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Spring, 2005 (05-2)
CRN: 20162
Tuesday 3:00-5:50, SIS 404Michael B. Spring
Department of Information Science and Telecommunications
University of Pittsburgh
727 SIS Building
Personal Email: [email protected]
Class Email:
Office Hours: Monday-Friday 8:00-6:00
Phone: 412-624-9429
Note: This course requiresmultiple programming languages and work on the Unix operating system. Mostprogramming examples will be given in C and Java. Students who are notproficient in at least one of these languages should consult the instructorbefore taking the course. Students will learn and program in both Perl andJavascript. While no prior knowledge of these languages is required, studentswho find it difficult to pick up a programming language should be prepared todo a fair amount of additional lab work. Finally, much of the work will haveto be done on the Department’s Unix system. Familiarity with Unix and the Unixprogramming and development environments is highly desirable. If you have notworked in the Unix environment, you should spend some time prior to the term tobecome familiar with Unix, Unix editors, and Unix programming and debuggingenvironments.
Background
The focus of this course has changed dramatically over thelast decade. Early versions of this course focused on algorithms and modelsfor text processing consistent with the need to develop stemming algorithms,stop lists, compression algorithms. The course used SNOBOL and Unix to look attext processing algorithms. In 1992, a revised course was introduced, lookingmore at document processes. Text processing was relegated to about a quarter ofthe course with a focus on implementation of key algorithms in Postscript andC. The course introduced document design in the context of SGML, development oftools for structured and hypertext document manipulation, and collaborativeauthoring. With the emergence of the World Wide Web, Java, Javascript and Perlbecame more important and were introduced. Most recently, XML has come of ageas a replacement for HTML. The XML family of standards is the legitimatesubject of an entire course and is now being emphasized in the course to theextent that time permits.
These changes reflect developments in document processingthat have been spread over a period of four decades. The importance of documenttechnologies has been greatly influenced by the rapid growth of the “World WideWeb”. Today, document processing is one of the most rapidly evolving areas ininformation and computer science. A brief review of the history of thesechanges is in order.
Stage 1: Text Processing
Most people are well aware of the early use of computersto do tedious calculations— notably those required for targeting artilleryshells, doing census work, and making financial calculations. The emergence ofcomputers in the back offices of corporations and banks is pretty wellunderstood. Less well understood is the use of computers for documentprocessing. Computer controlled typesetting equipment required millions ofrepetitive calculations to determine line lengths and hyphenation decisions. (The length of every line had to be calculated based on the width of eachcharacter on the line. In addition, interword and intercharacter spacing hadto be optimized.) Thus, the early relationship between document processing andcomputing had to do with repetitive calculations related to typesetting.Computers were also useful in assisting in hyphenation decisions and in spellchecking. Simultaneously, a series of researchers were examining howbibliographic records might be stored on computers and searched and accessedmore quickly. This gave rise to the development of a series of approaches toinformation storage and retrieval. The tasks of storage and retrieval, whenexamined in detail, involve preparing and processing the text using a number ofsophisticated algorithms. Finally, early researchers in this field were facedwith the need to optimize the use of very expensive resources. Until 1980,bytes of memory were counted in thousands and disk storage was counted inhundreds of thousands. This meant that far less than one book could be held inmemory at one time and a single book could absorb all the storage resources ofa given computer. For this and other reasons, compression algorithms were ofinterest to these researchers. In short, computer scientists interested indocuments were intensely interested in the algorithms used to process text.
Stage 2: Document Processing
With the emergence of the PC in the 1980s, text processingbecame widely accessible to the office worker. While the PC would have adramatic impact on document processing, three other things were happening outof the main stream that were equally if not more important. First, in 1980,Xerox unveiled the information system of the future—an Ethernet based set ofworkstations and servers that had a graphical user interface with a mouse and abitmapped display, a connection to a laser printer, and a model of textprocessing that was object based. Second, a PhD Student at Carnegie Mellon University developed a text processing system called Scribe. In one sense,Scribe was simply the next generation typesetting system built upon theinsights gained from a series of systems (pub, runoff, nroff, script, etc.).More importantly, it was very different in that users marked up text not interms of typographic characteristics—e.g. “18 point bold Helvetica”, but interms of structural characteristics—e.g. “title”, “footnote”, “quote”. Scribemarks a shift from text processing to document processing – more technicallyspeaking, it marked the transition from procedural to structural copymarking.Third, during the 1980s, a number of practical hypertext systems were beingdeveloped including Xerox’s Notecards, Knowledge System’s KMS, MCC’s IBIS andgIBIS, Brown’s Intermedia. These efforts were echos of Vannevar Bush’s memexdream and Douglas Engelbart’s first hypertext system at the Augmentation Research Center.
Stage 3: Universal Hypertext
In the 1990s, three things came together that changed thefocus yet again. First, the Ethernet first developed at Xerox Parc was now usedto connect most computers in offices and academia and these isolated networksbegan to be connected to each other across the Internet – an evolution of theresearch network developed by the defense department – the ARPAnet. Second,the graphical display developed at Xerox Parc had been through severalgenerations—XDE, the Mac, X windows, and finally Microsoft Windows. Graphicaluser interfaces were now the standard for interaction and made it possible forusers to learn new systems in a matter of hours. Third, Tim Berners-Lee, aphysicist working at the CERN in Switzerland, envisioned a simple network basedprotocol and a simple universal naming scheme that could provide a kind ofstandardized hypertext. In addition, using the standardized form of markupcalled SGML, which was conceptually rooted in the tradition of Brian Reid’sScribe, he defined a standard way of describing documents such that theuniversally identified documents could be viewed in an appealing graphicalformat. Thus, the new opportunities and challenges that we face as computer andinformation scientists have to do with how we manage large collections ofinterconnected standardized documents available across a wide area network.
As this course is offered, another stage is emerging inwhich the nature of the nodes in this universal hypertext is evolving fromstatic documents to dynamic active document forms. But that story is for thefuture.
Conduct of the Course
Philosophy of Instruction
DIST 2770 is a graduate course in which students share theresponsibility for creating a learning experience. The instructor’s role isless to direct and spoon feed and more to stimulate and guide learning. Theinstructor and students share the responsibility to make the course work. Thismeans two things:
·PREPARATION:Some students hate to be lectured to from a book, others love it. Some studentshate interactive classes, other students love them. This course will beinteractive, and it will involve lectures that move well beyond what is writtenin the books. If you are squeamish about being asked questions in class, pleaselet me know. Otherwise, it is my style to challenge you in class to thinkabout the issues and to question you about your grasp of the material.
As I see it, it is the student’s responsibility to read and learn the materialin the textbooks. It is my job to clarify what the textbooks fail to make clearand to go beyond what is said in the textbooks to new or more difficult ideas.The lectures will begin with the assumption that students have read andunderstood what is in the books. If you have not read the assignments priorto class, the lectures will be very difficult to follow. It is important thatyou come to class prepared to discuss and move beyond what was in the books andreadings.
As I see it, it is the student’s responsibility to read and learn the materialin the textbooks. It is my job to clarify what the textbooks fail to make clearand to go beyond what is said in the textbooks to new or more difficult ideas.The lectures will begin with the assumption that students have read andunderstood what is in the books. If you have not read the assignments priorto class, the lectures will be very difficult to follow. It is important thatyou come to class prepared to discuss and move beyond what was in the books andreadings.
·ENGAGEMENT:While much can be learned by rote memorization, things learned by memorizationtend not to be the skills that one generalizes and applies in later life. Adifferent kind of learning takes place when students engage in the processactively. This course is based upon students being actively engaged—in class,in the assignments, in the reading etc. DIST 2770 is structured to provide avariety of hands on learning experiences that students will have to struggleat. The goal is to learn by producing products that work. In all cases theproducts will be both toys and real. That is to say, they will provide realfunctionality, but at a level that is attainable within the course of a term.
Goals
The goals of the course are as follows:
·toreview and appreciate the evolution of electronic printing and publishing andto understand the basic technologies used;
·tounderstand the mechanics of WWW protocol, servers, and clients,
·todevelop software to manipulate symbolic and/or image information of variousforms i.e. half-tone images, line drawings, plain text, typographic text, andspecial text components such as tables, equations, cross references, indices,etc.;
·tounderstand the nature, functionality, and limitations of current forms of electronicrecords, e.g. HTML, XML, SGML, etc., as well as the mechanisms used tomanipulate structured electronic records;
·tolearn and use the various languages—JAVA, C, Perl—currently being used tomanipulate information on the World Wide Web.;
·toassess trends in the technology and the probable nature of future formats forelectronic records, and within this context understand the implications forselection, use, management and preservation of electronic documents andrecords;
·tobe able to analyze and design comprehensive systems for the creation,dissemination, storage, retrieval, and use of electronic records and documents.
Within these broad goals, students are encouraged todefine specific objectives for their own learning during the course.
Introduction to the Course
At the heart of any system are basic text processingalgorithms and the course begins with both a history of document processing anda quick review the functions, packages and libraries that are available.
In addition, because the web is a distributed application,the course will look at client server document related protocols—e.g. http. Thedesign of servers will be reviewed to understand the focus of server sideprogramming. The design of clients will be examined to introduce the basicparadigm for spiders and agents. Finally, as time permits we will examine theemerging XML standards and the impact they will have.
Books
The two main books for the course will be those shownbelow. Of course, students will also be expected to use the resources availableelectronically on the Web.
Platinum Edition Using XHTML, XML, Java 2 - by Eric Ladd,Jim O’Donnell, Mike Morgan and Andrew Wyatt
List: $59.99; 2nd Edition; Hardcover, 1400 pages
Que, November, 2000, ISBN: 0789724731
List: $59.99; 2nd Edition; Hardcover, 1400 pages
Que, November, 2000, ISBN: 0789724731
A Little Book on Perl by Robert Sebesta
List: $24.95; Paperback, 188 pages
2000, ISBN: 0-13-927955-5
List: $24.95; Paperback, 188 pages
2000, ISBN: 0-13-927955-5
The second book is a rather straightforward and directlook at Server side coding of CGI programs. We will review it in its entirety.The first book is a comprehensive reference work and will be consultedregularly throughout the course, but will not be read cover to cover. Bothbooks are essential to the course, and while they are somewhat expensive, Ithink you will find them well worth the cost and will find them as usefulreferences for several years to come.
Course Mechanics
There are several things that you need to keep in mind asyou work on this course. At some point you will forget one or another of thesethings. Try to remember that this is the place to come check for the detailagain.
Regarding CASCADE:
Students are encouraged to use a system, CASCADE, that theinstructor developed as a part of a research project for the National Instituteof Standards and Technology. CASCADE stands for 'Computer Augmented Supportfor Collaborative Authoring and Document Editing.' CASCADE allows users toaccess a document space and it provides a series of tools that make it easy tobrowse and interact in the space.
CASCADE is applicable in different ways to the courses Iteach. For Client Server, CASCADE is a good example of a three-tierclient-server application with more than 100 protocols and a sophisticated setof business rules operating on the DBMS persistent store. For documentprocessing, it provides some sense of what a collaborative authoring systemmight look like. For Interactive Systems, the client provides examples ofagents, visualization, and accommodation in interface design. Using CASCADEwith its frailties and strengths will give you some sense of the problemsinherent in designing interactive client server systems for documentprocessing. The system can serve as a model for systems you might developrelated to the final projects in my course.
·Torun CASCADE:
·(OnSolaris Machines) Simply type the word cascade on the solaris systems in thelab. You will be told the first time that some local information is being setup. You will also need to set up the server information the first time you runthe system.(see below)
·(Onlab PCs) Simply select Cascade from the start menu. You may need to set up theserver information each time you run the system as personal profile informationis not saved (see below)
·(Onyour own PC) Obtain a copy of the CASCADE client form the CASCADE web site --www.sis.pitt.edu/~cascade. It is a self extracting zip file that should installfairly easily on an Win95/98/2000/NT platform. The setup is fairly automatic.You will also need to set up the server information the first time you run thesystem.(see below)
·Toset up server information:
·Thereis a drop down combo box that allows you to set up a name, host, and port name.The name can be any string you want, host for the class accounts is'augment.sis.pitt.edu' and the port is 7000. In class, you will beprovided with a username and password that will allow you to login to theCASCADE server. If you want to try to access the server before getting anaccount name, the account “guest” with the password “guest” provides minimalread only access.
·Thereare a number of ways you can learn more about CASCADE should you wish to.
·thereis an extensive online help system.
·thereis a web site which contains a lot of information about CASCADE
·thereare a series of ten videos that can be run on a PC.
Regarding Homework Submissions
Assignments emailed to the instructor should be sent to [email protected] unlessyou have been specifically instructed to send them to my personal mail account.
There is nothing more frustrating to a student than to havehomework not be graded. There is nothing more frustrating to an instructorthan to have homework submitted incorrectly or with insufficient information. Before you mail an assignment to me, please make sure that it meets thespecific requirements for how it is to be submitted. While there may beadditional specific requirements set up in class, the following guidelinesshould be of help:
·Anypaper that is submitted should be carefully proofread and formattedprofessionally. The paper should identify you, your email address, your socialsecurity number, the course, the term, the CRN, and the assignment for whichthe paper is submitted.
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·Anyproject that is submitted should be thoroughly tested to insure that I will beable to run it on my machine. The project source code and executable filesshould both be included. The material, if it is extensive, should be zipped upin a zip or jar file. Care should be taken to make sure that all necessarysupporting DBMS and lib or jar files are included. A readme file should beincluded that explains any particular constraints or steps that need to betaken.
·ALLCODE THAT COME FROM ANY SOURCE OTHER THAN YOUR HEAD NEEDS TO BE FULLY ANDCAREFULLY MARKED. This includes code which you have adapted from some sourcebut which is essentially someone else’s work. Failure to note such use iscause for a grade of 0 on the assignment and an F in the course. All of yourcode should be carefully and professionally commented and explained.
·Inboth the mailnote to which the project is attached and in the main file of theproject, you should include:
oThe names of all participants
oEmail addresses and social security numbers
oThe course, the term, the CRN
oThe assignment for which the paper is submitted.
Regarding Course Files:
CASCADE, will provide access to lectures, PowerPoint slides,reference documents and sample code. If you are not using CASCADE, copies ofsample code and other resource materials are available at http://www.sis.pitt.edu/~mbsclass.
Course Requirements
There will be six projects to be completed during thecourse. The first three of these projects are individual assignments. Thefourth and fifth are also an individual assignment, but students who wish to developsophisticated CGI programs or spiders may petition to undertake this project asa group assignment with up to three people. Each additional person willincrease the expectations for the final project by 60%. Thus a three personproject should be 220% of a 1 person project. (More specifically, 4 CGIprograms should become 10.) The final project will be easiest for a small group(2-4 people), but it may be undertaken as an individual project.
The Assignments are as follows:
·Assignment1: (5 points) Design an extension to, or replacement for, your personal website at SIS using advanced features of HTML. In addition to your normal pages,I would like you to include a page or pages on your goals, objectives, andinterests related to document processing. A reasonable personal site shouldinclude about a half dozen pages. The pages must comply with good practice forweb page design – i.e. there should be identification of responsible person,date of last modification, contact method, identifiable navigation mechanisms,etc. The pages should be XHTML compliant. The pages will need to use:
§Tables
§Imagemaps
§Frames
§Graphics
§CSS Stylesheets
·Assignment2: (5 points) Write and debug a program in C on Unix that makes use of workshopor dbx to locate problems in the program. This exercise is meant tofamiliarize the student with the Unix programming environment. It is alsomeant to help the student understand low level programming strategies relatedto images and strings. The program can do anything you wish, but I willsuggest that two good tasks might be to read a gif images and print outinformation about the image. Alternatively, you might read and parse a textfile and report on it – character frequencies, digram frequencies, word count,etc. These are good projects because they will include use of the following:
·theopen, read, and write commands related to file I/O
·thecreation of a structure, an array of structures, and the malloc commands
·thestring handling functions
·Assignment3: (10 points) Develop a JavaScript that provides client side error checking ofinput or client side manipulation of a down loaded data set. Some functionsmust be written from scratch. Other functions, appropriately attributed, maybe downloaded from the web and used as a part of the system or as the basis foryour own functions. Students using, without attributing, someone else’s codewill receive 0 on this assignment.
·Assignment 4: (10 points) Write a program in perl to provideinformation about a web site. (You will conduct an analysis of real weblogs.) The assignment should be used to learn perl. Students may provide a set ofsimple descriptive statistics – number of contacts, number of sessions, numberof hosts, number of pages, etc. or the student may attempt to tease some higherlevel information out of the log. For example, an analysis of the paths userstake through the site highlighting “dead spaces”, landmarks, or well-worn pathswould qualify.
·Assignment5: (20 points) Build a set of no fewer than four CGI programs (Perl, C, orJava) that perform some dynamic server side functionality. Examples of suchprograms might be:
§Scripts that dynamically shows the structure of a web site – e.g.a site map.
§Scripts that process and manage some kind of data stores e.g. anon-line bug report, a guest book, a chat room.
·Assignment 6: (20 points) Build a rudimentary spider that doessite mapping tool. The program needs to have two main functions. It will needto gather the data from a site and it will need to present meta informationabout what was found to the user. In terms of data gathering, the spider willneed to normalize URL’s for comparison, and deal with both HREF and SRC URL’s. Between data gathering a data presentation one or more files will need to beused to save the results of the search. Finally, using the stored files, theprogram will need an interactive component to present the results, preferablyin some visual way.
Final Project
(30 points) The final project may be undertakenindividually, or in a group. Expectations about project sophistication will bea factor of the number of people working together. Each additional personshould make the project 60% more sophisticated. A 6 person group shouldproduce a project 400% more sophisticated than an individual project. Studentsmay elect any one of the following four topics – given in the order in whichthey are encouraged to select them:
·Develop a client server pair in Java for collaborative editing ofXML documents that uses XML based messaging for information interchange. Thesystem must provide for branch and element level locking and shared editing ofan individual text element. The instructor will provide a prototype thataccomplishes about 70% of the functionality in a very rough form.
·Design a system that will produce and manage a tutorial Website. The goal of the effort will be to write an interactive program that willallow a naïve user to produce a tutorial set of pages in a minimal amount oftime without knowing very much about web site design. The resulting set of pages should include appropriate variation in look and feel while providing alook and feel consistent with the other sites produced by the system. Theprogram should produce no less than 10 pages and scripts. They should includenavigation pages, tutorial materials, indices, exercises, tests, bulletinboards, etc. Ideally, the program would be a simple set of questions thatwould be answered by the user. After answering these questions, the programwould go ahead and write out all the files, create all the directories, etc.,that would be needed to begin the web site.
·Designa site management tool that extends the spider developed in assignment 4. Thetool should find lost links, new or updated files, heavily linked files—bothtarget and source. The tool should provide some basic utilities for fixingselected problems.
·Conducta research study on one of the following topics:
ocommon characteristics of various types of web sites
oe-business developments and strategies
othe development of Web query languages
oliterature review of Web development in a given area such ascustomer service
othe use of certificates, directory services, and securitymechanisms
Keep in mind that each year, the School of Information Sciencesponsors the Information Engineering Competition. This awards competition isfocused on recognition of excellence in the design and development of tools forinformation management. There are virtually unlimited opportunities forprojects that will not only get you an A in this course, but a $500 award andrecognition at Honors convocation and graduation.
Assignment Due Dates
Assignment 1: Web, week 3
Assignment 2: C Program, week 4
Assignment 3: JavaScript, week 6
Assignment 4: Log Analysis, week 8
Assignment 5: CGI Programs, week 9
Assignment 6: Spider, week 11
Final Project last week of class
Grading
Grades for the course would then be as follows:
A = 90-100 points
B = 80-89 points
C = 65-79 points
F = 0-64 points
Course Outline
Scope of the Course
A definition of document processing may be developed fromthe component terms. Webster provides two definitions for document “a writingconveying information” and a material substance having on it a representationof the thoughts of men by the means of some conventional thought or symbol.Process is defined as to subject to some special process or treatment (as inthe course of manufacture). While the definition implied is not quitecomprehensive, it does provide a beginning point. The broad areas to beaddressed in the course are:
·Technologies
·Standards
·Algorithmsand formalisms for text and image manipulation
·Languagesfor electronic document processing
·Documentprocessing systems
·Hypertext,hypermedia, and database documents
Within this broad scope, we will focus our attention onthe topics listed below. These will include and overview of the Web, a look atpage design, a look at servers, a look at structured documents, a look at CGIscripts and JavaScripts, etc. We will conclude with a look at spiders and infobotsand at next generation collaboration tools.
It is important to note that the outline below is very tentativeand is subject to change as the term moves on.
Lecture Outline
Week 1: Overview of the Course.
This lecture will introduce the basic objects and issuesaddressed in the course. The objects addressed in the course include structureddocuments, hypertext, client-server computing, and protocols. The issuesaddressed in the course include how documents are created, stored, searched,retrieved, manipulated, and used in this new environment. It will explore oldroles that will be reduced in importance and new roles that will be created.
·UsingHTML, XML, and Java
oChapter 1: Web Site Design
oChapter 4: Web Page Design
·UsingXHTML, XML, and Java 2
oChapter 1: Web Site and Web Page Design
Week 2: Conceptual Overview of the Internet and the Web.
This lecture will address the relationship between theInternet and the World Wide Web. It will provide an introduction to the basicconcepts of client-server computing and will describe how to create a server.Some of the important Internet protocols will be described in overview. Thehttp protocol, version 1, will be explored in detail. The basic framework forthe development of a Web server will be outlined.
·UsingHTML, XML, and Java
oChapter 3: HTML 4.0
oChapter 4: Imagemaps
oChapter 5: Advanced Graphics
oChapter 6: Tables
oChapter 7: Frames
·UsingXHTML, XML, and Java 2
oChapter 2: Intro to XHTML
oChapter 3: XHTML Element Reference
oChapter 4: Image Maps
oChapter 5: Advanced Graphics
oChapter 6: Tables
oChapter 7: Frames
Week 3: JavaScript and Scripting Languages
The concept of active pages, aka Java and active X, willbe introduced. Lightweight applications for the web will be explored. Thedynamics and economics of client versus server processing will be explored.
·UsingHTML, XML and Java
oChapter 18: Introduction to Java Scripting
oChapter 19: The Web Browser Object Model
oChapter 20: Manipulating Windows and Frames
oChapter 21: Using JavaScript to Create Smart Frames
oAppendix A: JavaScript Language Reference
·UsingXHTML, XML and Java 2
oChapter 18: Introduction to Java Scripting
oChapter 19: The Document Object Model
oChapter 20: Manipulating Windows and Frames
oChapter 21: Using JavaScript to Create Smart Frames
oAppendix A: JavaScript Language Reference
Week 4: Advanced Page Design: Forms, Style Sheets, and Perl Intro
This lecture will begin with the definition of a set ofprinciples for the design of a good web page. It will continue with theexploration of the capabilities that should be planned for as the web site isexpanded to include new and anticipated web capabilities.
·UsingHTML, XML and Java
oChapter 8: Forms
oChapter 9: Style Sheets
oChapter 36: Intro to Java
oChapter 37: Applets
oChapter 38: Using Input and Interactivity
·UsingXHTML, XML and Java 2
oChapter 8: Forms
oChapter 9: Style Sheets
oChapter 35: Intro to Java
oChapter 36: Applets
oChapter 37: Using Input and Interactivity
Week 5: Structured Documents.
This lecture will review the various standards thatsupport structured electronic documents on the Web. The lecture will begin withthe history of SGML and an overview of the capabilities intended for SGML. HTMLwill next be reviewed as an example of an SGML document. Finally, XML will beintroduced as the next generation standard. The lecture will also cover thebasic functionality of hypertext and will introduce the URL structure,benefits, and liabilities. This lecture will provide a minimal introduction toMarkup theory.
· UsingHTML, XML and Java
oChapter 11: Introduction to XML
oChapter 12: Anatomy of an XML Document
oChapter 13: Creating XML Documents
·XMLstandard
·UsingXHTML, XML and Java 2
oChapter 10: Introducing XML
oChapter 11 Creating XML Files for Use
Week 6: Writing CGI Scripts.
This lecture will introduce the basic paradigm for writingcommon gateway interface (CGI) scripts. The lecture will include anintroduction Shell scripting, perl, and active pages as mechanisms forpreparing pages computationally.
·UsingXHTML, XML and Java 2
oChapter 28: Programming CGI Scripts
·CGIProgramming
oChapters 1-8:
Week 7: CGI functions.
This lecture will introduce several potential applicationsusing scripts to define dynamic pages. Surveys, logs, DBMS access, and othertechniques for scripts will be demonstrated. In addition, security concerns andaccess restrictions in this kind of environment will be introduced.
·CGIProgramming: Perl for the WWW
oChapters 11-16
Week 8: XML, XPATH, and XSLT
This lecture will introduce the basic functionality ofXML. It will also explore the relative merits of the various standards that areused for component parts of documents, as well as the various helperapplications that are used by clients. The supplementary formats (andcorresponding help applications) will include: Postscript, Portable DisplayFormat (PDF), Graphics Interchange Formats (GIF), Joint Photographic ExpertsGroup (JPG), Motion Picture Experts Group (MPEG), Windows Waveform Audio File(wav), Audio Video Interleaved (AVI).
·UsingHTML, XML and Java
oChapter 13: Creating XML documents
oChapter 14: Creating XML DTDs
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oChapter 15: Notations and Entities
oChapter 16: Document Validation
·UsingXHTML, XML and Java 2
oChapter 12: Parsing and Navigating
oChapter 13: Transforming XML DTDs
oChapter 14: Constraining XML
Week 9: Spiders and Knowbots.
This lecture will cover the design and implementation ofspiders and other web crawling technologies. It will explore issues related tothe normalization of documents and of links.
Week 10: More on XML
This lecture will explore the intricacies of XML lookingat schema, RDF, and the XML formatting language
·UsingXHTML, XML and Java 2
oChapter 15: Formatting and Displaying XML
oChapter 16: Exploiting XML
oChapter 17: Moving Forward with XML
Week 11: Web Servers.
This lecture will provide an overview of the capabilitiesand limitations of World Wide Web servers. The development of DBMS connections,authentication, and security will be explored. The benefits and limitations ofstateless and idempotent servers will be explored.
·UsingHTML, XML and Java
oChapter 40: Network Programming
oChapter 41: Security
·UsingXHTML, XML and Java 2
oChapter 29: Server Side Includes
oChapter 30: Server Side Security Issues
oChapter 31: Survey of Web Databases
Week 12: Next Generation Web Capabilities.
This lecture will explore the impact of the nextgeneration of standards for the Web, including WEBDAV will be explored. Thislecture will explore the techniques that should be used to develop anorganizational web site. It will explore the capabilities and characteristicsof three basic kinds of web sites—informational/marketing sites, intranetsites, and electronic commerce sites. Various capabilities and services such assecurity, searching, visualization will be explored.
·UsingHTML, XML and Java
oChapter 20: Cookies and State Maintenance
oChapter 23: Dynamic HTML
oChapter 26: Webcasting(also 27-30)
·UsingXHTML, XML and Java 2
oChapter 22: Cookies and State Maintenance
oChapter 23: Using Javascript to Control Browser Objects
oChapter 24-26: Dynamic HTML
Week 13: Open Depending on Need
Week 14: Collaboration Environments on the Web.
This lecture will explore the capability of the Web andthe Internet to support various collaboration efforts—such as collaborativeauthoring or computer supported collaborative work.