Discussion of article "Graphical Interfaces X: Time control, List of checkboxes control and table sorting (build 6)"

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New article Graphical Interfaces X: Time control, List of checkboxes control and table sorting (build 6) has been published:

Development of the library for creating graphical interfaces continues. The Time and List of checkboxes controls will be covered this time. In addition, the CTable class now provides the ability to sort data in ascending or descending order.

The first three columns in the table will have the following data types:

The remaining columns will default to the TYPE_STRING type. The screenshot below shows the appearance of the graphical interface with the table on the first tab. 

Fig. 7. Example of a sorted (ascending) table according to the second column.

Fig. 7. Example of a sorted (ascending) table according to the second column.

Author: Anatoli Kazharski

 

I have specific questions:

1. do you have a row of column names in the table, when scrolling vertically, remains stationary, or goes out of the field of visibility? Similar question about the first column with row names - does it go to the left when you move the horizontal scroll slider to the right or not?

2. Does the width of the columns change?

3. Is the table in the example above drawn on the canvas, or is it made of objects?

 
Реter Konow:

I have specific questions:

1. do you have a row of column names in the table, when scrolling vertically, remains stationary, or goes out of the field of visibility? Similar question about the first column with row names - does it go to the left when you move the horizontal scroll slider to the right or not?

2. Does the width of the columns change?

3. Is the table in the example above drawn on canvas or made of objects?

1. These modes are customisable. That is, the first row and the first column can be fixed (made headers) and they will not scroll with the table data.

2. In this article, the updates concern a table of CTable type. In it, the width of columns is automatically adjusted to the total width of the table.

3. CTable type table is made of standard graphical objects of OBJ_EDIT type.

Other table types and updates that have been released for them can be found in the following articles (including this one):

There will be updates for lists and tables in the next articles too. There's still a lot of work to do.

 
Anatoli Kazharski:

1. these modes are customisable. That is, the first row and the first column can be fixed (made headers) and they will not scroll with the table data.

2. In this article, the updates concern a table of CTable type. In it, the width of columns is automatically adjusted to the total width of the table.

3. CTable type table is made of standard graphical objects of OBJ_EDIT type.

Other table types and updates that have been released for them can be found in the following articles (including this one):

There will be updates for lists and tables in the next articles too. There's still a lot of work to do.

I have read this material in detail in the articles. In principle, the proposed classes and methods create the tables required by the user and satisfy with their level of quality and thoughtfulness. Of course, you can add the ability to insert different elements (checkboxes, drop-down lists, for example) into table cells, but this is in the future.

I would advise you to think about the labour intensity of using the proposed technology. To be objective, the labour intensity is still there.

Widespread use and application of these developments also depends on the ease of use. It is hardly possible to argue with this....

To simplify the process of creating tables, I would suggest to develop a simple method for the user, by which he will create the necessary table without learning anything, but taking into account the need to train the user, I say that the more labour-intensive - the better ...

 
Реter Konow:

...

To simplify the process of creating tables, I would suggest developing a simple method for the user to create a table without learning anything, but considering the need for user training, I would say that the more labour-intensive the better....

Library internals are described in detail for developers. That is, for those people who are learning programming, such examples based on a real project will be very useful. For users who don't want to break their heads over creating a library for creating graphical interfaces, each article has test applications that show simple examples of methods how to create this or that control.

It is strange that after reading all the articles in this series (and you have repeatedly made it clear that you read them all), you need to explain this to me.

 
Anatoli Kazharski:

The internals of the library are described in detail for developers. That is, for those people who are learning programming, such examples based on a real project will be very useful. For users who do not want to puzzle over creating a library for creating graphical interfaces, each article has test applications that show simple examples of methods how to create this or that control.

It is strange that you, after reading all the articles in this series (and you have repeatedly made it clear that you read them all), need to explain this to me.

Unfortunately, I still haven't read the articles carefully. Usually, I've only looked at the graphics in the pictures, as they are the quintessence of the whole development.

If I start getting into the whole code, I am afraid I will have many times more disagreements with you about the approach.

However, the usefulness of your articles for teaching programmers is obvious.

P.S. To be more precise, I think that labour and practice are the basis of learning and acquiring skills. One should avoid unnecessary "relaxations" in education. For example, - the use of calculators in primary schools can make maths lessons meaningless. It turns out that if calculators are given to first-graders, they will not learn to count properly. They need to be taught to count by rote and explained on their fingers. But what if it's profitable for someone to sell these calculators near the school? What do we do then?

I think children should be explained that they should not use calculators, because they will interfere with their learning.... Conscious kids will definitely listen))).
 

thanks for the article.......

Well, now we can make space-age panels.

(it remains to think of what to use all this wealth for).

 
Реter Konow:

Unfortunately, I still haven't read the articles carefully. Usually, I only looked at the graphics in the pictures, as they are the quintessence of the whole development.

I hope there are few such readers who only look at pictures. )

For regular users of the library there will be a separate article, where all the attention will be focused on how to use the library, without diving into the inner workings of the library. Besides, there will be a detailed documentation with description of methods that are available to a user from his custom class. But it's not for a while yet. A lot of useful and necessary functionality will be implemented before that.

 
Anatoli Kazharski:

I hope there are few such readers who only look at pictures. )

For regular users of the library, a separate article will be prepared, where all the attention will be focused on how to use the library, without diving into the internal structure. Besides, there will be a detailed documentation with description of methods that are available to a user from his custom class. But it's not for a while yet. Before that, a lot more useful and necessary functionality will be implemented.

I'll repeat: unfortunately, I still haven't read and delved into the nuances of your library implementation. This is my disadvantage.

In the future, when I have more free time, I will start studying your library from the beginning and understand all the solutions. But then, I will comment and criticise in detail and in a technically sound manner everything I see ineffective and offer other solutions in parallel. You may not like it, but I can't do it any other way.


P.S. What you are going to do in the future is right. Keep developing the library.

 
Реter Konow:

...

In the future, when I have more free time, I will start studying your library from the beginning and understand all the solutions. But then, I will comment and criticise in detail and in a technically sound manner everything I see ineffective and offer other solutions in parallel. You may not like it, but I can't do it any other way.

...

Only before you start criticising, you'll have to read the whole series, as additions and corrections are made from the 10th part onwards. If your solutions will be technically proven, namely, implemented in code and be able to be tested, on the basis of which it will be possible to draw correct conclusions, then I can't help but like it. On the contrary, I will be very happy. )

 
Anatoli Kazharski:

Only before you start criticising, you will have to read the whole series, as additions and corrections are made from the 10th part onwards. If your solutions will be technically proven, namely, implemented in code and be able to be tested, on the basis of which it will be possible to draw correct conclusions, then I can't help but like it. On the contrary, I will be very happy. )

Deal.)
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