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.NET/Java PDF, Tiff, Barcode SDK LibraryNote When using multiple inheritance, there is one thing you should look out for. If a method is implemented differently by two or more of the superclasses, you must be careful about the order of these superclasses (in the class statement): The methods in the earlier classes override the methods in the later ones. So if the Calculator class in the preceding example had a method called talk, it would override (and make inaccessible) the talk method of the Talker. Reversing their order, like this: winforms pdf 417 reader, winforms qr code reader, winforms upc-a reader, winforms data matrix reader, winforms ean 128 reader, winforms ean 13 reader, c# remove text from pdf, itextsharp replace text in pdf c#, winforms code 39 reader, c# remove text from pdf,# A basic HTML template consisting of a basic page with a form # and text entry box for the user to converse with our bot. It uses # some placeholder text (%RESPONSE%) so the bot's responses can be # substituted in easily later. @@html = %q{ <html><body> <form method="get"> <h1>Talk To A Bot</h1> %RESPONSE% <p> <b>You say:</b> <input type="text" name="line" size="40" /> <input type="submit" /> </p> </form> </body></html> } def do_GET(request, response) # Mark the request as successful and set MIME type to support HTML response.status = 200 response.content_type = "text/html" # If the user supplies some text, respond to it if request.query['line'] && request.query['line'].length > 1 bot_text = $bot.response_to(request.query['line'].chomp) else bot_text = $bot.greeting end # Format the text and substitute into the HTML template bot_text = %Q{<p><b>I say:</b> #{bot_text}</p>} response.body = @@html.sub(/\%RESPONSE\%/, bot_text) end end # Create an HTTP server on port 1234 of the local machine # accessible via http://localhost:1234/ or http://127.0.0.1:1234/ server = WEBrick::HTTPServer.new( :Port => 1234 ) $bot = Bot.new(:name => "Fred", :data_file => "fred.bot") server.mount "/", BotServlet trap("INT"){ server.shutdown } server.start Upon running this script, you can talk to the bot using your Web browser by visiting http://127.0.0.1:1234/ or http://localhost:1234/. An example of what this should look like is shown in Figure 12-4. Myth: There s no need for me to use graphical cues to point out the organization of the presentation. Truth: Research shows that people learn better when you use visual cues to highlight a presentation s organization. Alternatively, you could create a CGI script (called bot.cgi, or similar) that could be used with any Web hosting provider that provides Ruby as a supported language: #!/usr/bin/env ruby require 'bot' require 'cgi' # A basic HTML template creating a basic page with a forum and text # entry box for the user to converse with our bot. It uses some # placeholder text (%RESPONSE%) so the bot's responses can be # substituted in easily later html = %q{ <html><body> <form method="get"> <h1>Talk To A Bot</h1> %RESPONSE% <p> <b>You say:</b> <input type="text" name="line" size="40" /> <input type="submit" /> would have made the talk method of the Talker accessible. The normal way of handling multiple inheritance is to have one substantial base class, and to add so-called mix-in classes that implement a few methods, modifying the inheritance. If the mix-ins are to override something in the base class, they must be put first, and, by convention, they usually are anyway just in case. If the superclasses share a common superclass, the order in which the superclasses are visited while looking for a given attribute or method is called the method resolution order (MRO), and follows a rather complicated algorithm. Luckily, it works very well, so you probably needn t worry about it. See Also For more information about the research described in the Myth vs. Truth sidebars in this chapter, see Richard E. Mayer, Ed., The Cambridge Handbook of Multimedia Learning (Cambridge University Press, 2005). Looking at this big-picture view of the presentation, you can t see immediately the location of the most important slides. Instead, every idea has equal visual weight, and there are no cues given by the slide backgrounds about relative importance of ideas. Working memory, with its limited capacity to process new information, has to sort things out on its own and is presented here with the impossible task of holding all this new information while it gures out what s most important to know.
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