Comment #1: http://adamdblog.blogspot.com/2010/10/unit-9-reading-notes.html
Comment #2: http://jobeths2600blog.blogspot.com/2010/10/unit-9-readings.html
Wednesday, October 27, 2010
Week 9: XML
The creation of the website is one method of distributing information, which can be accomplished by having a basic understanding of HTML. Although the language is the essence of the website, the coding can be extremely tedious to execute. In need of simplification without the risk of sacrificing the quality, the introduction of CSS has demonstrated that such a transition was possible. However, there has been yet another need to be spared from trouble without cutting corners, which in turn led to the creation of the Extensible Markup Language (or XML). The objective of XML is to further simplify the process of distributing information. Because the language utilizes a process where documents can be exchanged, information can be made available via files instead of going through the hassle of publishing the entire content through a website, which in itself takes up a lot of time and space, and makes the source available only in one format. In order for users to learn how to achieve such simplification, they would need to learn the language. While Martin Bryan was able to introduce the language to the readers, André Bergholz provides an opportunity to go a little more into details, since the latter demonstrates XML being put into use by showing examples of the coding. Although both authors do their part in giving a general idea about the language, what they present are mere samples compared to what else XML has to offer. Uche Ogbuji has shown that because of the potential XML was capable of wielding, it was able to inspire the creation of other technologies that also made use of the language, with one of them including the W3C XML Schema. Such a breakthrough was able to simplify the process of handling XML files even further by breaking down and organizing documents of the language in a manner that can recognize authenticity and transfer content more easily. Of course, this goal cannot be achieved without having a better understanding of this program as well, which is what the availability of the “XML Schema Tutorial” from W3Schools tries to accomplish. The tutorial tries to explain as much as it possible can in a very well-detailed manner, and not to mention it is just as well-organized to help provide reference.
There is a French expression that goes “Plus ça change, plus c'est la même chose,” which is often translated as “The more things change, the more they stay the same.” Such a proverb would especially apply to this case. The objective behind the creation of the website is to enable wider availability for sources of information to be accessed; therefore easier to retrieve. Yet in order to know how information could be published in such a manner, people first had to know how to communicate via HTML. The language obviously had its difficulties, especially since there was so much to memorize and repeat. That was why CSS was invented in an attempt to relieve where the former language imposes stress. Yet in order to achieve that goal, there had to be mastery of the new language as well. Of course, if there were certain aspects about HTML that could be simplified, then a similar case should apply to CSS, which is where XML would come. Yet in order to know how CSS can be further simplified, which in itself tries to simplify HTML, one needs to achieve mastery of XML. Because of what XML was capable of achieving, other technologies were created based on that language, which were intended to simplify certain aspects of it even further, with W3C XML Schema as one example. Yet in order to understand how the language was intended to simplify certain aspects of XML, which in itself simplifies certain aspects of CSS, which in itself simplifies certain aspects of HTML, one needs to master W3C XML Schema. Under the assumption it has not happened already (and I am sure it has), it will only be a matter of time the latest one will go through a similar process. Even when one obtains full mastery of one language, there is still the importance of learning about the predecessors. In case a problem occurs where the simplified version cannot notice, it is by having knowledge of the most essential aspect of the infrastructure (in this case, HTML), that the root cause can be identified and repaired. And because there were so many layers implied intended to simplify everything, such tasks become all the more difficult to straighten when they get out of control. This is the whole irony of the situation, and it only gets more ironic.
There is a French expression that goes “Plus ça change, plus c'est la même chose,” which is often translated as “The more things change, the more they stay the same.” Such a proverb would especially apply to this case. The objective behind the creation of the website is to enable wider availability for sources of information to be accessed; therefore easier to retrieve. Yet in order to know how information could be published in such a manner, people first had to know how to communicate via HTML. The language obviously had its difficulties, especially since there was so much to memorize and repeat. That was why CSS was invented in an attempt to relieve where the former language imposes stress. Yet in order to achieve that goal, there had to be mastery of the new language as well. Of course, if there were certain aspects about HTML that could be simplified, then a similar case should apply to CSS, which is where XML would come. Yet in order to know how CSS can be further simplified, which in itself tries to simplify HTML, one needs to achieve mastery of XML. Because of what XML was capable of achieving, other technologies were created based on that language, which were intended to simplify certain aspects of it even further, with W3C XML Schema as one example. Yet in order to understand how the language was intended to simplify certain aspects of XML, which in itself simplifies certain aspects of CSS, which in itself simplifies certain aspects of HTML, one needs to master W3C XML Schema. Under the assumption it has not happened already (and I am sure it has), it will only be a matter of time the latest one will go through a similar process. Even when one obtains full mastery of one language, there is still the importance of learning about the predecessors. In case a problem occurs where the simplified version cannot notice, it is by having knowledge of the most essential aspect of the infrastructure (in this case, HTML), that the root cause can be identified and repaired. And because there were so many layers implied intended to simplify everything, such tasks become all the more difficult to straighten when they get out of control. This is the whole irony of the situation, and it only gets more ironic.
Saturday, October 23, 2010
Muddiest Point
If there was any article that I felt was unnecessary to mention, then it was probably the “HTML Cheatsheet.” I am not saying that it had failed to serve a useful purpose. However, if the objective of the “HTML Tutorial” from “W3schools.com” was to give the user a general idea as of how HTML works, then I believe that one source alone could have sufficed. By adding that extra article, I felt as though it was getting a little, extra attention. In my opinion, this becomes somewhat unfair for the other subjects in the week’s topic. If the topic on HTML deserves mention of another source via a “cheat-sheet,” then it would seem logical that CSS should receive the same kind of treatment. Even though the objective of the latter is to simplify where the former appears complicated in one sense or another, I am sure that CSS may have similar issues of its own in terms of trying to memorize so much about the language. People are as much at risk to forget about certain aspects of CSS as HTML, hence why the other language should have a “cheat-sheet” of its own and readily available as well. I just figured that this issue was worth mentioning only for the sake of fairness and personal convenience.
Week 8: HTML and Web Authoring Software
When people have the intelligence to design their own website, they are also given the means organize the information in any manner in which each individual feels most comfortable maneuvering before the launch. The essence of the website is the Hyper-Text Markup Language (HTML) and to achieve a better understanding of the language is to achieve a better understanding on how to express one’s self via the design of the website. For those who do not have the knowledge to do so, there are websites that allow users to obtain such an opportunity. The “HTML Tutorial” from “W3schools.com” manages to give users a detailed, step-by-step approach on how to comprehend the language, which can serve as a perfectly good source of reference for starters. As for those who have achieved a little beyond the beginner level, the “HTML Cheatsheet” from “Webmonkey” can always come in handy whenever the more experience could use a quick reminder. However, regardless as to how well anyone may be able to master the language, no one could ever deny the tediousness of HTML, with such difficulties including certain lines of code being repeated constantly throughout the data. For the sake of lessening the burden and saving more on resources, Cascading Style Sheets (CSS) had been invented. In order for other people’s lives to be easier, it would help for them to have a better understanding of the language, which is the goal that the availability of the “CSS Tutorial” from “W3schools.com” attempts to achieve. Even if someone is able to achieve full mastery of this language as well, if there is to be a collaborative effort on how someone wants information to be organized via the design of a website, there would be communication problems between those who know what they want, but do know how to express it, and those who know how to express it, but do not know what they want. That is why there is the Content Management System (CMS) to create compromise. Those who are more familiar with the goals are able to cooperate better with those who are more familiar with the language, and vice-versa; thus eliminating the frustrations as the two groups collaborate on their project, which was the case for the library liaisons and the web development personnel at the Georgia State University Library.
The situation with these tutorials reminds me of a segment from “Phaedrus,” which is one of Plato’s works. Thoth, an Egyptian Deity, was having a debate with King Thamuz. The God had insisted that his introduction of the writing system to the human race enables information to be recorded; therefore better preserved. The King was pessimistic, claiming that the invention would actually do human beings a disservice, because they are relying less upon memory; therefore neglecting their mental capacity. In parallel with this scene was a debate Plato had with his teacher, Socrates. Socrates was more sympathetic with the King, whereas Plato with the God. The teacher had claimed that the written word can never substitute the spoken word. Although information is being preserved, what the source is able to provide is only confined to whatever has been recorded. When there are any details that have not been made clear and the readers have more questions, words on paper simply cannot respond to them, and the author cannot always be present to explain everything. The phenomenon clearly required an even greater need for human interaction. The availability of those tutorials obviously works in a similar manner. Even though users have an opportunity to learn how to create on their own, the information that is given cannot always be sufficient. Details can be prone to misinterpretation or there could be factors that have yet to be covered. Whatever the case may be, because the user/reader does not have a human contact directly available to provide some sort of guidance, the individual is pretty much stranded in the middle of nowhere. It was probably from realizing the problems these sorts of situations tend to impose that inspired the creation and utilization of the CMS. An important thought to bear in mind from the widespread use of differing methods to communicate is that instead of one substituting another, each should actually be complimenting the other, and none of them could ever be fully replaced by the next.
The situation with these tutorials reminds me of a segment from “Phaedrus,” which is one of Plato’s works. Thoth, an Egyptian Deity, was having a debate with King Thamuz. The God had insisted that his introduction of the writing system to the human race enables information to be recorded; therefore better preserved. The King was pessimistic, claiming that the invention would actually do human beings a disservice, because they are relying less upon memory; therefore neglecting their mental capacity. In parallel with this scene was a debate Plato had with his teacher, Socrates. Socrates was more sympathetic with the King, whereas Plato with the God. The teacher had claimed that the written word can never substitute the spoken word. Although information is being preserved, what the source is able to provide is only confined to whatever has been recorded. When there are any details that have not been made clear and the readers have more questions, words on paper simply cannot respond to them, and the author cannot always be present to explain everything. The phenomenon clearly required an even greater need for human interaction. The availability of those tutorials obviously works in a similar manner. Even though users have an opportunity to learn how to create on their own, the information that is given cannot always be sufficient. Details can be prone to misinterpretation or there could be factors that have yet to be covered. Whatever the case may be, because the user/reader does not have a human contact directly available to provide some sort of guidance, the individual is pretty much stranded in the middle of nowhere. It was probably from realizing the problems these sorts of situations tend to impose that inspired the creation and utilization of the CMS. An important thought to bear in mind from the widespread use of differing methods to communicate is that instead of one substituting another, each should actually be complimenting the other, and none of them could ever be fully replaced by the next.
Tuesday, October 19, 2010
Thursday, October 14, 2010
Muddiest Point
I think the “Hand on Topic” we were given was the weakest piece of material for the week. I understand the concept of the activity and I do appreciate the lesson it is trying to teach, but I honestly do not believe that I needed to go through those extra steps in order to answer the question at the end. I already knew from personal and professional experiences outside of that activity how to answer that question. I could have easily provided something on the spot and posted it on my blog right away. Instead, for the sake of fulfilling requirements of the homework, I decided to cooperate. This meant going through the time and trouble of not only trying to think up of something worth asking about, but also waiting for someone at the other end to even bother responding. Is it really worth delaying to complete something I could have easily finished in an instant? I simply get irritated whenever I have to endure hassle over matters that are in fact much simpler in nature than they tend to appear. This may be just my imagination talking, but for me, all it takes is some kind of a random technicality or any other circumstance beyond my control to automatically impose unnecessary obstacles, or even difficulties, which prevent me from doing something as a mundane as going from Point A to Point B.
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