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Fundamentals of Database Systems Chapter 14 Database and the Internet Chapter Objectives List the four differences between the Internet database environment and the standard database environment. Describe the database connectivity issues in the Internet environment. Describe the expanded set of data types found in the Internet environment. Describe such database control issues as performance, availability, scalability, and security and privacy in the Internet environment. Describe the significance of data extraction into XML in the Internet environment.

The Internet E-mail File transfers Electronic commerce Shop online Bank online Get news online Get entertainment online Etc. Internet & Databases Essence of e-commerce activity is data stored in databases. Data for a company’s product selections comes from a database. Your orders with a company go into a database. Checking your bank account balance requires querying a database.

Internet & Non-Internet Database Environment: Similarities Most (but not all) e-commerce databases are relational databases and many are transactional in nature. SQL and other standard query tools can be and are used in the e-commerce environment by the companies that own the databases. Internet & Non-Internet Database Environment: Differences Database Connectivity Issues Expanded Set of Data Types Database Control Issues Data Extraction into XML Database Connectivity Issues In a simple database environment, the application program, DBMS, and data are all contained within a single computer (single or multi-user environment). Database Connectivity Issues: Client/Server Systems Two classes of computers.

Client computers are end-user PCs, connected to a server computer on a LAN. Server contains application programs, the database management system, and the database, which all of the clients share. Database Connectivity Issues: Client/Server Systems When an end user wants to run an application or retrieve data from the shared database: client computers handle the initial processing (the presentation or graphical user interface aspect) the data is sent on to the server for processing by the application code, including data retrieval from the shared database. server returns the results to the client PC. client is responsible for formatting the screen display. Database Connectivity Issues: Client/Server System Usually thought of as a system built on a LAN.

World Wide Web (WWW) can be considered to be a massive client/server system built on the Internet. Database Connectivity Issues: Client/Server System - WWW The clients are the PCs that individuals and companies use to connect to the Internet. The browsers in the PCs handle the client side screen presentation. The servers are the company Web servers with which people use their PCs for e-commerce. Database Connectivity Issues: Hardware Components of the Web - Database Connectivity There are three levels of computers in this arrangement: the client PCs the Web server the database server.

Database Connectivity Issues: Specialized Web Software for E-Commerce When a client’s browser sends a message to the Web server, message follows rules of the Transmission Control Protocol/Internet Protocol (TCP/IP). All Internet traffic (including, e.g., e-mail) must follow TCP/IP. Database Connectivity Issues: Specialized Web Software for E-Commerce The client’s message must also follow the rules of the Hypertext Transfer Protocol (HTTP), which is an additional protocol layer for WWW traffic on the Internet. Database Connectivity Issues: TCP/IP & HTTP TCP specifies how the message is broken up into smaller “packets†for transmission. IP deals with the address of the computer to which the message is being sent.

HTTP indicates the type of browser in the client and other information needed to format Web pages. Database Connectivity Issues: The Web Database Environment There can be different kinds of: Hardware, even just between the Web server and the database server Application software languages Browsers on the client side Data, not just data in relational databases. Need specialized interfaces and specialized software known as middleware. Database Connectivity Issues: Interfaces Common Gateway Interface (CGI) Application Program Interface (API) These interfaces have software “scripts†associated with them that allow them to exchange data between the application in the server and the databases controlled by the database server.

Database Connectivity Issues: ODBC Open Database Connectivity One standard way of accessing data. Designed as an interface to relational databases. Database Connectivity Issues: JDBC Java Database Connectivity Another standard way of accessing data. Designed as an interface to relational databases. Database Connectivity Issues: Middleware Used for connecting the applications in the Web server with the databases in the database server.

Examples: Cold Fusion Oracle Application Server Microsoft Active Server Pages (ASP) and others. Expanded Set of Data Types Data Types needed for various kinds of data: Numeric Character Large text blocks Graphic images Video clips Audio clips Databases that support Web sites must be capable of storing, searching, and retrieving this wide variety of data. Expanded Set of Data Types: Oracle LOB Category LOB = large object category, includes data types: Binary LOB (BLOB) - for graphic images, photographs, video clips, audio clips Binary File (BFILE) - a pointer to a file external to the database. Character LOB (CLOB) - for large text files or documents National Character LOB (NCLOB) - for large text files or documents in non-Latin characters Expanded Set of Data Types: Informix Universal Server The object/relational DBMS Informix Universal Server provides another style of handling multimedia and large text data using “Data Bladesâ€: IMAGE - a general-purpose image data type DOC - for storing large text blocks A set of data types, including point, line, polygon, path, and circle, which can be used for storing a variety of graphic images.

Database Control Issues The Internet database environment requires a special emphasis on: Performance Availability Scalability Security and Privacy Database Control Issues: Performance Internet traffic to a Web site, the number of people or companies trying to access it simultaneously, can vary greatly and because of a variety of factors such as: Time of day (worldwide basis) Season of the year (e.g., Christmas shopping) Popularity of a Web site A major new product introduction A major event (e.g., the Victoria’s Secret annual fashion show) Database Control Issues: Performance Spikes in Internet traffic require serious predictive capacity planning. System performance is also affected by software design and database design.

Performance-boosting techniques should be considered. Database Control Issues: Performance-Boosting Techniques Physical design techniques, including denormalization. Database persistence - holding a temporary copy of the retrieved data outside of the database. Query cache - a special dedicated memory associated with the Web server Use canned queries instead of having employees write their own SQL queries to access data over an internal Intranet. Database Control Issues: Availability A company’s Web site and the databases that it accesses should be available to the public at all times.

Three o’clock in the morning in one part of the world is the middle of the day in another. 24/7 Database Control Issues: Availability An information system may be unavailable because: A system or telecommunications failure Failure of a support system, such as an electrical outage Planned down period for system maintenance Excessive traffic that clogs the system Database Control Issues: Improving Availability -Clustering A cluster of several servers is built, each with its own replicated copy of the database. As queries come in over the Web, sophisticated software checks the activity on each of the servers and their databases and performs load balancing, sending each particular query to a server that is relatively idle at that moment.

Database Control Issues: Scalability An information system (IS) that supports a Web site and its traffic growth must be scalable. An IS must be capable of growing in size without adversely affecting the operations of the site. Hardware and software must be chosen that is capable of rapid and major expansion. Database Control Issues: Security and Privacy In the business-to-consumer e-commerce environment, the company wants as many people as possible to “visit†its Web site and buy its products. This means that hackers, data thieves, virus writers, and anyone else with mischief on their minds has an openly published entry point into the company’s information system.

Database Control Issues: Security Measures- Isolation Separating the different parts of the information system so that they run on different computers. The Web server and the database server should be different computers. Should be separated from the rest of the company’s information system by being on a separate LAN. Database Control Issues: Security Measures - Firewalls Making major use of firewalls. Firewalls can be separate “proxy†computers that extract data from incoming messages and pass the data on in a different format to the Web server.

Database Control Issues: Privacy Companies have long held personal data about their customers in their databases. Now companies are communicating digitally with their customers through their Web sites, including passing their personal data, over the Internet. The collected personal data in the company’s database makes a tempting target for someone out to steal such data. Data Extraction into XML XML = Extensible Markup Language When a Web server sends a Web page to your PC, the text and data in the page comes formatted in HyperText Markup Language (HTML). Embedded HTML “tags†mark up the text and data, instructing your PC’s browser on how to display the page on your monitor.

Data Extraction into XML: SGML SGML = Standard Generalized Markup Language HTML is derived from SGML SGML is also capable of indicating the meaning of data. XML, also derived from SGML, focuses on meaning of data. Data Extraction into XML: XML DTD DTD = Document type definition Good Reading’s database example Data Extraction into XML: XML and Database Management Supply chain management and electronic data interchange (EDI) require coordination between companies of database constructs. XML provides an independent layer of data definition that is separate from the particular formatting of each company’s data in their databases. Data Extraction into XML: Good Reading Bookstores <!ELEMENT book> <!ELEMENT booknumber (#PCDATA)> <!ELEMENT bookname (#PCDATA)> <!ELEMENT publicationyear (#PCDATA)> <!ELEMENT pages (#PCDATA)> <!ELEMENT publishername (#PCDATA)> < !E LE M E N T book> < !E LE M E N T booknumbe r ( #PC DA T A) > < !E LE M E N T booknam e ( # P CD A T A) > < !E LE M E N T publi c at i onyea r ( #PC DA T A) > < !E LE M E N T s ( # P C D A T A )> < !E LE M E N T publi s he r n a me ( #PC DA T A) > <book> <booknumber>374566</booknumber> <bookname>Catch-22</bookname> <publicationyear>1955</publicationyear> <pages>443</pages> <publishername>Simon and Schuster</publishername> <book> <booknu m be r >374566< / booknumbe r > <bookn a me>C a tch - 22 < /booknam e > <pub l ica t ionye ar >1955< / public a tiony e a r > <p a ges > 443</p a ge s > <pub l i s he r nam e > S imon and S c hus t e r < / publi s he r na m e> EDL 5700 - Ethics and School Law for School Administrators Focus: ETHICS Assignment #1: Why do you believe what you believe?

PSEL Standard 2: ETHICS and PROFESSIONAL NORMS Effective educational leaders act ethically and according to professional norms to promote each student’s academic success and well-being. Effective leaders: a) Act ethically and professionally in personal conduct, relationships with others, decision-making, stewardship of the school’s resources, and all aspects of school leadership. b) Act according to and promote the professional norms of integrity, fairness, transparency, trust, collaboration, perseverance, learning, and continuous improvement. c) Place children at the center of education and accept responsibility for each student’s academic success and well-being. d) Safeguard and promote the values of democracy, individual freedom and responsibility, equity, social justice, community, and diversity. e) Lead with interpersonal and communication skill, social-emotional insight, and understanding of all students’ and staff members’ backgrounds and cultures. f) Provide moral direction for the school and promote ethical and professional behavior among faculty and staff.

Ethics!: A course in ethics allows students to examine what they believe and why. Examine these quotes: Quote 1: “I cannot teach anybody anything, I can only make them think†– Socrates Quote 2: Scripture says, “I will have the moral courage to make my actions consistent with my knowledge of right and wrong†As a current and/or aspiring school leader, how do you interpret these quotes as it relates to you and your impact on the students, teachers, and staff that you lead or will lead? TO DO : In 1-full page, define your ethical principles and explain how they apply to each quote. THE PRODUCT: · WRITE a 1-full page response regarding your ethical principles. Be clear and concise. · INCLUDE a title page ( This is in addition to your 1-page ethical principles ) · USE APA style · USE Double-space · USE Times Roman or Calibri font · USE 12-pt font size · INCLUDE a list of references and resources at the end of your paper ( This is in addition to your 1-page ethical principles )

Paper for above instructions

Introduction

In the realm of educational leadership, the significance of ethical principles cannot be overstated. As a current or aspiring school leader, my journey is guided by a set of values that shape my interactions and decisions. While navigating the complexities of educational environments, two pertinent quotes resonate with me: Socrates’ assertion that “I cannot teach anybody anything, I can only make them think,” and the scripture's emphasis on moral courage to align actions with knowledge of right and wrong. These quotes encapsulate the essence of ethical leadership, focusing on promoting critical thinking and the unwavering commitment to ethical behavior.

Interpretation of Socratic Thought

Socrates’ perspective highlights the importance of inquiry and critical thinking in education. Teaching is not merely about transmitting knowledge but about fostering a learning environment where students are encouraged to analyze, question, and develop their thoughts. In my role as a leader, this translates into creating a culture of openness where diverse viewpoints are respected, and curiosity is cultivated.
In practical terms, I aim to implement professional development programs that prioritize critical thinking strategies. Teachers and staff members will be encouraged to use Socratic questioning techniques in their classrooms, prompting students to explore concepts deeply rather than memorizing rote facts. Moreover, I envision establishing roundtable discussions where stakeholders—students, parents, and teachers—engage collaboratively in problem-solving, thereby enhancing the community's investment in educational outcomes.
By embodying Socrates' philosophy, I impact students’ intellectual growth and contribute to creating a more thoughtful and engaged community. Fostering such an environment aligns with ethical leadership principles, as nurturing critical thinkers equips students to navigate their futures more effectively (Sergiovanni, 2005).

Moral Courage and Ethical Consistency

The second quote emphasizes the necessity of moral courage—the commitment to act consistently with one’s understanding of right and wrong. As a leader, ethical dilemmas are unavoidable; thus, possessing moral courage is crucial for making decisions that might not always be popular but are justified. This principle reverberates through my leadership style, particularly when addressing issues of fairness, equity, and transparency.
In alignment with the call for moral courage, I pledge to advocate for social justice and equity in my educational context. This includes addressing disparities in resources, implementing interventions for at-risk students, and creating an inclusive environment where every child feels valued. Upholding these principles may involve confronting uncomfortable truths or institutional practices that perpetuate inequity. However, the moral obligation to serve every student grants me the courage to challenge the status quo.
Furthermore, I believe in leading by example. If teachers and administrators witness my unwavering commitment to ethical behavior, they are more likely to adopt similar values. Encouraging a culture of integrity involves highlighting ethical dilemmas in staff meetings and promoting discussions about best practices for navigating such challenges (Fullan, 2014).

Guiding Ethical Principles

Reflecting on these quotes, I identify core ethical principles that guide my leadership:
1. Integrity: Upholding honesty and transparency in my actions and communication fosters trust within the school community. This principle is paramount to my conviction that all stakeholders deserve to understand decision-making processes.
2. Fairness: My commitment to equity demands that I assess the needs of all students and staff members equitably, ensuring that resources and support are distributed without bias.
3. Courage: Possessing the bravery to confront ethical dilemmas and advocating for what is right—even when faced with resistance—is a guiding principle in my leadership approach.
4. Collaboration: Building relationships with teachers, students, and families strengthens our community and allows for shared ownership of our goals and values (Darling-Hammond, 2008).
5. Continuous Improvement: Commitment to lifelong learning and reflection ensures that I am not only model those values but also adapt to new insights and feedback.

Conclusion

In conclusion, my ethical principles are deeply intertwined with the impact I aim to have on the educational community. By fostering critical thinking and embodying moral courage, I can cultivate an environment that prioritizes student success and well-being. As I further my journey as a school leader, I remain committed to leading ethically and ensuring that my actions align with the values I uphold.

References

1. Darling-Hammond, L. (2008). Powerful teacher education: Lessons from exemplary programs. Wiley.
2. Fullan, M. (2014). The principal: Three keys to maximizing impact. Jossey-Bass.
3. Sergiovanni, T. J. (2005). The Principalship: A Reflective Practice Perspective. Allyn & Bacon.
4. Branson, C. (2009). Creating a Culture of Ethical Leadership. The Educational Forum, 73(4), 306-319.
5. Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness. Paulist Press.
6. Evers, C. W., & Wu, S. (2006). "Principal Leadership and Teacher Morale: The Key to School Improvement." Leadership and Policy in Schools, 5(2), 129-161.
7. Shields, C. M. (2010). Transformative leadership: Working for equity in diverse contexts. Educational Administration Quarterly, 46(4), 557-583.
8. Shapiro, J. P., & Stefkovich, J. A. (2005). Ethical Leadership and Decision Making in Education. Routledge.
9. O’Leary, Z. (2017). The Essential Guide to Doing Your Research Project. SAGE Publications.
10. Johnson, B. (2000). "The New Ethics of School Leadership: A Collective Responsibility." Educational Leadership, 58(7), 10-15.
By aligning my actions with these principles, I strive to create a just and equitable educational environment for all. This reflection serves as a reminder of the significant role ethics plays in leadership and the continuous commitment required to uphold these values in every aspect of my professional journey.