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"This book stands above the rest because it has been available on the web and read by thousands of Java programmers The authors have received an enormous amount of feedback about which sections are good and which sections are confusing; the confusing ones have been improved I doubt that any other Java book has undergone such trial by fire" -Metroplex Java User Group, wwwjavamugorg/reviews/ Whether you're taking a class or learning on the job, The Java(TM) Tutorial, Third Edition , is a handson guide that lets you quickly become proficient with the Java programming language Written by members of the Java Software team at Sun Microsystems, the book uses an interactive approach to help you learn the Java platform by example Since its first online release in 1995, the material in The Java(TM) Tutorial has been updated continuously to reflect reader feedback and new releases of the Java platform This third edition has In this program, the user chooses the lunar phase from the combo box, and the selected phase of the been thoroughly updated to cover v13 of the Java Platform, Standard Edition, as well as preceding moon is shown in the lower panel This is the first example we've seen that uses multiple panels to versions as early as JDK 11 group components Let's take a quick look at how we set up these panels You will find clear LunarPhases hasexplanations of such fundamentals as objects, classes, and data structures In three panels, as shown in Figure 104 addition, the book provides introductions to object-oriented programming, applet construction, and user interface design Other topics include exceptions, I/O, and threads To help beginners avoid many Figure 104 A depiction of the main panel and two subpanels in LunarPhasesjava common mistakes, an entire chapter is devoted to programming problems and their solutions Convenient summaries at the end of each section are new to this edition Also new for this edition are "Questions and Exercises" sections to help you practice what you learn After working through the lessons in this proven tutorial, you will be well prepared to use the Java programming language in your school or workplace.



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learning While information is central to this process, learning also needs to be supported by other conditions Key among these is the need to build and maintain trust among different parties involved Other processes will also be required to manage forums which enable the development of a shared understanding such that stakeholders can quickly and effectively place problems and information in their wider context (Allen et al, 2001) The topic of collaboration has received attention ever since, yet conceptually, CL is not particularly well understood In providing a topology of the CL concept, this book supports Harvey et al (1998) s contention that Collaborative Learning originated from organisational learning They argue that the work on organisational learning has gone in and out of style, since the early work of Argyris and Schon (1978), whose work on organisational learning was credited as the original birth of Learning in business management In another precedent, many labels have been found referring to CL as a classroom technique, where people come together in groups (Holt et al, 1995; Panitz, 1996; Kaplan, 2002) Many of these proponents working in this area have suggested that CL is a way of dealing with people which respects and highlights individual group members abilities and contributions Most argue that there is sharing of authority and acceptance of responsibility among group members for the group actions They also all agreed that the underlying premise of CL is based upon consensus building through cooperation by group members, in contrast to competition that exist in a normal setting However, the general consensus from both schools of thoughts is that practitioners can apply this philosophy in the classroom, organisations, project undertaken, at committee meetings, with community groups, within their families and generally as a way of living with and dealing with other people Digenti (1999) in de ning CL, argued that it is a business practice that is aimed at discovering explicit and tacit collaboration tools, processes and knowledge, experimenting with them and creating new knowledge from them By CL, the authors argue that it is an interaction of two or more people that engage in value-creating and knowledge capture activities based on improving, practicing and transferring collaboration skills and expertise both within the group and to the organisation or group of organisations to which they belong (Udeaja et al, 2005) CL employs experimentation, methods and approaches that emerges from the present situation and evolve as they are practiced This method of exploration has been termed action research, originating from the work of Lewin (1946) Organisational learning and culture concepts underpin the functioning of CL These methods allow organisations to move across boundaries uidly and to ensure that the learning that takes place in one group is transferred back to the organisation The practice of these approaches demands a fundamental shift of tapping into expertise real-time and creating an environment that allows this to happen (Digenti, 1999) Digenti (1999) further argued that the shared goals of this learning group is the generalisation of the information acquired for the bene t of individuals involved.





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In the following code in the LunarPhases constructor, we construct all three panels and add the two subpanels (selectPanel and displayPanel) to mainPanel

Although we ve forced this example to t within a section, it shows that being sensitive to complexity in the tests can help us clarify our designs Now we have a message handling object that clearly performs the usual three stages: receive, process, and forward We ve pulled out the message routing code (the MessageDispatcher), so the MessageProcessor has fewer responsibilities and we know where to put routing decisions when things get more complicated You might also notice that this code is easier to unit-test When extracting implicit components, we start by looking for two conditions: arguments that are always used together in the class, and those that have the same lifetime Once we ve found a coincidence, we have the harder task of nding a good name that explains the concept As an aside, one sign that a design is developing nicely is that this kind of change is easy to integrate All we have to do is nd where the MessageProcessor is created and change this:

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