Topic: XML and XSL and Javascript oh my! (Page 1 of 1)

Ok I have 3 files, one XML, one XSL and one Javascript/html file,

The Javascript/html file is supposed to mush the XML file and XSL file together and spit out the page, however it does nothing.

I constructed the XML and XSL files in Cooktop, a program for working with XML files, and it mushed them together and I got the results I wanted, but now I can't get the darn thing to work in I.E. 6 I don't understand it.



Maskkkk

- Face the Present

here is file 1 (the XML file)

<?xml version="1.0" standalone="no"?>
<!DOCTYPE collegeDatabase PUBLIC "-//Andy Leer//DTD collegeDatabase//EN//"
"http://localhost:83/mypage/DTD/QuestionAnswerDTD.dtd">
<collegeDatabase date="12-16-2002">
<class name="Systems Programming" courseNO="CSCXXX" year="2000" semester="SPRING">
<chapter name="restOfTheChapters">
<question>
<ques>Job Queue</ques>
<ans>An AS/400 object type that acts as a "waiting room" where jobs can wait in line for thier turn at batch processing</ans>
</question>

<question>
<ques>What object type is a job queue?</ques>
<ans>*JOBQ</ans>
</question>

<question>
<ques>Libaray List</ques>
<ans>Defines the path of libaraies that the job follows when trying to locate programs, files, or other AS/400 Objects</ans>
</question>

<question>
<ques>What are the 4 parts of a Library List?</ques>
<ans>System Library</ans>
<ans>Product Library</ans>
<ans>Current Library</ans>
<ans>User Library</ans>
</question>

<question>
<ques>What is the abreveation for the System Library List?</ques>
<ans>SYSLIBL</ans>
</question>

<question>
<ques>What is the abrevation for the Product Libray?</ques>
<ans>PRDLIB</ans>
</question>

<question>
<ques>What is the abrevation for the current library?</ques>
<ans>CURLIB</ans>
</question>

<question>
<ques>What is the abrevation for the user library list?</ques>
<ans>USRLIBL</ans>
</question>

<question>
<ques>What is the command for adding a library list entry?</ques>
<ans>ADDLIBLE</ans>
</question>

<question>
<ques>What is the command for Changing the current library?</ques>
<ans>CHGCURLIB</ans>
</question>

<question>
<ques>What is the command for changing a library list?</ques>
<ans>CHGLIBL</ans>
</question>

<question>
<ques>What is the command for changing the system library list?</ques>
<ans>CHGSYSLIBL</ans>
</question>

<question>
<ques>What is the command for Displaying the library list?</ques>
<ans>DSPLIBL</ans>
</question>

<question>
<ques>What is the command for editing the library list?</ques>
<ans>EDTLIBL</ans>
</question>

<question>
<ques>What is the command for removing a library list entry?</ques>
<ans>RMVLIBE</ans>
</question>

<question>
<ques>Parameters</ques>
<ans>The values you pass to a program when you run it.(specified by the para parameter of the call statment)</ans>
</question>

<question>
<ques>What three steps do you need to pass parameters between two programs?</ques>
<ans>List the parameter values in the PARM parameter of the CALL command</ans>
<ans>The PARM parameter of the callled program must list the CL varibles that correspond to the parameter values being passed to it.</ans>
<ans>The CL varibles for the passed parameters must be declared in the Called program.</ans>
</question>

<question>
<ques>Call Stack</ques>
<ans>A list of active programs in a job, in the order in which they were called.</ans>
</question>

<question>
<ques>Invocation Level</ques>
<ans>Nesting levels within a job, if a program is the third to be called on the call stack, then it would be at invocation level 3</ans>
</question>

<question>
<ques>What do the command TFRCTR do?</ques>
<ans>It means transfer control and it removes the calling program from the call stack when it calls another program (unlike call)</ans>
</question>

<question>
<ques>Nested if control structure</ques>
<ans>An if command within the THEN parameter of another if command</ans>
</question>

<question>
<ques>Nesting Level</ques>
<ans>How many IF statements are nested.</ans>
</question>

<question>
<ques>How many nesting levels does CL support?</ques>
<ans>Ten</ans>
</question>

<question>
<ques>What does the ELSE command do?</ques>
<ans>Specifies a single CL command to execute if the COND parameter in the IF statement is false.</ans>
</question>

<question>
<ques>What is the format of the ELSE command?</ques>
<ans>ELSE CMD (CL-command)</ans>
</question>

<question>
<ques>What is a Do Group?</ques>
<ans>A group of statements o be executed within the context of a THEN or ELSE.</ans>
</question>

<question>
<ques>What 2 statements do group statments contained in?</ques>
<ans>DO and ENDDO</ans>
</question>

<question>
<ques>Unconditional Branching</ques>
<ans>Occurs when a CL</ans>
</question>

<question>
<ques>What is the format of the GOTO command?</ques>
<ans>GOTO CMDLBL(label-name)</ans>
</question>

<question>
<ques>What should you not do when specifing a label on a goto command?</ques>
<ans>include a colon</ans>
</question>

<question>
<ques>Conditional Branching</ques>
<ans>Branching to other sections of the code under certain conditions.(IF/THEN/ELSE Structure)</ans>
</question>

<question>
<ques>What does the COND parameter do?</ques>
<ans>Specifies the condition for the if statement</ans>
</question>

<question>
<ques>What does the THEN parameter do?</ques>
<ans>Executes the one CL instruction specified, when COND is true</ans>
</question>

<question>
<ques>What does the CMDLBL parameter do?</ques>
<ans>It specifies the label that the goto will send the program to</ans>
</question>

<question>
<ques>Work management</ques>
<ans>The way the AS/400 organizes, manages, and processes work.</ans>
</question>

<question>
<ques>Job</ques>
<ans>Refers to a unit of work including the programs and instructions neccessarry to perform the work.</ans>
</question>

<question>
<ques>What are the two types of Jobs?</ques>
<ans>Interactive and batch</ans>
</question>

<question>
<ques>Interactive Job</ques>
<ans>A job that requires constant interaction between the user and the computer.</ans>
</question>

<question>
<ques>Batch Jobs</ques>
<ans>Jobs that require little or no interaction with a workstation user. (usually submited from an interactive job)</ans>
</question>

<question>
<ques>A Job identifier consists of what 3 parts?</ques>
<ans>System assigned job number</ans>
<ans>Userprofile of user associated with the Job</ans>
<ans>A General Job name</ans>
</question>

<question>
<ques>Job Description</ques>
<ans>An AS/400 object type containing a set of attributes that define how a job is to be processed</ans>
</question>

<question>
<ques>What object type is a Job Description on the AS/400?</ques>
<ans>*JOBD</ans>
</question>

<question>
<ques>ADD</ques>
<ans>Add</ans>
</question>

<question>
<ques>What command do you use to use the debugger?</ques>
<ans>Call Qcmd</ans>
</question>

<question>
<ques>ALC</ques>
<ans>Allocate</ans>
</question>

<question>
<ques>CALL</ques>
<ans>call</ans>
</question>

<question>
<ques>CHG</ques>
<ans>Change</ans>
</question>

<question>
<ques>CLR</ques>
<ans>Clear</ans>
</question>

<question>
<ques>CPY</ques>
<ans>Copy</ans>
</question>

<question>
<ques>CRT</ques>
<ans>Create</ans>
</question>

<question>
<ques>DCL</ques>
<ans>Declare</ans>
</question>

<question>
<ques>DLT</ques>
<ans>Delete</ans>
</question>

<question>
<ques>DO</ques>
<ans>do</ans>
</question>

<question>
<ques>DSP</ques>
<ans>Display</ans>
</question>

<question>
<ques>END</ques>
<ans>End</ans>
</question>

<question>
<ques>GOTO</ques>
<ans>Go to</ans>
</question>

<question>
<ques>HLD</ques>
<ans>Hold</ans>
</question>

<question>
<ques>INZ</ques>
<ans>Initialize</ans>
</question>

<question>
<ques>MOV</ques>
<ans>Move</ans>
</question>

<question>
<ques>OVR</ques>
<ans>Overide</ans>
</question>

<question>
<ques>RGZ</ques>
<ans>Reorganize</ans>
</question>

<question>
<ques>RLS</ques>
<ans>Release</ans>
</question>

<question>
<ques>RMV</ques>
<ans>Remove</ans>
</question>

<question>
<ques>RST</ques>
<ans>Restore</ans>
</question>

<question>
<ques>RTV</ques>
<ans>Retrieve</ans>
</question>

<question>
<ques>SAV</ques>
<ans>Save</ans>
</question>

<question>
<ques>SND</ques>
<ans>Send</ans>
</question>

<question>
<ques>STR</ques>
<ans>Start</ans>
</question>

<question>
<ques>WRK</ques>
<ans>Work with</ans>
</question>

<question>
<ques>A</ques>
<ans>Attribute</ans>
</question>

<question>
<ques>AUT</ques>
<ans>Authority</ans>
</question>

<question>
<ques>CFG</ques>
<ans>Configuration</ans>
</question>

<question>
<ques>CMD</ques>
<ans>Command</ans>
</question>

<question>
<ques>CMN</ques>
<ans>Communication</ans>
</question>

<question>
<ques>D</ques>
<ans>Description</ans>
</question>

<question>
<ques>DKT</ques>
<ans>Diskette</ans>
</question>

<question>
<ques>DOC</ques>
<ans>Document</ans>
</question>

<question>
<ques>E</ques>
<ans>Entry</ans>
</question>

<question>
<ques>F</ques>
<ans>File</ans>
</question>

<question>
<ques>FLR</ques>
<ans>Folder</ans>
</question>
</chapter>

<chapter name="unfiled">
<question>
<ques>JOB</ques>
<ans>Job</ans>
</question>

<question>
<ques>LIB</ques>
<ans>Library</ans>
</question>

<question>
<ques>L</ques>
<ans>List</ans>
</question>

<question>
<ques>M</ques>
<ans>Member</ans>
</question>

<question>
<ques>MSG</ques>
<ans>Message</ans>
</question>

<question>
<ques>OBJ</ques>
<ans>Object</ans>
</question>

<question>
<ques>PGM</ques>
<ans>Program</ans>
</question>

<question>
<ques>Q</ques>
<ans>Queue</ans>
</question>

<question>
<ques>SBS</ques>
<ans>Subsystem</ans>
</question>

<question>
<ques>SYS</ques>
<ans>System</ans>
</question>

<question>
<ques>TAP</ques>
<ans>Tape</ans>
</question>
</chapter>

<chapter name="Chapter 3">

<question>
<ques>Parameter Keyword</ques>
<ans>DSPTAP DEV(TAP01) It would be DEV in the example above</ans>
</question>

<question>
<ques>Parameter Value</ques>
<ans>DSPTAP DEV(TAP01) TAP01 in the example above</ans>
</question>

<question>
<ques>What two catigories do parameters fall into?</ques>
<ans>required</ans>
<ans>optional</ans>
</question>

<question>
<ques>What is a required command line parameter?</ques>
<ans>A parameter that must be specified for the AS400 to execute the CL command.</ans>
</question>

<question>
<ques>What is an optional command line parameter?</ques>
<ans>A parameter that may be specified but is not required to execute the command</ans>
</question>

<question>
<ques>What is used to continue a CL command on to more than one line?</ques>
<ans>a plus sign (+)</ans>
</question>

<question>
<ques>Keyword Notation</ques>
<ans>Notaton that presents all of the command parameters proceceded by thier corresponding keyword ex: DSPTAP DEV(TAP01)</ans>
</question>

<question>
<ques>Positional Notation</ques>
<ans>Notation in which parameters are specified by in a predetermined positional order.</ans>
</question>

<question>
<ques>DSPTAP </ques>
<ans>TAP01</ans>
</question>

<question>
<ques>What command can you use to display a discription of a command?</ques>
<ans>DSPCMD</ans>
</question>

<question>
<ques>What does *N do?</ques>
<ans>Used as a place holder within a positional list of parameter, to specifiy the defaut Value.</ans>
</question>
</chapter>
</class>


<class name="Interpersonal Communication" courseNO="SPC201" year="2002" semester="FALL">
<chapter name="Chapter 1">
<question>
<ques>Interpersonal Communication</ques>
<ans>Communication between persons and distingusished from public or mass communication; communcation of a personal nature</ans>
</question>

<question>
<ques>Dyads</ques>
<ans>A two person relationship</ans>
</question>

<question>
<ques>Triads</ques>
<ans>Groups of three people</ans>
</question>

<question>
<ques>Encoding-decoding</ques>
<ans>refers to the act of putting meaning into verbal and nonverble messages and deriving meaning from the messages you hear from others.</ans>
</question>

<question>
<ques>A developmental definition</ques>
<ans>Defines interpersonal communication as two-person communication in which the persons based their predictions on psycholgical (rather than socialogical) data, explanatory (rather than descriptive) knowlege, and personally established (rather than socially established) rules.</ans>
</question>

<question>
<ques>Ethics</ques>
<ans>The moral dimension of communication, the study of what makes behavior moral or good as opposed to immoral and bad.</ans>
</question>

<question>
<ques>Feedback Messages</ques>
<ans>Messages that are sent back by the receiver to the source in response to other messages.</ans>
</question>

<question>
<ques>Feedforward messages</ques>
<ans>Messages that preface other messages and ask that the listener approach future messages in a certain way.</ans>
</question>

<question>
<ques>Context</ques>
<ans>The physical, social-psychological, temporal, and cultural environment in which the communication act takes place.</ans>
</question>

<question>
<ques>Culture</ques>
<ans>Refers to the specialized lifestyle of a group people, consisting of thier values, beliefs, ways of behaving, and artifacts that are transmitted though communication rather than though genes.</ans>
</question>

<question>
<ques>A dyadic (relational) definition</ques>
<ans>Defines interpersonal communication as communication between two or a few connected individuals in which there is dyatic primacy, dyatic coalitions (two person groups form even larger groups), and dyatic consiousness (the two persons think of themselves as a pair)</ans>
</question>

<question>
<ques>Messages</ques>
<ans>The signals that serve as stimuli for a reciever</ans>
</question>

<question>
<ques>Channel</ques>
<ans>The medium through which messages pass and which acts as a bridge between source and reciever</ans>
</question>

<question>
<ques>Purpose</ques>
<ans>The reason for the interpersonal interaction to learn, relate, influence, play, and help.</ans>
</question>

<question>
<ques>Competence</ques>
<ans>The knowlege of and ability to use effectively your own communication system.</ans>
</question>

<question>
<ques>Source-Reciever</ques>
<ans>The person who sends and revieves interpersonal messages simultaneously.</ans>
</question>

<question>
<ques>Metamessages</ques>
<ans>Messges that refer to other messages.</ans>
</question>

<question>
<ques>Noise</ques>
<ans>The physical, phyiological, and sematic interference that distorts a message and that is inevitable.</ans>
</question>

<question>
<ques>Complementary Relationship</ques>
<ans>A relationship in which the behavior of one person serves as the stimulas for the complementry behavior of the other. (They complete each other)</ans>
</question>

<question>
<ques>Symmetrical Relationship</ques>
<ans>A relationship between two or more persons in which one person's behavior serves as a stimuli for the same type of behavior in the other persons.</ans>
</question>

<question>
<ques>What three things is interpersonal commuincation</ques>
<ans>Inevitability</ans>
<ans>Irreversibility</ans>
<ans>Unrepeatability</ans>
</question>

<question>
<ques>Punctuation</ques>
<ans>The breaking up of continuous communication sequences into short sequences with identifible beginnings and endings or stimuli and responses. (Note:Where the husband is flirting and the woman is on the cell phone talking to her sister.)</ans>
</question>

<question>
<ques>Theory</ques>
<ans>A general statement or prinicple, applical to a number of related phenomena.</ans>
</question>

<question>
<ques>Intercultural Communication</ques>
<ans>Communication that takes place between persons of diffrent cultures or persons who have diffrent cultural beliefs, values, or ways of behaving.</ans>
</question>

<question>
<ques>Attitudes</ques>
<ans>A predisposition to respond for or against an object, person, or position.</ans>
</question>

<question>
<ques>Axiom</ques>
<ans>A fundimental idea that is generally excepted</ans>
</question>
</chapter>

<chapter name="Chapter 2">
<question>
<ques>Theory</ques>
<ans>A general statement or prinicple, applical to a number of related phenomena.</ans>
</question>

<question>
<ques>Intercultural Communication</ques>
<ans>Communication that takes place between persons of diffrent cultures or persons who have diffrent cultural beliefs, values, or ways of behaving.</ans>
</question>

<question>
<ques>Attitudes</ques>
<ans>A predisposition to respond for or against an object, person, or position.</ans>
</question>

<question>
<ques>Symmetrical Relationship</ques>
<ans>A relationship between two or more persons in which one person's behavior serves as a stimuli for the same type of behavior in the other persons.</ans>
</question>

<question>
<ques>What three things is interpersonal commuincation</ques>
<ans>Inevitability</ans>
<ans>Irreversibility</ans>
<ans>Unrepeatability</ans>
</question>

<question>
<ques>Complementary Relationship</ques>
<ans>A relationship in which the behavior of one person serves as the stimulas for the complementry behavior of the other. (They complete each other)</ans>
</question>

<question>
<ques>Punctuation</ques>
<ans>The breaking up of continuous communication sequences into short sequences with identifible beginnings and endings or stimuli and responses. (Note:Where the husband is flirting and the woman is on the cell phone talking to her sister.)</ans>
</question>

</chapter>

<chapter name="Chapter 3">
<question>
<ques>Acculturation</ques>
<ans>The proccess by which you learn the rules and norms of a culture diffrent from your native culture.</ans>
</question>

<question>
<ques>Low Context Culture</ques>
<ans>A culture in which most of the information is explicitly stated in verbal message.</ans>
</question>

<question>
<ques>Masculine Cultures</ques>
<ans>A culture in which men are viewed as assertive, oriented to material success, and strong; women on the other hand are viewed as modest, focused on the quality of life, and tender.</ans>
</question>

<question>
<ques>Intercultural Communication</ques>
<ans>Communication between persons who have diffrent cultural beliefs, values, or ways of behaving.</ans>
</question>

<question>
<ques>Individulest Culture</ques>
<ans>Members of this culture are responsible for themselves and perhaps thier immediate family</ans>
</question>

<question>
<ques>Collectivist Culture</ques>
<ans>In this culture members are responsible for the entire group.</ans>
</question>

<question>
<ques>Feminine Culture</ques>
<ans>A culture in which both men and women are encouraged to be modest, oriented toward maintaining the quality of life, and so socialize thier people to be modest and to emphasize close interpersonal relationships.</ans>
</question>

<question>
<ques>Enculturation</ques>
<ans>The process by which you learn the culture into which you were born.</ans>
</question>

<question>
<ques>High Context Culture</ques>
<ans>A culture in which in communication is in the context or in the person.</ans>
</question>

<question>
<ques>Language Relativity</ques>
<ans>If you have language for something your more likely to acknowlege something.</ans>
</question>

<question>
<ques>Uncertainly Recduction</ques>
<ans>Reducing the uncertainty about someone from a diffrent culture.</ans>
</question>
</chapter>


<chapter name="Chapter 4">
<question>
<ques>Blind Self</ques>
<ans>Represents all the things about your self that others know but of which you're ignorent.</ans>
</question>

<question>
<ques>The Johari Windows is made up of what four parts?</ques>
<ans>The open self</ans>
<ans>The bilind self.</ans>
<ans>The hidden self</ans>
<ans>The unknown self</ans>
</question>

<question>
<ques>The Unknown Self</ques>
<ans>Represents truths about yourself that neither you nor others know.</ans>
</question>

<question>
<ques>Represents all that you know of yourself and of others that you keep secret.</ques>
<ans></ans>
</question>

<question>
<ques>Self-Esteeem</ques>
<ans>The value that you place on yourself.</ans>
</question>

<question>
<ques>Self-Awareness</ques>
<ans>The extent to which you know yourself.</ans>
</question>

<question>
<ques>Self Concept</ques>
<ans>Your image of who you are that consists of your feeling, thoughts strengths and weaknesses, your abilities and limitations</ans>
</question>

<question>
<ques>The open self</ques>
<ans>Represents all the information, behaviors, attitudes, feeling, desires, motivations, and ideas that you and others know.</ans>
</question>

<question>
<ques>Self-Disclousre</ques>
<ans>Refers to communicating information about yourself to another person.</ans>
</question>
</chapter>
<chapter name="Chapter 5">
<question>
<ques>Assertiveness</ques>
<ans>behavior that enables you to act in your own best intrests without denying or infringing upon the rights of others.</ans>
</question>

<question>
<ques>Systematic Desensitization</ques>
<ans>Because aprehension was learned it can be unlearned.</ans>
</question>

<question>
<ques>Trait Apprehension</ques>
<ans>Fear of communicating generally, regadless of the specific situation.</ans>
</question>

<question>
<ques>Skill Aquisiton</ques>
<ans>When you believe that you don't have the skills to communicate and you aquire the skills to communicate.</ans>
</question>

<question>
<ques>State Apprehension</ques>
<ans>Fear of communicating in a specific situation.</ans>
</question>

<question>
<ques>Non-assertiveness</ques>
<ans>People who operate with a "You win I lose philsophy"</ans>
</question>

<question>
<ques>What four characteristics do people who are assertive display?</ques>
<ans>open</ans>
<ans>not anixous</ans>
<ans>contentious</ans>
<ans>not intimidated and not easily persuaded</ans>
</question>

<question>
<ques>The theory of Congnitive Restructuring</ques>
<ans>Your own unrealistic beliefs that generate a fear of failure.</ans>
</question>

<question>
<ques>Communication Apprehension</ques>
<ans>A state of fear or anxiety about communication interaction.</ans>
</question>

<question>
<ques>Aggressiveness</ques>
<ans>People who care little for the other person wants and focus on thier own needs.</ans>
</question>
</chapter>
<chapter name="Chapter 6">
<question>
<ques>Controllability</ques>
<ans>Was a person in conrol of their behavior?</ans>
</question>

<question>
<ques>Self-fulfilling Prophecy</ques>
<ans>The situation in which you make a prediction or prophecy and fulfill it yourself.</ans>
</question>

<question>
<ques>Consesus</ques>
<ans>A persons similarity to others.</ans>
</question>

<question>
<ques>Pygmalion Effect</ques>
<ans>The condition in which you make a prediction of success, act as if it were true, and their by make it come true.</ans>
</question>

<question>
<ques>Proximity</ques>
<ans>The tendancy to percieve people or events that are physically close as belonging together or representing some unit.</ans>
</question>

<question>
<ques>Overattribution</ques>
<ans>The tendancy to single out one or two obvious characteristics of a person and attribute everything that person does to those one or two characteristics.</ans>
</question>

<question>
<ques>Perceptual Accentuation</ques>
<ans>A process that leads you to see what you expect or want to see.</ans>
</question>

<question>
<ques>Consistancy</ques>
<ans>A persons similarity in behavior over time.</ans>
</question>

<question>
<ques>Consistancy</ques>
<ans>The tendency to maintain balance among perceptions er adittudes.</ans>
</question>

<question>
<ques>Perception</ques>
<ans>The process by which you become aware of objects, events, and people through your senses</ans>
</question>

<question>
<ques>Schemata</ques>
<ans>Mental templates or structres that let you organize the millions of pieces of information you come in contact with every day as well as have in memory.</ans>
</question>

<question>
<ques>Self-Serving Bias</ques>
<ans>A bias that operates in the self-attribution process and leads you to take credit for the positive consequences and to deny responsiblity for the negative consiquences of your actions.</ans>
</question>

<question>
<ques>What are the four steps in forming a causal judgement or Attribution Processes?</ques>
<ans>Consensus</ans>
<ans>Consistancy</ans>
<ans>Distinctiveness</ans>
<ans>Controllability</ans>
</question>

<question>
<ques>Interpersonal Perception</ques>
<ans>The perception of people; The process through which you interpret and evaluate people and thier behavior.</ans>
</question>

<question>
<ques>Halo Effect</ques>
<ans>The tendancy to generlize a person's virtue or expertise from one area to another.</ans>
</question>

<question>
<ques>Attribution</ques>
<ans>The process involved in assigning causation or motivation to a person's behavior.</ans>
</question>

<question>
<ques>Distinctiveness</ques>
<ans>A persons similarity in diffrent situations</ans>
</question>

<question>
<ques>Self-Attribution</ques>
<ans>A process though which you seek to account for and understand the reasons and motivations for your own behaviors.</ans>
</question>

<question>
<ques>Script</ques>
<ans>A type of schema; an organized body of information about some action, event, or procedure; a general idea of how some event should play out or unfold, the rules governing the events and their sequence.</ans>
</question>

<question>
<ques>What are the five stages of Interpersonal Perception?</ques>
<ans>You sense some kind of stimulation</ans>
<ans>Your organize the stimuli in some way.</ans>
<ans>You interpret and evaluate what you perceive.</ans>
<ans>You store it in memory</ans>
<ans>You retrieve it when needed.</ans>
</question>

<question>
<ques>Selective Exposure</ques>
<ans>A principle that states that listeners activily seek out information that supports their opinions and actively avoid information that contradicts their existing opinions, beliefs, attitudes, and values.</ans>
</question>

<question>
<ques>Stereotype</ques>
<ans>A fixed impression of a group of people through which we then percieve specific individuals;</ans>
</question>

<question>
<ques>Implicit personality theory</ques>
<ans>A theory of personality, complete with rules about what what characteristics go with other characteristics, that you maintain and through which you percieve others</ans>
</question>

</chapter>

<chapter name="Test 1">
<question>
<ques>What does it mean that interpersonal communication is a transactional process?</ques>
<ans>Because everything in interpersonal communication is constantly in an ever changing state.</ans>
</question>

<question>
<ques>what can you do to improve your interpersonal communication?</ques>
<ans>Educate your self</ans>
<ans>Recognize and face fears</ans>
<ans>Recognize differences between yourself and the culturly diffrent</ans>
<ans>Recognize diffrences within the culturlly diffrent group</ans>
<ans>Recognize diffrences in meaning</ans>
<ans>Follow cultural rules and customs.</ans>
</question>

<question>
<ques>How do interpersonal communication goals relate to communication behavior?</ques>
<ans>???</ans>
</question>

<question>
<ques>what are the parts of the comunication process</ques>
<ans>???</ans>
</question>

<question>
<ques>What are the four stages of culture shock?</ques>
<ans>The honeymoon</ans>
<ans>The crisis</ans>
<ans>The recovery</ans>
<ans>The adjustment.</ans>
</question>

<question>
<ques>What are the four parts of the Johari Window?</ques>
<ans>Open Self</ans>
<ans>Blind Self</ans>
<ans>Hidden Self</ans>
<ans>Unknown Self</ans>
</question>

<question>
<ques>What are the three reasons for Interpersonal Communication?</ques>
<ans>General Purposes</ans>
<ans>Motivation</ans>
<ans>Results</ans>
</question>

<question>
<ques>Noxious People</ques>
<ans>People who criticize and find fault with just about everything.</ans>
</question>

<question>
<ques>What do noxius peope do to your self concept?</ques>
<ans>Dimenish your self esteem</ans>
</question>

<question>
<ques>What does it mean that all elements of interpersonal communication are interconnected?</ques>
<ans>There can be no source without a reciever, and there can be no reciever without a source.</ans>
</question>

<question>
<ques>What four pieces of information do people use to form thier self-concept?</ques>
<ans>The image that others have of you</ans>
<ans>The comparisions that you make between yourself and others.</ans>
<ans>The way you interpret and evaluate your own thoughts and behaviors</ans>
<ans>The teachings of your culture.</ans>
</question>

<question>
<ques>How do people use feed forward messages?</ques>
<ans>To get the reciever to approach a message in a certain way.</ans>
</question>

<question>
<ques>What are the diffrent types of feedback?</ques>
<ans>Positive feedback, Negitive feedback.</ans>
</question>

<question>
<ques>What are the basic elements of communication compedince?</ques>
<ans>knowing how to adjust your communication according to the context of the interaction. the person to whom you are comunicating to</ans>
</question>

<question>
<ques>What are some reasons people selfdisclose?</ques>
<ans>to confess some wrong doing</ans>
<ans>to make yourself look good</ans>
<ans>to help the listener</ans>
<ans>to help a relationship grow</ans>
<ans>to maintian a relationship</ans>
<ans>to end a relationship</ans>
</question>

<question>
<ques>Why do people choose not to self-disclose?</ques>
<ans>Who you are</ans>
<ans>Your cululture</ans>
<ans>Your gender</ans>
<ans>who your listeners are</ans>
<ans>what your topic is</ans>
</question>

<question>
<ques>Uncertainy Reduction</ques>
<ans>Reducing the uncertainty about someone from a diffrent culture.</ans>
</question>

<question>
<ques>What are 4 types of noise?</ques>
<ans>physical</ans>
<ans>physiological</ans>
<ans>physcological</ans>
<ans>semantiic</ans>
</question>

<question>
<ques>Collectivest Culture</ques>
<ans>Emphasizes the group and subordinates the groups goals on the individual.</ans>
</question>

<question>
<ques>Dyadic Primacy</ques>
<ans>the significance or centrality of the the two person group even when there are many more people that are interacting</ans>
</question>

<question>
<ques>Guidelines for effective self-discloser</ques>
<ans>Consider the modivation for the self-descloser</ans>
<ans>Consisder the appropriateness of the self-descloser</ans>
<ans>Conserder the disclosers of the other person</ans>
<ans>Consider the possible burdens selfdiscloser might entail</ans>
</question>

<question>
<ques>Culture Shock</ques>
<ans>The psycological reaction you experince when your in a culture diffrent from your own.</ans>
</question>

<question>
<ques>Enculturation</ques>
<ans>The process by which you learn the culture into which you were born.</ans>
</question>

<question>
<ques>dyatic consciousness</ques>
<ans>an awareness on the part of the participants that an interpersonal relationship or pairing exists between them</ans>
</question>

<question>
<ques>How does culture act as a filter during communication?</ques>
<ans>People from diffrent cultures view things diffrently, so the message you send may not be recieved as you intended for it to be recieved.</ans>
</question>

<question>
<ques>Self-Esteem</ques>
<ans>The value you place on yourself; your pecrieved self worth.</ans>
</question>

<question>
<ques>Feminane Cultures</ques>
<ans>A culture in which both men and women are encouraged to be modest, oriented toward maintaining the quality of life, and so socialize thier people to be modest and to emphasize close interpersonal relationships.</ans>
</question>

<question>
<ques>Acculturation</ques>
<ans>The proccess by which you learn the rules and norms of a culture diffrent from your native culture.</ans>
</question>

<question>
<ques>Self Discloser</ques>
<ans>Communicating information about yourself to another person.</ans>
</question>

<question>
<ques>Dangers of self discloser</ques>
<ans>Personal Risks</ans>
<ans>Relational Risks</ans>
<ans>Professional Risks</ans>
</question>

<question>
<ques>dyatic coalition</ques>
<ans>the two person group formed by a larger group to perform a particular goal</ans>
</question>

<question>
<ques>Self Concept</ques>
<ans>The image you have of who you are.</ans>
</question>

<question>
<ques>Low Context Cultures</ques>
<ans>The information is explicitly stated in verbal messages.</ans>
</question>

<question>
<ques>Individualst Culture</ques>
<ans>Emphasizes the individual and subordinates the groups goals to the individual.</ans>
</question>

<question>
<ques>Culture</ques>
<ans>Refers to the specialized lifestyle of a group people, consisting of thier values, beliefs, ways of behaving, and artifacts that are transmitted though communication rather than though genes.</ans>
</question>

<question>
<ques>Masculine Cultures</ques>
<ans>A culture in which men are viewed as assertive, oriented to material success, and strong; women on the other hand are viewed as modest, focused on the quality of life, and tender.</ans>
</question>

<question>
<ques>Linguistic Relativity Hypothesis</ques>
<ans>Characteristics of a language effect the way you think.</ans>
</question>

<question>
<ques>How are self concept and self esteem related?</ques>
<ans>How you view yourself will have an effect on how much you value yourself.</ans>
</question>

<question>
<ques>High Context Culture</ques>
<ans>Much of the information is on tv or in books, newspapers, etc...</ans>
</question>

<question>
<ques>Low Power Distance Culture</ques>
<ans>The power is more equally shared amongst the citizens.</ans>
</question>

<question>
<ques>High Power Distance Culture</ques>
<ans>Power is concentrated in the hands of a few and there is great diffrence between those with and without power.</ans>
</question>

<question>
<ques>How can people help someone who is apprehensive?</ques>
<ans>Don't over protect them</ans>
<ans>Nudge instead of of push them into social situations</ans>
<ans>Demonstrate your understanding and empathy for the other person's shyness.</ans>
<ans>Avoid making the shy person the center of attention.</ans>
</question>

<question>
<ques>Primacy-Recency Effect</ques>
<ans>Giving more importance to that which occurs first, or giving more importance to that which occurs last.</ans>
</question>

<question>
<ques>Stereotyping</ques>
<ans>In communication a fixed view of a group of people through which we then perceive specific individuals;</ans>
</question>

<question>
<ques>Pygmalion Effect</ques>
<ans>A condion in which you make a prediction of success, act as if it were true and thier by make it come true.</ans>
</question>

<question>
<ques>What are the four characteristics of assertive people?</ques>
<ans>open</ans>
<ans>not anxious</ans>
<ans>contentious</ans>
<ans>non intimidated and not easily persuaded.</ans>
</question>

<question>
<ques>How can you imporve the accuracy of your perceptions?</ques>
<ans>Analyze your own perceptions</ans>
<ans>Recognize your own role in perceptions</ans>
<ans>Avoid early conclusions</ans>
<ans>Avoid mind reading</ans>
<ans>Reduce your uncertaincy</ans>
<ans>Check your perceptions</ans>
</question>

<question>
<ques>Perceptual Accentuation</ques>
<ans>A process that leads you to see what you expect or want to see.</ans>
</question>

<question>
<ques>How can you reduce your uncertaincy?</ques>
<ans>???</ans>
</question>

<question>
<ques>Attribution</ques>
<ans>The processes involved in assigning causation or motivation to a person's behavior.</ans>
</question>

<question>
<ques>How can people increase thier communication assertiveness?</ques>
<ans>Analyze Assertive Communication</ans>
<ans>Reherse Assertive Communication</ans>
<ans>Communicate Asertively</ans>
</question>

<question>
<ques>Halo Effect</ques>
<ans>The tendancy to generalize a person's virtue or expertise from one area to other areas.</ans>
</question>

<question>
<ques>Assertiveness</ques>
<ans>People who operate with an "I win, you win" philiosophy.</ans>
</question>

<question>
<ques>Attribution biasses</ques>
<ans>A barrier designed to preserve selfesteem</ans>
</question>

<question>
<ques>Aggrestiveness</ques>
<ans>People that operate in an "I win you lose" philosophy</ans>
</question>

<question>
<ques>Schemata</ques>
<ans>Ways of organizing perceptions, mental templates or structures that help you organize the millions of items of information you come in contact with everyday.</ans>
</question>

<question>
<ques>What types of behavior reveal aggressive behavior?</ques>
<ans>???</ans>
</question>

<question>
<ques>Scripts</ques>
<ans>A general idea of how some action, event or procedure should play out or unfold.</ans>
</question>

<question>
<ques>What is perception?</ques>
<ans>The way you become aware of objects, events, and people, through your senses.</ans>
</question>

<question>
<ques>Nonassertive</ques>
<ans>People who operate with a "You win I lose" philosiphy</ans>
</question>

<question>
<ques>What are the 5 steps of the perception process?</ques>
<ans>Stimulation</ans>
<ans>Organization</ans>
<ans>Interpretation-Evaluation</ans>
<ans>Memory</ans>
<ans>Recall</ans>
</question>

<question>
<ques>What elements do people use to determine if behavior has internal or external causes?</ques>
<ans>???</ans>
</question>

<question>
<ques>What is the 5-step process for communicating assertively?</ques>
<ans>Describe the problem; don't evaluate or judge it.</ans>
<ans>State how the problem effects you</ans>
<ans>Propose solutions that are workable and that allow the person to save face.</ans>
<ans>Confirm understanding</ans>
<ans>Reflect on your own assertiveness.</ans>
</question>

</chapter>


</class>

</collegeDatabase>

[This message has been edited by Maskkkk (edited 01-08-2003).]

The second file, the xsl

<?xml version="1.0"?>
<xsl:stylesheet version="1.0"
xmlns:xsl="http://www.w3.org/1999/XSL/Transform">
<xsl:template match="/">
<html>
<head>
<script language="JavaScript">

// Shows and Hides The tests under a specified class
function showHide(src)
{
if(document.all(src).style.display == "none")
document.all(src).style.display = "block";
else
document.all(src).style.display = "none";
}

</script>
</head>
<body>
<h2>My Classes</h2>
<ul>
<xsl:for-each select="collegeDatabase/class">
<div style="overflow:scroll">
<li>
<A HREF="#" onclick="showHide()">
<xsl:attribute name="onclick">showHide('<xsl:value-of select="@courseNO"/>')</xsl:attribute>
<xsl:value-of select="@name"/>
</A>
<div id="0" style="display:none;">
<xsl:attribute name="id"><xsl:value-of select="@courseNO"/></xsl:attribute>


<xsl:for-each select="chapter">
<ul>
<li><xsl:value-of select="@name"/></li>
</ul>
</xsl:for-each>


</div>
</li>
</div>
</xsl:for-each>
</ul>
</body>
</html>
</xsl:template>
</xsl:stylesheet>

The result in cooktop looks like this, as it should look in internet explorer, considering that they "supposivley" use the same MSXML parser, I'm only assuming this because there are about 5 MSXML parsers that Cooktop can use, but I don't know which one IE 6 is using.

<?xml version="1.0" encoding="UTF-16"?>
<html>
<head>
<script language="JavaScript">

// Shows and Hides The tests under a specified class
function showHide(src)
{
if(document.all(src).style.display == "none")
document.all(src).style.display = "block";
else
document.all(src).style.display = "none";
}

</script>
</head>
<body>
<h2>My Classes</h2>
<ul>

<div style="overflow:scroll">
<li>
<A HREF="#" onclick="showHide()">

Systems Programming
</A>
<div id="0" style="display:none;">




<ul>
<li>restOfTheChapters</li>
</ul>

<ul>
<li>unfiled</li>
</ul>

<ul>
<li>Chapter 3</li>
</ul>



</div>
</li>
</div>

<div style="overflow:scroll">
<li>
<A HREF="#" onclick="showHide()">

Interpersonal Communication
</A>
<div id="0" style="display:none;">




<ul>
<li>Chapter 1</li>
</ul>

<ul>
<li>Chapter 2</li>
</ul>

<ul>
<li>Chapter 3</li>
</ul>

<ul>
<li>Chapter 4</li>
</ul>

<ul>
<li>Chapter 5</li>
</ul>

<ul>
<li>Chapter 6</li>
</ul>

<ul>
<li>Test 1</li>
</ul>



</div>
</li>
</div>

</ul>
</body>
</html>

[This message has been edited by Maskkkk (edited 01-08-2003).]

And finally here's the dumb javascript that's supposed to mush my xml file and my xsl file together to make a nice HTML file like the one above, however it doesn't work, or tell me what the problem is....

<html>
<head>
<title>Class Browser</title>
</head>
<body>
<script language="JavaScript">
var xmlDoc = new ActiveXObject("Microsoft.XMLDOM");
xmlDoc.async = "false";
xmlDoc.load("StudentDatabase.xml");

document.write("<br>Error Code: ");
document.write(xmlDoc.parseError.errorCode);
document.write("<br>Error Reason: ");
document.write(xmlDoc.parseError.reason);
document.write("<br>Error Line: ");
document.write(xmlDoc.parseError.line + "<br/>");

var xslDoc = new ActiveXObject("Microsoft.XMLDOM");
xslDoc.async = "false";
xslDoc.load("ClassBrowser.xsl");

document.write("<br>Error Code: ");
document.write(xslDoc.parseError.errorCode);
document.write("<br>Error Reason: ");
document.write(xslDoc.parseError.reason);
document.write("<br>Error Line: ");
document.write(xslDoc.parseError.line);

document.write(xml.transformNode(xslDoc));

</script>
</body>
</html>




[This message has been edited by Maskkkk (edited 01-08-2003).]

Oh nevermind, I got it!

I named the xmlDoc varible xml in the last line of the javascript, nevermind.....



Maskkkk

- Face the Present

Now this was an interesting thread, not only did you show an interesting problem, you also provided the solution
Great! I liked the "musher-script", never seen one of those before
/Dan

{cell 260}
-{ a vibration is a movement that doesn't know which way to go }-

Musher-Script?



Maskkkk

- Face the Present

quote:

---

And finally here's the dumb javascript that's supposed to mush my xml file and my xsl file together to make a nice HTML file like the one above, however it doesn't work, or tell me what the problem is....

---

Dan

{cell 260}
-{ a vibration is a movement that doesn't know which way to go }-

Duh oh....



Maskkkk

- Face the Present