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THE PRACTICE OF COMPUTING USING PYTHON 3/E (GE)

為了解決Java online compiler的問題，作者PUNCH,ENBODY 這樣論述：

　　For courses in Python Programming 　　Introduces Python programming with an emphasis on problem-solving 　　Now in its Third Edition, Practice of Computing Using Python continues to introduce both majors and non-majors taking CS1 courses to computational thinking using Python, with a stron

g emphasis on problem solving through computer science. The authors have chosen Python for its simplicity, powerful built-in data structures, advanced control constructs, and practicality. The text is built from the ground up for Python programming, rather than having been translated from Java or C+

+. 　　Focusing on data manipulation and analysis as a theme, the text allows students to work on real problems using Internet-sourced or self-generated data sets that represent their own work and interests. The authors also emphasize program development and provide both majors and non-majors with a

practical foundation in programming that will be useful in their respective fields. Among other changes, the Third Edition incorporates a switch to the Anaconda distribution, the SPYDER IDE, and a focus on debugging and GUIs. 　　MyProgrammingLabot included. Students, if MyProgrammingLab is a recomm

ended/mandatory component of the course, please ask your instructor for the correct ISBN and course ID. MyProgrammingLab should only be purchased when required by an instructor. Instructors, contact your Pearson representative for more information. 　　MyProgrammingLab is an online learning system de

signed to engage students and improve results. MyProgrammingLab consists of a set of programming exercises correlated to specific Pearson CS1/Intro to Programming textbooks. Through practice exercises and immediate, personalized feedback, MyProgrammingLab improves the programming competence of begin

ning students who often struggle with the basic concepts of programming languages. 本書特色 　　About the Book 　　●NEW! A switch to Anaconda distribution, made freely available from Continuum Analytics, includes more than 100 pre-installed modules, removing the need for package installation. 　　●NEW! Fu

lly adopted SPYDER Integrated Development Environment as a default method for editing and debugging code in the text. A truly modern IDE, Spyder has the advantages of including an integrated editor, associated interactive console, integrated debugging, integrated variable explorer, and integrated do

cumentation viewer. Chapter 1 has been rewritten to incorporate the SPYDER IDE. 　　●NEW! Anaconda also includes the iPython console, a more capable console, with features including: 　　○An interactive history list 　　○Help on functions and variables using the “?” syntax 　　○Command line completion 　　●

UPDATED! iPython console incorporated in every session with its features sprinkled throughout the text. 　　●NEW! “What’s wrong with my code” element has been added to several chapters to address the challenge of debugging. 　　●UPDATED! “Visual Vignettes” have been updated and simplified. 　　●NEW! Si

mple GUI development is included in several chapters, as well as a new appendix on web-based GUIs in response to student interest. 　　●NEW! 80 new end-of-chapter exercises are included. 　　●UPDATED! Chapter 16 provides discussion about Python Numbers and the various representations that are availabl

e. 　　●REVISED! Chapter 5 has been rewritten to not depend on Chapter 4, allowing instructors to choose the order in which they introduce concepts of strings and functions. 　　●Problem solving and case studies are emphasized throughout the text, including in 3 optional chapters (3, 10, and 13) that

use examples to show mistakes and how to recover from them. 　　●Real-world, gender-neutral examples and exercisesencourage students to use Python to sort, apply, graph, and convert data. Examples include poker hands, the Gettysburg Address, EPA mileage data, breast cancer classifier, speech analysis

, political debates, and S&P 500 analysis. 　　●An “object-use-first” approach is taken, with the authors using objects and methods early, while leaving the design and implementation of objects for later in the text, once mastery of the use of objects has been achieved. 　　●A traditional CS1 orde

r with some significant differences, including: 　　○Strings are covered early (before functions) to allow for more data manipulation early in the text. 　　○File I/O is covered early for the same reason as strings. 　　○Topics such as plotting and drawing are included throughout the text in service of th

e data manipulation theme. 　　●Incorporates data structures as early as possible, including lists and strings, which show up before they are covered in detail. 　 　　●Drawing and graphing packages are incorporated and covered in the appendices. 　　●Over 180 code examples illustrate piecemeal developme

nt of larger problems. 　　●Almost 250 interactive sessions are provided to illustrate programming and problem-solving concepts. 　　●Over 275 short exercises and nearly 30 longer programming projects, many with multiple parts, are included. 　　●24 self-check exercises are embedded within the chapters

, each with 5 or more associated questions. 　　●Over 40 notes provide useful programming tips and are boxed for emphasis.  　　MyProgrammingLab™not included. Students, if MyProgrammingLab is a recommended/mandatory component of the course, please ask your instructor for the correct ISBN and course ID

. MyProgrammingLab should only be purchased when required by an instructor. Instructors, contact your Pearson representative for more information. 　　MyProgrammingLab is an online learning system designed to engage students and improve results. MyProgrammingLab consists of a set of programming exerc

ises correlated to specific Pearson CS1/Intro to Programming textbooks. Through practice exercises and immediate, personalized feedback, MyProgrammingLab improves the programming competence of beginning students who often struggle with the basic concepts of programming languages. 　　●Interactive Pra

ctice provides first-hand programming experience in an interactive online environment. 　　●Error Messages for Incorrect Answers give students immediate personalized feedback. The error messages include both the feedback from the compiler and plain English interpretations of likely causes for the inc

orrect answer. 　　●Step-by-step VideoNote Tutorials enhance the programming concepts presented in your Pearson textbook by allowing students to view the entire problem-solving process outside of the classroom—when they need help the most. 　　●Pearson eText gives students access to their textbook any

time, anywhere. In addition to note taking, highlighting, and bookmarking, the Pearson eText offers interactive and sharing features. Rich media options let students watch lecture and example videos as they read or do their homework. Instructors can share their comments or highlights, and students c

an add their own, creating a tight community of learners in your class. 　　●The Pearson eText companion app allows existing subscribers to access their titles on an iPad or Android tablet for either online or offline viewing. 　　●Dynamic grading and assessment provide auto-grading of student assignm

ents, saving you time and offering students immediate learning opportunities: 　　●A dynamic roster tracks their performance and maintains a record of submissions. 　　●The color-coded gradebook gives you a quick glance of your classes' progress. Easily drill down to receive information on a single st

udent's performance or a specific problem. Gradebook results can be exported to Excel to use with your LMS. 

STARTING OUT WITH JAVA: EARLY OBJECTS 4/E (PIE)

為了解決Java online compiler的問題，作者GADDIS 這樣論述：

　　1. A new chapter on databases: New to this edition is Chapter 15, “Databases.” This chapter introduces the student to databases and SQL using Java DB. 　　2. New Java 7 topics added: This edition discusses some of the new language features added in Java 7. Specifically, the ability to switch on a

string expression is discussed in Chapter 4, and type inference is discussed in Chapter 7. 　　3. Improved organization in Chapter 4: The section covering the if/else if statement has been simplified and now appears immediately following the section on nested if statements. These sections have been

rewritten to highlight the similarities between an if/else if statement and a nested i f statement. 　　4. A new section on System.out.printf: This new section has been added to Chapter 2 . 　　5. New In the Spotlight sections: Many of the chapters have new sections titled In the Spotlight . Each of t

hese provides a programming problem and a detailed, step-by-step analysis showing the student how to solve it. 　　6. Online VideoNotes: An extensive series of online VideoNotes have been developed to accompany this text. Throughout the book, VideoNote icons alert the student to videos covering speci

fic topics. Additionally, one Programming Challenge at the end of each chapter now has an accompanying VideoNote explaining how to develop the problem’s solution. The videos are available at www.pearsonhighered.com/gaddis. 　　7. Additional programming problems: Additional Programming Challenge probl

ems have been added to most chapters. Several of these are simple games that will challenge and motivate students. 本書特色 　　1. Objects and methods are introduced before procedural programming. 　　2. A clear and student-friendly writing style with stepped-out explanations simplifies for beginning prog

rammers. 　　3. Concise, practical, and real-world examples that students understand and relate to foster motivation and retention. 　　4. A variety of exercises in each chapter encourages students to put concepts to work as they are learned. 　　5. MyCodeMate, available for the Fourth Edition, is a We

b-based, textbook-specific homework tool and programming resource for an introduction to programming course. It provides a wide range of tools that students can use to help them learn programming concepts, prepare for tests, and earn better grades in the introductory programming course. Students can

work on programming problems from this text or homework problems created by their professors, and receive guided hints with page references and English explanations of compiler errors. Instructors can assign textbook-specific or self-created homework problems, preset style attributes, view students

’ code and class compiler error logs, and track homework completion. A complimentary subscription is offered when an access code is ordered packaged with a new copy of this text. Subscriptions may also be purchased online. For more information visit www.mycodemate.com

Python程式語言入門課程桌遊教具之研發

為了解決Java online compiler的問題，作者黃莉雯 這樣論述：

隨著科技及網路日新月異的蓬勃發展 ，現今只要人手一隻手機就可以連上網路得到最新的資訊，因此不管是新聞還是教育方面的資訊，再也不需要像以前一樣，從報張雜誌及書本獲得新資訊，因此學校越來越多課程都透過錄製影音上傳至網站提供學生學習，透過這種模式，學生可以在任意時段進行學習且可以進行重複學習的動作，解決學生在學校容易上課分心的問題，但是這些課程主要還是以老師講述的方式進行，學生總是單方面的接受知識的灌輸，習慣按照老師的指示進行學習研究顯示，同伴學習在教學上具有成效的教學方法，所以我們將學生分組，使學生能和同儕間合作，互相學習，學生也能有即時反饋，減少學生間的差距，而我們為了提升學生的學習動機以及學

習中得到樂趣，我們開發了一款桌遊教學工具，提供給學生有更多的學習方式。近年來，台灣教育越來越重視培養學生的運算思維以及程式設計的能力，而教育部也將程式設計課程納入國高中的課程，透過資訊相關課程，培養邏輯思考以及運算思維，並藉由課堂上的實作，增加團隊合作以及解決問題的能力。在這科技蓬勃發展的世代，學習程式已是現代人的必修課，因此我們的教具為針對Python程式語言進行設計，學生在上完課程時，可以與同儕間進行桌遊的遊玩，比起傳統只透過考試進行測驗以及複習的方式，桌遊更加平易近人且是多人遊玩的，學生不僅能從中得到樂趣，同儕間也能透過分數高低進行競爭，進行正面的學習方式，使每一位學生都能一步一步的進步

。本論文所設計的桌遊為線上版模式，跟傳統模式相比，這樣的學習方式可以不受限於地點及時間，同學只需要連接到網站就可以進行學習Python的動作，而線上版的優點除了這點以外，在分數、時間以及步數的計算，皆是透過電腦進行計算，資料的處理也是相當快速，同儕間的成績也能透過排行榜的名次來進行比較，而老師也可以透過後端資料庫來查看學生的學習狀況，進行課程進度的調整，不管是對於學生還是老師都是有相當有益的。而根據結果顯示，我們可以看出來，使用線上版的桌遊模式，是相當有效的。