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You should at least know what are pointers, arrays, classes and how to create a switch() statement. The graphical user interface. Visual Basic Graphical User Interface. Ovaj VB tutorial gradi poslednji i pokazuje kako moNB: In order for you to compile the following programs, you are going to need a C++/C compiler. I won't go into the details of all of this. Go and read a basic C++/C tutorial which will explain all you need to know about the basics.> Your First glimpse at a Win. WINAPI Win. Main(HINSTANCE h. Instance, HINSTANCE h. Prev. Instance, LPSTR lp. Cmd. Line, int n. Cmd. Show) ! What is all that garbage. An explanation: int Win. Trail: Creating a GUI With JFC/Swing. Also known as The Swing Tutorial. Concurrency in Swing discusses concurrency as it applies to Swing programming. Basic C++ GUI Tutorial. Before moving onto GUI programming with C++ I expect you know quite a bit regarding C++. C++ Basic Win32 GUI Programming Written by. H Programming for the Windows User Interface is extremely complicated. H Visual Basic provides a convenient method. Visual basic 6.0 programming environment. With some programming languages you have to design the GUI’s by writing lots of code. A Complete Tutorial for Beginners. GUI Programming in C# - Free download as PDF File (.pdf). General GUI programming concepts. How to Create a Communications Template in Visual Basic Express. Main is the windows equivalent of int main() in a console app. This is where the program starts when you compile your program. Win. Main() accepts the following parameters: 1. For a Win. 32 application, this parameter is always NULL. These are windows specific definitions. LPSTR is the same as char *. These things are there to increase portability. You can use which ever one you prefer. Both char * and LPSTR will work. Message. Box is a function that can be used to display a ... It accepts the following parameters: 1. If this is set to NULL then the Message. Box will have no owner window. Eg: display a warning or information icon. Ok, now that that is done let's get down to REAL GUI programming. You don't need to memorize all of this. Most people just create this once, then save it as a seperate . Then, whenever they are creating a GUI application they just copy the code over to their application. This is the skeleton of a GUI program. Now lets get down to explaining all that stuff: Windows programs unlike console applications are event driven. They remain idle until they recieve a message. Once they get a message, they act on the message and then wait for the next message. When a windows application responds to a message it's called . It will be explained later. Inside the Win. Main() we see some strange new variables. Some of them include Wnd. Class, hwnd and msg. Visual Basic GUI Tutorials explains the appearance of the Graphical User Interface, Using XML. Graphical User Interface. Visual Basic offers two scroll bars, a. Now, the msg struct contains information from a threads message queue. The next thing we come to is when the h. Instance is made global in the variable zh. Instance. After that we come to the defining of each of the Wnd. Class settings: 1. For now just set it to NULL. Again, set this to 0. Don't worry too much about this at the moment. Again don't worry about this now. We will not cover menu's in this tutorial, so set it to NULL. So, we pass on our Wnd. Class structure to Register. Class or Register. Class. Ex. Now, we need to actually create the window. We will use the Create. Window() or Create. Window. Ex() API to create our window. We store it in hwnd which will later be passed onto Show. Window(). Create. Window. Ex() takes the following parameters: dw. Ex. Style - Tells it what style of window we want. We will use a plain static window. Class. Name - Points to the classname we came up with earlier on. Window. Name - The titlebar text of our window. Style - The style of window we are creating. The horizontal starting position of the window. Again, Setting this to CW. For now just set this to NULL since we don't have a parent. Menu - Identifies the menu for out window. Only applies if it's a child window. Instance - The h. Instance of our window. Param - Points to a value passed to the window through the CREATESTRUCT structure. Now.. Show. Window() sets our windows state. Update. Window() updates the client area of our window by sending a WM. The while() loop will set our program to loop until the WM. Translate. Message() will translate virtual key messages into character messages. Dispatch. Message() will dispatch a message to a windows procedure. WH0. 00. 0!!! I'm really tired now but wtf? Let's get to the most important part of our program. Our Call. Back Procedure. What this is, is a function with a beeeeg giant switch() statement to switch of what each message should do. Our Call. Back takes the following parameters: hwnd - Identifies our window. Msg - Specified the message. Param - Specifies the aditional message information. The contents of this value depends on the value of the u. Msg. l. Param - Specifies additonal message info. Again the contents of this value depends on u. Msg. Now, in our switch() statement we see a WM. This message tells us if our user clicked the 'X' button in our program or they hit ALT+F4. A Basic C++ GUI tutorial. Maybe if i'm bored one day, I will post a more advanced tutorial covering text, buttons and other l. A Shout out To: Xander, Barnzey, Blademaster, soad, jackhole, njkt, Napster, nofrillz and all the other folks I missed out especially the guys on IRC.
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This was not the case for students with a fixed mindset. In fact, in many of our studies with students from preschool age to college age, we find that students with a fixed mindset care so much about how smart they will appear that they often reject learning opportunities — even ones that are critical to their success (Cimpian, et al., 2. Hong, et al., 1. 99. Nussbaum and Dweck, 2. Mangels, et al., 2. Next, we found that students with the two mindsets had radically different beliefs about effort. Those with a growth mindset had a very straightforward (and correct) idea of effort — the idea that the harder you work, the more your ability will grow and that even geniuses have had to work hard for their accomplishments. In contrast, the students with the fixed mindset believed that if you worked hard it meant that you didn't have ability, and that things would just come naturally to you if you did. This means that every time something is hard for them and requires effort, it's both a threat and a bind. If they work hard at it that means that they aren't good at it, but if they don't work hard they won't do well. Clearly, since just about every worthwhile pursuit involves effort over a long period of time, this is a potentially crippling belief, not only in school but also in life. Students with different mindsets also had very different reactions to setbacks. Those with growth mindsets reported that, after a setback in school, they would simply study more or study differently the next time. But those with fixed mindsets were more likely to say that they would feel dumb, study less the next time, and seriously consider cheating. If you feel dumb — permanently dumb — in an academic area, there is no good way to bounce back and be successful in the future. In a growth mindset, however, you can make a plan of positive action that can remedy a deficiency. Although both groups had started seventh grade with equivalent achievement test scores, a growth mindset quickly propelled students ahead of their fixed- mindset peers, and this gap only increased over the two years of the study. In short, the belief that intelligence is fixed dampened students' motivation to learn, made them afraid of effort, and made them want to quit after a setback. This is why so many bright students stop working when school becomes hard. Many bright students find grade school easy and coast to success early on. But later on, when they are challenged, they struggle. They don't want to make mistakes and feel dumb — and, most of all, they don't want to work hard and feel dumb. So they simply retire. It is the belief that intelligence can be developed that opens students to a love of learning, a belief in the power of effort and constructive, determined reactions to setbacks. How Do Students Learn These Mindsets? In the 1. 99. 0s, parents and schools decided that the most important thing for kids to have was self- esteem. If children felt good about themselves, people believed, they would be set for life. In some quarters, self- esteem in math seemed to become more important than knowing math, and self- esteem in English seemed to become more important than reading and writing. But the biggest mistake was the belief that you could simply hand children self- esteem by telling them how smart and talented they are. Even though this is such an intuitively appealing idea, and even though it was exceedingly well- intentioned, I believe it has had disastrous effects. In the 1. 99. 0s, we took a poll among parents and found that almost 8. Their children are now in the workforce and we are told that young workers cannot last through the day without being propped up by praise, rewards, and recognition. Coaches are asking me where all the coachable athletes have gone. Parents ask me why their children won't work hard in school. Could all of this come from well- meant praise? Well, we were suspicious of the praise movement at the time. We had already seen in our research that it was the most vulnerable children who were already obsessed with their intelligence and chronically worried about how smart they were. What if praising intelligence made all children concerned about their intelligence? This kind of praise might tell them that having high intelligence and talent is the most important thing and is what makes you valuable. It might tell them that intelligence is just something you have and not something you develop. It might deny the role of effort and dedication in achievement. In short, it might promote a fixed mindset with all of its vulnerabilities. The wonderful thing about research is that you can put questions like this to the test — and we did (Kamins and Dweck, 1. Mueller and Dweck, 1. We gave two groups of children problems from an IQ test, and we praised them. We praised the children in one group for their intelligence, telling them, . You must be smart at this. You must have worked really hard. We did studies like this with children of different ages and ethnicities from around the country, and the results were the same. Here is what happened with fifth graders. The children praised for their intelligence did not want to learn. When we offered them a challenging task that they could learn from, the majority opted for an easier one, one on which they could avoid making mistakes. The children praised for their effort wanted the task they could learn from. We praised the children in one group for their intelligence, telling them, “Wow, that’s a really good score. You must be smart at this.” We praised the children in the other group for their effort: “Wow, that’s a really good score. You must have worked really hard.” That’s all we did, but the results were dramatic. Now, as a group, they thought they weren't smart. They also lost their enjoyment, and, as a result, their performance plummeted. On the other hand, those praised for effort maintained their confidence, their motivation, and their performance. Actually, their performance improved over time such that, by the end, they were performing substantially better than the intelligence- praised children on this IQ test. Finally, the children who were praised for their intelligence lied about their scores more often than the children who were praised for their effort. We asked children to write something (anonymously) about their experience to a child in another school and we left a little space for them to report their scores. Almost 4. 0 percent of the intelligence- praised children elevated their scores, whereas only 1. To me this suggests that, after students are praised for their intelligence, it's too humiliating for them to admit mistakes. |
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