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MKCL ARABIA
News LetterEstd 25th Oct 2010
Wisdom from
The Quran
In the name of Allah, the Merciful, the
Compassionate
Woe to every fault-finding backbiter;
who amasses wealth and counts it over
and again, He think that his wealth will
immortalize him forever. Nay, he shall be
thrown into the Crusher. And what do
you know what the Crusher is? It is the
Fire kindled by Allah, the Fire that shall rise to the hearts (of criminals). Verily it
will close in upon them, in outstretched
columns.
Wisdom from
The Quran
ممسب هللا نمحرلا
يذلا عمج الام و ۰۰۱ليو لكل ةزمه ةزمل
الك ۰۰۳بسحي نا هلام هدلخا۰۰۲هددع
ران ۰۰۵و ام كىردا ام ةمطحلا۰۰۴نذبنيل يف ةمطحلا
اهنا ۰۰۷ ع علط ا ىل يتلا ۰۰۶هللا ةدقوملا
۰۰۹يف دمع ةددمم۰۰۸مهيلع ةدصؤمRef –Surah Al-Humazah
English Translation of Surah Al-Humazah
Date:5h Dec 2011, Issue: 13th Issue, Riyadh, Kingdom of Saudi Arabia.
Success Story
MKCL Arabia conducted online
English Exam for preparatory
year in KSU first time. More
than ten thousand students
appeared for the exam. This is
a splendid achievement by the
MKCL as it was the unique
program held first time in
kingdom by any university .All
the employees worked like the
brick of the wall .Teamwork
demonstrated by all
employees was amazing. We
hope that this collaboration
will always reveal whenever
our organization required.
Inside Stories
Page 2: Father of
Modern Management
and Administration.
Page4: Techno update
Page 3, 5-10: MKCL
Arabian Speak
Mkclarabia Newsletter©
PROBABLY FIRST TIME IN THE HISTORY OF SAUDI ARABIA THE ONLINE EXAMINATION OF 10000+ STUDENTS WAS CONDUCTED
OVER THE TWO DAYS IN ANY UNIVERSITY OF THE KINGDOM!!!
The Dean of the Preparatory
Year program Dr Abdul Aziz Al
Othaman and Vice Dean
(Academic) Dr Abdul Majid Al
Banayan decided to switch to
online examination for
English Language for the mid-
term examination for the
year 2011. The examination
was scheduled in the month
of November and more than
11000 students had
registered in PY.
The evaluation process
started for the vendors but
MKCL Arabia was already
conducting online
examination of IT Skills in the
preparatory year for more
than one year and had
experience of conducting
examination of 6.4 million
learners in India, was given
the responsibility.
Project Head
Dr Abdulmajeed Albanyan
Vice Dean – Academics,
Preparatory Year Deanship, King
Saud University
Committee Members
Dr. Adil Askar, Project Manager
Dr Abdallah Baniadelrahman,
Chair, English Department
Mr. Sameer Pande, MKCL Arabia Ltd.
Mr Aqeel Shaikh, IT Skills Department
Mr Umesh Mathew, MKCL Arabia Ltd
Ms. Khadijah, English Department
Mr Mohammad Khair, Examination Department Mr Hamzeh Al Rajoub, IT
Infrastructure Department Dr. Walid Sawaftah, Planning
and Program Coordinator Dr Abdussalm, Examination
Department
Shared by Mr. Yousuf Ali More than 10000 Students
appeared for English online Exam.
MKCL Arabia welcomes newly joined employees
Name: SHOBI IMRAN Qualification: MCA
Place: Baduan, UP, IND.
Name: Ahmar Adil Qualification: MCA, MBA.
Place: Gaya , Bihar, IND.
Name: S. MUSTHAK ALI
Qualification: MCA
Place: TIRUPPUR, TN, IND.
Name: Tanveer Ahmad Qualification: MCA
Place: Srinagar, J&K, IND.
Name: MAHAMMAD YUSUF Qualification: MCA
Place: HUBLI, IND.
Please join us in welcoming and wishing them good luck for a long and rewarding career at MKCL Arabia.
eLearning Revolution for All News Letter
2 | P a g e www.mkcl-arabia.com, [email protected], Riyadh, Kingdom of Saudi Arabia.
Founding Father Of Modern Administration And Management
Some of you may know the book “The 100 ranking of the most influential Persons in history”, written by Michael Hart. In his book Michael Hart, a University professor, ranked popular people from history according to their importance to mankind, based on their achievements. No surprise, Ranked number one, the most important person in the history of all mankind is the Prophet Muhammad (pbuh); but just a few people know that there is another Muslim within the top 100. Umar Al Khattab (may Allah be pleased with him), the second caliph of the Muslim Ummah, is also named one of the “top performers” of mankind, as we would say today! He was the only Muslim besides the Prophet Muhammad (pbuh) to be chosen as one of the most influential people of all times and he was chosen since he is considered by many management scholars as the founding father of modern administration and management. Now, this comes as a surprise. Not one of the gurus of the modern business world was chosen, but a companion of the Messenger of Allah (pbuh) as the founding father of modern management. Umar Al Kattab shaped the Islamic Empire that was about to evolve. Under his rule Iraq and Persia were conquered as well as Egypt and other parts of North Africa. Syria, Palestine and Lebanon were included into the Empire; Jerusalem was conquered and experienced a long lasting period of religious tolerance! He ordered the building of new cities like Al-Kufa and Al-Basra, which are located in nowadays Iraq. The organization of the Islamic Empire into states and provinces was done according to his orders. It is important to know that these states and provinces still exist today in pretty much the same boundaries even after 1400 years. Umar Al Khattab established new institutions such as police, prisons, and the office of complaints, where complaints from the public were received and investigated. He introduced an independent tax collection agency, a postal service and adopted a new calendar, staring from the date of Hijra, the one we still use today in the Muslim world. That is a long list and one would think that he must have reigned for a hundred years to achieve all this, but as a matter of fact he was caliph for only 10 years! How can a single person accomplish all this within just 10 years? What is the secret behind his success? Let’s listen to his Khutbah he gave in Medina, after the conquest of Jerusalem:
His Sermon “O you people, I counsel you to read the Qur’an. Try to understand it and ponder over it. Accept the teachings of the Qur’an. Then practice what the Qur’an teaches. The Qur’an is not theoretical; it is a practical code of life. The Qur’an does not bring you the message of the Hereafter only; it is primarily intended to guide you in this life. Mold your life in accordance with the teachings of Islam for that is the way of your well-being. By following any other way you will be inviting destruction.
Fear Allah and whatever you want seek from Him. All men are equal. Do not flatter those in authority. Do not seek favors from others. By such acts you demean yourself. And remember that you will get only that is ordained for you, and no one can give you anything against the will of God. Then why seek things from others over which they have no control? Only supplicate God for He alone is the sovereign. And speak the truth. Do not hesitate to say what you consider to be the truth. Say what you feel. Let your conscience be your guide. Let your intentions be good, for verily God is aware of your intentions. In your deeds your intentions count. Fear God, and fear no one else. Why fear others when you know that whatever sustenance ordained for you by God you will get under all circumstances? And again why fear when you know that death is ordained by God alone and will come only when He wills? “Allah has for the time being made me your ruler. But I am one of you. No special privileges belong to ruler. I have some responsibilities to discharge, and in this I seek your cooperation. Government is a sacred trust, and it is my endeavor not to betray the trust in any way. For the fulfillment of the trust I have to be a watchman. I have to be strict. I have to enforce discipline. I have to run the administration not on the basis of personal favors; I have to run it in public interest and for promoting the public good. For this we have the guidance in the Book of God. Whatever orders I issue in the course of day to day administration have to conform to the Qur’an. God has favored us with Islam. He sent to us His Messenger (Muhammad, pbuh). He has chosen us for a mission. Let us fulfill that mission. That mission is the promotion of Islam. In Islam lies our safety; if we fail we are doomed.” Not only Umar Al Khatab but also the first Muslims were following these very simple rules, based on the teachings of Islam, and it was the secret behind the success of the first Muslims, the best generation ever raised for mankind. Actions based on Taqwa, on fear of Allah and on the expectation of the reward of Allah! Management and leadership based on the commands of Allah (s.t.) and the best interest of society, leadership executed in the full knowledge that he is responsible to Allah (s.t.)! As a Muslim I cannot look up to one of these modern tycoons, whose actions are based on acquiring more and more, on personal profit maximization, but I have to look up to Umar Al Khattab as the true raw model for managers, whose actions were based on seeking the pleasure of Allah by serving the community! For him (r.) profit maximization was also the driving force for his actions, but his profit was with Allah!
Source: http://www.saudigazette.com.sa/index.cfm?method=home.regcon&contentID=20111125112726
MKCL Arabian Speak
Top 5 Mistakes English Learners Make
Article Shared by: Siddiqui Anjum Taqui Ahmed
What are the most common mistakes that English learners make?
Which mistakes do most English learners need to correct, in order to learn English much faster?
Here are the top 5 English Learning Mistakes:
1. Focusing On Grammar
This is the biggest, most common, and worst mistake. Research shows that grammar study, in fact, actually hurts English speaking ability. Why? Because English grammar is simply too complex to memorize and use logically.... and real conversation is much too fast.
You don't have enough time to think, remember hundreds or thousands of grammar rules, choose the correct one, then use it.
Your logical left-brain cannot do it. You must learn grammar intuitively and unconsciously, like a child. You do this by hearing a lot of correct English grammar- and your brain gradually and automatically learns to use English grammar correctly.
2. Forcing Speech
Both English students and teachers try to force speech before the learner is ready. The result is that most students speak English very slowly- with no confidence and no fluency. Forcing speech is a huge mistake. Don't force speech. Focus on listening and be patient. Speak only when you are ready to speak- when it happens easily and naturally. Until then, never force it.
3. Learning Only Formal Textbook English
Unfortunately, most English students learn only the formal English found in textbooks and schools. The problem is- native speakers don't use that kind of English in most situations.
When speaking to friends, family, or co-workers, native speakers use casual English that is full of idioms, phrasal verbs, and slang. To
communicate with native speakers, you must not rely only on textbooks. You must learn casual English.
4. Trying To Be Perfect
Students and teachers often focus on mistakes. They worry about mistakes. They correct mistakes. They feel nervous about mistakes. They try to speak perfectly. No one, however, is perfect. Native speakers make mistakes all the time. You will too. Instead of focusing on the negative- focus on communication.
Your goal is not to speak "perfectly", your goal is to communicate ideas, information, and feelings in a clear and understandable way. Focus on communication, focus on the positive. You will automatically improve your mistakes in time
5. Relying On English Schools
Most English learners rely totally on schools. They think the teacher and the school are responsible for their success. This is never true. You, the English learner, are always responsible. A good teacher can help, but ultimately you must be responsible for your own learning.
You must find lessons and material that are effective. You must listen and read every day. You must manage your emotions and remain motivated and energetic. You must be positive and optimistic. No teacher can make you learn. Only you can do it!
While these mistakes are very common, the good news is that you can correct them. When you stop making these mistakes, you change the way you learn English. You learn faster. Your speaking improves. You enjoy learning English.
-
Yeh Ishq hai aisi bimari
Jiski hai na koi dawai
Jisko bhi ho gayi hai bimari
Aati nahin hai neend use raat saari
Jab se didaar hui aapke hamein
Bas gaye aap hamare khayalon main
Itna bhi mat tadh paiye hamein
Aisa na ho hamara naam shamil ho jaaye duniya ke har ek paagal khaano main
Jab se dekha hai maine aapko
Aati nahin hai neend hamein raat ko
Aisa kya jaadu kar daala aapne hum par
Hum to ji rahe hain ab to sirf naam ko
Unke aakhon main kho jaane ko dil karta hai
Aisi kya gehrayi hai unke aakhon main
Unke aakhon main to doob jaane ko dil karta hai
Jab bhi dekhta hoon unke aakhon ko dikhta hai pyaar sirf mere liye
Jab bhi dekhta hoon unke chehre ki muskurahat lagta hai woh hai sirf mere liye
Ab aage kya kahoon
Lagta hai woh bani hai sirf mere liye
- By Syed Amjadullah Hussaini
4 | P a g e
Techno Update
Eye-Tracking Computer Interface
Teenage Honduran builds open source eye -tracking computer
interface
Tracking eyeball movements is far from a new science - in fact, people have
been studying eye movements for more than 130 years. Early on, the main
focus was on understanding how the process of reading works - the way the
eyes skip and dart across rows of text to take in written information.
Congratulations, you're now aware that your eyes are jumping from word to
phrase to word as you read this article!
While eyeball tracking used to be achieved using painstaking manual
mapping of direct observations, more recent technologies have made it much
easier and more precise. High-tech contact lenses, for example, can now be
used to map and record eye movement to provide data that's used in
everything from driver training to sports development to gaming, virtual
reality and medical research. Still, the dominant commercial application by
far is in advertising and usability - working out how different designs steer
the eye towards a final goal most effectively.
But for people with certain motor disabilities, particularly those who don't
have good control over their hands or voices, eye tracking can take on a
much more important role, as a hands-free computer interface that can be a
fantastic aid to communication, and a much easier alternative than the head
wand or mouth stick, which are used to tap on a keyboard.
Unfortunately, eyeball tracking computer interfaces have proven to be quite
expensive on the market - anywhere from several thousand to more than
US$10,000 when combined with software. This puts them out of reach of
many affected
people,
particularly in
developing
countries where
that sort of
money could
represent several
years of average
earnings.
And that's where
18-year-old
Honduran high
school student
Luis Cruz is stepping in. Two years ago, Cruz indulged his love of
electronics and software tinkering by building a video game system - but in
the last 12 months he's turned his focus to far less teenage pursuits.
Cruz has spent the last year building and developing an eye tracking
computer interface that works on the principles of electrooculography - that
is, measuring the resting potential of the retina using electrodes placed just
beside the eyes.
As it turns out, the human eye is polarized - the front of the eye carries a
positive charge and the rear of the eye has a group of negatively charged
nerves attached to the retina. So when the eye is moved, you can use
electrodes to measure the change in the dipole potential of the eye through
the skin.
It's a fairly lo-fi input - it doesn't track eye movements with anywhere near
the accuracy of a high tech contact lens or video tracking system - but on the
other hand, it's extremely
cheap, and so un invasive
that Cruz has managed to
mount the electrodes in a
pair of sunglasses. And
it's good enough at
tracking macro eye
movements to allow the
next phase of the project:
the computer interface
software.
Although Cruz's sensor
glasses can only track
horizontal eye movements at this stage, he's developed a piece of software
that takes those inputs and uses them to choose letters in a grid, so that users
can type entire words using just their eye motions.
The Eye board system is still in a fairly embryonic state at this stage, but
Cruz believes the hardware can be produced cheaply - as in, his prototypes
cost somewhere between US$200-300 for a set of glasses - and he's releasing
the software as open source to enable quicker development of tools like
autocomplete which will make users' communication even quicker and more
fluid. Here's a little more about the effectiveness of electrooculography in
computer interfaces.
Clearly, this is a kid with some serious drive - check out his technical
documentation for a closer look at the project. If anyone feels like giving
Cruz a helping hand, he's looking for PayPal donations to help him towards a
college education in America. Given how much he's achieved in Honduras at
such a young age, his potential and motivation is clear, even if his home
country doesn't afford a lot of opportunities.
We wish Cruz the best of luck and hope to see the Eye board project develop
into something that can help the disabled community in Honduras and
around the world.
What were YOU doing when you were 17?
- Article Shared by Mohammed Amjad
MKCL Arabian Speak
- Article Shared by : Mr Vijay Kumar Tripathi
Continue article from previous . . .
Learning and Teaching Information
Technology
TECHNOLOGY SKILLS FOR INFORMATION PROBLEM
SOLVING
1. TASK DEFINITION The first part in the information problem-solving process
involves recognizing that an information need exists,
defining the problem, and identifying the types and amount
of information needed. In terms of technology, students
will be able to:
a) Communicate with teachers regarding assignments,
tasks, and information problems using e-mail; online
discussions (e.g. Threaded Web-based discussions,
newsgroups); real-time communications (e.g., instant
messaging services, chat rooms, IP telephony);
desktop teleconferencing; and groupware on the
Internet, intranets, and local area networks.
b) Generate topics, define problems, and facilitate
cooperative activities among groups of students
locally and globally using e-mail, online discussions,
real-time communications, desktop teleconferencing,
and groupware on the Internet and local area
networks.
c) Generate topics, define problems, and facilitate
cooperative activities with subject area experts locally
and globally using e-mail, online discussions, real-
time communications, desktop teleconferencing, and
groupware on the Internet and local area networks.
d) Define or refine the information problem using
computerized graphic organization, brainstorming or
idea generating software. This includes developing a
research question or perspective on a topic.
2. INFORMATION SEEKING STRATEGIES Once the information problem has been formulated, the
student must consider all possible information sources and
develop a plan for searching. Students will be able to:
a) Assess the value of various types of electronic
resources for data gathering, including databases, CD-
ROM resources, commercial and Internet online
resources, electronic reference works, community and
government information electronic resources.
b) Assess the need for and value of primary resources
including interviews, surveys, experiments, and
documents that are accessible through electronic
means.
c) Identify and apply specific criteria for evaluating
computerized electronic resources.
d) Identify and apply specific criteria for constructing
meaningful original data gathering tools such as online
surveys, electronic interviews, or scientific data
gathering tools such as probes, meters, and timers.
e) Assess the value of e-mail, online discussions, real-
time communications, desktop teleconferencing, and
groupware on the Internet and local area networks as
part of a search of the current literature or in relation
to the information task.
f) Use a computer to generate modifiable flow charts,
time lines, organizational charts, project plans (such as
Gantt charts), and calendars which will help the
student plan and organize complex or group
information problem-solving tasks.
g) Use handheld devices such as personal digital
assistants (PDAs), electronic slates or tablet PCs to
track contacts and create to-do lists and schedules.
3. LOCATION AND ACCESS After students determine their priorities for information
seeking, they must locate information from a variety of
resources and access specific information found within
individual resources. Students will be able to:
a) Locate and use appropriate computer resources and
technologies available within the school library media
center, including those on the library media center's
local area network (e.g., online catalogues, periodical
indexes, full-text sources, multimedia computer
stations, CD-ROM stations, online terminals,
scanners, digital cameras).
b) Locate and use appropriate computer resources and
technologies available throughout the school including
those available through intranets or local area
networks (e.g., full-text resources, CD-ROMs,
productivity software, scanners, digital cameras).
c) Locate and use appropriate computer resources and
technologies available beyond the school through the
Internet (e.g., newsgroups, listservs, WWW sites, ftp
sites, online public access library catalogues,
commercial databases and online services, and other
community, academic, and government resources).
d) Know the roles and computer expertise of the people
working in the school library media center and
elsewhere who might provide information or
assistance.
e) Use electronic reference materials (e.g., electronic
encyclopaedias, dictionaries, biographical reference
sources, atlases, geographic databanks, thesauri,
almanacs, fact books) available through intranets or
local area networks, stand-alone workstations,
commercial online vendors, or the Internet.
f) Use the Internet or commercial computer networks to
contact experts and help and referral services.
g) Conduct self-initiated electronic surveys through e-
mail, listservs, newsgroups and online data collection
tools.
h) Use organizational systems and tools specific to
electronic information sources that assist in finding
specific and general information (e.g., indexes, tables
of contents, user's instructions and manuals, legends,
boldface and italics, graphic clues and icons, cross-
6 | P a g e
references, Boolean logic strategies, time lines,
hypertext links, knowledge trees, URLs, etc.)
including the use of:
a. Search tools and commands for stand-alone, CD-
ROM, networked or Web-based online databases
and services;
b. Search tools and commands for searching the
Internet, such as search engines, meta search
tools, bots, directories, jump pages, and
specialized resources such as those that search
the Invisible Web;
c. Specialized sites and search tool commands that
limit searches by date, location, format, and
collection of evaluated sites or other criteria.
4. USE OF INFORMATION After finding potentially useful resources, students must
engage (read, view, listen) the information to determine its
relevance and then extract the relevant information.
Students will be able to:
a) Connect and operate the computer technology needed
to access information, and read the guides and
manuals associated with such tasks.
b) Know and be able to use the software and hardware
needed to view, download, decompress and open
documents, files, and programs from Internet sites and
archives.
c) Copy and paste information from an electronic source
into a personal document complete with proper
citation.
d) Take notes and outline with a word processor,
database, presentation or similar productivity program.
e) Record electronic sources of information and locations
of those sources in order to properly cite and credit
sources in footnotes, endnotes, and bibliographies.
f) Use electronic spread sheets, databases, and statistical
software to process and analyse statistical data.
g) Analyse and filter electronic information in relation to
the task, rejecting information that is not relevant.
h) Save and backup data gathered to secure locations
(floppy disk, personal hard drive space, RW-CD,
online storage, flash memory, etc.)
5. SYNTHESIS Students must organize and communicate the results of the
information problem-solving effort. Students will be able to:
a) Classify and group information using a word
processor, database or spread sheet.
b) Use word processing and desktop publishing software
to create printed documents, applying keyboard skills
equivalent to at least twice the rate of handwriting
speed.
c) Create and use computer-generated graphics and art in
various print and electronic presentations.
d) Use electronic spread sheet software to create original
spread sheets.
e) Generate charts, tables and graphs using electronic
spread sheets and other graphing programs.
f) Use database software to create original databases.
g) Use presentation software to create electronic slide
shows and to generate overhead transparencies and
slides.
h) Create and use projection devices to show hypermedia
and multimedia productions with digital video, audio
and links to HTML documents or other programs.
Convert presentations for display as Web pages.
i) Create Web pages and sites using hypertext mark-up
language (HTML) in a text document or using Web
page creation tools and know the procedure for having
these pages loaded to a Web server.
j) Use e-mail, ftp, groupware, and other
telecommunications capabilities to publish the results
of the information problem-solving activity.
k) Use specialized computer applications as appropriate
for specific tasks, e.g., music composition software,
computer-assisted drawing and drafting programs,
mathematics modelling software, scientific
measurement instruments, etc.
l) Properly cite and credit electronic sources (text,
graphics, sound and video) of information within the
product as well as in footnotes, endnotes, and
bibliographies.
6. EVALUATION Evaluation focuses on how well the final product meets the
original task (effectiveness) and the process of how well
students carried out the information problem-solving
process (efficiency). Students may evaluate their own work
and process or be evaluated by others (i.e., classmates,
teachers, library media staff, parents). Students will be able
to:
a) Evaluate electronic presentations in terms of the
content and format and design self-assessment tools to
help them evaluate their own work for both content
and format.
b) Use spell and grammar checking capabilities of word
processing and other software to edit and revise their
work.
c) Apply legal principles and ethical conduct related to
information technology related to copyright and
plagiarism.
d) Understand and abide by telecomputing etiquette
when using e-mail, newsgroups, listservs and other
Internet functions.
e) Understand and abide by acceptable use policies and
other school rules in relation to use of the Internet and
other electronic technologies.
f) Use e-mail, real-time communications (e.g., listservs,
newsgroups, instant messaging services, chat rooms,
IP telephony) desktop teleconferencing, and
groupware on the Internet and local area networks to
communicate with teachers and others regarding their
performance on assignments, tasks, and information
problems.
g) Thoughtfully reflect on the use of electronic resources
and tools throughout the process.
7 | P a g e
Historical Milestones in the Development of Computers
- Article Shared by : Shaikh Shakil
Early Ages Sr. No. Historical Milestone Approximate Date
1. Carving notches on bones for counting purpose began around 30,000 to 20,000 BC
2. Place value number systems started from 8500 BC
3. Invention of Abacus, first known counting device 1000 to 500 BC
4. Use of Zero and negative numbers started around 300 – 600 BC
Distant Past Inventions
5. The first self-striking water clock 1434 AD
6. Leonardo da Vinci’s mechanical calculator 1500
Seventh (17th
) Century Developments
7. John Napier’s Bones (A set of 11 rods carved with numbers used for
simplifying multiplication purpose)
1614
8. William Oughtred’s Slide Rule (A set of two or more rulers that slide
upon other used for division and multiplications aids)
1621
9. Wilhemm Schickard’s mechanical calculator 1625
10. Blaise Pascal’s Arithmetic Machine – La Pascaline (A mechanical way
of adding numbers by dialing wheels)
1640
11. Gottfried von Leibniz’s Stepped Reckoner (Improvement on Pascaline
that could perform multiplications and divisions too)
1670
Eighteenth (18th
) Century Development
12. The first English Typewriter patent 1714
13. Colmar’s Arithmometer 1785
Nineteenth (19th
) Century Development
14. Joseph Jacquard’s Punched Cards
(Used to automate weaving patterns in looms)
1800
15. Charles Babbage’s Difference Engine 1822
16. The first American Typewriter patent 1829
17. Charles Babbage’s Analytical Engine 1830
18. George and Edward Scheutz’s Difference Engine 1834
19. Samuel Morse’s Invention of electric telegraph 1837
20. The first programmer Augusta suggested Binary Storage 1840
21. George Bool’s Boolean Algebra 1847
22. Sir Charles Wheatstone’s use of paper tape to store data 1857
23. The first commercial typewriter 1867
24. George Bernard Grant’s Difference Engine 1867
25. Charles Pierce links Boolean Algebra to circuits based on switches 1886
26. Dr. Herman Hollerith’s Tabulating Machine 1890
Twentieth (20th
) Century Development
Sr.
No.
Historical Milestone Approximate
Date
Sr. No. Historical Milestone Approximate
Date
27. John Ambrose Fleming’s invention
of Vacuum Tubes
1900 52. First disk storage by IBM 1966
28. The first tele printers 1902 53. Keyboard, Mouse and first
GUI
1968
29. Lee de Forest’s invention of Triode 1906 54. First Static and Dynamic
RAMs used
1970
30. Patent for semiconductor transistor 1926 55. Hoff’s first Microprocessor
– 4004
1971
31. The Dvorak keyboard 1936 56. 8 inch floppy disk appeared 1971
32. Alan Turing’s Turing Machine 1937 57. 8008 Microprocessor 1972
8 | P a g e
launched
33. John Vincent Atanasoft and Clifford
Bery’s ABC Computer
(Special purpose electronic digital
computer)
1939 58. 5.25 inch Mini Floppy disk 1972
34. Howard’s Kiken’s Harvard Mark I
(IBM ASCC)
1939 59. Hard Disk Devices started 1973
35. John von Neumann’s Stored
Program Concept
1940 60. 8080, 6800
microprocessors
1974
36. Konr Zuse’s Z1, Z3 and Z4
computers
(All these computers destroyed on
world war)
1941 61. Father of Micro Computers
Roberts developed Altair
8800 microcomputer
1975
37. Alan Turing and COLOSSUS
developed Vacuum Tube
technology
1943 62. Microsoft founded by Bill
Gates and Paul Allen
1975
38. ENIAC (The first general purpose
electronic digital computer)
1943 63. Steven Jobs & Wozniak
developed Apple I and
Apple II microcomputers
1976
39. EDVAC (The first stored program
concept computer)
1944 64. Cray developed the Cray-I
super computer
1976
40. Aiken built Mark – I 1944 65. 8086 microprocessor 1980
41. The first computer bug 1944 66. First IBP PC with DOS 1981
42. UNIVAC
(The first commercial computer)
1948 67. Microsoft Windows
introduced
1985
43. The first assembler – Initial Orders 1949 68. Intel’s 386 microprocessor 1985
44. Wang’s Magnetic Core Memory 1949 69. Intel 486 microprocessor 1989
45. Hopper’s UNIVAC-I Compiler 1950 70. Intel’s Pentium (586) 1992
46. G.W.A. Dummer conceives
integrated circuits
1952 71. Intel’s Pentium Pro (x86) 1996
47. FORTRAN was developed 1957 72. Pentium II 1997
48. Kibly & Noce developed first IC 1958 73. Pentium III 1999
49. COBOL developed 1959 74. Pentium IV 2000
50. IBM System/360 mainframe
computer
1960 75. Core 2 Duo
51. BASIC developed by Kemeny &
Kurtz
1965 76. Duo core processor/i3,i5,i7
20 Ways to Increase Laptop’s Battery Life
Modern graphic intensive operating systems and resource hungry applications are cutting down the life of your laptop’s
battery every day. The average battery life per continuous use still stands at a maximum of three to four hours. So, a fast depleting
battery could very swiftly put the crutches on your ‘mobile’ road trip. Mobile computing has got better with lighter components, better
chips and faster processors. But the Achilles heel of a laptop has remained its battery. So here are we are going to look at ways to
increase laptop battery life.
1. Ship shape with a defrag
Regular defragmentation helps to arrange data more efficiently
thus making the hard drive work less to access the data. The
quicker the moving hard drive works lesser is the load placed
on the battery. Thus, your batter can last longer. The effect is
minimal, but this efficiency goes hand in glove with hard drive
maintenance.
2. Kill the resource gobblers
End the background processes that are not vital. Monitor the
resource usage through a“˜Ctrl-Alt-Del’ which brings up the
Windows Task Manager (in Windows). If you’re not on the
internet, it is safe to shut down the immediate non-essential
programs running in the taskbar like the antivirus and the
firewall. Weed out unnecessary programs running as start-ups
by launching the System Configuration Utility from Run
- By Vijay CK
9 | P a g e
““Msconfig”” Tab: Startup. Uncheck the programs which
you don’t want to launch and reboot the computer once.
3. Pause the scheduled tasks
It may be a defrag or a virus scan, but make sure it is
scheduled for a time when you are near a power outlet. If not
then nix them for the moment.
4. Unplug external devices
USB devices are the biggest drainers of battery power. Unplug
all external devices like an external mouse, PC cards, Wi-Fi,
external speakers, Bluetooth and even an attached iPod.
5. Empty the CD/DVD Drives
Even if you don’t intend to use it, don’t leave any CD/DVDs
as leftovers in the drives. A spinning drive sucks battery
power like a sponge.
6. Go local
Desist using the DVD/external drives while running on
batteries. Shift the content to the hard drive or run using (free)
virtual drives like Pismo File Mount or even Microsoft’s
Virtual CD ROM Control Panel.
7. Lower the lights
The LCD screen of a laptop is another huge power sink.
Calibrate the brightness to the lowest level you can tolerate
using the Function key toggles or using the Display Settings
applet in the Control Panel.
8. Kill the sounds
Mute the speakers and try avoiding the use of multimedia
software to maximize the battery life. Installed sound schemes
also drain a battery perceptibly.
9. Rid the screensaver
To maximize battery life by a little, switch off the screensaver.
10. Visit Power Options
Get familiar with power management through the “˜Power
Options’ applet in the Control Panel. Both XP and Vista come
with advanced power management features which shut off
components like the monitor and/or the hard drive after
specified intervals. This again depends on the chosen “˜Power
Schemes’ (for XP) in the same applet. For instance in XP,
“˜Max Battery’ under Power Schemes can be selected for
maximum battery optimization. Similar settings can be found
under “˜Mobile PC’ in the Control Panel of Vista.
11. Turn off the looks
Today’s OS’s like Windows Vista come with features like
“˜Aero Glass’ which are resource guzzlers. One can turn it off
and go for the “˜Classic’ appearance which consumes less
power. In Vista, click on Desktop – Preferences – View
Colour – Appearance – Classic Appearance and Windows
Basic graphical interface. In XP it’s – Display Properties –
Theme – Windows Classic.
Linux and even Macintosh are better optimized for
longer battery life.
12. Hibernate is better than Sleep
In the Stand By mode (or sleep mode), the computer turns of
the hard drive and the display but memory remains active
while the CPU slows down. This draws on the battery. In
contrast, hibernation mode is better because the computer
saves the current state and shuts itself down completely thus
saving power.
13. Get the most…work on the least
Working on too many programs while on the battery is a sure
fire power drainer. Keep use of graphic intensive applications
to a minimum. Working on a spreadsheet consumes much less
than playing your favorite game. To increase the life of the
battery open just one or two programs concurrently.
14. Ram in more RAM
Adequate RAM reduces the load on Virtual memory which by
default resides on the hard drive. Though every extra bit of
RAM uses up more power, it increases overall savings by
short cutting access to the power hungry hard drive.
15. Keep it clean
A laptop with blocked air vents will generate more heat thus
reducing the life of the battery. Clean the air vents regularly to
keep operating temperatures low. Allow for open space around
the vents for air to circulate freely. Keep the area around the
laptop clean to avoid entry of dust.
16. Temperature is a silent killer
Undue heat kills off a battery slowly but surely. Avoid leaving
the laptop under direct sunlight or inside a closed car.
17. Avoid the memory effect
A problem more for the older Ni-MH batteries than for Li-Ion
batteries on which most modern laptops run. Memory effect
relates to the loss of battery charge when they are repeatedly
recharged after being only partially discharged. It can be
prevented by discharging the battery fully and then completely
recharging it. Li-Ion batteries on the other hand have no
problems with partial discharges and re-charges and complete
discharge is never recommended for this type.
18. Update software and drivers
This sounds a bit incongruous but then newer drivers and
software are often designed to be more efficient (and
hopefully less resource hungry).
10 | P a g e
19. Use the right adapter
Ensure that the adapter you use to charge the laptop battery is
an original one or one with the correct specifications. A
mismatch in the wattage could cause an overload thus
damaging the laptop and the battery.
20. Pack it up
If you don’t plan to use the laptop on batteries for quite some
time, ensure that the charge is nearly 40 percent – remove the
batteries and store it in a cool place.
A typical lithium ion battery has an overall average life of 2-3
years. With some care and caution, its mortality can be
delayed. Have you found your own way to increase battery life
of your laptop? Share the “˜life giving’ tips with us in the
comments. All modern laptops have battery charge level
indicators. Re-charge it only WHEN the battery charge is
about to empty
Contact Details:
We will be glad to publish your Articles and ideas in the monthly
news letter. Please send them to [email protected] on or before 25th of
every month.
Thanks
MKCL Arabia Newsletter Team.
Copyright© MKCL Arabia Newsletter. All rights reserved.
The public display of copyrighted works is restricted.
Google gravity - Link Shared by Mr. Ilyas Patel
- Google always has many interesting things to do in it. Ricardo Cabello a
designer/developer has created Google Gravity. This is a fun filled thing
that makes the object in google elements to fall down, due to force of
gravity. You can enjoy throwing all links, text boxes , buttons , search
results around the browser window . Do whatever you like with Google
Gravity and enjoy your googling experience.
http://mrdoob.com/projects/chromeexperiments/google_gravity/
OR:
1. Open Google homepage in your browser. 2. Type “google gravity” in search box. 3. Click on the first search result. And experience the google
gravity. 4. Now, search anything you will surprise to see the search
results falling down.
Mr. Pavan’s team presented him the
farewell gift.