EKITI STATE UNIVERSITY

ADO-EKITI, EKITI STATE

DEPARTMENT OF COMPUTER SCIENCE

SIX MONTHS REPORT ON STUDENTS INDUSTRIAL WORK

EXPERIENCE SCHEME (SIWES)

BY
ADESANYA JOSEPH TEMILOLUWA

1909003004

FACULTY OF SCIENCE

DEPARTMENT OF COMPUTER SCIENCE

EKITI STATE UNIVERSITY (EKSU), ADO EKITI, EKITI STATE

AT

UNIVERSITY COMPUTER RESOURCE CENTER

BAMIDELE OLUMILUA UNIVERSITY OF EDUCATION SCIENCE

AND TECHNOLOGY IKERE-EKITI, EKITI STATE.

IN PARTIAL FULFILMENT FOR THE AWARD OF BACHELOR OF

SCIENCE (B.SC) IN COMPUTER SCIENCE

EKITI STATE UNIVERSITY, ADO EKITI, EKITI STATE

(May to October ,2023)

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 CERTIFICATION PAGE
I hereby certify that this report of Student Industrial Work Experience (SIWES) was

prepared and compiled by ADESANYA JOSEPH TEMILOLUWA with Matric Number:

1909003004 from the Department of Computer Science, Faculty of Science, Ekiti State

University (EKSU), Ado-Ekiti, Ekiti State, for the successful completion of my six (6)

months Industrial Training undertaken at the University Computer Resource Center,

Bamidele Olumilua University Of Education Science And Technology Ikere, Ekiti

State.

NAME: ADESANYA JOSEPH TEMILOLUWA

MATRIC NUMBER: 1909003004

SIGNATURE AND DATE:

……………………………………………………………

UNIVERSITY HEAD OF DEPARTMENT : PROF. M.O. OKE

SIGNATURE AND DATE:

……………………………………………………………….

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 DEDICATION

This report is dedicated foremost to God almighty for his favour, mercy and grace over my
life especially during my Seventeen (17) weeks SIWES programme at UNIVERSITY
COMPUTER RESOURCE CENTER , BAMIDELE OLUMILUA UNIVERSITY OF
EDUCATION, SCIENCE AND TECHNOLOGY IKERE, Ekiti State.

I would also like to dedicate it to my parents and siblings for their support and prayers and
everyone else that contributed towards making my SIWES programme a success.

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 ACKNOWLEDGEMENT
Glory be to God in the highest for His unspeakable gift. Special gratitude to my parents MR.
and PROF MRS. ADESANYA for their support during my SIWES program, I’m forever
grateful. I also want to thank My siblings for the advice and support. To all my friends and
relatives, I am sincerely grateful.

The successful completion of this SIWES would not have been possible without the various
contributions of some set of people in person of, MR ORISATOBERU O.A and MR
TAIWO OMOTAYO and my very good Friend in person of OWOEYE OLUWASHINA.
My appreciation also goes to all staff and other interns at UNIVERSITY COMPUTER
RESOURCE CENTER, BAMIDELE OLUMILUA UNIVERSITY OF EDUCATION
SCIENCE AND TECHNOLOGY IKERE, who helped me in one way or the other. Thank
you all.

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 ABSTRACT
This industrial report presents the experience gained during my six (6) months of industrial
training undertaken at UCRC, BAMIDELE OLUMILUA UNIVERSITY OF
EDUCATION SCIENCE AND TECHNOLOGY IKERE. My training was on Frontend
development, I acquired practical knowledge on how to design a web site using HTML AND
CSS and Graphics Design using COREL DRAW.
This report discusses the technical skills gained during the training period and justifying the
relevance of the scheme in equipping students with needed technical competence to thrive in
the real world.

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 TABLE OF CONTENT
Cover page ……………………………….…...
Certification ………………………………….
Dedication…………………………………….
Acknowledgement ……………………………
Abstract ……………………………………....
Table of Contents …………………………….

CHAPTER ONE: SIWES AND ITF OVERVIEW

1.0 Introduction to SIWES
1.1 The Role of Industrial Training Fund
1.2 The Scope and Importance of SIWES
1.3 The Role of the Student and Institution
1.4 The Logbook
1.5 Particular ITF Office Visited
CHAPTER TWO: ABOUT THE ORGANIZATION
2.0 General overview of the organization of attachment
2.1 The Company’s Organization Chart
CHAPTER THREE: ACTIVITIES CARRIED OUT DURING THE SIWES
PROGRAMME
3.0 Web Development
3.1 Definition of terms
3.2 HTML and its properties
3.3 CSS and its properties
3.4 Website design using HTML and CSS
3.5 Graphics (Corel Draw)

CHAPTER FOUR: SKILLS ACQUIRED AND CHALLENGES ENCOUNTERED

4.0 Technical Skills Acquired
4.1 Challenges Encountered during SIWES
4.2 Conclusion
4.3 Recommendation
Reference

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 CHAPTER ONE
SIWES AND ITF OVERVIEW

1.0 INTRODUCTION TO SIWES

SIWES stands for Students Industrial Work Experience Scheme. It is the accepted
skills training program, which forms part of the approved minimum Academic standards in
the various degree program for all Nigerian Tertiary Universities (N.U.C 1996). SIWES goes
a long way in putting to test the level of knowledge a student has acquired during the
industrial training program. It is an effort to bridge the gap existing between theory and other
practice of architecture, engineering and technology, sciences, agriculture and other
professional educational programs in Nigeria tertiary institutions. It is aimed at exposing
students to machines and equipment and professional work methods in industries and other
organizations.

The scheme is a tripartite program, involving the student, the universities and the
industries (employers of labor). It affords students the opportunity to familiarize and expose
themselves to the knowledge and experience needed in handling equipment that is not readily
available in their various institutions. Before the establishment of this scheme, employers
believed that the theoretical education in tertiary institutions were not adequate enough to
meet most of the needs of employers of labor.

1.0.1 HISTORY OF SIWES

Students Industrial Work Experience Scheme (SIWES) was established in 1971 by
decree 47 with the aim of promoting and encouraging the acquisition of skills in the private
and public industries. Its relevance in education system cannot be over emphasized as it
develops the students to become skilled and experience professionalism in their various
disciplines. It enables students to understand the basic concepts involved in their field of
study. It is also an effort to bridge the gap existing between theory and practical, in the sense
that it exposes students to real industrial work experience. SIWES, which involves the
University authorities and industrial sector, runs for 24weeks for students in the fourth
academic year in universities. The Scheme was organized by the Federal Government and
jointly coordinated by the Industrial Training Fund (ITF) and Nigerian Universities
Commission (NUC). The importance of the training scheme is justified as it is a research

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field, which enables students to be totally in depth in finding the working culture, practice
and tools in their various area of specialization.

1.0.2 AIMS AND OBJECTIVES

1. To provide an avenue for students in the Nigerian Universities to acquire skills and
experience in their various field if study.
2. To prepare students for the work situation they are likely to meet after graduation.
3. To expose students to work methods and techniques in handling equipment and
machinery that may not be readily available in universities.
4. To provide students with the opportunity to apply the theoretical knowledge they had
gain in school to real-life work situation, thereby bridging the gap between university
work and actual practice.
5. To make transition from the university to the world of work and thus enhance
student’s contacts for future job placements.

1.1 THE ROLE OF THE INDUSTRIAL TRAINING FUND

The Industrial Training Fund (ITF) was established by the Decree 47 of 1971
constitution and charged with responsibility of promoting and encouraging the acquisition of
industrial skills, with the view of generating a collection of indigenous trained manpower,
sufficient enough to enhance and meet the needs of the economy so as to promote
development. Supervision of students, organizing orientation programs, and disbursing
allowances to students are some of the roles played by the Industrial Training Fund in the
implementation of SIWES.

1.2 THE SCOPE AND IMPORTANCE OF SIWES

The scheme covers all science and technological based students in, monotechnic,
polytechnics and universities in Nigeria, resulting in a high population of students which is
easily managed because of the public and private industries that partake in the scheme.
SIWES enables students acquire industrial know-how in their field of study particular in
Technological based courses; it also enables students experience the application of theoretical
knowledge in solving real life problems.

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1.3 THE ROLE OF THE STUDENT AND THE INSTITUTION
The role of the student is to partake in the program in a way to achieve maximum
benefit from the program. The student is therefore advised to ask questions, be submissive
and obey all the rules and regulations of the organization where he/she is attached.
Identification of placement opportunities, funding of SIWES supervisors and assessment of
the student are part of the roles played by the institutions to ensure perfect running of the
program.

1.4 THE LOGBOOK

The logbook issued to student on attachment by the institution was used to record all
daily activities that took place during the period of attachment, and it was checked and
endorsed by the industry/institution-based supervisors and ITF during supervision.

1.5 PARTICULAR ITF OFFICE VISITED

During the course of my training, I visited the AKURE ITF OFFICE for the
submission of both SCAF FORM and LOGBOOK

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 CHAPTER TWO
GENERAL OVERVIEW OF THE ORGANIZATION OF ATTACHMENT
Bamidele Olumilua University of Science and Technology Ikere (BOUESTI) has a
long and rich history. BOUESTI began as the College of Education, Ikere-Ekiti. It was later
upgraded to a university of education and renamed the Bamidele Olumilua University of
Education, Science and Technology, Ikere-Ekiti.
In just a few short years, BOUESTI has experienced immense growth and development. The
university started with only the Faculty of Education and now has six faculties: Education,
Science, Social Sciences, Management Sciences, Law, and Agriculture. BOUESTI also has a
School of Postgraduate Studies and operates several institutes and centers for learning and
research.

The Directorate of the University Computer Resource Center (UCRC) at Bamidele

Olumilua University of Education, Science, and Technology, Ikere-Ekiti, originated from the
College Computer Resource Center (CCRC) in 2020, when the college of education was
granted university status by the National Universities Commission.
The University Computer Resource Center (UCRC), which also serves as the
university computer laboratory, is responsible for a wide range of tasks. These include
functioning as a Computer-Based Test Center for JAMB and school exams, designing and
managing the university portal, and providing technical support to the entire university.
The maintenance unit addresses hardware, software, and networking challenges
within the directorate and the broader school context. The server unit is responsible for
accurately documenting information about staff and students. The portal unit manages the
student and staff portals, overseeing portal design and upgrades for the school. Lastly, the
administrative unit, led by the administrator, serves as a crucial link between the directorate
and other parts of the school, as well as between the director and the staff members.

2.1 THE COMPANY’S ORGANIZATION CHART

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 CHAPTER THREE
ACTIVITIES CARRIED OUT DURING THE SIWES PROGRAM

3.0 WEB DEVELOPMENT

Web development refers to the creating, building and maintaining of websites. It includes
aspects such as web designs, web publishing, web programming, and database management.
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.

3.1 DEFINITION OF TERMS

The following are terms that were made use of, in this department
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).
WEBPAGE:
A webpage is a document, typically written in plain text interspersed with formatting
instructions of hypertext markup 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 a web browser renders the page content according to its HTML
mark-up instructions into a display terminal.
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.
URL:

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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.

3.2 HTML AND ITS PROPERTIES

HTML stands for Hypertext Mark-up Language, and it is the most widely used language to
write Web Pages.
o Hypertext refers to the way in which Web pages (HTML documents) are linked
together. Thus, the link available on a webpage is called Hypertext.
o 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.

3.2.1 HTML TAGS:

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

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<p> This tag represents a paragraph.
<b>, <i>, <li>, Bold, italic, list, unordered list
<ul>
HTML CODE VIEW

OUTPUT:

3.2.2 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.

HTML CODE VIEW

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DESIGN VIEW:

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3.3 CSS AND ITS 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.

3.3.1 IMPORTANCE OF CSS

The following are importance of CSS
o Control over appearance: CSS gives you complete control over the look and feel of
your website, from fonts and colors to spacing and layout.
o Efficiency: CSS is efficient, both in terms of file size and rendering speed. This
means faster page loads and a better user experience.
o Reusability: CSS makes it easy to reuse code, which saves time and effort. This is
especially important for large websites with lots of pages.
o Accessibility: CSS can be used to create websites that are accessible to people with
disabilities, including those who use screen readers or other assistive technologies.
o Consistency: CSS makes it easy to ensure that your website looks and functions the
same across all browsers and devices.

3.3.2 METHOD USED BY CSS IN FORMATTING HTML DOCUMENT

1. 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.

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2. 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.

3. External Style: External style is one of the ways CSS can be added to an HTML
document. It involves creating a separate CSS file that contains the style rules, then linking
that file to the HTML document using the <link> tag. This is a good way to keep the HTML
and CSS separate, which makes the code easier to read and maintain. It also allows you to
reuse the same style rules across multiple HTML documents.

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 the HTML using the <link> instead of <style>.

3.3.3 CSS SELECTORS

In CSS, selectors are used to identify various HTML elements. Class and ID selectors
are two of the most widely used element selectors in CSS
Here are the key differences between the two:
Class Selector

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 o Selects elements with a specific class attribute.
o Matches all HTML elements based on the contents of their class attribute.
o The symbol, along with the class name, is used to select the desired class.
o Can be applied to several elements on a single page.
o Syntax: .class-name { /* Define properties here */ }

ID Selector
o Matches an element based on the value of its id attribute.
o In order for the element to be selected, its ID attribute must exactly match the value
given in the selector.
o The # symbol and the id of the HTML element name are used to select the desired
element.
o Can only be applied to one element in a page.
o Syntax: #idname { /* Define properties here */ }
It's important to note that an ID is unique and can only be used to identify one element in a
page, while a class is not unique and can be used to identify multiple elements

3.3.4 CSS RULES OVERRIDING

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 In CSS, rules are applied to elements based on specificity and the order of declaration.
When there are conflicting CSS rules targeting the same element, the following rules apply
for overriding:
o Specificity: The more specific a CSS rule is, the higher its priority. Specificity is
calculated based on the number and types of selectors used in a rule. For example, an
ID selector (#element) is more specific than a class selector (.element), which is more
specific than a type selector (div).
o !important: You can use the !important declaration to give a rule the highest priority.
o Order of Declaration: The order in which CSS rules are declared matters. Rules
declared later in the stylesheet will override rules declared earlier for the same
element, assuming they have the same specificity.
o Inline Styles: Styles applied directly to an HTML element using the style attribute
have the highest priority and will override external and internal CSS rules.

3.3.5 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 */

3.3.6 BACKGROUND AND FONT OF VARIOUS HTML ELEMENTS

You can set the following background properties of an element.
o The background-color: Is a property used to set the color background of an element.
o The background-image property: is used to set the background image of an element.
o The background repeat: Is used to control the repetition of an image in the
background.
o The background position: Is used to control the position of an image in the
background.

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 o The background attachment: Is used to control the scrolling of an image in the
background.
o The background property: Is used as a short hand to specify a number of other
background properties.

FONT
You can set the following font properties of an element.
o The Font-family property: This is used to change the face of a font
o The Font-style property: This is used to make a font italic or oblique.
o The Font-weight property: This is used to increase or decrease how bold or light a
font appears.
o The Font-size property: This is used to increase or decrease the size of a font.

3.4 WEBSITE DESIGN USING HTML AND CSS

HTML CODE VIEW

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CSS CODE VIEW

DESIGN VIEW:

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3.5 GRAPHIC DESIGN
Graphic design is a creative discipline that combines art and technology to visually
communicate ideas, information, or messages. Graphic designers use a variety of visual
elements such as typography, images, colors, and layout to create designs that are both
aesthetically pleasing and effective in conveying a specific message.
In a nutshell, graphic design is the art of using visuals to communicate ideas and
information. It can be used to create logos, websites, cards, books, posters, and much more.
The goal of graphic design is to create a visual that is both aesthetically pleasing and effective
at communicating its message. Graphic designers use elements like color, typography, and
layout to create visuals that are clear, memorable, and persuasive.

3.5.1 ROLE AS A GRAPHIC DESIGN INTERN

o As a graphic design intern, my primary role was to assist the design team in creating
visually appealing and functional identity cards.
o I worked under the guidance of senior graphic designers to gain hands-on experience
in the field.
o My role involved applying design principles and using software tools to bring design
concepts to life.

3.5.2 TOOLS AND SOFTWARE

Identity card design involves the use of specialized software and design tools to create
visually appealing and functional identification cards. One of the key software applications
commonly used for this purpose is CorelDraw 11.
CorelDraw 11:
o Overview: CorelDraw 11 is a vector-based graphic design software developed by
Corel Corporation. It is widely used in the field of graphic design for its versatility
and powerful design capabilities.
o Vector Graphics: CorelDraw 11 primarily works with vector graphics, which are
based on mathematical equations. This allows for the creation of scalable and high-
resolution designs without loss of quality.
Key Features:

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 o Color Control: CorelDraw 11 provides extensive color control options, including
color palettes, swatches, and color management, ensuring accurate color reproduction.
o Image Editing: While not as robust as dedicated image editors like Photoshop,
CorelDRAW 11 allows for basic image editing, including resizing, cropping, and
color adjustments.
o Layer Management: Designers can work with layers to organize and control
different elements of a design, facilitating easy editing and adjustment.
o Templates: CorelDraw 11 offers templates for various design projects, including
identity cards, making it a convenient choice for this task.
In the context of identity card design, CorelDraw 11's vector-based design capabilities,
precise drawing tools, typography options, and customizable templates make it a valuable
tool for creating professional and customized identification cards. Its user-friendly interface
and broad feature set make it suitable for graphic designers working on a wide range of
design projects.

3.5.3 IDENTITY CARD DESIGN PROJECTS

Here’s an overview of the identity card design projects I worked on during my SIWES,
including their purpose and requirements:

Project 1: Staff Identification Cards

o Purpose: The primary purpose of this project was to design employee identification
cards for the organization's staff members.
o Requirements : The requirements for these cards included:
 Inclusion of the employee's name, photo, and employee ID number.
 Incorporation of the company logo and branding elements for a professional
appearance.
 Use of security features, such as watermarks and barcodes, to prevent
counterfeiting.
 Card dimensions and layout compliant with standard ID card sizes.
 Clear and legible typography for easy identification.

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Project 2: Student ID Cards
o Purpose: This project involved the design of student identification cards for use by
students enrolled in educational programs offered by the organization.
o Requirements: The student ID card design had specific requirements, including:
 Student's name, photograph, phone number, signature and unique student ID.
 Inclusion of the educational institution's name, logo, and contact information.
 Incorporation of a magnetic stripe or QR code for access control and
attendance tracking.
 Compliance with university branding guidelines to maintain a consistent look.

Project 3: Membership Cards

o Purpose: Membership cards were designed for individuals who were members of the
organization or associated with specific programs e.g Hawkers.
o Requirements: The membership card design specifications included:
 Member's name, photograph, and a unique membership ID.
 Incorporation of program or membership level details.
 A design that evoked a sense of belonging and exclusivity.

These identity card design projects aimed to create visually appealing, functional, and secure
cards that served various purposes within the organization, including identification, access
control, and branding. Each project required careful consideration of design elements to meet
the specific needs and objectives set forth by the organization.

3.5.4 DESIGN PROCESS

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3.5.5 PRINTING PROCESS

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 CHAPTER FOUR
4.0 TECHNICAL SKILL ACQUIRED

HTML and CSS Proficiency:

o I gained a strong foundation in HTML (Hypertext Markup Language) and CSS
(Cascading Style Sheets), which are fundamental for building and styling web pages.
o Proficiency in HTML enables me to structure web content, create headings,
paragraphs, lists, and incorporate links and images.
o CSS proficiency allows me to style web elements, control layout, apply colors, and
ensure visual consistency across web pages.
Web Design Principles:
o I learned fundamental web design principles, such as user interface (UI) and user
experience (UX) design.
o These skills include understanding layout design, typography, color theory, and visual
hierarchy, all of which are crucial for creating user-friendly and visually appealing
websites.
These skills form the building blocks of web development and are essential for creating
effective and engaging websites.

4.1 CHALLENGES ENCOUNTERED

The main challenge I encountered is trying to adjust to relating with different people with
different characters, and also trying to adjust to learning something practically new to me as
regards user interface and user experience, the fear and anxiety of not meeting up with
deadlines was a big deal, Another challenge was creating a balance between work and my
personal life and lack of proper supervision.

4.2 CONCLUSION
In conclusion, my SIWES experience at BOUESTI under the UCRC
DEPARTMENT in both web development and graphics design has been a valuable and
transformative journey. Over the course of this program, I had the opportunity to apply
theoretical knowledge gained in the classroom to real-world projects and immerse myself in
the dynamic and rapidly evolving field of information technology and design.

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I would like to express my sincere gratitude to UCRC, BOUESTI, my mentors, colleagues,
and the academic institution for the support, guidance, and opportunity to participate in this
SIWES program. This experience has been instrumental in my growth as a student,
professional, and aspiring web developer and graphic designer.

4.3 RECOMMENDATIONS
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.

REFERENCES

http://www.studocu.com/row/document/university-of-benin/introductory-biochemistry/
history-of-siwes/15022521
https://www.w3schools.com/html/default.asp
https://www.w3schools.com/css/default.asp
https://www.sololearn.com/

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