web240.txt Week 3.txt Part 2 Create a homepage for your planned site that demonstrates effective application of design elements. Use only Adobe® Dreamweaver® or another HTML editor to create a basic web page based on the web plan you have developed. This page is the homepage of your website. Save your site homepage as index.html or default.html. Part 3 Expand the basic homepage from Week Two to a site that includes at least 3 web pages. As in the prior assignment, use only Adobe® Dreamweaver® or another HTML editor to expand the homepage developed in Week Two. Incorporate the following into your expanded website: •  Apply Cascading Style Sheets (CSS) to format elements. •  Integrate multimedia effectively into the site. •  Create effective navigation for the site so that people can move easily between the pages. •  Organize page content using structural elements, such as headings, paragraphs, tables, and lists. •  Use internal, external, and anchor links in the site. •  Apply usability best practices and principles of design. Refine and finalize your website by doing the following: •  Add a simple web form—such as an order form, a subscription to a newsletter, or a request for contact. •  Use division or a table to structure the form elements. •  Apply JavaScript® to validate the form. •  Finalize a navigation system. •  Use metadata to increase accessibility and search engine optimization. •  Test for functionality and usability As in the prior assignment, use only Adobe® Dreamweaver® or another HTML editor to refine the homepage developed in Week Three. Check your HTML code using the Markup Validation Service on the W3C® website, (www.w3.org) prior to submitting your web page(s). A link to this site may be found in the Materials tab on your student website. Submit all website files in a compressed folder.

Each section of the attached document needs to be 1 to 2 paragraphs so I am not sure if it is 2 or 3 pages long. It is due by 10/18.Table 

The ECE Department offers three depth sequences:Computer System Design: ECE-15, ECE-111, ECE-141, ECE-165Communications Systems: ECE-153, ECE-155, ECE-158Machine Learning and Controls: ECE-171, ECE-178Within every depth sequence, the first course has no prerequisites, and each course is a prerequisite for the next. For example, ECE-153 has no prerequisites, but it is a prerequisite for ECE-155, which in turn is a prerequisite for ECE-158. There are no cross-depth prerequisites. Write a program prereq.c that prompts the user for a course name and prints the prerequisites needed to take it, and a happy message if no prerequisites are required, as shown below. Implement your program using switch-case and use fall-through.(˜)$ a.outCourse: ECE-15Prereqs: Anyone can take that!(˜)$ a.outCourse: ECE-141Prereqs: ECE-111 <-- ECE-15(˜)$ a.outCourse: ECE-165Prereqs: ECE-141 <-- ECE-111 <-- ECE-15(˜)$ a.outCourse: ECE-155Prereqs: ECE-153Write a program trivia.c that prompts the user for a nonnegative integer, and prints the number of digits, the smallest and largest digits, the number of times the digit 7 appeared, and a conclusion determined by the remainder of the number mod 3: “Boring!” if the remainder is 0, “Amazing!” if the remainder is 1, and “Yahoo!” if the remainder is 2. When typing the number of digits and the number of times 7 appeared, use singular (“digit”, “time”) for 1, and plural (“digits”, “times”) for all other numbers. Assume that a nonnegative number will always be entered and that a positive number will not start with any 0’s, for example 007 will be written as just 7.(˜)$ a.outNonnegative integer: 53844 digits, smallest is 3, largest is 8, 7 appeared 0 times. Yahoo!(˜)$ a.outNonnegative integer: 5079746 digits, smallest is 0, largest is 9, 7 appeared 2 times. Yahoo!(˜)$ a.outNonnegative integer: 71 digit, smallest is 7, largest is 7, 7 appeared 1 time. Amazing!(˜)$ a.outNonnegative integer: 01 digit, smallest is 0, largest is 0, 7 appeared 0 times. Boring!(˜)$Hints: You will need to identify and then remove the rightmost digit, one at a time. For example for 348, you need to identify 8, then 4, then 3. The rightmost digit can be found using modulo (%), and can be peeled of using integer division (/=). You can build the program gradually by first printing one of the requested values (say smallest digit), then revisiting the program and printing the other values (largest, prevalence of 7, etc.).Write a program chessboard.c that asks the user for the size of a chessboard and the locations of the King, Queen, and a rook, specified by row and column with the top row and left column being 1. Print the chessboard with horizontal and vertical lines and indicate dark squares by * as shown below. MArk the location of the King by K, the location of the Queen by q if the King can capture the queen and by Q if the king cannot capture it, and similarily for the location of the Rook, use r or R depending on whether the King can capture it. You can assume that the user will input three different locations within the board.Hints: One way to solve it is in stages. First draw the board with just the horizontal and vertical lines and without any markings. Then modify the program to also print the *'s. Then further modify to print the locations of the three pieces. Finally print Q/q and R/r correctly. Recall that a King can capture everything immediately adjacent to it horizontally, vertically, or diagonal. Hence if the King is at row Kr and column Kc, then it can capture a piece at row r and column c if Kr-1<=r<=Kr+1 and Kc-1<=c<=Kc+1.a.outBoard size: 5King row and column: 5 3Queen row and column: 4 5Rook row and column: 2 1+-+-+-+-+-+|*| |*| |*|+-+-+-+-+-+|R|*| |*| |+-+-+-+-+-+|*| |*| |*|+-+-+-+-+-+| |*| |*|Q|+-+-+-+-+-+|*| |K| |*|+-+-+-+-+-+(˜)$ a.outBoard size: 4King row and column: 1 1Queen row and column: 1 3Rook row and column: 2 1+-+-+-+-+|K| |Q| |+-+-+-+-+|r|*| |*|+-+-+-+-+|*| |*| |+-+-+-+-+| |*| |*|+-+-+-+-+(˜)$ a.outBoard size: 3King row and column: 2 2Queen row and column: 1 3Rook row and column: 3 1+-+-+-+|*| |q|+-+-+-+| |K| |+-+-+-+|r| |*|+-+-+-+(˜)$Hints: This problem is mor