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Effective C++
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Effective C++ 3/e is a complete update of Effective C++ and Effective C++ 2/e . Like its predecessors, 3/e has 55 guidelines which contain better, more effective ways to write code, backed by specific examples. The second edition published in 1997, and was basically a face-lift of the first edition, keeping most of the same elements, and seven years later is still selling well. Now, Meyers has dramatically rejuvenated the material, including more than 30% brand-new material. Meyers began this edition by asking himself, "What are the 55 most important pieces of advice for practicing C++ programmers in 2005?" He also asked thousands of past users of his books this same question. This resulted in a completely new book. New material includes use of UML notation, thread safety, exception safety, design patterns, and templates. Any older material has been revitalized to reflect new ideas and strides in C++ development. Product Description "Every C++ professional needs a copy of Effective C++. It is an absolute must-read for anyone thinking of doing serious C++ development. If you've never read Effective C++ and you think you know everything about C++, think again." - Steve Schirripa, Software Engineer, Google"C++ and the C++ community have grown up in the last fifteen years, and the third edition of Effective C++ reflects this. The clear and precise style of the book is evidence of Scott's deep insight and distinctive ability to impart knowledge." - Gerhard Kreuzer, Research and Development Engineer, Siemens AG The first two editions of Effective C++ were embraced by hundreds of thousands of programmers worldwide. The reason is clear: Scott Meyers' practical approach to C++ describes the rules of thumb used by the experts - the things they almost always do or almost always avoid doing - to produce clear, correct, efficient code. The book is organized around 55 specific guidelines, each of which describes a way to write better C++. Each is backed by concrete examples. For this third edition, more than half the content is new, including added chapters on managing resources and using templates. Topics from the second edition have been extensively revised to reflect modern design considerations, including exceptions, design patterns, and multithreading. Important features of Effective C++ include: Expert guidance on the design of effective classes, functions, templates, and inheritance hierarchies. Applications of new "TR1" standard library functionality, along with comparisons to existing standard library components. Insights into differences between C++ and other languages (e.g., Java, C#, C) that help developers from those languages assimilate "the C++ way" of doing things. Features + Benefits Revision of the best seller. This is the market leading, second book on programming that every C++ programmer needs. ° Scott Meyers is one of the world's foremost experts on C++ software development. He is an excellent promoter of his books. ° More than 50% new material and complete updates of tried-and-true material to bring it up to 2005 standards. ° There is no better way to bring C++ programmers up to date on cutting edge practices than this book. It's a classic--the #1 book of its kind. Backcover "Every C++ professional needs a copy of Effective C++. It is an absolute must-read for anyone thinking of doing serious C++ development. If you've never read Effective C++ and you think you know everything about C++, think again." - Steve Schirripa, Software Engineer, Google"C++ and the C++ community have grown up in the last fifteen years, and the third edition of Effective C++ reflects this. The clear and precise style of the book is evidence of Scott's deep insight and distinctive ability to impart knowledge." - Gerhard Kreuzer, Research and Development Engineer, Siemens AG The first two editions of Effective C++ were embraced by hundreds of thousands of programmers worldwide. The reason is clear: Scott Meyers' practical approach to C++ describes the rules of thumb used by the experts - the things they almost always do or almost always avoid doing - to produce clear, correct, efficient code. The book is organized around 55 specific guidelines, each of which describes a way to write better C++. Each is backed by concrete examples. For this third edition, more than half the content is new, including added chapters on managing resources and using templates. Topics from the second edition have been extensively revised to reflect modern design considerations, including exceptions, design patterns, and multithreading. Important features of Effective C++ include: Expert guidance on the design of effective classes, functions, templates, and inheritance hierarchies. Applications of new "TR1" standard library functionality, along with comparisons to existing standard library components. Insights into differences between C++ and other languages (e.g., Java, C#, C) that help developers from those languages assimilate "the C++ way" of doing things. Preface xvAcknowledgments xviiIntroduction 1Chapter 1: Accustoming Yourself to C++ 11 Item 1: View C++ as a federation of languages. 11 Item 2: Prefer consts, enums, and inlines to #defines. 13 Item 3: Use const whenever possible. 17 Item 4: Make sure that objects are initialized before they're used. 26 Chapter 2: Constructors, Destructors, and Assignment Operators 34 Item 5: Know what functions C++ silently writes and calls. 34 Item 6: Explicitly disallow the use of compiler-generated functions you do not want. 37 Item 7: Declare destructors virtual in polymorphic base classes. 40 Item 8: Prevent exceptions from leaving destructors. 44 Item 9: Never call virtual functions during construction or destruction. 48 Item 10: Have assignment operators return a reference to *this. 52 Item 11: Handle assignment to self in operator=. 53 Item 12: Copy all parts of an object. 57 Chapter 3: Resource Management 61 Item 13: Use objects to manage resources. 61 Item 14: Think carefully about copying behavior in resource-managing classes. 66 Item 15: Provide access to raw resources in resource-managing classes. 69 Item 16: Use the same form in corresponding uses of new and delete. 73 Item 17: Store newed objects in smart pointers in standalone statements. 75 Chapter 4: Designs and Declarations 78 Item 18: Make interfaces easy to use correctly and hard to use incorrectly. 78 Item 19: Treat class design as type design. 84 Item 20: Prefer pass-by-reference-to-const to pass-by-value. 86 Item 21: Don't try to return a reference when you must return an object. 90 Item 22: Declare data members private. 94 Item 23: Prefer non-member non-friend functions to member functions. 98 Item 24: Declare non-member functions when type conversions should apply to all parameters. 102 Item 25: Consider support for a non-throwing swap. 106 Chapter 5: Implementations 113 Item 26: Postpone variable definitions as long as possible. 113 Item 27: Minimize casting. 116 Item 28: Avoid returning "handles" to object internals. 123 Item 29: Strive for exception-safe code. 127 Item 30: Understand the ins and outs of inlining. 134 Item 31: Minimize compilation dependencies between files. 140 Chapter 6: Inheritance and Object-Oriented Design 149 Item 32: Make sure public inheritance models "is-a." 150 Item 33: Avoid hiding inherited names. 156 Item 34: Differentiate between inheritance of interface and inheritance of implementation. 161 Item 35: Consider alternatives to virtual functions. 169 Item 36: Never redefine an inherited non-virtual function. 178 Item 37: Never redefine a function's inherited default parameter value. 180 Item 38: Model "has-a" or "is-implemented-in-terms-of" through composition. 184 Item 39: Use private inheritance judiciously. 187 Item 40: Use multiple inheritance judiciously. 192 Chapter 7: Templates and Generic Programming 199 Item 41: Understand implicit interfaces and compile-time polymorphism. 199 Item 42: Understand the two meanings of typename. 203 Item 43: Know how to access names in templatized base classes. 207 Item 44: Factor parameter-independent code out of templates. 212 Item 45: Use member function templates to accept "all compatible types." 218 Item 46: Define non-member functions inside templates when type conversions are desired. 222 Item 47: Use traits classes for information about types. 226 Item 48: Be aware of template metaprogramming. 233 Chapter 8: Customizing new and delete 239 Item 49: Understand the behavior of the new-handler. 240 Item 50: Understand when it makes sense to replace new and delete. 247 Item 51: Adhere to convention when writing new and delete. 252 Item 52: Write placement delete if you write placement new. 256 Chapter 9: Miscellany 262 Item 53: Pay attention to compiler warnings. 262 Item 54: Familiarize yourself with the standard library, including TR1. 263 Item 55: Familiarize yourself with Boost. 269 Appendix A: Beyond Effective C++ 273Appendix B: Item Mappings Between Second and Third Editions 277Index 280Effective C++ 3/e is a complete update of Effective C++ and Effective C++ 2/e .Like its predecessors, 3/e has 55 guidelines which contain better, moreeffective ways to write code, backed by specific examples. The second editionpublished in 1997, and was basically a face-lift of the first edition, keeping mostof the same elements, and seven years later is still selling well.Now, Meyers has dramatically rejuvenated the material, including more than50% brand-new material. Meyers began this edition by asking himself, Whatare the 55 most important pieces of advice for practicing C++ programmers in2005? He also asked thousands of past users of his books this same question.This resulted in a completely new book. New material includes use of UMLnotation, thread safety, exception safety, design patterns, and templates. Anyolder material has been revitalized to reflect new ideas and strides in C++development.

Anbieter: buecher
Stand: 26.11.2020
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Encoding and Decoding the Meanings of English I...
98,90 € *
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The book Encoding and Decoding the Meanings of English Idiomatic Expressions tackles the most commonly used idioms in British English and American English. It is furnished to analyze a great deal of idioms multilinguistically. The book consists of three parts. Part One offers a tessellation of newly innovated theories and creative approaches of analysis, which were applied to the culled idioms. Part Two represents the analytical and practical aspect of the book. It is considered analytical because it analyzes (150) idioms picked up from the total idioms (500) that embody the whole corpora of the book. On the other hand, it is called analytical because the innovative and existed theories and newly created approaches were applied to the randomly culled idioms. The multilinguistic analysis covers a set of linguistic topics new classification of idioms, structural decomposition of idioms, morphological templates, metaphoric creativity, pragmatic projections, semantic phenomena, symbolic images, and sociolinguistic aspects. Part Three handles the idioms quantitatively and qualitatively. As this part presents discussions of the results obtained from the quantitative analysis of idioms.

Anbieter: Dodax
Stand: 26.11.2020
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English Phrasal Verbs in Ontological Semantics
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The purpose of the present study is to describe and analyze the acquisition of English Phrasal Verbs into the Knowledge Base Acquisition Editor, a Natural Language Processing database based on the framework of the ontological semantics theory. The present study is an account for both structural and semantic diversity of phrasal verbs. By classifying phrasal verbs into subgroups according to their meaning and then distributing them among four basic templates with respect to their composition and permissible orders within the phrasal group, the study suggests a methodology for covering a wide variety of meanings and argues for listing not only non-compositional, but also literal metaphorically extended senses. The results of the acquisition are considered in the light of the sense disambiguation problem in computational semantics.

Anbieter: Dodax
Stand: 26.11.2020
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Critical Analyses of Educational Reforms in an ...
111,83 € *
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This book represents a set of critical analyses of educational reforms where issues of transnational governance are of vital concern. It focuses on different aspects of, and practices in educational reform-making, and in particular on governing techniques and the working of new agencies such as supranational and multinational organizations. In addition, the book examines contemporary issues of immigration/immigrants in the politics of schooling, by reflecting on matters of migration, and problematizing how concepts such as exclusion and abjection make the migrants appear "failed", "insufficient" and even "dangerous".The book provides theoretical insights into critical relations between knowledge and power, governance and governmentality, and notions concerning educational systems, as well as how these are compared. The central themes of the book are models for organizing and reflecting on transnationalization and educational reforms. In its discussion of those themes, the focus lies on changing conceptions of education and the educational system, on how school or teacher education is adapting to discourses of effectiveness and efficiency, and on their transformation according to standardized templates. Such changing conceptions define the meanings of education and educational progress, they are important for the identification and analysis of educational knowledge, and for critical discourses on education in society.

Anbieter: Dodax
Stand: 26.11.2020
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Encoding and Decoding the Meanings of English I...
98,90 € *
ggf. zzgl. Versand

The book Encoding and Decoding the Meanings of English Idiomatic Expressions tackles the most commonly used idioms in British English and American English. It is furnished to analyze a great deal of idioms multilinguistically. The book consists of three parts. Part One offers a tessellation of newly innovated theories and creative approaches of analysis, which were applied to the culled idioms. Part Two represents the analytical and practical aspect of the book. It is considered analytical because it analyzes (150) idioms picked up from the total idioms (500) that embody the whole corpora of the book. On the other hand, it is called analytical because the innovative and existed theories and newly created approaches were applied to the randomly culled idioms. The multilinguistic analysis covers a set of linguistic topics new classification of idioms, structural decomposition of idioms, morphological templates, metaphoric creativity, pragmatic projections, semantic phenomena, symbolic images, and sociolinguistic aspects. Part Three handles the idioms quantitatively and qualitatively. As this part presents discussions of the results obtained from the quantitative analysis of idioms.

Anbieter: Dodax
Stand: 26.11.2020
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From Word-Formation Rules to Creating Paradigms
18,90 CHF *
zzgl. 3,50 CHF Versand

Seminar paper from the year 2007 in the subject English Language and Literature Studies - Linguistics, Technical University of Braunschweig (Englisches Seminar), course: Language Acquisition: Vocabulary and Modality, language: English, abstract: In the language acquisition process, children acquire words by simultaneously trying to comprehend how language functions and expressing forms which they have learned for meanings they wish to convey. Children are very skillful at identifying words in the stream of sounds, attributing meaning to them, segmenting them into smaller parts, and detecting rules of word structure. When they create words themselves, they use everything they have learned at different stages of acquisition, by following the rules they have discovered in language. As children learn more words, they are able to identify patterns and certain regularities in the lexicon. They make use of these patterns and build paradigms, i.e. they use the same templates to connect words which are related in form and meaning. By creating forms for specific meanings, they coin words which fit into an already existing paradigm. Paradigms reflect a certain regularity within language, and at the same time, reveal children's need to organize and compress the huge amount of words that they encounter. Despite children's skillfulness in learning language and their ability to analyze the structure of language and its regularities, despite their mastery in creating innovative complex words that follow principles of word-formation, not all the words children produce are legitimate forms. The purpose of this paper is to identify the reasons why errors occur in children's production of complex words. The second part of the paper will deal with a theoretical analysis of complex words, from the internal structure of words to main types of word-formation like derivation and compounding, and finally, will focus on establishing rules of

Anbieter: Orell Fuessli CH
Stand: 26.11.2020
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Socialist Spaces
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What were Socialist Spaces? The Eastern Bloc produced distinctive spaces, some of which were fashioned from ideological templates, such as the monumental parade grounds and Red Squares where communist leaders could receive tributes, or new factory cities with towering chimneys and glittering palaces of culture. But what of the grimy toilet in the communal apartment or the forlorn ruins left after the Second World War? This book explores the representation, meanings and uses of space in the socialist countries of Eastern Europe and the Soviet Union between 1947 and 1991. The essays n written from different disciplinary perspectives n investigate the extent to which actual spaces conformed to the dominant political order in the region. Should, for instance, the creation of private spaces, such as the Russian dacha and the Czech chata, be understood as acts of appropriation in which lives were fashioned against the collective or, alternatively, as 'gifts' given by the State in return for quiescence? Whilst monuments and public spaces were designed to relay official ideology, one of the most notable features of the events that marked the end of the Bloc was the way that they became sites of dissent. Examining the myriad ways in which space was used and conceived within socialist society, this book makes an essential contribution to Eastern European and Soviet Studies and provides significant new angles on the factors that underpinned socialism's eventual downfall.

Anbieter: Orell Fuessli CH
Stand: 26.11.2020
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The Essential Charles Dickens School Resource
62,90 CHF *
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'Charles Dickens is arguably the greatest storyteller in English Literature and his novels have been loved and respected for nearly two hundred years. As accurate reflections of Victorian society they are unparalleled. Vivid characters and realistic settings are created in the mind of the reader, all laced with Dickens inimitable humour, wit and lacerating political comment. This book aims to bring alive these characters and settings in the minds of children. It provides a comprehensive resource for children not only to learn about the literary heritage of the English language, but also to encourage them to create meanings from these classic stories through their personal, social and cultural experiences. The authors set each novel in context, providing a synopsis of the book, as well as characters, settings themes and symbolism. Works covered include: - A Christmas Carol - Bleak House - David Copperfield - Great Expectations - Hard Times - Oliver Twist But this book doesn't just aim to introduce classicliterature to children; it also provides a wide range of truly contemporary tools with which they can respond creatively, including: drama and film, blogs, web 2.0 technologies, multimodality and animation and graphic novels. The book is also accompaniedby a CD which contains chapter outlines, extended text extracts, and practical resource sheets, including PowerPoint presentations, book review templates and flash cards, as well as a set of 8 week lesson plans for each novel. The Essential Charles Dickens School Resource provides essential classroom learning material for teachers and literacy co-ordinators teaching Key Stages 1 -3, as well as CPD students and those studying on PGCE English/Drama courses'--

Anbieter: Orell Fuessli CH
Stand: 26.11.2020
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From Word-Formation Rules to Creating Paradigms
8,90 CHF *
ggf. zzgl. Versand

Seminar paper from the year 2007 in the subject English Language and Literature Studies - Linguistics, Technical University of Braunschweig (Englisches Seminar), course: Language Acquisition: Vocabulary and Modality, language: English, abstract: In the language acquisition process, children acquire words by simultaneously trying to comprehend how language functions and expressing forms which they have learned for meanings they wish to convey. Children are very skillful at identifying words in the stream of sounds, attributing meaning to them, segmenting them into smaller parts, and detecting rules of word structure. When they create words themselves, they use everything they have learned at different stages of acquisition, by following the rules they have discovered in language. As children learn more words, they are able to identify patterns and certain regularities in the lexicon. They make use of these patterns and build paradigms, i.e. they use the same templates to connect words which are related in form and meaning. By creating forms for specific meanings, they coin words which fit into an already existing paradigm. Paradigms reflect a certain regularity within language, and at the same time, reveal children's need to organize and compress the huge amount of words that they encounter. Despite children's skillfulness in learning language and their ability to analyze the structure of language and its regularities, despite their mastery in creating innovative complex words that follow principles of word-formation, not all the words children produce are legitimate forms. The purpose of this paper is to identify the reasons why errors occur in children's production of complex words. The second part of the paper will deal with a theoretical analysis of complex words, from the internal structure of words to main types of word-formation like derivation and compounding, and finally, will focus on establishing rules of word-building that children identify in language and also use in their word production. The following section will treat children's use of complex words, the word-formation processes they favor, the types of words they find easier to create, as well as the principles that they follow in their word creation. This part will close with a thematization of paradigms. The fourth part will analyze errors, and will concentrate on elucidating the purpose of this paper, namely, the question referring to the source of error production in children's creation of complex words. As will be revealed later in the paper, many of the illegitimate forms that children create are a result of non-permissible generalizations which reflect the regulating role of paradigms.

Anbieter: Orell Fuessli CH
Stand: 26.11.2020
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