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|Bruce Eckel's Thinking in Java||Contents | Prev | Next|
Like my previous book Thinking in C++ , this book has come to be structured around the process of teaching the language. In particular, my motivation is to create something that provides me with a way to teach the language in my own seminars. When I think of a chapter in the book, I think in terms of what makes a good lesson during a seminar. My goal is to get bite-sized pieces that can be taught in a reasonable amount of time, followed by exercises that are feasible to accomplish in a classroom situation.
My goals in this book are to:
- Present the material one simple step at a time so that you can easily digest each concept before moving on.
- Use examples that are as simple and short as possible. This sometimes prevents me from tackling “real world” problems, but I’ve found that beginners are usually happier when they can understand every detail of an example rather than being impressed by the scope of the problem it solves. Also, there’s a severe limit to the amount of code that can be absorbed in a classroom situation. For this I will no doubt receive criticism for using “toy examples,” but I’m willing to accept that in favor of producing something pedagogically useful.
- Carefully sequence the presentation of features so that you aren’t seeing something that you haven’t been exposed to. Of course, this isn’t always possible; in those situations, a brief introductory description is given.
- Give you what I think is important for you to understand about the language, rather than everything I know. I believe there is an information importance hierarchy, and that there are some facts that 95 percent of programmers will never need to know and just confuses people and adds to their perception of the complexity of the language. To take an example from C, if you memorize the operator precedence table (I never did), you can write clever code. But if you need to think about it, it will also confuse the reader/maintainer of that code. So forget about precedence, and use parentheses when things aren’t clear.
- Keep each section focused enough so that the lecture time – and the time between exercise periods – is small. Not only does this keep the audience’s minds more active and involved during a hands-on seminar, but it gives the reader a greater sense of accomplishment.
- Provide you with a solid foundation so that you can understand the issues well enough to move on to more difficult coursework and books.