Buy Used
CDN$ 10.68
+ CDN$ 0.00 shipping
Used: Good | Details
Condition: Used: Good
Comment: Shows some signs of wear, and may have some markings on the inside. 100% Money Back Guarantee. Shipped to over one million happy customers.
Have one to sell?
Flip to back Flip to front
Listen Playing... Paused   You're listening to a sample of the Audible audio edition.
Learn more
See this image

Java, Java, Java Object-Oriented Problem Solving (2nd Edition) Paperback – Feb 21 2002

3.3 out of 5 stars 3 customer reviews

See all 4 formats and editions Hide other formats and editions
Amazon Price
New from Used from
Kindle Edition
CDN$ 37.70 CDN$ 1.26

There is a newer edition of this item:

Java, Java, Java, Object-Oriented Problem Solving (3rd Edition)
CDN$ 145.17
Usually ships within 6 to 10 days.

Strong Is the New Pretty

click to open popover

No Kindle device required. Download one of the Free Kindle apps to start reading Kindle books on your smartphone, tablet, and computer.

  • Apple
  • Android
  • Windows Phone
  • Android

To get the free app, enter your mobile phone number.

Product details

  • Paperback: 862 pages
  • Publisher: Pearson; 2 edition (Feb. 21 2002)
  • Language: English
  • ISBN-10: 0130333700
  • ISBN-13: 978-0130333704
  • Product Dimensions: 20.3 x 2.5 x 25.4 cm
  • Shipping Weight: 1.6 Kg
  • Average Customer Review: 3.3 out of 5 stars 3 customer reviews
  • Amazon Bestsellers Rank: #3,639,866 in Books (See Top 100 in Books)
  • Would you like to tell us about a lower price?
    If you are a seller for this product, would you like to suggest updates through seller support?

  • See Complete Table of Contents

Product description

From the Inside Flap

Who Should Use This Book?

The topics covered and the approach taken in this book are suitable for a typical Introduction to Computer Science (CSI) course or for a slightly more advanced Java as a Second Language course. The book is also useful to professional programmers making the transition to Java and object-oriented programming.

The book takes an "objects first" approach to programming and problem solving. It assumes no previous programming experience and requires no prior knowledge of Java or object-oriented programming.

What's New in the Second Edition?

The second edition has the following substantive changes:

  • Unified Modeling Language (UML). UML diagrams have been incorporated throughout the text to help illustrate object-oriented concepts and to describe the design of the Java programs we develop. Some of the UML diagrams replace diagrams used in the first edition, but many new diagrams have been introduced as well.

    UML is rapidly developing into an industry standard for designing object-oriented programs. So it will be useful for students to be familiar with it. But the main reason for incorporating UML is a pedagogical one: It makes it easier to present and teach object-oriented concepts such as information hiding, inheritance, and polymorphism.

  • Emphasis on Object-Oriented Design. The second edition places somewhat more emphasis on object-oriented design, mostly through the way examples are developed. Many of the programming examples were rewritten to focus on the design before getting into the Java coding details. This approach was greatly aided by the use of UML diagrams.

  • Organizational Changes. Based on suggestions from reviewers and users of the first edition, several chapters were reorganized. The first two chapters were extensively revised. Chapter 0 now provides a more detailed overview of object orientation and introduces the main features of UML. This should help orient the student before getting-into the discussion of Java's implementation of object-oriented concepts. To underscore the importance of design versus coding, Chapter 1 has been reorganized to focus on program design and development before introducing any Java code. It also includes a concise overview of some of the basic Java language features. Thus, the student has been presented with a good bit of overview material before we begin looking at specific Java examples.

    In terms of the organization of Java language elements, discussion of the switch statement was moved to Chapter 3, where it is covered along with the other selection-control structures. Chapter 11 "Exceptions" was reorganized so that it can more easily be used much earlier in the course.
Why Start with Objects?

Java, Java, Java takes an "objects early" approach to teaching Java, with the assumption that teaching beginners the "big picture" early gives them more time to master the principles of object-oriented programming.

The first time I taught Java in our CS1 course, I followed the same approach I had been taking in teaching C and C++—namely, start with the basic language features and structured programming concepts and then, somewhere around midterm, introduce object orientation. This approach was familiar, for it was one taken in most of the textbooks then available in both Java and C++.

One problem with this approach was that many students failed to get the big picture. They could understand loops, if-else constructs, and arithmetic expressions, but they had difficulty decomposing a programming problem into a well-organized Java program. Also, it seemed that this procedural approach failed to take advantage of the strengths of Java's object orientation. Why teach an object-oriented language if you're going to treat it like C or Pascal?

I was reminded of a similar situation that existed when Pascal was the predominant CS1 language. Back then the main hurdle for beginners was procedural abstraction—learning the basic mechanisms of procedure call and parameter passing and learning how to design programs as a collection of procedures. Oh! Pascal!, my favorite introductory text, was typical of a "procedures early" approach. It covered procedures and parameters in Chapter 2, right after covering the assignment and I/O constructs in Chapter 1. It then covered program design and organization in Chapter 3. It didn't get into loops, if-else, and other structured programming concepts until Chapter 4 and beyond.

Presently, the main hurdle for beginners is object abstraction. Beginning programmers must be able to see a program as a collection of interacting objects and must learn how to decompose programming problems into well-designed objects. Object orientation subsumes both procedural abstraction and structured programming concepts from the Pascal days. Teaching "objects early" takes a top-down approach to these three important concepts. The sooner you begin to introduce objects and classes, the better the chances that students will master the important principles of object orientation.

Object orientation,(OO) is a fundamental problem-solving and design concept, not just another language detail that should be relegated to the middle or the end of the book (or course). If OO concepts are introduced late, it is much too easy to skip over them when push comes to shove in the course.

Java is a good language for introducing object orientation. Its object model is better organized than C++. In C++, it is easy to "work around" or completely ignore OO features and treat the language like C. In Java, there are good opportunities for motivating the discussion of object orientation. For example, it's almost impossible to discuss applets without discussing inheritance and polymorphism. Thus, rather than using contrived examples of OO concepts, instructors can use some of Java's basic features—applets, the class library, GUI components—to motivate these discussions in a natural way.

Key Features

In addition to its "objects early" approach, this book has several other important features.

  • Unified Modeling Language (UML) Diagrams. More than 225 UML - diagrams have been incorporated throughout the text to explain object-oriented concepts and to focus on object-oriented design. The advantages of using UML are several. First, UML diagrams provide a concise visual means of describing the main features of classes and objects. In one glance you can see an object's attributes and methods, whether they are private or public, and how the class or object relates to other classes. Second, UML diagrams provide simple graphical models for important object-oriented concepts such as inheritance and polymorphism. A picture is worth 1,000 words, so in addition to the descriptions provided in words, the UML diagrams should help students learn these important concepts. Third, for the purposes for which it is used in this book, UML is relatively easy and intuitive to understand. The basic notation is introduced in Chapter 0 through simple, accessible examples. Finally, UML is rapidly becoming an industry standard. So gaining familiarity with UML in this book will make other books on Java or object-oriented design more accessible.
  • The CyberPet Example. Throughout the text a CyberPet class is used as a running example to motivate and illustrate important concepts. The CyberPet is introduced in Chapter 2, as a way of "anthropomorphizing" the basic features of objects. Thus, individual CyberPets belong to a class (definition), have a certain state (instance variables), and are capable of certain behaviors like eating and sleeping (instance methods). Method calls are used to command the CyberPets to eat and sleep. In Chapter 3 the emphasis is on defining and using methods and parameters to promote communication with CyberPets. In subsequent chapters, concepts such as inheritance, randomness, animation, and threads are illustrated in terms of the CyberPet. Some of the lab and programming exercises are also centered around extending the behavior and sophistication of the CyberPet.
  • Applets and GUIs. Applets and GUIs are first introduced in Chapter 4 and then used throughout the rest of the text. Clearly, applets are a "turn-on" for introductory students and can be used as a good motivating factor. Plus, event-driven programming and Graphical User Interfaces (GUIs) are what students ought now to be learning in CS1. We are long past the days when command-line interfaces were the norm in applications programming. Another nice thing about Java applets is that they are fundamentally object oriented. To understand them fully, students need to understand basic OO concepts. That's why applets are not introduced until Chapter 4, where they provide an excellent way to motivate the discussion of inheritance and polymorphism.
  • Companion Web Site. The text is designed to be used in conjunction with a companion Web site that includes many useful resources, including the Java code and Java documentation (in HTML) for all the examples in the text, additional lab and programming assignments, online quizzes that can be scored automatically, and PowerPoint class notes.
  • Problem-Solving Approach. A pedagogical, problem-solving approach is taken throughout the text. There are a total of 13 fully developed case studies, as well as numerous other examples that illustrate the problem-solving process. Marginal notes in the text repeatedly emphasize the basic elements of object-oriented problem solving: What objects do we need? What methods and data do we need? What algorithm should we use? And so on.
  • Self-Study Exercises. The book contains more than 200 self-study exercises, with answers provided at the back of each chapter.
  • End-of-Chapter Exercises. Over 400 end-of-chapter exercises are provided, including "Challenge" exercises at the end of most sets. The answers are provided in an Instructor's Manual, which is available to adopters.
  • Programming, Debugging, and Design Tips. The book contains nearly 400 separately identified "tips" (Programming Tips, Debugging Tips, Effective Design Principles, and Java Language Rules) that provide useful programming and design information in a nutshell.
  • Hands-On Learning Sections. Each chapter concludes with a laboratory exercise, so the text can easily be used to support lab-based CS1 courses. For CS1 courses that are not lab based, these sections can still be read as preparation for a programming assignment, or as an in-class demo, or as some other form of hands-on exercise. For each lab in the text, the companion Web site contains additional resources and handouts, as well as a repository of alternative lab assignments.
  • "From the Library" Sections. Each chapter includes a section that introduces one or more of the library classes from the Java API (Application Programming Interface). In the early chapters, these sections provide a way of introducing tools, such as I/O classes and methods, needed to write simple programs. In subsequent chapters, some of these sections introduce useful but optional topics, such as the NumberFormat class used to format numeric output. Others introduce basic GUI (Graphical User Interface) components that are used in program examples and the laboratory sections.
  • "Object-Oriented Design" Sections. Each chapter includes a section on object-oriented design, which is used to underscore and amplify important principles such as inheritance, polymorphism, and information hiding. For instructors wishing to emphasize object-oriented design, Table 1 provides a list of sections that should be covered.
  • "Java Language Summary". Those chapters that introduce language features contain "Java Language Summary" sections that summarize the features essential syntax and semantics.
Organization of the Text

The book is organized into three main parts. The first part (Chapters 0 through 4) introduces the basic concepts of object orientation, including objects, classes, methods, parameter passing, information hiding, inheritance, and polymorphism. Although the primary focus in these chapters is on object orientation rather than on Java language details, each of these chapters has a "Java Language Summary" section that summarizes the language elements introduced.

In Chapters 1 to 3, students are given the basic building blocks for constructing a Java program from scratch. Although the programs at this stage have limited functionality in terms of control structures and data types, the priority is placed on how objects are constructed and how they interact with each other through method calls and parameter passing.

The second part (Chapters 5 through 8) focuses on the remaining language elements, including data types and operators (Chapter 5), control structures (Chapter 6), strings (Chapter 7), and arrays (Chapter 8). Once the basic structure and framework of an object-oriented program are understood, it is relatively easy to introduce these language features.

Part Three (Chapters 9 through 16) covers a variety of advanced topics, including Graphical User Interfaces (Chapter 9), graphics (Chapter 10), exceptions (Chapter 11), recursion (Chapter 12), threads (Chapter 13), files (Chapter 14), sockets (Chapter 15), and data structures (Chapter 16). Topics from these chapters can be used selectively depending on instructor and student interest.

Table 2 provides an example syllabus from my one-semester CS1 course. Our semester is 13 weeks (plus one reading week during which classes do not meet).

Note that the advanced topic chapters needn't be covered in order. Recursion (Chapter 12) could be introduced at the same time or even before loops (Chapter 6). The recursion chapter includes examples using strings, arrays, and drawing algorithms (fractals), as well as some standard numerical algorithms (factorial). Another way to teach recursion would be to incorporate it into the discussion of strings (Chapter 7), arrays (Chapter 8), and graphics (Chapter 10), thereby treating iteration and recursion in parallel.

Exceptions (Chapter 11) could also be covered earlier. The examples in the first few sections of this chapter use simple arithmetic operations and the basic for loop. If these language elements are introduced separately, then exceptions could be covered right after Chapter 3.

Some of the examples in the advanced chapters use applets (Chapter 4) and GUIs (Chapter 9), so these chapters should ideally be covered before Chapters 10 (graphics), 13 (threads), 14 (files), and 15 (sockets and networking). However, Chapter 16 (data structures) and sections of the other advanced topic chapters can be covered independently of applets and GUIs. Figure 1 shows the major chapter dependencies in the book.

From the Back Cover

This second edition of Java, Java, Java offers a robust, accessible, and flexible problem-solving perspective. The use of Unified Modeling Language (UML) diagrams throughout the text, strongly emphasizes object-oriented design. This book assists students and professionals with their most challenging problem as beginning programmers: object abstraction, or how to use interacting objects and methods.

Using a top-down approach, the author focuses on problem decomposition and program design from the beginning. This methodology—along with its lucid and engaging exercises and analogies—sets this book apart. Morelli introduces advanced Java features including GUI's (e.g., AWT and Swing), exceptions, threads, files, and sockets. The adaptable and accessible style allows instructors to choose which advanced concepts to teach to introductory students, while intermediate-level programmers can benefit from its thorough, advanced feature coverage.

Java, Java, Java's Numerous Distinguishing Innovations:
  • Emphasizes early OO design concepts such as inheritance and information hiding.
  • Uses UML diagrams throughout to emphasize object-oriented design.
  • Features GUI elements and applets to captivate and maintain the reader's interest while introducing real-world examples.
  • Incorporates action-learning techniques such as "Hands on Learning" sections, CyberPet examples. and drop-in boxes on effective design, programming and debugging tips, and Java language rules.
  • Covers advanced features of Java: GUI's, graphics and drawing; exceptions; recursive problem solving;. threads and concurrent programming; files, streams, and input/output techniques; sockets and networking; and data structures.
  • Includes a Companion Website with extensive supplementary resources, such as a Study Guide, PowerPoint slides, and Java code

See all Product description

Customer reviews

Share your thoughts with other customers
See all 3 customer reviews

Top customer reviews

April 18, 2003
Format: Paperback
February 25, 2003
Format: Paperback
March 6, 2003
Format: Paperback

Most helpful customer reviews on 3.7 out of 5 stars 21 reviews
K. B.
1.0 out of 5 starsNow that's bad quality!
March 7, 2011 - Published on
Verified Purchase
4.0 out of 5 starsFour Stars
September 25, 2016 - Published on
Verified Purchase
Charles R. Severance
5.0 out of 5 starsExcellent as a Text Book
October 21, 2007 - Published on
Verified Purchase
5.0 out of 5 starsGreat Beginners Book
April 8, 2012 - Published on
Verified Purchase
Brett Patterson
5.0 out of 5 starsPerfect!
July 6, 2010 - Published on
Verified Purchase

Where's My Stuff?

Delivery & Returns

Need Help?