Web Business Applications

MIS 450

Copyright © Pearson, Inc. 2013. All Rights Reserved.

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 Internet & World Wide Web
How to Program, 5/e

Copyright © Pearson, Inc. 2013. All Rights Reserved.

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• The Internet and web programming technologies
you’ll learn in this book are designed to be portable,
allowing you to design web pages and applications that
run across an enormous range of Internet-enabled devices.
• Client-side programming technologies are used
to build web pages and applications that are run on the
client (i.e., in the browser on the user’s device).

• Server-side programming—the applications that

respond to requests from client-side web browsers, such
as searching the Internet, checking your bank-account
balance, ordering a book from Amazon, bidding on an
eBay auction and ordering concert tickets.

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c Figure 1.3 gives some examples of how
computers and the Internet provide the
infrastructure to communicate, navigate,
collaborate and more.

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c Figure 1.4 lists a few of the exciting ways in
which computers and the Internet are used in
entertainment.

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HTML5
c HTML (HyperText Markup Language) is a special type of
computer language called a markup language designed to
specify the content and structure of web pages (also called
documents) in a portable manner.

c HTML5, now under development, is the emerging version

of HTML.

c HTML enables you to create content that will render

appropriately across the extraordinary range of devices
connected to the Internet—including smartphones, tablet
computers, notebook computers, desktop computers, special-
purpose devices such as large-screen displays at concert
arenas and sports stadiums, and more.
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c A “stricter” version of HTML called XHTML (Extensible
HyperText Markup Language), which is based on XML
(eXtensible Markup Language), is still used frequently
today.

c Cascading Style Sheets (CSS)

Although HTML5 provides some capabilities for controlling

a document’s presentation, it’s better not to mix presentation
with content.

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c Cascading Style Sheets (CSS) are used to specify the
presentation, or styling, of elements on a web page (e.g.,
fonts, spacing, sizes, colors, positioning).
c CSS was designed to style portable web pages independently
of their content and structure.

c By separating page styling from page content and structure,

you can easily change the look and feel of the pages on an
entire website, or a portion of a website, simply by swapping
out one style sheet for another.

c CSS3 is the current version of CSS under development.

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c JavaScript helps you build dynamic web pages (i.e., pages that
can be modified “on the fly” in response to events, such as user
input, time changes and more) and computer applications.
c It enables you to do the client-side programming of web
applications. JavaScript was created by Netscape.
c Both Netscape and Microsoft have been instrumental in the
standardization of JavaScript by ECMA International (formerly
the European Computer Manufacturers Association) as
ECMAScript.
c ECMAScript 5, the latest version of the standard, corresponds to
the version of JavaScript we use in this book.
c JavaScript is a portable scripting language. Programs written in
JavaScript can run in web browsers across a wide range of
devices.

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Web Browsers and Web-Browser Portability
c Ensuring a consistent look and feel on client- side browsers is
one of the great challenges of developing web-based
applications.

c Currently, a standard does not exist to which software

vendors must adhere when creating web browsers.

c Although browsers share a common set of features, each

browser might render pages differently.

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c Browsers are available in many versions and on many
different platforms (Microsoft Windows, Apple Macintosh,
Linux, UNIX, etc.).
c Vendors add features to each new version that
sometimes result in cross-platform incompatibility
issues.
c It’s difficult to develop web pages that render correctly on all
versions of each browser.
c All of the code examples in the book were tested in the
five most popular desktop browsers and the two most
popular mobile browsers (Fig. 1.5).

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jQuery
c jQuery (jQuery.org) is currently the most popular of
hundreds of JavaScript libraries.
◦ www.activoinc.com/blog/2008/11/03/jquery-emerges- as-
most-popular-javascript-library-for-web- development/.

c jQuery simplifies JavaScript programming by making it

easier to manipulate a web page’s elements and interact
with servers in a portable manner across various web
browsers.

c It provides a library of custom graphical user interface (GUI)

controls (beyond the basic GUI controls provided by
HTML5) that can be used to enhance the look and feel of
your web pages.
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c The Internet—a global network of computers—was made
possible by the convergence of computing and communications
technologies.
c In the late 1960s, ARPA (the Advanced Research Projects
Agency) rolled out blueprints for networking the main
computer systems of about a dozen ARPA-funded universities
and research institutions.
c They were to be connected with communications lines
operating at a then-stunning 56 Kbps (i.e., 56,000 bits per
second)—this at a time when most people (of the few who
could) were connecting over telephone lines to computers at
a rate of 110 bits per second.

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c A bit (short for “binary digit”) is the smallest data item in a
computer; it can assume the value 0 or 1.

c ARPA proceeded to implement the ARPANET, which

eventually evolved into today’s Internet.

c Rather than enabling researchers to share each other’s

computers, it rapidly became clear that communicating
quickly and easily via electronic mail was the key early
benefit of the ARPANET.

c This is true even today on the Internet, which facilitates

communications of all kinds among the world’s Internet
users.

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Packet Switching
c One of the primary goals for ARPANET was to allow multiple
users to send and receive information simultaneously over the
same communications paths (e.g., phone lines).

c The network operated with a technique called packet

switching, in which digital data was sent in small bundles
called packets.

c The packets contained address, error-control and

sequencing information.

c The address information allowed packets to be

routed to their destinations.

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c The sequencing information helped in reassembling the packets—
which, because of complex routing mechanisms, could actually arrive
out of order—into their original order for presentation to the
recipient.

c Packets from different senders were intermixed on the same lines to

efficiently use the available bandwidth.

c The network was designed to operate without centralized control.

c If a portion of the network failed, the remaining working

portions would still route packets from senders to receivers over
alternative paths for reliability.

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TCP/IP
c The protocol (i.e., set of rules) for communicating over the
ARPANET became known as TCP—the Transmission
Control Protocol.
c TCP ensured that messages were properly routed from
sender to receiver and that they arrived intact.
c As the Internet evolved, organizations worldwide were
implementing their own networks for both
intraorganization (i.e., within the organization) and
interorganization (i.e., between organizations)
communications.

c One challenge was to get these different networks to

communicate.

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c ARPA accomplished this with the development of IP—the
Internet Protocol, truly creating a network of networks, the
current architecture of the Internet.
c The combined set of protocols is now commonly called
TCP/IP.
c Each computer on the Internet has a unique IP address.
c The current IP standard, Internet Protocol version 4 (IPv4),
has been in use since 1984 and will soon run out of possible
addresses.

c IPv6 is just starting to be deployed. It features enhanced

security and a new addressing scheme, hugely expanding the
number of IP addresses available so that we will not run out
of IP addresses in the forseeable future.
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Explosive Growth
c Initially, Internet use was limited to universities and
research institutions; then the military began using it
intensively.

c Eventually, the government decided to allow access to

the Internet for commercial purposes.

c Bandwidth (i.e., the information-carrying capacity)

on the Internet’s is increasing rapidly as costs
dramatically decline.

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World Wide Web, HTML, HTTP
c The World Wide Web allows computer users to
execute web-based applications and to locate and
view multimedia-based documents on almost any
subject over the Internet.

c In 1989, Tim Berners-Lee of CERN (the European

Organization for Nuclear Research) began to develop
a technology for sharing information via hyperlinked
text documents.

c Berners-Lee called his invention the HyperText

Markup Language (HTML).
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World Wide Web, HTML, HTTP
c He also wrote communication protocols to form the backbone
of his new information system, which he called the World Wide
Web.

c In particular, he wrote the Hypertext Transfer Protocol

(HTTP)—a communications protocol used to send information
over the web.

c The URL (Uniform Resource Locator) specifies the address

(i.e., location) of the web page displayed in the browser
window.

c Each web page on the Internet is associated with a unique URL.

c URLs usually begin with http://.
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HTTPS
c URLs of websites that handle private information, such as
credit card numbers, often begin with
https://, the abbreviation for Hypertext Transfer Protocol
Secure (HTTPS).

c HTTPS is the standard for transferring encrypted data

on the web.

c It combines HTTP with the Secure Sockets Layer (SSL) and

the more recent Transport Layer Security (TLS)
cryptographic schemes for securing communications and
identification information over the web.

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cIn its simplest form, a web page is nothing more than an
HTML (HyperText Markup Language) document (with the
extension .html or .htm) that describes to a web browser the
document’s content and structure.
Hyperlinks
c HTML documents normally contain hyperlinks, which,
when clicked, load a specified web document.
c Both images and text may be hyperlinked.
c When the user clicks a hyperlink, a web server locates the
requested web page and sends it to the user’s web browser.
c Similarly, the user can type the address of a web page into the
browser’s address field and press Enter to view the specified
page.

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c Hyperlinks can reference other web pages, e-mail addresses,
files and more.
c If a hyperlink’s URL is in the form
mailto:emailAddress, clicking the link loads your
default e-mail program and opens a message window
addressed to the specified e- mail address.

c If a hyperlink references a file that the browser is incapable

of displaying, the browser prepares to download the file,
and generally prompts the user for information about how
the file should be stored.

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URIs and URLs
c URIs (Uniform Resource Identifiers) identify resources on the
Internet.

c URIs that start with http:// are called URLs (Uniform Resource
Locators).

Parts of a URL
c A URL contains information that directs a browser to the
resource that the user wishes to access.

c Web servers make such resources available to web clients.

c Popular web servers include Apache’s HTTP Server and

Microsoft’s Internet Information Services (IIS).
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c In 2003 there was a noticeable shift in how people and
businesses were using the web and developing web-based
applications.
c The term Web 2.0 was coined by Dale Dougherty of
O’Reilly Media in 2003 to describe this trend.

c Generally, Web 2.0 companies use the web as a platform to

create collaborative, community-based sites (e.g., social
networking sites, blogs, wikis).

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Web 1.0 versus Web 2.0
c Web 1.0 (the state of the web through the 1990s and early
2000s) was focused on a relatively small number of
companies and advertisers producing content for users to
access (some people called it the “brochure web”).

c Web 2.0 involves the users—not only do they often create

content, but they help organize it, share it, remix it, critique
it, update it, etc.

c One way to look at Web 1.0 is as a lecture, a small number of

professors informing a large audience of students. In
comparison, Web 2.0 is a conversation, with everyone having
the opportunity to speak and share views.

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c Programmers write instructions in various programming
languages, some directly understandable by computers and
others requiring intermediate translation steps.
c Any computer can directly understand only its own machine
language, defined by its hardware design.
c Machine languages generally consist of numbers (ultimately
reduced to 1s and 0s). Such languages are cumbersome for
humans.
c Programming in machine language—the numbers that computers
could directly understand—was simply too slow and tedious for
most programmers.
c Instead, they began using Englishlike abbreviations to represent
elementary operations.
c These abbreviations formed the basis of assembly languages.
c Translator programs called assemblers were developed to
convert assembly-language programs to machine language.

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c Although assembly-language code is clearer to humans, it’s
incomprehensible to computers until translated to machine
language.
c To speed the programming process even further, high-level
languages were developed in which single statements could be
written to accomplish substantial tasks.
c High-level languages allow you to write instructions that look
almost like everyday English and contain commonly used
mathematical expressions.
c Translator programs called compilers convert high-level
language programs into machine language.
c Interpreter programs were developed to execute high-level
language programs directly, although more slowly than compiled
programs.
c Figure 1.16 introduces a number of popular programming
languages.
c

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