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ABSTRACT

STUDENT TO WIN project allows to the student for various ability to improve their

skills with what is required to the job selection process and quickly way of knowing in various

news media. The main motive of student to win project how to place in the IT company’s and

also known selection process and procedure of MNC company.

Student to win Contain the way to announce the Job Requirements via job search engines, like

naukuri, shine,timesjob etc… to student those who unaware about the job vacancies. The main

scope of student to win project reduce the time & get the jog allotment easily. The way we do

this is to set up a free initial consultation in order to determine your needs and requirements.

Then it will give an estimate in a couple of days.

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1. INTRODUCTION

1.1 OVERVIEW OF THE PROJECT

The modules involved in this project are:

Home page

Job Allotment

Selection process

Qualification for the Job requirement

Resume structure

Programming skills

Contact us

1. Home page:

This includes the detail about the top ten MNC companies about their profiles and

achievements.

2. Job Allotment:

This pages are contain the information about varies types of jobs and vacancies.

The user can register their profile for job allotment. It is used to allot the jobs apt our

profile.

3. Selection process:

It contains the detail about the job selection process and their procedure. The most

of students are they may unaware about the job selection rounds, so it ‘ll helps to the

students for select the jobs.

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4. Qualification for the Job requirement:

It more helpful for the students, they have to easily know the what are all

qualifications are needed for get the IT jobs. It provides the qualification for the MNC.

5. Resume structure:

It provides the information about the Resume structure, the resume is only show

our information, but many students are mistake their resume, they doesn’t know how to

be it is? So here provides the more formal resume structure.

6. Programming skills:

It also provide, the students what are all the programming languages are should

know for getting the job. And currently which language has more demand over.

7. Contact us:

If they have any clarification or contact our administrative team they can contact

via this, here we provide our E-mail Id for contact us.

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1.2 ORGANIZATION PROFILE

SREE SARASWATHI THIYAGARAJA COLLEGE is located in Thippampatti,

Pollachi at Coimbatore district. It established in 1994 an autonomous iso 9001 :2008

certified, and NAAC Re-accredited instition . affiliated to bharathiya university

,coimbatore. Intuition is approved by AICTE for MBA,MCA, and by UDC 2(F) & 12(B)

status. This students innovation project is traken by this project.all of the processes are

done by all stuff and non –teaching stuff to the students . students innovation project is

allows to make the students in empower knowledge at all kind of the sector.

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2. SYSTEM ANALYSIS

Student innovation website is although a much talked about possibility has still to

come to fruition in its use. Although often used for conducting online surveys and the

like, the technology is seldom used for interview where an unequivocal result is required.

Such as local or international. however this defined the trend is slowly changing with

many residents holding as well as student unions through inform statement in quickly at

this kind of the web site..

2.1 Existing system

In earlier time students should improve their skills for do browsing in various type

of website .And also find the solution of our criteria for refer the lot of book in the

library with different sections are likely history, science ,story . Accordingly the

anticipation of the students and necessity of their. may not be possible at the internet.

fake of the website in internet for job.

Disadvantages

Sources are not involve in validation and verification

Design process may not publish while debug at the connection

Content of the website may not be displayed even the publish

Administer account hack by hackers may possible

Visiting website may not possible while error in the internet connection.

Displaying website by S E O may not possible by search engine criteria

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2.2 Proposed system

The aim of proposed system is to develop a system of improved facilities. The

proposed system can overcome all the limitations of the existing system. This project is

allows to the students of my class to improve their skills are following ;

We can get all the detail regarding the IT Company detail

We need not go to many website for more details

Reduces the time

In this kind of the website allow the students to improve their ability in online test is

available to them in various topics are following:-

Non Verbal Reasoning Test

Verbal Reasoning Test Logical

Reasoning Test Verbal Ability Test

Aptitude Test

General Knowledge Test

Data Interpretation Test

TECHNICAL EDUCATION:-

Database

java -programming

C-programming

Advantages:

User can use very easily.

It is user friendly.

It reduces the program time.

Interactive and user friendly website

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High security from hackers

Usability

Fast-loading pages

Descriptive link text

Cross-platform/browser compatibility

Screen Resolution

Downloadable items to students

Security of data.

Ensure data accuracy’s.

Proper control of the higher officials.

Minimize manual data entry.

Minimum time needed for the various processing.

Greater efficiency.

Better service.

User friendliness and interactive.

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2.3 SYSTEM CONFIGURATION

2.3.1 HARDWARE SPECIFICATION

Processor : Intel Pentium IV.

Ram : 512 MB.

Hard Disk : 20GB.

Monitor : 14’’Color Monitor.

Keyboard : 108 Keys Amico Keyboard.

Floppy Drive : 1.44 MB.

Mouse : Logitech Mouse.

2.3.2 SOFTWARE SPECIFICATION

1. Frontend : html, javascript ,css, xml

2. Coding language : html, javascript ,css, xml

3. Back end : web hosting,cloud computing

4. Operating systems : windows 7

5. Documentation : microsoft word 2007.

2.3.3 ABOUT THE SOFTWARE

LANGUAGE SPECIFICATION

HTML markup consists of several key components,

including elements (and their attributes), character-based data types, character

references and entity references. Another important component is the document type

declaration, which triggers standards mode rendering.

(The text between <html> and </html> describes the web page, and the text between

<body> and </body> is the visible page content. The markup text '<title>This is a

title</title>' defines the browser page title.)This Document Type Declaration is for

HTML5. If the <!DOCTYPE html> declaration is not included, various browsers will revert

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to "quirks mode" for rendering. HTML documents are composed entirely of HTML

elements that, in their most general form have three components: a pair of tags, a "start

tag" and "end tag"; some attributes within the start tag; and finally, any textual and

graphical content between the start and end tags, perhaps including other nested elements.

The HTML element is everything between and including the start and end tags. Each

tag is enclosed in angle brackets.The general form of an HTML element is therefore: <tag

attribute1="value1" attribute2="value2">content</tag>. Some HTML elements are

defined as empty elements and take the form <tag attribute1="value1"

attribute2="value2" >. Empty elements may enclose no content, for instance, the BR tag

or the inline IMG tag. The name of an HTML element is the name used in the tags. Note

that the end tag's name is preceded by a slash character, "/", and that in empty elements

the end tag is neither required nor allowed. If attributes are not mentioned, default values

are used in each case.

HTML Element:

Header of the HTML document:<head>...</head>. Usually the title should be

included in the head, for example:

There are several types of markup elements used in HTM L :Structural markup

describes the purpose of text For example, <h2>Golf</h2> establishes "Golf" as a

second-level heading. Structural markup does not denote any specific rendering, but most

web browsers have default styles for element formatting. Content may be further styled

using Cascading Style Sheets (CSS).Presentational markup describes the appearance of

the text, regardless of its purpose .For example <b>boldface</b> indicates that visual

output devices should render "boldface" in bold text, but gives little indication what

devices that are unable to do this (such as aural devices that read the text aloud) should

do. In the case of both<b>bold</b> and <i>italic</i>, there are other elements that may

have equivalent visual renderings but which are more semantic in nature, such

as <strong>strong text</strong> and <em> emphasised text</em> respectively. It is

easier to see how an aural user agent should interpret the latter two elements. However,

they are not equivalent to their presentational counterparts: it would be undesirable for a

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screen-reader to emphasize the name of a book, for instance, but on a screen such a name

would be italicized. Most presentational markup elements have become deprecated under

the HTML 4.0 specification in favor of using CSS for styling .Hypertext markup makes

parts of a document into links to other documents. An anchor element creates

a hyperlink in the document and its href attribute sets the link's target URL. For example

the HTML markup, <a href="http://www.google.com/">Wikipedia</a>, will render the

word "Wikipedia" as a hyperlink. To render an image as a hyperlink, an 'img' element is

inserted as content into the 'a' element. Like 'br', 'img' is an empty element with attributes

but no content or closing tag.<a href="http://example.org"><img src="image.gif"

alt="descriptive text" width="50" height="50" border="0"></a>.

HTML attribute

Most of the attributes of an element are name-value pairs, separated by "=" and

written within the start tag of an element after the element's name. The value may be

enclosed in single or double quotes, although values consisting of certain characters can

be left unquoted in HTML (but not XHTML) .[44][45]

Leaving attribute values unquoted is

considered unsafe. In contrast with name-value pair attributes, there are some attributes

that affect the element simply by their presence in the start tag of the element, like

the ismap attribute for the img element.

There are several common attributes that may appear in many elements :

The id attribute provides a document-wide unique identifier for an element. This is used

to identify the element so that stylesheets can alter its presentational properties, and

scripts may alter, animate or delete its contents or presentation. Appended to the URL of

the page, it provides a globally unique identifier for the element, typically a sub-section

of the page. For example, the ID "Attributes"

in http://en.wikipedia.org/wiki/HTML#Attributes

The class attribute provides a way of classifying similar elements. This can be used

for semantic or presentation purposes. For example, an HTML document might

semantically use the designation class="notation" to indicate that all elements with this

class value are subordinate to the main text of the document. In presentation, such

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elements might be gathered together and presented as footnotes on a page instead of

appearing in the place where they occur in the HTML source. Class attributes are used

semantically in microformats. Multiple class values may be specified; for

example class="notation important" puts the element into both the 'notation' and the

'important' classes.An author may use the style attribute to assign presentational

properties to a particular element. It is considered better practice to use an

element's id or class attributes to select the element from within a stylesheet, though

sometimes this can be too cumbersome for a simple, specific, or ad hoc

styling.The title attribute is used to attach subtextual explanation to an element. In most

browsers this attribute is displayed as atooltip.The lang attribute identifies the natural

language of the element's contents, which may be different from that of the rest of the

document. For example, in an English-language document:This example displays

as HTML; in most browsers, pointing the cursor at the abbreviation should display the

title text "Hypertext Markup Language."Most elements also take the language-related

attribute dir to specify text direction, such as with "rtl" for right-to-left text in, for

example, Arabic, Persian or Hebrew.

HTTP:

The World Wide Web is composed primarily of HTML documents

transmitted from web servers to web browsers using the Hypertext Transfer

Protocol (HTTP). However, HTTP is used to serve images, sound, and other content, in

addition to HTML. To allow the web browser to know how to handle each document it

receives, other information is transmitted along with the document. This meta datausually

includes the MIME type (e.g. text/html or application/xhtml+xml) and the character

encoding (see Character encoding in HTML).In modern browsers, the MIME type that is

sent with the HTML document may affect how the document is initially interpreted. A

document sent with the XHTML MIME type is expected to be well-formed XML; syntax

errors may cause the browser to fail to render it. The same document sent with the HTML

MIME type might be displayed successfully, since some browsers are more lenient with

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HTML.The W3C recommendations state that XHTML 1.0 documents that follow

guidelines set forth in the recommendation's Appendix C may be labeled with either

MIME Type.[] XHTML 1.1 also states that XHTML 1.1 documents should

[59] be labeled

with either MIME type

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Cascading Style Sheets:

The CSS 1 specification was completed in 1996. Microsoft's Internet Explorer 3 was

released in that year, featuring some limited support for CSS. But it was more than three

years before any web browser achieved near-full implementation of the

specification.Internet Explorer 5.0 for the Macintosh, shipped in March 2000, was the

first browser to have full (better than 99 percent) CSS 1 support,[13]

surpassing Opera,

which had been the leader since its introduction of CSS support 15 months earlier. Other

browsers followed soon afterwards, and many of them additionally implemented parts of

CSS 2. As of August 2010, no (finished) browser has fully implemented CSS 2, with

implementation levels varying (see Comparison of layout engines (CSS)).Even though

early browsers such as Internet Explorer 3[11]

and 4, and Netscape 4.x had support for

CSS, it was typically incomplete and had many bugs that prevented their

implementations from being usefully adopted.

Variations:

CSS has various levels and profiles. Each level of CSS builds upon the last, typically

adding new features and typically denoted as CSS 1, CSS 2, CSS 3, and CSS 4. Profiles

are typically a subset of one or more levels of CSS built for a particular device or user

interface. Currently there are profiles for mobile devices, printers, and television sets.

Profiles should not be confused with media types, which were added in CSS 2.

CSS 1

The first CSS specification to become an official W3C Recommendation is CSS level 1,

published in December 1996. Among its capabilities are support for

properties such as typeface and emphasis

Color of text, backgrounds, and other elements

Text attributes such as spacing between words, letters, and lines of text

Alignment of text, images, tables and other elements

Margin, border, padding, and positioning for most elements

Unique identification and generic classification of groups of attributes

The W3C no longer maintains the CSS 1 Recommendation.

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CSS 2

CSS level 2 specification was developed by the W3C and published as a recommendation

in May 1998. A superset of CSS 1, CSS 2 includes a number of new capabilities like

absolute, relative, and fixed positioning of elements and z-index, the concept of media

types, support for aural style sheets and bidirectional text, and new font properties such as

shadows

The W3C no longer maintains the CSS 2 recommendation.

CSS 3

CSS 3 is divided into several separate documents called "modules". Each module adds

new capabilities or extends features defined in CSS 2, preserving backward

compatibility. Work on CSS level 3 started around the time of publication of the original

CSS 2 recommendation. The earliest CSS 3 drafts were published in June 1999.

Due to the modularization, different modules have different stability and statuses. As of

June 2012, there are over fifty CSS modules published from the CSS Working

Group., and four of these have been published as formal recommendations:

2012-06-19 : Media Queries

2011-09-29 : Namespaces

2011-09-29 : Selectors Level 3

2011-06-07 : Color

Some modules (including Backgrounds and Borders and Multi-column Layout among

others) have Candidate Recommendation(CR) status and are considered moderately

stable. At CR stage, implementations are advised to drop vendor prefixes.

CSS4

There is no single, integrated CSS4 specification, since it is split into separate modules.

However, there are "level 4" modules.

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Since CSS3 split the CSS language's definition into modules, the modules have been

allowed to level independently. Most modules are level 3 - they build on things from CSS

2.1. A few level 4 modules exist (such as Image Values, Backgrounds & Borders,

orSelectors), which build on the functionality of a preceding level 3 module. Others

define entirely new functionality, such as Flexbox.

So, while there is no monolithic "CSS4" that will be worked on after "CSS3" is finished

completely, the level 4 modules can collectively be referred to as "CSS4".

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Browser support:

Because not all browsers correctly parse CSS code, developed coding techniques known

as CSS hacks can either filter specific browsers or target specific browsers (generally

both are known as CSS filters). The former can be defined as CSS filtering hacks and the

latter can be defined as CSS targeting hacks. Both can be used to hide or show parts of

the CSS to different browsers. This is achieved either by exploiting CSS-handling quirks

or bugs in the browser, or by taking advantage of lack of support for parts of the CSS

specifications. Using CSS filters, some designers have gone as far as delivering different

CSS to certain browsers to ensure designs render as expected. Because very early web

browsers were either completely incapable of handling CSS, or rendered CSS very

poorly, designers today often routinely use CSS filters that completely prevent these

browsers from accessing any of the CSS. Internet Explorer support for CSS began

with IE 3.0 and increased progressively with each version. By 2008, the first Beta

of Internet Explorer 8offered support for CSS 2.1 in its best web standards mode.

Even when the availability of CSS-capable browsers made CSS a viable technology, the

adoption of CSS was still held back by designers' struggles with browsers' incorrect CSS

implementation and patchy CSS support. Even today, these problems continue to make

the business of CSS design more complex and costly than it was intended to be,

and cross-browser testing remains a necessity. Other reasons for the continuing non-

adoption of CSS are: its perceived complexity, authors' lack of familiarity with CSS

syntax and required techniques, poor support from authoring tools, the risks posed by

inconsistency between browsers and the increased costs of testing

JavaScript :-

JavaScript (JS) is an interpreted computer programming language.[5]

As part of web

browsers, implementations allow client-side scripts to interact with the user, control the

browser, communicate asynchronously, and alter the document content that is

displayed. It has also become common in server-side programming, game development

and the creation of desktop applications.

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JavaScript is a prototype-based scripting language with dynamic typing and has first-

class functions. Its syntax was influenced by C. JavaScript copies many names and

naming conventions from Java, but the two languages are otherwise unrelated and have

very different semantics. The key design principles within JavaScript are taken from

the Selfand Scheme programming languages.[ It is a multi-paradigm language,

supporting object-oriented imperative, and functional programming

styles.The application of JavaScript to uses outside of web pages—for example,

in PDFdocuments, site-specific browsers,and desktop widgets—is also significant. Newer

and faster JavaScript VMs and frameworks built upon them (notably Node.js) have also

increased the popularity of JavaScript for server-side web applications.JavaScript was

formalized in the ECMAScript language standard and is primarily used as part of a web

browser (client-side JavaScript). This enables programmatic access to computational

objects within a host environmentJavaScript was originally developed by Brendan Eich.

While battling with Microsoft over the Internet, Netscape considered their client-server

offering a distributed OS, running a portable version of Sun Microsystems' Java. Because

Java was a competitor of C++ and aimed at professional programmers, Netscape also

wanted a lightweight interpreted language that would complement Java by appealing to

nonprofessional programmers, like Microsoft's Visual Basic (see JavaScript and Java).

The final choice of name caused confusion, giving the impression that the language was a

spin-off of the Java programming language, and the choice has been characterized by

many as a marketing ploy by Netscape to give JavaScript the cachet of what was then the

hot new web programming language.

Server-side JavaScript Netscape introduced an implementation of the language for server-

side scripting (SSJS) with Netscape Enterprise Server, first released in December, 1994

(soon after releasing JavaScript for browsers). Since the mid-2000s, there has been a

proliferation of server-side JavaScriptimplementations. Node.js is one recent notable

example of server-side JavaScript being used in real-world applications.

Adoption by Microsoft:

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JavaScript very quickly gained widespread success as a client-side scripting language for

web pages. Microsoft introduced JavaScript support in its own web browser, Internet

Explorer, in version 3.0, released in August 1996.[18][not in citation given]

Microsoft's

webserver,Internet Information Server, introduced support for server-side scripting in

JavaScript with release 3.0 (1996). Microsoft started to promote webpage scripting using

the umbrella term Dynamic HTML.

Microsoft's JavaScript implementation was later renamed JScript to avoid trademark

issues. JScript added new date methods to fix theY2K-problematic methods in

JavaScript, which were based on Java's java.util.Date class.

Features:

The following features are common to all conforming ECMAScript implementations,

unless explicitly specified otherwise.

Dynamic typing:

As in most scripting languages, types are associated with values, not with variables. For

example, a variable x could be bound to a number, then later rebound to a string.

JavaScript supports various ways to test the type of an object, including duck typing.

Object based:

JavaScript is almost entirely object-based. JavaScript objects are associative arrays,

augmented with prototypes (see below). Object property names are string keys. They

support two equivalent syntaxes: dot notation (obj.x = 10) and bracket notation

(obj['x'] = 10). Properties and their values can be added, changed, or deleted at run-time.

Most properties of an object (and those on its prototype inheritance chain) can be

enumerated using a for...in loop. JavaScript has a small number of built-in objects such

as Function and Date.

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3. SYSTEM SPECIFICATION

3.1 DESIGN NOTATION

The diagrammatic representation of the project is described under this section. The

notations of representation in the form of Data Flow Diagram, System Flow Diagram and

Entity - Relationship Diagram. Data (record) transferring between the tuples is denoted

in Data Flow Diagram. System Flow Diagram provides entire view (structure) of the

project. (i.e.), the master database handled in the project, transaction process done under

the project and the reports produced by the system. E - R Diagram gives a link between

the entities (tables). The relations may be one to many, one to one and many too many..

3.1.1 DATA FLOW DIAGRAM

1.LEVEL 0 DFD:

1. Q login input

Yes

Admin/User Web site

Valid

ation

No

Web page

upload

Display the webpage

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3.1.2 SYSTEM FLOW DIAGRAM

Qualification About us

Webpages

Program

ming Home

Display the user choice Webpage

Job

Allotment

Website

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3.1.3 ER DIAGRAM

SEARCH ENGINE OPTMIZATISISM REPORTER

Administrator web site

WEB SERVER

WEBSITE PROVIDER

SERVICE PROVIDER

USERS OF THE WEBSITE

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3.2 DESIGN PROCESS

3.2.1 FORM DESIGN

Html & java script, css , xml provides a good environment and rich tools to

design the required form in the system, some of the forms in the system are :

Home page

5Skills and training

Resume

Interview

About institute

English

News

Contact us

Job & recruitment

3.2.2 INPUT DESIGN

Input design is a part of overall system design. The main objective during the

input design is as given below:

To produce a cost-effective method of input.

To achieve the highest possible level of accuracy.

To ensure that the input is acceptable and understood by the user.

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3.2.3 DESIGN STAGES

The main input stages can be listed as below:

It is necessary to determine the various types of inputs. Inputs can be categorized

as follows:

External inputs, which are prime inputs for the system.

Internal inputs, which are user communications with the system.

Operational, which are computer department’s communications to the system?

Interactive, which are inputs entered during a dialogue.

3.2.4 OUTPUT DESIGN

Outputs from computer systems are required primarily to communicate the results

of processing to users. They are also used to provides a permanent copy of the results for

later consultation. The various types of outputs in general are:

External outputs, whose destination is outside the organization.

Internal outputs whose destination is within organization and they are the

User’s main interface with the computer.

Operational outputs whose use is purely within the computer department.

Interface outputs, which involve the user in communicating directly with

Output definition

The outputs should be defined in terms of the following points:

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Type of the output

Content of the output

Format of the output

Location of the output

Size of output

It is not always desirable to print or display data as it is held on a computer. It should be

decided as which form of the output is the most suitable.

For example

Will decimal points need to be inserted

Should leading zeros be suppressed.

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4. TESTING AND IMPLEMENTATION

4.1. INTRODUCTION

Testing is a series of different tests that whose primary purpose is to fully

exercise the computer based system. Although each test has a different purpose, all

work should verify that all system element have been properly integrated and

performed allocated function. Testing is the process of checking whether the

developed system works according to the actual requirement and objective of the

system.

4.2. SYSTEM TESTING

The designed new system is tested with the sample data final outputs are

verified with the actual manual reports. If these reports are satisfied then system is

put to process with online data entry.

Computer program testing is performed to verify that the computer based

business system has met its design objective. The system includes the computer

components as one of major elements. The user is responsible for supplying the input

data and for participating in the evaluation of the system test results. System test

reports are prepared to validate system performance.

Testing is vital for the success of the system. System testing makes a logical

assumption that if all the paths are correct, the goal will be successfully achieved.

System testing is the utility as user-oriented vehicle before implementation.

A test plan entails the following activities,

• Prepare test plan

• Specify condition for user acceptance testing

• Prepare test data for program testing

• Plan user training

• Compile/assemble programs

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• Prepare job performance aids

TESTING METHODOLOGIES

A series of testing is performed for the proposed system. The system is ready

for user acceptance.

The Steps of Testing

Unit testing

Integration testing

Validation testing

Output testing

User acceptance testing

Unit Testing

In unit testing, each program unit is tested individually. Unit testing

focuses verification effort on the smallest unit of software design, the field. This is

known as field-testing. This testing is carried out during the programming itself.

Integration testing

In student to win stage, the individual modules are integrated in to a single

entire system and are tested for its proper integration. Their functionality is testing

with the test data. The validity of the system achieves its main objective.

Validation testing

Validation testing can be defined in many ways, but a simple definition is

that, validation succeeds when the software functions in a manner that can be

reasonably expected by the user.

Output testing

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Once all the procedures of a subsystem have tested individually output

of one procedure is fed to the other and the results at the procedures are matched with

the original results.

User acceptance testing

The developer does all the above tests. After these tests, team of

employee from the organization executes the system for validation and their

feedbacks are received. The corrections were made to the system wherever

necessary.

4.3. SYSTEM IMPLEMENTATION

Implementation refers to the process of converting a new or a revised system

design into an operational one.

The major activities in the implementation phase are:

1. Preparation of implementation plan

2. Assessing equipment

3. User or personal training

4. Change over plans

Preparation of implementation

The implementation plan begins with preparing a plan for the implementation

of the system. This plan was made regarding the equipment, resources available and

how to test the activities. Thus a clear plan was prepared for all the activities.

1. Assessing Equipment

In order to implement the proposed system the need of equipment has been

assessed.

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2. User Training

It has been suggested that a person involved in the organization has to be

selected for the implementation of the proposed system and the selected people

should be trained before the implementation plan.

3. Change Over

The following suggestions were made during the changeover plan,

1. Changeover has to be made carefully so as to minimize the problems that

may arise from human errors and machine malfunctions.

2. It is suggested to run parallel (both the existing and proposed system) as the

methods of change over, here data from manual system are run on the system.

After the results are obtained from the manual system, these results are

compared with the proposed computerized system.

4.4. SYSTEM SECURITY

Every system should possess the property of security in order to secure and

safeguard the system from unauthorized users. Even through the system functions

efficiently according to the need user and produces correct output, the system will not

be a complete one if it does not includes measures to safeguard the system and

protect it from the third parties.

In this system security is provided through password. No one can enter the

system without knowing the password. And also the admin user has the unique

password to update their master information. The password will be given only to the

user of the system and hence no unauthorized entry can make into the system.

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4.5. SYSTEM MAINTENANCE

The definition of the maintenance of the system can be given by describing

four activities that are undertaken after program is released for use.

The first maintenance activities occur since it is unreasonable to assume that

testing will uncover all errors in this large system. The process of including the

diagnosis and correction of one or more errors is called corrective maintenance. The

second activity that contributes to a definition of maintenance occurs due to repaid

changes encountered in every aspect of computing. Therefore adaptive maintenance

modifies software to properly interface with a changing environment. The third

activity involves recommendation for new capabilities to the existing functions and

generation’s enhancements when the system is used. To satisfy requests perfect

maintenance is performed. The fourth maintenance activity occurs when system is

change to improve the future maintainability or reliability this is called a preventive

maintenance.

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5. CONCLUSION

STUDENT TO WIN initiates the objective of providing the student for

various ability to improve their skills with what is required to the job selection process and

quickly way of knowing in various news media. The main motive of this project how to place in

the IT company’s and also known selection process and procedure of MNC company.

This Contain The way to announce the Job Requirements via job search engines, like

naukuri,shine,timesjob etc… to student those who unaware about the job vacancies. The main

scope of this project reduce the time & get the jog allotment easily.and also reduces the time and

cost for spending the varies types of page accessing time.

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6. FUTURE ENHANCEMENT

It can updated each person have one indual account.

And also they have to chat and give the query for clarification

We try to tie up with top ten MNC It ‘ll used to gather and get the job & info in easily

It will linked in higher profile officials

The user can able to store the data in online like cloud computing

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7. BIBLIOGRAPHY

BOOKS REFERD

More asp.net (teach yourself) - lowell mauer

Guide to asp.net - peter norton,

Fundamentals of database system - ramez

Complete guide to sql server - peter norton.

WEBSITE REFERENCE

Http://www.sourcecode.com

Http://www.dbms.co.in

Http://a1code.com

33

APPENDIX

SAMPLE CODING

<!DOCTYPE html>

<html lang="en">

<head>

<title>IT Job</title>

<meta charset="utf-8">

<link rel="stylesheet" href="css/reset.css" type="text/css" media="all">

<link rel="stylesheet" href="css/layout.css" type="text/css" media="all">

<link rel="stylesheet" href="css/style.css" type="text/css" media="all">

<script type="text/javascript" src="js/jquery-1.6.js" ></script>

<script type="text/javascript" src="js/cufon-yui.js"></script>

<script type="text/javascript" src="js/cufon-replace.js"></script>

<script type="text/javascript" src="js/Swis721_Cn_BT_400.font.js"></script>

<script type="text/javascript" src="js/Swis721_Cn_BT_700.font.js"></script>

<script type="text/javascript" src="js/tabs.js"></script>

<!--[if lt IE 9]>

<script type="text/javascript" src="js/html5.js"></script>

<style type="text/css">

.bg{ behavior: url(js/PIE.htc); }

</style>

<![endif]-->

<!--[if lt IE 7]>

<div style=' clear: both; text-align:center; position: relative;'>

<a href="http://www.microsoft.com/windows/internet-

explorer/default.aspx?ocid=ie6_countdown_bannercode"><img

src="http://www.theie6countdown.com/images/upgrade.jpg" border="0" alt="" /></a>

</div>

<![endif]-->

</head>

<body id="page2">

<div class="body1">

<div class="body2">

<div class="body5">

<div class="main">

<!-- header -->

<header>

<div class="wrapper">

34

<h1><a href="index.html" id="logo">Progress Business Company</a></h1>

<nav>

<ul id="menu">

<li id="nav1" class="active"><a

href="index.html">Company<span>Welcome!</span></a></li>

<li id="nav2"><a href="News.html">IT Jobs<span>Student</span></a></li>

<li id="nav3"><a href="Services.html">Qualification<span>Student</span></a></li>

<li id="nav4"><a href="Products.html">Programming<span>Language</span></a></li>

</ul>

</nav>

</div>

</header><div class="ic">More </div>

<!-- header end-->

</div>

</div>

</div>

</div>

<div class="body3">

<div class="main">

<!-- content -->

<article id="content">

<div class="wrapper tabs">

<div class="tab-content" id="tab1">

<h5><span class="dropcap"><strong>1</strong><span></span></span>NAUKRI</h5>

<div class="wrapper pad_bot2">

<figure class="left marg_right1"><img src="images/page2_img1.jpg" alt=""></figure>

<p class="pad_bot1">Reach out to more than 45000 recruiters..

Get relevant jobs in your inbox..

Privacy features ensure confidential job search.Member/Registered User Benefits...

Create Customized 'Job Alert'

Get Jobs regularly in your inbox by creating up to 5 personalized Job Alert

Create Multiple Profiles

Create upto 5 customized profiles to apply to jobs in different categories

Let Recruiters find you the right job

Thousands of recruiters search our database daily to find candidates. Get found by them

<h5><span class="dropcap"><strong>2</strong><span></span></span>JOB

Confidentiality & Privacy Settings

Define your privacy level. Block your current employer from accessing your profile.</p>

<a href="#" class="link1"></a>

</div>

S.COM</h5>

<div class="wrapper pad_bot2">

<figure class="left marg_right1"><img src="images/page2_img2.jpg" alt=""></figure>

35

<p class="pad_bot1">We use the term information technology or IT to refer to an entire

industry. In actuality, information technology is the use of computers and software to

manage information. In some companies, this is referred to as Management Information

Services (or MIS) or simply as Information Services (or IS)..</p>

<a href="#" class="link1"></a>

</div>

<h5><span

class="dropcap"><strong>3</strong><span></span></span>MONSTER</h5>

<div class="wrapper pad_bot2">

<figure class="left marg_right1"><img src="images/page2_img3.jpg" alt=""></figure>

<p class="pad_bot1">Career Jobs - Find jobs in IT, fresher jobs, latest jobs, IT Jobs and

Sales Jobs in India, Delhi, Bangalore, Mumbai. Submit resume and upload resume to

apply for job vacancies in Sales, IT on Monster India. ....</p>

<a href="#" class="link1"></a>

</div>

</div>

<div class="tab-content" id="tab2">

<ul class="nav">

<li class="selected"><a href="#tab1">1</a></li>

<li><a href="#tab2">2</a></li>

<li><a href="#tab3">3</a></li>

<!--<li><a href="#tab4">4</a></li>-->

<!-- <li><a

href="#tab5">5</a></li>-->

<!-- <li><a

href="#tab6">6</a></li>-->

</ul>

</div>

</article>

</div>

</div>

<div class="body4">

<div class="main">

<article id="content2">

<div class="wrapper">

<section class="col3">

<h4>&nbsp;</h4>

<ul class="list1">

<li><a href="http://naukri.com/">NAUKRI</a></li>

<li><a href="http://jobs.com/">JOBS</a></li>

<li><a href="http://www.monsterindia.com/">MONSTER</a></li>

<li><a href="http://www.glassdoor.com/index.htm">GLASSDOOR</a></li>

</ul>

</section>

<section class="col3 pad_left2"></section>

36

<section class="col3 pad_left2">

<h4>&nbsp;</h4>

<ul class="list1">

<li><a href="http://www.timesjobs.com/">TIMES JOBS</a></li>

<li><a href="https://www.usajobs.gov/">USA JOBS</a></li>

<li><a

href="http://www.indeed.co.in/?gclid=CL7_l5DQw7UCFSM44godrhIAxQ">INDEED

</a></li>

<li><a href="http://www.simplyhired.co.in/">SIMPLY HIRED</a></li>

</ul>

</section>

</article>

<!-- content end -->

</div>

</div>

<div class="main">

<!-- footer -->

<footer>

</footer>

<!-- footer end -->

</div>

<script type="text/javascript"> Cufon.now(); </script>

<script>

$(document).ready(function() {

tabs.init();

})

</script>

</body>

</html>

37

SAMPLE SCREENS

HOME PAGE:

38

QUALIFICATION:

39

PROGRAMMING SKILL:

40

IT JOB: