I can offer a few reasons why I like it better.

It's based on another excellent O/R framework (EOF, the O/R framework bundled with WebObjects).

I think it's easier to learn, the naming is less awkward, and the Cayenne mailing list is more helpful than the Hibernate forums.

Cayenne dynamically will fault relationships when needed. When using Hibernate I felt like you have to think a lot more about the presentation of specific pages while writing low level code. If you haven't pre-fetched every single thing you need to paint a page, Hibernate will throw attempting to traverse the object graph (because your Hibernate session is long closed).

I think most importantly, the Cayenne modeler is so far superior to Hibernate tools (middlegen, hbm2java) they just cannot be compared. I couldn't even quantify how much time and effort this tool has saved me.

Again, this is only my opinion. But, I'm probably one of few people that have used both frameworks on large projects. You mileage my vary.

Cheers,
Eric

On Aug 17, 2005, at 5:12 PM, Konstantin Ignatyev wrote:

Could you share what exactly makes you to consider
Cayene being better tnan Hibernate?


--- James Treleaven <[EMAIL PROTECTED]> wrote:


I also recommend that people who have not yet
invested in Hibernate try
Cayenne.  I actually bought 'Hibernate in Action'
because I figured
Hibernate *must* have had some advantage over
Cayenne that I didn't know
about - but after reading 'Hibernate in Action' I
remain convinced that
Cayenne is the superior ORM tool.

James




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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)

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