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Do I really need to title my nav? Is this a bug with the outliner? A problem with the new spec? Or just the way it is. If so it’s unnecessary. Nobody needs me to tell them this is the navigation. If there were more than one nav elements on the page I could possibly see a title being useful but for this is doesn’t make a lot of sense to me.

The article element represents a component of a page that consists of a self-contained composition that forms an independent part of a document, page, application, or site and that is intended to be independently distributable or reusable, e.g. in syndication.

In this guide I am going to demonstrate how to format your posts on your homepage using the excerpt

Page specific headers in thesis

Syntax. CSS has a simple syntax and uses a number of English keywords to specify the names of various style properties. A style sheet consists of a list of rules.

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Cascading Style Sheets - Wikipedia

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Date : 08/08/2017
Quotation are further invited in sealed cover for Publication of 500 copies of PG & Ph.D syllabus containing 360pages (previous quated :No.229/gps(6) Dats: 30.06.2017 ) .

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CSS Template Layout Module - World Wide Web …

In order to understand online inquiry-based learning environments and articulate design guidelines, three cases that used an inquiry-based learning approach on the Web were selected: WebQuest, Inquiry Page, and the Learning to Teach with Technology Studio. Interviews with designers, developers, and teacher-learners were conducted, in addition to document analyses. Strengths and weaknesses of each case were identified. A model for designing OILEs was first developed, based on principles derived from the case studies. Next, an initial set of more than 60 prescriptive guidelines for designing OILEs was created. Following review by several professionals in the field, guidelines were subsequently revised.

Templates can also help with device-independence

The WebQuest model continues to grow in popularity, with teachers from around the world and many teacher-educators and experts in the field of educational technology espousing its potential to extend content knowledge and promote higher level thinking. While the model is well received by teachers and students alike, most evidence of its effectiveness is anecdotal, and there is very little in the way of empirical research on the elements that make an effective WebQuest. Furthermore, rich descriptions of how students interact during a well-developed WebQuest are largely absent from the literature. In short, the WebQuest model suffers from a lack of scholarly research which may impede practitioners interested in using this approach to design and deliver effective Web-enhanced instruction.

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The model has three levels: (1) an inquiry module, (2) a nurturing environment, and (3) a community of inquiry. The design guidelines suggested in this study cover four main areas: (1) assessment of the preconditions, (2) design of an inquiry module, (3) design of a nurturing environment, and (4) design of a community of inquiry. Based on comments by reviewers of the guidelines, unresolved issues were identified. These issues include: (1) asking a right question, (2) promoting ownership, (3) using multiple levels of representations, (4) using national curriculum standards, (5) using a design mode, (6) planning inquiry, (7) carrying out systematic investigation, (8) using inquiry performance, (9) ensuring effective reflection, (10) providing scaffolding, (11) providing resources, (12) using various cognitive tools, (13) developing customized space, and (14) developing a community of inquiry. Also, three other general issues were discussed: (1) visual representation of structure for inquiry, (2) teacher-as-designer approach, and (3) instructional use of OILEs.

The Best Way to Implement a "Wrapper" in CSS | CSS-Tricks

BCKV/CCS/76/L-449 dated 04.07.2017
Sealed quotations are hereby invited from interested Agencies / Parties in sealed cover for purchase of the list of items.

Make an Editable/Printable HTML Invoice | CSS-Tricks

An application reaches a steady-state whenever it has no outstanding requests; i.e., it has no pending requests and all of the responses to its current set of requests have been completely received or received to the point where they can be treated as a representation data stream. For a browser application, this state corresponds to a "web page," including the primary representation and ancillary representations, such as in-line images, embedded applets, and style sheets. The significance of application steady-states is seen in their impact on both user-perceived performance and the burstiness of network request traffic.

Web Developer's Handbook | CSS, Web Development, …

Some cache connectors are shared, meaning that its cached responses may be used in answer to a client other than the one for which the response was originally obtained. Shared caching can be effective at reducing the impact of "flash crowds" on the load of a popular server, particularly when the caching is arranged hierarchically to cover large groups of users, such as those within a company's intranet, the customers of an Internet service provider, or Universities sharing a national network backbone. However, shared caching can also lead to errors if the cached response does not match what would have been obtained by a new request. REST attempts to balance the desire for transparency in cache behavior with the desire for efficient use of the network, rather than assuming that absolute transparency is always required.

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