1) The document provides instructions for a lab assignment introducing visual basic programming. Students are instructed to create a basic visual basic application with a text box, button, and label.
2) The application is programmed to enable the button when text is entered in the text box, and display a greeting message combining the text box text when the button is clicked.
3) Additional code is added to clear the text box and disable the button when the label text changes. Students must have their progress checked off by a lab helper.
Chapter 3 provides students with the skills and knowledge necessary to complete phases 2,3,and 4 of the PDLC by enhancing a GUI mock-up, designing program processing objects, and coding a program. Topics include using IntelliSense when writing code and enhancing a Visual Basic 2010 form by changing the BackColor property of an object and displaying images. This chapter also explains how to enter Visual Basic 2010 code, correct errors, and run a completed program. Finally, the chapter discusses the value of creating an event planning document.
In this chaper we will learn how to change the BackColor property of an object
Understand Visual Basic 2010 code statement formatsand see how IntelliSense can be used to enter code statements.We will discuss the Visual Basic programming languge syntax and write coding statements. We will also see how to correct coding errors in Visual Basic 2010.
Correct errors in Visual Basic 2010 code. We will learn how to print code and how to prepare an Event Planning Document.
Chapter 2 — Program and Graphical User Interface Designfrancopw
Chapter 2 introduces students to the major elements of the Visual Studio 2010 integrated development environment (IDE) while designing a graphical user interface mock-up. Topics include opening Visual Studio 2010, creating a Windows Forms Application project,adding objects to a Windows form, assigning properties to objects,aligning objects on the Windows form,and saving Visual Basic projects. The chapter also discusses how to apply GUI design principles and examines the first two phases of the program development life cycle (PDLC).
Chapter 3 provides students with the skills and knowledge necessary to complete phases 2,3,and 4 of the PDLC by enhancing a GUI mock-up, designing program processing objects, and coding a program. Topics include using IntelliSense when writing code and enhancing a Visual Basic 2010 form by changing the BackColor property of an object and displaying images. This chapter also explains how to enter Visual Basic 2010 code, correct errors, and run a completed program. Finally, the chapter discusses the value of creating an event planning document.
In this chaper we will learn how to change the BackColor property of an object
Understand Visual Basic 2010 code statement formatsand see how IntelliSense can be used to enter code statements.We will discuss the Visual Basic programming languge syntax and write coding statements. We will also see how to correct coding errors in Visual Basic 2010.
Correct errors in Visual Basic 2010 code. We will learn how to print code and how to prepare an Event Planning Document.
Chapter 2 — Program and Graphical User Interface Designfrancopw
Chapter 2 introduces students to the major elements of the Visual Studio 2010 integrated development environment (IDE) while designing a graphical user interface mock-up. Topics include opening Visual Studio 2010, creating a Windows Forms Application project,adding objects to a Windows form, assigning properties to objects,aligning objects on the Windows form,and saving Visual Basic projects. The chapter also discusses how to apply GUI design principles and examines the first two phases of the program development life cycle (PDLC).
10. Creating Windows-based Applications Part-I
Designing Forms: Using Common Controls, Using Container Controls, Creating Multiple Document
Interface (MDI) applications. Creating and using Main Menu, Toolbars, and Status Bar. Creating and Using
Common Dialog Boxes, Creating and Using Custom Dialog Boxes.
10. Creating Windows-based Applications Part-I
Designing Forms: Using Common Controls, Using Container Controls, Creating Multiple Document
Interface (MDI) applications. Creating and using Main Menu, Toolbars, and Status Bar. Creating and Using
Common Dialog Boxes, Creating and Using Custom Dialog Boxes.
Software engineering modeling lab lectures
engineering+ education purpose
This series of lectures was prepared for the third class of software engineering / Aliraqia University/ Baghdad/ Iraq.
In prepared these lectures, I depend on the YouTube to make it, the programs of the lectures are designed and executed by vb.net, discussions are also found here
These lectures are not finished yet, i will improve it in the future
Forgive me for anything wrong by mistake, I wish you can profit from these lectures
My regard
Marwa Moutaz/ M.Sc. studies of Communication Engineering / University of Technology/ Bagdad / Iraq.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Rapid Application Development 1 (F21RA1) Rick Dewar
Lab Sheet 1 – a Gentle Introduction to Visual Basic
Introduction
To complete this lab you’ll need to first visit the problem manager in room 1.77 and ensure you can
access the XP network. Next you’ll need to use the machines in G.46/47 or 1.53/54.
Please note that at some points in the lab you will be required to get a lab helper to tick your name
on a list to record that you have achieved what is required of you. These ticks will count towards
your marks for the module and are very important for us to see how you are progressing.
Good luck and enjoy!
Getting Started
Firstly, let’s start up the application called Microsoft Visual Studio .NET, see Figure 1.
Figure 1 - Starting Visual Studio
You should eventually see a development window something like that shown in Figure 2.
Figure 2 – Development Environment Window
As shown in Figure 2,create a new project. You should then see a dialogue box like that in Figure 3.
Give the new project a meaningful name and save it in a sensible place on the H drive. Your H
drive is a network drive that you can access from other machines. You each have private file storage
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2. Rapid Application Development 1 (F21RA1) Rick Dewar
on it that is regularly backed-up. However, Visual Studio sometimes grumbles that it doesn’t trust
projects that are stored on the H drive. This is because the H drive is actually on a machine that
does not run a Microsoft operating system. Fortunately, you can trust the H drive, so please ignore
any warnings of this ilk.
Occasionally, it might be necessary for you to store your projects on the D drive (a writable local
drive) to get some functionality to run. However, beware that the D drive is volatile and public and
is not a viable place you store your files. If you have to put your files on the D drive to get them to
run, make sure you move them back onto your H drive at the end of the session.
Figure 3 - Name and Save a New VB Windows Application
Having done this you are now confronted with a blank VB form within a new project – see Figure
4.
As per Figure 4, add a text box, button and label to the empty form from the toolbox on the left. If
the toolbox is not visible enter the View menu and select Toolbox from the list.
Now go to the properties window of the text box by right clicking on it in the central design
window and selecting properties from the list that appears. These properties should then appear in
the window to the right of the screen. Scroll down this list until you come to the Text attribute.
Delete the word TextBox1 and you’ll see the text box in the form is now empty, once you have hit
enter of have clicked elsewhere. This is called initialising the object since you are setting its initial
value. In this case, you are setting it to nothing, or null as we often call it, since it essentially has no
value.
Next select the command button’s properties and initialise its Text attribute to “Greetings” and set
the Enabled property to False. Finally, initialise the Text property of the label to null. You should
then have something similar to Figure 5.
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3. Rapid Application Development 1 (F21RA1) Rick Dewar
Code Tab
Figure 4 - Adding Objects to the Form
Figure 5 - The form after initialisation
Before we continue, let’s do the sensible thing and save our work. At this stage you should Save
All. Later, as you become more confident you can just save the current form you are working on.
This should highlight the fact to you that a VB project is made up of a number of files.
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4. Rapid Application Development 1 (F21RA1) Rick Dewar
Now we can run the VB program that we’ve created by selecting Start from the Debug menu. The
application won’t do anything, but it’s a useful check to show that all is as it should be. Figure 6
shows what you should obtain. You can enter text into the text box and but cannot click the
command button because we’ve disabled it; remember?
Figure 6 - Running the VB application for the First Time
When you’re finished, remember to close the running application or it will interfere with the VB
project and form files you’re editing.
Congratulations! You’ve created and run your first VB application.
T1: Now get a lab helper to tick your name off the list to show you’ve
completed this first task. Remember, these ticks count towards your
overall mark for the module.
Event Driven Behaviour
As we’ve seen, the application doesn’t do much just now, but the form is ready for us to add certain
behaviour.
To begin with let’s discuss a scenario that describes what we want the application to do. First of all,
it would be useful for the command button to become active when someone enters text into the text
box. Next, when someone clicks the command button, we’d like a greeting to be displayed in the
label. This greeting should incorporate the text entered in the text box by the user previously.
In order to create such behaviour, we need to enter VB code. We can access the code window by
choosing the appropriate code tab above the central form design window; see annotation in Figure
4. If the code tab is not already visible, double click one of the elements of the form in the design
window, eg the text box, and the window in Figure 7 should now appear. Here you can see a Sub
procedure related to the object TextBox1 and the event that might happened to it, namely that it has
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5. Rapid Application Development 1 (F21RA1) Rick Dewar
experienced a TextChanged event. If you pull down the lists in these combo boxes at the top of
code window, you’ll see the other objects that you could choose from and the other events that can
happen to them, respectively.
Figure 7 - The Code Window for the Form
There is a lot of text, terms and language in this code that will be unfamiliar to you. Please don’t
panic; you will eventually and gradually learn what is important. For the moment we are making
simple changes to small parts of the code.
You now need to enter code (i.e. instructions) in the Sub procedure (TextBox1_TextChanged) to
enable the button in our scenario. The significant line that you need to add is the second line below.
If you type “button1.” (notice the full stop), you’ll see a list of valid properties appears. The full
stop means you are interested in some property or component of the button. Highlight the property
you want (ie enabled) and hit tab. Then enter an equals sign and another list will show valid values
of that property. Clever time-saving, error-avoiding feature isn’t it?
Private Sub TextBox1_TextChanged(...)...
Button1.Enabled = True
End Sub
Notice the indentation of the second line. This makes it easier for us to read and is very important
for you to remember. However, the Visual Studio environment can automatically do this sort of
formatting for you.
So what we’re saying is that when a change happens to TextBox1, we want to set the enabled
attribute of the object Button1 to True. Try and run the application again and see what happens
when you add text to the text box.
Now let’s add the second part of our scenario where we display the greeting in the label. Here we
want to enter:
Private Sub Button1_Click(...)...
Label1.Text = "Hi " + TextBox1.Text + ". How are you?"
End Sub
The plus signs here add strings of text together rather than numbers. Feel free to experiment with
the content and formatting of this text so you can understand how it works.
Having saved your work, when you run the application you should be able to see output like we
have in Figure 8.
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6. Rapid Application Development 1 (F21RA1) Rick Dewar
Figure 8 - Some Simple Behaviour
To enhance our scenario, let’s create a new Sub procedure that will clear the contents of the text
box when the text in the label changes. To do this, select the Label1 object from the combo box at
the top left of the code window and then select the TextChanged method from the right hand combo
box. You will see that an empty Sub procedure has been created. Now add a line to this new
procedure that will clear/nullify the text of the text box. An empty string can be created using two
double quotes.
Furthermore, in the same Sub, add another line of code that will disable the button when the label’s
text changes.
Finally, make sure you save All of the project and then create a standalone executable of the
application by choosing Build Solution from the Build menu. Once you’ve done this, you can
locate the application (file type .exe) in your file system and run it independently of the Visual
Studio environment.
T2: Now get a lab helper to tick your name off the list to show you’ve
completed this series of tasks. Remember, these ticks count towards
your overall mark for the module.
Well done, if you’ve got this far and have had all your work ticked off.
Please note that your next lab will build on the work you have done here so make sure you do not
lose or delete this VB project.
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