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object-oriented programming techniques, including UML, event-driven programming,
and generic programming using type parameters.

Early Introduction to Classes

Any course that really teaches Java must teach classes early, since everything in Java
involves classes. A Java program is a class. The data type for strings of characters is a
class. Even the behavior of the equals operator (==) depends on whether it is
comparing objects from classes or simpler data items. Classes cannot be avoided,
except by means of absurdly long and complicated “magic formulas.” This book
introduces classes fairly early. Some exposure to using classes is given in Chapters 1
and 2. Chapter 5 covers how to define classes. All of the basic information about
classes, including inheritance, is presented by the end of Chapter 8 (even if you omit
Chapter 7). However, some topics regarding classes, including inheritance, can be
postponed until later in the course.

Although this book introduces classes early, it does not neglect traditional
programming techniques, such as top-down design and loop design techniques. These
older topics may no longer be glamorous, but they are information that all beginning
students need.

Generic Programming
Students are introduced to type parameters when they cover lists in Chapter 12. The
class ArrayList is presented as an example of how to use a class that has a type
parameter. Students are then shown how to define their own classes that include a
type parameter.

Language Details and Sample Code

This book teaches programming technique, rather than simply the Java language.
However, neither students nor instructors would be satisfied with an introductory
programming course that did not also teach the programming language. Until you
calm students’ fears about language details, it is often impossible to focus their
attention on bigger issues. For this reason, the book gives complete explanations of
Java language features and lots of sample code. Programs are presented in their
entirety, along with sample input and output. In many cases, in addition to the
complete examples in the text, extra complete examples are available over the
Internet.

Self-Test Questions
Self-test questions are spread throughout each chapter. These questions have a wide
range of difficulty levels. Some require only a one-word answer, whereas others
require the reader to write an entire, nontrivial program. Complete answers for all the
self-test questions, including those requiring full programs, are given at the end of
each chapter.

Exercises and Programming Projects

Completely new exercises appear at the end of each chapter. Since only you, and not
your students, will have access to their answers, these exercises are suitable for
homework. Some could be expanded into programming projects. However, each
chapter also contains other programming projects, several of which are new to this
edition.

Support Material
The following support materials are available on the Internet at
www.pearsonhighered.com/irc:

For instructors only:

Solutions to most exercises and programming projects

PowerPoint slides

Lab Manual with associated code.

Instructors should click on the registration link and follow instructions to receive a
password. If you encounter any problems, please contact your local Pearson Sales
Representative. For the name and number of your sales representative, go to
pearsonhighered.com/replocator.

For students:
Source code for programs in the book and for extra examples

Student lab manual

VideoNotes: video solutions to programming examples and exercises.

Visit www.pearsonhighered.com/cs-resources to access the student resources.

Online Practice and Assessment with

MyProgrammingLab
MyProgrammingLab helps students fully grasp the logic, semantics, and syntax of
programming. Through practice exercises and immediate, personalized feedback,
MyProgrammingLab improves the programming competence of beginning students
who often struggle with the basic concepts and paradigms of popular high-level
programming languages.

A self-study and homework tool, a MyProgrammingLab course consists of hundreds

of small practice problems organized around the structure of this textbook. For
students, the system automatically detects errors in the logic and syntax of their code
submissions and offers targeted hints that enable students to figure out what went
wrong—and why. For instructors, a comprehensive gradebook tracks correct and
incorrect answers and stores the code inputted by students for review.

MyProgrammingLab is offered to users of this book in partnership with Turing’s

Craft, the makers of the CodeLab interactive programming exercise system. For a full
demonstration, to see feedback from instructors and students, or to get started using
MyProgrammingLab in your course, visit www.myprogramminglab.com.

VideoNotes
VideoNotes are designed for teaching students key programming concepts and
techniques. These short step-by-step videos demonstrate how to solve problems from
design through coding. VideoNotes allow for self-placed instruction with easy
navigation including the ability to select, play, rewind, fast-forward, and stop within
each VideoNote exercise.

Margin icons in your textbook let you know when a VideoNote video is available for
a particular concept or homework problem.

Contact Us
Your comments, suggestions, questions, and corrections are always welcome. Please
e-mail them to [email protected].
Preface for Students
This book is designed to teach you the Java programming language and, even more
importantly, to teach you basic programming techniques. It requires no previous
programming experience and no mathematics other than some simple high school
algebra. However, to get the full benefit of the book, you should have Java available
on your computer, so that you can practice with the examples and techniques given.
The latest version of Java is preferable.

If You Have Programmed Before

You need no previous programming experience to use this book. It was designed for
beginners. If you happen to have had experience with some other programming
language, do not assume that Java is the same as the programming language(s) you
are accustomed to using. All languages are different, and the differences, even if
small, are large enough to give you problems. Browse the first four chapters, reading
at least the Recap portions. By the time you reach Chapter 5, it would be best to read
the entire chapter.

If you have programmed before in either C or C++, the transition to Java can be both
comfortable and troublesome. At first glance, Java may seem almost the same as C or
C++. However, Java is very different from these languages, and you need to be aware
of the differences. Appendix 6 compares Java and C++ to help you see what the
differences are.

Obtaining a Copy of Java

Appendix 1 provides links to sites for downloading Java compilers and programming
environments. For beginners, we recommend Oracle’s Java JDK for your Java
compiler and related software and TextPad or DrJava as a simple editor environment
for writing Java code. When downloading the Java JDK, be sure to obtain the latest
version available.

Support Materials for Students

 Source code for programs in the book and for extra examples

Student lab manual

VideoNotes: video solutions to programming examples and exercises.

Visit www.pearsonhighered.com/cs-resources to access the student resources.

Learning Aids
Each chapter contains several features to help you learn the material:

The opening overview includes a brief table of contents, chapter objectives and
prerequisites, and a paragraph or two about what you will study.

Recaps concisely summarize major aspects of Java syntax and other important
concepts.

FAQs, or “frequently asked questions,” answer questions that other students have
asked.

Remembers highlight important ideas you should keep in mind.

Programming Tips suggest ways to improve your programming skills.

Gotchas identify potential mistakes you could make—and should avoid—while

programming.

Asides provide short commentaries on relevant issues.

Self-Test Questions test your knowledge throughout, with answers given at the
end of each chapter. One of the best ways to practice what you are learning is to
do the self-test questions before you look at the answers.

A summary of important concepts appears at the end of each chapter.

Online Practice with

MyProgrammingLab
A self-study and practice tool, a MyProgrammingLab course consists of hundreds of
small practice problems organized around the structure of this textbook. The system
automatically detects errors in the logic and syntax of your code submissions and
offers targeted hints that enable you to figure out what went wrong—and why. Visit
www.myprogramminglab.com for more information.

VideoNotes

These short step-by-step videos demonstrate how to solve problems from design
through coding. VideoNotes allow for self-placed instruction with easy navigation
including the ability to select, play, rewind, fast-forward, and stop within each
VideoNote exercise. Margin icons in your textbook let you know when a VideoNote
video is available for a particular concept or homework problem.

This Text Is Also a Reference Book

In addition to using this book as a textbook, you can and should use it as a reference.
When you need to check a point that you have forgotten or that you hear mentioned
by somebody but have not yet learned yourself, just look in the index. Many index
entries give a page number for a “recap.” Turn to that page. It will contain a short,
highlighted entry giving all the essential points on that topic. You can do this to check
details of the Java language as well as details on programming techniques.

Recap sections in every chapter give you a quick summary of the main points in that
chapter. Also, a summary of important concepts appears at the end of each chapter.
You can use these features to review the chapter or to check details of the Java
language.
Acknowledgments
We thank the many people who have made this eighth edition possible, including
everyone who has contributed to the first seven editions. We begin by recognizing and
thanking the people involved in the development of this new edition. The comments
and suggestions of the following reviewers were invaluable and are greatly
appreciated. In alphabetical order, they are:

Christopher Crick—Oklahoma State University

Christopher Plaue—University of Georgia

Frank Moore—University of Alaska Anchorage

Frank Witmer—University of Alaska Anchorage

Greg Gagne—Westminster College

Helen Hu—Westminster College

Paul Bladek—Edmonds Community College, Washington

Paul LaFollette—Temple University

Pei Wang—Temple University

Richard Cassoni—Palomar College

Walter Pistone—Palomar College

Many other reviewers took the time to read drafts of earlier editions of the book. Their
advice continues to benefit this new edition. Thank you once again to:

Adel Elmaghraby—University of Louisville

Alan Saleski—Loyola University Chicago

Anthony Larrain—DePaul University

Arijit Sengupta—Raj Soin College of Business, Wright State University

Asa Ben-Hur—Colorado State University

Ashraful A. Chowdhury—Georgia Perimeter College

Billie Goldstein—Temple University

Blayne Mayfield—Oklahoma State University

Boyd Trolinger—Butte College

Charles Hoot—Oklahoma City University

Chris Hoffmann—University of Massachusetts, Amherst

Dan Adrian German—Indiana University

Dennis Brylow—Marquette University

Dolly Samson—Hawaii Pacific University

Donald E. Smith—Rutgers University

Drew McDermott—Yale University

Ed Gellenbeck—Central Washington University

Faye Tadayon-Navabi—Arizona State University

Gerald Baumgartner—Louisiana State University

Gerald H. Meyer—LaGuardia Community College

Gobi Gopinath—Suffolk County Community College

Gopal Gupta—University of Texas, Dallas

H. E. Dunsmore—Purdue University, Lafayette

Helen H. Hu—Westminster College

Howard Straubing—Boston College

James Roberts—Carnegie Mellon University

Jim Buffenbarger—Boise State University

Joan Boone—University of North Carolina at Chapel Hill

John Motil—California State University, Northridge

Ken Slonneger—University of Iowa

Laird Dornan—Sun Microsystems, Inc.

Le Gruenwald—University of Oklahoma

Lily Hou—Carnegie Mellon University

Liuba Shrira—Brandeis University

Martin Chetlen—Moorpark College

Mary Elaine Califf—Illinois State University

Michael Clancy—University of California, Berkeley

Michael Litman—Western Illinois University

Michael Long—California State University

Michael Olan—Richard Stockton College of New Jersey

Michal Young—University of Oregon

Michele Kleckner—Elon University

Nan C. Schaller—Rochester Institute of Technology

Peter Spoerri—Fairfield University

Ping-Chu Chu—Fayetteville State University

Prasun Dewan—University of North Carolina, Chapel Hill

Ricci Heishman—North Virginia Community College

Richard A. Johnson—Missouri State University

 Richard Ord—University of California, San Diego

Richard Whitehouse—Arizona State University

Robert Herrmann—Sun Microsystems, Inc., Java Soft

Robert Holloway—University of Wisconsin, Madison

Robert P. Burton—Brigham Young University

Rob Kelly—State University of New York at Stony Brook

Ryan Shoemaker—Sun Microsystems, Inc.

Stan Kwasny—Washington University

Stephen F. Weiss—University of North Carolina, Chapel Hill

Steven Cater—Kettering University

Subramanian Vijayarangam—University of Massachusetts, Lowell

Tammy VanDeGrift—University of Portland

Thomas Cortina—Carnegie Mellon University

Thomas VanDrunen—Wheaton College

Y. Annie Liu—State University of New York at Stony Brook

We thank Frank Carrano for his revision of the fifth edition of this textbook. Last but
not least, we thank the many students in classes at the University of California, San
Diego (UCSD), who were kind enough to help correct preliminary versions of this
text, as well as the instructors who class-tested these drafts. In particular, we extend a
special thanks to Carole McNamee of California State University, Sacramento, and to
Paul Kube of UCSD. These student comments and the detailed feedback and class
testing of earlier editions of the book were a tremendous help in shaping the final
book.

W. S.

K. M.
Dependency Chart
This chart shows the prerequisites for the chapters in the book. If there is a line
between two boxes, the material in the higher box should be covered before the
material in the lower box. Minor variations to this chart are discussed in the
“Prerequisites” section at the start of each chapter. These variations usually provide
more, rather than less, flexibility than what is shown on the chart.
1-2 Full Alternative Text
Features of This Text
Recaps
Summarize Java syntax and other important concepts.

Remembers
Highlight important ideas that students should keep in mind.

Programming Tips
Give students helpful advice about programming in Java.
Gotchas
Identify potential mistakes in programming that students might make and should
avoid.

FAQs
Provide students answers to frequently asked questions within the context of the
chapter.
Listings
Show students complete programs with sample output.
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