Mode Differences and Examples
One prominent difference between quirks and standards modes is the handling of the CSS Internet Explorer box model bug. Before version 6, Internet Explorer used an algorithm for determining the width of an element's box which conflicted with the algorithm detailed in the CSS specification, and due to Internet Explorer's popularity many pages were created which relied upon this non-standard algorithm. As of version 6, Internet Explorer uses the CSS specification's algorithm when rendering in standards mode and uses the previous, non-standard algorithm when rendering in quirks mode.
Another notable difference is the vertical alignment of certain types of inline content; many older browsers aligned images to the bottom border of their containing box, although the CSS specification requires that they be aligned to the baseline of the text within the box. In standards mode, Gecko-based browsers will align to the baseline, and in quirks mode they will align to the bottom.
Additionally, many older browsers did not implement inheritance of font styles within tables; as a result, font styles had to be specified once for the document as a whole, and again for the table, even though the CSS specification requires that font styling be inherited into the table. If the font sizes are specified using relative units, a standards-compliant browser would inherit the base font size, then apply the relative font size within the table: for example, a page which declared a base font size of 80% and a table font size of 80% (to ensure a size of 80% in browsers which do not properly inherit font sizes) would, in a standards-compliant browser, display tables with a font size of 64% (80% of 80%). As a result, browsers typically do not inherit font sizes into tables in quirks mode.
Read more about this topic: Quirks Mode
Famous quotes containing the words mode, differences and/or examples:
“If Thought is capable of being classed with Electricity, or Will with chemical affinity, as a mode of motion, it seems necessary to fall at once under the second law of thermodynamics as one of the energies which most easily degrades itself, and, if not carefully guarded, returns bodily to the cheaper form called Heat. Of all possible theories, this is likely to prove the most fatal to Professors of History.”
—Henry Brooks Adams (1838–1918)
“Quintilian [educational writer in Rome about A.D. 100] hoped that teachers would be sensitive to individual differences of temperament and ability. . . . Beating, he thought, was usually unnecessary. A teacher who had made the effort to understand his pupil’s individual needs and character could probably dispense with it: “I will content myself with saying that children are helpless and easily victimized, and that therefore no one should be given unlimited power over them.””
—C. John Sommerville (20th century)
“There are many examples of women that have excelled in learning, and even in war, but this is no reason we should bring ‘em all up to Latin and Greek or else military discipline, instead of needle-work and housewifry.”
—Bernard Mandeville (1670–1733)