Internet and world wide web how to program second edition

Our business offices will enable video conferencing among colleagues halt a world apart, as if they were sitting around one conference table.

The possibilities are intriguing, and the Internet is sure to play a key role in making many of these possibilities become reality. Instead of Web pages with only text and static graphics, Web pages "come alive" with audios, videos, animations, interactivity and three-dimensional imaging. Dynamic HTML's and Flash ActionScript's features are precisely what businesses and organizations need to meet today's multimedia-communications requirements. There have been predictions that the Internet will eventually replace the telephone system.

Why stop there? It could also replace radio and television as we know therh today. It is not hard to imagine the Internet and the World Wide Web replacing newspapers with electronic news media. Many newspapers and magazines already offer Webbased versions, some fee based and some free. Increased bandwidth makes it possible to stream audio and video over the Web. Both companies and individuals run their own Webbased radio and television stations.

Just a few decades ago, there were only a few television stations. Today, standard cable boxes accommodate about stations.

In a few more years, we will have access to thousands of stations broadcasting over the Web worldwide. This textbook may someday appear in a museum alongside radios, TVs and newspapers in an "early media of ancient civilization" exhibit.

The book concentrates on the principles of good software engineering and stresses program clarity. We avoid arcane terminology and syntax specifications in favor of teaching by example. The book is written by educators who spend much of their time teaching edge-of-the-practice topics in industry classrooms. The text emphasizes good pedagogy.

This is how we teach and write about programming, and is the focus of each of our multimedia Cyber Classrooms as well. We use the language to teach the language. Reading these examples is much like entering and running them on a computer.

Many students wish to "cut to the chase;" there is great stuff to be done in these languages so let's get to it! Web programming is not trivial by any means, but it is fun, and students can see immediate results.

Students can get graphical, animated, multimedia-based, audio-intensive, database-intensive, network-based programs running quickly through "reusable components. Note: This book includes Java Servlets and JavaServer Pages as "bonus chapters;" it does not teach the fundamentals of Java programming.

Readers who desire a deeper, more developer-oriented treatment of Java may want to consider reading our book, Advanced Java 2 Platform How to Program. Web site www. Please download all the code, then run each program as you read the text.

Make changes to the code examples and immediately see the effects of those changes. A great way to learn programming is by programming. Note: You must respect the fact that this is copyrighted material. Feel free to use it as you study, but you may not republish any portion of it in any form without explicit permission from Prentice Hall and the authors. Objectives Each chapter begins with a statement of Objectives. This tells students what to expect and gives students an opportunity, after reading the chapter, to determine if they have met these objectives.

This is a confidence builder and a source of positive reinforcement. Quotations The learning objectives are followed by quotations. Some are humorous, some are philosophical and some offer interesting insights.

Our students enjoy relating the quotations to the chapter material. Many of the quotations are worth a "second look" after reading the chapter. Outline The chapter Outline helps the student approach the material in top-down fashion. This, too, helps students anticipate what is to come and set a comfortable and effective learning pace. This enables the student to confirm that the programs run as expected. Reading the book carefully is much like entering and running these programs on a computer.

The programs range from just a few lines of code to substantial examples with several hundred lines of code. Students should run each program while studying that program in the text.

The examples are available on the CD and at our Deitel www. The discussion of control structures, for example, features carefully drawn flowcharts. Note: We do not teach flowcharting as a program development tool, but we do use a brief, flowchart-oriented presentation to specify the precise operation of JavaScript's and VBScript's control structures.

These tips and practices represent the best we have gleaned from a combined seven decades of programming and teaching experience. Summary Summary bullets Each chapter includes additional pedagogical devices. We present a thorough, bullet-list-style Summary of the chapter. On average, each chapter contains 37 summary bullets that help students review and reinforce important concepts. On average, there are 86 terms per chapter. They provide the student with a chance to build confidence with the material and to prepare for the regular exercises.

Students should attempt all the self-review exercises and check their answers. The large number of exercises across a wide variety of topics enables instructors to tailor their courses to the unique needs of their audiences and to vary course assignments each semester. Instructors can use these exercises to form homework assignments, short quizzes and major examinations.

The solutions for the vast majority of the exercises are included in the Instructor's Manual and on the disks available only to instructors through their Prentice-Hall representatives. NOTE: Please do not write to us requesting the instructor's manual. Distribution of this publication is strictly limited to college professors teaching from the book. Instructors may obtain the solutions manual only from their regular Prentice Hall representatives. We regret that we cannot provide the solutions to professionals.

Approximately Index Entries with approximately Page References At the back of the book, we have included an extensive Index to help students find any term or concept by keyword. The Index is useful to people reading the book for the first time and is especially useful to practicing programmers who use the book as a reference. Most of the terms in the Terminology sections appear in the Index along with many more index items from each chapter.

Students can use the Index in conjunction with the Terminology sections to be sure they have covered the key material of each chapter. Many of the exercises are challenging problems or projects requiring substantial effort.

For every source-code program in the book, we took the file name and indexed it both alphabetically and as a subindex item under "Examples. The more substantial exercises are indexed both alphabetically and as subindex items under "Exercises.

Bibliography An extensive bibliography of books, articles and online documentation is included to encourage further reading. Web site, to the Prentice Hall Web site and to the Web site that contains the links to the Web resources mentioned in the chapters.

If you have access to the Internet, this Web page can be loaded into your World Wide Web browser to give you quick access to all the resources. We especially would like to thank Jasc Software for providing a trial version of their graphics and photo editor; again, this product is not discussed in the book, but a tutorial can be found at their Web site, www.

If you have any questions about the software on the CD, please read the introductory documentation on the CD. We will post additional information on our Web site www. They will respond promptly. The Instructor's Manual CD contains solutions to the vast majority of the end-of-chapter exercises and a test bank of multiple choice questions approximately 2 per book section.

You are free to customize these slides to meet your own classroom needs. Prentice Hall provides a Companion Web Site www. For instructors, the Web site has a Syllabus Manager for course planning, links to the PowerPoint slides and reference materials from the appendices of the book such as the operator precedence chart, character sets and Web resources.

It is loaded with features for learning and reference. Please be sure to give the name of the product as well to avoid errors. The CD includes an introduction with the authors overviewing the Cyber Classroom 's features. If you are viewing a program and want to execute it, simply click the lightning bolt icon and the program will run.

If you want to modify a program and see and hear the effects of your changes, simply click the floppy-disk icon that causes the source code to be "lifted off' the CD and "dropped into" one of your own directories so that you can edit the text and try out your new version. Click the speaker icon for an audio that talks about the program and "walks you through" the code.

The Cyber Classroom also provides navigational aids, including extensive hyperlinking. With its browser-based front-end, the Cyber Classroom remembers recent sections you have visited and allows you to move forward or backward in that list. The thousands of index entries are hyperlinked to their text occurrences. You can key in a term using the "find" feature and, the Cyber Classroom will locate occurrences of that term throughout the text. The Table of Contents entries are "hot," so clicking a chapter name takes you to that chapter.

Students appreciate the hundreds of solved problems from the textbook about half of the book exercises that are included with the Cyber Classroom. Studying and running these extra programs is a great way for students to enhance their learning experience.

Students and professional users of our Cyber Classrooms tell us they like the interactivity and that the Cyber Classroom is an effective reference, due to the extensive hyperlinking and other navigational features. We recently received an e-mail from a person who said that he lives "in the boonies" and cannot take a live course at a university, so the Cyber Classroom was the solution to his educational needs.

Professors tell us that their students enjoy using the Cyber Classroom, spend more time on the course and master more of the material than in textbook-only courses. Also, the Cyber Classroom helps shrink lines outside professors' offices during office hours. We have published the Cyber Classrooms for most of our books.

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Occasionally, we may sponsor a contest or drawing. Participation is optional. Internal Linking. Creating and Using Image Maps. Nested framesets. Inline Styles. Embedded Style Sheets. Conflicting Styles.

Linking External Style Sheets. Positioning Elements. Element Dimensions. Text Flow and the Box Model. User Style Sheets.

Memory Concepts. Decision Making: Equality and Relational Operators. Control Structures. Assignment Operators. Increment and Decrement Operators. Note on Data Types. Essentials of Counter-Controlled Repetition. Examples Using the for Structure. Labeled break and continue Statements. Logical Operators. Summary of Structured Programming. Program Modules in JavaScript. Programmer-Defined Functions. Function Definitions. Random-Number Generation.

Example: Game of Chance. Duration of Identifiers. Scope Rules. JavaScript Global Functions. Example Using Recursion: Fibonacci Series. Recursion vs. Declaring and Allocating Arrays. Examples Using Arrays. References and Reference Parameters. Passing Arrays to Functions.

Sorting Arrays. Multiple- Subscripted Arrays. Thinking About Objects. Math Object. String Object. Date Object. Boolean and Number Objects. Object Referencing. Collections all and children. Dynamic Styles. Dynamic Positioning. Using the frames Collection. Event onclick. Event onload.

Error Handling with onerror. Tracking the Mouse with Event onmousemove. Rollovers with onmouseover and onmouseout. Form Processing with onfocus and onblur. More Form Processing with onsubmit and onreset. Event Bubbling. Flip filters: flipv and fliph. Transparency with the chroma Filter. Creating Image masks. Miscellaneous Image filters: invert, gray and xray.

Adding shadows to Text. Creating Gradients with alpha. Making Text glow. Creating Motion with blur. Using the wave Filter. Advanced Filters: dropShadow and light. Transitions I: Filter blendTrans. Transitions Filter revealTrans.

Simple Data Binding. Moving a Recordset. Binding to an img. Binding to a table. Sorting table Data. Advanced Sorting and Filtering. Data Binding Elements.

Shape Primitives. Moving Shapes with Translate. Mouse Events and External Source Files. DirectAnimation Path Control. Multiple Path Controls. Time Markers for Path Control. DirectAnimation Sequencer Control. DirectAnimation Sprite Control. Animated GIFs. Flash TM Movie Development. Learning Flash with Hands-on Examples. Creating a Projector. Creating Special Effects with Flash. To ensure that the user enters a phone number in a proper format, we use the pattern attribute.

The nav element groups navigation links. You might use the wbr to prevent awkward word breaks. The solutions for coding exercises are provided as source code files that you can open directly in a web browser or text editor.

Fill in the blanks in each of the following: attribute —used in a single input element on a form—automatically a The highlights the input element and, if appropriate, places the cursor in the text field after the browser loads and renders the page. ANS: autofocus. When the user clicks the down. ANS: range. ANS: autocomplete. When clicked, the arrow points downelement. ANS: False: The user must enter the color as a hexadecimal color code.

You can enable autocomplete for an entire form or just for specific elements. The name of the element is figcaption.

When clicked, the arrow points downward and reveals the content in the summary element. The summary element displays a right-pointing arrow next to a summary or caption when the document is rendered in a browser.