L TITLE: Study of LAN and Understand the Design and Various Component

Total Page:16

File Type:pdf, Size:1020Kb

L TITLE: Study of LAN and Understand the Design and Various Component Assignment Name Of Assignment Page No. No. 1. Design a HTML page for taking sales order of various 3 items of some company. 2. Develop a simple Web based application. Use client-side 6 and server-side scripting 3 Write a simple shopping cart application in PHP. 4 Write a program for database connectivity using PHP and SQL 5 Write a program in C to implement an ECHO server, 8 using Socket programming with both TCP and ASSIGNMENTUDP protocols. NO.: l 6 Study of LAN and understand the design and 10 various components. 7 TITLE:Study Study any of protocol LAN analyzerand understand software tothe learn design and and 13 usevarious its important components. features. 8 To learn and understand Linux Network configurations 16 DATE:and commands. 9. REMARK:Installation and configuration of Apache Server. 27 10. Create a DTD for a catalog of cars. 30 11. To learn and understand Windows 2003 server and its 34 associated domain operations, to configure RAS and DHCP, to add users and computers to a domain 12. Write an "Internet Update" program using Internet 39 Transfer Control 17 Annex B: Revision Record 51 Reviewed By: Approved By: MR HOD 0 1 AIM: Study of LAN and understand the design and various component OBJECTIVE: 1)Learn how to setup a LAN 2)Learn how to use LAN cards, UTP cables and connectors. 3)Test network by using PING command THEORY: A local area network (LAN) is a group of computers and associated devices that share a common communications line or wireless link and typically share the resources of a single processor or server within a small geographic area (for example, within an office building). Usually, the server has applications and data storage that are shared in common by multiple computer users. A local area network may serve as few as two or three users (for example, in a home network) or as many as thousands of users (for example, in an FDDI network). LAN Topologies: LAN topologies define the manner in which network devices are organized. Four common LAN topologies exist: bus, ring, star, and tree. These topologies are logical architectures, but the actual devices need not be physically organized in these configurations. Logical bus and ring topologies, for example, are commonly organized physically as a star. A bus topology is a linear LAN architecture in which transmissions from network stations propagate the length of the medium and are received by all other stations. Of the three most widely used LAN implementations, Ethernet/IEEE 802.3 networks—including 100BaseT—implement a bus topology, which is illustrated in Figure 1.1. Figure 1.1 Some Networks Implement a Local Bus Topology A ring topology is a LAN architecture that consists of a series of devices connected to one another by unidirectional transmission links to form a single closed loop. Both Token Ring/IEEE 802.5 and FDDI networks implement a ring topology. Figure 1.2 depicts a logical ring topology. Figure 1.2 Some Networks Implement a Logical Ring Topology 2 A star topology is a LAN architecture in which the endpoints on a network are connected to a common central hub, or switch, by dedicated links. Logical bus and ring topologies are often implemented physically in a star topology, which is illustrated in Figure 1.3. A tree topology is a LAN architecture that is identical to the bus topology, except that branches with multiple nodes are possible in this case. Figure 1.3 illustrates a logical tree topology. Figure 1.3 A Logical Tree Topology Can Contain Multiple Nodes LAN Devices: Devices commonly used in LANs include repeaters, hubs, LAN extenders, bridges, LAN switches, and routers. CONCLUSION: Thus we studied LAN and how to set up LAN. 3 ASSIGNMENT NO.: 2 TITLE: Study any protocol analyzer software to learn and use its important features DATE: REMARK: 4 AIM: Study any protocol analyzer software to learn and use its important features. OBJECTIVE: Examine TCP/IP and non-TCP/IP protocols and capture them using protocol analyzer software. THEORY: Protocol analyzers capture conversations between two or more systems or devices. A protocol analyzer not only captures the traffic, it also decodes (interprets) the traffic. Decoding allows you to view the conversation in English, as opposed to binary language. A sophisticated protocol analyzer will also provide statistics and trend information on the captured traffic. Protocol analyzers provide information about the traffic flow on your LAN, from which you can view device-specific information. Unlike SNMP-based management consoles, protocol analyzers are device independent. A protocol analyzer is the only tool that shows you exactly what is happening, with respect to traffic flow on your LAN. Once a problem is isolated and recorded, there can be no denying which vendor, or which system is the cause.For example, if your TCP/IP sessions are "hanging", a protocol analyzer can show which system sent the last packet, and which system failed to respond. If you are experiencing slow screen updates, a protocol analyzer can display delta time stamps and show which system is waiting for packets, and which system is slow to respond. In an NT environment, a protocol analyzer can show runaway traffic (broadcast or multicast storms) and its origin, system errors and retries, and whether a station is sending, trying to send, or only seeming to communicate. You will get information that is otherwise unavailable, which results in more efficient troubleshooting and better LAN health. As with all other communications protocol, TCP/IP is composed of layers: IP - is responsible for moving packet of data from node to node. IP forwards each packet based on a four byte destination address (the IP number). The Internet authorities assign ranges of numbers to different organizations. The organizations assign groups of their numbers to departments. IP operates on gateway machines that move data from department to organization to region and then around the world. TCP - is responsible for verifying the correct delivery of data from client to server. Data can be lost in the intermediate network. TCP adds support to detect errors or lost data and to trigger retransmission until the data is correctly and completely received. Sockets - is a name given to the package of subroutines that provide access to TCP/IP on most systems. CONCLUSION: Thus we studied protocol analyzer software and its features. 5 ASSIGNMENT NO.: 3 TITLE: Write a program in C to implement an ECHO server, using Socket programming with both TCP and UDP protocols. DATE: REMARK: 6 AIM: Write a program in C to implement an ECHO server, using Socket programming with both TCP and UDP protocols. OBJECTIVE: Learn Socket programming. THEORY: Simple TCP/IP echo server Function This program demonstrates a simple TCP/IP server. It will accept a connection from a client application, receive one line of text, echo that line back to the client and close the connection. Programming Issues This program illustrates the classic process for a TCP/IP server program. Summarised, it is as follows: Create a socket with a call to socket() Create and initialize a socket address strucure with the IP address set to INADDR_ANY (the server will listen on any IP address) and the port to whichever one you wish to use. Call bind() to bind the socket address to the socket. Call listen() to indicate that this is a passive socket, that we want to accept incoming requests rather than make outgoing ones. Enter a loop in which we: 1. Call accept() to wait for an incoming connection 2. Service the request on our new connection 3. close() our connection, and continue the loop to wait for a new one Note that it's present form, the server enters an infinite loop and has no mechanism for closing itself. We have to use a command such as kill to terminate it. CONCLUSION: Thus we studied socket programming in C. 7 ASSIGNMENT NO.: 1 TITLE: Design a HTML page for taking sales order of various items of some company. DATE: REMARK: 8 AIM: Design a HTML page for taking sales order of various items of some company. The page should display company name with its logo. The buyer will provide his/her name, address and desired quantity against each item shown along with unit price in a table and select desired payment mode by selecting appropriate option button, the form will also have two command buttons- OK and CANCEL for the user to select. OBJECTIVE: 1) Learn basics of HTML 2) Learn basics of ASP. THEORY: What is an HTML File? HTML stands for Hyper Text Markup Language An HTML file is a text file containing small markup tags The markup tags tell the Web browser how to display the page An HTML file must have an htm or html file extension An HTML file can be created using a simple text editor Do You Want to Try It? If you are running Windows, start Notepad. If you are on a Mac start SimpleText. In OSX start TextEdit and change the following preferences: Select (in the preferences window) "Plain text" instead of "Rich text" and then select "Ignore rich text commands in HTML files". This is very important because if you don't do this HTML codes probably won't work. Type in the following text: <html> <head> <title>Title of page</title> </head> <body> This is my first homepage. <b>This text is bold</b> </body> </html> Save the file as "mypage.htm". Start your Internet browser. Select "Open" (or "Open Page") in the File menu of your browser. A dialog box will appear.
Recommended publications
  • Aprender El Lenguaje Html Estrictamente Reservado a Los Principiantes
    Aprender el lenguaje Html Estrictamente reservado a los principiantes www.ccim.be/ccim328/htmlsp/index.htm Preámbulo Nuestro objetivo en la elaboración de esta formación dedicada a la creación de páginas Web y luego al lenguaje Html ha sido la sencillez de planteamiento y el deseo de dar bases sanas para un estudio y una utilización más adelantada. No pretendemos ser exhaustivos ni ser "La" referencia. Sabemos perfectamente que nuestra síntesis es muy subjetiva y que estaremos en contra de los puristas. Esperamos por lo menos hacerle comprender y disfrutar el lenguaje Html, y darle ganas de aprender un poco más a propósito de la publicación en Internet. Capitulo 1 : El Web habla Html Html es el lenguaje universal para comunicar en el Web. Su información será entonces recogida en esta fantástica tela de redes interconectadas que es Internet, para acabar en el ordenador de su lector gracias a un programa llamado navegador o browser. • Entonces tiene dos interlocutores 1. el browser de su lector 2. y su mismo lector. Este programa que se llama "browser" nos permite navegar en la Net y visualizar en su pantalla las "páginas" que él ha localizado. Es una lastima que haya tantas marcas y tipos diferentes de navegadores. Los hay simples, arcaicos, sofisticados... Los más conocidos son Netscape en su versión 2, 3, y 4 luego Internet Explorer 3, 4 y 5 de Microsoft pero también existen muchos otros. • Cada browser tiene su propia manera de trabajar. A diferencia de su tratamiento de texto preferido que restituye exactamente su documento en una hoja de papel con su tipo de caracteres y su compáginación, no sabe nunca exactamente lo que el browser de su lector del fin del mundo presentará en la pantalla de este último.
    [Show full text]
  • PANTONE® Colorwebtm 1.0 COLORWEB USER MANUAL
    User Manual PANTONE® ColorWebTM 1.0 COLORWEB USER MANUAL Copyright Pantone, Inc., 1996. All rights reserved. PANTONE® Computer Video simulations used in this product may not match PANTONE®-identified solid color standards. Use current PANTONE Color Reference Manuals for accurate color. All trademarks noted herein are either the property of Pantone, Inc. or their respective companies. PANTONE® ColorWeb™, ColorWeb™, PANTONE Internet Color System™, PANTONE® ColorDrive®, PANTONE Hexachrome™† and Hexachrome™ are trademarks of Pantone, Inc. Macintosh, Power Macintosh, System 7.xx, Macintosh Drag and Drop, Apple ColorSync and Apple Script are registered trademarks of Apple® Computer, Inc. Adobe Photoshop™ and PageMill™ are trademarks of Adobe Systems Incorporated. Claris Home Page is a trademark of Claris Corporation. Netscape Navigator™ Gold is a trademark of Netscape Communications Corporation. HoTMetaL™ is a trademark of SoftQuad Inc. All other products are trademarks or registered trademarks of their respective owners. † Six-color Process System Patent Pending - Pantone, Inc.. PANTONE ColorWeb Team: Mark Astmann, Al DiBernardo, Ithran Einhorn, Andrew Hatkoff, Richard Herbert, Rosemary Morretta, Stuart Naftel, Diane O’Brien, Ben Sanders, Linda Schulte, Ira Simon and Annmarie Williams. 1 COLORWEB™ USER MANUAL WELCOME Thank you for purchasing PANTONE® ColorWeb™. ColorWeb™ contains all of the resources nec- essary to ensure accurate, cross-platform, non-dithered and non-substituting colors when used in the creation of Web pages. ColorWeb works with any Web authoring program and makes it easy to choose colors for use within the design of Web pages. By using colors from the PANTONE Internet Color System™ (PICS) color palette, Web authors can be sure their page designs have rich, crisp, solid colors, no matter which computer platform these pages are created on or viewed.
    [Show full text]
  • Adventures on the World Wide Web Care and Feeding of a Community Band Website
    Adventures on the World Wide Web Care and Feeding of a Community Band Website Presented at 1998 Community Band Weekend August 2, 1998 http://www.ahcb.org/ After Hours Community Band Web Site Committee 1 Facts About the AHCB Website • Address: www.ahcb.org • Hosted (physically resides) on Geocities • Went active on April 14, 1998 • About 1000 visits since we started • Designed for use by band members and general public After Hours Community Band Web Site Committee 2 Web Site Usage Total Hits on Home Page 1000 900 800 700 600 500 Total Hits 400 300 200 100 0 4/14/98 5/14/98 6/13/98 7/13/98 8/12/98 9/11/98 Date After Hours Community Band Web Site Committee 3 Steps We Followed • Decide who should be involved in this project • Determine the purpose/audience • Brainstorm for what should be on the site (especially initially) • Select the host for your site • Decide if you want a domain name • Determine the costs • Establish policies • Set up the site and test it • Go “public” • Maintain, update, and improve the site After Hours Community Band Web Site Committee 4 Who should be involved? • We took a committee approach • Asked for volunteers from entire band – Resulted in four volunteers • Decided on a charter for the committee – Research how and why to create a website – Establish costs (if any) and policies – Begin provisional construction of a website • We are an ad hoc committee reporting to our band’s Executive Committee After Hours Community Band Web Site Committee 5 Purpose and Audience for the Website • Probably the most important part
    [Show full text]
  • Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document
    DOCUMENT RESUME ED 463 719 IR 021 138 TITLE Proceedings of the Annual Mid-South Instructional Technology Conference (6th, Murfreesboro, Tennessee, April 8-10, 2001). INSTITUTION Middle Tennessee State Univ., Murfreesboro. PUB DATE 2001-00-00 NOTE 245p.; For individual papers, see IR 021 139-158. For the 2000 proceedings, see ED 446 749. AVAILABLE FROM For full text: http://www.mtsu.edu/-itconf/proceed01/index.htm. PUB TYPE Collected Works - Proceedings (021) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS Case Studies; Computer Mediated Communication; *Computer Uses in Education; Distance Education; *Educational Technology; Elementary Secondary Education; Higher Education; *Information Technology; Instructional Design; *Instructional Development; *Technology Integration IDENTIFIERS *Technology Utilization ABSTRACT This proceedings of the sixth annual Mid-South Instructional Technology Conference contains the following papers: "They're Not Just Big Kids: Motivating Adult Learners" (Karen Jarrett Thorns); "A Computer Integrated Biology Laboratory Experience" (James B. Kring); "Building Web Sites for Mathematics Courses: Some Answers to Notation Problems" (Annette C. Williams and Scott N. McDaniel); "Collaborative, Connected, and Experiential Learning: Reflections of an Online Learner" (D. Bruce Curry); "The Lions and the Hawks: Using Videoconferencing and Web Technology To Deliver a Cross-Campus New Product Innovation Course" (John Lord and Others); "Facilitating Asynchronous Distance Learning" (Gustavo E. Prestera and Leslie A. Moller); "Promoting Durable Knowledge Construction through Online Discussion" (Dave S. Knowlton); "Building Community in an Online Learning Environment: Communication, Cooperation and Collaboration" (Melanie Misanchuk and Tiffany Anderson); "Ebooks in the Academic Library" (Jackie Dowdy and Others); "Combining Studio Videoconferencing and the Internet To Promote Intercultural Understanding" (Ted C. Jones and Karen Sorenson); "Are Your Students Ready for College? Technology Literacy at Georgetown College" (William S.
    [Show full text]
  • Adobe Systems Incorporated 1998 Annual Report
    AdobeAhead. 1998 ANNUAL REPORT 1998 ANNUAL @2 At Adobe, we consider the Internet age our greatest opportunity yet. In this revolutionary time, we’re building on our legacy of technological leadership in every market we serve. We’re developing future standards for the World Wide We’ve already set challenging Web. And we’re opening new possibilities for our long- precedents. Many of our flag- time customers, who are some of the most innovative ship solutions—such as Adobe® and passionate people in the world. PostScript® software, Adobe Photoshop® software, and Adobe Portable Document Format (PDF)—have changed not only the market- place but the way the world communicates. They have also served as catalysts for other new products, new markets, and new companies—business opportu- nities unimaginable 16 years ago when we first opened our doors. Adobe From magazines laid out with our professional design tools to television commercials enhanced by our visual effects software, Adobe technology touches what the world sees. While we are proud of that presence, we know it is merely the beginning. Our future extends far beyond visual communications to publishing houses, cor- porate offices, and government agencies where people are grappling with critical productivity issues that require sophisticated information-management solutions. As you read on, you’ll see that Adobe is not only provid- ing world-class technology and software solutions, but is fundamentally changing the way people do busi- ness. When it comes to meeting the demands of the Internet age, as well as the challenges that lie ahead, the best answers start with “A.” 3 Adobe ACHIEVEment In 1998, Adobe continued to help both its longtime and new customers make their ideas stand out in print and on the Internet—in every field from the enterprise to the design studio to the home.
    [Show full text]
  • Introduction Au HTML
    HTML Sommaire : 1. plan 2. Le Web 3. Les serveurs Web 4. Les protocoles de communication 5. Accès aux serveurs Web 6. Le langage H.T.M.L. 7. Structure 8. Styles 9. Autres styles 10. Interface universelle 11. Écriture d'accents 12. Les listes 13. ... 14. Exemple de fichier HTML 15. Les hyperliens 16. Un exemple 17. Les ancres 18. Les tableaux 19. Les formulaires 20. Le source d'un formulaire 21. Le formulaire correspondant 22. Les frames 23. ... 24. ... 25. Création de frames 26. Création ou acquisition de documents 27. Comparaisons d'éditeurs HTML 28. Exemple de petit générateur de HTML 29. Autres objets insérés dans les pages Web 30. Quelques astuces 31. Les feuilles de style 32. Moteurs de recherche / indexation 33. Les proxies 34. Bibliographie ANNEXES: Exemple d'utilisation de l'HTML : ADM Différents clients Bruno Pouliquen ([email protected]) http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 1 WORLD WIDE WEB Toile d'araignée d'étendue mondiale Réseaux de communication mondial • Interconnection de réseaux; • Réseaux internet; • Permet d'accéder à une masse gigantesque d'informations distantes; • Chaque individu peut y mettre les informations qu'il désire; • Le succès du Web : accès ergonomique et facile à une masse de données colossale et variée. http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 2 SERVEURS WORLD WIDE WEB ________________________________________ •Données Multimédia • Hypermédia • Données réparties • Navigation transparente serveur www.med.univ-rennes1.fr serveur serveur web www.autre.com (apache) routeur Internet réseau ethernet Mac PC client web (netscape) http://www.med.univ-rennes1.fr/~poulique/cours/html/ page 3 PROTOCOLES DE COMMUNICATION.
    [Show full text]
  • Building on the Future. NECC 2001: National Educational Computing Conference Proceedings (22Nd, Chicago, Illinois, June 25-27, 2001)
    DOCUMENT RESUME ED 462 929 IR 021 087 TITLE Building on the Future. NECC 2001: National Educational Computing Conference Proceedings (22nd, Chicago, Illinois, June 25-27, 2001). INSTITUTION National Educational Computing Association, Eugene, OR.; National Educational Computing Conference. PUB DATE 2001-06-00 NOTE 512p.; For selected individual papers, see IR 021 088-111. Most presenter handouts are not available from ERIC. Hosted by Illinois Computing Educators (ICE) and School of Education and Social Policy, Northwestern University. In cooperation with Chicago Public Schools, Illinois State Board Of Education, Illinois State Learning Technology Centers, Niles Township High School District 219, NCRTEC at the North Central Regional (Northwestern University), and Illinois Educational Technology Council. AVAILABLE FROM For full text: http://confreg.uoregon.edu/necc2001/program/. PUB TYPE Collected Works Proceedings (021) EDRS PRICE MF02/PC21 Plus Postage. DESCRIPTORS Computer Uses in Education; *Educational Technology; Elementary Secondary Education; Higher Education; *Information Technology; Internet; *Telecommunications IDENTIFIERS *Technology Implementation ABSTRACT This document contains the proceedings of the National Educational Computing Conference (NECC) 2001. The following research papers are included: "UCI Computer Arts: Building Gender Equity While Meeting ISTE NETS" (Kimberly Bisbee Burge); "From Mythology to Technology: Sisyphus Makes the Leap to Learn" (Patricia J. Donohue, Mary Beth Kelley-Lowe, and John J. Hoover); "Simulations
    [Show full text]
  • TAP Into Learning, Fall-Winter 2000. INSTITUTION Stanford Univ., CA
    DOCUMENT RESUME ED 456 797 IR 020 546 AUTHOR Burns, Mary; Dimock, Vicki; Martinez, Danny TITLE TAP into Learning, Fall-Winter 2000. INSTITUTION Stanford Univ., CA. ERIC Clearinghouse on Educational Media and Technology. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 2000-00-00 NOTE 26p.; Winter 2000 is the final issue of "TAP into Learning CONTRACT RJ9600681 AVAILABLE FROM For full text: http://www.sedl.org/tap/newsletters/. PUB TYPE Collected Works Serials (022) JOURNAL CIT TAP into Learning; v2 n3, v3 n1-2 Fall-Win 2000 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Computer Assisted Instruction; Computer Software; *Computer Uses in Education; Constructivism (Learning); Educational Technology; Elementary Secondary Education; *Hypermedia; Interactive Video; Learning; Learning Activities; Multimedia Instruction; *Multimedia Materials; Visual Aids IDENTIFIERS Reflective Inquiry; Technology Role ABSTRACT This document consists of the final three issues of "TAP into Learning" (Technology Assistance Program) .The double fall issue focuses on knowledge construction and on using multimedia applications in the classroom. Contents include: "Knowledge Under Construction"; "Hegel and the Dialectic"; "Implications for Teaching and Learning"; "How Can Technology Help in the Developmental Process?"; "Type I and Type II Applications"; "Children's Ways of Learning and the Evolution of the Personal Computer"; "Classroom Example: Trial of Julius Caesar's Murderers and Court Case Website"; "Glossary of World Wide Web Terms"; "Hypermedia: What Do I Need To Use Thought Processing Software?"; and "What Do I Need To Make a Web Page in My Class?" The winter issue, "Learning as an Active and Reflective Process," focuses on the process of learning and on using video in the classroom.
    [Show full text]
  • NCSA--A Beginner's Guide to HTML Page 1
    NCSA--A Beginner's Guide to HTML Page 1 Image A Beginner's Guide to HTML This is a primer for producing documents in HTML, the hypertext markup language used on the World Wide Web. This guide is intended to be an introduction to using HTML and creating files for the Web. Links are provided to additional information. You should also check your local bookstore; there are many volumes about the Web and HTML that could be useful. Getting Started Terms to Know What Isn't Covered HTML Version HTML Documents What an HTML Document Is HTML Editors Getting Your Files on a Server Tags Explained The Minimal HTML Document A Teaching Tool Markup Tags HTML HEAD TITLE BODY Headings Paragraphs Lists Preformatted Text Extended Quotations Addresses Forced Line Breaks/Postal Addresses Horizontal Rules Character Formatting Logical Versus Physical Styles Escape Sequences Linking Relative Pathnames Versus Absolute Pathnames URLs Links to Specific Sections Mailto Inline Images Image Size Attributes Aligning Images Alternate Text for Images Background Graphics Background Color External Images , Sounds, and Animations Tables Table Tags General Table Format Tables for Nontabular Information Fill-out Forms Troubleshooting Avoid Overlapping Tags Embed Only Anchors and Character Tags Do the Final Steps Commenting Your Files For More Information Style Guides http://www.renyi.hu/~soukup/html/HTMLPrimer.html 02/05/2006 12:00:24 PM NCSA--A Beginner's Guide to HTML Page 2 Other Introductory Documents Additional Online References Thanks Getting Started Terms to Know WWW World Wide Web Web World Wide Web SGML Standard Generalized Markup Language--a standard for describing markup languages DTD Document Type Definition--this is the formal specification of a markup language, written using SGML HTML HyperText Markup Language--HTML is an SGML DTD In practical terms , HTML is a collection of platform-independent styles (indicated by markup tags) that define the various components of a World Wide Web document.
    [Show full text]
  • Apprendre Le Langage Html
    Apprendre le langage Html Chapitre 1 : Le Web parle Html Qu'est ce que l'HTML? HTML est le langage de balisage hypertexte utilisé dans le Web (HyperText Markup Language). Ce n'est pas un langage de programmation proprement dit. Ce sont "simplement" des balises pour mettre en forme (avec des liens, en tableau, etc...) du texte et des images. Pour avoir une idée de l'aspect d'une page écrite en HTML, cliquez sur "Affichage" (ou "View") dans votre navigateur, puis sélectionnez "page source". Qu'est ce qu'une balise? Une balise est une "instruction" comprise entre crochets < > qui possède un nom et parfois des attributs. <br> est, par exemple, la balise utilisée pour spécifier qu'il faut passer à la ligne. La plupart des balises doivent être ouvertes puis refermées. On retrouvera donc souvent une balise de début et une balise de fin. La balise de fin porte le même nom que la balise de début mais est en plus précédée du signe /. Nous aurons donc: (ouverture) <nom_de_balise> et (fermeture) </nom_de_balise>. Par exemple: <b>mon texte en gras (bold)</b>. Le nom de la balise (contenu entre les crochets) n'est pas sensible à la casse: il peut être écrit indifféremment en majuscule, en minuscule ou en un mélange des 2. L'attribut d'une balise est défini comme suit: nom_attribut="valeur" Par exemple, la balise utilisée pour faire un lien a pour nom "a", et pour nom d'attribut "href". Ainsi, <a href="http://www.google.fr">Google</a> permet de faire un lien vers la page principale du site de Google.
    [Show full text]
  • NCSA--A Beginner's Guide to HTML
    A Beginner's Guide to HTML Primer intro | Full-length version | Printable version | Part 1 | Part 2 | Part 3 | PDF version This is a primer for producing documents in HTML, the hypertext markup language used on the World Wide Web. This guide is intended to be an introduction to using HTML and creating files for the Web. Links are provided to additional information. You should also check your local bookstore; there are many volumes about the Web and HTML that could be useful. Getting Started Terms to Know What Isn't Covered HTML Version HTML Documents What an HTML Document Is HTML Editors Getting Your Files on a Server Tags Explained The Minimal HTML Document A Teaching Tool Markup Tags HTML HEAD TITLE BODY Headings Paragraphs Lists Preformatted Text Extended Quotations Forced Line Breaks / Postal Addresses Horizontal Rules Character Formatting Logical Versus Physical Styles Escape Sequences Linking Relative Pathnames Versus Absolute Pathnames URLs Links to Specific Sections Mailto Inline Images Image Size Attributes Aligning Images Alternate Text for Images Images as Hyperlinks Background Graphics Background Color External Images, Sounds, and Animations Tables Table Tags General Table Format Tables for Nontabular Information Fill-out Forms Troubleshooting Avoid Overlapping Tags Embed Only Anchors and Character Tags Do the Final Steps Commenting Your Files For More Information Style Guides Other Introductory Documents Additional Online References Thanks Getting Started Terms to Know WWW World Wide Web Web World Wide Web SGML Standard Generalized Markup Language–a standard for describing markup languages DTD Document Type Definition–this is the formal specification of a markup language, written using SGML HTML HyperText Markup Language–HTML is an SGML DTD In practical terms, HTML is a collection of platform-independent styles (indicated by markup tags) that define the various components of a World Wide Web document.
    [Show full text]
  • Osu1117567653.Pdf (875.78
    A STUDY TO UNDERSTAND PRESERVICE TEACHERS’ LEARNING EXPERIENCES WHILE DEVELOPING ELECTRONIC PORTFOLIO IN A TEACHER EDUCATION PROGRAM DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Shwu-Meei Chen, M.A. ***** The Ohio State University 2005 Dissertation Committee: Approved by Dr. Marilyn Johnston, Adviser _________________________________ Adviser Dr. Richard Voithofer, Co-Adviser _________________________________ Dr. Rebecca Kantor Co-Adviser College of Education Copyright by Shwu-Meei Chen 2005 ABSTRACT Recently, many teacher education programs have implemented electronic portfolios in order to develop preservice teachers’ technology competency and promote reflectivity. This study looked at the use of electronic portfolios in a year-long teacher education program considering how they were used and what the students learned. The participants were a cohort of M.Ed. students involved in a year-long teacher education program. The study explored the preservice teachers’ perceptions of developing electronic portfolios and then whether their learning about e-portfolios was integrated into their subsequent teaching. This study used sociocultural theory as framework to understand: 1) What were these preservice teachers’ perception of learning about the e-portfolio? 2) How did sociocultural context influence these preservice teachers’ learning from the e-portfolio? 3) What did these preservice teachers learn from developing their e-portfolios
    [Show full text]