First class

Abstract: A persistent programming environment, together with a language that supports first class procedures, may be used to provide the semantic features of other object modeling languages. In particular, the two concepts may be combined to implement abstract data types, modules, separate compilation, views, and data protection. Furthermore, the ideas may be used in system construction and version control, as demonstrated here.

Abstract: A system and method for run time configuration of objects within an object oriented computing environment permits class substitution, instance redirection and class redirection at run time. Class redirection permits class message calls to be redirected from a first class to a second class at run time. In class redirection, the second class uses all new instances of the first class. Instance redirection enables both class messages and instance messages to be redirected from the first class to the second class of run time. In instance redirection, the second class uses all new and existing instances of the first class. Class substitution enables both class messages and instance messages to be redirected and also enables insertion of a new class into the class hierarchy at run time. In class substitution, the second class uses all new instances and existing instances of the first class and all new instances and existing instances of the descendants of the first class. Class substitution, instance redirection, and class redirection can be used individually or in combination. In addition, multiple classes can be linked together into a single run time module to enhance performance.

Abstract: An object-oriented computer system includes two or more class loaders for loading program class files into the system. A constraint checking mechanism is provided so that where a first class file loaded by a first class loader makes a symbolic reference to a second class file loaded by a second class loader, with said symbolic reference including a descriptor of a third class file, the constraint enforces that the first and second class files agree on the identity of the third class file. The constraint checking mechanism stores a list of constraints as a set of asymmetric relationships between class loaders. Each stored constraint, for a class loader which loaded a class file that contains a symbolic reference to another class file, includes a first parameter denoting the class loader which loaded the class file to which the symbolic references is made; and a second parameter denoting a class file which is identified by a descriptor in said symbolic reference.

Abstract: A survey of attendance motivators administered to 220 undergraduates enrolled in an introductory-level survey course at a large Midwestern university in fall 2002 and spring 2003 revealed, intuitively yet contrary to many earlier studies, that the most common situation in which students are motivated to attend class is if they consider the instructor and/or the material interesting. Of the 144 students who responded to the survey, 84.7% indicated such interest was a reason they would attend class. Only 66.7% indicated they would be compelled to attend a class because credit was given for attendance, suggesting that instructors should try to make their courses as interesting as possible if they wish to improve attendance rates. Introduction Many studies (including Beaulieu, 1984; Galichon & Friedman, 1985; Wyatt, 1992; and Friedman, Rodriguez & McComb, 2001) have considered why college students may choose not to attend class, but only some of these studies have constructively considered factors that may help persuade students to attend class. When the reasons can be controlled by the instructor, knowing what to do to keep students coming to class can be as useful as knowing what causes students to skip class Methodology On the first days of class during the fall 2002 and spring 2003 semesters, I administered an optional survey to 220 students in nine sections of Introduction to Japanese Culture, a course that enrolls a relatively representative sample of the undergraduate population at a large Midwestern university. The results and discussion presented here are based on responses to the second question, which asked students to identify situations that would increase their likelihoods to attend class. The question gave five rationales (as seen in Table 1) and asked students to choose all that apply. Also, space was provided for students to write in reasons not already listed. Results I provide aggregate results of answers given to the second question on the survey instrument, for which I received an overall response rate of 65% (144 students out of 220), in Table 1. In light of earlier studies by Launius (1997) and Friedman, Rodriguez, and McComb (2001), I had expected that requiring attendance in and of itself--answer "A"--would turn out to be the leading means to motivate students to come to class. It did not. Instead, my results mirror a finding of Galichon and Friedman (1985), who report that considering a class boring is the most important factor causing students to cut a class. My findings are cast in a positive light, however: Instead of cutting class because it is boring, my students choose to attend class because it is interesting. In all nine sections I queried, the most common response was answer "C": students are more likely to come to class if they find "the instructor/material interesting." Answer "A," "I'm required to attend, because attendance is part of the grade," ranked second in seven sections and third in the remaining two. Overall, as detailed in Table 1, nearly 85% answered that they would be more likely to come to class if the instructor/material is interesting, followed by nearly 67% for required attendance. Students were encouraged to choose as many answers as they thought were relevant to their own situations. The most popular write-in rationale (35 students) was that new material presented in class but not easily available elsewhere (e.g., in the course readings or films) would appear on quizzes or exams. Discussion On one level, my results suggest that students seem to be buying into what Petress (1996, p. 387) has termed a "quasi economic model": students claim that they are customers, and the seller (in this case, the instructor) is obliged to make the product (the class) appealing enough to attract students. Students today want to be kept interested: they want to be kept entertained. Indeed, in my case, remarkably few students come to the first class inherently interested in the subject matter, as Introduction to Japanese Culture fulfills either one or two general education requirements (depending on the student's college). …