Desktop user interfaces

sources/modules/compilation-model/translation-units.md

@@ -3,4 +3,108 @@
 _Skeleton descriptions are typeset in italic text,_
 _so please don't remove these descriptions when editing the topic._
 
-This topic is currently under construction and will soon be filled with information :)
+### Overview
+
+_Provides a short natural language abstract of the module’s contents._
+_Specifies the different levels of teaching._
+
+------------------------------------------------------------------------
+Level             Objective
+----------------- ------------------------------------------------------
+Foundational      
+
+Main              ---
+
+Advanced          ---
+
+------------------------------------------------------------------------
+
+### Motivation
+
+_Why is this important?_
+_Why do we want to learn/teach this topic?_
+
+### Topic introduction
+
+_Very brief introduction to the topic._
+
+_TODO:
+_introduce notion of object file
+
+C++ Compilation model allows the developer to seperate their 
+declarations and definitions into various files so as to:
+
+* organize code logically,
+* facilitate reuse,
+* reduce rebuild times,
+* reduce file sizes and scopes,
+* avoid naming collisions,
+* and produce compiled libraries. 
+
+
+### Foundational: Building code from multiple files
+
+#### Background/Required Knowledge
+
+A student:
+
+1. Is able to define a variable, function, or class
+2. Is able to access declarations from either module import or header inclusion
+
+Questions:
+modules and/or functions?
+
+
+#### Student outcomes
+
+_A list of things "a student should be able to" after the curriculum._
+_The next word should be an action word and testable in an exam._
+_Max 5 items._
+
+A student should be able to:
+
+1. create a declaration for variables, functions, and classes separate from their definitions
+2. compile and link code from multiple implementation files
+3. explain how includes or imports work within their translation unit
+
+#### Caveats
+
+_This section mentions subtle points to understand, like anything resulting in
+implementation-defined, unspecified, or undefined behavior._
+
+#### Points to cover
+
+_This section lists important details for each point._
+
+Declarations and definitions can be within same file
+
+### Main: Organizing code across multiple translation units
+
+#### Background/Required Knowledge
+
+* All of the above.
+
+#### Student outcomes
+
+A student should be able to:
+
+1. package code into libraries
+2. explain trade-offs for placing code in header files vs implementation files
+
+#### Caveats
+
+#### Points to cover
+
+### Advanced
+
+_These are important topics that are not expected to be covered but provide
+guidance where one can continue to investigate this topic in more depth._
+
+A student should be able to:
+
+1. explain how an anonymous namespace functions within their translation unit
+2. One-definition-rule shennanigans
+3. Pimpl pattern
+4. Template definitions in translation unit it's used in?
+
+

sources/modules/external/graphical-user-interfaces.md

@@ -0,0 +1,107 @@
+## External libraries: Desktop Graphical User Interfaces {#extern-gui}
+
+_Skeleton descriptions are typeset in italic text,_
+_so please don't remove these descriptions when editing the topic._
+
+### Overview
+
+_Provides a short natural language abstract of the module’s contents._
+_Specifies the different levels of teaching._
+
+------------------------------------------------------------------------
+Level             Objective
+----------------- ------------------------------------------------------
+Foundational:      Basic use of desktop graphical user interfaces
+
+Main:              Different forms of IO and accessibility
+
+Advanced:          Internationalization and customization
+
+------------------------------------------------------------------------
+
+### Motivation
+
+_Why is this important?_
+_Why do we want to learn/teach this topic?_
+
+For some applications a graphical user interface is beneficial. However, graphical user interfaces are not part of the C++ standard and external libraries are needed. We provide generic teaching goals and do not focus on a specific external library. Some mentionable platform-independent libraries are [Qt](https://www.qt.io/) and [wxWidgets](https://www.wxwidgets.org/) for interface development or [Cairo](https://www.cairographics.org/) and [OpenGL](https://www.opengl.org/) for graphics.
+
+### Topic introduction
+
+_Very brief introduction to the topic._
+
+### Foundational: Basic use of desktop graphical user interfaces
+
+#### Background/Required Knowledge
+
+A student: 
+
+1. should have a foundational knowledge of [linkage](../compilation-model/linkage.md)
+2. should have a foundational knowledge of [header files](../compilation-model/headers.md)
+3. should have a foundational knowledge of [build systems](../compilation-model/buildsystems.md)
+
+#### Student outcomes
+
+_A list of things "a student should be able to" after the curriculum._
+_The next word should be an action word and testable in an exam._
+_Max 5 items._
+
+A student should be able to:
+
+1. write an application with one window
+2. add simple widgets like text boxes and buttons to the window
+3. respond to events of buttons or other widgets
+4. explain the mechanics of event-driven programming
+
+#### Points to cover
+
+* use basic API functions
+* layout of the window
+* handle events by callbacks
+
+#### Caveats
+
+_This section mentions subtle points to understand, like anything resulting in
+implementation-defined, unspecified, or undefined behavior._
+
+* programming user interfaces in C++ and in general require significant boiler plate code  
+* API calls are specific to one library and might not be transferable to other libraries
+* some libraries are written in C or other languages
+
+### Main: Different forms of I/O and accessibility
+
+#### Background/Required Knowledge
+
+* all of the above
+
+#### Student outcomes
+
+A student should be able to:
+
+1. add more advanced elements, like tables or images
+2. handle multiple windows
+3. show error and warning popups
+4. use different forms of input and output (I/O), such as keyboard, mouse, or touch pad
+5. explain basics of fonts and accessibility
+
+#### Caveats
+
+* programming user interfaces is rather complex and might not be applicable for most students
+
+#### Points to cover
+
+* more advanced API calls and design patterns
+* modal vs non-modal dialogs
+
+### Advanced: Technicalities and tools
+
+_These are important topics that are not expected to be covered but provide
+guidance where one can continue to investigate this topic in more depth._
+
+* internationalization
+* font designers 
+* hardware acceleration
+* custom widget generation
+* event-driven programming using non-UI elements, such as timers or sockets
+* multi-threaded user interface development
+