Personally I do not see much need to
break the inheritance requirement.
My reasons:
- there is inevitably will be a layer in the application that will use some
Tapestry and/or web specific things therefore placing it in a Page class makes
sense ;
- inconvenience of testing and necessity or simple desire to instantiate
Page class directly probably indicates that too much logic is placed in the
web/Tapestry specific layer. A little bit of refactoring helps would make
application more robust, comprehensible and maintainable.
Howard Lewis Ship <[EMAIL PROTECTED]> wrote: That is the direction I'm working
towards for 4.1 ... breaking the
inheritance requirement.
On 12/20/05, Vinicius Carvalho wrote:
> I was obligated to tyr JSF for real, so far I've been only reading and
> checking some demos. I've got in a project where I HAD to learn JSF, and It
> made me like Tapestry even more. JSF has such a Struts base that event that
> annoying mapping stuff is back but with a different name: navigation ... And
> the JSP looks like a salad of tags, petty.
> One thing I thought was cool, the idea of having any POJO being a
> controller. Could Tapestry have this one day? Not extend BasePage anymore.
> Couldn't it use dynamic bytecode enhancing to create a proxy that implements
> page? Those are only ideas ;)
>
> Regards
>
>
--
Howard M. Lewis Ship
Independent J2EE / Open-Source Java Consultant
Creator, Jakarta Tapestry
Creator, Jakarta HiveMind
Professional Tapestry training, mentoring, support
and project work. http://howardlewisship.com
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Konstantin Ignatyev
PS: If this is a typical day on planet earth, humans will add fifteen million
tons of carbon to the atmosphere, destroy 115 square miles of tropical
rainforest, create seventy-two miles of desert, eliminate between forty to one
hundred species, erode seventy-one million tons of topsoil, add 2,700 tons of
CFCs to the stratosphere, and increase their population by 263,000
Bowers, C.A. The Culture of Denial: Why the Environmental Movement Needs a
Strategy for Reforming Universities and Public Schools. New York: State
University of New York Press, 1997: (4) (5) (p.206)
