Interesting Facts about Computer

1. There are approx. 6,000 new computer viruses released every month.

2. Doug Engelbart, invented the first computer mouse in the year 1964 and it was made up of wood!

3. It is believed that the first computer virus released in the world was a boot sector virus, which was created in the year 1986 by Farooq Alvi brothers. It was designed by them to protect their research work.

Modern Computers

4. A normal human being blinks 20 times in a minute, whereas a computer user blinks only 7 times a minute!

5. TYPEWRITER is the longest word that can be made using the letters only on one row of the keyboard.

6. While it took the radio 38 years, and the television a short 13 years, it took the World Wide Web only 4 years to reach 50 million users.

 7. The first domain name ever registered was Symbolics.com.

8. On an average work day, a typist's fingers travel 12.6 miles. 

9. The world's first computer, called the Z1, was invented by Konrad Zuse in 1936. His next invention, the Z2 was finished in 1939 and was the first fully functioning electro-mechanical computer.

10. Domain names are being registered at a rate of more than one million names every month.

11.  The house of Bill Gates was designed using a Macintosh computer. 

Replica of Z1 Computer, First Computer to be made

12. The group of 12 engineers who designed IBM PC were called "The Dirty Dozen".

13. One of the world's leading computer and computer peripheral manufacturer Hewlett Packard was first started in a garage at Palo Alto in the year 1939.

14. On eBay, there are an average of $680 worth of transactions each second.

15. Early hard drives in Personal Computers held 20 MB, or 20 Megabytes, and cost about $800. By comparison, an $8 flash drive holds 2 GB, or 2 Gigabytes. That's a 100-fold decrease in price and a 100-fold increase in capacity.

16. The computer mouse, the windowing GUI, laser printing, and the network card were all developed at one company; Xerox in Palo Alto, California.

17. The computer in your cell phone has more processing power than all the computers in the Apollo 11 Lunar Lander that put 2 men on the moon.

18. 'Crash Course' is another name for Microsoft Windows tutorials.

19. Although we normally think of computers as the ones we use in our everyday lives to surf the web, write documents etc, small computers are also embedded into other things such as mobile phones, toys, microwaves and MP3 players. We use computers all the time, often without even knowing it!

20. Almost all computer users must know how destructive a virus can be. But then, it would be interesting to know that a virus cannot corrupt your PC on its own. It corrupts your system only when you activate it by either downloading infected files from the Internet or by sharing these infected files. 

ONE WINDOWS MAGIC TRICK:-

Nobody can create a FOLDER anywhere on the computer which can be named as “CON” (without Quotes). 
TRY IT NOW ,IT WILL NOT CREATE ” CON ” FOLDER

Actually CON is one of system reserved words, that's why it cant create CON Folder !!! - See more at: http://www.doyouknowgk.com/2013/03/interesting-facts-about-computers.html#sthash.dkAaz43C.dpuf

HTML tags and uses

Tag	What it is	When to use it
<a>	Anchor (most commonly a link)	Vital. Use to create links in content. Use the title attribute whenever the contents of the <a>…</a> pair do not accurately describe what you’ll get from selecting the link. Title attribute often displays as a tooltip in visual browsers, which may be a helpful usability aid.
<abbr>	Defines an abbreviation	Works in a similar way to <dfn> and<acronym>, using a title attribute (displays a tooltip in standard visual browsers). e.g. <abbr title=”Hypertext markup language”>HTML</abbr>
<ACRONYM>	Defines an acronym	Works in a similar way to <abbr>and <dfn>, using a title attribute (displays a tooltip in standard visual browsers).
<ADDRESS>	Used for marking up a physical (e.g. mailing) address	Not commonly used. Recommend looking into microformats, which allow for more detail and interoperability.
<APPLET>	Inserts a Java applet	The old way to insert a Java app. Use<object> instead today.
<AREA>	Hotspot in image map	Avoid image maps where possible. Occasionally necessary.
<BASE>	Specifies the base location of the document.	Use only when necessary. Adjusts any relative links and paths within the document.
<BASEFONT>	Sets default font size	Display info – never use it
<BIG>	Larger text	Display info – never use it
<BLINK>	Makes text blink	You go to hell if you use this
<BLOCKQUOTE>	Large quoted block of text	Use for any quoted text that constitutes one or more paragraphs (note: should contain <p> tags as well). Use <q> for quotations within a paragraph. Often used in conjunction with <cite> to cite the quotation’s source.
<BODY>	Document body	Essential (unless you’re using frames)
<BR>	Line break	This is arguably display information. Still in common use, but use with restraint.
<B>	Bold text	Display info – never use it
<BUTTON>	Used for a standard clickable button within a form	Often better than <input type=”button” /> or <input type=”submit” />, as it allows you to assign different styles based on the HTML element alone, whereas differentiating style based on the type of input is less well supported.
<CAPTION>	Caption for a table: describes the table’s contents	The correct way to assign a title to a table
<CENTER>	Centred block	Display info – never use it. Use<div> or some other block-level tag with the style text-align:center instead
<CITE>	Defines a citation	Defines the source of a quotation (in conjunction with content in <q> or<blockquote> pairs).
<CODE>	Defines an extract of code	Not commonly used. Similar to<pre> tag, but collapses consecutive white spaces and line breaks in the source.
<COL>	Identifies a particular column in a table	Can be very useful. e.g. <col class=”namecol”> can be applied to each first column in a series of tables, then the width of each column may be set to be equal in the stylesheet, overriding the table’s natural tendency to adjust its own column widths to fit its contents.
<DFN>	Definition of a term	Works in a similar way to <abbr>and <acronym>, using a titleattribute (displays a tooltip in standard visual browsers).
<DIR>	Directory list	Now deprecated. Use a standard<ul> or other list instead.
<DIV>	Division	Specifies a logical division within a document. Use it to separate or identify chunks of content that are not otherwise distinguished naturally using other tags. One of the most common HTML tags.
<DL>	Definition list	Contains one or more definition-term / definition-description pairs.
<DT>	Definition term	Used as part of a <dt></dt><dd></dd> pair within a definition list (<dl></dl>)
<DD>	Definition description
<EM>	Emphasis	Commonly used in place of the old<i> (italics) tag to indicate emphasis (but less than <strong>)
<FONT>	Font settings	Display info – never use it
<FORM>	Input form	Essential for data input
<H1>	Level 1 header	Aim to have one H1 on each page, containing a description of what the page is about.
<H2>	Level 2 header	Defines a section of the page
<H3>	Level 3 header	Defines a sub-section of the page (should always follow an H2 in the logical hierarchy)
<H4>	Level 4 header	Etc. Less commonly used
<H5>	Level 5 header	Less commonly used. Only complex academic documents will break down to this level of detail.
<H6>	Level 6 header	Less commonly used
<HEAD>	Document head	Essential. Contains information about a page that does not constitute content to be communicated as part of the page.
<HR>	Horizontal rule	Display info with no semantic value – never use it. “Horizontal”, by definition, is a visual attribute.
<HTML>		Core element of every web page.
<IMG >	Show an image	Vital. Always use the alt or longdescattributes when the image has content value
<INPUT>	Input fields within forms	Vital. (I prefer to use <button> for buttons and submit buttons though)
<ISINDEX>	Old type of search input	Not really used any more. Use<form> instead.
<I>	Italicised text	Display info – never use it
<KBD>	Keyboard input	Display info – never use it
<LINK>	Defines a relationship to another document	Commonly used to reference external stylesheets, but has other minor uses
<LI>	List item	Specifies an item in an unordered or ordered list (<ul> or <ol>)
<MAP>	Client-side imagemap	May have occasional value, but only use when absolutely necessary
<MARQUEE>	Makes text scroll across the screen	See <blink>
<MENU>	Menu item list	Deprecated. Do not use. Use other standard list types instead.
<META>	Meta-information	Useful way to insert relevant information into the <head> section of the page that does not need to be displayed.
<OL>	Ordered list	Type of list where the order of elements has some meaning. Generally rendered with item numbers (best managed with CSS).
<OPTION>	Selection list option	Vital for options within a drop-down control.
<PARAM>	Parameter for Java applet	Used in conjunction with an<object> or <applet> tag to pass additional setting information at runtime.
<PRE>	Preformatted text	Renders text in a pre-formatted style, preserving line breaks and all spaces present in the source. May be useful. (This one’s a paradox, as it is strictly display info that applies only to visual browsing, but it’s still so commonly used and useful that I’m hesitant to advise against using it.)
<P>	Paragraph	Only use to denote a paragraph of text. Never use for spacing alone.
<Q>	Short quotation	Use for inline quotations (whereas<blockquote> should be used for quotations of a paragraph or more). Often used in conjunction with<cite> to cite the quotation’s source.
<SAMP>	Denotes sample output text	Similar to the <code> tag. Rarely used. Avoid.
<SCRIPT>	Inline script (e.g. JavaScript)	It’s better to have all scripts as separate files than to write inline or in the <head> section, however still has its uses.
<SELECT>	Selection list	A drop-down selector for a form.
<SMALL>	Smaller text	Display info – never use it
<SPAN>	An inline span within text	Use to apply meaning (and style) to a span of text that goes with the flow of content (whereas a <div> tag is block-level and breaks the flow)
<Strikeout>		Display info – never use it
<STRONG>	Strong emphasis	Use this instead of the old <b> tag.
<STYLE>	CSS style settings	Normally used in <head> section of a page. Try to use external stylesheets, to enable you to apply different styles for different output media.
<SUB>	Subscript text	Arguably display info – recommend using alternative tags (e.g. <cite>). May be required in some academic uses, e.g. Chemical formulas.
<SUP>	Superscript text
<TABLE>	Table	Use for repeated data that has a naturally tabular form. Never use for layout purposes.
<TD>	Table data cell	A cell containing actual data. If a cell actually contains a descriptor or identifier for a row or column, use a<th> (table header) tag, not a<td>. This usually applies to column headers (within a <thead>), column footers (within a <tfoot>), as well as row headers (usually the first cell in a row in the <tbody>).
<TEXTAREA>	Multi-line text input area in a form	Essential
<TH>	Table column or row header cell	May appear in a <thead> (to denote a column header cell), <tbody> (to denote a row header), and in<tfoot> (to denote a column foot cell, e.g. a total)
<TBODY>	Indicates the main body of a data table	It is always worth using this tag, as well as using <thead> and <tfoot>where appropriate. Note that it is permissible to have more than one <tbody>, <thead>, and <tfoot> in the same table.
<THEAD>	The head section of a table	The place to put column header cells (<th>)
<TFOOT>	The foot section of a table	Good place to put e.g. summary data, such as totals. Note that it goes before the <tbody> tag!
<TITLE>	Document title	Essential
<TR>	Table row	Essential with tables
<TT>	“Teletype” - simulates typewriter output	Similar to <pre>, except that it collapses white space like normal HTML (whereas <pre> leaves all consecutive white space intact). Avoid if possible
<UL>	Unordered list	Essential. Use for lists where the order or items has no particular importance.
<U>	Underline text	Display info – never use it
<VAR>	Variable in computer code	Obscure tag, may only be useful in academic documents. Avoid.

WHAT DESIGNERS NEED TO KNOW

Designers need to master a wide variety of skills and concepts. What follows is an overview of the nine categories of investigation you can find in most design programs. Not every category is taught in every undergraduate curriculum-the time is just too short. Each program emphasizes certain subjects and teaches others more broadly.

Designers atwork shows different ways to practice graphic design and serves as a counterpoint to this overview of education. A practitioner does not develop expertise in all aspects of design but selects a special area of interest in a particular kind of communication problem. One designer may love print media and therefore prefer magazine or book design. Another may have a great interest in type design or want to design exhibits. Design education is a preparation for practice, so if a certain kind of design appeals to you, think about what kind of learning supports it. Flip back and forth between this section and Designers at work as you consider how your education can prepare you for a particular kind of design practice.

Perception, visual organization, aesthetics

Designers think about visual forms and how they are put together to convey meaning. These forms are a kind of visual language. Points, lines, planes, volumes, spaces, areas, textures and colors, as well as how they are used to create symmetry, proportion and rhythm, are basic aspects of the designer's visual vocabulary.

Form and structure analyzes positive and negative forms.

Form analysis examines how two- and three-dimensional forms create a feeling of space.

Structure and system consider various ways to create order in space. For example, grid system is one way to create a sense of harmony and order.

Visual phenomena explores the intuitive response of the audience to form, color and texture.

Composition and visual framing involves deciding what to include in an image and how elements of an image contrast with one another.

Visual abstraction identifies the key features of an object and simplifies them.

Unity of form looks at relationships among design elements, such as proportion, scale, symmetry and contrast.

Visualizing techniques

Designers need to be familiar with basic tools, techniques and processes to produce images, sketches, models and finished work. They need to use tools with skill and sensitivity. Students learn photography, various kinds of drawing, model making and diagramming as ways to develop their ideas.

Photography, although often regarded as a “truthful” rendering of the world, may convey realism or emotion, as demonstrated in these examples.

Visual translation is the process by which the essence of an image is abstracted in a drawing.

Model making explores three-dimensional forms in order to plan and prototype an exhibition or a new product.

Drawing teaches the student to look and to see as well as to put down meaningful marks on paper.

Materials, tools and technology

Technology always plays a role in the process of designing and in communicating information visually. Designers create ideas in two and three dimensions using various materials such as paper and film. They use tools such as computers, camera and airbrushes and work with the technologies of letterpress and video. The designer's selection of materials and tools can change what an image looks like and what it says.

Blending ideas and production techniques

Designers create solutions to design problems. A part of every solution includes communicating how to get the job done technically: how to get the poster printed or how to create the mechanicals for the package design. The designer must learn to clearly express and transmit ideas and instructions as well as to receive and evaluate feedback. To this end, the student learns to specify technical instructions; to write objectives, briefs and reports; to present ideas verbally, graphically and with audiovisual support; and to listen carefully.

Message and content

Designers address communication problems. They interpret ideas and represent them with images and words. Skill in thinking about and creating meaning with images, type and symbols is essential. The ability to put a persuasive or informational perspective on an idea is also important.

Semantics is the study of how people understand words and images.

Visual metaphor studies symbols. For example, a torch can signal the abstract ideas of victory or freedom.

Persuasion and information examines how to create a memorable visual statement.

Image, symbol and sign explores the ways in which graphic marks, such as handprint or a target, communicate.

Methods, planning and management

These Bill of Rights broadsides demonstrate design planning. Seminars with legal experts helped the students study the judicial processes of the Supreme Court and specific legal decisions. Students then did additional research and experimented with typography, historical imagery and the “re-presentation” of photojournalism to determine how to present their ideas visually to a high school audience. The broadsides communicate difficult concepts by identifying specific elements in the Bill of Rights and the landmark Supreme Court decisions that anchor them.

Design methodology provides a path for the designer in the search for solutions to communication problems.

Design evaluation judges reaction to a design through a testing procedure. For example, observing a child's reaction to a book might answer the questions: Is the book easy to read? Is it appealing? Is meaning communicated effectively?

Design management involves an overview of the process of design, including managing creativity, costs, schedules and quality.

History and criticism

Designers are part of a visual culture that includes art, architecture and design. It is not only interesting but also important to know what has gone before. Designers study the past for inspiration and to understand its themes, styles and technical developments. It is possible to trace how certain ideas, developments in the art and technological advances have influenced particular designers. Criticism helps the designer evaluate the usefulness or beauty of a design.

Design theory

Design theory explores the principles underlying what communicates and why. For example, why does one color communicate happiness to you and fear to someone from another society? What are the ways culture affects the designer and the audience? Design theory seeks to find the unifying principles-which might be intuitive or deliberate-that are the basis for all graphic design. It is where education and practice meet.

Graphic design subjects

Letterform investigations look at the forms of logotypes and letterform found in everyday objects and in typefaces.

Typography examines text messages created for information or expression.

Type and image explores the relationship between the two and the power of each to communicate in relation to the other. Type also becomes images in some applications.

Design systems serve to unify appearance and coordinate production. Visual characteristics, such as the 45-degree angle, the square on its tip, the color and the torn paper, are played out over many pieces to guarantee an easily recognizable relationship.

Symbol and identity systems seek to specifically identify an object for the public and to use that identity in all communications.

Information design clarifies data, helps orient the viewer and guides the search for what is important by establishing a clear visual hierarchy. These qualities are particularly useful in computer interface design.

Diagrams, graphs and maps distill information to make it easily understood. For instance, a three-dimensional form can show the relationships of solid, liquid and gas.

Publication and print design explores the overall structure-pacing, sequence and hierarchy of information-as well as the particular use of text and image found, for example, in the editorial material of magazines and newspapers.

Book design is concerned with both the exterior package of the book (the cover) and its interior contents (the pages).

Poster design combines words and images in a powerful public announcement, whether for an art exhibit, an election campaign, or a circus.

Film and video graphics organize ideas dynamically in time. They communicate by using images in sequence with narration, music and text.

Computer graphics explores the digital world of highly manipulated imagery.

Package design serves multiple function: to protect, display, dispense, store and announce the identity and qualities of a product.

Environmental signage and graphics helps people find their way through streets and buildings and gives clues to the nature of the environment people find themselves in.

Exhibition and display design seeks to involve an audience in exploring an idea in space and time through the use of graphics, objects, text, sound effects and participatory opportunities.

Advertising design is calculated to attract attention, make a compelling pitch to an audience and create a desire for the product.

Graphic Design: A Career Guide and Education Directory
Edited by Sharon Helmer Poggenpohl
Copyright 1993
The American Institute of Graphic Arts