XML Simplified

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<strong>XML</strong> <strong>Simplified</strong> Learner’s Guide © 2014 Aptech Limited All rights reserved. No part of this book may be reproduced or copied in any form or by any means – graphic, electronic or mechanical, including photocopying, recording, taping, or storing in information retrieval system or sent or transferred without the prior written permission of copyright owner Aptech Limited. All trademarks acknowledged. APTECH LIMITED Contact E-mail: ov-support@onlinevarsity.com First Edition - 2014
Dear Learner, We congratulate you on your decision to pursue an Aptech course. Aptech Ltd. designs its courses using a sound instructional design model – from conceptualization to execution, incorporating the following key aspects: ‣ ¾ Scanning the user system and needs assessment Needs assessment is carried out to find the educational and training needs of the learner Technology trends are regularly scanned and tracked by core teams at Aptech Ltd. TAG* analyzes these on a monthly basis to understand the emerging technology training needs for the Industry. An annual Industry Recruitment Profile Survey # is conducted during August - October to understand the technologies that Industries would be adapting in the next 2 to 3 years. An analysis of these trends & recruitment needs is then carried out to understand the skill requirements for different roles & career opportunities. The skill requirements are then mapped with the learner profile (user system) to derive the Learning objectives for the different roles. ‣ ¾ Needs analysis and design of curriculum The Learning objectives are then analyzed and translated into learning tasks. Each learning task or activity is analyzed in terms of knowledge, skills and attitudes that are required to perform that task. Teachers and domain experts do this jointly. These are then grouped in clusters to form the subjects to be covered by the curriculum. In addition, the society, the teachers, and the industry expect certain knowledge and skills that are related to abilities such as learning-to-learn, thinking, adaptability, problem solving, positive attitude etc. These competencies would cover both cognitive and affective domains. A precedence diagram for the subjects is drawn where the prerequisites for each subject are graphically illustrated. The number of levels in this diagram is determined by the duration of the course in terms of number of semesters etc. Using the precedence diagram and the time duration for each subject, the curriculum is organized. ‣ ¾ Design & development of instructional materials The content outlines are developed by including additional topics that are required for the completion of the domain and for the logical development of the competencies identified. Evaluation strategy and scheme is developed for the subject. The topics are arranged/organized in a meaningful sequence.
Page 1: XML Simplified
Page 5: Aptech New Products Design Model 1
Page 9: Table of Contents Sessions 1. Intro
Page 12 and 13: Module 1 Introduction to XML Markup
Page 14 and 15: Module 1 Introduction to XML Concep
Page 20 and 21: Module 1 Introduction to XML where,
Page 22 and 23: Module 1 Introduction to XML The ma
Page 24 and 25: Module 1 Introduction to XML 1.2.6
Page 26 and 27: Module 1 Introduction to XML The st
Page 30 and 31: Module 1 Introduction to XML ‣ ¾
Page 34 and 35: Module 1 Introduction to XML 2. Whi
Page 36 and 37: Module 1 Introduction to XML Commen
Page 40 and 41: Module 1 Introduction to XML 1.4.6
Page 42 and 43: Module 1 Introduction to XML The tw
Page 44 and 45: Module 1 Introduction to XML The fo
Page 46 and 47: Module 1 Introduction to XML Knowle
Page 49 and 50: Module 2 Namespaces Module Overview
Page 51 and 52: Module 2 Namespaces Note: A Namespa
Page 53 and 54:
Module 2 Namespaces 2.2.3 Namespace
Page 55 and 56:
Module 2 Namespaces where, prefix i
Page 57 and 58:
Module 2 Namespaces 2.2.6 Override
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Module 2 Namespaces 3. Which of the
Page 61 and 62:
Module 3 DTDs Module Overview Welco
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Module 3 DTDs Properties Document T
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Module 3 DTDs ‣ ¾ DTDs support o
Page 67 and 68:
Module 3 DTDs The following code de
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Module 3 DTDs Figure 3.3 depicts th
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Module 3 DTDs 3.3.2 Valid XML docum
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Module 3 DTDs Knowledge Check 3 1.
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Module 3 DTDs (C) ]> Noki
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Module 3 DTDs 3.4.1 Declaring Eleme
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Module 3 DTDs Value Description Syn
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Module 3 DTDs ‣ ¾ #FIXED ‣ ¾
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Module 3 DTDs Mixed content entitie
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Module 3 DTDs The following code de
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Module 3 DTDs Knowledge Check 4 1.
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Module 3 DTDs (C) (D) ]>
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4Module XML Schema Module Overview
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Module 4 XML Schema The following X
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Module 4 XML Schema Figure 4.3 depi
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Module 4 XML Schema The additional
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Module 4 XML Schema The following c
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Module 4 XML Schema Reference to Bo
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Module 4 XML Schema Concep
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Module 4 XML Schema The built-in da
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Module 4 XML Schema Syntax: Code S
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Module 4 XML Schema Code Snippet: T
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Module 4 XML Schema elementFormDefa
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Module 4 XML Schema 4.3.1 Complex T
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Module 4 XML Schema 4.3.2 Defining
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Module 4 The relationship between t
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Module 4 XML Schema Knowledge Check
Page 123 and 124:
Module 4 XML Schema 4.4.2 Datatypes
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Page 127 and 128:
Module 4 XML Schema There are 12 fa
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Module 4 XML Schema ‣ ¾ Fixed Th
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Module 4 XML Schema Module Summary
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5Module Style Sheets Module Overvie
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Module 5 Style Sheets ‣ ¾ Extens
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Module 5 Style Sheets ‣ ¾ value
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Module 5 Style Sheets url is the UR
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Module 5 Style Sheets Syntax: #attr
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Module 5 Style Sheets colorValue co
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Module 5 Style Sheets Figure 5.11 s
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Module 5 Style Sheets The output is
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Module 5 Style Sheets where, BMW Te
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Module 5 Style Sheets Color { paddi
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Module 5 Style Sheets Figure 5.35 d
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Module 5 Style Sheets Figure 5.38 s
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Module 5 Style Sheets value Floatin
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Module 5 Style Sheets Note: In the
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Module 5 Style Sheets 5.4.2 Inherit
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6Module XSL and XSLT Module Overvie
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Module 6 XSL and XSLT XSL consists
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Module 6 XSL and XSLT 6.1.5 XSLT St
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Module 6 XSL and XSLT NaN="string":
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Module 6 XSL and XSLT The following
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Module 6 XSL and XSLT The following
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Module 6 XSL and XSLT 2. Can you ma
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Module 6 XSL and XSLT The built-in
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Module 6 XSL and XSLT priority: Is
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Module 6 Figure 6.7 shows the code
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Module 6 XSL and XSLT Applies the t
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Module 6 XSL and XSLT Figure 6.12 d
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Module 6 XSL and XSLT yes Indicates
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Module 6 XSL and XSLT Figure 6.18 s
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Module 6 XSL and XSLT xsl:value-of
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Module 6 Figure 6.23 shows the code
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Module 6 XSL and XSLT where, count=
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Module 6 XSL and XSLT where, 1.Wate
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Module 6 XSL and XSLT Figure 6.32 d
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Module 6 XSL and XSLT where, xsl:wh
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Module 6 XSL and XSLT Knowledge Che
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Module 6 XSL and XSLT XML File M
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Module 6 XSL and XSLT 3. Can you id
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Module 6 XSL and XSLT XML File
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Module 6 XSL and XSLT Module Summar
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Module 7 More on XSLT XPath provide
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Module 7 More on XSLT ‣ ¾ Attrib
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Module 7 More on XSLT The correspon
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Module 7 Additionally, a list of th
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Module 7 More on XSLT ‣ ¾ Matchi
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Module 7 More on XSLT Concepts 7.2
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Module 7 More on XSLT Figure 7.5 sh
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Module 7 More on XSLT Figure 7.7 de
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Module 7 More on XSLT Concepts bool
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Module 7 More on XSLT Concepts Numb
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Module 7 More on XSLT Figure 7.9 sh
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Module 7 More on XSLT Concepts cei
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Module 7 More on XSLT 7.2.6 String
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Module 7 More on XSLT Figure 7.12 s
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Module 7 More on XSLT The output is
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Module 7 More on XSLT Concepts 7.3.
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Module 7 More on XSLT Concepts 7.3.
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Module 7 More on XSLT Concepts Know
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Module 7 More on XSLT Concepts Modu
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Answers to Knowledge Checks Answers
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Answers to Knowledge Checks Answers
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