Web Design Specialist Activity Handouts

Activity 1-1: Evaluating Web design

In this activity, you will study some Web pages (shown in screen captures) to evaluate
how their developers applied concepts of Web design. After studying each screen capture,
write your answers to the accompanying questions in the spaces provided. The open-
ended questions posed in this activity are intended to promote thoughtful discussion.
Answers will vary.

1. Study the Animal Planet home page, shown in Figure A1-1.

Figure A1-1: Animal Planet home page

2. Does the design of this Web page convey an appropriate message to users? What
message do you think it conveys? What elements contribute to that message?

____________________________________________________________________________________

3. This lesson defined the primary goal in Web design as giving users what they want,
instead of what the developer thinks they want. Do you think this page achieves that
goal? Why or why not?

____________________________________________________________________________________

4. Study the Barnes & Noble home page, shown in Figure A1-2.

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Web Design Specialist Activity Handouts

Figure A1-2: Barnes & Noble home page

5. In what ways does this page present a personalized one-to-one medium instead of a
passive, broadcast medium?

____________________________________________________________________________________

6. What components on this page, if any, indicate the presence of data-driven content?

____________________________________________________________________________________

____________________________________________________________________________________

7. Study the House of Blues home page, shown in Figure A1-3.

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Web Design Specialist Activity Handouts

Figure A1-3: House of Blues home page

8. Does the design of this Web page convey an appropriate message to users? What
message do you think it conveys? What elements contribute to that message?

____________________________________________________________________________________

9. In what ways does this page present a personalized one-to-one medium instead of a
passive, broadcast medium?

____________________________________________________________________________________

10. This lesson defined the primary goal in Web design as giving users what they want,
instead of what the developer thinks they want. Do you think this page achieves that
goal? Why or why not?

____________________________________________________________________________________

Effective Web design requires a complex balance of well-planned design, quality content,
and proper use of available media. Giving users what they want can be a straightforward
task or a guessing game, depending on the purpose of the Web site. Remember to take a
user's perspective when you are developing Web sites.

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Web Design Specialist Activity Handouts

Activity 2-1: Developing a simple Web design methodology

A methodology is a series of steps that are followed in order to achieve a result. In this
activity, you will develop a draft of a methodology for the development of Web sites. Note
that the goal here is for you to think about the steps that may be involved in creating and
assembling components of a Web site. You will learn more about planning Web projects
and the larger issues later.

1. Create a list of features that many Web sites have in common. These features will
serve as your base-model Web site. (The methodology you create in this activity
should enable you to repeatedly create Web sites with the same features.)

____________________________________________________________________________________

____________________________________________________________________________________

2. Consider the list of features you created. Make a high-level (not detailed) list of steps
from this list. For example, if one of the features you listed in Step 1 was "Graphics,"
then one step you might specify would be "Design the Site's Graphics."

____________________________________________________________________________________

____________________________________________________________________________________

3. Order these steps in a sequence that you think makes sense and that could be
performed repeatedly to create multiple varying sites containing the same features.

____________________________________________________________________________________

____________________________________________________________________________________

4. Now that you have developed your methodology, assign each step of the process to
one of the typical Web team members discussed in this lesson. For example, the task
of "Designing the Site's Graphics" should be assigned to the Web designer.

____________________________________________________________________________________

____________________________________________________________________________________

5. Now, think about a specific Web site that you frequently visit. What tasks in
developing that site would be performed by each typical team member? Does your
methodology still make sense? Can you think of ways to improve it?

____________________________________________________________________________________

____________________________________________________________________________________

6. Revise your methodology based on your answers in Step 5.

Developing and using a Web development methodology is an ongoing process. Because of

the variables involved in Web development, it is not possible for sites to be developed in
an assembly-line manner — and no one wants to develop sites in this way. However, by
regularly re-evaluating the way that your team works together and by looking for ways to
improve your Web development process, you can greatly increase the quality of your
work.

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Web Design Specialist Activity Handouts

Activity 3-1: Managing your time and resources

In this activity, you will practice managing a project by considering the steps you take to
perform everyday tasks you are already familiar with.

1. Consider a challenge or need in your life that will require you to takes steps and
complete tasks to resolve the situation. For example, you may need to complete
homework or a term paper, find a job, or buy a car. Without realizing it, we approach
many of our regular or everyday functions as projects. Write your chosen project in
the space provided.

____________________________________________________________________________________

____________________________________________________________________________________

2. Conduct a needs analysis for the personal project you chose in Step 1. In other
words, list the specific needs and desires you have that completing this project will
address.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. Create a list of objectives, or goals, from the needs analysis you created in Step 2.
Also list the assumptions and constraints that affect your project.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4. Create a plan listing the specific steps that you need to take to achieve each goal that
you listed in Step 3. Include a schedule for performing and completing tasks.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

5. Later, as you are executing and controlling your project, consider the project plan
you created here. Did you need to modify your project plan at any point during the
project? Did you experience scope creep?

____________________________________________________________________________________

____________________________________________________________________________________

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Web Design Specialist Activity Handouts

6. Later, after your project is complete, write a summary of its progress and results. Are
there aspects of your project plan that should have been different? Did you
successfully determine all your needs upfront, or did you realize additional needs as
the project progressed? Were your goals appropriate to achieve your project needs?
Would you include more or fewer steps to achieve each goal next time?

____________________________________________________________________________________

____________________________________________________________________________________

Although you may not always be aware of it, the principles involved in the project life
cycle can be applied to many daily and common personal activities. Of course, it is not
always feasible or necessary for an individual or small group to apply a formal structure
to every project. However, understanding that all projects consist of needs, objectives and
a plan will help your completion of nearly any task.

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Web Design Specialist Activity Handouts

Activity 4-1: Creating a vision statement for a personal goal

In this activity, you will practice creating vision statements by focusing on personal goals.
The purpose of this activity is to learn how a simple act such as defining specific values
and writing them down can help you achieve a goal of any kind. Focusing on your goals
when developing a Web site is an important discipline. This activity can benefit students
for their personal use. Instructors may also choose to include this activity as part of a
class discussion about short-term goals to see whether creating a vision statement has
any effect on achieving goals. Write your answers in the spaces provided.

Note: Before beginning this activity, instructors should specify whether students will be
asked to share these goals with the class.

1. Consider two personal goals that you would like to set and meet. The first should be
a short-term goal (a month or less to complete), such as a skill you want to begin
learning, an activity or club you want to join, a book you want to read, or a home
project you want to complete. Any goal that is realistic, pertains to you, and has an
identifiable point of accomplishment is acceptable. What is your short-term personal
goal?

____________________________________________________________________________________

2. The second goal should be a longer-term goal (several months or longer to complete),
such as an exercise or fitness achievement, a career change or advancement, a travel
or family event, a savings or investment goal, or a skill or activity you want to master.
Any goal that is realistic, pertains to you, and has an identifiable point of
accomplishment is acceptable. What is your long-term personal goal?

____________________________________________________________________________________

3. Write a value statement for your first (short-term) goal in the space provided. Be sure
to specify values that apply directly to this goal. Is a title associated with completing
this goal? What qualities will you obtain by completing this goal?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4. List some measures that can be stated for your first (short-term) goal. Be sure to
specify quantifiable values such as numbers, dates, duration or other measures
whose attainment can be verified.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Web Design Specialist Activity Handouts

5. Combine the values and measures you wrote in the two previous steps, and write a
concise vision statement for your short-term personal goal.

____________________________________________________________________________________

____________________________________________________________________________________

6. Based on what you learned in this lesson, can you name any strategies and tactics
that will help you realize this vision statement?

____________________________________________________________________________________

7. Write a value statement for your second (long-term) goal in the space provided. Be
sure to specify values that apply directly to this goal. Is a title associated with
completing this goal? What qualities will you obtain by completing this goal?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

8. List some measures that can be stated for your second (long-term) goal. Be sure to
specify quantifiable values such as numbers, dates, duration or other measures
whose attainment can be verified.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

9. Combine the values and measures you wrote in the two previous steps, and write a
concise vision statement for your long-term personal goal.

____________________________________________________________________________________

____________________________________________________________________________________

10. Based on what you learned in this lesson, can you name any strategies and tactics
that will help you realize this vision statement?

____________________________________________________________________________________

Creating a vision statement is a simple act of identifying and writing down specific values
that you want to achieve. A simple statement such as this helps define goals and provide
focus. Focusing on your goals when developing a Web site — or pursuing any project or
activity — is an important discipline. Be sure to revisit this activity as you work toward
your goals and after time has passed to see whether the vision statements helped you
achieve success.

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Web Design Specialist Activity Handouts

Activity 5-1: Identifying Web page layout elements

In this activity, you will reinforce what you learned about Web page layout elements in
this lesson. Write your answers to questions in the spaces provided. Your instructor may
choose to review the answers as part of a class discussion. Some questions are open-
ended, so answers may vary.

1. If the content is the reason users will visit your Web site, then why is page layout
important?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. Name at least three basic elements of Web page layout.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. Choose one of the basic layout elements you named in the previous question, and
describe how that element affects the appearance and readability of a Web page.

____________________________________________________________________________________

____________________________________________________________________________________

4. In the previous question, did you describe a layout element that relates more to pure
aesthetics or to logical organization of content?

____________________________________________________________________________________

____________________________________________________________________________________

5. Name the most effective page layout style, and briefly describe how it compares to
another major media type.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Page layout is crucial in Web design to ensure the success of your Web page content.
Understanding the different elements of Web page layout and their effects on the user
experience will help you design effective and appealing pages to present your content.

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Web Design Specialist Activity Handouts

Activity 5-2: Identifying numeric color formats

In this activity, you will identify colors by their RGB and hexadecimal codes. Write your
answers to questions in the spaces provided.

1. What is the color code for white, which is the maximum presence of all colors?

RGB value: ________________________________________________

Hexadecimal value: ________________________________________

2. What is the color code for black, which is the absence of all colors?

RGB value: ________________________________________________

Hexadecimal value: ________________________________________

3. What is the color code for red?

RGB value: ________________________________________________

Hexadecimal value: ________________________________________

4. What is the color code for green?

RGB value: ________________________________________________

Hexadecimal value: ________________________________________

5. What is the color code for blue?

RGB value: ________________________________________________

Hexadecimal value: ________________________________________

6. What is the color code for yellow? (Hint: Yellow consists of a maximum presence of
red and green but no blue.)

RGB value: ________________________________________________

Hexadecimal value: ________________________________________

7. What is the color code for magenta? (Hint: Magenta consists of a maximum presence
of blue and red but no green.)

RGB value: ________________________________________________

Hexadecimal value: ________________________________________

8. What is the color code for cyan? (Hint: Cyan consists of a maximum presence of blue
and green but no red.)

RGB value: ________________________________________________

Hexadecimal value: ________________________________________

Understanding numeric color values is important for anyone designing pages or graphics
for the Web. This activity discussed only basic colors consisting of maximum and null
color intensities to give you practice in converting colors to code values.

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Web Design Specialist Activity Handouts

Activity 6-1: Conducting a Web site usability test

In this activity, you will devise tasks and questions that you could use to conduct a Web
site usability test. Your questions will be based on the five distinct elements of Web site
usability. Write your responses in the spaces provided. Your instructor may choose to
review the answers as part of a class discussion. Questions are open-ended, so answers
will vary.

1. Consider the type or purpose of the Web site you might design. For example, might
you develop a travel reservations site? An online store that sells handmade greeting
cards? A site that reviews music CDs? For the purpose of this activity, specify the
subject and purpose of your Web site.

____________________________________________________________________________________

____________________________________________________________________________________

2. Now suppose that you have five participants reviewing your Web site for usability.
First, you must provide a list of specific tasks that you want each participant to
perform after he or she arrives at your home page. State at least three tasks you
would ask participants to perform at your site. Make the tasks as specific to your
subject matter as possible.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. After your test participants complete the list of tasks you have asked them to
perform, you will ask each one a few questions to review whether your site satisfies
the four elements of usability. The first element of Web site usability is high-quality
content. Write at least one question you could ask participants about how they
perceived the content on your site (relative to subject matter).

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Web Design Specialist Activity Handouts

4. The second element of Web site usability is easy navigation. Write at least one
question you could ask participants about their experience moving around your site
(relative to subject matter).

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

5. The third element of Web site usability is information architecture. Write at least one
question you could ask participants about whether content was organized into a
logical, flowing order (relative to subject matter).

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

6. The fourth element of Web site usability is search capability. Write at least one
question you could ask participants about whether the Web site offered them the
ability to quickly search for and find a particular topic (relative to subject matter).

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

7. The fifth element of Web site usability is relevant services. Write at least one question
you could ask participants about whether the Web site offered them the services they
want and expect.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

When you recruit others to help you evaluate your Web site, asking the right questions
can help you obtain the exact information you need. Phrasing questions to elicit opinion
("what do you think?") as well as fact ("what did you find?") can help you learn more. Both
fact and opinion are important to consider when designing a Web site for an audience.

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Web Design Specialist Activity Handouts

Activity 7-1: Reviewing browser terminology

In this activity, you will review some of the browser terminology you learned in this lesson
by matching each browser-related term in the left column with the appropriate
description in the right column.

1. Internet access layer A. An alternative browser available free with

advertisements or for a fee without ads.

B. Additional browser window that can be launched

2. Navigation layer
automatically and often contains unsolicited
content.

3. Presentation layer C. Browser functionality that allows you to open more

than one Web site in a single window and toggle
among them.
4. Tabbed browsing
D. An Apple Computer browser originally designed for
use on Mac OS X systems.

5. ActiveX control E. A published record of IP addresses known to be

sources of spam.

F. A browser that offers an intuitive, uncluttered

6. Pop-up
interface, improved sandboxing and isolated tabs
and processes.

7. Blacklist G. Browser functionality that includes communication

protocols such as HTTP and SSL.

H. An open-source organization that created the

8. Adaptive browser
Firefox browser and standards-compliant browser
development tools.

9. Chrome I. Browser functionality that tracks locations the user

has visited on the Web, and helps the user go
where he or she wants to go.
10. Mozilla
J. A specialized browser that enables users with
disabilities to access the Web.

11. Opera K. Technology owned by Microsoft and supported by

the Internet Explorer browser that can be used to
enable interactive content on the Web.
12. Safari
L. The browser window, which displays the page that
the user requested.

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Web Design Specialist Activity Handouts

Activity 8-1: Identifying Web site structure

In this activity, you will try to identify Web pages by reading URLs and determining the
file structure of Web sites. Write your responses in the spaces provided.

1. Study the following URL:

http://www.hometheatermag.com/frontprojectors/

What can you identify about this Web page without accessing it in your browser?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. Study the following URL:

http://www.CIWcertified.com/exams/faq.asp

What can you identify about this Web page without accessing it in your browser?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. Study the following URL:

http://www.travelalaska.com/Specials/

What can you identify about this Web page without accessing it in your browser?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

4. Study the following URL:

http://www.msnbc.msn.com/id/6973740/

What can you identify about this Web page without accessing it in your browser?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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Web Design Specialist Activity Handouts

5. Study the following URL:

http://animal.discovery.com/fansites/meerkat/meerkat.html

What can you identify about this Web page without accessing it in your browser?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

6. Study the following URL:

http://www.wdvl.com/WDVL/Stats/Top/100.html

What can you identify about this Web page without accessing it in your browser?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

7. As you can see, some sites use file or directory names that are not easily read by
users. The structure makes sense to the site's technical team but not necessarily to
the site's audience. Do you think this practice has an adverse effect on navigation?
Under what circumstances might you need to identify a Web page without accessing
it in your browser? Consider your own activities on the Web. Does a clearly identified
file path improve your Web experience?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Understanding how to read URLs can be useful when you are navigating a Web site.
Although not all file and directory names are specific, you can often determine the site
you are visiting and the depth within the site you have moved by looking at a URL.
Reading URLs also helps increase your understanding of the hierarchical structure of
Web sites.

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Web Design Specialist Activity Handouts

Activity 9-1: Identifying graphic formats and files

In this activity, you will review the graphic files and formats you learned about in this
lesson. Write your answers to questions in the spaces provided. Your instructor may
choose to perform the activity or review the answers as part of a class discussion.

1. You are creating a home page for your new home business, Home-Made-Stuff.com.
You want to create a Home-Made-Stuff logo in simple line art with only your two
signature colors. You will want to use the graphic repeatedly in various sizes. What
type of graphic format is most appropriate for this type of image?

____________________________________________________________________________________

____________________________________________________________________________________

2. What type of graphics-creation application should you use to create the image file
you named in Step 1?

____________________________________________________________________________________

____________________________________________________________________________________

3. Next, you want to create a catalog for your Home-Made-Stuff.com site. The catalog
will feature pictures of the products you sell. You decide that you will scan
photographs of the products. What type of graphic format is most appropriate for this
type of image?

____________________________________________________________________________________

____________________________________________________________________________________

4. To show the different colors available for some of your products, you plan to simply
use the same image file but change the product's colors in your graphics-editing
application. What type of application should you use to edit the image files you
named in the previous question?

____________________________________________________________________________________

____________________________________________________________________________________

5. For the product images on your catalog pages, you need your files to have the
greatest possible color depth. You also want to compress the file size as much as
possible so you can fit several images on a single page. With which image file format
should you save your product catalog images?

____________________________________________________________________________________

____________________________________________________________________________________

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Web Design Specialist Activity Handouts

6. For your company logo, you placed the company name, Home-Made-Stuff.com, inside
a circle. The circle is black with the lettering inside in your company colors. The logo
will appear on every page in different sizes. Each page is a different color, and you
want the background color of each page to extend to the edge of the logo's circle,
rather than having a white square appear around your circular logo. With which
image file format should you save your logo images so you can achieve this effect?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

7. You decide that on your home page, you want your logo to look as if it is growing and
changing colors. To simulate this motion, you will create a sequence of still frames
that will play in a predetermined loop each time the page is accessed, similar to a
cartoon flipbook. With which image file format should you save your logo images so
you can achieve this effect?

____________________________________________________________________________________

____________________________________________________________________________________

Graphics have many uses on a Web site. In order to use graphic images effectively, you
need to understand which graphic formats and file types are most appropriate for which
types of images. This activity applied what you have learned about graphics to possible
scenarios you might encounter while developing and choosing graphic image files for a
Web site.

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Web Design Specialist Activity Handouts

Activity 10-1: Identifying multimedia elements

In this activity, you will identify various multimedia elements that you studied in this
lesson. Follow instructions for each step to circle or match words, or fill in the blanks.
Indicate your answers in writing for each step. Your instructor may choose to perform the
activity or review the answers as part of a class discussion.

1. Which of the following Web site elements are considered multimedia elements? Circle
each answer that applies.

Graphic image Animated text

Music Video
Colored text Hyperlink
Rollover Keyword search
Button User-triggered sound effects

2. What type of multimedia is this file format? For each file format given, specify the
multimedia type as Audio, Video or Animation. Some file formats may incorporate
more than one of these multimedia formats.

• .wav ___________________________________________________

• .mov ___________________________________________________
• .mid ___________________________________________________

• .swf____________________________________________________

• .mp3___________________________________________________

3. (Fill in the blank.) One type of animation to avoid is _________________________________

because it has proved unpopular with users.

4. (Fill in the blank.) Audio can be delivered either as a _________________________________

file or in _________________________________ format.

5. (Fill in the blank.) Currently, the one acceptable type of embedded audio is
_________________________________.

6. (Fill in the blank.) Some multimedia file types may require the user to have
_________________________________ installed in the browser.

7. (Fill in the blank.) A term commonly used to describe the overall impression of
appearance and functionality conveyed by a Web page is
_________________________________.

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Web Design Specialist Activity Handouts

Activity 11-1: Reviewing Web-related legal terms

In this activity, you will review some of the legal terminology you learned in this lesson by
matching each term in the left column with the appropriate description in the right
column.

1. Intellectual property A. Legal protection of original works of authorship.

B. Legal protection of names, phrases, images or

2. Trademark sounds that a company uses to distinguish itself
from the competition.
3. Trade Secret C. Legal protection of inventions.

D. Ideas and products of the mind.

4. Copyright
E. A legal contract that allows you to use another
5. Patent author's content, dictated by the author's terms.

F. A binding agreement between two or more parties.

6. Ethics
G. A doctrine that allows the use of copyrighted
material for purposes such as criticism, reporting,
7. Fair Use teaching and research.

H. A formula, pattern, idea, process or compilation of

8. Licensing information that provides the owner with an
advantage in the marketplace.
9. Infringement
I. The unauthorized use of copyrighted works.

10. Contract J. Rules or standards governing the conduct of the

members of a profession.

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Web Design Specialist Activity Handouts

Activity 12-1: Identifying HTML terms

In this activity, you will review what you learned in this lesson about HTML by matching
words from the left column to the appropriate definitions in the right column.

1. Programming language A. A language used specifically to define context as

opposed to appearance

B. Separate text documents that are linked together

2. Tags
in non-linear fashion

C. The standards organization that controls the

3. HTML evolution of HTML

D. A language used to create documents in which

4. Hyperlink the instructions and the data reside in the same
file

E. A program such as Firefox and Internet Explorer

5. HTML interpreter
that processes and displays Web documents

F. Embedded instructions within a text file that link

6. Markup language it to a separate file

G. A language used to provide data structures and

7. Hypertext internal logic

H. Special pieces of code, enclosed in angle

brackets, that tell the HTML interpreter how to
8. World Wide Web
process or display text
Consortium (W3C)
I. A language used for both contextual and display
9. SGML formatting of Web documents

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Web Design Specialist Activity Handouts

Activity 12-2: Identifying HTML issues

In this activity, you will review what you learned in this lesson about HTML. Write your
answers in the spaces provided. Your instructor may choose to perform the activity or
review the answers as part of a class discussion.

1. Will a Web page appear the same when viewed in any browser? Explain why or why
not.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. Can you use deprecated HTML tags? Why or why not?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

3. What recommendation from the W3C combines Extensible Markup Language (XML)
1.0 and HTML 4.01 to create Web documents that can be used, viewed and validated
by both HTML and XML processors?

____________________________________________________________________________________

____________________________________________________________________________________

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Web Design Specialist Activity Handouts

Activity 13-1: Creating a well-formed XML document

In this activity, you will structure some data into XML format. Remember that XML
allows you to name tags whatever you choose, provided that you follow the XML rules for
well-formedness. Write your answers in the spaces provided.

1. Use the following invoice information to create an XML document structure. There
are no "correct" tags you must use, but you must ensure that the document is well-
formed. Write your code in the space provided next to the invoice data (use a separate
sheet of paper if necessary). Refer back to this lesson if you need help remembering
the characteristics of a well-formed XML document.

Invoice number: 12345

Date: 06-12-11

Vendor: Oakley

Product: eyewear

Model: X Metal

Color: Titanium

Quantity: 50

Price: US$100.00

2. When you are finished, your instructor will examine your document to see whether it
is well-formed.

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Web Design Specialist Activity Handouts

Activity 14-1: Reviewing X/HTML table tags

In this activity, you will review the X/HTML tags used to create tables and their available
attributes. Write your answers in the spaces provided.

1. What is the purpose of tables?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

2. Which tag is required to create a table and contains all other table element tags?

____________________________________________________________________________________

3. Which tag is required to create a table and contains all the information for a specified
table row?

____________________________________________________________________________________

4. Which tag is required to create a table and contains all the content for a table cell?

____________________________________________________________________________________

5. Which tag is optional and can be used to add an attached caption to a table?

____________________________________________________________________________________

6. Which tag is optional and can be used to designate a row or column (typically the top
row or left column) as a heading?

____________________________________________________________________________________

7. If a table header row or cell is specified, how will text in those cells appear by default?

____________________________________________________________________________________

8. How is content in a table data cell aligned by default?

____________________________________________________________________________________

9. Which attributes can you use to change the default alignment of content in table data
cells? Which values do these attributes take?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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10. By default, how much space will a table fill? What elements or attributes can you
modify to add more space to a table?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

11. Which attribute should you modify if you want to make your table invisible?

____________________________________________________________________________________

____________________________________________________________________________________

12. Which attribute can you use to change the color of an entire table or specified cells?

____________________________________________________________________________________

____________________________________________________________________________________

13. Which attribute can you use to allow more space between cell text and cell borders?

____________________________________________________________________________________

____________________________________________________________________________________

14. Which attribute can you use to allow more space between cells in a table?

____________________________________________________________________________________

____________________________________________________________________________________

15. How can you create a column that spans multiple rows or a row that spans multiple
columns in a table?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

16. How can you center an entire table on your Web page?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

17. How can you use an image as cell content in a table?

____________________________________________________________________________________

____________________________________________________________________________________

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18. Study the table presented in the following figure.

Label this figure with lines pointing to indicate the following table elements or attributes:

Table caption Table heading

Table border Table row

Table data Cell

Cell padding Cell spacing

This activity reviewed the basic X/HTML table elements and attributes, and their uses.
Although you may seldom use X/HTML code to create Web pages, it is valuable to know
X/HTML in case you want to read or modify code generated by a GUI Web page editor, or
you decide to learn other Web development languages.

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Activity 15-1: Using inheritance with styles

In this activity, you will outline some Web site style elements to determine inheriting and
overriding elements. Listing style elements in this way may help you determine which
method you should use to apply each style variation to your Web pages. Write your
answers in the spaces provided.

1. Imagine that you are planning a Web site that will use cascading style sheets for
formatting. Consider your own Web site or a theoretical three-page Web site for the
purposes of this activity.

2. Choose several style elements that you will apply overall to your Web site, such as
background color or font face. Write these style elements here. These will be your
default site styles.

____________________________________________________________________________________

____________________________________________________________________________________

3. Choose some style elements that will apply to only certain parts of all your Web
pages, such as the font or color of certain heading levels. Write these style elements
here.

____________________________________________________________________________________

____________________________________________________________________________________

4. Choose some style elements that will apply to your Web pages infrequently or only
once, such as a table background color or a specialized font for one paragraph. Write
these style elements here.

____________________________________________________________________________________

____________________________________________________________________________________

5. Consider the style elements you specified in Step 2. These elements will appear as
the default styles for your entire site. Which methods should you use to apply styles
to these elements, and why?

____________________________________________________________________________________

____________________________________________________________________________________

6. Consider the style elements you specified in Step 3. These elements will appear on all
pages of your site but will affect only certain parts of each page. Which methods
could you use to apply styles to these elements, and why?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

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7. Consider the style elements you specified in Step 4. These elements will appear
infrequently, on a single page of your site or as a single occurrence. Which methods
should you use to apply styles to these elements, and why?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

8. To change a default style (such as one you specified in Step 2) to another style in only
some areas (as you specified in Steps 3 and 4), the new style must override the
default style. Which methods of applying styles override which other methods?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

9. List the elements you cited in Steps 2, 3 and 4 in outline format on a sheet of paper
(that is, write default elements closer to the left margin, with more specific elements
subordinated and indented under the default elements). Write the best method for
applying the style next to each element. Figure A15-1 shows an example of this type
of outline. Do you see a pattern in the hierarchies between the elements and the
methods for applying their styles? Do you think this outline approach could help you
style your Web pages using CSS?

Figure A15-1: Example of style outline showing inheritance

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Activity 16-1: Developing Web site metadata

In this activity, you will develop a descriptive summary and choose keywords for your
own Web site. Write your answers in the spaces provided. Your instructor may choose to
perform or review this activity as part of a class discussion.

1. Consider the type of Web site you will create on your own. What topic will be the
focus of your site?

____________________________________________________________________________________

2. Will your site be used for e-commerce or informational purposes?

____________________________________________________________________________________

3. What business or site name might you use?

____________________________________________________________________________________

4. Use the information you specified in Steps 1 through 3 to write a sentence or two that
succinctly describes your Web site and its purpose to users who have never visited it.
Restrict this summary to 25 words (150 characters). Try to mention some feature or
offering that sets your site apart from other similar sites. Be creative, but be sure to
use clear and widely understood language to describe your site. Consider that this
summary may determine whether a user who matched your keywords decides to visit
your site or not.

____________________________________________________________________________________

____________________________________________________________________________________

5. You can use the descriptive summary you just wrote in a <meta> tag or in the <body>
section of your Web site's home page. Write the <meta> tag syntax you could use to
make this description appear in search engines that recognize this tag.

____________________________________________________________________________________

____________________________________________________________________________________

6. You can use a shorter version of your descriptive summary in your Web page's <title>
tag. Rewrite your descriptive summary, restricting it to 12 words (70 characters).
Many search engines use a site's title as its description, so make this title appealing.
Write the <title> tag syntax you could use for this description.

____________________________________________________________________________________

____________________________________________________________________________________

7. Consider the keywords that might apply to your Web site. Start by reading your
descriptive summary and picking out the most important relevant words. Do not
include irrelevant, common or overused words such as "the," "and," "Web," "nice,"
"great" and so forth. List at least three keywords from your summary.

____________________________________________________________________________________

____________________________________________________________________________________

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8. Now consider a user who might be interested in the content you offer. If you were
that user, what other keywords might you enter in a search engine to locate this site?
List at least five additional keywords that were not included in your summary.

____________________________________________________________________________________

____________________________________________________________________________________

9. Are any of the keywords you have chosen so far misleading, vague or too broad? If so,
what clearer words could you use to replace them?

____________________________________________________________________________________

____________________________________________________________________________________

10. Are any of the keywords you have chosen commonly misspelled? If so, what
misspellings might you add to your list of keywords so that users who misspell
keywords can still find your site?

Note: Remember not to misspell words on your site's pages to accommodate searching
— use misspellings only in the <meta> tag keywords.

____________________________________________________________________________________

____________________________________________________________________________________

11. Can any of the keywords you have chosen be pluralized or written in another form
(different verb tense, longer or shorter form, nicknames, capitalization, common
abbreviations)?

____________________________________________________________________________________

____________________________________________________________________________________

12. You can use these keywords to help influence search engine results for your Web
page. Write the <meta> tag syntax you could use to supply these keywords to search
engines that recognize this tag.

____________________________________________________________________________________

____________________________________________________________________________________

Metadata is useful for Web site users and Web site authors alike. Determining which
information is most relevant to users may take some practice but is well worth the effort
if you want more users to find your site.

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Activity 30-1: Reviewing JavaScript and DHTML terms

In this activity, you will review some of the JavaScript and DHTML terminology you
learned in this lesson by matching each term in the left column with the appropriate
description in the right column.

1. JavaScript A. An attribute or characteristic (such as color or

height) that a programmer stipulates in the creation
of an object.
2. Java
B. DOM representation of an element in a document.

C. A JavaScript method that creates a new window

3. DHTML
and populates it with new or existing information.

D. A single line of code to be executed in a script or

4. DOM program.

E. A JavaScript method that requests and returns

5. Object user input through a text field in a pop-up dialog.

F. An object-based scripting language used to add

6. Property interactivity to Web pages.

G. A JavaScript method that creates a pop-up box that

gives a message to the user.
7. Method
H. A language-neutral way for programs to access and
modify the content, structure and style of X/HTML
8. Statement documents.

I. Syntax used in programming languages to associate

9. Function an object's name with its properties or methods,
and to depict hierarchical properties.

10. Node J. A combination of technologies that provides Web

page interactivity.

K. A programming component that models the

11. Dot notation
characteristics of abstract or real objects using
classes.

12. alert() L. A programming container that allows multiple

commands to be called based on the required event.

13. prompt() M. An object-oriented programming language used to

create stand-alone applications and mini
applications called applets.
14. open()
N. A behavior or action performed by an object.

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Activity 30-2: Writing pseudo-code

When you are first learning how to program, it is useful to write out in "pseudo-code" the
actions you want your script to accomplish. Later, you can refine your logic and add the
language-specific code to generate the desired effect. In this activity, you will learn how to
write pseudo-code to help you create interactive scripts.

Note: Some of the examples in this activity are simplistic compared to the scope of many
script and programming operations. However, this introduction to the pseudo-coding
process is useful for developers who plan to pursue a study of scripting or programming
languages.

1. Review Lab 30-1 from this lesson, in which you created a JavaScript alert.

2. Suppose that instead of simply copying the code supplied in that lab as you did, you
were approaching this task from the perspective of the developer who wants to script
this particular interaction on a Web page. Before writing any JavaScript code, you
might write pseudo-code to walk yourself through the operation you want to script.
For example:

Add JavaScript code to Web page to do the following:

Display a pop-up message to user.

3. Pseudo-code can help you identify missing steps in an operation. As you study your
pseudo-code, you may realize that you need to add some steps to accomplish the
action you have specified. In this case, you might expand your pseudo-code as
follows:

Add JavaScript code to Web page to do the following:

Display a pop-up message to user.
Message box should read "Good Morning!"

4. Now that you have pseudo-code to help you plan the purpose of your code, you could
start writing your JavaScript to follow the action, line by line, that you want your
code to take. You can even place pseudo-code side-by-side with your script, as shown
in the following example in Table A30-1.

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Table A30-1: Pseudo-code example

Pseudo-Code JavaScript

Add JavaScript code to Web page to <script language="JavaScript"

do the following. type="text/javascript">
<!--

// -->
</script>

Display a pop-up message to user. alert("");

Message box should read "Good alert("Good Morning!");

Morning!"

Finished JavaScript code: <script language="JavaScript"

type="text/javascript">
<!--
alert("Good Morning!");
// -->
</script>

5. Review Lab 30-2 from this lesson, in which you created a JavaScript prompt.

6. Again suppose that instead of following the code supplied in that lab as you did, you
are approaching this task from the perspective of the developer who wants to script
this particular interaction on a Web page. Before writing any JavaScript code, you
might write pseudo-code to walk yourself through the operation you want to script.

7. In the following table, use the space provided on the left to write some pseudo-code
for the actions that are scripted on the right. Notice that the script is divided into
sections to help you determine some of the individual pseudo-code steps. If you are
not sure of the actions this script will produce, review Lab 30-2.

Note: These examples reverse the process of pseudo-coding in order to provide you with
a familiar operation. Normally you would write pseudo-code before any script exists.

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Pseudo-Code JavaScript

<script language="JavaScript"
type="text/javascript">
<!--

// -->
</script>

alert("Good Morning")

+ user's name

prompt("We would like to get to know

you, please supply us with your
name","")

alert("Good Morning, " + prompt("We

would like to get to know you, please
supply us with your name","") );

<script language="JavaScript"
Finished JavaScript code: type="text/javascript">
<!--
alert("Good Morning, " + prompt("We
would like to get to know you, please
supply us with your name","") );
// -->
</script>

8. Review Lab 30-4 from this lesson, in which you created a sniffer and redirection with
JavaScript. This operation provides a better example of one you might first write out
in pseudo-code because it contains decisional logic: If the first condition specified is
met, then a specified action is carried out. If the first condition is not met, then a new
condition is specified. If that condition is met, a different specified action is carried
out. The pseudo-code is provided in Table A30-2 to demonstrate how these more
advanced JavaScript operations function.

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Table A30-2: Advanced pseudo-code example

Pseudo-Code JavaScript

Add JavaScript code to Web page <script language="JavaScript"

to do the following. type="text/javascript">
<!--

// -->
</script>

Use the JavaScript navigator function checkBrowser() {

object to check the user's var name=navigator.appName;
browser type. Return the
browser type as a variable
called "name."

If the variable "name" returns if (name.indexOf('Netscape') != -1) {

as "Netscape," then display the document.location.href="firefox.htm"
document located at the given
hypertext reference (the
firefox.htm page).

If the variable "name" does not } else {

return as "Netscape," then
check the next condition.

If the variable "name" returns if (name.indexOf('Microsoft') != -1) {

as "Microsoft," then display document.location.href="microsoft.htm"
the document located at the }
given hypertext reference (the }
microsoft.htm page). }

Finished JavaScript code: <script language="JavaScript"

type="text/javascript">
<!--
function checkBrowser() {
var name=navigator.appName;
if (name.indexOf('Netscape') != -1) {
document.location.href="firefox.htm"
} else {
if (name.indexOf('Microsoft') != -1) {
document.location.href="microsoft.htm"
}
}
}
//-->
</script>

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9. Suppose you wanted to create a script that adds information such as the following
greeting to a Web page, using time-based code to display the current time and date:

Good afternoon!
Welcome to our site.
It's 3:11:46 PM on 6/12/2011.

In this time-based greeting example, the X/HTML page will consist of three lines of
text. The first line will read either Good morning, Good afternoon or Good evening. The
second line will always read the same. The third line will display the word "It's"
followed by the time (AM or PM, not 24-hour time), followed by the word "on," the
date, and a period.

10. Review the following pseudo-code that you might write to help you plan the action
you would need to script in order to create the time-based greeting page. The logic is
straightforward: You need to send the date and time information to the end user as
text on the Web page. Decisional logic separates morning, afternoon and evening.

Get the date.

Get the hours, minutes and seconds.
Determine the greeting:
If the hour is earlier than 12pm, say "Good Morning."
If the hour is 12pm or later, but earlier than 6pm, say "Good Afternoon."
If the hour is 6pm or later, say "Good Evening."
Determine AM or PM:
If the hour is earlier than 12pm, say "AM."
If the hour is 12pm or later, say "PM."
If the source supplies 24-hour time and the time is later than 12:00, say
'PM'. If the 24-hour time is 13:00 or later subtract 12 for the hour
(e.g., 15:00 would show as 3:00pm).
Build a greeting to indicate the time and date, if necessary.
Write the greeting with the current time and date onto the page.

11. The following JavaScript code could be written to create the action described in this
pseudo-code (the code is also available in the js_example.htm file in your
\LabFiles\Lesson30\Activity_30-2\ folder). This example is provided for
informational purposes to demonstrate the usefulness of pseudo-coding and its
relationship to writing script or programming code.

<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"

"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<title> JavaScript Example </title>
</head>
<body bgcolor="red" text="black">
<div align=center>
<h1>Time-Based Greetings Using JavaScript</h1>
<font face="Comic Sans MS" size="4">

<script language="JavaScript" type="text/javascript">

<!--

// Declare variables and assign values

var ampm;
var now = new Date();
var h = now.getHours();
var m = now.getMinutes();
var s = now.getSeconds();

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// Add a leading zero

// if the seconds are less than 10

if (s < 10) {
s = "0" + s;
}

// Add a leading zero

// if the minutes are less than 10

if (m < 10) {
m = "0" + m;
}

// Decide Greeting

if (h < 12) {
document.write("Good morning!");
ampm = "AM";
}
else if (h==12) {
document.write("Good afternoon!");
ampm = "PM";
}
else {
if (h < 18) {
document.write("Good afternoon!");
} else {
document.write("Good evening!");
}
h = h - 12;
ampm = "PM";
}

// Create time and date as a string expression

stringTime=h+":"+m+":"+s+" "+ampm;
stringDate=(now.getMonth() +1 ) + "/" + now.getDate() + "/" +
now.getFullYear();

// Write out full greeting

document.write("<BR>Welcome to our site.<BR>");

document.write("It's ");
document.write(stringTime+" on "+stringDate+".");

//-->
</script>

</font>
<hr/>
</body>
</html>

Writing pseudo-code can help you consider and plan the purpose of your scripting or
programming code. Making as detailed a plan as possible before you start writing script
helps you stay focused on the script's logic. When writing code, check constantly to
ensure that you are following your design. And be prepared to modify the design if
unexpected issues occur while creating your code.

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Activity 31-1: Reviewing applet terms and code

In this activity, you will review some of the applet terminology and code you learned in
this lesson by matching each term in the left column with the appropriate description in
the right column.

1. Object-oriented A. The HTML 3.2 (and earlier) tag used to embed an

applet into a Web page.

2. Parameter B. A stand-alone program that runs outside of a Web

browser.

C. An X/HTML attribute used with the <param> element

3. <applet>
to specify which parameter will be passed the value
that follows.

4. Java D. A type of language for writing programs in which the

program is organized as a set of objects that interact
with each other.
5. classid
E. An X/HTML attribute required by the <object> tag to
create space for the applet.
6. Class file
F. The HTML 4.0 (and later) tag used to embed an applet
into a Web page.
7. name
G. An X/HTML attribute required by the <object> tag to
specify the location of the applet file.

8. Multi-threading H. A programming language derived from C++ that

provides a cross-platform model for both stand-alone
and Web-based applications.
9. Java applet
I. An attribute used by the applet file, passed to the
applet using an X/HTML element.
10. width
J. More than one separate process running within a
program simultaneously.
11. <object>
K. Compiled Java code.

L. A small application that can be run in a browser and

12. Java application is embedded in an X/HTML page for Web viewing.

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Activity 32-1: Reviewing Web server terms

In this activity, you will review some of the Web server terminology you learned in this
lesson by matching each term in the left column with the appropriate description in the
right column.

1. HTTP A. The default connection number reserved for SSL

connections.

2. Port B. An XML-based application for syndicating Web site

content.

C. An open protocol that provides data security through

3. IIS
encryption, server authentication, message integrity and
optional client authentication.

4. Port 443 D. A server-side technology created by Microsoft that runs

best on IIS but can be ported to other platforms.

5. HTTP server E. The default connection number reserved for HTTP

servers.

6. CGI F. A protocol for transferring data (such as user-submitted

form data) between an HTTP server and a server-side
script.
7. Server-side
G. An open-source HTTP server application that runs on
technology
multiple operating systems.

H. Any technology that performs functions on the Web

8. JSP server based on client input.

I. A server-side technology created by Sun Microsystems

9. SSL that can run on multiple platforms, as long as Java code
processing is enabled.

10. Atom J. An HTTP server application included with Microsoft

server operating systems.

K. Computer software that serves X/HTML documents over

11. Port 80
the Internet, intranets, extranets, local area networks
(LANs) and wide area networks (WANs).

12. ASP L. A logical connection point that can be used for remote
Web server administration.

13. Apache server M. The protocol that transports Web pages across the
Internet, requiring a server on one end and a client
program on the other.

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Activity 32-2: Reviewing cookie terms

In this activity, you will review some of the cookie terminology you learned in this lesson
by matching each cookie-related term in the left column with the appropriate description
in the right column.

1. path=path; A. Cookie parameter pair that must be present for the

domain=domain cookie to survive beyond the end of the browser
session.

2. HTTP response header B. The only cookie parameter pair required to generate
a cookie.

3. expires=date C. A small text file that is sent between a server and a

client. It contains information to help maintain
state and track user activities.
4. Persistent client state
D. Tracking the current or last known status of a
HTTP cookie
transaction or process.

E. Cookie parameter pairs that identify the URL that

5. Cookie issued the cookie.

F. Text passed from a server to a client requesting a

6. name=value Web page; the text can include a set-cookie
message.

7. State maintenance G. Formal term for a cookie.

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Activity 32-3: Reviewing cookie facts and myths

In this activity, you will identify cookie facts and myths by circling True or False for each
claim about cookie functionality.

1. True or False — Cookies can store personal information that you provide to the
server that wrote the cookie.

2. True or False — Cookie files can be read by any user on the Internet.

3. True or False — Cookies can read files from your hard drive.

4. True or False — Cookies can be used to target you for marketing and banner
advertisements.

5. True or False — Cookies can gather your passwords and distribute them.

6. True or False — Cookies are stored in one unique place on your system as text files
only.

7. True or False — Cookies can respond to any Web server on the Internet.

8. True or False — After a server sends you a cookie, it has no knowledge that you
have the cookie until you request another page from that server.

9. True or False — Cookies can contain viruses.

10. True or False — Cookies are executable.

11. True or False — Cookies can track the sites you have browsed.

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Activity 33-1: Reviewing database terms

In this activity, you will review some of the database terminology you learned in this
lesson by matching each term in the left column with the appropriate description in the
right column.

1. ODBC A. A set of records contained in a database.

B. A request for information from the user to the database; the

2. Table reply values are based on user-specified criteria.

C. An application that allows users to manipulate information in

3. Hypertext the database.
database
D. A collection of data that can be sorted and searched using
search algorithms.
4. Schema
E. A standard method for accessing a database regardless of the
DBMS or application program used.
5. Database
F. A database management system that stores information on a
single table consisting of multiple rows and columns.
6. Field
G. A database access method that executes SQL statements via
Java programming to communicate with any SQL-compliant
7. DBMS database.

H. A column within a database table, by which information can

8. Record be sorted and retrieved.

I. The defined structure and content types of a database system,

9. Distributed often depicted as a graphical reference.
database
J. A data-storage facility that stores various types of information
(e.g., text, images, multimedia) as objects.
10. SQL
K. A row within a database table, which includes one complete
set of information.
11. File
L. A data-storage facility constructed from multiple files and
housed at different locations on the enterprise.
12. Flat file
M. A repository of information divided into columns and rows; the
format in which all information in a given database is
13. RDBMS contained.

N. A database management system that stores related

14. JDBC information in a collection of tables.

O. A computer language for accessing information from a

15. Query database and that closely resembles verbal English language.

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Activity 34-1: Reviewing Web publishing and maintenance terms

In this activity, you will review some of the Web publishing and maintenance terminology
you learned in this lesson by matching each term in the left column with the appropriate
description in the right column.

1. ISP A. A site maintenance process that involves

methodically reviewing a functionality on each
page to prevent the site from looking outdated or
neglected.
2. ASP

B. The process of uploading files to a Web server to

make a Web site accessible to the public on the
3. ASCII Internet.

C. The format used to transfer and store text data.

4. Social engineering
D. An attack on a server that consumes all of the
server's available network bandwidth.

5. Web site publishing E. An organization that maintains a connection to

the Internet and rents access (i.e., hosting service)
to customers.
6. Link checking
F. A Web server that has a dedicated connection to
the Internet.

7. FTP G. An Internet protocol used to transfer files between

computers without corruption or alteration.

H. A direct or indirect source for information about

8. User feedback
your site's functionality and design, and which
often contributes to site revisions.

9. Binary I. The software tool generally used to transfer Web

page files to an HTTP server.

J. A practice used by hackers to try to trick people

10. Web site host
into revealing sensitive information.

K. The format used to transfer and store non-text

11. FTP client data.

L. An organization that provides some types of

application functionality and hosting (e.g., contact
12. Denial of service
management, e-commerce) in addition to Internet
access for a Web site.

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