Page 50 - DCAP408_WEB_PROGRAMMING

Windows Programming

Notes Objectives

After studying this unit, you will be able to:
 Understand types of controls

 Discuss the Create Windows() function
 Illustrate Static Controls and sending message to a Control
 Illustrate Button Controls and processing button control messages
 Understand List boxes, Combo boxes, Scroll bars, and Edit controls

Introduction

A control is considered as a child window that an application utilizes in combination with
another window to allow user communication. Controls are most frequently used inside dialog
boxes, but they can also be utilized in other windows. Controls inside dialog boxes offer the
user with a way to type text, select options, and start actions. Controls in other windows offer a
variety of services, like allowing the user select commands, view status, and view and edit text.
This unit illustrates the controls offered by Windows and the programming elements utilized to
create and influence them.
4.1 Window

Windows is a computer operating system from Microsoft that, in addition with some generally
used business applications like Microsoft Word and Excel, has turn out to be a effective “standard”
for individual users in most corporations and in most homes.
With the arrival of the Internet, Microsoft has relocated Windows as a type of “window to the
world,” and its attempts to take the lead in Web browsers have made Explorer the most well-
liked browser. Microsoft’s .NET initiative displays an effort to develop into industry-dominant
in furnishing products and services that aid the use of remote application services on the Web.
4.1.1 Types of Window Controls

We will illustrate different types of windows controls in this unit such as:
 Static Control
 Button Controls

 List Boxes
 Combo Boxes
 Scroll Bars
 Edit Controls

Self Assessment

Fill in the blank:

1. A ................................. is considered as a child window that an application utilizes in
combination with another window to allow user communication.

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