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Euclid s Elements began with only five postulates. We shall go through them with an eye for alternatives.

Here are two of the seven concrete derived classes:

class Cone : public ThreeDimensional { public: Cone(float r, float h) : radius(r), height(h) { } void print(); float area(); float volume() { return pi*radius*radius*height/3; private: float radius, height; 1; void 1 Cone::print()

POSTULATE 1:

tout cc "Cone: radius = ' << radius cc ", height = ' CC height cc endl; 1 float Cone::area() { float s = sqrt(radius*radius + height*height); return pi*radius*(radius + s);

One and only one straight line can be drawn through any two points. ( 2, Postulate 11)

The other five concrete derived classes are similar. 11.16 Define and test a Name class whose objects looks like this: last first

We further postulate that there exist at least two points, A and B, so there exists a straight line.

class Rational { public: Rational(int n, int d) { num = n; den = d; } void print0 { tout -CC num << '/' CC den; } private: int num, den; > ; main0 t Rational x(-1,3), y(22,7); tout << "X = I'; x.print(); tout CC 'I and y = 'I; y.print(); x= -If3 and y = 2217

POSTULATE 2:

The constructor function has the same effect as the ass ign ( > function had in Example 8.1: it initializes the object by assigning the specified values to its member data. When the declaration of x executes, the constructor is called automatically and the integers -1 and 3 are passed to its parameters n and d. The

Example 46 presents a Visual Basic project that allows the user to select one or more languages and then display an appropriate hello greeting for each of the selected languages The project contains multiple check boxes and multiple labels The individual controls within each control type share common properties (namely, font size and visibility status) Therefore, this project is a good candidate for the use of control arrays In this example we will re-create the project originally presented in Example 46 using two different control arrays one consisting of seven check boxes (one for each language), the other consisting of seven labels (each containing an appropriate hello message) Hence, we begin by creating the form shown in Fig 825 The two control arrays, called Check1 and Label1, respectively, were created using the method illustrated in Example 817.

Rational x(-1,3), y(22,7);

A line segment can be extended in either direction indefinitely. ( 1, description of a line)

Rational x, y; x.assign(-1,3); y.assign(22,7);

Traditionally, we suppose that the line through A and B looks like Fig. 19-1(a), but our postulates do not rule out the possibility of Fig. 19-1(b). In Fig. 19-1(b), the line reaches no end in either direction, and thus in some sense can be extended indefinitely. Remember that the original meaning of geometry comes from earth and measure. The straightest line that could be drawn on the earth would wrap around to form a great circle, as discussed in 17.

A class s constructor constructs the class objects by allocating and initializing storage for the objects and by performing any other tasks that are programmed into the function. It literally creates a live object from a pile of unused bits. We can visualize the relationshins between the Rational class itself and its instantiated objects like this:

Fig. 19-1

num I -1

A circle can be drawn with any center and radius. ( 2, Postulate 14)

The class itself is represented by a rounded box containing its member functions. Each function maintains a pointer, named this", which points to the object that is calling it. The snapshot here represents the status during the execution of the last line of the program, when the object Y is calling the print ( ) function: y . print ( ) . At that moment, the this" pointer for the constructor points to no object because it is not being called. A class may have several constructors. Like any other overloaded function, these are distinguished by their distinct parameter lists.

POSTULATE 3: