FEDERAL UNIVERSITY OF TECHNOLOGY

PMB 1526, OWERRI,

IMO STATE

A TECHNICAL REPORT ON STUDENT INDUSTRIAL WORK

EXPERIENCE SCHEME (S.I.W.E.S.) 200 LEVEL

DONE AT
MATHEMATICS DEPARTMENT (FUTO),
PMB 1526, OWERRI,
IMO STATE.

PRESENTED BY
IYEM GOODLUCK ONYINYECHI
20191167745

SUBMITTED TO

DEPARTMENT OF MATHEMATICS
SCHOOL OF PHYSICAL SCIENCES

IN PARTIAL FUFILMENT OF THE REQUIREMENT FOR THE

AWARD OF BACHELOR OF TECHNOLOGY (B. Tech) IN
MATHEMATICS

JANUARY 2023

I
 ACKNOWLEDGEMENT
I wish to register my profound gratitude to Almighty God for the guidance and
grace throughout my life. I would also like to extend special regards to my amazing
parents who are the source of any success in my life. May God continue to shower them
with blessings, Ameen.

I'm also grateful to the entire staff of Mathematics Department (FUTO) for
making my industrial training interesting, educative and worthwhile.

In addition, my special gratitude goes to the Head of Department of Mathematics,

Federal University of Technology, Owerri. Likewise, I also appreciate all my amazing
lecturers in the department for their seasoned lectures and guidance. May the Almighty
bless them all.

II
 ABSTRACT
This is a report on Student Industrial Work Experience Scheme (SIWES I)
activities conducted at FEDERAL UNIVERSITY OF TECHNOLOGY, OWERRI
(FUTO), where experience was garnered on various areas. Hence, this report contains a
comprehensive summary of all activities undergone, the processes learned as well as the
equipment and facilities used.

The experience accumulated during the period covered areas such as insight on
Web development, HyperText Markup Language (HTML), and Cascading Style Sheets
(CSS).

For the compilation of this report, research was made on the history and rationale
behind the Students' Industrial Work Experience Scheme, and from the findings, it was
concluded that the training scheme is indeed relevant to students of Science, Engineering
and Technology.

III
 DEDICATION
I dedicate this report first and foremost to Almighty God who has been there right
from the beginning to this very point. Special dedication also to my parents, for their
relentless support and compassion towards me during the course of my SIWES training.

IV
 TABLE OF CONTENT
Title Page I
Acknowledgement II
Abstract III
Dedication IV
Table of Content V

CHAPTER 1
1.1 The Students’ Industrial Work-Experience Scheme 1
1.1.1 Ascendance Of SIWES 1
1.1.2 Advent of SIWES 2
1.2 Overview of Student Industrial Work Experience Scheme (SIWES) 2
1.2.1 Objectives of the Student Industrial Work Experience Scheme 3
1.2.2 Benefits of Industrial Training to Students 4

CHAPTER 2
2.1 About Mathematics Department (FUTO) 5
2.2 Academic Programme 6
2.2.1 Industrial Mathematics Option 6
2.2.2 Pure Mathematics Option 7
2.3 Facilities 7

CHAPTER 3
3.1 Web Development 8
3.2 Definition Of Terms 8
3.3 HTML and It’s Properties 9
3.3.1 Html Tags 9
3.3.2 HTML Table 10
3.4 CSS and It’s Properties 12
3.4.1 Reasons For CSS 12

V
3.4.2 Methods Used by CSS In Formatting Html Document 13
3.4.3 CSS Selectors and How They Can Be Used 15
3.4.4 CSS Rules Overriding 15
3.4.5 CSS Comments 15
3.4.6 Background and Font of Various HTML Elements 16
3.4.7 Text Decoration 17
3.4.8 Properties of Hyperlink Using CSS 17
3.6 Sampled Projects 18

CHAPTER 4
4.1 Limitations 22
4.2 Conclusion 22
4.3 Recommendation 23

References 24

VI
 CHAPTER 1

INTRODUCTION TO THE STUDENTS’ INDUSTRIAL WORK EXPERIENCE

SCHEME (SIWES)

1.1 THE STUDENTS’ INDUSTRIAL WORK-EXPERIENCE SCHEME

There are different forms of Cooperative Education around the World, all emanating
from the innovation of Herman Schneider in 1906.
In Nigeria, the current form of Cooperative Education is known as the Students’
Industrial Work Experience Scheme (SIWES).
Often, Student mistakenly and commonly refers to “SIWES” AS “IT”; whereas
industrial training is generic while SIWES is a specific form of Cooperative Education or
industrial training as practiced or implemented in Nigeria.

1.1.1 ASCENDANCE OF SIWES

Following the discontinuation of the system of sponsorship of students by
employers at the Yaba Technical Institute and emergence of other higher institutions
offering science, engineering and technology programs, there was no organized industrial
training in Nigeria. Only those students who engaged in holiday jobs in areas relevant to
their courses of study could be said to have had some form of work-experience or
industrial training while others did not.

The situation led to a spate of criticisms of Set graduates from Nigerian

institutions as lacking practical skills in general and, in particular, the relevant production
skills needed by industry. Consequently, some higher institution introduced the Student
Work-Experience Program (SWEP) to enrich the curricula of engineering courses.

However, SWEP was not suitable for real industrial training.

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1.1.2 ADVENT OF SIWES
In recognition of the shortcomings and weaknesses in the formation of Set
graduates, particularly with respect to acquisition of relevant production skills (RPSs),
the industrial Training Fund (which was itself established in 1971 by Decree 47) initiated
the Students’ Industrial Work Experience Scheme (SIWES) in 1973. The main reason
behind the embarkment of students in the SIWES was to expose them to the industrial
environment and enable them to develop occupational competencies so that they can
readily contribute their quota to the national economy and technological development
after graduation.

Consequently, SIWES is a planned and structured program based on stated and

specific career objectives which are geared towards developing the occupational
competencies of participants

1.2 OVERVIEW OF STUDENT INDUSTRIAL WORK EXPERIENCE SCHEME

(SIWES)
SIWES which stands for Student Industrial Work Experience Scheme was
initiated by the Industrial Training Fund (ITF) in 1973 so as to complement the theoretical
knowledge acquired in higher institutions with practical experience.

Since its induction, the Scheme has gone through series of reforms, it’s
management for instance has changed hands from the ITF to the various regulatory
Agencies such as National Universities Commission (NUC), National Board for
Technical Education (NBTE) and National Commission for College of Education
(NCCE) and now back to Industrial Training Fund (ITF) again. These are the major
stakeholders in (SIWES).

Consequently, SIWES Programme was introduced into the curriculum of tertiary

institutions in the country as far back as 1974 with 748 students from 11 institutions of
higher learning.

2
 However, the scheme has over the years contributed immensely to the personal
development and motivation of students to be able to understand the important connection
between the taught and learnt content of their academic programmes and what knowledge
and skill will be expected of them on professional practice after graduation.

Meanwhile, the need for students to possess adequate information on (SIWES) is

further underlined by the fact that (SIWES) is a course of study that attract two, four and
six credit units in Colleges of Education, Polytechnics and Universities respectively,
depending on the need attached to it by the institutions.

The availability of required information therefore, enhances the capacity of

students to work for and earn the credit units allotted for SIWES, rather than wobbling
through the training intervention because of lack of pertinent information.

1.2.1 OBJECTIVES OF THE STUDENT INDUSTRIAL WORK EXPERIENCE

SCHEME
The Industrial Training Funds (ITF) policy document no. 1 of 1973, which
established SIWES outline the objectives of the scheme.

The objectives are to

Ø Provide an avenue for students in institutions of higher learning to acquire industrial
skills and experience during their course of study.
Ø Prepare students for industrial work situation that they are likely to meet after
graduation.
Ø Expose students to work methods and techniques in handling equipment and
machinery that may not be available in their institutions.
Ø Make the transition from school to the world of work career and enhances students
contacts for later job placements.
Ø Provide students with the opportunities to apply their educational knowledge in real
work situations, thereby bridging the gap between theory and practical.

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1.2.2 BENEFITS OF INDUSTRIAL TRAINING TO STUDENTS
The major benefits accruing to students who participate conscientiously in
industrial training are the skills and competencies they acquire. This is because the
knowledge and skill acquired through training by students are internalized, and it
becomes relevant, during job performances or functions.

Several other benefits include:

Ø Opportunity for students to blend theoretical knowledge acquired in the classroom
with practical hand-on application of knowledge required to perform work in industry.
Ø Exposes students to the working environment, i.e., to enable them see how their
professions are organized in practice.
Ø Prepares students to contribute to the productivity of their employers and nation’s
economy.
Ø Provision of an enabling environment where students can develop and enhance
personal attributes such as critical thinking, creativity, initiative, resourcefulness
leadership, time management, presentation of skills and interpersonal skills.
Ø Prepares students for employment and makes transition from school to the work
environment easier after graduation.
Ø Enables Students Bridge the gap between the acquired skills in the institutions and
the relevant production skill required in the work organization. Enhances students
contact with potential employers while on training.

4
 CHAPTER 2

GENERAL OVERVIEW OF THE ORGANIZATION OF ATTACHMENT

2.1 ABOUT MATHEMATICS DEPARTMENT (FUTO)

Mathematics is a traveler par excellence and wherever it travels to, it leaves the youths
with the hosts. These youths over the years have matured to become adults in their own
rights. Thus, Mathematics as applied to Economics has produced the discipline called
Econometrics. When applied to the social sciences, Mathematics produces a discipline
called Statistics. When applied to the study of matter, Mathematics produces the
discipline called Theoretical Physics, when applied to Biology and Medicine,
Mathematics produces a discipline called Biometrics. When applied to environmental
studies, Mathematics produces Mathematical ecology. When applied to Commerce,
Finance, Insurance and Banking, Mathematics produces the discipline called
Accountancy. When applied to Artificial intelligence and robotics, Mathematics gave
birth to Computer Science. Indeed, all branches of Engineering are in fact Applied
Mathematics, just to mention but a few.

Industrial Mathematics was one of the programs which took off right from the
inception of the University in October 1981. It was under the administration of a Co-
coordinator who worked under the supervision of the Director of Physical Sciences
programs in the School of Natural and Applied Sciences (SNAS). This later became the
School of Earth, Minerals and Natural Sciences (SEMNS).

Following the National Universities Commission’s (NUC) seminar held in Kaduna in

September 1988 on courses offered by the Federal Universities of Technology in the
country and the subsequent decision of the University in 1988, to operate a departmental
structure, the new Department of Mathematics and Computer Science was empowered by
Senate to award B.Tech. Degree (Mathematics and Computer Science) with options in
Pure Mathematics, Industrial and Applied Mathematics, Statistics and Computer Science
as approved by the NUC conference in Kaduna.

5
 The various courses for these options as offered were also discussed and approved
by NUC. In 2007, NUC came on a resource verification visit to split the former
Department of Mathematics and Computer Science into three Departments namely:
Mathematics, Computer Science and Statistics. The visit was successful and its outcome
was the emergence of a full-fledged Department of Mathematics. Today, the department
has grown from strength to strength in all its constituent programmes consisting of Pure
Mathematics and Applied & Industrial Mathematics.

2.2 ACADEMIC PROGRAMME

Currently, the Department offers two Degree programs as follows:
Ø B.Tech (Pure Mathematics Option)
Ø B.Tech (Industrial and Applied Mathematics Option)

Both options run for a duration of five (5) years. There is cross fertilization and
blending of courses from sister Departments such as the Departments of Computer
Science, Statistics and Physics. Courses for the first two years are designed to expose
students to basic principles of Mathematics, Statistics, Computer Science, Physics and
Technology. In the subsequent years, a whole range of the courses and electives are
offered to meet the needs of the various options and to lay a solid foundation for
Postgraduate training. A nine-month Industrial Work Experience is a requirement before
graduation for all students. A project report is required for every student in the final year.

2.2.1 INDUSTRIAL MATHEMATICS OPTION

The use of mathematical model has become very popular in industry because of its
financial gains. As a result, there is an interesting demand of mathematicians in
industry. The Industrial and Applied Mathematics option is designed to meet such
demand and to prepare the student for a career in Government, Research Institutions,
business management and Postgraduate training. There are courses in Mathematical
Modeling, Operations Research and Optimization, Mathematical Methods in Economics
and Finance, Numerical Methods and Computations, control theory, mathematical theory
of elasticity, fluid mechanics and so on.

6
2.2.2 PURE MATHEMATICS OPTION
The option in Pure Mathematics is designed to equip students with the necessary tools
for logical thinking and research. Specialization starts in the fourth year and the emphasis
is on the development of competence in specific areas of Pure Mathematics with a view
towards postgraduate specialization or employment in the Public Service and Private
Sector of the economy.

2.3 FACILITIES
Ø Two (2) well-furnished classrooms.
Ø Specialized library for consultation in every area.
Ø Well equipped computer labs with mathematical softwares.

7
 CHAPTER 3

ACTIVITIES CARRIED OUT DURING THE COURSE OF THE SIWES

PROGRAMME

3.1 WEB DEVELOPMENT

Web development is the work involved in developing a web site for
the Internet (World Wide Web) or an intranet (a private network). Web development can
range from developing a simple single static page of plain text to complex web-
based internet applications (web apps), electronic businesses, and social network
services.

Web development usually refers to the main non-design aspects of building web sites:
writing mark-up and coding. Web development may use content management
systems (CMS) to make content changes easier and available with basic technical skills.

3.2 DEFINITION OF TERMS

The following are terms that were made use of;

Ø WEBSITE: A website is a set of related webpages containing content such as texts,

images, videos, audios, etc. A website is hosted on at least one web server, accessible
via a network such as the internet or a private LAN through an internet address known
as a URL (Universal Resource Locator). A publicly accessible websites collectively
constitutes the World Wide Web (WWW).

Ø WEBPAGE: A webpage is a document, typically written in plain text interspersed

with formatting instructions of hypertext nark up language (HTML, XHTML). A
webpage may incorporate elements from other websites with suitable anchors.
Webpages are accessed and transported with the hypertext transfer protocol (HTTP),
which may occasionally employ encryption (HTTP secure, HTTPS) to provide
security and privacy for the use of the webpage content. The user’s application often

8
 a web browser renders the page content according to its HTML mark-up instructions
into a display terminal.
Ø HTTP: This stands for Hyper Text Transfer Protocol which is the set of rules for
transferring files (text, graphic, images, sound, video, and other multimedia files) on
the World Wide Web.

Ø URL: This stands for Uniform Resource Locator and as the name suggests, it provides
a way to locate a resource on the web, the hypertext system that operates over the
internet.

3.3 HTML AND IT’S PROPERTIES

HTML stands for Hypertext Mark-up Language, and it is the most widely used
language to write Web Pages.
Ø Hypertext refers to the way in which Web pages (HTML documents) are linked
together. Thus, the link available on a webpage is called Hypertext.
Ø As its name suggests, HTML is a Markup Language which means you use HTML to
simply "mark-up" a text document with tags that tell a Web browser how to structure
it to display.

Originally, HTML was developed with the intent of defining the structure of
documents like headings, paragraphs, lists, and so forth to facilitate the sharing of
scientific information between researchers.

Now, HTML is being widely used to format web pages with the help of different tags
available in HTML language.

3.3.1 HTML TAGS

As told earlier, HTML is a markup language and makes use of various tags to
format the content. These tags are enclosed within angle braces <Tag Name>. Except few
tags, most of the tags have their corresponding closing tags. For example, <html>has its
closing tag</html>and <body>tag has its closing tag </body>tag etc.
The following are the names of tags and their description.

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Tag Description
This tag encloses the complete HTML document and mainly
comprises of document header which is represented by
<html>
<head>...</head> and document body which is represented by
<body>...</body> tags.
This tag represents the document's header which can keep other
<head> HTML tags like <title>, <link>, <script language =”javascript”>
etc.
The <title> tag is used inside the <head> tag to mention the
<title>
document title.
This tag represents the document's body which keeps other
<body>
HTML tags like <h1>, <div>, <p>, <table> etc.

<h1> This tag represents a heading

<p> This tag represents a paragraph.

<b>, <i>, <li>, <ul> Bold, italic, list, unordered list

3.3.2 HTML TABLE

The HTML table model allows web designers to arrange data –text, preformatted
text, images, links, forms, form fields, other tables, etc. into rows and columns of cells. It
is defined with the <table> tag.

Table are divided into table rows with the <tr> tag. Table rows are divided into
table data with the <td> tag. A table row can also be divided into table headings with the
<th> tag. Table data <td> are the data containers of the table. They can contain all sorts
of HTML elements like text, images, lists, other tables.

10
<!DOCTYPE html>
<html>
<body>
<h2>Basic HTML Table</h2>
<table style="width:100%">
<tr>
<th>Firstname</th>
<th>Lastname</th>
<th>Age</th>
</tr>
<tr>
<td>Jill</td>
<td>Smith</td>
<td>50</td>
</tr>
<tr>
<td>Eve</td>
<td>Jackson</td>
<td>94</td>
</tr>
<tr>
<td>John</td>
<td>Doe</td>
<td>80</td>
</tr>
</table>
</body>
</html>

11
 OUTPUT:
Basic HTML Table
Firstname Lastname Age
Jill Smith 50
Eve Jackson 94
John Doe 80

3.4 CSS AND IT’S PROPERTIES

CSS stands for Cascading Style Sheet used for formatting html document. It is a style
sheet language used for describing the presentation of a document written in a mark-up
language.

Note: CSS code is not written the same way as HTML code is. This makes sense
because CSS is not HTML, but rather a way of manipulating existing HTML.

3.4.1 REASONS FOR CSS

The following are reasons why CSS is better;
Ø It saves time.
Ø It eradicates the idea of using repeating codes.
Ø It provides efficiency in design and updates: with CSS, we are able to create rules,
and apply those rules to many elements within the website.
Ø It can lead to faster page downloads: since rules are only downloaded once by the
browser, then are the cached and used for each page load, the use of CSS can lead to
lighter page loads, and improved performance. This contributes to lighter server loads
and lower requirements, which overall saves money for our clients.
Ø It creates external file (server side) for managing html content.

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3.4.2 METHODS USED BY CSS IN FORMATTING HTML DOCUMENT
Ø Inline Style: It is used to apply a unique style to a single HTML element. An inline
CSS uses the style attribute of an HTML element.
<!DOCTYPE html>
<html>
<body>
<h1 style="color:blue;">This is a Blue Heading</h1>
</body>
</html>

Ø Embedded / Internal Style: It is used if one single page has a unique style. Internal
styles are defined within the <style> element, inside the <head> section of an HTML
page.
<!DOCTYPE html>
<html>
<head>
<style>
body {background-color: powderblue;}
h1 {color: blue;}
p {color: red;}
</style>
</head>
<body>

<h1>This is a heading</h1>
<p>This is a paragraph.</p>

</body>
</html>

13
Ø External Style: With an external style sheet, you can change the look of an entire
website by changing just one file. Each page must include a reference to the external
style sheet file inside the <link> element. The <link> element goes inside the <head>
section. Also, when using external CSS, it is preferable to keep the CSS separate from
your HTML. Placing CSS in a separate file allows the web designer to completely
differentiate between content (HTML) and design (CSS). External CSS is a file that
contains only CSS code and is saved with a “.css” file extension. This CSS is then
referenced in your HTML using the <link> instead of <style> as earlier stated.
<!DOCTYPE html>
<html>
<head>
<link rel="stylesheet" href="styles.css">
</head>
<body>

<h1>This is a heading</h1>
<p>This is a paragraph.</p>

</body>
</html>

An external style sheet can be written in any text editor. The file must not contain
any HTML code, and must be saved with a “.css” extension.

Here is how the "styles.css" looks;

body {
background-color: powderblue;
}
h1 {
color: blue;
}

14
 p{
color: red;
}

3.4.3 CSS SELECTORS AND HOW THEY CAN BE USED

CSS selectors are used to find or select HTML elements based on their element
name, id or class

Ø Element Selector: The element selector selects elements based on the element name.
Ø Id Selector: The id selector uses the id attribute of an HTML element to select a
specific element. The id of an element should be unique within a page, so the id
selector is used to select one unique element. e.g. id=”hello” css #hello {color;red;}
Ø Class Selector: The class selector selects elements with specific class attribute. To
select elements with a specific class, write a period (.) character followed by the name
of the class. e.g. .center {text-align:center;}.

3.4.4 CSS RULES OVERRIDING

Ø Any inline style sheet takes the highest priority, so it will override any rule defined in
<style>……</style> tags.
Ø Any rule defined in <style>………</style> tags will override the rules defined in any
external style sheet file.

3.4.5 CSS COMMENTS

To simply put comment inside a style sheet you use /*………..*/, you can use it to
comment multi-line blocks in similar way as you do in c and c++ programming language.
Comments are used to explain the code, and may help when you edit the source code
at a later date. Comments are ignored by browsers.
/* This is a single-line comment */
/* This is
a multi-line
comment */

15
3.4.6 BACKGROUND AND FONT OF VARIOUS HTML ELEMENTS
You can set the following background properties of an element;
Ø The background-color: Is a property used to set the color background of an element.
Ø The background-image property: is used to set the background image of an element.
Ø The background repeat: Is used to control the repetition of an image in the
background.
Ø The background position: Is used to control the position of an image in the
background.
Ø The background attachment: Is used to control the scrolling of an image in the
background.
Ø The background property: Is used as a short hand to specify a number of other
background properties.
body {
background-image: url("img_tree.png");
background-repeat: no-repeat;
background-color:#ff00ff;
background-position: right top;
margin-right: 200px;
background-attachment: scroll;
}

You can set the following font properties of an element;

Ø The Font-family property: This is used to change the face of a font.
Ø The Font-style property: This is used to make a font italic or oblique.
Ø The Font-weight property: This is used to increase or decrease how bold or light a
font appears.
Ø The Font-size property: This is used to increase or decrease the size of a font.
p{
font-family: Arial, Helvetica, sans-serif;
font-style: italic;

16
 font-size: 30px;
font-weight: bold;
}

3.4.7 TEXT DECORATION

This demonstrate how to decorate a text in CSS, the values are none, underline, over
line, line through and blink.
p{
text-decoration: overline;
text-decoration: line-through;
text-decoration: underline;
}

3.4.8 PROPERTIES OF HYPERLINK USING CSS

Ø The link signifies unvisited hyperlinks
Ø The link visited signifies visited hyperlinks
Ø The link hovered signifies an element that currently has the user’s mouse pointer
hovering over it.
Ø The link active signifies an element on which the user is currently clicking.
<style>
/* unvisited link */
a:link {
color: red;
}
/* visited link */
a:visited {
color: green;
}
/* mouse over link */
a:hover {

17
 color: hotpink;
}
/* selected link */
a:active {
color: blue;
}
</style>

3.6 SAMPLED PROJECTS

Ø HTML

18
Ø CSS

19
Ø LAYOUT

20
Ø HTML

Ø LAYOUT

21
 CHAPTER 4

PROBLEM ENCOUNTERED DURING SIWES

4.1 KNOWLEDGE GAINED DURING THE SIWES

The student industrial work experience scheme (SIWES) exercise has contributed
greatly in my academic carrier, because I have gained some experience which is very
useful to my field of study. The first advantage acquire during my industrial training
programme was that I was taught computer component i.e., hardware and software, how
to launch computer packages such as; Visual Studio Code, Chrome etc.

Finally, my perception about Web Development has been broadened. It gives me the
opportunity to gain first experience of the profession even though it was not easy.

4.2 CONCLUSION
This report has been able to x-ray an account of the entire work – experience garnered
by me during my SIWES program at the department of Mathematics which is a core
scheme in ITF and which is saddled with the responsibility of strengthening the effective
teaching and learning of skill-based course such as Mathematics. I therefore conclude that
SIWES is of great benefit to students in tertiary institutions. It therefore implies that the
proper and effective administration of SIWES will go a long way in boosting and
enhancing the competencies of the workforce of the country. My training here has given
me a broader view to the importance and relevance of Web Development in the immediate
society and the world as a whole, as I now look forward to impacting it positively after
graduation. I have also been able to improve my communication and presentation skills
and thereby developed good relationship with my fellow colleagues at the department. In
summary, the activities that I had learned during industrial training really are useful for
me in future to face challenges in a working environment.

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4.3 RECOMMENDATION
A comprehensive and detail information on Organizations who accept students for
SIWES is urgently required to facilitate placement of student in industry, as this has
caused many students with interest to learn during this period to use this period for
unnecessary purposes.

Government should ensure a proper supervision of SIWES student so that the purpose
of the program will be achieved. Also, there should be more funding of the scheme by the
government in order for it to be more effective.

The companies should put in place all the necessary facilities needed to enhance the
knowledge of the student in industrial attachment and experience staff should always be
made to train the students on attachment.

23
 REFERENCES
Ø www.itf.gov.ng
Ø Logbook
Ø http://www.w3schools.com
Ø http://www.tutorialpoint.com
Ø http://www.tizag.com/CSS
Ø http://www.CSS/HTML/116583/article.com
Ø https://en.wikipedia.org/wiki/Web_development

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I