museum), the letters R and E (for Reinhard Ernst, the donator of the museum) stand next to each other to create a compact body. Despite the cut-out abstraction, the letters are still legible. The mind of the viewer adds the missing parts.

For this acronym, we used lower-case letters from Helvetica, probably the most objective typeface in the world. The font, created 1956, is omnipresent throughout the world and spans the time of the art displayed in the museum (paintings, photography, and sculpture from the 1950s to the present).

6. OnWatch from Malouf

OnWatch is an online training program, sponsored by The Malouf Foundation, to become an advocate for anti-human sex trafficking. The logo represents the action of opening our eyes and being aware of our surroundings and the signs of trafficking, with the sole purpose of saving as many children as we can. As a tertiary story the logo illustrates someone shining a light on this epidemic and becoming an active participant in the cause.

7. Pattakos Law Lion from KRON CORP

Combined the scales of justice with the a lion icon to create a memorable mark for the law firm.

8. ROSIE from Fried Design Company

ROSIE supports, assists and serves as an advocate network for current and prospective female founders, business owners, and leaders. They wanted a brand that reflected the courage it takes to step into a leadership role and also display a sense of female pride. Of course Rosie The Riveter made the perfect example. Using the “ROSIE-O” headband as the centrepiece of the logo and touch points, we created a brand that leads by example.

9. Smart Taipei from RedPeak Asia

Smart Taipei is a city transformation program that turns the city into a testing ground for innovations. In the logo design, the two T’s  from Smart and Taipei are connected to form the Chinese character for Taipei. In applications, the character can open up (separation of Smart and Taipei) to symbolize a welcoming attitude, while the space between alludes to endless possibilities. Vibrant colors reflect diverse aspects of smart living in Taipei. Dynamic and vibrant, the brand design presents Taipei as the breeding ground for pioneering ideas, where possibilities take shape and grow.

Winners in the Identity Application Category

Note: Images are cropped; please click to enlarge images and view all identity applications images. Some projects also include videos. 

1. Bandung Philharmonic from KUDOS Design Collaboratory

  Bandung Philharmonic is an orchestra group based in the capital of West Java, Indonesia. Formed in 2014, the orchestra has performed various arrangements, from international treasures to original compositions that incorporate traditional Sundanese bamboo instruments like the angklung and kentongan.

We created a logo lockup composed of a musical bar, a yellow dot, and a logotype. When applied to wearables, the logo lockup can be detached to create new forms of compositions.

For their title sequence, logo follows a movement of organic lines and shapes as if drawing a traditional Indonesian Batik fabric motives.

2. Britt’s Knit Stitch from Mark Sposato

Hand-made logo and identity for an artisan of knitted goods. Britt taught herself to knit while staying at home with her newborn son and faithful Dachshund-Lab mix. Soon, this hobby became a passion, and it was time for her to start a business. I crafted a mark that reflected the humanistic and off-beat beauty of her custom knitwear and goods. Britt asked for a visual language that reflected pride in her Native American heritage, a well as the inspiration she derives from her family. All of her knits are handmade with love.

3. Cutters Sports Branding from Sussner Design Co

The grip on Cutters gloves is the highest performing in the football category. But the brand had not been refreshed since 2004, and felt their identity appeared dated and no longer in sync with the marketplace where flashy prevails.

To support at the launch of their restyled football glove, Sussner Design Co created a new, compelling brand identity that conveyed an evolved personality, speed and high performance for the Cutters brand. Grip The Greatness.

4. Dad’s Donuts from 3 Peaks Design by Printful

  The brand identity for Dad’s Donuts – an acclaimed mom-and-pop donut shop in Los Angeles – is inspired by donuts and the quintessential dad mustache. The palette is strategically based on the classic pink donut box, a detail that originated in California. The various design elements provide a nostalgic feel and make the viewer feel at home – as if they were visiting family. The circle is intended to give the on-the-go feel while utilizing the typical shape of a donut. This shape is repeated and emphasized throughout the branding elements.

5. Parkinson’s Foundation from Ultravirgo

The logo is specifically designed to serve as a platform for community expression, offering an open prompt for individuals to hand-write their own messages to personalize materials. Inspired by the custom t-shirts that families make for their popular fundraising walks, we built the entire system from the ground up to foster personalization. The identity has been met with enthusiasm from board, staff, and public including people with Parkinson’s. The brand launched with a social media campaign inspiring hundreds of people to write their messages on the logo, followed by a broader awareness campaign during Parkinson’s Awareness month, generating thousands more shared across social media.

6. Milestones Psychology from Mark Sposato

Milestones Psychology is a group of multidisciplinary clinicians who specialize in working with children and families from pre-school to college. I worked closely with the founders to design a mark, identity system, and extended brand halo that captured the positive, cheerful, yet systematic personality of their child-based psychology practice. The M monogram is built out of sections that represent steps, or milestones on the road to mental wellness. The idea of progression and vibrancy was carried out through the design of the logo, company web site, corporate identity, promotions, and collateral items.

7. Perfect Day at CocoCay from Royal Caribbean International

Royal Caribbean is creating an entirely new private island experience in CocoCay, Bahamas — introducing several record-breaking attractions like the tallest waterslide in North America and the largest wave pool in the Caribbean. To capture the essence of our new destination, we created a custom logo for use in all brand marketing on and off the island. The logo is built on the existing CocoCay name, drawn by hand and brought to life through vibrant colors and organic textures that evoke The Bahamas. The identity is being further reinforced in signage around the island and logo merchandise available to the guest.

8. Provincetown from Vic Rodriguez, Texas State University

9. Tribe Street Kitchen from Sullivan Higdon & Sink

Tribe Street Kitchen may be located in Kansas City, but this restaurant’s vision goes way beyond the heart of the Midwest. The unique menu celebrates iconic street food flavors from all over the world, and the visual identity needed to pull those influences together. But the look and feel wasn’t limited to typical restaurant collateral like menus and glassware. Tribe was able to make its mark on Kansas City’s River Market district by introducing a building-size mural as well as custom-welded metal signage. These handmade touches reflect the craftsmanship that has gone into global street food for centuries.

Be sure to enter your best design to the HOW Design Competition awards. Submit your entries now!

  The post Presenting the 10th Annual HOW Logo Design Award Winners appeared first on HOW Design.

Presenting the 10th Annual HOW Logo Design Award Winners syndicated post

[file-formats-programming]

Create, Manipulate & Convert Excel Spreadsheets without using MS Excel in PHP APPs

What's New in this Release?

Aspose team is pleased to announce the first public release of Aspose.Cells for PHP via Java v18.7. The new API incorporates MS Excel data processing and rendering functionalities in PHP (a widely-used open source scripting language). Aspose.Cells for PHP via Java has full functionality of Aspose.Cells for Java with a few limitations, minor API changes and additional requirements. Aspose.Cells for PHP is a subset API that includes all the important and useful features present in its native Aspose.Cells for Java. Aspose.Cells for PHP via Java is equally robust and feature rich component. It supports high-fidelity file format conversions to and from XLS, XLSX, XLSM, SpreadsheetML, CSV, Tab Delimited, HTML, MHTML and OpenDocument Spreadsheet in PHP. The developers will have full programmatic access through a rich APIs set to all MS Excel document objects and formatting that allows to create, modify, extract, copy, merge, and replace spreadsheet content. With Aspose.Cells for PHP via Java, developers can export data, format spreadsheets to the most granular level, create, manipulate and render charts, apply and calculate complex formulas efficiently and much more. The list of most notable new and improved features in this release are listed below

Supports for XLS, SpreadsheetML (XLSX, XML), Comma Separated Value (CSV), HTML, OpenDocument Spreadsheet (ODS), PDF, Tab Delimited, Plain Text (TXT)

Render spreadsheet to vector images (EMF)

Render worksheets to raster images (Multipage TIFF, GIF)

Render worksheets to raster images (PNG, JPEG, etc.)

Render Spreadsheet to PDF with high fidelity

Render spreadsheet to vector images (EMF)

Render worksheets to raster images (Multipage TIFF, GIF)

Render worksheets to raster images (PNG, JPEG, etc.)

Render Spreadsheet to PDF with high fidelity

Copy or move worksheets within or between workbooks

Insert images, Create conventional and custom charts and Set gradient background for charts using API

Add comments to cells

Microsoft Excel 2007/2010 themes and colors

Create auto-filters

Implement data validations

Implement data sorting

Find and replace text

Merge/split Cells

Group/ungroup rows and columns

Create custom page breaks

Calculate complex Excel formulae

Support advanced conditional formatting supported in Microsoft Excel 2007/2010

Freeze/unfreeze Panes

Insert hyperlinks to link data

Implement Smart Markers

Specify document properties settings

Protect/unprotect worksheets

Specify advanced protection options introduced in Excel XP and later versions

Create list object/Microsoft Excel tables

Create subtotals

Insert form controls and other drawing shapes/objects

Create pivot tables and pivot charts

Preserve or remove addin, VBA, macros

Manipulate named ranges

Add, preserve or extract OLE objects from the spreadsheets.

Implement Microsoft Excel sparklines

Apply all characters formatting in the cells including fonts, colors, effects, borders and shading

Apply all the number format settings (supported in Microsoft Excel) for the cells

Set all types of text alignment settings

Apply different kinds of Font Settings for the cells

Apply different colors to cells, fonts, gridlines, graphic objects etc.

Apply different rich text formatting in a single cell

Apply different border settings on cells

Apply different background patterns on cells

Apply Format settings on a worksheet, row, column or a range of cells etc.

Adjust your page orientation, scaling, paper size

Specify your margins and page centering

Create or edit your header and/or footer

Set print area, print titles, or turn on gridlines etc.

Newly added documentation pages and articles

Some new tips and articles have now been added into Aspose.Cells for PHP via Java documentation that may guide users briefly how to use Aspose.Cells for performing different tasks like the followings.

Product Overview

Converting Excel Files to HTML

Overview: Aspose.Cells for PHP

Aspose.Cells for PHP via Java is an Excel Spreadsheet Processing API that allows the developers to add the ability to read, write, convert and manipulate Excel spreadsheets in their on PHP applications while using the JavaBridge. The new API is equally robust and feature rich component. It supports high-fidelity file format conversions to and from XLS, XLSX, XLSM, SpreadsheetML, CSV, Tab Delimited, HTML, MHTML and OpenDocument Spreadsheet in PHP.It is capable of converting spreadsheets to PDF, XPS & HTML formats while maintaining the highest visual fidelity. 

More about for Aspose.Cells for PHP

Homepage Aspose.Cells for PHP via Java

Download Aspose.Cells for PHP via Java

Online documentation of Aspose.Cells for PHP via Java

Post your technical questions/queries to Aspose.Cells Forum

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New Post has been published on https://punjabassignmenthelp.com/itc538-application-programming-java/

ITC538 | APPLICATION OF PROGRAMMING IN JAVA

ITC538 | APPLICATION OF PROGRAMMING IN JAVA | JAVA

JAVA ASSIGNMENT HELP

Task

Assessment 3 has 20 marks in total. Marks will be scaled according to the value of the assignment.

Assessment 3 has four Tasks. Task 1, Task 2, Task3 and Task4 as below:

Task 1: Value 5 marks

In this task, you are required to provide the definition of a class called Student, which represents a typical (but a very limited) university student. Each student has a name (which consists of a string of characters) and a unique student identification (ID) number (consisting of a string of exactly six numerical digits).

You are also required to define a class called TestStudent, which will be used to perform a number of test used to among other things, verify the correctness of the Student class.

In order to maintain the uniqueness of the student ID, your program will need to check that any new IDs supplied by the user is not the same as any of the existing student IDs.

Following are a list of specifications of the Student class:

Two fields name and id representing the student name and the student ID respectively as described above

Get and set methods for each field (getName(), getId(), setName(), setId()) A toString() method that returns a string description of a given student object

An isValidId() method which accepts a string representing a possible new student ID as an argument and returns a boolean value (true or false) indicating whether the new ID satisfies the structural requirements of the student ID or not

A IdExists() which accepts a string argument representing a possible new student ID and returns a boolean value indicating whether the new ID is already being used by another student or not

Your TestStudent class should be able to perform the following functions:

Create an ArrayList object of Student objects called studentList, using the student data stored in a text file named students.txt (you should create this file such that it stores the student name and ID of several students initially – one line per student)

Allow the user to add as many new Student objects as the user requests to the ArrayList ensuring that each student has a unique student ID

When the user has finished adding new students to the list, the program will override the students.txt file such that it includes the data relating to the new students as well as the original ones

Ability to display a full list of students as well as just the existing student IDs when necessary

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, and sample output (for detail please see marking criteria and presentation below).

Task 2: Value 8 marks

In this task, you are required to provide complete class definitions and then create instances of various classes and use methods to perform various tests.

(a) Define an abstract class called Staff with the following fields and methods:

Fields: name, id, position representing the name, staff id and the position of a staff member in an organisation. Encapsulation should be used to protect these fields against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, get and set methods to provide access to each of the three fields

(b) Define a subclass of the Staff class called FullTimeStaff with the following additional field and methods:

Field: researchArea,a string variable representing the research are of the staff member. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(c) Define a subclass of the Staff class called PartTimeStaff with the following additional field and methods:

Field: timeFraction representing the time fraction of a part-time staff member. This would be a number between 0.1 and 1.0. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(d) Define another subclass of the Staff class called CasualStaff with the following additional field and methods:

Field: hours representing the number of hours that the casual staff member works at the organisation. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(e) Finally, define another class called TestStaff with a main() method to perform necessary testing for the classes defined in the previous sections. In the main method, write the code to:

(1) create an ArrayList object to store references to Staff objects;

(2) open a text file namedtxt (available on interact resources), which contains data relating to staff members, create FullTimeStaff, PartTimeStaff and CasualStaff objects based on the first field in each row in the file (“full”, “part”, or “casual”);

(3) add these objects to the ArrayList; and (4) test various methods of the objects using loop(s) and methods as necessary, including the code to:

Repeatedly display a menu of five options (1, 2, 3, 4 and 5) such that

Option 1 will display details of only full-time staff

Option 2 will display details of only part-time staff

Option 3 will display details of only casual staff

Option 4 will display details of all staff

Option 5 terminate the program

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, UML diagram, and sample output (for detail please see marking criteria and presentation below).

Task 3: Value 4 marks

Write a Java program using JavaFX that displays five playing cards. In the first row display three playing cards (randomly selected from the first 52 cards). In the second and third rows display two different cards compared to the first row at 45 degree and 90 degree angles respectively.

The image icons used in the questions are available in the Resource folder of Interact2. You may need to use HBox and/or VBox Pane.

Task 4: Value 3 marks

Investigate the imperative programming paradigm, as exemplified by procedural programming and object-oriented programming, and the declarative programming paradigm, as exemplified by functional programming and logic programming.

The Reading from Brookshear, 2012 will form a starting point for your investigation. For further investigation, remember that you should not reference Wikipedia items in an essay, so make sure to find articles that you can reference.

Write an essay, of approximately 800 words, based on your investigation, which provides answers to the following questions:

What are the essential differences between the paradigms?

What are some of the programming languages used for these different paradigms?

What specific advantages are provided by these different programming approaches?

Your essay should be referenced using the APA referencing style.

Rationale

This assignment has been designed to allow students to test and demonstrate their ability to:

to interpret and evaluate design requirements expressed in Unified Modelling Language (UML) (objective 2);

to apply inheritance and aggregation patterns in the design and implementation of programs (Objective 3);

be able to compare and critically evaluate different programming paradigms (Objective 6); to manipulate file operations through Java programming; (objective 7);

to use object-oriented techniques and Java resources to develop small applications consisting of a number of classes (objective 4);

to implement Graphical User Interface) (GUI )components using Java (objective 8).

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Pattern programs in Java are exercises where developers create geometric patterns using loops and conditional statements. These programs help enhance coding skills by fostering logical thinking and problem-solving abilities. They can range from simple shapes to complex designs, making them a popular practice for beginners and experienced programmers alike. Check here to learn more

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ITC538 | APPLICATION OF PROGRAMMING IN JAVA

ITC538 | APPLICATION OF PROGRAMMING IN JAVA | JAVA

JAVA ASSIGNMENT HELP

Task

Assessment 3 has 20 marks in total. Marks will be scaled according to the value of the assignment.

Assessment 3 has four Tasks. Task 1, Task 2, Task3 and Task4 as below:

Task 1: Value 5 marks

In this task, you are required to provide the definition of a class called Student, which represents a typical (but a very limited) university student. Each student has a name (which consists of a string of characters) and a unique student identification (ID) number (consisting of a string of exactly six numerical digits).

You are also required to define a class called TestStudent, which will be used to perform a number of test used to among other things, verify the correctness of the Student class.

In order to maintain the uniqueness of the student ID, your program will need to check that any new IDs supplied by the user is not the same as any of the existing student IDs.

Following are a list of specifications of the Student class:

Two fields name and id representing the student name and the student ID respectively as described above

Get and set methods for each field (getName(), getId(), setName(), setId()) A toString() method that returns a string description of a given student object

An isValidId() method which accepts a string representing a possible new student ID as an argument and returns a boolean value (true or false) indicating whether the new ID satisfies the structural requirements of the student ID or not

A IdExists() which accepts a string argument representing a possible new student ID and returns a boolean value indicating whether the new ID is already being used by another student or not

Your TestStudent class should be able to perform the following functions:

Create an ArrayList object of Student objects called studentList, using the student data stored in a text file named students.txt (you should create this file such that it stores the student name and ID of several students initially – one line per student)

Allow the user to add as many new Student objects as the user requests to the ArrayList ensuring that each student has a unique student ID

When the user has finished adding new students to the list, the program will override the students.txt file such that it includes the data relating to the new students as well as the original ones

Ability to display a full list of students as well as just the existing student IDs when necessary

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, and sample output (for detail please see marking criteria and presentation below).

Task 2: Value 8 marks

In this task, you are required to provide complete class definitions and then create instances of various classes and use methods to perform various tests.

(a) Define an abstract class called Staff with the following fields and methods:

Fields: name, id, position representing the name, staff id and the position of a staff member in an organisation. Encapsulation should be used to protect these fields against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, get and set methods to provide access to each of the three fields

(b) Define a subclass of the Staff class called FullTimeStaff with the following additional field and methods:

Field: researchArea,a string variable representing the research are of the staff member. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(c) Define a subclass of the Staff class called PartTimeStaff with the following additional field and methods:

Field: timeFraction representing the time fraction of a part-time staff member. This would be a number between 0.1 and 1.0. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(d) Define another subclass of the Staff class called CasualStaff with the following additional field and methods:

Field: hours representing the number of hours that the casual staff member works at the organisation. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(e) Finally, define another class called TestStaff with a main() method to perform necessary testing for the classes defined in the previous sections. In the main method, write the code to:

(1) create an ArrayList object to store references to Staff objects;

(2) open a text file namedtxt (available on interact resources), which contains data relating to staff members, create FullTimeStaff, PartTimeStaff and CasualStaff objects based on the first field in each row in the file (“full”, “part”, or “casual”);

(3) add these objects to the ArrayList; and (4) test various methods of the objects using loop(s) and methods as necessary, including the code to:

Repeatedly display a menu of five options (1, 2, 3, 4 and 5) such that

Option 1 will display details of only full-time staff

Option 2 will display details of only part-time staff

Option 3 will display details of only casual staff

Option 4 will display details of all staff

Option 5 terminate the program

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, UML diagram, and sample output (for detail please see marking criteria and presentation below).

Task 3: Value 4 marks

Write a Java program using JavaFX that displays five playing cards. In the first row display three playing cards (randomly selected from the first 52 cards). In the second and third rows display two different cards compared to the first row at 45 degree and 90 degree angles respectively.

The image icons used in the questions are available in the Resource folder of Interact2. You may need to use HBox and/or VBox Pane.

Task 4: Value 3 marks

Investigate the imperative programming paradigm, as exemplified by procedural programming and object-oriented programming, and the declarative programming paradigm, as exemplified by functional programming and logic programming.

The Reading from Brookshear, 2012 will form a starting point for your investigation. For further investigation, remember that you should not reference Wikipedia items in an essay, so make sure to find articles that you can reference.

Write an essay, of approximately 800 words, based on your investigation, which provides answers to the following questions:

What are the essential differences between the paradigms?

What are some of the programming languages used for these different paradigms?

What specific advantages are provided by these different programming approaches?

Your essay should be referenced using the APA referencing style.

Rationale

This assignment has been designed to allow students to test and demonstrate their ability to:

to interpret and evaluate design requirements expressed in Unified Modelling Language (UML) (objective 2);

to apply inheritance and aggregation patterns in the design and implementation of programs (Objective 3);

be able to compare and critically evaluate different programming paradigms (Objective 6); to manipulate file operations through Java programming; (objective 7);

to use object-oriented techniques and Java resources to develop small applications consisting of a number of classes (objective 4);

to implement Graphical User Interface) (GUI )components using Java (objective 8).

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Java Star Pattern Program | How to solve pattern program in JAVA | How to Print Pattern in Java | Program 002 . . pattern program in java number pattern program in java using for loop odd number pattern program in java triangle pattern program in java character pattern program in java string pattern program in java java pattern programs . .

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ITC538 | APPLICATION OF PROGRAMMING IN JAVA

ITC538 | APPLICATION OF PROGRAMMING IN JAVA | JAVA

JAVA ASSIGNMENT HELP

Task

Assessment 3 has 20 marks in total. Marks will be scaled according to the value of the assignment.

Assessment 3 has four Tasks. Task 1, Task 2, Task3 and Task4 as below:

Task 1: Value 5 marks

In this task, you are required to provide the definition of a class called Student, which represents a typical (but a very limited) university student. Each student has a name (which consists of a string of characters) and a unique student identification (ID) number (consisting of a string of exactly six numerical digits).

You are also required to define a class called TestStudent, which will be used to perform a number of test used to among other things, verify the correctness of the Student class.

In order to maintain the uniqueness of the student ID, your program will need to check that any new IDs supplied by the user is not the same as any of the existing student IDs.

Following are a list of specifications of the Student class:

Two fields name and id representing the student name and the student ID respectively as described above

Get and set methods for each field (getName(), getId(), setName(), setId()) A toString() method that returns a string description of a given student object

An isValidId() method which accepts a string representing a possible new student ID as an argument and returns a boolean value (true or false) indicating whether the new ID satisfies the structural requirements of the student ID or not

A IdExists() which accepts a string argument representing a possible new student ID and returns a boolean value indicating whether the new ID is already being used by another student or not

Your TestStudent class should be able to perform the following functions:

Create an ArrayList object of Student objects called studentList, using the student data stored in a text file named students.txt (you should create this file such that it stores the student name and ID of several students initially – one line per student)

Allow the user to add as many new Student objects as the user requests to the ArrayList ensuring that each student has a unique student ID

When the user has finished adding new students to the list, the program will override the students.txt file such that it includes the data relating to the new students as well as the original ones

Ability to display a full list of students as well as just the existing student IDs when necessary

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, and sample output (for detail please see marking criteria and presentation below).

Task 2: Value 8 marks

In this task, you are required to provide complete class definitions and then create instances of various classes and use methods to perform various tests.

(a) Define an abstract class called Staff with the following fields and methods:

Fields: name, id, position representing the name, staff id and the position of a staff member in an organisation. Encapsulation should be used to protect these fields against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, get and set methods to provide access to each of the three fields

(b) Define a subclass of the Staff class called FullTimeStaff with the following additional field and methods:

Field: researchArea,a string variable representing the research are of the staff member. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(c) Define a subclass of the Staff class called PartTimeStaff with the following additional field and methods:

Field: timeFraction representing the time fraction of a part-time staff member. This would be a number between 0.1 and 1.0. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(d) Define another subclass of the Staff class called CasualStaff with the following additional field and methods:

Field: hours representing the number of hours that the casual staff member works at the organisation. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(e) Finally, define another class called TestStaff with a main() method to perform necessary testing for the classes defined in the previous sections. In the main method, write the code to:

(1) create an ArrayList object to store references to Staff objects;

(2) open a text file namedtxt (available on interact resources), which contains data relating to staff members, create FullTimeStaff, PartTimeStaff and CasualStaff objects based on the first field in each row in the file (“full”, “part”, or “casual”);

(3) add these objects to the ArrayList; and (4) test various methods of the objects using loop(s) and methods as necessary, including the code to:

Repeatedly display a menu of five options (1, 2, 3, 4 and 5) such that

Option 1 will display details of only full-time staff

Option 2 will display details of only part-time staff

Option 3 will display details of only casual staff

Option 4 will display details of all staff

Option 5 terminate the program

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, UML diagram, and sample output (for detail please see marking criteria and presentation below).

Task 3: Value 4 marks

Write a Java program using JavaFX that displays five playing cards. In the first row display three playing cards (randomly selected from the first 52 cards). In the second and third rows display two different cards compared to the first row at 45 degree and 90 degree angles respectively.

The image icons used in the questions are available in the Resource folder of Interact2. You may need to use HBox and/or VBox Pane.

Task 4: Value 3 marks

Investigate the imperative programming paradigm, as exemplified by procedural programming and object-oriented programming, and the declarative programming paradigm, as exemplified by functional programming and logic programming.

The Reading from Brookshear, 2012 will form a starting point for your investigation. For further investigation, remember that you should not reference Wikipedia items in an essay, so make sure to find articles that you can reference.

Write an essay, of approximately 800 words, based on your investigation, which provides answers to the following questions:

What are the essential differences between the paradigms?

What are some of the programming languages used for these different paradigms?

What specific advantages are provided by these different programming approaches?

Your essay should be referenced using the APA referencing style.

Rationale

This assignment has been designed to allow students to test and demonstrate their ability to:

to interpret and evaluate design requirements expressed in Unified Modelling Language (UML) (objective 2);

to apply inheritance and aggregation patterns in the design and implementation of programs (Objective 3);

be able to compare and critically evaluate different programming paradigms (Objective 6); to manipulate file operations through Java programming; (objective 7);

to use object-oriented techniques and Java resources to develop small applications consisting of a number of classes (objective 4);

to implement Graphical User Interface) (GUI )components using Java (objective 8).

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ITC538 | APPLICATION OF PROGRAMMING IN JAVA

ITC538 | APPLICATION OF PROGRAMMING IN JAVA | JAVA

JAVA ASSIGNMENT HELP

Task

Assessment 3 has 20 marks in total. Marks will be scaled according to the value of the assignment.

Assessment 3 has four Tasks. Task 1, Task 2, Task3 and Task4 as below:

Task 1: Value 5 marks

In this task, you are required to provide the definition of a class called Student, which represents a typical (but a very limited) university student. Each student has a name (which consists of a string of characters) and a unique student identification (ID) number (consisting of a string of exactly six numerical digits).

You are also required to define a class called TestStudent, which will be used to perform a number of test used to among other things, verify the correctness of the Student class.

In order to maintain the uniqueness of the student ID, your program will need to check that any new IDs supplied by the user is not the same as any of the existing student IDs.

Following are a list of specifications of the Student class:

Two fields name and id representing the student name and the student ID respectively as described above

Get and set methods for each field (getName(), getId(), setName(), setId()) A toString() method that returns a string description of a given student object

An isValidId() method which accepts a string representing a possible new student ID as an argument and returns a boolean value (true or false) indicating whether the new ID satisfies the structural requirements of the student ID or not

A IdExists() which accepts a string argument representing a possible new student ID and returns a boolean value indicating whether the new ID is already being used by another student or not

Your TestStudent class should be able to perform the following functions:

Create an ArrayList object of Student objects called studentList, using the student data stored in a text file named students.txt (you should create this file such that it stores the student name and ID of several students initially – one line per student)

Allow the user to add as many new Student objects as the user requests to the ArrayList ensuring that each student has a unique student ID

When the user has finished adding new students to the list, the program will override the students.txt file such that it includes the data relating to the new students as well as the original ones

Ability to display a full list of students as well as just the existing student IDs when necessary

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, and sample output (for detail please see marking criteria and presentation below).

Task 2: Value 8 marks

In this task, you are required to provide complete class definitions and then create instances of various classes and use methods to perform various tests.

(a) Define an abstract class called Staff with the following fields and methods:

Fields: name, id, position representing the name, staff id and the position of a staff member in an organisation. Encapsulation should be used to protect these fields against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, get and set methods to provide access to each of the three fields

(b) Define a subclass of the Staff class called FullTimeStaff with the following additional field and methods:

Field: researchArea,a string variable representing the research are of the staff member. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(c) Define a subclass of the Staff class called PartTimeStaff with the following additional field and methods:

Field: timeFraction representing the time fraction of a part-time staff member. This would be a number between 0.1 and 1.0. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(d) Define another subclass of the Staff class called CasualStaff with the following additional field and methods:

Field: hours representing the number of hours that the casual staff member works at the organisation. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(e) Finally, define another class called TestStaff with a main() method to perform necessary testing for the classes defined in the previous sections. In the main method, write the code to:

(1) create an ArrayList object to store references to Staff objects;

(2) open a text file namedtxt (available on interact resources), which contains data relating to staff members, create FullTimeStaff, PartTimeStaff and CasualStaff objects based on the first field in each row in the file (“full”, “part”, or “casual”);

(3) add these objects to the ArrayList; and (4) test various methods of the objects using loop(s) and methods as necessary, including the code to:

Repeatedly display a menu of five options (1, 2, 3, 4 and 5) such that

Option 1 will display details of only full-time staff

Option 2 will display details of only part-time staff

Option 3 will display details of only casual staff

Option 4 will display details of all staff

Option 5 terminate the program

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, UML diagram, and sample output (for detail please see marking criteria and presentation below).

Task 3: Value 4 marks

Write a Java program using JavaFX that displays five playing cards. In the first row display three playing cards (randomly selected from the first 52 cards). In the second and third rows display two different cards compared to the first row at 45 degree and 90 degree angles respectively.

The image icons used in the questions are available in the Resource folder of Interact2. You may need to use HBox and/or VBox Pane.

Task 4: Value 3 marks

Investigate the imperative programming paradigm, as exemplified by procedural programming and object-oriented programming, and the declarative programming paradigm, as exemplified by functional programming and logic programming.

The Reading from Brookshear, 2012 will form a starting point for your investigation. For further investigation, remember that you should not reference Wikipedia items in an essay, so make sure to find articles that you can reference.

Write an essay, of approximately 800 words, based on your investigation, which provides answers to the following questions:

What are the essential differences between the paradigms?

What are some of the programming languages used for these different paradigms?

What specific advantages are provided by these different programming approaches?

Your essay should be referenced using the APA referencing style.

Rationale

This assignment has been designed to allow students to test and demonstrate their ability to:

to interpret and evaluate design requirements expressed in Unified Modelling Language (UML) (objective 2);

to apply inheritance and aggregation patterns in the design and implementation of programs (Objective 3);

be able to compare and critically evaluate different programming paradigms (Objective 6); to manipulate file operations through Java programming; (objective 7);

to use object-oriented techniques and Java resources to develop small applications consisting of a number of classes (objective 4);

to implement Graphical User Interface) (GUI )components using Java (objective 8).

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ITC538 | APPLICATION OF PROGRAMMING IN JAVA

ITC538 | APPLICATION OF PROGRAMMING IN JAVA | JAVA

JAVA ASSIGNMENT HELP

Task

Assessment 3 has 20 marks in total. Marks will be scaled according to the value of the assignment.

Assessment 3 has four Tasks. Task 1, Task 2, Task3 and Task4 as below:

Task 1: Value 5 marks

In this task, you are required to provide the definition of a class called Student, which represents a typical (but a very limited) university student. Each student has a name (which consists of a string of characters) and a unique student identification (ID) number (consisting of a string of exactly six numerical digits).

You are also required to define a class called TestStudent, which will be used to perform a number of test used to among other things, verify the correctness of the Student class.

In order to maintain the uniqueness of the student ID, your program will need to check that any new IDs supplied by the user is not the same as any of the existing student IDs.

Following are a list of specifications of the Student class:

Two fields name and id representing the student name and the student ID respectively as described above

Get and set methods for each field (getName(), getId(), setName(), setId()) A toString() method that returns a string description of a given student object

An isValidId() method which accepts a string representing a possible new student ID as an argument and returns a boolean value (true or false) indicating whether the new ID satisfies the structural requirements of the student ID or not

A IdExists() which accepts a string argument representing a possible new student ID and returns a boolean value indicating whether the new ID is already being used by another student or not

Your TestStudent class should be able to perform the following functions:

Create an ArrayList object of Student objects called studentList, using the student data stored in a text file named students.txt (you should create this file such that it stores the student name and ID of several students initially – one line per student)

Allow the user to add as many new Student objects as the user requests to the ArrayList ensuring that each student has a unique student ID

When the user has finished adding new students to the list, the program will override the students.txt file such that it includes the data relating to the new students as well as the original ones

Ability to display a full list of students as well as just the existing student IDs when necessary

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, and sample output (for detail please see marking criteria and presentation below).

Task 2: Value 8 marks

In this task, you are required to provide complete class definitions and then create instances of various classes and use methods to perform various tests.

(a) Define an abstract class called Staff with the following fields and methods:

Fields: name, id, position representing the name, staff id and the position of a staff member in an organisation. Encapsulation should be used to protect these fields against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, get and set methods to provide access to each of the three fields

(b) Define a subclass of the Staff class called FullTimeStaff with the following additional field and methods:

Field: researchArea,a string variable representing the research are of the staff member. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(c) Define a subclass of the Staff class called PartTimeStaff with the following additional field and methods:

Field: timeFraction representing the time fraction of a part-time staff member. This would be a number between 0.1 and 1.0. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(d) Define another subclass of the Staff class called CasualStaff with the following additional field and methods:

Field: hours representing the number of hours that the casual staff member works at the organisation. Again, encapsulation should be used to protect this field against intentional or accidental, direct modification

Constructors: a no-args/default constructor, and an overloaded constructor to initialise the fields to appropriate values when the instances of the class are created

Methods: a toString() method to print a string representation of the objects, additional get and set methods as required to provide access to the field

(e) Finally, define another class called TestStaff with a main() method to perform necessary testing for the classes defined in the previous sections. In the main method, write the code to:

(1) create an ArrayList object to store references to Staff objects;

(2) open a text file namedtxt (available on interact resources), which contains data relating to staff members, create FullTimeStaff, PartTimeStaff and CasualStaff objects based on the first field in each row in the file (“full”, “part”, or “casual”);

(3) add these objects to the ArrayList; and (4) test various methods of the objects using loop(s) and methods as necessary, including the code to:

Repeatedly display a menu of five options (1, 2, 3, 4 and 5) such that

Option 1 will display details of only full-time staff

Option 2 will display details of only part-time staff

Option 3 will display details of only casual staff

Option 4 will display details of all staff

Option 5 terminate the program

Ensure that the program is appropriately documented throughout and thoroughly tested to demonstrate its correct operation.

You need to submit java and class files, a short discussion to explain the logic on how the problem has been solved, UML diagram, and sample output (for detail please see marking criteria and presentation below).

Task 3: Value 4 marks

Write a Java program using JavaFX that displays five playing cards. In the first row display three playing cards (randomly selected from the first 52 cards). In the second and third rows display two different cards compared to the first row at 45 degree and 90 degree angles respectively.

The image icons used in the questions are available in the Resource folder of Interact2. You may need to use HBox and/or VBox Pane.

Task 4: Value 3 marks

Investigate the imperative programming paradigm, as exemplified by procedural programming and object-oriented programming, and the declarative programming paradigm, as exemplified by functional programming and logic programming.

The Reading from Brookshear, 2012 will form a starting point for your investigation. For further investigation, remember that you should not reference Wikipedia items in an essay, so make sure to find articles that you can reference.

Write an essay, of approximately 800 words, based on your investigation, which provides answers to the following questions:

What are the essential differences between the paradigms?

What are some of the programming languages used for these different paradigms?

What specific advantages are provided by these different programming approaches?

Your essay should be referenced using the APA referencing style.

Rationale

This assignment has been designed to allow students to test and demonstrate their ability to:

to interpret and evaluate design requirements expressed in Unified Modelling Language (UML) (objective 2);

to apply inheritance and aggregation patterns in the design and implementation of programs (Objective 3);

be able to compare and critically evaluate different programming paradigms (Objective 6); to manipulate file operations through Java programming; (objective 7);

to use object-oriented techniques and Java resources to develop small applications consisting of a number of classes (objective 4);

to implement Graphical User Interface) (GUI )components using Java (objective 8).

Punjab Assignment Help

Buy Online Assignment Help services for JAVA ASSIGNMENT with Punjab Assignment Help at punjabassignmenthelp@gmail.com