Complete thesis - Murdoch University

environment where the teacher was continually looking over their shoulders. In the first fewweeks of the semester, many students found this a problem – either for cultural or personalityreasons, they were loathe to interrupt her ‘work’. Therefore a transitional approach wasapplied: while the teacher was never ‘not engaged in some activity’, she would stop, visiteach group of students (some groups chose rooms other than the classroom to work in),providing opportunity for questions and discussion, then withdraw. Gradually the length oftime between ‘visits’ was extended, but with students reminded to come and discuss issuesas often as necessary. This did not seem to cause any problems (easy to get help for unit)– most students were happy to send emails or make appointments outside of class if theirproblems had not be well covered within the class environment 2 .Subject: Re: g260 Req. Eng. classDate: Wed, 30 Apr 2003 15:06:19 +0800From: [Rey]To: "Jocelyn Armarego" Hi Jocelyn [...] and do you want all attrubutes/methods includedand if so do you want them on the class diagram or can we keepthem together with the class descriptions so that the classdiagram is more readable when printed.and will you be on rockingham campus anytime thursday, as mygroup are meeting again from 11am to 5pm. thats about all,Date: Sat, 3 May 2003 12:36:56 +0800From: [Rey]To: "Jocelyn Armarego" Hi,i hope you received my last email and can reply asap, also i’mwondering about our class diagram’s classes. All classes on ourclass diagram are persistant classes, (26 total), are theresupposed to be transient classes on our diagram? if so, itbecomes a sought of grey area were analysis ends and designbegins. [...] From the point of view of the notes we seem to be2 Throughout this thesis all students are given aliases306