REPUBLIQUE DEMOCRATIQUE DU CONGO

MINISTERE DE L’ENSEIGNEMENT SUPERIEUR ET UNIVERSITAIRE

INSTITUT SUPERIEUR DES TECHNIQUES APPLIQUES

English of information technology

I
S
T
A
/
B
O
M
A
Networks and internet

“I know that
you believe you
understand
what you think
I said, but I am
not sure you
realize that
what you heard
is not what I
meant!”
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COMPILED BY
Ir PRIDENT KUMBU TSEBE
ACADEMIC YEAR 2022 - 2023
 TABLE OF CONTENTS
I. CONVERSATIONAL
1. Self-introduction
1.1. Introducing oneself – in an educational atmosphere
II. COMMUNICATION SKILLS PART 2
2. Introduction – Advanced communication skills
2.1. The importance of communication
3. Review of communication basics
3.1. Intruduction
3.2. The communication process
3.3. Elements of communication
3.4. Taking your communication skills to the next level
4. Building Communication Skills
4.1. Potential communication to a good conversation
III. COMPUTER SKILLS AND NETWORKS
5. Computer science or Information technology.
5.1. What Is Information Technology?
5.2. Information Technology Jobs and Careers
5.3. Issues and Challenges in Information Technology
5.4. Computer Networking and Information Technology
5.5. Networks
6. Introduction to Computer skills
6.1. Computer
6.2. Functionalities of a computer
6.3. Computer Components
6.3.1 Hardware:
6.3.1.2. Output devices
6.3.1.1. Input Devices
6.3.2. Software
6.3. Laptop and Smartphone Computers
6.4.1. Data, Information and Knowledge
6.5. Characteristics of Computer
6.5.1. Computer Viruses
6.5.2. Basic computer skills
6.6. The mouse
6.6.1. Tablet Computers
6.7. OPERATING SYSTEMS
6.8. Turning On the Computer and Logging On:
6.8.1. The Desktop
6.9. Advantages and disadvantages of using computers
6.10. Networks and the Internet
7. Checkpoint (In test Question)
Short Answer Write a brief answer to each of the following questions.
IV. ARTIFICIAL INTELLIGENCE
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Some developed technology and inventions

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 I. CONVERSATIONAL
1. Self-introduction
Learning the Second Language is important as it is essential to every aspect and interaction in
our everyday lives. Every sentence we use has the purpose of enabling second language learners to
move beyond vocabulary and grammar to the functional aspect of communication. Being able to
communicate with each other form bonds, teamwork, and it’s what separates humans from other
animal species. Communication drives our lives and better ourselves.
The topics and the exercises of this text aim at enhancement of the learners’ communication
skill. Let’s begin with ‘Self-introduction’ as “You only get one chance to create a first and best
impression”.
The arrival of a new academic year brings a lot of energy and enthusiasm to students, teachers
and parents (although in a different way) and it is high time to practise self-introductions. Here, two
ways of introducing oneself - in educational atmosphere and for career, are presented for practice as
both are indispensable in one’s life.

1.2 Introducing oneself – in an educational atmosphere

Take the following communication as an example.
Model 1: Here, Shiva is introducing himself at a volleyball camp:
Hi! My name is Mireille. I am 19 years old. I live in Boma with my parents and brothers. I am a first
year Computer Science student. I am pursuing a Certificate Course in Communicative and Functional
English after my college hours to improve my language skills. I like Programming and Mathematics.
During weekends, I take dancing lessons, swimming and veena. I like puppies. My favourite colour is
pink. My favourite food is kasava leaves. I want to learn how to play volleyball better. Thank you.

Each of the sentences in this self-introduction has a grammatical structure. But, the message of Shiva is
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more than just subjects, verbs and objects. Each sentence has a purpose or topic.
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 II. COMMUNICATION SKILLS PART 2

2. Introduction – Advanced communication skills

2.2 The importance of communication

All human interactions are a form of communication. In the business world, nothing can be achieved without
effectively communicating with employers, employees, clients, suppliers and customers. If you look at the most
successful business people in the world, you will see people who have mastered the art of communication. And
that’s the difference between being a good communicator and being an advanced communicator – advanced
communication is a true art form. It requires practice, finesse and skill set that goes beyond those that the average
person possesses.

Advanced communication is a true art form, requiring practice, finesse and a skill set that goes beyond
those that the average person possesses.
Even though communication skills are so important to success in the workplace, there are many individuals who
find that there is a limit to their communication skills and that they seem to have reached a stumbling block in
their progress. They may sometimes struggle to convey their thoughts and ideas in an accurate manner, making it
difficult to reach their full potential as s communicator, a manager and a leader of others.

However, there is hope for anyone who finds advanced communication to be difficult. These skills can be
practiced and learned. It takes learning about how communication works, how to communicate exactly what it is
you want to say, what mode of communication is best, and what factors are influencing the ability for you to
send and receive messages with acumen.

What is the difference between communication skills and advanced communication skills?

When asked to define communication, how would you respond? Most people will relate to the forms of
communication – talking or listening. But communication goes beyond that. Communication involves getting
information from one person to the other person. Yet even this is not a complete definition because
communicating effectively involves having that information relayed while retaining the same content and
context. If I tell you one thing and you hear another, have I communicated?

Communication is the art and process of creating and sharing ideas. Effective communication depends
on the richness of those ideas.
Advanced communication skills take the basic skills of communication and frame them within a general
understanding of how the communication process works. When you understand all of the elements involved
when people communicate, they can learn to influence not only your own communication, but the
communication of others. This is why advanced communication skills are, in essence, leadership skills. They
allow you access to ways to guide and direct communication between yourself and another or a group so that you
can achieve your goals and outcomes.
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 3. Review of communication basics

3.2 Intruduction
Imagine you are on one side of a wall and the person you want to communiacte with is on the other side of the
wall. But there’s more than the wall in the way. The wall is surrounded by a most that is filled with crocodiles
and edged by quicksand. These barriers could be things like different cultures, different exceptions, different
experiences, different perspectives, or different communication styles, to name just a few.
Communication skills are the tools that we use to remove the barriers to effective communication.
You might experience only one of these barriers at a time, or you might find yourself facing them all. Getting
your message to the other person requires that you recognise these barriers exist between you, and that you then
apply the proper tools, or communication skills, to remove those barriers preventing your message form getting
throught.
Of course, communication is a two-ways street. The person on the other side of those barriers will also try to
send messages back to you. Tour ability to understand them clearly could be left to a dependence on their ability
to use communication skills. But that’s leaving the success of the communication to chance. Instead, you can
also use your own communication skills to ensure that you receive messages clearly as well.

Finally, there isn’t only one point in your communication with another person at which you have to watch out for
barriers. To be successful at communicating, it’s important to recognise that these barriers to communication can
occur at multiple points in the communication process.

3.3 The communication process

The communication process involves multiple parts and stages.
These are:
 Source
 Message
 Encoding
 Channel
 Decoding
 Receiver
 Feedback
 Context

Figure 1: The diagram of communication process

At each of these stages, there is the potential for barriers to be formed or problems to arise. The steps in the
process are represented in figure 1 and explained further in the following information.
3.3.1 Source
The source of the communication is the sender, or for our purposes, you. In order to be a good source, you need
to be clear about the message that you are sending. Do you know exactly what it is that you want to
communicate? You’ll also want to be sure you know why it is that you are communicating. What result is it that
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you expect? If you cannot answer these questions, you will be starting the communication process with a high
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chance of failure.
 The source of the message is the sender. The sender must know why the communication is necessary
and what result is needed.
3.3.2 Message
The message is simply the information that you want to communicate. Whithout a message, there is no cause of
communicating. If you cannot summarise the information that you need to share, you aren’t ready to begin the
process of communication.

The message is the information that you need to communicate. It is the reason communication is needed.

3.3.3 Encoding
Encoding is the process of talking your message and transferring it into a format that can be shared with another
party. It’s a sort of like how messages are sent to via a fax. The information on the paper has to be encoded,
prepared, before it can be sent to the other party. It has to be sent in a format that the other party has the ability to
decode or the message will not be delivered.

In order to encode a message properly, you have to think about what the other person will need in order to
understand, or decode, the message. Are you sharing all the information that is necessary to get the full picture?
How you made assumptions that may not be correct? Are you using the best form of sending it in order to ensure
the best chance of the message being properly received? Are there cultural, environmental or language
differences between you and the other party that could cause miscommunication?

Encoding is the process of taking your message and transferring it into the proper format for sharing it
with your audience. It requires knowing your audience and ensuring that your message provides all of
the information that they need.
Of course, to encode a message properly, you have to know who your audience is. You need to have an
understanding of what they know and what they need to know in order to send a complete message. You need to
use language they will understand and a context that is familiar. One single example of how you can do this is
being sure to spell out acronyms. We sometimes forget that not everyone is familiar with the acronyms that we
may use on a regular basis.

3.3.4 Channel
The channel is the method or methods that you use to convey your message. The type of message you have will
help to determine the channel that you should use. Channels include face-to-face conversations, telephone calls
or videoconferences and written communication like emails and memos.

The channel is the method of communication that you choose such as face-to-face, by telephone, or via email.

Each channel has its advantages and disadvantages. For example, you will find it difficult to give complex,
technical information or instructions by using just the telephone. Or you may get bad results if you try to give
criticism via email.

3.3.5 Decoding
Decoding happens when you receive the message that has been sent. The communication skills required to
decode a message successfully include the ability to read and comprehend, listen actively, or ask clarifying
questions when needed.
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 If the person you are attempting to communicate with seems to be lacking the skills to decode your message, you
will need to either resend it in a different way or assist them in understanding it by supplying clarifying
information.

Decoding is the process of receiving the message accurately and requires that your audience has the
means to understand the information you are sharing.
3.3.6 Receiver
Since you have thought out your message, you’ve certainly also thought about what you want the desired results
to be on the part of your listener. But it’s important to realise that each person that receives your message will be
listening to it through their own individual expectations, opinions and perspectives. The individual experiences
will influence how your message is received.

You have expectations for a response from the receiver when you send a message. You can increase the
chances of getting this result by addressing your audience’s concerns or addressing specific benefits as
part of your communication.
While you can’t always address each person’s individual concerns in a message, part of planning for your
communication is to think ahead of time about what some of their thoughts or experiences might be. For
example, if you are releasing a new product and want to convince customers to try it you would want to be
certain to address the specific benefits to the customer, or what improvements have been made since the last
version was released.

3.3.7 Feedback
No matter what channel you have used to convey your message, you can use feedback to help determine how
successful your communication was. If you are face-to-face with your audience, you can read body language and
ask questions to ensure understanding. If you have communicated via writing, you can gauge the success of your
communication by the response that you get or by seeing if the result you wanted is delivered.

Feedback lets you gauge how successful you were at communicating. It also offers a chance to adjust
your communication process for the future.
In any case, feedback is invaluable for helping you to improve your communication skills. You can learn what
worked well and what didn’t so that you can be even more efficient the next time you communicate with that
person or the next time you need to communicate a similar message.

3.3.8 Context
The context is the situation in which you are communicating. It involves the environment that you are in and that
in which your audience is in, the culture of your organization (s), and elements such as the relationship between
you and your audience. Your communication process will not look the same when you are communicating with a
friend. The context helps determine the tone and style of your communication.

Context involves things such as your relationship with your audience, the culture of your organization
and your general environment.
3.4 Elements of communication
What does it take to communicate with another person? How are we communicating even when we aren’t using
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words? When you begin studying communication, you’ll find that we communicate with much more than our
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words. In face-to-face communication, our words are only part of the message. The balance of the message, and
 in fact, the largest part of the message that we are sending to others is made up of non-verbal information. It is
composed of our body language and our tone of voice.

Figure 2 below demonstrates this fact.

3.4.1 Non-verbal communication (tone of voice & body language)

Albert Mehrabian’s work on verbal and non-verbal communication in the 1960s and early 1970s is still
considered a valid model today. He posed that the non-verbal aspects of communication such as tone of voice
and non-verbal gestures communicate a great deal more than the words that are spoken. He also found that
people are more likely to believe your non-verbal communication than your verbal communication if the two are
contradictory. In other words, you are most believable and most effectively communicating when all three
elements of face-to-face communication are aligned with each other.

The same sentence can have multiple meaning depending on which word is emphasized. The emphasis
on a particular word implies additional information than what the words say.
According to Mehrabian, the tone of voice we use is responsible for about 35 to 40 percent of the message we are
sending. Tone involves the volume you use, the level and type of emotion that you communicate and the
emphesis that you place on the words that you choose. To see how this works, try saying the sentences in figure
3 with the emphasis each time on the word in bold.

I didn’t say he borrowed my book

I didn’t say he borrowed my book.
I didn’t say he borrowed my book
I didn’t say he borrowed my book.
I didn’t say he borrowed my book
I didn’t say he borrowed my book.
I didn’t say he borrowed my book.
Figure 3 the impact of tone of voice

Notice that the meaning of the sentence changes each time, even though the words are the same. The emphasis
you place on the word draws the listener’s attention, indicating that the word is important somehow. In this case,
the emphasis indicates that the word is an error. So in the first example, I didn’t say he borrowed my book, the
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phrase includes the message that someone else said it. The implied information continues to change in each
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sentence, despite the words remaining the same each time.

 Another aspect of non-verbal communication is body language. The way we hold our body, more our arms, our
eyes, how close we stand to someone: all of this is a form of communicating subconsciously with others.

Examples of body language include:

 Facial expressions
 The way they are standing or sitting
 Any swaying or other movement
 Gestures with their arms or hands
 Eye contact or (lack thereof)
 Breathing rate
 Swallowing or coughing
 Blushing
 Fidgeting

Basically, body language includes anything they are doing with their body besides speaking. We recognise this
communication instinctively, without having to be told what it means. Read the following examples and you’ll
have a good idea of what the person’s body language is telling you.

 Mike is sitting with his arms crossed over his chest. His head is tilted down and away from you. His
finger is tapping his arm in a fast, erratic manner.
 Jane is sitting back in her chair with her arms crossed behind her head. She is smiling at you and nodding
her head from time as you speak.
 Dave is standing close to you at an angle. He is speaking just above a whisper and in a strained voice. He
makes quick, sharp movements with his hands.
 Marci is presenting to the marking team. She is swaying back and forth, her hands keep changing
positions, and she seems to keep absent-mindedly touching her hair.
 Regina is sitting at the conference table in a meeting. Her legs are crossed and the leg that is on the floor
is bouncing up and down at a rapid pace. She is sitting forward in her chair with her pen tapping on the
table.

We instinctively recognise what body language is telling us.

We can picture these people and their behaviours from the short description here and without hearing a word
from them, we have a pretty good idea of how they are feeling about the situation or about what we are saying to
them.

3.4.2 Verbal communication

The third communication element is verbal communication. Believe it or not, it is actually the least impactful
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element in face-to-face communication. The old adage is true: it’s not what you say, it’s how you say it that
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counts.
 Figure 3: The verbal communication

Of course, this is a bit simplified. We do want to use verbal communication, the words we choose, to our best
advantage. You would definitely make a different impression if you curse during your presentation than if you
don’t. Choosing our words carefully is a way to enhance our message, but we should remember that it is not the
most important part of the message. We should not neglect to pay attention to the non-verbal elements.

But what about when we are limited to using only verbal communication? Given that we know that face-to-face
communication delivers the most complete message, we know that verbal communication alone can be
challenging in creating affective communication.

We know that verbal communication alone can be challenging in creating effective communication.
You might think that talking on the telephone or sending off a quick email is an excellent time saver. There are
times when this is true. For example, when confirming specific facts or asking simple questions. But for many
communication needs, verbal communication only will not suffice.

3.5 Taking your communication skills to the next level

This chapter has given you a brief review of the communication process and the elements of communication. The
remainder of the chapter will focus on ways to enhance your existing skills in these areas so that you will not just
be able to communicate with another person, but you will be fully aware of the mechanics of what is happening
during that communication process. You will then be able to make choices in how you communicate in order to
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help influence the direction that the communication takes, improve the depth and the quality of communication,
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and improve your persuasion skills.

 3.6. The process of note taking
Take notes as best you can do when the teacher teaches. Rewrite the notes later in the day (before going to bed)
into a more complete version. You may need to use your textbook or ask someone if you have problems, Follow
a review cycle to make sure you remember

How to hustle effectively

You need to be aware of all of the carriers of meaning.

Words carry meaning: Five categories of accomplishing things:

1. to describe
2. to tell people to do something
3. to (cli people what we’re going to do
4. to tell about feelings
5. to change the world
Stress: I went to the park, (no special stress) vs.
I went to the park (not someone else)
Intonation: He went, vs. He went?
Rhythm: Can you see, Ram? vs. Can you see Ram?
Body Language: “the first thing” (pointing one finger)

3.6.1. Predict
If you have an idea of what is ‘coming’ you will be able to prepare.
This is why there are road signs telling you that a curve or a steep descent is coming up. You arc therefore ready
because; you know what to expect. In listening to your teacher you need to predict what you think is coming
next.
1. Prediction helps overcome confusions.
2. Prediction helps save time for processing information and taking notes.
3. There are two types of predictions: predictions of content and predictions of organisation.
Being able to successfully predict depends on being able to recognise the teacher’s cues or signposts.

3.6.2. Words that change the meaning

I wanted to go yesterday, but I couldn't. = I did not go yesterday.
I wanted to go yesterday, however I wasn't able to. = I did not go yesterday.
I wanted to go yesterday. Nonetheless I didn't make it. = I did not go yesterday.
Even though I wanted to go yesterday, I couldn't. = I did not go yesterday.
It's late. However, let's go anyway. = We will go.
Even though it's late, I still want to go. = We will go..
It's late, but let's still go. = We will go.
It's late. Nonetheless, let's go. = We will go.
I don't have much money, however, I still need to buy it. = I will buy it.
Even though I don't have much money, I still must buy it. = I will buy it.
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I don't have much money, but I think I will buy it anyway. = I will buy it.
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I don't have much money. Nonetheless, I'm going to buy it. = I will buy it.
 3.7. Words you may use in your future conversation:

We always wait for the children by the bust stop. always

They usually come by 3 o’clock. usually
We frequently see other children waiting there. frequently
We often talk with the other children. often
We sometimes talk together. sometimes
occasionally We occasionally leave with the other.
seldom The children are seldom late.
infrequently We infrequently need to wait more than 10 minutes.
rarely We rarely wait more than 15 minutes for them.
never We never leave before all of then arrive.

"WHO" AND "THAT"

"WHO" AND "THAT" Everyone sold a house.

Everyone in this group owned a house. Everyone in this group sold a house.

Everyone who owned a house sold it.

Some in this group owned a house.
Those who owned a house sold it.
Some in this group did not own a house.

Every car was repaired.

Every car in this group needed to be repaired. Every car in this group was repaired.

Every car that needed to be repaired was fixed.

Some cars in this group needed to be repaired.
Those cars that needed it were repaired.
Some cars in this group did not need to be repaired.

Every member was sick and was given help.

Every member in this group was sick. Every member in this group was given help.

Every member who was sick was given help.

Some members in this group were sick. The members in this group who were sick were
Some members in this group were not sick. given help.

Every person on the list was called.

There were many people's names on the list. Every person was called.
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Every person with a name that began with the letter "M" was called.
There were many people's names on the list. Only those people with names that began with
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Some of the names began with the letter "M." the letter "M" were called.
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 4. Building Communication Skills

4.2 Potential communication to a good conversation

Asking a question
Think about your question before asking it to make sure it is expressed clearly and in a way that
indicates exactly what you want to know. Give the other person a few minutes to consider an answer.
You may want to paraphrase their response to be sure you understand them especially if the question is
about a complicated issue.
Starting a conversation
It is best to start a conversation with a general topic, or, if you know the person’s interests, begin with
something you know they are interested in. Some topics that are commonly used are the weather,
sports, asking about family (for example, “Tell me what your children are doing now.”), or
local/national/world events. Ask open-ended questions
Asking for a favour
Begin by being direct, but polite. One effective way of asking for a favor is to begin with “I would
appreciate……”or “Could you please….” For example you could say “I would appreciate it if you
would help me with this. I’m really stuck.”
Giving a compliment
Compliments should be truthful, authentic and appropriate to be effective. It is helpful for a
compliment to be specific, rather than general. Look for opportunities to praise people for what they do
well; saying something like, “It is so nice to see someone who is able to do their job so skillfully.”
Accepting a compliment
When given a compliment, accept it graciously and with enthusiasm. Don’t diminish the compliment
by replying in a negative manner. When someone tells you they like your shoes, you can use a reply
such as, “Thank you, I like them too,” or “Thank you, they are my favorites.”
Giving criticism
If you must criticize someone, your comments should be constructive. Make sure that the person
knows what should have occurred instead of just telling them they did something the wrong way. It is
helpful to find something they did well and comment on that before you tell them what the problem
was. For example, “I really liked the way you walked away to allow Jamal to work independently on
his Math. You will want to give Sara the chance to ask to listen to a tape—it really helps if you pause
for 10 seconds before asking her if she wants to hear music. That will help her to be more independent
too.” Often it is helpful to ask if they would have done something differently before giving them your
view on what should have occurred—many times they may identify the problem themselves before you
discuss it with them.
Accepting criticism
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Keep your mind open and objectively examine the criticism to see if it was warranted. Respond in a
way that is not defensive, thanking them for their comments and telling them you will consider the
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comments before performing the task again.

 Apologizing
Apologize sincerely and accept blame for what you have done. Instead of saying, “I apologize, but you
must have misunderstood me,” say “I apologize. I didn’t make myself clear.” When working as a
member of a team, remember that the relationship is more important than the issue at hand. Restore the
relationship.
Giving instructions
Be brief and to the point. Explain adequately, but do not include more information than a person can
absorb at one time. Acronyms may be confusing to the listener, so it is best to avoid using them. Often,
it is helpful to break the instructions down into steps. For example--first, open the toolbox on the
device; second, change the volume settings in the toolbox by pushing the volume up button; third, click
OK and exit the toolbox; and finally, begin using the device with the student.
Dealing with resistance
Find out what the needs of the other person are and try to meet them without loosing sight of your own
goals. With purposeful effort, it is surprising how frequently this can be done, and fulfil the dictionary
definition of reaching an agreement of mutual accord. We are all faced with disagreements in life,
almost on a daily basis, with family members, with friends, and with the many people with whom we
come in contact. Though they may appear to be minor at first, they can become major in effect. It is
wise to realize that we do indeed have choices as to how we handle such matters and hope we have the
wisdom to make the proper choices.
Expressing your feelings
It truly is not good to keep your feelings inside of you, but it also is not good to be sharing negative
feelings with those who are not able to change things. Share your feelings honestly with those team
members who are directly involved in a situation. Use “I” statements (for example, “I felt angry when I
heard those teachers say that I didn’t know enough about computers to help the students with their
English papers.”) Avoid placing the other person on the defensive by blaming them for the way you
feel (don’t say “You make me angry when you…..”
Handling anger
The important thing is not what people do or say to you, but how you respond. Be polite. Ask to speak
to the person at a later time (allowing them to calm down). You may say something like, “I am sorry
you feel that way. I would like to talk to you about this to see how we can work this out. Are you
available this afternoon after the students leave?”
Dealing with conflict
Inevitably when people work together, they have different ideas about how things should be done.
Often, in educational settings, these conflicts are not readily resolved due to the more immediate
pressures of dealing with student issues. In addition, having related service providers (such as
speech/language pathologists, occupational therapists, physical therapists, and vision and hearing
itinerants, etc.) in our classrooms creates complex situations because of the number of people involved.
Many people (students and staff) may be competing for your time and attention. If conflicts arise it is
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important to have effective ways of dealing with them in a timely manner before they get worse. Don’t
address the issue when you’re upset…..waiting until you’re calm is always a good idea.
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 4.2.1 Conflict management
Keep these Helpful Hints in the back of your mind when faced with a potential conflict.
1. Find a good time to talk
2. Listen carefully, speak carefully
3. Take the time to get at the real problem
4. Focus on what you can do, not what won’t work!
5. Take action and evaluate the situation over time
Standing up for your rights
If someone makes a statement with which you disagree, if you say nothing, sometimes it just disappears
into oblivion. Challenging it turns it into an issue, and issues tend to blossom. On the other hand, if it
is something you think is of sufficient importance to challenge, go to it. Frequently, however, you
might realize that there is no chance of changing another’s point of view, and a heated discussion, or
indeed, an argument can serve no purpose. None of this is meant to imply that there are not occasions
in life when you should fight to stand up for your rights. The important rule is to choose your battles.
Many skirmishes can be avoided, but there are times when there is no alternative but to stand up and
fight for what you believe in.
Stating what you want
Appeal to the other person. Ask for a modification or a change in position on his or her part because it
means so much to you. People are often responsive to an appeal whereas they resist if someone tries to
argue them into it. Try saying, “I want to make an appeal to you about something.”
Stating an unpopular opinion
Choose your battles—however, if it is an important issue that you need to address, back up your
opinion with facts. Try to find points of agreement with other team members, and state them before
giving the unpopular opinion. Don’t argue; just politely explain how you feel and why you feel that
way.
Saying no
When you decline to participate in something, it is best to be direct, yet briefly provide some details
about why you are unable to do what was asked. For example, “I am afraid I won’t be able to be on the
committee—I take my daughter to music lessons on Thursday afternoons, and that is when the
committee meetings are. I am sorry I won’t be able to participate. Thanks for inviting me, though.”
Having a positive attitude
Model the attitude you want others to have. Make a purposeful effort to make work enjoyable for
yourself and others. Avoid negative comments about your working conditions, your students or other
team members.
Active listening; As you talk to others concentrate, avoid distractions, and paraphrase what is said. Be
involved in the conversation, and ask questions to clarify things you don’t understand.
Encouraging and respecting diversity
Use/model people-first language around other team members. For example, when discussing
accommodations ask, “Will I be preparing items for students with visual impairments?”
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Recognize the talents or contributions of students with disabilities. For example, “Alan is a good friend
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to others.”
 III. COMPUTER SKILLS AND NETWORKS
5. Computer science or Information technology.
5.2 What Is Information Technology?
A 1958 article in Harvard Business Review referred to information technology as consisting of three
basic parts: computational data processing, decision support, and business software. This time period
marked the beginning of IT as an officially defined area of business; in fact, this article probably coined
the term.
Over the ensuing decades, many corporations created so-called "IT departments" to manage the
computer technologies related to their business. Whatever these departments worked on became the de
facto definition of Information Technology, one that has evolved over time. Today, IT departments
have responsibilities in areas like
 Computer tech support ( technology support)
 Business computer network and database administration
 Business software deployment
 Information security (MOSSAD, KGB, CIA, FBI, ANR)
Especially during the dot-com boom of the 1990s, Information Technology also became associated
with aspects of computing beyond those owned by IT departments. This broader definition of IT
includes areas like:
 Software development
 Computer systems architecture
 Project management

5.3 Information Technology Jobs and Careers

Job posting sites commonly use IT as a category in their databases. The category includes a wide range
of jobs across architecture, engineering and administration functions. People with jobs in these areas
typically have college degrees in computer science and/or information systems. They may also possess
related industry certifications. Short courses in IT basics can be also be found online and are especially
useful for those who want to get some exposure to the field before committing to it as a career.
A career in Information Technology can involve working in or leading IT departments, product
development teams, or research groups. Having success in this job field requires a combination of both
technical and business skills.
5.4 Issues and Challenges in Information Technology
 As computing systems and capabilities continue expanding worldwide, data overload has
become an increasingly critical issue for many IT professionals. Efficiently processing huge
amounts of data to produce useful business intelligence requires large amounts of processing
power, sophisticated software, and human analytic skills.
 Teamwork and communication skills have also become essential for most businesses to manage
the complexity of IT systems. Many IT professionals are responsible for providing service to
business users who are not trained in computer networking or other information technologies
but who are instead interested in simply using IT as a tool to get their work done efficiently.
 System and network security issues are a primary concern for many business executives, as any
security incident can potentially damage a company's reputation and cost large sums of money.
5.5 Computer Networking and Information Technology
Because networks play a central role in the operation of many companies, business computer
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networking topics tend to be closely associated with Information Technology. Networking trends that
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play a key role in IT include:

  Network capacity and performance: The popularity of online video has greatly increased the
demand for network bandwidth both on the Internet and on IT networks. New types of software
applications that support richer graphics and deeper interaction with computers also tend to
generate larger amounts of data and hence network traffic. Information technology teams must
plan appropriately not just for their company's current needs but also this future growth.
 Mobile and wireless usages: IT network administrators must now support a wide array of
smartphones and tablets in addition to traditional PCs and workstations. IT environments tend to
require high-performance wireless hotspots with roaming capability. In larger office buildings,
deployments are carefully planned and tested to eliminate dead spots and signal interference.
 Cloud services: Whereas IT shops in the past maintained their own server farms for hosting
email and business data bases; some have migrated to cloud computing environments where
third-party hosting providers maintain the data. This change in computing model dramatically
changes the patterns of traffic on a company network, but it also requires significant effort in
training employees on this new breed of applications.
5.6 Networks
A network is a collection of computers and devices connected together, often wirelessly, via
communications devices and transmission media. When a computer connects to a network, it is online.
Networks allow computers to share resources, such as hardware, software, data, and information.
Sharing resources saves time and money.
In many networks, one or more computers act as a server. The server controls access to the resources
on a network. The other computers on the network, each called a client or workstation, request
resources from the server (Figure 4).

Figure 4: Networking process

The major differences between the server and client computers are that the server ordinarily has more
power, more storage space, and expanded communications capabilities.
Many homes and most businesses and schools network their computers and devices.
Most allow users to connect their computers wirelessly to the network. Home networks usually are
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small, existing within a single structure. Business and school networks can be small, such as in a room
or building, or widespread, connecting computers and devices across a city, country, or the globe. The
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world’s largest computer network is the Internet.

 6. Introduction to Computer skills
6.2 Computer
A computer is an electronic device, operating under the control of instructions stored in its own
memory that can accept data (input), process the data according to specified rules, produce information
(output), and store the information for future use1.

6.2.1 Anatomy of a Computer

As with most products, computers are designed in a variety of ways. There are, however, major
similarities regardless of the brand (e.g. Dell, Apple, Acer, HP, Lenovo, Samsung etc.) of the computer.
There are two main types of computers, desktops and laptops. However, all computers have the
following components:

6.2.2 Functionalities of a computer

Any digital computer carries out five functions in gross terms:
Takes data as input.
Stores the data/instructions in its memory and use them when required.
Processes the date and converts it into useful information.
Generates the output.
Controls all the above four steps.
Processing Data Information

Figure 5: computer components illustration

6.3 Computer Components

Any kind of computers consists of HARDWARE AND SOFTWARE.

6.3.1 Hardware:
Computer hardware is the collection of physical elements that constitutes a computer system. Computer
hardware refers to the physical parts or components of a computer such as the monitor, mouse,
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keyboard, computer data storage, hard drive disk (HDD), system unit (graphic cards, sound cards,
memory, motherboard and chips), etc. all of which are physical objects that can be touched
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 6.3.1.1 Input Devices
Input device is any peripheral (piece of computer hardware equipment to provide data and control
signals to an information processing system such as a computer or other information appliance.
Input device Translate data from form that humans understand to one that the computer can work with.
“Most common are keyboard and mouse”

Figure 6: computer input devices

Example of Input Devices:

1. Keyboard 2. Mouse (pointing device) 3. Microphone
4. Touch screen 5. Scanner 6. Webcam
7. Touchpads 8. MIDI keyboard 9.
10. Graphics Tablets 11. Cameras 12. Pen Input
13. Video Capture Hardware 14. Microphone 15. Trackballs
16. Barcode reader 17. Digital camera 18. Joystick
19. Gamepad 20. Electronic Whiteboard 21.
Note: The most common use keyboard is the QWERTY keyboard. Generally standard Keyboard
has 104 keys.
*Central Processing Unit (CPU)
A CPU is brain of a computer. It is responsible for all functions and processes. Regarding computing
power, the CPU is the most important element of a computer system.
The CPU is comprised of three main parts:
* Arithmetic Logic Unit (ALU): Executes all arithmetic and logical operations. Arithmetic calculations
like as addition, subtraction, multiplication and division. Logical operation like compare numbers,
letters, or special characters
* Control Unit (CU): controls and co-ordinates computer components.
1. Read the code for the next instruction to be executed.
2. Increment the program counter so it points to the next instruction.
3. Read whatever data the instruction requires from cells in memory.
4. Provide the necessary data to an ALU or register.
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5. If the instruction requires an ALU or specialized hardware to complete, instruct the hardware to
perform the requested operation.
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* Registers: Stores the data that is to be executed next, "very fast storage area".
 i. Primary Memory:-
1. RAM: Random Access Memory (RAM) is a memory scheme within the computer system
responsible for storing data on a temporary basis, so that it can be promptly accessed by the processor
as and when needed. It is volatile in nature, which means that data will be erased once supply to the
storage device is turned off. RAM stores data randomly and the processor accesses these data randomly
from the RAM storage. RAM is considered "random access" because you can access any memory cell
directly if you know the row and column that intersect at that cell.
2. ROM (Read Only Memory): ROM is a permanent form of storage. ROM stays active regardless of
whether power supply to it is turned on or off. ROM devices do not allow data stored on them to be
modified.

ii. Secondary Memory:-

Stores data and programs permanently: it’s retained after the power is turned off
1. Hard drive (HD): A hard disk is part of a unit, often called a "disk drive," "hard drive," or "hard
disk drive," that store and provides relatively quick access to large amounts of data on an
electromagnetically charged surface or set of surfaces.
2. Optical Disk: an optical disc drive (ODD) is a disk drive that uses laser light as part of the process
of reading or writing data to or from optical discs. Some drives can only read from discs, but recent
drives are commonly both readers and recorders, also called burners or writers. Compact discs, DVDs,
and Blu-ray discs are common types of optical media which can be read and recorded by such drives.
Optical drive is the generic name; drives are usually described as "CD" "DVD", or "Bluray", followed
by "drive", "writer", etc. There are three main types of optical media: CD, DVD, and Blu-ray disc. CDs
can store up to 700 megabytes (MB) of data and DVDs can store up to 8.4 GB of data. Blu-ray discs,
which are the newest type of optical media, can store up to 50 GB of data. This storage capacity is a
clear advantage over the floppy disk storage media (a magnetic media), which only has a capacity of
1.44 MB.

iii. Flash Disk

A storage module made of flash memory chips. A Flash disks have no mechanical platters or access
arms, but the term "disk" is used because the data are accessed as if they were on a hard drive. The disk
storage structure is emulated.
Figure 7: some memory sticks

Picture 7: computer storage devices

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 6.3.1.2 Output devices
An output device is any piece of computer hardware equipment used to communicate the results of data
processing carried out by an information processing system (such as a computer) which converts the
electronically generated information into human-readable form.

Figure 8: computer output devices

Example on Output Devices:

1. Monitor 2. LCD Projection Panels
3. Printers (all types) 4. Computer Output Microfilm (COM)
5. Plotters 6. Speaker(s)
7. Projector

Note Basic types of monitors are;

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A. Cathode Ray Tube (CRT). B. Liquid Crystal Displays (LCD). C. light emitting diode (LED).
Printer types:
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1-Laser Printer. 2-Ink Jet Printer. 3-Dot Matrix Printer

 6.3.2 Software
Software is a generic term for organized collections of computer data and instructions, often broken
into two major categories: system software that provides the basic non-task-specific functions of the
computer, and application software which is used by users to accomplish specific tasks.
6.3.2.1. Software Types
A. System software is responsible for controlling, integrating, and managing the individual hardware
components of a computer system so that other software and the users of the system see it as a
functional unit without having to be concerned with the low-level details such as transferring data from
memory to disk, or rendering text onto a display. Generally, system software consists of an operating
system and some fundamental utilities such as disk formatters, file managers, display managers, text
editors, user authentication (login) and management tools, and networking and device control software.

B. Application software is used to accomplish specific tasks other than just running the computer system.
Application software may consist of a single program, such as an image viewer; a small collection of
programs (often called a software package) that work closely together to accomplish a task, such as a
spread sheet or text processing system; a larger collection (often called a software suite) of related but
independent programs and packages that have a common user interface or shared data format, such as
Microsoft Office, which consists of closely integrated word processor, spread sheet, database, etc.; or a
software system, such as a database management system, which is a collection of fundamental
programs that may provide some service to a variety of other independent applications.
6.3.2.2. Comparison Application Software and System Software
System Software Application Software
Computer software or just software is a Application software, also known as an
general term primarily used for digitally application or an "app", is computer
stored data such as computer programs software designed to help the user to
and other kinds of information read and perform specific tasks.
written by computers. App comes under
computer software though it has a wide
scope now.
Example: 1) Microsoft Windows 1) Opera (Web Browser)
2) Linux 2) Microsoft Word (Word Processing)
3) Unix 3) Microsoft Excel (Spread-sheet software)
4) Mac OSX 4) MySQL (Database Software)
5) DOS 5) Microsoft PowerPoint (Presentation
Software)
6) Adobe Photoshop (Graphics Software)
Interaction: Generally, users do not interact with Users always interact with application
system software as it works in the software while doing different activities.
background.
Dependency: System software can run independently of Application software cannot run without the
the application software. presence of the system software.

6.3.2.3. Unit of Measurements

Storage measurements: The basic unit used in computer data storage is called a bit (binary digit).
Computers use these little bits, which are composed of ones and zeros, to do things and talk to other
computers. All your files, for instance, are kept in the computer as binary files and translated into words
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and pictures by the software (which is also ones and zeros). This two numbers system is called a
“binary number system” since it has only two numbers in it. The decimal number system in contrast has
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ten unique digits, zero through nine.

 6.3.2.4. Computer Storage units
Bit BIT 0 or 1
Kilobyte KB 1024 bytes
Megabyte MB 1024 kilobytes
Gigabyte GB 1024 megabytes
Terabyte TB 1024 gigabytes

Size example of information technology:

• 1 bit - answer to an yes/no question
• 1 byte - a number from 0 to 255.
• 90 bytes: enough to store a typical line of text from a book.
• 4 KB: about one page of text.
• 120 KB: the text of a typical pocket book.
• 3 MB - a three minute song (128k bitrate)
• 650-900 MB - a CD-ROM
• 1 GB -114 minutes of uncompressed CD-quality audio at 1.4 Mbit/s
• 8-16 GB - size of a normal flash drive
Speed measurement: The speed of Central Processing Unit (CPU) is measured by Hertz (Hz), which
represent a CPU cycle.

*The speed of CPU is known as Computer Speed.

CPU SPEED MEASURES

1 hertz or Hz 1 cycle per second
1 MHz 1 million cycles per second or 1000 Hz
1 GHz 1 billion cycles per second or 1000 MHz

6.3.2.5. Computers classification

Computers can be generally classified by size and power as follows, though there is Considerable
overlap:

• Personal computer: A small, single-user computer based on a microprocessor. In addition to the

microprocessor, a personal computer has a keyboard for entering data, a monitor for displaying
information, and a storage device for saving data.
• Workstation: A powerful, single-user computer. A workstation is like a personal computer, but it has
a more powerful microprocessor and a higher-quality monitor.
• Minicomputer: A multi-user computer capable of supporting from 10 to hundreds of users
simultaneously.
• Mainframe: A powerful multi-user computer capable of supporting many hundreds or thousands of
users simultaneously.
• Supercomputer: An extremely fast computer that can perform hundreds of millions of instructions
per second.
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 6.4. Laptop and Smartphone Computers
Laptop: A laptop is a battery or AC-powered personal computer that can be easily carried and used in a
variety of locations. Many laptops are designed to have all of the functionality of a desktop computer,
which means they can generally run the same software and open the same types of files. However,
some laptops, such as netbooks, sacrifice some functionality in order to be even more portable.
Netbook: A netbook is a type of laptop that is designed to be even more portable. Netbooks are often
cheaper than laptops or desktops. They are generally less powerful than other types of computers, but
they provide enough power for email and internet access, which is where the name "netbook" comes
from.
Mobile Device: A mobile device is basically any handheld computer. It is designed to be extremely
portable, often fitting in the palm of your hand or in your pocket. Some mobile devices are more
powerful, and they allow you to do many of the same things you can do with a desktop or laptop
computer. These include tablet computers, e-readers, and smartphones.
Tablet Computers: Like laptops, tablet computers are designed to be portable. However, they provide
a very different computing experience. The most obvious difference is that tablet computers don't have
keyboards or touchpads. Instead, the entire screen is touch-sensitive, allowing you to type on a virtual
keyboard and use your finger as a mouse pointer. Tablet computers are mostly designed for consuming
media, and they are optimized for tasks like web browsing, watching videos, reading e-books, and
playing games. For many people, a "regular" computer like a desktop or laptop is still needed in order
to use some programs. However, the convenience of a tablet computer means that it may be ideal as a
second computer.
Smartphones: A smartphone is a powerful mobile phone that is designed to run a variety of
applications in addition to phone service. They are basically small tablet computers, and they can be
used for web browsing, watching videos, reading e-books, playing games and more.

6.3.3 Data, Information and Knowledge

Data: Facts and figures which relay something specific, but which are not organized in any way and
which provide no further information regarding patterns, context, etc. So data means "unstructured facts
and figures that have the least impact on the typical manager."
Information: For data to become information, it must be contextualized, categorized, calculated and
condensed. Information thus paints a bigger picture; it is data with relevance and purpose. It may
convey a trend in the environment, or perhaps indicate a pattern of sales for a given period of time.
Essentially information is found "in answers to questions that begin with such words as who, what,
where, when, and how many".
Knowledge: Knowledge is closely linked to doing and implies know-how and understanding. The
knowledge possessed by each individual is a product of his experience, and encompasses the norms by
which he evaluates new inputs from his surroundings.

The content of the human mind can be classified into four categories:
1. Data: symbols
2. Information: data that are processed to be useful; provides answers to "who", "what", "where", and
"when" questions
3. Knowledge: application of data and information; answers "how" questions
4. Wisdom: evaluated understanding.
We need to understand that processing data produced Information and process Information produces
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Knowledge and so on
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 6.4 Characteristics of Computer
A brief overview of these characteristics are: Speed, accuracy, diligence, storage capability and
versatility are some of the key characteristics of a computer.
• Speed: The computer can process data very fast, at the rate of millions of instructions per second.
Some calculations that would have taken hours and days to complete otherwise, can be completed in a
few seconds using the computer. For example, calculation and generation of salary slips of thousands of
employees of an organization, weather forecasting that requires analysis of a large amount of data
related to temperature, pressure and humidity of various places, etc.
• Accuracy: Computer provides a high degree of accuracy. For example, the computer can accurately
give the result of division of any two numbers up to 10 decimal places.
• Diligence: When used for a longer period of time, the computer does not get tired or fatigued. It can
perform long and complex calculations with the same speed and accuracy from the start till the end.
• Storage Capability: Large volumes of data and information can be stored in the computer and also
retrieved whenever required. A limited amount of data can be stored, temporarily, in the primary
memory. Secondary storage devices like floppy disk and compact disk can store a large amount of data
permanently.
• Versatility: Computer is versatile in nature. It can perform different types of tasks with the same ease.
At one moment you can use the computer to prepare a letter document and in the next moment you may
play music or print a document. Computers have several limitations too. Computer can only perform
tasks that it has been programmed to do.
Computer cannot do any work without instructions from the user. It executes instructions as specified
by the user and does not take its own decisions.
6.4.1 Computer Viruses
Viruses: A virus is a small piece of software that piggybacks on real programs. For example, a virus
might attach itself to a program such as a spread sheet program. Each time the spread sheet program
runs, the virus runs, too, and it has the chance to reproduce (by attaching to other programs) or wreak
havoc.
•E-mail viruses: An e-mail virus travels as an attachment to e-mail messages, and usually replicates
itself by automatically mailing itself to dozens of people in the victim's e-mail address book. Some e-
mail viruses don't even require a double - click -- they launch when you view the infected message in
the preview pane of your e-mail software [source: Johnson].
•Trojan horses: A Trojan horse is simply a computer program. The program claims to do one thing (it
may claim to be a game) but instead does damage when you run it (it may erase your hard disk). Trojan
horses have no way to replicate automatically.
•Worms: A worm is a small piece of software that uses computer networks and security holes to
replicate itself. A copy of the worm scans the network for another machine that has a specific security
hole. It copies itself to the new machine using the security hole, and then starts replicating from there,
as well.

6.4.2 What are some tips to avoid viruses and lessen their impact?*

 Install anti-virus software from a reputable vendor. Update it and use it regularly.
 In addition to scanning for viruses on a regular basis, install an "on access" scanner (included in
most anti-virus software packages) and configure it to start each time you start up your
computer. This will protect your system by checking for viruses each time you run an
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executable file.
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  Use a virus scan before you open any new programs or files that may contain executable code.
This includes packaged software that you buy from the store as well as any program you might
download from the Internet.
 If you are a member of an online community or chat room, be very careful about accepting files
or clicking links that you find or that people send you within the community.
 Make sure you back up your data (documents, bookmark files, important email messages, etc.)
on disc so that in the event of a virus infection, you do not lose valuable work.

6.4.3 Basic computer skills

On any given day, you will encounter computer systems in much of what you do, even if you don’t
realize it. The television channels you watch, the radio stations that you listen to, the car that you drive
in, and even the cash register at the local grocery store are all controlled in some way by computer
systems! They help us perform tasks, keep track of information, and even control the airplanes that fly
above us. Throughout the course of this class, you will learn about how computers work, how to
perform simple tasks, and more.
Keyboard Commands: The keyboard is one of two ways to interact with your computer. The keys
should mostly mimic a traditional typewriter.

In order to use your computer effectively, you must interact with it using both the mouse and the
keyboard. The above image of a keyboard may closely resemble (if it is not identical to) the keyboard
in front of you; learning the function of just a few keys will help you to interact better with your
computer and individual programs. The following is a list of commonly used keys that have special
functions (keep in mind that key functions can change depending on which program you are using):

1. Backspace: This key deletes

2. Delete
3. Shift: This key, when pressed WITH another key, will perform a secondary function.
4. Spacebar: This key enters a space between words or letters.
5. Tab: This key will indent what you type, or move the text to the right. The default indent distance is
usually ½ inch.
6. Caps Lock: Pressing this key will make every letter you type capitalized.
7. Control (Ctrl): This key, when pressed WITH another key, performs a shortcut.
8. Enter: This key either gives you a new line, or executes a command (pressed in a word processing
program, it begins a new line).
9. Number Keypad: These are exactly the same as the numbers at the top of the keyboard; some
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people find them easier to use in this position.

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10. Arrow Keys: Like the mouse, these keys are used to navigate through a document or page.
 6.5 The mouse

This is the other way to interact with your computer. Most mice have two buttons—a right and a left
button—and a scrolling wheel.
While the keyboard is primarily used to insert/input and manipulate text and numbers on a computer,
the mouse is used mostly for navigating around the screen. Mice come in a variety of shapes and sizes.
Some of the strangest-looking mice often look that way because they are designed to be more
ergonomic than traditional mice.

The type of mouse that you choose to use is totally based on your preference— If you want a fancy
mouse, that’s fine; if you prefer a simple mouse, that’s OK too. Each mouse, however different it may
be, has similar functions. As you can see on the “traditional” model above, a traditional mouse has two
buttons with a wheel between them (gray-grey) that spins, called a “scroll wheel.” Both buttons can
perform separate functions, and are referred to by which side of the mouse they are located on.
Pressing the LEFT mouse button is called “left-clicking,” while pressing the RIGHT mouse button is
called “right-clicking.”
Left-clicking is used far more often than right clicking. For now, know that left-clicking is used to
select or click on something, while right-clicking presents additional menu options.
There are actually many different pointers (though these are the most common), and they will change
automatically depending on what task you are trying to perform.
The buttons on the mouse may also have different functions, depending on which program you are
using. If you are working in Microsoft Word, for example, the mouse will offer options related to
Microsoft Word. Conversely, if you are working in Microsoft Excel, the mouse will offer options
related to Microsoft Excel, and so on.
For now, remember these rules:
1. The LEFT mouse button SELECTS items.
2. The RIGHT mouse button GIVES YOU MORE OPTIONS.
3. Double-Clicking the LEFT mouse button EXECUTES options (for example, you can open a
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program by double-clicking an icon on the desktop).

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4. Double-Clicking the RIGHT mouse button does not do anything.

 6.5.1 Tablet Computers
A type of mobile computer called a tablet. Tablets have all of the main computer parts in one unit.
Generally a tablet comes with no physical mouse or keyboard and most of the input is done by touching
the screen. Additional accessories such as keyboards are normally available for purchase to help make
the tablet easier to use. Tablets are convenient to use for traveling since they are small and easy to
carry.

Figure 9: computer tablet

How Computers tablet Works?

Hardware / Software
Computers use both hardware and software to perform their
work. Think of hardware as the physical pieces of a
computer—the monitor, the CPU, all the pieces and parts
inside the CPU, the mouse, the keyboard, etc. Software, on
the other hand, consists of programs that we use to interact
with the computer. You can’t physically touch software like you can the keyboard, but you can still
interact with it. A word processing program like Microsoft Word is a piece of software that you could
use to type a grocery list. Games that you play on your computer are also considered software—it
doesn’t have to be work-related!

6.5.2 Information / Data

Computers are designed to work with a type of information commonly referred to as “data.” Data
comes in many forms, whether it is written data (such as a letter to a friend), audio data (like a song),
video data (like a popular movie or DVD), and more. Certain types of software programs work with
different types of data. For example, iTunes works primarily with audio data, while Microsoft Word, a
word processing program, works primarily with written data.
The keyboard is just one of the ways in which you can create, interact with, and modify data. There are
many ways to get data off of the computer, such as printing it out on paper, copying it to a CD or flash
drive, or publishing it to the Internet.
6.5.3 “My Computer is possessed!”
It is a common misconception that computers have “a mind of their own.” Although computers can
perform certain tasks much more easily and faster than humans (like counting, performing
mathematical calculations, etc.), they are, in the end, machines and can’t think for themselves. It is safe
to say that the computer cannot do anything that you do not tell it to do. Remember that you are in
control of the computer, in the same way that you are in control of your car. Your car won’t move until
you press your foot on the accelerator, and it won’t stop until you press the brake. Computers work in
the same way.

6.5.4 Keeping Your Computer Healthy

In the end, computers are machines just like any other. Sometimes, although not often, they may
malfunction, become stuck (or “frozen”), or may have a part that breaks and needs to be replaced. Just
like your car or lawnmower, computers need to be maintained. Keeping your virus software up-to-date,
installing updates for your operating system (e.g., Windows updates), and refraining from installing
unnecessary programs will keep your computer running smoothly and efficiently for a longer period of
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time. Consider computer maintenance like oil changes in cars – necessary for the machines to run as
long as possible!
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 6.5.5 Key Facts about Computers
 A computer does not need to access the Internet in order to run properly.
 The Internet is a way of connecting to other computer users. You can connect to the internet
using a phone line, a cable connection, or by using a wireless connecting device (wi-fi). For
most home computer users, this is a paid service, though you can use the Internet for free in
some public locations, like the library or a coffee shop.
 A computer will be able to perform most common functions (play music, type documents, edit
pictures) and run programs without an Internet connection. However, to view a web page or
send an e-mail, you will need an Internet connection.
 A computer needs an Operating System in order to work, though any new computer that you
purchase will come with an operating system already installed. The most common operating
systems are Microsoft Windows and Macintosh OS X.

6.6 OPERATING SYSTEMS

6.6.1 The Operating System (OS)
Computers without operating systems are exactly like televisions without a signal: They will turn on,
but you will be looking at a blank screen with no hope of interacting with it (the lights are on, but
nobody’s home)! The most popular operating system is “Microsoft Windows,” and it is utilized by most
personal computer (PC) users. It is what you are using today in class. If you think of the CPU as the
“brains” of the computer, the operating system acts as the nervous system of the computer,
connecting the CPU to all the computer programs. The operating system allows you to run other
programs, work on projects, and do basically everything else that computers are capable of. There are
many different versions of Microsoft Windows, and a new version is released every couple of years
(just like car models).
There are other operating systems as well. Apple manufactures a computer called a Macintosh, or Mac.
Macs use an operating system called “Mac OS X” which, while it looks very different from Microsoft
Windows, runs using the same basic principles. While fewer people use Macs than PCs, schools often
use Macs, as well as people who work with graphic design and video and image editing. As a general
rule, Macs tend to be more expensive than PCs.
You shouldn’t ever need to mess with the operating system. It should run correctly and without error
for as long as you have your computer. In fact, if you ever take your computer in for a repair, the
technician will be looking primarily at your operating system (not your programs), in the same way that
a mechanic will look at your car’s engine.
The operating system of your computer is so important, that any computer you buy will be sold with
one already installed and ready to go (so outside of choosing between a PC and a Mac, you don’t really
need to worry about the operating system except to make sure you get the newest or most appropriate
version). In addition, popular software programs are also often already installed on computers, so all
you have to do is plug your computer in and go!
Computer Manufacturer (e.g. Lenovo) Apple
Computer is called a PC Computer is called a Macintosh (Mac)
Operating System is Windows Operating System is OS X
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 6.7 Turning (On) the Computer and Logging (On):

6.7.1 Turning the Computer On

Let's get started! As you sit down at your desk, you can assume that your computer system is one
of three states:
 OFF: This is exactly what it sounds like: The computer is off, and no parts are running or
working. The monitor is black (no images), there is no “whirring” sound from the CPU,
and the computer is unresponsive to mouse movements or pressing keys on the keyboard.
The power button (if it lights up) should not be lit up.

 ON: When a computer is on, you should see images on the monitor, possibly hear a
“whirring” noise coming from the CPU (hopefully not too loud!), and the pointer on the
screen (the small white arrow) should respond when you move the mouse.

 SLEEP MODE: Most computers have a mode called “Sleep,” in which the computer is
on, but has assumed an energy-efficient, minimal power mode. To “wake” the computer,
simply move the mouse around or press the space bar on the keyboard, and it will “wake
up” and return to the exact same place that it was when it went to sleep. In other words, if
you were using a word processing program and the computer went to sleep, it would return
to exactly what you were working on when it wakes up.

To turn a computer on, simply press the power button once (no need to hold the button—just press
and release). We will go over how to turn off a computer later in this hand-out.
6.7.2 Logging On
Once you turn the computer on, the computer will go through a series of automated tasks before it
is ready for you to interact with it; this process is called “start-up.” This process will last between
one and two minutes. If the computer is not working correctly, you may see an error message
during start-up. If the computer is performing as it should, however, you will probably see one of
the following screens:

This is called a “Log On” window, and it means that the computer is password protected. If you
do not see this window upon starting the computer, you can assume that your computer is NOT
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password-protected and may be used by anyone. To log on, you simply enter your user name and
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password. If you are using a public library computer, this could be your library card number.
 6.7.3 The Desktop

After you log on, the computer will display what is known as your desktop within a few seconds
to a few minutes (if your computer is newer, this will probably go faster). Here you will see a
digital representation of something similar to a real-life office space, complete with a workspace,
files and file folders, and even a recycling bin!

One of the neatest features about Microsoft Windows is that your desktop may not look anything
like the one above! While this may sound confusing, it means that you are able to personalize,
alter, and change almost everything about your desktop environment. If you do not like the colour
blue as your background, where the icons are, or even what language it is in, you can change it!
Here are some examples:

6.7.3.2 Vocabulary to Know

After taking this course, you should be familiar with the following basic computer words. If you
don’t recognize one, please ask your instructor!
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 6.8 ADVANTAGES AND DISADVANTAGES OF USING
COMPUTERS
Society has reaped many benefits from using computers. A user is anyone who communicates
with a computer or utilizes the information it generates. Both business and home users can make
well-informed decisions because they have instant access to information from anywhere in the
world. Students, another type of user, have more tools to assist them in the learning process.

6.8.1 Advantages of Using Computers

Benefits from using computers are possible because computers have the advantages of speed,
reliability, consistency, storage, and communications.
• Speed: When data, instructions, and information flow along electronic circuits in a computer,
they travel at incredibly fast speeds. Many computers process billions or trillions of operations in a
single second.
Processing involves computing (e.g., adding, subtracting), sorting (e.g., alpha betizing),
organizing, displaying images, recording audio, playing music, and showing a movie or video.
• Reliability: The electronic components in modern computers are dependable and reliable
because they rarely break or fail.
• Consistency: Given the same input and processes, a computer will produce the same results —
consistently. A computing phrase — known as garbage in, garbage out — points out that the
accuracy of a computer’s output depends on the accuracy of the input. For example, if you do not
use the flash on a digital camera when indoors, the resulting pictures that are displayed on the
computer screen may be unusable because they are too dark.
• Storage: A computer can transfer data quickly from storage to memory, process it, and then
store it again for future use. Many computers store enormous amounts of data and make this data
available for processing anytime it is needed.
• Communications: Most computers today can communicate with other computers, often
wirelessly. Computers with this capability can share any of the four information processing cycle
operations — input, process, output, and storage — with another computer or a user.

6.8.2 Disadvantages of Using Computers

Some disadvantages of computers relate to health risks, the violation of privacy, public safety, the
impact on the labour force, and the impact on the environment.
• Health Risks: Prolonged or improper computer use can lead to injuries or disorders of the
hands, wrists, elbows, eyes, neck, and back. Computer users can protect themselves from these
health risks through proper workplace design, good posture while at the computer, and
appropriately spaced work breaks. Two behavioural health risks are computer addiction and
technology overload. Computer addiction occurs when someone becomes obsessed with using a
computer. Individuals suffering from technology overload feel distressed when deprived of
computers and mobile devices. Once recognized, both computer addiction and technology
overload are treatable dis orders. Read Ethics & Issues 1-1 for a related discussion.
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 6.9 Networks and the Internet
A network is a collection of computers and devices connected together, often wirelessly, via
communications devices and transmission media. When a computer connects to a network, it is
online.
Networks allow computers to share resources, such as hardware, software, data, and information.
Sharing resources saves time and money.
In many networks, one or more computers act as a server. The server controls access to the
resources on a network. The other computers on the network, each called a client or workstation,
request resources from the server (Figure 1-6). The major differences between the server and
client computers are that the server ordinarily has more power, more storage space, and expanded
communications capabilities. Many homes and most businesses and schools network their
computers and devices. Most allow users to connect their computers wirelessly to the network.
Home networks usually are small, existing within a single structure. Business and school networks
can be small, such as in a room or building, or widespread, connecting computers and devices
across a city, country, or the globe. The world’s largest computer network is the Internet.

7. CHECKPOINT (In test Question)

The Checkpoint exercises test your knowledge of the chapter concepts. The page number
containing the answer appears in parentheses after each exercise. The Beyond the Book exercises
will help broaden your understanding of the concepts presented in this chapter.

Multiple Choice Select the best answer.

1. Computer literacy, also known as digital literacy, involves having a current knowledge and
understanding of _____.(5)
a. computer programming
b. computers and their uses
c. computer repair
d. all of the above
2. _____ is/are a collection of unprocessed items, which can include text, numbers, images, audio,
and video. (6)
a. Data
b. Instructions
c. Programs
d. Information
3. A _____ is a specific type of social networking Web site that allows users to create an online
photo album and store and share their digital photos. (14)
a. podcast
b. blog
c. photo sharing community
d. chat room
4. A _____ is recorded audio stored on a Web site that can be downloaded to a computer or
portable media player. (14)
a. podcast
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b. social networking Web site

c. blog
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d. speaker
 5. _____ consists of the programs that control or maintain the operations of the computer and its
devices.(15)
a. System software
b. A communications device
c. A graphical user interface (GUI)
d. Application software

6. A(n) _____ message is a real-time Internet communication, where you exchange messages with
other connected users. (22)
a. text
b. instant
c. picture d. video

7. Many large companies use the word(s), _____, to refer to the huge network of computers that
meets their diverse computing needs. (32)
a. information technology
b. enterprise computing
c. telecommuting
d. multimedia

8. _____ is a system that attempts to imitate the behaviour of the human brain. (36)
a. Telemedicine
b. A kiosk
c. E-commerce
d. A neural network

True/False Mark T for True and F for False.

_____ 1. Many people believe that computer literacy is vital to success in today’s world. (5)
_____ 2. Hardware consists of a series of instructions that tells the computer what actions to
perform and how to perform them. (6)
_____ 3. The circuitry of the system unit usually is part of or is connected to a circuit board called
the server. (7)
_____ 4. Green computing involves reducing the electricity consumed and environmental waste
generated when using a computer. (10)
_____ 5. The client controls access to the resources on a network. (10)
_____ 6. Web pages rarely have built-in connections, or links, to other documents, graphics, other
Web pages, or Web sites. (13)
_____ 7. A video sharing community is a type of social networking Web site that allows users to
store and share their personal videos. (14)
_____ 8. A text message is a short note, typically fewer than 300 characters, sent to or from a
smart phone or other mobile device. (22)
_____ 9. Because embedded computers are components in larger products, they usually are small
and have limited hardware. (26)
_____ 10. Telecommuting is a work arrangement in which employees work away from a
company’s standard workplace and often communicate with the office through the computer. (32)
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_____ 11. With online investing, the transaction fee for each trade usually is much more than
when trading through a broker. (35)
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 7.1. Short Answer Write a brief answer to each of the following questions.

1. What is a computer? ____________

2. What is the information processing cycle? ____________
3. Describe two health risks posed by computers. ____________
4. How might computers have a negative effect on the environment? ____________
5. What is a Web application? ____________
6. What are some features of a Web 2.0 site? ____________
7. What are seven categories of computers? ____________
8. What determines how a computer is categorized?____________
9. How do Web sites benefit individuals’ health care? ____________
10. How does tele surgery differ from telemedicine?____________

Matching: Match the terms with their definitions.

_____ 1. processor (7)

_____ 2. storage device (8)
_____ 3. online social network (14)
_____ 4. application software (16)
_____ 5. install (16)
_____ 6. execute (17)
_____ 7. portable media player (23)
_____ 8. digital camera (23)
_____ 9. multimedia (31)
_____ 10. neural network (36)

a. interprets and carries out basic instructions that operate a computer

b. carry out the instructions in a computer program
c. combines text, graphics, audio, and video into one application
d. programs designed to make users more productive and/or assist them with personal tasks
e. a system that attempts to imitate the behaviour of the human brain
f. mobile device on which you can store, organize, and play digital media
g. online community that encourages members to share their interests, ideas, stories, photos,
music, and videos with other registered users
h. set up software to work with a computer and other hardware components
i. device that allows users to take pictures and store the photographed images digitally, instead of
on traditional film
j. records (writes) and/or retrieves (reads) items to and from storage media
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 IV. ARTIFICIAL INTELLIGENCE

8. Some developed technology and inventions

Figure 10- This supercomputer, IBM’s Roadrunner,

can process more than one quadrillion instructions in a single second. Figure 11- The Internet is a
worldwide collection of networks that
connects millions of businesses, government
agencies, educational institutions, and
individuals

Figure 12- Mainframe computers can handle thousands of connected

computers and process millions of instructions per second.

Figure 13- A server controls access to resources on a network.

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Figure 14- ATM – Magnetic card reader

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 Figure 15-A wire repair robot at work

Figure 16-A hard disks also known as hard drive is an

example of fixed storage. However, this is not
absolutely the case because some hard disks are
removable.

Figure 17- Motherboard (computer brain)

Figure 18- A plotter prints their output by moving a pen across the surface of a
piece of paper. They are mostly used to line art such as engineering and
architectural designs, maps and photos.
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Figure 19- Personal Robot

 Figure 20- Spirit Mars Rover

Figure 21- Self-driving car

Floppy disks
A floppy disk has concentric circles called tracks in which data is written. The tracks are further
divided into units called sectors.

Figure 22- Example of floppy disk

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 Zip Disk
The Zip disk is a special type of diskette, which can hold data of up to 750 MB. It is stable,
inexpensive and easy to work with. Zip disks are read using a zip drive which may be internal or
external.

Compact disks
Optical storage media are so called because data is written and read from them using a laser beam.

Data projector
A data projector is used to display output from a computer on plain white screen like a wall or
whiteboard. It is a creative way of presenting computer output to an audience and this
technology is gradually replacing the traditional overhead projectors.

Figure 23- A model of projector

Health Care
Nearly every area of health care today uses computers. Whether you are visiting a family doctor
for a regular check-up, having lab work or an outpatient test, or being rushed in for emergency
surgery, the medical staff around you will be using computers for various purposes:

Figure 24- Doctors, nurses, technicians, and other medical staff

use computers and computerized devices to assist with medical tests.

Figure 25- Lecturers, technicians, and others uses computers and

computerized devices to assist with simulations tests.
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