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computer information systems and accounting as well as a Master of Arts in adult
and continuing education.
• ISBN-10 : 9781337102124
• ISBN-13 : 978-1337102124
Table contents:
CHAPTER 1: An Introduction to Visual Studio 2017 and Visual Basic
FOCUS ON THE CONCEPTS LESSON
F-1 Computer Programming Terminology?
F-2 The Programmer’s Job
F-3 The Visual Basic Programming Language?
F-4 The Visual Studio IDE?
F-5 Assigning Names to Objects
Apply the Concepts Lesson
A-1 Start and Configure Visual Studio Community 2017
A-2 Create a Windows Forms Application?
A-3 Manage the Windows in the IDE
A-4 Change a Form File’s Name
A-5 Change the Properties of a Form
The Name Property
The Font Property
The MaximizeBox, StartPosition, and Text Properties
A-6 Save a Solution
A-7 Close and Open a Solution
A-8 Add a Control to a Form
A-9 Use the Format Menu?
A-10 Lock the Controls on the Form??
A-11 Start and End an Application?
A-12 Enter Code and Comments in the Code Editor Window
The Me.Close() Statement
Assignment Statements and Comments
A-13 Print an Application’s Code and Interface
A-14 Exit Visual Studio and Run an Executable File
Summary
Key Terms
Review Questions
Exercises
CHAPTER 2: Planning Applications and Designing Interfaces
FOCUS ON THE CONCEPTS LESSON
F-1 Planning a Windows Forms Application
F-2 Windows Standards for Interfaces
Guidelines for Identifying Labels and Buttons
Guidelines for Including Graphics
Guidelines for Selecting Fonts
Guidelines for Using Color
F-3 Access Keys
F-4 Tab Order
Apply the Concepts Lesson
A-1 Create a Planning Chart for a Windows Forms Application
A-2 Design an Interface Using the Windows Standards
A-3 Add a Label Control to the Form
A-4 Add a Text Box to the Form
A-5 Set the Tab Order
Summary
Key Terms
Review Questions
Exercises
CHAPTER 3: Coding with Variables, Named Constants, and Calculations
FOCUS ON THE CONCEPTS LESSON
F-1 Pseudocode and Flowcharts
F-2 Main Memory of a Computer
F-3 Variables
Selecting an Appropriate Data Type
Selecting an Appropriate Name
Examples of Variable Declaration Statements
F-4 TryParse Method
F-5 Arithmetic Expressions
F-6 Assigning a Value to an Existing Variable
F-7 ToString Method
F-8 Option Statements
F-9 Named Constants
Apply the Concepts Lesson
A-1 Determine a Memory Location’s Scope and Lifetime
A-2 Use Procedure-Level Variables
A-3 Use Procedure-Level Named Constants
A-4 Use a Class-Level Variable
A-5 Use a Static Variable
A-6 Use a Class-Level Named Constant
A-7 Professionalize Your Application’s Interface
Coding the TextChanged Event Procedure
Coding the Enter Event Procedure
Summary
Key Terms
Review Questions
Exercises
CHAPTER 4: The Selection Structure
FOCUS ON THE CONCEPTS LESSON
F-1 Selection Structures
F-2 If…Then…Else Statement
F-3 Comparison Operators
Comparison Operator Example: Total Due Application
Comparison Operator Example: Net Income/Loss Application
F-4 Logical Operators
Logical Operator Example: Gross Pay Calculator Application
F-5 Summary of Operators
F-6 String Comparisons
String Comparison Example: Shipping Application
F-7 Nested Selection Structures
F-8 Multiple-Alternative Selection Structures
F-9 Select Case Statement
Specifying a Range of Values in a Case Clause
Apply the Concepts Lesson
A-1 Add a Check Box to a Form
A-2 Code an Interface That Contains Check Boxes
CheckBox’s CheckedChanged Event
A-3 Add a Radio Button to a Form
A-4 Code an Interface That Contains Radio Buttons
RadioButton’s CheckedChanged Event
Using the Select Case Statement with Radio Buttons
A-5 Group Objects Using a Group Box Control
A-6 Professionalize Your Application’s Interface
Coding a Text Box’s KeyPress Event Procedure
A-7 Professionalize Your Code Using Arithmetic Assignment Operators
Summary
Key Terms
Review Questions
Exercises
CHAPTER 5: The Repetition Structure
FOCUS ON THE CONCEPTS LESSON
F-1 Repetition Structures
F-2 Do…Loop Statement (Pretest Loop)
F-3 String Concatenation
F-4 Infinite Loops
F-5 Do…Loop Statement (Posttest Loop)
F-6 Counters and Accumulators
F-7 For…Next Statement
Comparing the For…Next and Do…Loop Statements
Flowcharting a For…Next Loop
Apply the Concepts Lesson
A-1 Use a Loop, a Counter, and an Accumulator
A Different Version of the Projected Sales Application
A-2 Add a List Box to a Form
Using the String Collection Editor to Add Items to a List Box
The Sorted Property
The SelectedItem and SelectedIndex Properties
The SelectedValueChanged and SelectedIndexChanged Events
A-3 Use the Methods and a Property of the Items Collection
Count Property
Clearing the Items from a List Box
A-4 Calculate a Periodic Payment
ListBox, Loop, and Financial.Pmt Example: Monthly Payment Application
A-5 Nest Repetition Structures
Nested Repetition Structure Example: Savings Account Application
A Caution About Real Numbers
A-6 Professionalize Your Application’s Interface
Summary
Key Terms
Review Questions
Exercises
CHAPTER 6: Sub and Function Procedures
FOCUS ON THE CONCEPTS LESSON
F-1 Event-Handling Sub Procedures
F-2 Independent Sub Procedures
No Parameters/Arguments Example: History Grade Application
F-3 Passing Information to a Procedure
Passing Variables by Value Example: Gross Pay Application
Passing Variables by Reference Example: Concert Tickets Application
F-4 Rounding Numbers
F-5 Function Procedures
Apply the Concepts Lesson
A-1 Add a Combo Box to the Form
A-2 Add Items to a Combo Box and Select a Default Item
A-3 Code a Combo Box’s KeyPress Event Procedure
A-4 Create an Event-Handling Sub Procedure
A-5 Calculate Federal Withholding Tax
A-6 Invoke an Independent Sub Procedure and a Function
A-7 Create an Independent Sub Procedure
A-8 Create a Function
A-9 Validate an Application’s Code
A-10 Professionalize Your Application’s Interface
Summary
Key Terms
Review Questions
Exercises
CHAPTER 7: String Manipulation
FOCUS ON THE CONCEPTS LESSON
F-1 Length Property
The Product ID Application
F-2 Insert Method
F-3 PadLeft and PadRight Methods
The Net Pay Application
F-4 Contains and IndexOf Methods
The City and State Application
F-5 Substring Method
The Rearrange Name Application
F-6 Character Array
The First Name Application
F-7 Remove Method
F-8 Trim, TrimStart, and TrimEnd Methods
The Tax Calculator Application
F-9 Replace Method
F-10 Like Operator
Inventory Application
Apply the Concepts Lesson
A-1 Code the Check Digit Application
A-2 Code the Password Application
A-3 Generate Random Integers
A-4 Code the Guess a Letter Application
Use the Enabled Property and Focus Method
A-5 Code the Guess the Word Game Application
Coding the btnNewWord_Click Procedure
Coding the btnTryLetter_Click Procedure
Summary
Key Terms
Review Questions
Exercises
CHAPTER 8: Arrays
FOCUS ON THE CONCEPTS LESSON
F-1 Arrays
F-2 Declaring One-Dimensional Arrays
Storing Data in a One-Dimensional Array
Determining the Number of Elements in a One-Dimensional Array
Determining the Highest Subscript in a One-Dimensional Array
Traversing a One-Dimensional Array
F-3 For Each...Next Statement
F-4 Calculating the Average Array Value
F-5 Finding the Highest Array Value
F-6 Sorting a One-Dimensional Array
F-7 Two-Dimensional Arrays
Declaring a Two-Dimensional Array
Storing Data in a Two-Dimensional Array
Determining the Highest Subscript in a Two-Dimensional Array
Traversing a Two-Dimensional Array
Totaling the Values Stored in a Two-Dimensional Array
Apply the Concepts Lesson
A-1 Associate an Array with a Collection
A-2 Create Accumulator and Counter Arrays
A-3 Create Parallel One-Dimensional Arrays
A-4 Search a Two-Dimensional Array
Summary
Key Terms
Review Questions
Exercises
CHAPTER 9: Sequential Access Files and Menus
FOCUS ON THE CONCEPTS LESSON
F-1 Sequential Access Files
F-2 Sequential Access Output Files
Output File Example: Game Show Application
F-3 Sequential Access Input Files
ReadToEnd Method Example: Game Show Application
ReadLine Method Example: Game Show Application
Apply the Concepts Lesson
A-1 Add a Menu to a Form
GUI Guidelines for Menus
Menu Example: Continents Application
A-2 Code the Items on a Menu
A-3 Modify a Menu
A-4 Accumulate the Values Stored in a File
A-5 Sort the Data Contained in a File
A-6 Professionalize Your Application’s Interface
Summary
Key Terms
Review Questions
Exercises
CHAPTER 10: Classes and Objects
FOCUS ON THE CONCEPTS LESSON
F-1 Object-Oriented Programming
F-2 Creating a Class
F-3 Instantiating an Object
F-4 Attributes Section of a Class
Attributes Section Example: Franklin Decks Application
F-5 Behaviors Section of a Class
Constructors
Methods Other than Constructors
Behaviors Section Example: Franklin Decks Application
Using the Rectangle Class: Franklin Decks Application
F-6 Adding a Parameterized Constructor to a Class
F-7 Reusing a Class
Apply the Concepts Lesson
A-1 Use a ReadOnly Property
A-2 Create Auto-Implemented Properties
A-3 Overload Methods
Summary
Key Terms
Review Questions
Exercises
CHAPTER 11: SQL Server Databases
FOCUS ON THE CONCEPTS LESSON
F-1 Basic Database Terminology
F-2 Creating a SQL Server Database
F-3 Adding a Table to a Database
F-4 Adding Records to a Table
F-5 Data Source Configuration Wizard
F-6 Binding the Objects in a Dataset
Having the Computer Create a Bound Control
F-7 DataGridView Control
F-8 Copy to Output Directory Property
F-9 Try...Catch Statement
F-10 Two-Table Databases
Relating the Tables
Creating a Database Query
Displaying the Query Information
Apply the Concepts Lesson
A-1 Create a Data Form
A-2 Bind Field Objects to Existing Controls
A-3 Perform Calculations on the Fields in a Dataset
Summary
Key Terms
Review Questions
Exercises
CHAPTER 12: Database Queries with SQL
FOCUS ON THE CONCEPTS LESSON
F-1 SELECT Statement
F-2 Creating a Query
F-3 Parameter Queries
F-4 Saving a Query
F-5 Invoking a Query from Code
Apply the Concepts Lesson
A-1 Add a Calculated Field to a Dataset
A-2 Use the SQL Aggregate Functions
A-3 Professionalize Your Application’s Interface
Summary
Key Terms
Review Questions
Exercises
CHAPTER 13: Web Site Applications
FOCUS ON THE CONCEPTS LESSON
F-1 Basic Web Terminology
F-2 Creating a Web Site Application
F-3 Starting a Web Application
F-4 Modifying the Site.master Page
F-5 Personalizing the Default.aspx Page
F-6 Personalizing the About.aspx Page
F-7 Testing with Different Browsers
F-8 Closing and Opening a Web Site Application
Apply the Concepts Lesson
A-1 Repurpose an Existing Web Page
A-2 Add a Table and Controls to a Web Page
A-3 Code a Control on a Web Page
A-4 Use a Validation Control
Summary
Key Terms
Review Questions
Exercises
APPENDIX A: GUI Design Guidelines
APPENDIX B: Additional Topics
APPENDIX C: Finding and Fixing Program Errors
APPENDIX D: Visual Basic 2017 Cheat Sheet
APPENDIX E: Case Projects
Index
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POPULAR ERRORS REGARDING THE
SHREW-MOUSE.
No popular error is more absolutely destitute of foundation than that
regarding the shrew. This little quadruped, very common in
meadows and pastures in all parts of Britain, and generally known as
the shrew-mouse, is as harmless as any creature that lives. Its food
consists of insects and their larvæ; and its teeth are very small, so
that it is scarcely able to bite through the human skin. Yet according
to a popular belief, very widely prevalent, its bite is most venomous,
and in many districts in England the viper is less feared. Nor is it
only its bite that is supposed to be deadly to man or beast. Contact
with it in any way is accounted extremely dangerous; and cattle
seized with any malady, especially if shewing any appearance of
numbness in the legs, are apt to be reputed ‘shrew-struck.’ Horses in
particular are accounted very liable to suffer from this cause. An
infallible cure, however, was to be found in dragging the shrew-
struck animal through a bramble rooted at both ends, or in the
application of a twig of a shrew-ash. ‘A shrew-ash,’ says White, in his
Natural History of Selborne, ‘is an ash whose twigs or branches,
when gently applied to the limbs of cattle, will immediately relieve
the pain which a beast suffers from the running of a shrew-mouse
over the part affected; for it is supposed that a shrew-mouse is of so
baneful and deleterious a nature, that whenever it creeps over a
beast, whether it be horse, cow, or sheep, the suffering animal is
afflicted with cruel anguish, and threatened with the loss of the use
of its limbs. Against this accident, to which they were continually
liable, our provident forefathers always kept a shrew-ash at hand,
which, when once medicated, would maintain its virtue for ever.’ This
tree, whose every branch possessed such a potent charm, was an
ash in the trunk of which an auger-hole had been bored, and a living
shrew put into the hole, which was then closed with a wooden plug.
The incantations used when this was done have now been forgotten;
the shrew-ash has lost its old repute; but the belief in its virtues still
lingers in some quarters, and the belief in the dangerous bite and
maleficent touch of the shrew is strong among the country-people in
many parts of England. How confidently this belief was entertained
even by the best educated in former times appears from many
allusions to it by old authors. It was received as an unquestionable
fact of natural history. In Topsel’s History of Four-footed Beasts and
Serpents, published in 1658, it is said of the shrew, that ‘it is a
ravening beast, feigning itself gentle and tame; but being touched, it
biteth deep and poisoneth deadly; it beareth a cruel mind, desiring
to hurt anything;’ with much more of the like nature, and much
concerning medicinal virtues ascribed to this little animal. But the
belief in the deadliness of the shrew’s bite has been transmitted
from one generation to another from times far more remote than
those of this credulous author. It prevailed among the ancient
Romans, and their remedy for a shrew’s bite was to cut the body of
the little creature asunder and place it on the injured part.
 FLOATING-LIGHTS.
Besides the lighthouses which warn the sailor of danger and guide
him in his course amidst the darkness of night, there are along the
British coasts numerous floating-lights or light-vessels in situations
where the erection of a lighthouse is impossible, where there are
banks or shoals perilous to ships but affording no foundation for a
building. These vessels ride at anchor in places that have been
selected for them, and which are as exactly marked on the charts as
the positions of the lighthouses. Most of them are stationed off the
east coast of England from the mouth of the Humber southward; a
few on other parts of the English coast, and on that of Ireland; and
two on the coast of Scotland. They are generally vessels of about
one hundred and fifty tons, specially constructed with a view to their
riding safely at anchor in exposed situations and during the most
severe storms, without regard to sailing-powers, of which they have
no need; and it has been an extremely rare thing for any of them to
be driven from their moorings or to experience any disaster. The
mariner counts upon the guidance of their light in any weather, as
confidently as he does on that of a lighthouse built upon a rock.
The English floating-lights, like the English lighthouses, are under
the care and management of Trinity House. From the Appendix to
the Report of the Royal Commission on Lights, Buoys, and Beacons,
presented to the Houses of Parliament in 1861, we obtain some
interesting information concerning them. They are each provided
with a crew of eleven men, who have no occupation but their
professional duties; and of whom there are at all times seven on
board the vessel, and four on shore, employed in the storehouses at
the Trinity Buoy Wharf, Blackwall. The men remain on shore for a
month at a time. Each vessel has a master and mate, but these are
never on duty at the same time; taking the command in turn, month
about. No men are employed in this service but such as are already
good sailors; and the men rise by seniority from the lowest rank to
that of master, so that there is a strong inducement for them to
continue in the service. Misconduct of any kind—as disobedience of
the orders of the master or mate, quarrelling, breach of regulations,
neglect of duty, or intoxication when on shore—is punished by
censure, degradation to a lower rank, or dismissal from the service,
according to the gravity of the offence. The lowest wage of the men
is only two pounds fifteen shillings per month—at least so it was in
1861, and we have heard of no change. The master has five pounds
per month and an allowance of ten pounds a year for house-rent. All
find their own provisions. They are allowed to use beer on board the
vessel, but no spirits. They are completely secluded from the rest of
the world, whilst on duty. No boats are allowed to go alongside the
light-vessels, and the men are strictly forbidden to go on board any
passing ship. A library is supplied to each vessel.
Life in a light-vessel one would think must be rather monotonous;
but many of those who enter the service remain long in it. Small
pensions are allowed to superannuated men or those disabled by
disease or accident. The lantern used to be hung from the yard-arm
of the vessel, but in 1807 Mr R. Stevenson introduced at the
floating-light at the Bell Rock the mode now used, in which the
lantern surrounds the mast, sliding up and down on it, and is
elevated to the top of it when lighted. Those light-vessels which
occupy the most exposed stations ride more easily, if the water is
deep, than those which are tossed by smaller but more frequent
waves. The latter must sometimes be rather unpleasant abodes. The
master of the Owers light-vessel, in the English Channel, between
Beachy Head and the Isle of Wight, told the members of the Royal
Commission who visited his vessel in 1859, that in bad weather he
sometimes ‘could not lie on the floor of his cabin without holding on
to the legs of the table.’
Printed and Published by W. & R. Chambers, 47 Paternoster Row,
London, and 339 High Street, Edinburgh.

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