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The rst great industrial revolution in the nineteenth century and the scienti c revolution that preceded it, was the rst exercise in learning However, it was not until the latter part of the twentieth century that the idea of a learning organisation gained prominence The impetus for this has in fact come from the idea of capturing learning and disseminating the learning throughout the organisation by Argyris and Schon, 1978 Many studies have followed in this vein, dealing speci cally with organisational learning (Huber, 1991; Pentland, 1995; Harvey et al, 1998; Holt et al, 2000; Patel et al, 2000; Bhatt and Zaveri, 2002; Strati, 2007; Spender, 2008), project-based learning (Bj rkegren, 1999; Thomas, 2000; Bresnen et al, 2002; Fong, 2003; Kamara et al, 2005) and CL (Gokhale, 1995; Holt et al, 1995; Panitz, 1996; Sadler-smith et al, 2000; Allen et al, 2001; Kaplan, 2002; Udeaja et al, 2005; Hern ndez-leo et al, 2006) There are several ongoing research projects investigating aspects of learning between members of the collaborating organisations The research projects cut across various disciplines and sections including construction, manufacturing, education and other engineering areas and employ variety of strategies and concepts The remainder of this section will look at the previous works from a general point of view of the underlying philosophies, to show how the concept of Collaborative Learning has being developed Harvey et al (1998) work draw from previous work in this area, where organisational learning is based upon an environment which encourages the development of processes for acquiring knowledge, disseminating and interpreting information, as well as creating an organisation memory They agreed that to effectively simulate organisational learning, management must create an infrastructure to encourage, support and document the learning taking place Based on this, they made the case that a learning organisation requires a highly exible information infrastructure that allows individuals to pull information out of existing repositories as needed In all they presented a phased model of intra-organisational learning, which is prescriptive in nature It articulates the communication ows and information sharing which should take place across organisational structures to enable the existing culture to evolve into an ongoing learning environment The outcome of their implementation is a fourphased learning culture that is initiated from top-level executives and passed down to the functional management level at phase one The second phase deals with expansion of learning environment across functions thereby inculcating a learning culture throughout the organisation by promoting cross-function communications, multifunction team problem solving, and eventually, cross-functional learning The third, encourages learning between divisions within the same organisation, this basically address the political barriers to cooperation that are frequently encountered when spanning divisional boundaries Finally, the fourth phase.



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Tabbed Pane "This book stands above the rest because it The been available on the web and read by thousands of has Java Tutorial: Java programmers The authors have received an enormous amount of feedback about which sections are good and which sections are confusing; http://javasuncom/docs/books/tutorial/uiswing/components/tabbedpan the confusing ones have been improved I doubt that any other Java book has undergone such trial by fire" -Metroplex Java User Group, API Documentation: wwwjavamugorg/reviews/ http://javasuncom/j2se/13/docs/api/javax/swing/JTabbedPanehtml 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 Tool Bar The Java Tutorial: help you learn the Java platform by example





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I was involved in a project recently where jMock was used quite heavily Looking back, here s what I found: 1 2 3 The unit tests were at times unreadable (no idea what they were doing) Some tests classes would reach 500 lines in addition to inheriting an abstract class which also would have up to 500 lines Refactoring would lead to massive changes in test code

http://javasuncom/docs/books/tutorial/uiswing/components/toolbarht Since its first online release in 1995, the material in The Java(TM) Tutorial has been updated continuously to reflect reader feedback and API Documentation: platform This third edition has new releases of the Java been thoroughly updated to cover v13 of the Java Platform, Standard Edition, as well as preceding versions as early as JDK 11 http://javasuncom/j2se/13/docs/api/javax/swing/JToolBarhtml

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You will find clear explanations of such fundamentals as objects, classes, and data structures In 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 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

Table 54 Special-Purpose Containers: Intermediate containers that play specific roles in the Components Internal Frames The Java Tutorial: URLs

A unit test shouldn t be 1000 lines long! It should focus on at most a few classes and should not need to create a large xture or perform lots of preparation just to get the objects into a state where the target feature can be exercised Such tests are hard to understand there s just so much to remember when reading them And, of course, they re brittle, all the objects in play are too tightly coupled and too dif cult to set to the state the test requires Test-driven development can be unforgiving Poor quality tests can slow development to a crawl, and poor internal quality of the system being tested will result in poor quality tests By being alert to the internal quality feedback we get from

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ByMary Campione,Kathy Walrath,Alison Huml Publisher Pub Date ISBN Pages : Addison Wesley : December 28, 2000 : 0-201-70393-9 : 592

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writing tests, we can nip this problem in the bud, long before our unit tests approach 1000 lines of code, and end up with tests we can live with Conversely, making an effort to write tests that are readable and exible gives us more feedback about the internal quality of the code we are testing We end up with tests that help, rather than hinder, continued development

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