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Now we come to what passes for a dramatic plot twist in the story of a software project We thought of ten or twenty features we could add to our JUnit view: progress bars, hierarchical test suite browsers, and on and on However, something was missing rhythm Intimately interleaving testing and programming has a whole different rhythm than programming for a while, then testing for a while The difference is much the same as the difference between an incremental compiler that runs all the time and a batch compiler that takes long enough to drink a caf macchiato *Bing,* the light bulb lit What if failed tests were treated just like compile errors Every time we make a change to the source, the tests will be run Any failing test will result in a marker just like the markers the compiler creates when it detects a syntax error We'll use the same mechanisms to navigate semantic errors (failing tests) that we use to navigate compile errors We've seen this pattern repeated in Eclipse At first a tool comes into Eclipse as a separate thing view, editor, or even a separate perspective With experience, though, you begin to see how the new functionality is really a variant of the existing functionality in Eclipse By looking at your idea using the existing metaphors in Eclipse, you can make the user's experience of your tool less like a new thing to learn and more like a better Eclipse When you let a drop of blue paint fall into water, it is clear at first where the paint is and where the water is Over time, though, the paint disperses and the boundary blurs Wait long enough and you just have water that's now a little blue It is so with contributions

These statements direct NCurses to limit its output to only the top line of the screen, or to format the output for a terminal that can display or print only one line of text at a time.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 #include <ncurses.h> int main(void) { char name[80]; filter(); initscr(); addstr( With the filter on, all of NCurses fits on only\n ); addstr( one line of the screen.\n ); refresh(); getch(); mvaddstr(0,0, Enter your name: ); refresh(); getnstr(name,79); mvprintw(0,0, Pleased to meet you, %s!\n ,name); refresh(); getch(); endwin(); return 0; }

Sample output:

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Resources are the Eclipse-internal representation of resources like files and foldersProjects are also resources, a folder with additional attributes that allow the contents to be built Markers are general-purpose annotations on resources Any resource can have markers attached Markers also have an open-ended set of attributes By convention, sets of attributes are used to describe common markers like compile errors Attributes are also used to indicate the marker location inside of, for instance, a text file The type attribute and the marker extension point are used to group markers in a lattice By making your marker a sub-type of an existing marker, your marker should work anywhere the existing marker works Markers are also used to note tasks to do, breakpoints, bookmarks, and search results Markers appear in the task list, in special purpose views like the bookmarks view, and the margins of text editors Markers are useful any time you want to provide feedback in the context of a particular resource

Standen, P J, & Cromby, J J (1996) Can students with developmental disability use virtual reality to learn skills which will transfer to the real world In H J Murphy (Ed), Proceedings of the Third International Conference on Virtual Reality and Persons with Disabilities Northridge, CA: California State University Center on Disabilities Todorov, A, & Bargh, J A (2002) Automatic sources of aggression Aggression & Violent Behavior, 7, 53 68 Tremblay, R E (2000) The development of aggressive behaviour during childhood: What have we learned in the past century International Journal of Behavioral Development, 24, 129 141 Winograd, K (2001) Migrant families: Moving up with technology Converge, 4, 16 18 Ybarrondo, B A (1984) A study of the effectiveness of computer-assisted instruction in the high school biology classroom Idaho (ERIC Document Reproduction Service No ED265015) Yerkes, R M, & Dodson, J D (1908).

Note how both lines of text appear on the same screen line Press Enter:

The cursor is homed, but the line isn t erased. Input your name, press Enter and the line will be erased:

Scalability comes into play with the Integration Rule Imagine we have thousands of contributions If each of them comes with their own pet mechanism, you have thousands of mechanisms and a big mess By reusing the existing metaphors and extension points, you increase the value of your contribution Blurring the boundaries between contributions gives the user the experience of a single tool We will implement our new "failed tests are compile errors" metaphor in steps:

Pleased to meet you, Joe Bazooka!

The relation of strength of stimulus to rapidity of habit formation Journal of Comparative Neurology & Psychology, 18, 459 482..

LINES, initscr(), newterm()

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