The document discusses key concepts about the World Wide Web and XHTML including:
- The World Wide Web is a subset of the Internet that allows sharing of web pages written in XHTML.
- Web browsers like Internet Explorer and Firefox are used to view web pages by requesting them from web servers.
- XHTML is the markup language used to structure and present content on web pages. It is based on HTML.
- Common XHTML tags are used to structure content like the <html>, <head>, <title>, <body>, <p>, <b>, <i> tags.
- Additional elements like images, headings, hyperlinks, and lists can be added to web pages using tags like <img
A quick overview of the ePUB 3 format and various implementations of it in e-book publishing. This is the talk given at HTML5 meetup in Vancouver on April 12, 2012.
Origins and evolution of HTML and XHTML by Tanvir Zafar.
HTML is the Basic web design language.
Learn more about HTML at http://howpk.com/introduction-to-html/
A quick overview of the ePUB 3 format and various implementations of it in e-book publishing. This is the talk given at HTML5 meetup in Vancouver on April 12, 2012.
Origins and evolution of HTML and XHTML by Tanvir Zafar.
HTML is the Basic web design language.
Learn more about HTML at http://howpk.com/introduction-to-html/
HTML5 will be the new standard for HTML, XHTML, and the HTML DOM. The previous version of HTML came in 1999. The web has changed a lot since then. HTML5 is still a work in progress. However, most modern browsers have some HTML5 support.
HTML5 is a cooperation between the World Wide Web Consortium (W3C) and the Web Hypertext Application Technology Working Group (WHATWG).
WHATWG was working with web forms and applications, and W3C was working with XHTML 2.0. In 2006, they decided to cooperate and create a new version of HTML.
Presentation at web2day in Nantes, France about the opportunities we have with HTML5 and how it means we move away from a static to an web of applications.
A presentation showing the conversion of a html+css template to a simple Drupal theme. Theme files can be found at http://groups.drupal.org/node/23694#comment-83107
What is HTML - An Introduction to HTML (Hypertext Markup Language)Ahsan Rahim
What is HTML?
HTML stands for "Hypertext Markup Language". A standardized system for tagging text files to achieve font, colour, graphic, and hyperlink effects on World Wide Web pages.
Hypertext Markup Language is the standard markup language for creating the Web pages and Web Applications. With Cascading Style Sheets (CSS) & JavaScript for creating World Wide Web pages.
HTML is a computer language devised to allow website creation. These websites can then be viewed by anyone else connected to the Internet.
HTML is relatively easy to learn & it consists of a series of short codes typed into a text-file by the site author — these are the tags. The text is then saved as a html file, and viewed through a browser.
Learn the building blocks of the web: HTML.
In this lesson we go over the basics of HyperText Markup Language so you can begin designing your first web page! For more information visit www.computermentors.org
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Everyone’s going gaga over HTML5 and the plethora of how-tos and demos available on the web are inspirational, but often leave us with more questions than answers. In this session, Aaron Gustafson will focus his attention on HTML5 as a markup language, provide you with a solid context for its enhanced semantics, and show you simple, effective ways you can put it to use on your site today.
General Introduction to Web Page and Designing of Web Pages using basic elements of HTML of HTML tags, attributes, Heading, Paragraphs and Images. Also describes the process to work with the function of the tags and the attributes in HTML
HTML5 will be the new standard for HTML, XHTML, and the HTML DOM. The previous version of HTML came in 1999. The web has changed a lot since then. HTML5 is still a work in progress. However, most modern browsers have some HTML5 support.
HTML5 is a cooperation between the World Wide Web Consortium (W3C) and the Web Hypertext Application Technology Working Group (WHATWG).
WHATWG was working with web forms and applications, and W3C was working with XHTML 2.0. In 2006, they decided to cooperate and create a new version of HTML.
Presentation at web2day in Nantes, France about the opportunities we have with HTML5 and how it means we move away from a static to an web of applications.
A presentation showing the conversion of a html+css template to a simple Drupal theme. Theme files can be found at http://groups.drupal.org/node/23694#comment-83107
What is HTML - An Introduction to HTML (Hypertext Markup Language)Ahsan Rahim
What is HTML?
HTML stands for "Hypertext Markup Language". A standardized system for tagging text files to achieve font, colour, graphic, and hyperlink effects on World Wide Web pages.
Hypertext Markup Language is the standard markup language for creating the Web pages and Web Applications. With Cascading Style Sheets (CSS) & JavaScript for creating World Wide Web pages.
HTML is a computer language devised to allow website creation. These websites can then be viewed by anyone else connected to the Internet.
HTML is relatively easy to learn & it consists of a series of short codes typed into a text-file by the site author — these are the tags. The text is then saved as a html file, and viewed through a browser.
Learn the building blocks of the web: HTML.
In this lesson we go over the basics of HyperText Markup Language so you can begin designing your first web page! For more information visit www.computermentors.org
HTML5: Smart Markup for Smarter Websites [Future of Web Apps, Las Vegas 2011]Aaron Gustafson
Everyone’s going gaga over HTML5 and the plethora of how-tos and demos available on the web are inspirational, but often leave us with more questions than answers. In this session, Aaron Gustafson will focus his attention on HTML5 as a markup language, provide you with a solid context for its enhanced semantics, and show you simple, effective ways you can put it to use on your site today.
General Introduction to Web Page and Designing of Web Pages using basic elements of HTML of HTML tags, attributes, Heading, Paragraphs and Images. Also describes the process to work with the function of the tags and the attributes in HTML
Creating and Deploying Static Sites with HugoBrian Hogan
Most web sites don’t have data that changes, so why power them with a database and take the performance hit? In this talk we’ll explore static site generation using Hugo, an open-source static site generator. You’ll learn how to make a master layout for all pages, and how to use Markdown to create your content pages quickly.
Then we’ll explore how to deploy the site we made to production. We’ll automate the entire process. When you’re done, you’ll be able to build and deploy static web sites quickly with minimal tooling.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. World Wide Web (WWW)
• Subset of the Internet
• World wide collection of XHTML documents
called Web pages
• Web pages are viewed using browsers
• Web browser
– Software application running on a user’s computer
– Requests Web pages from Web servers and displays
those Web pages on the user’s computer
4. Web Technologies
• XHTML (Extensible Hypertext Markup
Language)
• DHTML (Dynamic HTML with Java Script and
Ajax)
• XML (Extensible Markup Language)
• Scripting languages (Php)
• MySQL
5. Introduction
• XHTML (Extensible HyperText Markup
Language)
– markup language for creating web pages
• Based on HTML (HyperText Markup
Language)
– legacy technology of the World Wide Web
Consortium (W3C)
• XHTML 1.0
– Allows only a document’s content and structure
to appear in a valid XHTML document, and not
its formatting
5 – Formatting is specified with Cascading Style
Sheets
6. XHTML
• Extensible Hypertext Markup Language
• Used to create Web pages
• Formats the content on a Web page by using
tags to mark the text
7. Creating Web Pages
• Text Editor
– Simple, text-based editing
– User enters both content and HTML code
– Example: Notepad
• HTML Converters
– Converts text from one format, such as a word
document, to HTML code
– Example: Microsoft Word
8. Creating Web Pages
• XHTML Editor
– GUI Interface
– Generates XHTML code for the user
– Examples: Microsoft FrontPage
Macromedia Dreamweaver
9. XHTML Tags
• Brackets enclose tag name
– <tag_name>
• Tags usually come in pairs
– Opening tag <html>
– Closing tag </html>
• Attributes define additional characteristics
– <h3 align=center>My Heading</h3>
• Tags can be nested inside other tags
• Case insensitive
10. XHTML Tags
• <html> </html>
Identifies an HTML document
• <head> </head>
Identifies the document heading
• <title> </title>
Used within the heading to specify a page title
• <body> </body>
Identifies the content that will be displayed on
the page
11. The Basic Web Page
<html>
<head>
<title> This is the title of the page</title>
<body> This is the body of the page</body>
</html>
12. XHTML Tags
• <h1> </h1> through <h6> </h6>
Headings - h1 is the largest
• <p> </p>
Identifies a paragraph
• <hr> (no closing tag)
Horizontal rule - creates a horizontal line
• <br> (no closing tag)
Line break
13. Create Paragraphs with
<p>,</p>
…<body>
<p>This is the first sentence.</p>
<p>This is the second sentence.</p>
<p>This is the third sentence.
This is the fourth sentence.
This is the fifth sentence.</p>
</body>
14. Formatting Text
<b>This will be presented in bold.</b>
<i>This will be printed in italics.</i>
<h1>This is the largest heading.<h1>
<h6>This is the smallest heading.</h6>
<b><i>This will be in bold & italics.<i></b>
15. 1 <?xml version = "1.0" encoding = "utf-8"?>
2 <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
3 "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
4
5 <!-- Fig. 4.2: heading.html -->
6 <!-- Heading elements h1 through h6. -->
7
8
<html xmlns = "http://www.w3.org/1999/xhtml">
<head> | Heading
9 <title>Headings</title>
10
11
</head> Creates six headings, each with elements
decreasing significance
h1 through
12 <body>
13 <h1>Level 1 Heading</h1>
14 <h2>Level 2 heading</h2>
15
16
17
<h3>Level
<h4>Level
<h5>Level
3
4
5
heading</h3>
heading</h4>
heading</h5>
h6.
18 <h6>Level 6 heading</h6>
19 </body>
20 </html>
15
16. Images
• Formats:
– .gif – Can be transparent or animated.
– .jpg – Smaller file sizes for photographs.
– .png – Portable Network Graphics.
Example:
<img src = "Logo.gif" alt="Logo" width ="80" height ="100"/
>
17. Images
• Inline Image
<img src=“filename”>
– filename is the name and extension of the image file
– filename may also include the path to the file as well
– supports GIF, JPEG and PNG image file formats
18. 1 <?xml version = "1.0" encoding = "utf-8"?>
2 <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
3
4
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
Images in
XHTML
5 <!-- Fig. 4.5: picture.html -->
6 <!-- Images in XHTML files. --> Specifies the image
7 <html xmlns = "http://www.w3.org/1999/xhtml">
file’s location
8
9
<head>
<title>Images</title>
Specifies the image’s
files.
10 </head>
11 width
12 <body> Specifies the image’s
13
14
<p>
<img src = "cpphtp6.jpg" width = "92" height = "120"
height
15 alt = "C++ How to Program book cover" /> Specifies text to display
16
17
<img src = "jhtp.jpg" width = "92" height = "120"
alt = "Java How to Program book cover" />
if the image is
18 </p> unavailable
19 </body>
20 </html>
18
19. Adding Hyperlinks to Text
Link to a different page:
<a href="home.htm" title="Home Page" >Home
page</a>
Link to a different place on same page:
<a href="#bottom"> bottom of page </a>
links to
…. <a name="bottom"> ending text </a>…
20. Pieces of a URL
Protocol Folder
http://www.mysite.com/files/jsPage.ht
m
Web Server Name File Name
21. Other Types of URLs
• http – HyperText Transfer Protocol.
– http://www.againsttheclock.com
• https – Secure HyperText Transfer
Protocol.
– https://www.melitta.com/default.html
• File – Searches local hard drive only.
– File:///HardDrive/desktop/headerpage.htm
• ftp – File Transfer Protocol.
– ftp://ftp4.netscape.com/netscape6/ntscfull.zip
22. Creating Links
• To other Web sites
– <a href=“#URL”>…</a>
URL is the address of the Web site on the Internet
Example: <a href=“http://www.concordia.ca”>…</a>
• To Internet resources such as email
– <a href=mailto:email_address>…</a>
23. 1
Linking to
<?xml version = "1.0" encoding = "utf-8"?>
2 <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
3 "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
4 other web
5 <!-- Fig. 4.3: links.html -->
6
7
<!-- Linking to other web pages. -->
<html xmlns = "http://www.w3.org/1999/xhtml">
pages.
8 <head>
9 <title>Links</title> Creates anchor elements that
10 </head>
11
link to the URL specified in the
12 <body> href attribute
13 <h1>Here are my favorite sites</h1>
14 <p><strong>Click a name to go to that page.</strong></p>
15
16 <!-- Create four text hyperlinks -->
17 <p><a href = "http://www.deitel.com">Deitel</a></p>
18 <p><a href = "http://www.prenhall.com">Prentice Hall</a></p>
19 <p><a href = "http://www.yahoo.com">Yahoo!</a></p>
20 <p><a href = "http://www.usatoday.com">USA Today</a></p>
21 </body>
22 </html>
23
24. 1 <?xml version = "1.0" encoding = "utf-8"?>
2
3
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
Linking to an e-
4
5 <!-- Fig. 4.4: contact.html -->
mail address (Part
6
7
<!-- Linking to an e-mail address. -->
<html xmlns = "http://www.w3.org/1999/xhtml">
1 of 2).
8 <head>
9 <title>Contact Page</title> Hyperlink that creates a message
10 </head>
11 to the address
12 <body> deitel@deitel.com with
13 <p>
14 My email address is the computer’s default e-mail
15
16
<a href = "mailto:deitel@deitel.com">
deitel@deitel.com
program
17 </a>
18 . Click the address and your default email client
19 will open an e-mail message and address it to me.
20 </p>
21 </body>
22 </html>
24
27. 1
Internal
<?xml version = "1.0" encoding = "utf-8"?>
2 <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
3 "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> hyperlinks to
4
5 <!-- Fig. 4.14: internal.html --> make pages
6
7
<!-- Internal hyperlinks to make pages more navigable. -->
<html xmlns = "http://www.w3.org/1999/xhtml">
more
8 <head>
Sets the id attribute navigable
9 <title>Internal Links</title>
10 </head> for the h1 element (Part 1 of 3).
11
12 <body>
13 <!-- id attribute creates an internal hyperlink destination -->
14 <h1 id = "features">The Best Features of the Internet</h1>
15
16 <!-- an internal link's address is "#id" -->
17 <p><a href = "#bugs">Go to <em>Favorite Bugs</em></a></p>
18
19 <ul>
20 <li>You can meet people from countries Creates a link to the
21 around the world.</li> element in this document
22 <li>You have access to new media as it becomes public:
23 <ul> with id = bugs
24 <li>New games</li>
25 <li>New applications
26 <ul>
27 <li>For Business</li>
28 <li>For Pleasure</li>
29 </ul>
30 </li>
31
27
28. 32 <li>Around the clock news</li>
33 <li>Search Engines</li>
34 <li>Shopping</li> Internal
35 <li>Programming
hyperlinks to
36 <ul>
37 <li>XHTML</li>
make pages more
38 <li>Java</li> navigable (Part 2
39 <li>Dynamic HTML</li> of 3).
40 <li>Scripts</li>
41 <li>New languages</li>
42 </ul>
43 </li>
44 </ul>
45 </li>
46
47 <li>Links</li>
48 <li>Keeping in touch with old friends</li> Sets the id attribute for
49 <li>It is the technology of the future!</li> this h1 element
50 </ul>
51
52 <!-- id attribute creates an internal hyperlink destination -->
53 <h1 id = "bugs">My 3 Favorite Bugs</h1>
54 <p>
55 <!-- internal hyperlink to features -->
56 <a href = "#features">Go to <em>Favorite Features</em></a>
57 </p>
58 <ol>
59 <li>Fire Fly</li>
60 <li>Gal Ant</li>
Creates a link to the element in
61 <li>Roman Tic</li>
62 </ol> this document with id =
63 </body> features
64 </html>
28
31. 1 <?xml version = "1.0" encoding = "utf-8"?>
2 <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
3 "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> Creating a basic
4
5 <!-- Fig. 4.10: table1.html --> table (Part 1 of
6
7
<!-- Creating a basic table. -->
<html xmlns = "http://www.w3.org/1999/xhtml">
Begins a new 3).
8 <head>
XHTML table
9 <title>A simple XHTML table</title>
10 </head> Sets the table’s
11
border to be one pixel
12 <body>
13 wide
14 <!-- the <table> tag opens a table -->
Sets the table’s width
15 <table border = "1" width = "40%"
16 summary = "This table provides information about to 40% of the screen
17 the price of fruit">
18
19 <!-- the <caption> tag summarizes the table's --> Describes the table’s
20 <!-- contents (this helps the visually impaired) --> contents in the
21 <caption><strong>Price of Fruit</strong></caption>
22 summary attribute
23 <!-- the <thead> section appears first in the table -->
24 <!-- it formats the table header area --> Sets the text above
25 <thead> the table
26 <tr> <!-- <tr> inserts a table row -->
27 <th>Fruit</th> <!-- insert a heading cell -->
28 <th>Price</th> Creates a head
29 </tr>
30 </thead>
element
31
Creates a table heading
cell in the new table row
Makes a new table Creates the next cell in the row
31
row
32. 32 <!-- the <tfoot> section appears last in the table -->
33 <!-- it formats the table footer -->
34
35
<tfoot>
<tr>
Creates a foot section Creating a basic
36 <th>Total</th> table (Part 2 of
37 <th>$3.75</th>
38 </tr> Creates table header 3).
39
40
</tfoot>
cells at the bottom of
41 <!-- all table content is enclosed --> the table
42 <!-- within the <tbody> -->
43
44
<tbody>
<tr>
Creates a body
45 section
<td>Apple</td> <!-- insert a data cell -->
46 <td>$0.25</td>
47 </tr> Inserts a cell in the
48
49
<tr>
<td>Orange</td>
body of the table
50 <td>$0.50</td>
51 </tr>
52 <tr>
53 <td>Banana</td>
54 <td>$1.00</td>
55 </tr>
56 <tr>
57 <td>Pineapple</td>
58 <td>$2.00</td>
59 </tr>
60 </tbody>
61 </table> Ends the table
62
63 </body>
64 </html>
32
34. Tables (Cont.)
• You can merge data cells with the
rowspan and colspan attributes
– The values of these attributes specify the
number of rows or columns occupied by the
cell
– Can be placed inside any data cell or table
header cell
34
35. 1 <?xml version = "1.0" encoding = "utf-8"?>
2 <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
3 "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> Complex
4
5 <!-- Fig. 4.11: table2.html --> XHTML table
6
(Part 1 of 3).
<!-- Complex XHTML table. -->
7 <html xmlns = "http://www.w3.org/1999/xhtml">
8 <head>
9 <title>Tables</title>
10 </head>
11
12 <body>
13 <h1>Table Example Page</h1>
14
15 <table border = "1">
16 <caption>Here is a more complex sample table.</caption>
17
18 <thead>
19 <!-- rowspans and colspans merge the specified -->
20 <!-- number of cells vertically or horizontally -->
21 <tr>
22 <!-- merge two rows --> Makes the header cell
23 <th rowspan = "2">
24 <img src = "camel.gif" width = "205" span 2 rows
25 height = "167" alt = "Picture of a camel" />
26 </th>
27
35
41. 1 <?xml version = "1.0" encoding = "utf-8"?>
2 <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
3
4
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
Nested and ordered
5 <!-- Fig. 4.9: list.html --> lists (Part 1 of 3).
6 <!-- Nested and ordered lists. -->
7 <html xmlns = "http://www.w3.org/1999/xhtml">
8 <head>
9 <title>Lists</title>
10 </head>
11
12 <body>
13 <h1>The Best Features of the Internet</h1>
14
15 <!-- create an unordered list -->
16 <ul>
17 <li>You can meet new people from countries around
18 the world.</li>
19 <li>
20 You have access to new media as it becomes public:
21
22 <!-- this starts a nested list, which uses a -->
23 <!-- modified bullet. The list ends when you -->
24 <!-- close the <ul> tag. -->
25 <ul> A single list element
26 <li>New games</li>
27 <li>New applications
28
41
42. 29 <!-- nested ordered list -->
30 <ol> Creates an ordered
31 <li>For business</li> list within a list Nested and ordered
32 <li>For pleasure</li>
33 </ol>
element lists (Part 2 of 3).
34 </li> <!-- ends line 27 new applications li --> Ends nested list
35
36 <li>Around the clock news</li>
37 <li>Search engines</li>
Ends the list
38 <li>Shopping</li> element
39 <li>Programming Another single
40
41 <!-- another nested ordered list -->
unordered list
42 <ol> element
43 <li>XML</li> Creates an ordered
44 <li>Java</li> list within this list
45 <li>XHTML</li>
46 <li>Scripts</li>
element
47 <li>New languages</li>
48 </ol>
49 </li> <!-- ends programming li of line 39 -->
50 </ul> <!-- ends the nested list of line 25 -->
51 </li>
52
53 <li>Links</li>
54 <li>Keeping in touch with old friends</li>
55 <li>It is the technology of the future!</li>
56 </ul> <!-- ends the unordered list of line 16 -->
57 </body>
58 </html>
42
44. meta Elements
• One way that search engines catalog pages is by
reading the meta element’s contents.
– The name attribute identifies the type of meta
element
– The content attribute
• Of a keywords meta element: provides search
engines with a list of words that describe a page,
which are compared with words in search
requests
• Of a description meta element: provides a
three- to four-line description of a site in
sentence form, used by search engines to
catalog your site. This text is sometimes
displayed as part of the search result
45. 1 <?xml version = "1.0" encoding = "utf-8"?>
2 <!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN"
3 "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd">
4 | meta elements
5 <!-- Fig. 4.15: meta.html -->
6 <!-- meta elements provide keywords and a description of a page. --> provide keywords and
7
8
<html xmlns = "http://www.w3.org/1999/xhtml">
<head>
a description of a
9 <title>Welcome</title> page (Part 1 of 2).
10
11 <!-- <meta> tags provide search engines with -->
12 <!-- information used to catalog a site -->
13 <meta name = "keywords" content = "web page, design, Provides keywords
14
15
XHTML, tutorial, personal, help, index, form,
contact, feedback, list, links, deitel" />
describing the page for
16 <meta name = "description" content = "This website will a search engine
17 help you learn the basics of XHTML and web page design
18
19
through the use of interactive examples and
instruction." />
Provides the site’s description in
20 </head> sentence form for a search
21
22
<body>
<h1>Welcome to Our Website!</h1>
engine
23
24 <p>We have designed this site to teach about the wonders
25 of <strong><em>XHTML</em></strong>. <em>XHTML</em> is
26 better equipped than <em>HTML</em> to represent complex
27 data on the Internet. <em>XHTML</em> takes advantage of
28 XML’s strict syntax to ensure well-formedness. Soon you
29 will know about many of the great features of
30 <em>XHTML.</em></p>
31
32 <p>Have Fun With the Site!</p>
33 </body>
34 </html>
47. Frames
• Uses
– Consistent header and navigation throughout the site
– Information does not need to be repeated on multiple
pages
• Problems
– Not all browsers support frames
– May cause problems with search engine indexing
– Users may not like them
• Printing and bookmarking issues
– May effect performance
52. <frame> Attributes
• src=“filename”
specify the URL of the page to be loaded into the frame
• scrolling=YES or NO
display/remove scrollbars
• marginheight=“value” and marginwidth=“value”
distance (in pixels) between the frame border and its
contents
• noresize
frame can not be resized by the user
• name=“frame_name”
frame name to be used with hyperlinks
53. Frames and Hyperlinks
• By default a link will open in the same frame that
contains the link
• To open the link in a different frame (target
frame)
– Give the target frame a name
<frame src=“filename” name=“frame_name”>
– Include the target attribute in the <a> tag of the
hyperlink
<a href=“URL” target=“frame_name”>
57. Special Target Names
• _blank
Load the page in a new browser window
• _self
Load the page in the same frame that contains the link
• _parent
Load the page in the parent frame of the frame with the
hyperlink (for nested framesets)
• _top
Load the page in the full display area (replaces all
frames)
It is important to make the distinction between the Internet and the World Wide Web – they are not the same. The World Wide Web is just one aspect of the Internet. Web pages are formatted with HTML (we’ll learn more about this in upcoming slides) which allows the documents to be linked to other documents. You can jump from one page to another by clicking on the links. Web browsers provide users with access to the Web. There are several types of Web browsers available. The two most popular browsers are Internet Explorer and Netscape Navigator. Each browser often has several different versions as well. Different browsers and even different versions of a browser will vary in their level of support for HTML and other associated technologies. Because of this varying level of support it is important to test the Web pages that you create on different browsers to make sure that they load properly.
A Web browser running on a user’s computer (the client) will generate a request for a Web page. This request is transmitted across the Internet to the Web server that hosts that Web page. When the Web server receives the request it will locate the specified file and send it back through the Internet to the Web browser application. Depending on the type of Web page the server may need to perform some processing before returning the file or it may be even more complicated involving other servers. The Web browser receives the Web page file, formats the contents according to the HTML tags and finally displays the page in the browser window.
HTML is the language used to create Web pages. HTML pages are text files that include: Content – the actual content that is displayed on a Web page Tags – used to format the content of the Web page You will be working with HTML throughout the course as you learn how to create Web pages.
You will be working with Notepad for many of the assignments. In fact you will use Notepad to create your first Web page this week. This does require a little more effort than some of the other methods however, you will have a much better understanding of HTML when you work directly with the tags.
HTML editors are another tool for creating Web pages and the do have several advantages – we will discuss the advantages and disadvantages next week. We will be using FrontPage in this course. However, I would caution against relying too much on the GUI interface – you still need to learn the tags!
Guidelines for working with HTML tags. HTML tags are enclosed in brackets as shown in this slide. Most (but not all) tags come in pairs. There is an opening tag and a closing tag. The tags are similar but the closing tag will include a / as in the example. Content between the opening and closing tags can be further formatted by using tag attributes. Each tag has its own set of attributes. We will learn many of these as we learn the different tags. Attributes and their values are given in the opening tag. Tags can be nested within other tags. HTML is case insensitive. You can use either uppercase, lowercase or a combination for tag names and their attributes. However, I do suggest that you use all lowercase as other standards (such as XHTML) are case sensitive.
These are the structural tags that are used to define the major sections of the HTML document. The <html> tag indicates that the page is an HTML page and will be rendered by a Web browser. The <head> tag is used to define the head section of the HTML document. The head section can include the <title> tag, comments about the page, and other global information. The <title> tag is used to specify the title of the page. This is the title that appears in the title bar of the Web browser. The <body> tag is used to define the body of the HTML page. This includes the actual content that will be displayed in the browser window.
Headings - h1 through h6 Used to create document headings Change the font size and bold the text between the opening and closing tags h1 is the largest and h6 is the smallest The align attribute can be used to control the horizontal alignment. The default alignment is left. Other options include center, justify and right. Example: <h2 align=“center”>…</H2> Paragraph – p Breaks up text and will insert a blank line before and after the enclosed text Horizontal rule – hr Creates a horizontal line to separate sections of the Web page Break – br Create a line break Two of these used together will create a blank line Example: < br >< br >
Inline images are images that are placed within a Web page. The <img> tag does not have an align attribute. So, you will need to nest the <img> tag within a <p> tag to control the alignment. <p align=“center”><img src=“filename”></p> Note that the <img> tag does not require a closing tag.
Mailto links When the hyperlink is clicked the default email client on the computer will be launched and a new message will be created. The email address specified by the HREF attribute will be placed in the To field of the email address. Mailto links will not work if a default email client is not set up on the browser’s computer.
In this example you can see how two different web pages are loaded into a single window. In this case the display area has been divided into two columns. The toolbar.html is loaded into the left frame and the products.html file is loaded into the right frame.
While there are some benefits to using frames, there are also some problems. Keep these in mind when deciding whether or not to use frames. Also, frames should be use to facilitate the navigation of the Web page and should not be use to control the layout of a single page – use a table instead.
Frameset (frames page) – this is the web page that contains multiple frames Frame – part of the frameset; loads a single page The frames page is a separate page in the Web site (.htm) – it defines the organization of the frames. Note that the <body> tags have been replaced by the <frameset> tags.
The <frameset> tags has two attributes: Rows and Cols Within a single frameset tag you use either the rows attribute or the cols attribute but not both. Row or column size can be specified using either a percentage (of the total display area) or the number of pixels. Pixels are absolute while percentages will adjust as the window is resized. The * designates whatever amount of space is left (can be used with either percentages or pixels). In this example there are three rows – the first two each take up 33% of the space and the last frame takes up the remaining amount (34%). For each row in the frameset you need to have a <frame> tag to specify the course file that is loaded into each frame.
Columns function in the same manner as rows.
More complicated frame structures can be created by nesting one frameset within another. In this case the outer frameset specifies two rows (the first is 100 pixels and the second row takes up the remaining space. ) The first row load a page called header.htm. The second row is another frameset – this frameset specifies two columns. So, the second row is broken up into two columns.
Attributes of the <frame> tag can be used to specify the file that is loaded into the frame, the appearance of the frame and its behavior.
You can also specify a target for all the links in a Web page. His is done by including <base target=“target_name”> in the head section of the HTML code. <head> <title>Page Title</title> <base target=“target_name”> </head>
These can be used within the <a> tag as values for the target attribute.
Not all browsers support frames – so, it is possible to provide additional code to be executed if frames are not supported. If frames are supported then the frameset will be loaded – everything between the <noframes> tags will be ignored. . If frames are not supported then everything will in he <frameset> tags will be ignored. However, the information between the body tags will be displayed on the page.