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Re: more grist
- From: ht@cogsci.ed.ac.uk (Henry S. Thompson)
- To: Eric van der Vlist <vdv@dyomedea.com>
- Date: Tue, 06 Mar 2001 14:05:33 +0000
Eric van der Vlist <vdv@dyomedea.com> writes:
> "Henry S. Thompson" wrote:
> >
> > Eric van der Vlist <vdv@dyomedea.com> writes:
> >
> > <snip/>
> >
> > > In other words, these specs should start by defining their requirements
> > > and check if W3C XML Schema can meet them rather than deciding a priori
> > > that they will use it.
> >
> > But that's exactly what they did -- see their respective requirements
> > documents [1], [2].
>
> I meant users requirements, defining the range of documents that need to
> be covered, not "must support" requirements as shown by the quotes below
> and are declarations to support whatever will be covered by W3C XML
> Schema !
>
> Eric
>
> > ht
> >
> > [1] http://www.w3.org/TR/xmlquery-req
>
> The XML Query Data Model MUST represent both XML 1.0 character data and
> the simple and complex types of the XML Schema specification.
>
> > [2] http://www.w3.org/TR/xp-reqs
>
> The XML Protocol data representation must support using XML Schema
> simple and complex types.
>
> [3] http://www.w3.org/TR/xslt20req
>
> XML Schema: Structures and XML Schema: Datatypes enable users to define
> and use both simple and structured types and associate them to elements
> and attributes in a schema. XSLT 2.0 MUST provide support for the common
> operations needed for matching and construction of transformed documents
> based on a source document containing these typed elements and
> attributes.
Sorry, you're right on the letter, but I was reading the Use Case
sections and remembering the discussions that _lead_ to those quotes,
in each case motivating type-dependence from the basic goals of the
exercise.
ht
--
Henry S. Thompson, HCRC Language Technology Group, University of Edinburgh
W3C Fellow 1999--2001, part-time member of W3C Team
2 Buccleuch Place, Edinburgh EH8 9LW, SCOTLAND -- (44) 131 650-4440
Fax: (44) 131 650-4587, e-mail: ht@cogsci.ed.ac.uk
URL: http://www.ltg.ed.ac.uk/~ht/