databases. This section does not attempt to provide quick solutions to these
complex problems. Instead, it focuses on techniques that students can use to
think about these ethicat issues and reach their own conctusions. our qoat in
.oa[ in
this fina[ section is to make students aware of the enormous impact that
information technoloqV is havinq on everyone's [tves and to give them tools
.y is having on everyone's [tves and to give them tools
that wi[[ a[[ow them to make more informed decisions.
This, then, is the hierarchica[ structure of our text. It begins with the
algorithmic foundations of the discipline and works its way from [of-[eve[
hardware concepts through virtua[ machine environments, [anguages,
soft1 1.... .-1. 1.. 1 1.. 1 1
ware, and applications to the socia[ issues raised by computer technology.
This orqanizationa[ structure, along with the use of recurring themes,
D, along with the use of recurring themes,
enables students to view computer science as a unified, integrated, and
coherent field of studV' While the socia[ issues materia[ in Chanter 17 can be
Y. While the socia[ issues materia[ in Chapter 17 can be
.1.. .. 1.r. - 1.'1".11. .,1
presented at any time, the rest of the materia[ is intended to be covered
.. 1 1
sequentia[[y.
abate New
The fifth edition of invitation to COmDuter Science reDresents the sino[e
puter Science represents the single
biggest rewrite of this best-sc[[ing text. It includes two new chapters that
address important emerging areas of computer science. In an age where
persona[, financia[, and medica[ data is a[[ online, Chapter 8, "Information
SecuritV,,' deats with the qrowinQ probtem of keeDinQ that data safe from
y, deats with the growing probtem of keeping that data safe from
. 1... 1. r... m 1.
improper access and inappropriate modification. Chapter 16, "Computer
Graphics and Entertainment: Movies, Games, and Virtua[ Communities,,' looks
at how computers, once the domain of the military, government, and business,
,.1. ....1. - 11 IT Jll'. - 11.
are now beinq used to entertain, amaze, and enthra[[. It concludes with a
disc, amaze, and enthra[[. It concludes with a
dis.rl. 1.1 ...1.. - 111. .11
cussion of how these same visualization alqorithms are also used to address
D
..., 1 1 1. 1..
more important probtems, such as medicat imaqing.
In addition to these two chapters, new materia[ and exercises have been
added to existinq chapters on Computer orqanization (mutticore and ctuster
d chapters on Computer organization (multicore and cluster
..'
computing), Computer Networks (wireless computing), and Artificia[ InteUigence
I
(robottes) as weU as the addition of new Practice Problems and boxed features.
However, the single biggest change has been to move a[[
programming[anquage-specihc materials, once placed into their own chapter in the text
D .e-specific materials, once placed into their own chapter in the text
itself, to the Cengage bib site. For the first four editions we produced two
distinct versions of the text, one for C+ + and the other for Java. As new
[an,... 1... 1 n.
guages began to enter the computer science curriculum, e.g., Python, Ada, C#,
it became infeasible to produce a separate chapter and a separate edition
for each one. Instead, Chapter 9, "Introduction to High-Leve[ Language
ProQramminq,,' is now a genera[ description of the features common to
mod.ramming, is now a genera[ description of the features common to
mod. 1 ri.. 1 1 1.. r.. 1 1
ern programming tanguages. Detailed discussions of a particular [anguage are
available to instructors for distribution to students under the instructor
Download section of aam.cenqage.com. (Currentty the Cengage Web site
D dc.com. (Currently the Cengage Web site
. 1 1 1. 1 1 1 r m I l, n.
includes online [anquage modules for C++, Java, Python, Ada, and C#, with
D de modules for C++, Java, Python, Ada, and C#, with
additiona[ modules possible in the future.) Using this approach we can
.
1 1. 1 1. 1 1... 1
respond much more quickly to new developments in programming [anguage
design as we[[ as proposals for curricular chanqe. In addition, instructors and
al[ as we[[ as proposals for curricular change. In addition, instructors and
students are not [imited to exposure to a single [anguage but are invited to
download (or request from instructors) the modules for any and a[[ [anguages
. 1. 1 .-1... 1
in which theV are interested.
J
PREFACE xvii
other TeXtbook Features
To cha[[enqe the more advanced students, each chapter includes, along with a
D, each chapter includes, along with a
1. r.,, al 1 1 n, 1,r al 1
requtar set of exercises, some "Chattenqe Probtems.,' These more comptex
cuest, borne "Cha[[enge Problems.,' These more complex
questions could be used for [oncer assiqnments done either individua[[y or by
= .nments done either individua[[y or by
teams of students. Fina[[V, if a student is interested in a topic and wants more
y, If a student is interested in a topic and wants more
detai[, there is a section at the end of each chapter titled "For Further
Reading,' with references to texts and bib sites containinq additiona[
maters with references to texts and bib sites containing additiona[
mater. 1 .-1.. 1. .-1. 1.
la[ on the topics covered in that chapter.
SummarV
y
Computer science is a young and exciting discipline, and we hope that the
..1.. 1...1.. - 1. 11,...11.
materia[ in this text, alonq with the [aboratory projects and online
11. 1 11 - 1'rl .r. IInl'I - lr .1,.
modules, wi[[ conveV this feelinq of excitement. By presenting the field in a[[
J Lnis feeling of excitement. By presenting the field in a[[
. I. 1 1. 1 1 1 1 c.I 1 1. I. 1
its richness--a[Qorithms, hardware, software, sVstems, applications, and
.orithms, hardware, software, systems, applications, and
. 1. 1... 1. 1... r .- 1
Rocia[ issues--we boDe to Qive students a deeDer aDnreciation for the man\T
.ocia[ issues--we hope to give students a deeper appreciation for the many
diverse and interesting areas of research and studV within the disciptine of
D Y within the discipline of
..
computer science.
Reviewers
The fo[[owinQ reviewers, alone with the manV users of previous editions who
D leviewers, along with the many users of previous editions who
have provided helpfu[ comments, have contributed to the writing of this new
1... 1.. .-1 1 .-1 1 1
edition, and we want to thank them a[[:
l AMES AMAN S. JANE FRITZ
JAMES AMAN S. JANE FRITZ
acing Xavier Universit\T at. JoseDh'c rnl
faint Xavier UniversitV St. Joseph's Co[[eQe--New YOrk
J ph's Co[[ege--New YOrk
PHILLIP BARRY BARRY KOLB
University of Minnesota ocean County Co[[eQe
Y of Minnesota ocean County Co[[ege
ROBERT BEASLEY MIKE SCHERGER
Franklin Cotteqe Texas A&M UniversitV, Corpus Christi
d Y, corpus Christi
DOUG EDwaRDS STEwnRT SHEN
Centra[ Texas Co[[eQe 0[d Dominion UniversitV
D y
n Mica acal q aam aid
--u. Michae[ Schneider
Macatester Cotteqe
D
1. 1
crhneider@macalester.edu
bchneider@macalester.edu
,11 Hi+h T n aide ry
-- llldith L. GerstinQ
Judith L. Gerstinq
D
University of Hawaii -- Hilo
Y of Hawaii -- Hilo
..
gersting@hawaii.edu