Video: Service Oriented Architectures

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En provenance du cours de University of Michigan

Using Python to Access Web Data

14980 notes

University of Michigan

Using Python to Access Web Data

14980 notes

Cours 3 sur 5 dans Specialization Python for Everybody

This course will show how one can treat the Internet as a source of data. We will scrape, parse, and read web data as well as access data using web APIs. We will work with HTML, XML, and JSON data formats in Python. This course will cover Chapters 11-13 of the textbook “Python for Everybody”. To succeed in this course, you should be familiar with the material covered in Chapters 1-10 of the textbook and the first two courses in this specialization. These topics include variables and expressions, conditional execution (loops, branching, and try/except), functions, Python data structures (strings, lists, dictionaries, and tuples), and manipulating files. This course covers Python 3.

À partir de la leçon

JSON and the REST Architecture (Chapter 13)

In this module, we work with Application Program Interfaces / Web Services using the JavaScript Object Notation (JSON) data format.

13.5 - JavaScript Object Notation (JSON)9:24

Worked Example: JSON (Chapter 13)5:50

Interview: Douglas Crockford - Discovering JSON7:07

13.6 - Service Oriented Approach2:37

Video: Service Oriented Architectures5:15

13.7 - Using Application Programming Interfaces8:11

Worked Example: GeoJSON API (Chapter 13)7:41

13.8 - Securing API Requests11:01

Worked Example: Twitter API (Chapter 13)19:41

Rencontrer les enseignants

Charles Severance
Associate Professor
School of Information

[MUSIC]

The service-oriented approach to linking software systems and

applications is transforming the way many organizations share data.

This approach improves existing methods of data sharing,

by providing a service layer between systems.

Sharing data between applications is a well-established principle

that works on a simple level.

As systems expand, the solution that connects two software applications

will often not work for a third.

What began as a workable system, then locks valuable data in a silo.

Sharing the data is still possible, but requires adaptations and tweaks.

The process is laborious and

time consuming, leading to bottlenecks and overload.

The reality of this world is unnecessary effort expended in duplication of data.

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By applying a service layer to the applications you wish to connect up,

data is offered up in a common format for reuse elsewhere.

The service-oriented approach works with existing software systems and

does not require you to remove the monolithic application.

Replacement applications reuse the links already made and

can plug into the service layer without affecting other users of the data.

New applications can be added to grow overall system architectures in

the same way.

The data in each application,

is offered up as a service which any other application can consume.

When the service-oriented approach is evolved into a system-wide architecture,

it allows connections and

service sharing opportunities between organizations nationally and globally.

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Take monitoring of student progress for example.

Results are logged by a virtual learning environment, but how much of that data is

shared with a management system that is tracking progression against funding?

If the motivation and commitment of struggling students is not addressed and

they decide to walk away, there is a direct impact on funding.

If the data is freed up and

shared across a system using a service-oriented approach,

it could contribute to retaining student motivation, and thereby maximizing income.

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And what if across the education community, there was one standard and

agreed way to describe a course?

It would allow course information to be made available as a consumable service,

both internally and externally.

This is the subject of a current project called Exchanging Course Related

Information or XCRI, encompassing course marketing,

quality assurance, enrollment, and reporting requirements.

This service-oriented approach enables aggregated organizations,

like UCAS, to gather the standard and

agreed descriptions of courses from each provider.

Comprehensive details of approved enrollment opportunities,

are then returned to a prospective student for easy and accurate comparison.

[MUSIC]

Amongst the research community, it is the same principle.

Here, the service-oriented approach is enabling researchers to

work across institutions in virtual organizations.

MyGrid is a project that provides a shared toolkit for creating experiments by

coordinating the information flow between distributed resources and services.

Workflows and query specifications link together remote and

local resources using web service protocols.

Workflows created by myGrid represent the scientific

process of the experiments they enact, making them a rich resource for

scientists creating their own new experiments.

The service layer to this data enables users to share, re-use, and

re-purpose experiments within the myGrid community.

[MUSIC]

Many education and research services are already developing a service-oriented

approach taking their lead from the business world and

major software developers.

It is in this context that the e-Framework, a successful and

expanding international initiative, works to make sense of the

service-oriented approach for the education and research community.

The e-Framework website identifies and describes the service components needed.

It provides the blueprints and reference example for

those in the community who want to gain a greater understanding and

knowledge of how to implement a service-oriented approach.

The e-Framework website is thus becoming a knowledge base that is developing

a shared vocabulary and way of thinking for all in education and research.

[MUSIC]

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