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Math module layouteditor6/3/2023 ![]() 058 * 059 * Based in part on PanelEditor.java (Bob Jacobsen (c) 2002, 2003). Other Lists keep track of drawn 057 * items. 054 * 055 * The "contents" List keeps track of all text and icon label objects added to 056 * the target frame for later manipulation. 050 * 051 * All created objects are put on specific levels depending on their type 052 * (higher levels are in front): Note that higher numbers appear behind lower 053 * numbers. In harmony with the book's informal and semi-conversational tone, common errors are pointed out-the student being explicitly warned against them-and questions on the material just covered are interspersed throughout the chapter, rather than being bunched at the end.001 package 002 003 import. 004 005 import java.awt.* 006 import .* 007 import 2D 008 import 2D 009 import 圜hangeEvent 010 import 011 import java.io.File 012 import 013 import 014 import 015 import java.util.* 016 import 017 import 018 import 019 020 import 021 import 022 import javax.swing.* 023 import 024 import 025 import 026 027 import jmri.* 028 import 029 import 030 import 031 import 032 import .* 033 import .LayoutEditorDialogs.* 034 import .LayoutEditorToolBarPanel.LocationFormat 035 import .PanelEditor 036 import 037 import 038 import 039 import jmri.util.* 040 import 041 import 042 import 043 044 /** 045 * Provides a scrollable Layout Panel and editor toolbars (that can be hidden) 046 * 047 * This module serves as a manager for the LayoutTurnout, Layout Block, 048 * PositionablePoint, Track Segment, LayoutSlip and LevelXing objects which are 049 * integral subparts of the LayoutEditor class. A clear explanation of the arithmetical work is then followed by a convenient summary of steps, for reference. Several illustrations or several variations of the problem make perfectly obvious the value and meaning of the new process. Each new type of computation is introduced by a discussion showing the practical problems which make this type of computation necessary. ![]() This book is the simplest statement that has yet been issued. have little time for learning the more elaborate methods of treating results. Ever since the present wide-spread interest in educational measurements began, an explanation of statistics has been needed, simple enough to be understood by principals and teachers without extensive training in mathematics and by students who, in a single course on Standardized Tests. Comput Appl Eng Educ 13: 48–59, 2005 Published online in Wiley InterScience (DOI 10.1002/cae.20029 Peer Reviewed Ī Primer of Graphics and Statistics for Teachers by H. In addition, the authors offer recommendations for pros and cons of available options in terms of platform independence, ease of programming, facilitation of interaction with students, and flexibility. For the GUIs presented, their educational value with respect to flexible data entry and post-processing of results has been demonstrated. Subsequently, a comprehensive comparative assessment of possible alternatives is undertaken in the light of a benchmark educational program used in a course on computational fluid dynamics (CFD) at the University of Michigan. In this study, the authors first describe a number of software and language options that are available to build GUIs. ![]() ![]() Graphical user interfaces (GUIs) are being increasingly used in the classroom to provide users of computer simulations with a friendly and visual approach to specifying all input parameters and increased configuration flexibility.
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