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COMPLETE

VISUALIZING
TECHNOLOGY Fifth Edition

Debra Geoghan
Bucks County Community College

Boston Columbus Indianapolis New York San Francisco Hoboken Amsterdam

Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo
Vice President of Career Skills: Andrew Gilfillan The documents and related graphics contained herein could include
Executive Editor: Jenifer Niles technical inaccuracies or typographical errors. Changes are periodically
Team Lead, Project Management: Laura Burgess added to the information herein. Microsoft and/or its respective suppliers
Project Manager: Laura Karahalis may make improvements and/or changes in the product(s) and/or the
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Editorial Assistant: Michael Campbell viewed in full within the software version specified.
Vice President Digital Strategy Workforce Readiness: Jason Fournier
Product Strategy Manager: Eric Hakanson Microsoft® and Windows® are registered trademarks of the Microsoft
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Credits and acknowledgments borrowed from other sources and repro- Library of Congress Cataloging-in-Publication Data
duced, with permission, in this textbook appear on the appropriate page Names: Geoghan, Debra, author.
within text. Title: Visualizing technology. Complete / Debra Geoghan.
Other titles: Complete visualizing technology
Microsoft and/or its respective suppliers make no representations about Description: Fifth edition. | Boston, Massachusetts : Pearson, [2017]
the suitability of the information contained in the documents and related Identifiers: LCCN 2015040281 | ISBN 9780134401072
graphics published as part of the services for any purpose. All such Subjects: LCSH: Microcomputers—Popular works. | Computer
documents and related graphics are provided “as is” without warranty ­science—Popular works.
of any kind. Microsoft and/or its respective suppliers hereby disclaim all Classification: LCC QA76.5 .G3766 2017 | DDC 004.16—dc23
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no event shall Microsoft and/or its respective suppliers be liable for any
special, indirect or consequential damages or any damages whatsoever
resulting from loss of use, data or profits, whether in an action of contract,
negligence or other tortious action, arising out of or in connection with the
use or performance of information available from the services.

ISBN 10: 0-13-440107-7

ISBN 13: 978-0-13-440107-2
Brief Contents
Chapter 1 What Is a Computer? 2
Chapter 2 Application Software 52
Chapter 3 File Management 112
Chapter 4 Hardware 162
Chapter 5 System Software 226
Chapter 6 Digital Devices and Multimedia 274
Chapter 7 The Internet 330
Chapter 8 Communicating and Sharing: The Social Web 380
Chapter 9 Networks and Communication 436
Chapter 10 Security and Privacy 484
Chapter 11 Databases 536
Chapter 12 Program Development 586
Appendix A Microsoft® Office 2016 Applications Projects 634
Appendix B Using Mind Maps 636

BRIEF CONTENTS iii

Contents
Chapter 1 Multiuser Computers 32
Objective 6 List the Various Types and Characteristics
What Is a Computer? 2 of Multiuser Computers 32
Servers 33
What Does a Computer Do? 4 Supercomputers 35
Objective 1 Explain the Functions of a Computer 4 Distributed and Grid Computing 36
Necessity is the Mother of Invention 5
Computers are Everywhere 38
How to Capture a Screenshot of Your Desktop 8 Objective 7 Explain Ubiquitous Computing
and Convergence 38
A Brief History of Computers 10 Embedded Computers 39
Objective 2 Describe the Evolution of Computer Convergence 40
Hardware 10 Objectives Recap 43
History of Computers 11
Key Terms 43
Moore’s Law 14
Summary 43
Bits and Bytes 16 Application Projects 48
Objective 3 Describe How Computers Represent Data Using
Binary Code 16
Binary Code 17
Measuring Data 18 Chapter 2
Let’s Get Personal 20 Application Software 52
Objective 4 List the Various Types and Characteristics of
Personal Computers 20 Making Business Work 54
Desktop Computers 21
Objective 1 Identify Types and Uses of Business Productivity
Notebook Computers 22
Software 54
MAC OR PC? 23
Office Suites 55
Ergonomics 24
Other Types of Business Software 60
How to Ergonomics 26
Making It Personal 64
Beyond the Desktop 28 Objective 2 Identify Types and Uses of Personal
Objective 5 Give Examples of Other Personal Computing Software 64
Devices 28 Office Applications 65
Mobile Devices 29 Finance and Tax Preparation Software 66
Video Game Systems and Simulations 30 Entertainment and Multimedia Software 67

iv CONTENTS
 Educational and Reference Software 69 Objective 1 Create Folders to Organize Files 114
Portable Apps 71 Navigating Your Computer 115
Creating and Using Folders 119
How to Create a Document Using WordPad or
TextEdit 72 How to Organize Your Files 122
Will It Run? 78 What’s in a Name? 126
Objective 3 Assess a Computer System for Software Objective 2 Explain the Importance of File Extensions 126
Compatibility 78 File Names and Extensions 127
Your System Specs 79 File Properties 129
System Requirements 80
Back It Up 132
Where To Get It 82 Objective 3 Explain the Importance of Backing Up Files 132
Objective 4 Compare Various Ways of Obtaining Windows Backup 133
Software 82 OS X Time Machine 133
Licensing 83 Other Backup Software 134
Free or Fee 83 Backup to the Cloud 134
Sources of Software 84 Cloud Storage 135

Your Head in the Cloud 86 Shrink It 138

Objective 5 Discuss the Importance of Cloud Objective 4 Demonstrate How to Compress Files 138
Computing 86 Types of File Compression 139
Cloud Computing 87 Working with File Compression 140

How to Create a Mobile App with Appy Pie 90 How to Create a Compressed (Zipped) Folder 142

Managing Software on Your System 96 It’s Always in the Last Place You Look 144
Objective 6 Install, Uninstall, and Update Software 96 Objective 5 Use Advanced Search Options to Locate Files 144
Installing Software 97 Using Windows to Search for Files 145
Updating and Uninstalling Software 99 Searching in OS X 146
Objectives Recap 103 Using Boolean Logic to Refine Searches 147

Key Terms 103 That’s Not the Program I want to Open this
Summary 103 File 148
Application Projects 108 Objective 6 Change the Default Program Associated with a
File Type 148
Setting Program Defaults 149
Chapter 3 Managing File Type Associations 150
Objectives Recap 153
File Management 112
Key Terms 153
Summary 153
A Place for Everything 114
Application Projects 158

CONTENTS v
 Pick a printer 198
Chapter 4 Objective 6 Compare Various Types of Printers 198
Hardware 162 Printers 199

How to Reduce energy consumption using power

The CPU: The brains of the operation 164 settings 202
Objective 1 Explain the Functions of a CPU 164
Instruction Cycle 165
Adaptation: Making Technology Work for You 206
CPU Performance 166 Objective 7 Explain and Provide Examples of Adaptive
Technology 206
Getting to Know Your System Unit and Adaptive Input Devices 207
Motherboard 170 Adaptive Output Devices 208
Objective 2 Identify the Parts of a System Unit and
Communicate, Communicate, Communicate 210
Motherboard 170
The Motherboard 171
Objective 8 Discuss Communication Devices 210
Network Adapters 211
Ports and Connectors 172
Modems and Fax Devices 211
BIOS and Memory 174
Objectives Recap 215
A Place for Everything 176 Key Terms 215
Objective 3 Compare Storage Devices 176 Summary 216
Optical Discs 177 Application Projects 222
Flash Memory 178
Hard Drives 179
Disconnecting An External Drive 180
Chapter 5
How to Assess Your Computer
Hardware 182 System Software 226
What Goes In . . . 184 Who’s the Boss? 228
Objective 4 List and Describe Common Input Objective 1 Explain What an Operating System Does 228
Devices 184 Provides User Interface 229
Keyboards 186 Manages Resources and Controls Hardware 230
The Mouse and Other Pointing Devices 187 Interacts With Software 231
Digital Cameras and Webcams 188
Scanners 188 How to Keep Your Desktop OS Up to Date 232
Microphones and Game Controllers 191
Desktop Operating Systems 236
. . . Must Come Out 192 Objective 2 Compare Desktop Operating Systems 236
Objective 5 List and Describe Essential Video and Audio Windows 237
Output Devices 192 Mac OS X 238
Video Output Devices 193 Linux 240
Audio Output Devices 196 Beta Software 241

vi CONTENTS
Make Your OS Work for You 242 Memory Cards 283
USB or Firewire Cable 284
Objective 3 Configure a Desktop Operating
Wireless and Cloud Transfer 284
System 242
Configuring Your OS 243 A Picture is Worth a Thousand Words 286
User Accounts 244
Objective 3 Identify Several Ways to Edit and Print
Something Special for You 246 Photos 286
Editing Photos 287
Objective 4 Compare Specialized Operating
Printing and Sharing Photos 288
Systems 246
Embedded Operating Systems 247 How to Edit a Photo Using the Windows Photos
or OS X Photos App 292
The NOS Knows 250
Objective 5 Compare the Most Common Network Operating Making Sense of Sound 298
Systems 250 Objective 4 Recognize Important Audio File
What is An NOS? 251 Types 298
Audio File Types 299
Utilities You Should Use 254
Media Software 300
Objective 6 List and Explain Important Utility Speech Recognition 302
Software 254
Why Use Disk Utilities? 255 Lights, Camera, Action 304
Utilities For Disk Health 255 Objective 5 Describe Several Ways to Create
Security Software 259 Videos 304
Videoconferencing, Webcasting, and Streaming
How to Back Up Important Files 260 Video 305
Objectives Recap 265 Video Cameras 306
Key Terms 265 Screen Capture 307
Summary 265 Sharing Video 307
Application Projects 270
How to Create a Screen Capture Video Using
Screencast-O-Matic 310

Chapter 6 Technology on The Move 314

Objective 6 Compare Portable Media Players, Tablets,
Digital Devices and Multimedia 274 and Smartphones 314
Analog Vs. Digital 315
Digital Camera Basics 276 Portable Media Players 315
Objective 1 Explain the Features of Digital Cameras 276 Smartphones 316
Key Features 277 Tablets 316
Types of Digital Cameras 279 Objectives Recap 321
Key Terms 321
Bridging The Gap: Transferring Photos 282
Summary 321
Objective 2 Compare Methods for Transferring Images from
Application Projects 326
a Digital Camera 282

CONTENTS vii
Chapter 7 Chapter 8
The Internet 330 Communicating and Sharing: The
Social Web 380
Internet Timeline 332
Talk To Me 382
Objective 1 Recognize the Importance of the Internet 332
How it All Got Started 333 Objective 1 Compare Different Forms of Synchronous Online
World Wide Web 333 Communication 382
Internet2 334 Chat and IM 383
VoIP 383
Get Connected 336
Objective 2 Compare Types of Internet Connections 336
Leave A Message 386
How Do You Get Connected? 337 Objective 2 Compare Different Forms of Asynchronous
Connecting Without a Computer 340 Online Communication 386
How do You Read and Send Email? 387
Surf’s Up 342 Parts of An Email Message 388
Objective 3 Compare Popular Web Browsers 342 Text and Multimedia Messaging 390
Browsers 343 Forums and Discussion Boards 391
Configuring Your Web Browser 346
Add-Ons, Plug-Ins, and Toolbars 347
There’s A Place For Everyone . . . 392
Objective 3 Discuss the Impact of Social Media in
How to Use Google Drive 348 Society 392
Social Network Sites 393
Navigating The Net 352
Social Video, Image, and Music Sites 396
Objective 4 Demonstrate How to Navigate the Web 352
Web Addresses 353 How to Create a LinkedIn Profile 400
Smart Searching 355
Get Your Word Out 404
How to Create a Website Using Wix 358 Objective 4 Locate User-Generated Content in the Form of a
Would I Lie to You? 366 Blog or Podcast 404
Blogs 405
Objective 5 Discuss How to Evaluate the Credibility of Podcasts 406
Information Found on the Web 366 RSS 407
Who Wrote It? 367 Crowdfunding 407
What About The Design? 368
Objectives Recap 371 How to Create a Blog with Blogger 408
Key Terms 371
The Wisdom of The Crowd 412
Summary 371
Objective 5 Discuss How Wikis and Other Social Media Sites
Application Projects 376
Rely on the Wisdom of the Crowd 412
Wikis 413
Social Review Sites 414
Social Bookmarking and News Sites 414

viii CONTENTS
E-Commerce 416 Software and Protocols 458
Objective 6 Explain the Influence of Social Media on Objective 4 List and Describe Network Software and
E-commerce 416 Protocols 458
Types of E-Commerce 417 Peer-to-Peer Network Software 459
How Safe is My Credit Card? 419 Client–Server Network Software 461
Network Protocols 463
Build A Brand 420
Objective 7 Develop a Brand Marketing Strategy Using Social How to Check Your System Security Software 466
Media and Other Online Technologies 420 Protecting Your Network 470
Facebook Pages 421
Twitter 423
Objective 5 Explain How to Protect a Network 470
Layer 1: The Fence 471
Search Engines 424
Layer 2: Door Locks 471
Objectives Recap 427
Layer 3: Alarm Systems 472
Key Terms 427 Layer 4: Guard Dogs 472
Summary 427 Objective Recap 475
Application Projects 432 Key Terms 475
Summary 475
Application Projects 480
Chapter 9
Networks and Communication 436
Chapter 10
From Sneakernet to Hotspots 438
Objective 1 Discuss the Importance of Computer Security and Privacy 484
Networks 438 Cybercrime: They Are Out to Get You 486
Peer-to-Peer Networks 439
Objective 1 Recognize Different Types of Cybercrime 486
Client–Server Networks 441
Personal Cybercrime 487
How to Examine Network and Sharing Settings 442 Cybercrime against Organizations 490

LANs and WANs 446 How to Configure Secure Browser Settings Using
Objective 2 Compare Different Types of LANs and Google Chrome 492
WANs 446 Malware: Pick Your Poison 496
Small Networks 447
Objective 2 Differentiate between Various Types of
Lan Topologies 448
Large Networks 449
Malware 496
Spam and Cookies 497
Hardware 452 Adware and Spyware 498
Objective 3 List and Describe the Hardware Used in Both Viruses, Worms, Trojans, and Rootkits 499
Wired and Wireless Networks 452 Shields Up! 502
Network Adapters 453
Objective 3 Explain How to Secure a Computer 502
Network Connectivity Hardware 455

CONTENTS ix
 Software 503 How to Create a Form Using Google Docs 548
Hardware 505
Operating System 506 The Tools of the Trade 552
Objective 3 Explain Database Management Systems 552
An Ounce of Prevention is Worth a Pound Creating a Database 553
of Cure 508 Data Validation 553
Objective 4 Practice Safe Computing 508 SQL 554
User Accounts 509 Output 556
Securing Accounts 510
Encryption 511
How to Create a Customer Database 558
Safely Installing Software 512 Data In . . . Information Out 564
Updating and Uninstalling Software 513
Objective 4 Discuss Important Types of Information
Acceptable Use Policies 514
Systems 564
How to Secure a Microsoft Word Document 516 Office Support Systems 565
Transaction Processing 565
The Law is on Your Side 522 Management Information Systems 566
Objective 5 Discuss Laws Related to Computer Security and Decision Support Systems 566
Privacy 522 Business Intelligence and Big Data 567
The Enforcers 523 Expert Systems and Artificial Intelligence 567
Current Laws 524
Objectives Recap 527
Real-World Databases 570
Key Terms 527
Objective 5 List Examples of Databases Used in Law
Enforcement and Research 570
Summary 527
Law Enforcement 571
Application Projects 532
Science 572
Objectives Recap 577
Key Terms 577
Chapter 11 Summary 577
Databases 536 Application Projects 582

Database Basics 538

Objective 1 Identify the Parts of a Database 538 Chapter 12
Tables, Fields, and Records 539
Forms, Queries, and Reports 540 Program Development 586
A Database For Every Purpose 544
Getting from Idea to Product 588
Objective 2 Compare the Four Types of Databases 544
Flat Databases 545
Objective 1 Describe the System Development
Relational Databases 545 Life Cycle 588
Object-Oriented Databases 546 System Development Life Cycle (SDLC) 589
Multidimensional Databases 546 Other Development Models 593

x CONTENTS
Coding the System 596 Artificial Intelligence 620
Objective 2 Describe the Program Development Objective 4 Explain the Term Artificial Intelligence 620
Cycle 596 Applications 621
Program Development Cycle 597 Expert Systems 621
Neural Networks 622
How To Create a Flowchart 602
Objectives Recap 625
Tools of the Trade 606 Key Terms 625
Objective 3 Compare Various Programming Summary 625
Languages 606 Application Projects 630
Programming Languages 607
Programming Tools 608
Appendix A Microsoft® Office 2016 Applications
Web Programming 609
Projects 634
Mobile App Development 610
Appendix B Using Mind Maps 636
How To Automate a Task by Using
Glossary 638
a Macro in Word 612
Index 655

CONTENTS xi
 What’s New in This Edition?
Visualizing Technology is a highly visual, engaging computer Visualizing Technology provides a hands-on approach to
concepts textbook. Filled with all the important topics you need learning computer concepts in which students learn a little and
to cover, but unlike other textbooks, you won’t find pages full of then apply what they are learning in a project, simulation, or
long paragraphs. Instead, you’ll find a text written the way stu- watch a Viz Clip video to dive deeper. Each chapter has two
dents are hardwired to think: it has smaller sections of text that How-To projects focused on Digital Literacy and (Essential Job
use images creatively for easier understanding, and chapters are Skills) Job Skills so that students are gaining the skills needed for
organized as articles with catchy headlines. For the fifth edition, professional and personal success. They learn about the import-
we have completely updated the design, so that students en- ant topics of ethics, green computing, and careers in every chap-
counter content in a more linear, yet engaging way—just as they ter. And, the content is all up to date with the latest in technology,
see on their favorite websites. including Windows 10 and Mac OS X El Capitan.
The optimal way to experience Visualizing Technology is with
MyITLab. All of the instruction, practice, review, and assessment
resources are in one place, allowing you to arrange your course
from an instructional perspective that gives students a consistent,
measurable learning experience from chapter to chapter.

instruction practice
Prepare visual and kinesthetic learners Engage students with hands-on
with a variety of instructional resources activities and simulations that
• Integrated Etext provides an environment in which students demonstrate understanding
can interact with the learning resources directly • NEW How-To Projects these active-learning projects are now
• Viz Intro Videos provide an overview of the objectives covered delivered in two versions per chapter a Digital Literacy Project
in the chapter and an Essential Job Skill Project. Each project focuses on the
• Viz Clip Videos dig deeper into key topics in the chapter in an skills students need for personal and professional success. Top-
engaging, YouTube-like approach ics include, basic website creation, mobile application creation,
• PowerPoint Presentation – can be used in class for lecture, video creation, and using social media for brand marketing.
or assigned to students, particularly online students for in- • How-To Videos accompany each project to show stu-
struction and review dent how to complete the hands-on projects
• Audio PowerPoint Presentation deliver audio versions of the • IT Simulations provide 12 newly revised and redesigned,
PowerPoint presentation - an excellent lecture-replacement individual scenarios that students work through in an active
option for online students learning environment.
• TechBytes Weekly provides a timesaving news site that allows • Windows 10 high-fidelity training simulations allow stu-
instructors to add pre-curated, interesting, timely, and relevant dents to explore Windows in a safe, guided environment that
news items to their weekly lectures without having to search provides feedback and Learning Aids (Watch and Practice) to
themselves. TIA Weekly also features valuable links and other assist them if they need help.
resources, including discussion questions and course activities.

xii WHAT’S NEW IN THIS EDITION?

review assessment
Self-check and review resources keep Measure performance with ready-to-use
learning on track resources
• Viz Check Quiz Parts 1 & 2 provide a self-check of 3-4 • End-of-Chapter Quiz this is a comprehensive chapter quiz
­objectives, so that students can see how well they are learning that covers all of the objectives from the chapter.
the content. (Feeds grade to MIL gradebook) • Application Projects (MyITLab Grader project) and solution
• Viz Intro videos can also be used for review, as they files. Projects are written to Windows 10 and Office 2016, but
­provide an overview of what is covered in the chapter. Grader projects are compatible with Office 2013 and 2016.
• Adaptive Dynamic Study Modules are adaptive flashcards • Testbank exam customizable prebuilt, autograded, objec-
that provide students with personalized review based on their tive-based questions covering the chapter objectives
strengths and weaknesses • Other In-Book, End-of-Chapter projects: Running Project;
• Jeopardy! Game and Crossword Puzzles are a fun, engaging Critical Thinking; Do It Yourself; Ethical Dilemma; On The Web;
way for students to challenge knowledge Collaboration
Other in-book, end-of-chapter projects and resources: Mind-
map visual review; Objective recaps; Key Terms; Summary; Review
Exercises—Multiple Choice, True or False, and Fill in the Blank.

Chapter 7 The Internet and World Wide Web

changes by chapter • Added coverage of Microsoft Edge
• Build a website How to activity
Chapter 1 What Is a Computer?
Added coverage of: Chapter 8 Communicating and Sharing
• Ergonomics How To actively • Added new objective - Develop a Brand Marketing Strategy
• Drones, Apple Watch
Chapter 9 Networks and Communication
Chapter 2 Application Software • Security software How to activity
• Updated all software versions
• Mobile app How to activity
Chapter 10 Security and Privacy
• Updated browser security How to activity to use Chrome
Chapter 3 File Management
• Updated to Windows 10 and OS X El Capitan
Chapter 11 Databases
• Updated to Access 2016
Chapter 4 Hardware • Customer Service database How to activity
• Added coverage of USB-C and DisplayPort
• Power settings How to activity
Chapter 12 Program Development
• Updated to Office 2016
Chapter 5 System Software
• Updated all content and figures to Windows 10 and
Appendix A Microsoft® Office 2016 Applications
OS X El ­CApitan Projects
• Back up How To activity
Appendix B Using Mind Maps
Chapter 6 Multimedia and Digital Devices
• Screen capture How To activity

WHAT’S NEW IN THIS EDITION? xiii

 Visual Walkthrough
Visualizing Technology Hallmarks
• Addresses visual and kinesthetic learners—images help • Clear, easy-to-follow organization—each chapter is broken
students to learn and retain content while hands-on projects into a series of articles that correspond to chapter objectives.
allow students to practice and apply what they learned. • Highly visual—students will want to read!
• Easy to read—it has the same amount of text as other con-
cepts books but broken down into smaller chunks of text to aid
in comprehension and retention.

Learning Objectives clearly outlined Learning Outcomes are Chapter Intro Video Explanation of the
in chapter opener and restated at the clearly defined at the introduces the main Running Project for
beginning of each article beginning of each chapter. concepts of the chapter that chapter

In This Chapter INTRO

A computer is a programmable machine that converts raw

data into useful information. Programming—in particular,
application software—is what makes a computer a
flexible and powerful tool. After reading this chapter, you
will recognize various types of software applications for
both business and personal use.

Objectives
1 Identify Types and Uses of Business Productivity
Software

2 Identify Types and Uses of Personal Software

3 Assess a Computer System for Software

Compatibility

4 Compare Various Ways of Obtaining Software

Running Project
Vectorfusionart/Fotolia

5 Discuss the Importance of Cloud Computing In this chapter, you’ll learn

about different kinds of
6 Install, Uninstall, and Update Software

2
ChAPTER application software and
how to obtain it. Look for
instructions as you complete
each article. For most articles,
there’s a series of questions

Application Software
for you to research. At the
conclusion of this chapter,
you’ll submit your responses to
the questions raised.

52 52 53 53

xiv Visual walkthrough

 Catchy headlines begin each article

The second part of the file

name is the file extension. In this TABLE 3.4 Common File Extensions and Default Program Associations
example, .docx is the extension.
Default Program
The extension is assigned by the
Association Default Program
program that’s used to create the
Extension Type of File (Windows) Association (OS X)
file. Microsoft Word files have
the extension .docx. Windows .docx Word document Microsoft Word Microsoft Word
maintains an association between
.rtf Rich text format WordPad or Word TextEdit
a file extension and a program, so
document
double-clicking on a .docx file opens
Microsoft Word. The extension helps .pages Pages document — Pages
the operating system determine .xlsx Excel workbook Excel Excel
the type of file. If you change the

Geoghan, Debra. Visualizing Technology Complete, 4e. Pearson Education, 2014.

file extension of a file, you may no .pptx PowerPoint PowerPoint PowerPoint
longer be able to open it. Table 3.4 presentation
lists some common file types and the .bmp Bitmap image Paint Preview
programs associated with them.
.jpeg/.jpg Image file (Joint Photos Preview
Photographic Experts
Zinco/Fotolia

Group)
.mp3 Audio file (Moving Windows Media iTunes
Picture Experts Group Player
Audio Layer III)
.aac Audio file (Advanced iTunes iTunes
Audio Coding)
.mov Video file (QuickTime) QuickTime QuickTime

A Place for Everything .wmv

.pdf
Video file (Windows
Media Video)
Portable document
format
Windows Media Player

Adobe Acrobat
and Reader
—

Preview

Objective

1 Create Folders to Organize Files

One of the most important things that you need to do when working with
computers is called file management: opening, closing, saving, naming,
deleting, and organizing digital files. In this article, we discuss organizing your
FIND OUT MORE
The characters \ / ? : * “ > < | can’t be used
in a file name because they each have a special
meaning in Windows. For example, the colon ( : ) is used
digital files, creating new folders, and navigating through the folder structure of File to indicate the letter of a drive (such as C: for your hard
your computer. Management drive). use the Internet to research the remaining illegal
characters. What does each symbol represent?

114 Chapter Objective

CHAPTER 3 128 CHAPTER 3

IT Simulations—take students through a

Find Out More—prompts for additional
hands-on activity covering a key topic in the
­research on a given topic
chapter

Visual walkthrough xv
 Images are used to represent con-
cepts that help students learn and
retain ideas Green Computing provides
­eco-friendly tips for using technology

Moore’s Law GREEN COMPUTING

In 1965, Intel cofounder Gordon Moore observed that the number improvement] every three years. Everyone in the industry Smart Homes
of transistors that could be placed on an integrated circuit had recognizes that if you don’t stay on essentially that curve they will
doubled roughly every two years. This observation, known as fall behind. So it sort of drives itself.*” Thus, Moore’s Law became
The efficient and eco-friendly use of computers and other offer lower rates during off-peak hours, so programming your
Moore’s Law, predicted this exponential growth would continue. a technology plan that guides the industry. Over the past several
electronics is called green computing. Smart homes and smart dishwasher and other appliances to run during those times can
The current trend is closer to doubling every 18 months. As a decades, the end of Moore’s Law has been predicted. Each time,
appliances help save energy and, as a result, are good for both save you money and help energy utility companies manage the
result of new technologies, such as building 3D silicon processors new technological advances have kept it going. Moore himself
the environment and your pocketbook. power grid, potentially reducing the need for new power plants.
or using carbon nanotubes in place of silicon (Figure 1.7), this pace admits that exponential growth can’t continue forever.
Smart homes use home automation to control lighting, Smart appliances plug into the smart grid—a
will likely continue for another 10 to 20 years. The increase in the In less than a century, computers have gone from being
heating and cooling, security, entertainment, and appliances. network for delivering electricity to consumers that includes
capabilities of integrated circuits directly affects the processing massive, unreliable, and costly machines to being an integral part of
Such a system can be programmed to turn various components communication technology to manage electricity distribution
speed and storage capacity of modern electronic devices. almost everything we do. As technology has improved, the size and
on and off at set times to maximize energy efficiency. If you’re efficiently. Smart appliances monitor signals from the power
Moore stated in a 1996 article: “More than anything, once costs have dropped as the speed, power, and reliability have grown.
away on vacation or have to work late, you can remotely activate a company, and when the electric grid system is stressed, can
something like this gets established, it becomes more or less a Today, the chip inside your cell phone has more processing power
smart home by phone or over the Internet. Some utility companies react by cutting back on their power consumption.
self-fulfilling prophecy. The Semiconductor Industry Association than that first microprocessor developed in 1971. Technology that
puts out a technology road map, which continues this [generational was science fiction just a few decades ago is now commonplace.

*Moore, Gordon E. 1996. “Some Personal Perspectives on Research in the Semiconductor Industry,” in Rosenbloom, Richard S., and William J. Spencer (Eds.). Engines of
Innovation: U.S. Industrial Research at the End of an Era. Harvard College

Running Project
Use the Internet to look up current microprocessors. What compa-
nies produce them? Visit computer.howstuffworks.com/micro-
FIGURE 1.7 Carbon nanotubes may
processor.htm and read the article. How many transistors were
someday replace silicon in integrated
circuits. found on the first home computer processor? What was the name of
the processor, and when was it introduced?

5 Things you Need To know key Terms

Adrian Sherratt/Alamy

• First-generation
tubes.
computers used vacuum central processing unit (CPU)

• transistors.
Second-generation computers used ENIAC (Electronic Numerical
Integrator and Computer)

• circuits (chips).
Third-generation computers used integrated integrated circuit
Ogwen/Fotolia

• Fourth-generation
microprocessors.
computers use microprocessor

Moore’s Law
• Moore’s Law states that the number of
transistors that can be placed on an integrated transistor
circuit doubles roughly every two years—
although today it is closer to every 18 months. vacuum tube

14 CHAPTER 1 Objective 2 15

xvi Visual walkthrough

 Subtopics have same color Ethics boxes provide thought-
background as main topics—makes provoking questions about the use
it easy to follow each piece of technology

Social Review Sites Three of the most popular social news sites are reddit,
Digg, and Slashdot. Digg doesn’t publish content but allows the
Social review sites such as TripAdvisor and epinions let users review community to submit content they discover on the web and puts it
hotels, movies, games, books, and other products and services. Yelp in one place for everyone to see and to discuss. reddit (Figure 8.25)
allows users to review local businesses and places with physical allows community members to submit content and to vote that
addresses such as parks. Figure 8.23 shows a Yelp map of Times content up or down, as well as discuss it. reddit is organized into
Square restaurants on the iPad app. The reviews are from regular categories called subreddits. Celebrities often participate in AMA—
people, not expert food critics, and can help you decide where to eat. ask me anything—interviews on reddit. Slashdot, which focuses
You can use the Yelp app on a mobile device to get information when primarily on technology topics, produces some content but also
you are right in the area. accepts submissions from its readers. Whatever your interests,

Ian Dagnall Computing/Alamy

there’s probably a social news site for you.

FIGURE 8.23 Searching for a Place to Eat in

Times Square Using the Yelp App on an iPad FIGURE 8.25 reddit

EThICS Running Project

Social Bookmarking Go to the Wikipedia article “Reliability of Wikipedia” at wikipedia.org/
wiki/Reliability_of_Wikipedia. How does Wikipedia ensure that the
and News Sites content is correct? What procedures are in place to remove or cor-
Social bookmarking sites allow you to save and share your bookmarks Some people create multiple rect mistakes? How does Wikipedia compare to other online sources
or favorites online. Delicious allows you to not only save and share your accounts on social bookmarking of information?
bookmarks online but also search the bookmarks of others. It’s a great and news sites so they can promote
way to quickly find out what other people find interesting and important their own content. For example,
right now. The links are organized into topics, or tags, to make it easier for a blogger might create several
you to find links. You can click the Follow button if you have a Delicious accounts on Digg and use each
one to Digg a blog post, artificially
3 Things you Need To know key Terms
account, but you don’t need an account to browse Delicious.
Pinterest allows you to create virtual cork boards around topics of raising its popularity on Digg
and driving more traffic to it. This
interest and pin webpages to them (Figure 8.24). You can share your boards
• Social media relies on the wisdom of the
Blaize Pascall/Alamy

with others, and you can follow other people to see what they have pinned. violates the Digg terms of use. crowdsourcing
crowd rather than that of an expert.
StumbleUpon discovers websites based on your interests. When you sign But what if the blogger had all his
up, you indicate topics that interest you. Then, as you visit websites, you friends and family members create • Anybody can edit a wiki. social bookmarking site
can click the StumbleUpon button to be taken to a similar site. You can accounts and Digg his post? Is it
ethical? Does it violate the terms of
• Social bookmarking and news sites help users
find content that others recommend.
social news site
click I like this to improve the selection of pages you stumble onto.
Social news sites are different from traditional mass media news use? Is it fair to other bloggers? social review site
sites in that at least some of the content is submitted by users. Social news FIGURE 8.24 Pinterest
is interactive in a way that traditional media isn’t. It’s like having millions wiki
of friends sharing their finds with you. Content that’s submitted more
frequently or gets the most votes is promoted to the front page.

414 CHAPTER 8 Objective 5 415

Running Project—Specific instructions are provided for compiling information for

the Running Project
Things You Need to Know—Key takeaway points are provided for each article
Key Terms—Students are reminded of the key terms they should understand after
reading each article

Visual walkthrough xvii

 Students get prepared for professional
Capture a Screenshot and personal success with these Digital
Literacy and Essential Job Skills How-To
Digital Literacy Skill of Your Desktop projects.

Snipping Tool that you can use to • Full-screen Snip: Captures the
HOW TO capture a screenshot. Macs include whole screen for a snip
VIDEO
the Grab tool. You can save your screenshots,
The Windows Snipping Tool can email them, paste them into Career Spotlight—Each chapter
Throughout this book, you will be capture four types of snips: documents, and annotate and
directed to provide screenshots • Free-form Snip: Allows you highlight them by using the buttons provides an interesting career
of the work you have done. This to draw boundaries around an on the Snipping Tool toolbar. If
is quite easy to do and is useful in object for a snip necessary, download the student
­option based on chapter content
other situations. For example, it’s • Rectangular Snip: Allows you data files from pearsonhighered.
helpful for providing directions on to draw a rectangle around an com/viztech. From your student
how to do something or for keeping object for a snip data files, open the vt_ch01_
a record of an error message that • Window Snip: Captures a howto1_answersheet file and save
appears on your screen. Windows selected window for a snip the file as lastname_firstname_
includes a program called the ch01_howto1_answersheet

1 From your student data files,

Windows Photo Viewer, Windows 10, Microsoft Corporation

right-click the file vt_ch01_friend,
point to Open with, and then click
Windows Photo Viewer or Photo
To create a Facebook Page, you need a personal Facebook
Gallery
account. Facebook’s Terms of Service.permit you to have only
be found in the menu options. You can choose from several page
categories (Figure 8.30). A page for a business or an organization
CAREER
one personal Facebook account, but you can create multiple
Facebook Pages. So, for example, a college representative might
will have different features than a page for a person or cause.
When you create a page, read the Facebook Pages terms carefully.
SPOTLIGhT
create a page for each department, club, or office. Once you are Customize your page with a profile picture and header image that

2 Debra Geoghan
logged in to your personal account, the option Create Page can represents your brand. BLOGGER—Although many blogs are personal in
nature and earn the writer no compensation, some
In the Windows search box, type lucky folks are professional bloggers. These bloggers
snip and then, in the search may be paid by a company to blog about a product or
results, click Snipping Tool. provide news or reviews, and their blogs are usually
part of a bigger website. Some professional bloggers
use their blogs to drive customers to their other prod-
ucts. Successful bloggers monetize the content on their
sites in several ways, including placing ads and links
to other sites. A professional blog may earn money by

Stuart Miles/Fotolia
using Google AdSense to place ads and links on it. It
takes a lot of time and work to write a good blog and
even more to make money doing it.

8 CHAPTER 1

Running Project
Select a local business that you regularly patronize or are interested
in learning about, and search the web for evidence of online brand
marketing. Does this business have a social media presence on
Facebook, Google, Yahoo!, Twitter? How easy is it for a potential
customer to locate information about the business? What advice
would you give to this business to improve its online presence?
NetPhotos3/Alamy

2 Things you Need To know key Terms

FIGURE 8.30 Create a Page Categories

• Organizations should maintain an online

presence that includes both a traditional
hashtag
Viz Check—In MyITlab, website and social media. search engine optimization
take a quick quiz covering
Objectives 4–7.
• Successful search engine optimization (SEO)
makes a website easier to find.
(SEO)

Check Your
Knowledge

422 CHAPTER 8 Objective 7 425

Viz Check quizzes—Each chapter includes two short

online quizzes covering 3–5 objectives

xviii Visual walkthrough

How to Projects—Each chapter provides two step-by-step How to Videos—Each How to Project has
projects, complete with visual instructions, to complete a corresponding video walk-through of
­interesting and useful items the project

Create a Compressed
Essential Job Skill (Zipped) Folder 3 Select ch03_isaac_animals, click
the Share tab, and then click Zip
to create a zipped archive. Press
to accept the default file
name.

Windows 10, Microsoft Corporation

up sending multiple messages. But If necessary, download the student

4
HOW TO you can compress the files into a data files from pearsonhighered.
VIDEO
single zipped folder and send them com/viztech. From your student Right-click the compressed folder
all at once. In this activity, you’ll data files, open vt_ch03_howto2_ and click Properties. Compare
Have you ever tried to email a compress a folder that contains answersheet and save it in your the size to the original folder. Take
bunch of photos to a friend? If several files to make it easier to Chapter 3 folder as lastname_ a screenshot of the open dialog
you want to send more than a email them or to submit them firstname_ch03_howto2_ box and paste it into your answer
sheet. Type up your answers, save,
couple images, you usually wind electronically to your teacher. answersheet
and submit as directed by your instructor.

Screen shot(s) reprinted with permission

Insert your flash drive into your
computer. Use File Explorer to
navigate to the student data files for
this chapter. Locate the folder
ch03_isaac_animals. Copy this folder to
your flash drive by dragging the folder If you are using a Mac: From your student data files, open vt_ch03_

from Apple Inc.

to your flash drive in the Navigation howto2_answersheet_mac and save it in your Chapter 3 folder as
pane. If you are not using a flash drive, lastname_firstname_ch03_howto2_answersheet_mac
copy the ch03_isaac_animals folder to 1. Insert your flash drive into your computer. Open Finder and
your Document folder. locate the student data files for this chapter. Copy the
ch03_isaac_animals folder by dragging it to your flash drive.
Windows 10, Microsoft Corporation

If you are not using a flash drive, copy the ch03_isaac_animals

folder to your Documents folder.

Screen shot(s) reprinted with permission

2
2. Click the flash drive in the Sidebar and select the folder in the right
In the File Explorer Navigation pane. From the File menu, select Get Info. How big is the folder?
pane, click your flash drive or How many files and folders does it contain?
Documents folder. Right-click the 3. Close the Info pane. From the File menu, select
ch03_isaac_animals folder and click Compress “ch03_isaac_animals” to create a zipped archive.
4. Select the ZIP file and from the File menu, select Get Info. Compare

from Apple Inc.

Properties. How big is the folder? How
many files and folders does it contain? the size to the original folder. Take a screenshot and paste it into
Close the Properties dialog box. your answer sheet. Type up your answers, save, and submit as
directed by your instructor.

142 CHAPTER 3 How To 143

Mac coverage—Where appropriate,

instructions and solutions are included
so Mac users can complete the exercises

Visual walkthrough xix

 The End-of-Chapter content ranges email
photos
calender FUNCTIONS
OF
COMPUTERS output
input
information
HISTORY microprocessor 13
midrange server 33
subnotebook 22
supercomputer 35
phone processing processing
Learn It Online
from traditional review exercises
minicomputer 33 tablet 22
basic need for cycle mobile application transistor 11
music computers storage • Visit pearsonhighered.com/viztech for student data files (mobile app) 22 Turing machine 5
• Find simulations, VizClips, Viz Check Quizzes, and mobile device 29 Turing test 5

ce
en
converg
to application and hands-on
additional study materials in MyITLab Moore’s Law 14 ubiquitous computing
UBIQUITOUS moore’s law • Be sure to check out the Tech Bytes weekly news feed for multiuser computer 32 (ubicomp) 38
embedded current topics to review and discuss netbook 22 Unicode 17
COMPUTING S
TER
computers notebook 22 Universal design 25

projects that have students working PU operating system (OS) 23 unmanned aircraft system

COM personal computer (PC) 20 (UAS) 37

internet of things OF punch card 5 vacuum tube 11

ION
server 33 video game system 30
Objectives Recap
independently, collaboratively, and 1
EV
OL
UT
1. Explain the Functions of a Computer
smart appliance 15
smart grid 15
smart home 15
volunteer computing 36
wearable 29
workstation 21
sup 7 2. Describe the Evolution of Computer Hardware stylus 22

online er
com
pu
ter
s
2
1
2
3. Describe How Computers Represent Data Using Binary Codes
4. List the Various Types and Characteristics of Personal
Computers Summary
5. Give Examples of Other Personal Computing Devices 1. Explain the Functions of a Computer
measuring dat
a
WHAT IS A
6. List the Various Types and Characteristics of Multiuser A computer is a device that converts raw data into information
MULTIUSER Computers using the information processing cycle. The four steps of the
6 B I T S A N D BYT E S
COMPUTER ?
COMPUTERS 7. Explain Ubiquitous Computing and Convergence IPC are: input, processing, storage, and output. Computers can
be programmed to perform different tasks.

3 1 0 1 0 1 0 0 01
2. Describe the Evolution of Computer Hardware

100
1 1 0 11 011
100110
1 Key Terms The earliest computers used vacuum tubes, which are
inefficient, large, and prone to failure. Second-generation
101
all-in-one computers used transistors, which are small electric
of computer 21 distributed computing 36
Summary continued
0010110011
9. is a field of study in which information technology is 10. A(n)
is an example convergence. switches. Third-generation computers used integrated circuits,
servers applied to the field of biology. Analytical Engine 5 embedded computer 39
4. List the Various Types and Characteristics of Personal and midrange servers, and mainframe computers and 5 a. Bioinformatics 4
01 01 10 01a. smart grid
artificial intelligence 5 ENIAC (Electronic Numerical which are silicon chips that contain multiple tiny transistors.
gridcomplex
computing b. smartphone
ASCII (American Standard Integrator and Computer) 11 Fourth-generation computers use microprocessors, which are
Computers enterprise servers. Supercomputers perform
mathematical calculations. They perform a limited number of b. Distributed computing binary code
c. traffic light Code for Information enterprise server 34 complex integrated circuits that contain the central processing
Personal computers include desktop computers, which offer 01 0 unit (CPU) of a computer.
tasks as quickly as possible. Distributed computing uses the c. Ergonomics 1 ubicomp
1 1 0 10 0d. Interchange) 17 ergonomics 24
the most speed, power, and upgradability for the lowest cost; Moore’s Law states that the number of transistors that can
processing of multiple computers to perform complex tasks. d. Ubicomp 101011 binary code 17 game controller 30
workstations, which are high-end desktop computers; and be placed on an integrated circuit has doubled roughly every
binary (base 2) number geocaching 31
all-in-ones, which are compact desktop computers with the two years. The increase in the capabilities of integrated circuits
7. Explain Ubiquitous Computing and Convergence system 16 GPS (global positioning
computer case integrated into the monitor. Portable personal tablets directly affects the processing speed and storage capacity of
Ubiquitous computing means the technology recedes into the bioinformatics 19 system) 29
computers include notebooks and tablets.
background so you no longer notice it as you interact with it. True or False bit 17
byte 17
green computing 15
grid computing 36
modern electronic devices.
5. Give Examples of Other Personal Computing Devices The Internet of Things is the connection of the physical worldwearables 3. Describe How Computers Represent Data Using Binary
Other computing devices include smartphones, wearables, smartphoneis the integration of multiple
to the Internet. Convergence Answer the following questions with T PERSONAL COMPUTERS
for true or F for false for central
5. Unicode contains processing
codes for mostunit information
of the languages in 4 Codes
GPS, video game systems, and simulators. technologies, such as cell phones, cameras, and MP3 players, more practice with key terms and concepts from this chapter. use today. (CPU) 13 information processing cycle
client 33 (IPC) 7 A single bit (or switch) has two possible states—on or off—and
on a single device. desktopconvert data into information using the
1. Computers 6. Bioinformatics allows you to design a workspace for can be used for situations with two possibilities such as yes/no
6. List the Various Types and Characteristics of Multiuser computer 4 integrated circuit 12

Pearson Education, Inc.

Computers Information Processing Cycle. your comfort and health. or true/false. Digital data is represented by 8-bit binary code on
OTHER TYPES convergence 40 Internet of Things (IoT) 39
most modern computers. The 8-bit ASCII system originally had
Multiuser computers allow multiple simultaneous users to 2. Third-generation computers used vacuum tubes. convertible
Ergonomics 7. All-in-one is another namenotebook 22computer. laptop 21
for a tablet
connect to the system. They include servers, minicomputers OF PERSONAL data 4 Mac 23 binary codes for 256 characters. Unicode is an extended ASCII
3. Today’s computers use transistors and integrated 8. Users connect to servers via clients. set that has codes for more than 100,000 characters.
video game systems COMPUTERS circuits. notebook mac or PC?
desktop computer 21 mainframe 34
9. Volunteer computing projects harness the idle
Multiple Choice 4. Moore’s Law states that the number of transistors processing power of hundreds or thousands of
Summary continues on the next page
that can be placed on an integrated circuit will double personal computers.
Answer the multiple-choice questions below for more practice with 42 CHAPTER
5. What are desktop computers attached1 to a network in a roughly every 18 years. End of Chapter 43
key terms and concepts from this chapter. business setting called? 10. The idea that computers are all around us is called
convergence.

Application Project
1. The is a measure of a computer’s ability to display a. Dumb terminals
intelligent behavior. b. Mainframes Step Instructions
a. Analytical Engine c. Minicomputers
Fill in the Blank
b.
c.
Artificial intelligence
Bernoulli numbers
d. Workstations
Fill in the blanks with key terms from this chapter.
1 Start Word. From your student data files, open the file named
vt_ch01_word
6. is a system that represents digital data as a series
6. What type of portable computer is thin and light, has high-end
d. Turing test Save the document as of lastname_firstname_ch01_word
0s and 1s that can be understood by a computer.
processing and video capabilities, and a 13–15 inch screen? 1. A computer is a programmable machine that converts raw
2. First-generation computers used
Officeto2016 Application
process data.
Projects
a. Convertible notebook into useful . 7.document,
A typeconsists of 8 bits and is used to represent a
a. integrated circuits Word 2016: Intern Report
b. Netbook 2. The 2 On the last line of the
the letter.
was a mechanical computer designed, but not
single character
Anna Sanchez, Intern to complete
in modern computer systems.
b. microprocessors c. Subnotebook built, in the early nineteenth century by mathematician Charles 8. are computers that provide services, such as
c. transistors
d. vacuum tubes
Project Description: In the following
d. Tablet
3.
Babbage.
3 Select the first four lines
is the branch of science concerned with making
of the document
Internet
systems.style.
address. Apply the No Spacing
containing
access, email, the name
or file and and street
print services, to client

Microsoft Word project, you will 7.

create consists of 24 satellites that transmit signals to
a letter telling
that your boss aboutdetermine
newthe the the receiver’s current location, time, and velocity computers behave like humans. 9. shares the processing of a task across a group of
4
3. A is a complex, integrated circuit contains
things you have learned in this class.
central processing unit (CPU) of a computer. through
In the triangulation of the signals. Format the entire documentcomputers.
as Times New Roman, 12 pt.
4. Developed in the 1960s, are chips that
a. microprocessor project you will enter and edit text, a.
format
Geocaching contain large numbers of tiny transistors fabricated into a 10. A is a network for delivering electricity to
text, insert graphics, check spelling and
b. silicon
c. transistor necessary, download the student data
b. GPS
grammar, and create document footers. If
c. Afiles
wearable system 5.
semiconducting material called silicon.
5
design creates a work environment designed to
consumers that includes communication technology to
In the first body paragraph, format Jones Consulting as italic.
manage electricity distribution efficiently.
reduce illnesses and musculoskeletal disorders.
6
d. vacuum tube d. .A flight simulator
from pearsonhighered.com/viztech Place the insertion point before Anna on the last line of the document. Insert
4. What is the binary code that can represent most currently used 8. perform complex mathematical calculations, such the picture of a QR code vt_ch01_image1
language characters and is the standard used on the Internet? as those used in weather forecasting and medical research.
a. ASCII
b. Base 2
a. Enterprise servers
b. Mainframes Running Project . . . Critical Thinking 7 Change the text wrapping style of the picture to Top and Bottom.
Ethical Dilemma presentation tool (such as Prezi or PowerPoint) to create your
timeline. Share the URL and present your findings to the class.
Prepare a summary of your timeline and include the URL
c. International standards
d. Unicode
c. Minicomputers
d. Supercomputers
. . . The Finish Line
Use your answers from the previous sections of the chapter project
8
Convergence has led to smaller devices that Use
cost the
lessshortcut
more. From your student data files, open the semester
and do menu to correct the misspelling
file vt_ch01_CT_
.
Theofterm
the word
digitalsemsester to to the gap in technology access and
divide refers
literacy. There have been many types of programs designed to where it can be viewed. Save the file, and submit your work as
directed by your instructor.
answersheet and save the file as lastname_firstname_ch01_ close this gap. One current trend is to put tablets in the hands of
to discuss the evolution of computers in the past few centuries.
9
44 CT_answersheet Using the Spelling and Grammar dialog box, accept every the
student. From your
suggested student data files, open the file vt_ch01_
End of Chapter 45
CHAPTER 1 Write a report responding to the questions raised throughout the
correction foron
the repeated word. ethics_answersheet and save the file as lastname_firstname_
chapter project. Save your file as lastname_firstname_ch01_ Research three of the newest smartphones or tablets
project and submit it to your instructor as directed. the market—one from each mobile platform: iOS, Android,
ch01_ethics_answersheet
Collaboration
10
and Windows. Complete the following table,Usecomparing
features of each device. Use this researchword
the Spellingthe
to decide which
and Grammar dialog box to correct
beleive to believe.
Usethethe
students
misspelling
Internet tooffind
with tablets
the a school program that supplies all
or notebooks. What are the goals of With a group of three to five students, research a famous computer
pioneer. Write and perform a news interview of this person. If
Do It Yourself 1 device would best meet your personal needs.
IgnoreWhich device
all other
should you buy and why? What other accessories will you
spelling and grammar suggestions.the program? How was it funded? Has it been successful?
How has its success or failure been measured? Do you think possible, video record the interview. Present your newscast to
need to purchase? Do you need to purchase a service plan programs like this one can really solve the digital divide? the class.
Consider the features available on the personal computing
device that you use the most. From your student data files, open 11 Insert Save
to take advantage of all the device’s features? the file
and submit both your table and essay as directed by your
name
your file in the footer of the document using
Why the FileName
or why field.up your answers; be sure to cite your
not? Type
sources. Save the file and submit your work as directed by Instructors: Divide the class into groups of three to four students,
the file vt_ch01_DIY1_answersheet and save the file as lastname_ and assign each group a famous computing pioneer from the list
instructor. your instructor.
firstname_ch01_DIy1_answersheet
What device did you choose? Is it a desktop, notebook, tablet,
12 Save the document and then close Word.
Submit the document as directed.
computerhope.com/people.

Device 1 - Device 2 - Device 3 - The Project: As a team, prepare a dialog depicting a news reporter
or some other type of system? Where is it located? How long
have you had it? Did you research the computer before you iOS Android Windows On the Web interviewing this person. Use at least three references. Use Google
made your purchase? What made you purchase it? Website or Drive or Microsoft Office to prepare the presentation and provide
There are many important people and events that led to our mod- documentation that all team members have contributed to the
What do you use the computer for the most? What are five store ern computers. In this exercise, you will create a timeline that illus- project.
features you use most frequently? Why? What are three you Brand trates the ones you feel are most significant. From your student
use the least? Why? How could this device be improved to data files, open the file vt_ch01_web_answersheet and save the file Outcome: Perform the interview in a newscast format using the
make your life more convenient? Describe one way life would Model as lastname_firstname_ch01_web_answersheet dialog you have written. The interview should be 3 to 5 minutes
be easier and one way your life would be more difficult without
Price Visit computerhope.com/history and under Timeline click long. If possible, record the interview, and share the newscast with
this device. Save your answers and submit it as directed by
the link to open the time period that includes the year you the rest of the class. Save this video as teamname_ch01_video
your instructor. Phone
were born. Create a timeline showing five to seven important Turn in a final text version of your presentation named teamname_
Calendar milestones in the development of computers that occurred ch01_interview Be sure to include the name of your presentation
48 CHAPTER 1 in this decade. Use a free online timeline generator, such as
Application and a49
Project list of all team members. Submit your presentation to your
Do It Yourself 2 Camera/video Dipity (dipity.com) or TimeGlider (timeglider.com), or online instructor as directed.
GPS
Use an online mind mapper tool such as Mindomo (mindomo.
com), Mindmeister (mindmeister.com) or Coggle (coggle.it) to Games
create a mind map to compare desktop, notebook, and mobile
Video player
devices. A mind map is a visual outline. More information about
using mind maps can be found in Appendix B. From your student MP3 player
data files, open the file vt_ch1_DIY2_answersheet and save the file
as lastname_firstname_ch1_DIy2_answersheet Internet

Your map should have three main branches: desktop, Downloadable

notebook, and mobile devices. Each branch should have apps
at least three leaves: characteristics, advantages, and Additional
disadvantages. features
When you have finished your map, take a screenshot of this
Additional
window and paste it into your answer sheet, or, if available,
purchases
export your mind map as a PNG or JPG file.
required

46 CHAPTER 1 End of Chapter 47

xx Visual walkthrough
 CLOUD
COMPUTING Install
uninstall,
update software
Infrastructure-as-a-Service
BUSINESS PRODUCTIVITY Mind maps are visual out-
SOFTWARE office suites
Platform-as-a-Service
lines of the chapter content,
6
Software-as-a-Service
5
other business
software
organized by objectives.
free
1 They help students organize
sources
financial document project
and remember the informa-
management management
tion they learned
APPLICATION
license 4 SOFTWARE

3 2
OBTAINING SOFTWARE

PERSONAL SOFTWARE
SOFTWARE
office apps

finance
COMPATIBILITY
education and

Pearson Education, Inc.

portable reference
system specs entertainment
mobile
apps
system requirements
Summary
Learn It Online 1. Identify Types and Uses of Business Productivity Software
• Visit pearsonhighered.com/viztech for student data files The most common business software is an office application
• Find simulations, VizClips, and additional study materials suite—which may include a word processor, spreadsheet,
102 CHAPTER 2
in MyITLab presentation program, database, and personal information
manager. Other business applications include financial
• Be sure to check out the Tech Bytes weekly news feed for
software, document management, and project management
current topics to review and discuss
software.

2. Identify Types and Uses of Personal Software

Personal software includes office applications, especially word
Objectives Recap processors, spreadsheets, and presentation programs. Other
personal applications include entertainment and multimedia
1. Identify Types and Uses of Business Productivity Software software such as media managers, video and photo editing
2. Identify Types and Uses of Personal Software software, and video games. Financial and tax preparation
3. Assess a Computer System for Software Compatibility software as well as educational and reference software are also
popular. You can run portable apps from a flash drive and take
4. Compare Various Ways of Obtaining Software
them with you.
5. Discuss the Importance of Cloud Computing
6. Install, Uninstall, and Update Software 3. Assess a Computer System for Software Compatibility
Before purchasing and installing software, you should research
the system requirements needed to run the program and
Key Terms compare them to your system specifications using the System
Control Panel.
application software 53 patch 99
bug 99 personal information manager 4. Compare Various Ways of Obtaining Software
cell 57 (PIM) 60 You can obtain software from brick-and-mortar and online
cloud 86 Platform-as-a-Service stores, publisher websites, and download websites. Download
cloud computing 86 (PaaS) 87 mobile apps only from trusted markets. It’s important to read
cloud service provider (CSP) 87 platform neutral 95 the EULA to understand the software license restrictions.
database 59 portable apps 71
document management system project management 5. Discuss the Importance of Cloud Computing
(DMS) 61 software 62 Cloud computing moves hardware and software into the cloud,
donationware 83 query 59 or Internet. Cloud computing allows you to access applications
EULA (end-user license record 59 and data from any web-connected computer. Some benefits
agreement) 83 report 59 include lower cost, easier maintenance, security, and
field 59 retail software 83 collaboration.
form 59 service pack 99
freeware 83 shareware 83 6. Install, Uninstall, and Update Software
Gantt chart 62 Software-as-a-Service Managing the programs on your computer includes installing,
hotfix 99 (SaaS) 88 uninstalling, and updating the software. You can install
Infrastructure-as-a-Service spreadsheet 57 programs through an app store, by using media, or by
(IaaS) 87 system requirements 80 downloading it from a website. Updating software fixes bugs,
office application suite 55 table 59 adds features, or improves compatibility. You should uninstall
open source 65 word processor 55 software using the program’s uninstaller.

End of Chapter 103

Visual walkthrough xxi

 About the Author
Debra is a professor of computer and information science at Bucks County
Community College, teaching computer classes ranging from basic computer
literacy to cybercrime, computer forensics, and networking. She has certifica-
tions from Microsoft, CompTIA, Apple, and others. Deb has taught at the col-
lege level since 1996 and also spent 11 years in the high school classroom.
She holds a B.S. in Secondary Science Education from Temple University
and an M.A. in Computer Science Education from Arcadia University.
Throughout her teaching career Deb has worked with educators to inte-
grate technology across the curriculum. At BCCC she serves on many tech-
nology committees, presents technology workshops for BCCC faculty, and
serves as the computer science coordinator. Deb is an avid user of technol-
ogy, which has earned her the nickname “gadget lady.”

xxii About the Author

 Dedication
This project would not have been possible without the help and support of many people. I cannot ex-
press how grateful I am to all of you. Thank you.
My team at Pearson—Jenifer, Cheryl, Emily, Laura, and everyone else: you have been amazing, help-
ing to bring my vision to reality and teaching me so much along the way.
My colleagues and students at Bucks County Community College: for your suggestions and encour-
agement throughout this process. You inspire me every day.
And most importantly—my family. My husband and sons for your patience, help, and love—even
when it meant taking a photo “right this minute,” or reading a chapter when you wanted to be doing
something else, or missing me while I was away. And the rest of my family and friends who agreed to let
me use their photos throughout the book. I couldn’t have done this without your love and support.
And finally my dad—who taught me to love technology and not be afraid to try new things. I miss
you and love you, daddy.

dedication xxiii
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xxiv Reviewers of All Editions

VISUALIZING
TECHNOLOGY
 Blackday/Fotolia
1
Chapter

What Is a Computer?
2
In This Chapter INTRO

If you’ve gone grocery shopping, put gas in your car,

watched a weather report on TV, or used a microwave
oven today, then you’ve interacted with a computer.
Most of us use computers every day, often without even
realizing it. Computers have become so commonplace
that we don’t even consider them computers. In this
chapter, we discuss what a computer is and look at the
development of computers in the past few centuries. After
reading this chapter, you will recognize the different types
of computing devices and their impact on everyday life.

Objectives
1 Explain the Functions of a Computer

2 Describe the Evolution of Computer Hardware

3 Describe How Computers Represent Data Using

Binary Code Running Project
4 List the Various Types and Characteristics of In this project, you’ll explore
Personal Computers computers used in everyday
life. Look for instructions as
5 Give Examples of Other Personal Computing you complete each article.
Devices For most articles, there is a
series of questions for you to
6 List the Various Types and Characteristics of research. At the conclusion of
Multiuser Computers the chapter, you’ll submit your
7 Explain Ubiquitous Computing and Convergence responses to the questions
raised.

3
 Sergey Nivens/Fotolia
What Does a Computer Do?
Objective

1 Explain the Functions of a Computer

A computer is a programmable machine that converts raw data into useful information.
Raw data includes numbers, words, pictures, or sounds that represent facts about people,
events, things, or ideas. A toaster can never be anything more than a toaster—it has one
function—but a computer can be a calculator, a media center, a communications center, a
classroom, and much more. The ability to change its programming distinguishes a computer
from any other machine.

4 CHAPTER 1
Random documents with unrelated
content Scribd suggests to you:
SPELLING
 LESSON 20
We found that we often formed adjectives by adding suffixes to
other words. We also form many adverbs by the addition of suffixes
to other words. Derivative adverbs are formed in the following ways:

1. By adding suffixes to adjectives, chiefly the suffix ly, as for

example; chiefly, truly, really, lately, etc.

2. By changing ble to bly, as in ably, nobly, etc.

3. By adding the suffix ward, as in forward, upward, skyward,

downward, homeward, etc.

4. We have some adverbs formed by adding the prefix a to

adjectives and nouns, as ahead, afoot, afresh, also by adding the
prefix be, as in besides, beyond.

We often misspell a number of adverbs by adding s where it does

not rightfully belong; as, anywheres, everywheres, backwards,
forwards, towards, upwards, downwards, afterwards, homewards,
etc. All of these words should be written without the s.

We also have a number of compound adverbs which are made by

the union of two other parts of speech, such as sometime,
henceforth, forever, overheard, outside, etc.

In the lesson for Monday, Tuesday and Wednesday, adjectives are

given having opposite meanings. Make the proper adverbs from
these adjectives by the addition of the suffix ly.

Thursday's and Friday's lessons are made up of both adjectives and

adverbs that end in ly. Look up in your dictionary and be sure you
know which are adjectives and which are adverbs.

Saturday's lesson is made up of compound adverbs.

Monday

Haughty—Humble
Wise—Ignorant
Careful—Careless
Firm—Wavering

Tuesday

Honest—Deceitful
Fearful—Fearless
Punctual—Tardy
Identical—Different

Wednesday

Thoughtful—Thoughtless
Rich—Poor
Attentive—Inattentive
Industrious—Lazy

Thursday

Quickly
Lovely
Clearly
Cleanly

Friday

Homely
Truly
Courtly
 Nearly

Saturday

Otherwise
Herewith
Sometime
Always
PLAIN ENGLISH
 LESSON 21
Dear Comrade:

In this lesson we are completing the study of conjunctions. We have

studied the conjunction last among the parts of speech and in the
order of the development of language, the conjunction naturally
comes last. The need of connective words does not come in any
language until the language is quite well developed. You will notice
that the connective words, such as prepositions and conjunctions are
the last words the child begins to use. The child first begins to use
the names of the things with which it comes in contact, then it
learns the words that express what these things do. But it is not
until the child begins to reason that it begins to use connective
words. These become necessary when we have reached a stage of
development where we can consider the relationship existing
between things.

The use of conjunctions, however, can be greatly overdone. The long

and involved sentences are more difficult to understand. If you will
note the authors which you enjoy the most, it will probably be those
who use short and crisp sentences. We have some authors who by
the use of conjunctions can string one sentence out over several
pages. You wonder how they manage to exist so long without
stopping for breath. It is very easy for us to fall into this error when
we are thinking rapidly and our thoughts all seem to be closely
connected. But no mind can grasp many ideas at one time. Break
your sentences up and express your ideas concisely and clearly. Use
conjunctions rather sparingly, especially these subordinate
conjunctions. Do not have too many subordinate clauses in one
sentence.
Notice in your reading for this week those who use the short, crisp
sentences and those who use the longer and more involved
sentences. Notice which are understood more readily and which are
more enjoyable to read. Take some of the paragraphs from those
who write long and involved sentences and break them up into short
sentences and see if these shorter sentences do not make the
meaning simpler and clearer. This will be excellent practice also in
gaining the power of expression.

Especially in the class struggle do we need those who can write

clearly and simply of the great problems of the day. As the work of
the world is conducted today, the workers have too little time for
reading. They are apt, after a hard day's work, to be too tired to
follow an author through long, winding, involved passages.

In the spoken word, this is also true. You will find your hearers much
more in sympathy with you if you will use short sentences. Break
your thought up so they can readily grasp your meaning and follow
you to your conclusion.

Conjunctions are very important to save us from tiresome repetitions

and short, jerky sentences, but we must avoid using them too
frequently.

Yours for Education,

THE PEOPLE'S COLLEGE.

SUBORDINATE CONJUNCTIONS
347. We have found that co-ordinate conjunctions connect words,
phrases and also clauses that are entirely independent; that is, they
do not depend in the slightest degree upon any other word, phrase
or clause. Subordinate conjunctions connect inferior clauses to the
main clauses of the sentence. These inferior clauses are dependent
clauses. Subordinate conjunctions never connect words or phrases;
but only dependent clauses, to the rest of the sentence. Note the
following sentences:

He came quickly.
He came on time.
He came when he was called.

In the first sentence the word quickly is an adverb modifying the

verb came and answers the question when. It tells when he came.
In the second sentence, the phrase on time is an adverb phrase
modifying the verb came, and answers the question when. It tells
when he came. In the third sentence, the clause when he was
called, also answers the question when, and tells when he came.
Therefore, it is a clause used as an adverb. It is different from the
phrase on time, for the phrase on time does not contain a subject
and a predicate.

348. The difference between the phrase and the clause is that the
phrase does not contain either a subject or a predicate, while the
clause always contains both a subject and a predicate. So in the
clause, when he was called, he is the subject and was called is the
predicate, and when is the subordinate conjunction, which connects
this adverb clause to the verb came, which it modifies. The clause
he came, and the clause when he was called, are not of equal rank
and importance, because the clause, when he was called, simply
modifies the verb contained in the clause he came, by describing the
time of the action expressed in the verb came. So the clause, when
he was called, is a subordinate or dependent clause, and the
conjunctions which connect this class of clauses to the main clause
are called subordinate conjunctions.

349. A subordinate conjunction is one that connects a

dependent clause to the principal clause.

CLASSES OF SUBORDINATE CONJUNCTIONS

350. Most subordinate conjunctions are used to make adverb
clauses. These clauses will answer some one of the questions
answered by adverbs. They will tell how, when, where or why the
action expressed in the verb in the principal clause occurred. There
are six classes of these subordinate conjunctions which are used to
introduce adverb clauses. They introduce:

351. Adverb clause of time. These clauses will answer the

question when and are introduced by such subordinate conjunctions
as, before, since, as, while, until, when, after and as soon as. Notice
in the following sentences the difference made in the meaning of the
sentences by the use of the different conjunctions:

We waited until you came.

We waited after you came.
We waited as you came.
We waited before you came.
We waited since you came.
We left while you were gone.
We left when you were gone.
We left as soon as you were gone.

352. Adverb clause of place. These answer the question where,

and are introduced by the conjunctions, where, whence, whither.

I will go where you go.

The wind blows whither it listeth.
He went whence he came.

353. Adverb clauses expressing cause or reason. These will

answer the question why. They are introduced by such subordinate
conjunctions as, because, for, since, as, whereas, inasmuch as, etc.

Note the difference in the meaning of the following sentences

expressed by the use of different conjunctions:

I will come because you expect me.

 I will come since you expect me.
I will come as you expect me.
I will come for you expect me.
I will come inasmuch as you expect me.

354. Adverb clauses of manner. These clauses will answer the

question how, and are introduced by such subordinate conjunctions
as, as, as if, as though, etc.

Study as though you were in earnest.

Come as if you had been called.
Do as I say, not as I do.

In these clauses of manner, introduced by as if, and as though, were

is used in the present form with either singular or plural subjects.
For example:

He writes as if he were informed of the facts.

They talk as though they were confident of success.
You act as though I were your slave.

355. Adverb clauses of comparison. These clauses are

introduced by the subordinate conjunctions than and as. The verbs
are often omitted in these dependent clauses introduced by than
and as. For example: He is taller than I. The complete sentence
would be: He is taller than I am. He is not so tall as I. Here the
sentence would be: He is not so tall as I am.

When the pronoun occurs in these dependent clauses, be sure to

use the proper form of the pronoun. It may be the subject or the
object of the verb which is not expressed. For example; it is
incorrect to say: I am not so tall as him. The correct form is: I am
not so tall as he. The complete sentence would be: I am not so tall
as he is, and the pronoun should be in the subject form, for it is the
subject of the verb is, which is understood and omitted.
The use of the subject or of the object form may make a difference
in the meaning of your sentence. For example, you say: I admire
them as much as he. You mean that you admire them as much as he
admires them. But if you say, I admire them as much as him, you
mean that you admire them as much as you admire him. Quite a
different meaning!

Be careful in the use of your pronouns in this way, for you can
express quite a different meaning. For example, if you say, I care
more for you than he, you mean, I care more for you than he cares
for you. But if you say, I care more for you than him, you mean, I
care more for you than I care for him. A mistake like this might
mean a great deal to you some time, if the one to whom you had
been speaking had been studying a course in Plain English!

356. Adverb clauses of condition. These clauses are introduced

by such conjunctions as, if, provided, supposing, unless, except,
otherwise, though, notwithstanding, albeit, and whether. For
example:

I will come if you need me.

I will come provided you need me.
I will go notwithstanding you need me.
I will not go unless I am called.
He will not go except he is called.
He will not go though he is called.
He came, otherwise I would go.
He will go whether you go or stay.

When subordinate clauses beginning with if, though or unless are

joined to clauses containing might, could, would or should, the verb
were is sometimes used with a singular subject, in such sentences
as:

If this were true, I should know it.

Unless I were positive, I would not say so.
 Though our leader were lost, yet we would not despair.
If he were here, he would explain it himself.
If I were with you, I might make you understand.

Sometimes in sentences like these, if is omitted in the clause, and

the verb placed first. For example:

Were he here, he would deny these slanders.

Were he truly class-conscious, he would oppose this war.
Were this fact known, the people would never submit.

These clauses express something which is uncertain, or which is to

be decided in the future; a supposition contrary to a fact or a wish.
Occasionally you will find the verb be used instead of is, in clauses of
this kind introduced by if, though, unless, except, lest, etc. For
example:

If it be true, I will hear it.

Though he be guilty, we will not desert him.

In subordinate clauses connected by if, unless, etc., with a principal

clause which expresses future time, the present form of the verb is
used in the subordinate clause. For example:

If they are willing, we will join them.

Unless he comes, I shall not leave.
If it rains, we will not go.

357. Adverb clauses expressing purpose. These are introduced

by such subordinate conjunctions as, that, in order that and lest. For
example:

Take good care that you understand this lesson.

I will go today in order that I may meet him.
Watch these carefully lest they be stolen.
Read the labor press that you may know the truth.
Notice that that, when used in this way, as a pure conjunction,
means in order that. For example, the sentence above might read:

Read the labor press in order that you may know the truth.

358. Adverb clauses expressing result. These are introduced by

the subordinate conjunction that, as for example:

They were so late that I could not go.

SUMMARY
359. We have then adverb clauses introduced by subordinate
conjunctions expressing:

1. Time. Answer the question when.

2. Place. Answer the question where.
3. Cause or reason. Answer the question why.
4. Manner. Answer the question how.
5. Comparison. Used to compare.
6. Condition. Answer the question on what condition.
7. Purpose. Answer the question for what purpose.
8. Result. Answer the question to what result.

Exercise 1

In the following sentences, mark the conjunctions and tell to what

class they belong; ask the question when, where, why, how, on
what condition, for what purpose, to what result. Underscore the
subordinate clauses. The subjects of the subordinate clauses are
printed in italics.

1. Speech was developed that we might be able to communicate

with one another.
2. The International failed in the crisis because it had no definite
war program.
 3. We will fail if we have no definite program.
4. If labor were united, we could destroy wage slavery.
5. When the people understand, they will no longer submit.
6. Labor cannot win until it learns solidarity.
7. After the terrible war is over, the workers in all countries may
come closer together.
8. We are convinced of the folly of nationalism since the war has
been declared.
9. If we knew the facts we could not be misled.
10. Inform yourself before you seek to teach others.
11. We must unite in order that we may possess power.
12. It is more than the heart can bear.
13. May you have courage to dare ere you have ceased to dream.
14. If we remain ignorant, we shall remain enslaved.
15. We sometimes fear to trust our own thought because it is our
own.
16. Though we should lose the strike we will not despair.
17. The battle waged so fiercely that thousands were slain.

PHRASE CONJUNCTIONS
360. There are certain phrases which have come to be used
together as conjunctions so commonly that we may consider them
as conjunctions. They are:

As if, as though, but also, but likewise, so that, except that,

inasmuch as, notwithstanding that, in order that, as well as, as far
as, so far as, as little as, provided that, seeing that, etc.

Exercise 2

Write sentences using these phrase conjunctions to introduce

clauses.

NOUN CLAUSES
361. We have found that there are two kinds of clauses, principal
clauses and subordinate clauses.

A principal clause is one that does not depend on any word.

A subordinate clause is one that depends upon some word

or words in the principal clause.

We have found, also, that these principal clauses are always

connected by co-ordinate conjunctions, for they are of equal rank
and importance; neither is dependent upon the other.

Subordinate clauses are always connected with the principal clause

by a subordinate conjunction. The subordinate clauses which we
have been studying have all been adverb clauses which are used to
describe the action expressed in the verb contained in the principal
clauses.

The subordinate clause in a sentence may also be used as a noun.

When the subordinate clause is used as a noun it is called a noun
clause.

362. A noun clause is a clause used as a noun.

A noun clause may be used in any way in which a noun is used,

except as a possessive. It may be used as a subject, an object, a
predicate complement, or in apposition with a noun. These noun
clauses may be introduced by either relative pronouns, interrogative
pronouns or by conjunctions. For example:

I know who he is.

He asked, "what do you want?"
I know where it is.

In the first sentence, who he is, is a noun clause used as the object
of the verb know. It tells what I know, and is the object of the verb
know,—just as if I had said; I know the facts. In this sentence the
noun, facts, is the object of the verb know.

In the second sentence, He asked, "what do you want?" the noun

clause what do you want is the object of the verb asked, and is
introduced by the interrogative pronoun what.

We will study in a subsequent lesson the use of noun clauses

introduced by relative pronouns. In this lesson we are studying the
conjunctions.

In the last sentence, I know where it is, the noun clause where it is,
is the object of the verb know, and is introduced by the conjunction
where.

363. Noun clauses are introduced by the subordinate conjunctions,

where, when, whence, whither, whether, how, why, and also by the
subordinate conjunction that. For example:

I know where I can find it.

I inquired when he would arrive.
We do not know whence it cometh nor whither it goeth.
Ask whether the train has gone.
I don't know how I can find you.
I cannot understand why he does so.
I believe that he is honest.

In all of these examples the noun clauses are used as the objects of
the verb. Noun clauses may also be used as objects of prepositions.
As, for example:

You do not listen to what is said.

He talked to me about what had happened.
He told me to come to where he was.

364. Noun clauses may also be used as the subject of a sentence.

As for example:
 That he is innocent is admitted by all.
That he was guilty has been proven.
Why he should do this is very strange.
How we are to live is the great problem.

In all of these sentences, the noun clause is used as the subject of

the verb. You will note that most frequently the noun clause used as
subject of the verb is introduced by the subordinate conjunction
that. But quite often we write these sentences in a somewhat
different way. For example:

It is admitted by all that he is innocent.

It has been proven that he was guilty.

You will notice in these sentences we have expressed practically the

same thought as in the sentences where the noun clause was used
as the subject of the verb.

But now we have this little pronoun it used as the subject, instead of
the clause, which is the real subject of the sentence. It is simply
used as the introductory word in the sentence. The noun clause is in
reality the subject of the sentence.

365. Noun clauses may also be used as the predicate complement

with a copulative verb. For example:

The general opinion is that he is innocent.

The problem is how we may accomplish this quickly.
The question was why any one should believe such statements.

In all of these sentences the noun clause is used as the complement

of the incomplete verbs is and was, to complete the meaning, just as
we use a noun as the predicate complement of a copulative verb in
such sentences as, Socialism is a science. War is murder.

366. A noun clause may also be used in apposition to a noun to

explain its meaning. Apposition means to place alongside of. Note in
the following sentences:

The fact, that such a law had been passed, alters the situation.
His motion, that the matter should be laid on the table, was
adopted.

In the first sentence, the clause, that such a law had been passed, is
placed beside the noun fact and explains what that fact is. The
clause, that the matter should be laid on the table, is in apposition to
and explains the noun motion.

These noun clauses are used in apposition.

Exercise 3

Complete the following sentences by inserting the appropriate

conjunctions and pronouns in the blank spaces:

1. Can you tell......Germany has a million fighting men?

2. Would you be pleased......the United States should intervene in
Mexico?
3. The Mexican revolution will continue......the people possess the
land.
4. No one may vote in the convention......he has credentials.
5. ......Debs was in Woodstock jail, he became in Socialist.
6. ......the treaty was signed, hostilities ceased.
7. We shall win......we have the courage.
8. ......we have lost this battle we shall not cease to struggle.
9. All are enslaved......one is enslaved.
10. Humanity will be free......labor is free.
11. Let us do our duty......we understand it.
12. Man will never reach his best......he walks side by side with
woman.
13. We must struggle......we would be free.
14. ......we shout for peace, we support war.
15. All our sympathies should be with the man......toils,......we
know......labor is the foundation of all.
16. ......all have the right to think and to express their thoughts
every brain will give to all the best......it has.
17. ......man develops he places greater value upon his own rights.
18. ......man values his own rights he begins to value the rights of
others.
19. ......all men give to all others the rights......they claim for
themselves this world will be civilized.

Exercise 4

Note all the co-ordinate and subordinate conjunctions in the

following verses from "The Ballad of Reading Gaol." Underscore the
subordinate clauses. Are they adverb or noun clauses? Do the co-
ordinate conjunctions connect words, phrases or clauses?
I know not whether Laws be right,
Or whether Laws be wrong;
All that we know who lie in gaol
Is that the wall is strong;
And that each day is like a year,
A year whose days are long.

But this I know, that every Law

That men have made for Man,
Since first Man took his brother's life,
And the sad world began,
But straws the wheat and saves the
chaff
With a most evil fan.

This too I know—and wise it were

If each could know the same—
That every prison that men build
Is built with bricks of shame,
And bound with bars lest Christ should
see
How men their brothers maim.

With bars they blur the gracious moon,

And blind the goodly sun:
And they do well to hide their Hell,
For in it things are done
That son of God nor son of Man
Ever should look upon!

In Reading gaol by Reading town

There is a pit of shame,
And in it lies a wretched man
Eaten by teeth of flame,
In a burning winding sheet he lies,
And his grave has got no name.

And there, till Christ call forth the dead,

In silence let him lie:
No need to waste the foolish tear,
Or heave the windy sigh:
The man had killed the thing he loved,
And so he had to die.

And all men kill the thing they love,

By all let this be heard,
Some do it with a bitter look,
Some with a flattering word,
The coward does it with a kiss,
The brave man with a sword.
—Oscar Wilde.
SPELLING
 LESSON 21
In Lesson No. 17 we studied concerning abstract nouns derived from qualifying adjectives. We found
that we formed these nouns expressing quality from adjectives that describe quality by the addition
of suffixes.

Adjectives may likewise be formed from nouns and also from verbs by the addition of suffixes. There
are a number of suffixes which may be used to form adjectives in this way; as, al, ous, ic, ful, less,
able, ible, ary and ory. Notice the following words: nation, national; peril, perilous; reason,
reasonable; sense, sensible; custom, customary; advise, advisory; hero, heroic; care, careful,
careless.

To some words, more than one suffix may be added and an adjective of different meaning formed;
for example, use, useless, useful; care, careless, careful.

Make as many adjectives as you can from the nouns and verbs given in the spelling lesson for this
week by the addition of one or more of the following suffixes:

Al, less, ous, ic, ful, able, ible, ary, ory, and ly.

Monday

Accident
Danger
Origin
Commend
Element

Tuesday

Critic
Libel
Attain
Revolution
Contradict

Wednesday

Cynic
Injury
Respect
Station
Migrate

Thursday

Event
Parent
Order
Virtue
Marvel
Friday

Second
Fashion
Consider
Murder
Incident

Saturday

Constitution
Industry
Vibrate
Tribute
Compliment
PLAIN ENGLISH
 LESSON 22
Dear Comrade:

We have practically finished the study of the different parts of speech. We are now in possession of a
knowledge of the tools which we need to use in expressing ourselves. We are ready to make
practical application of this knowledge in writing and speaking. We will find that with our increasing
ability to express ourselves there comes also the power to think clearly. The analysis of language has
meant a growing power to think on the part of the people.

We sometimes imagine that simplicity of language was a part of primitive life, but this is not true.
Simplicity of language is the product of high civilization. Primitive life was marked, not by simplicity of
language, but by the scarcity of language. They made one word stand for an entire sentence, and if
they wished to express a little different meaning, an entirely different word had to be used, as for
example, in the primitive language: I said to her, would be one word, and I said to him, would be
another, entirely different, word.

But as the power of thought began to develop, we began to analyze our meaning and we found that
this thought was identical except the him and the her. So as we analyzed our thought our expression
of it became more simple. In most languages, the different meaning of the verb, for example, is
expressed by an arbitrary change in the verb form. This is called the inflection of the verb. In English
we would use several words to express the same thing. For example, the Latin word Fuissem
requires four English words to express the same meaning; I should have been, we say in English. So
instead of having to learn a great number of different changes in the verb form, we, by the use of
auxiliary verbs, have, shall, do, be, etc., are able to express all these shades of thought much more
simply and clearly.

Most other languages also have changes for gender. Every noun has a gender of its own and
sometimes this form gives the wrong gender to living beings and attributes sex to sexless objects
and the only way to know the gender of the noun is simply by memory. Then the adjectives,
possessive pronouns and the articles a and the have gender also and have to be changed to suit the
gender of the noun; this involves a great effort of memory. So while the English may seem
somewhat involved to you, it is, after all, much simpler than other languages. It has been freed from
many superfluous endings and unnecessary complications.

Take a little time each day to read something out of the best literature. The quotations given in each
of these lessons are from our very best writers. A study of these will be a wonderful help and
inspiration to you and bring you in touch with some of the great thinkers of the revolution. They are
our comrades and are putting into words the thoughts and hopes and dreams of our lives.

Yours for the Revolution,

THE PEOPLE'S COLLEGE.

ADJECTIVE CLAUSES
367. In our study of subordinate clauses, we have studied subordinate clauses used as adverbs and
as nouns. We have found that adverb clauses can be used in the same way as adverbs, to describe
the time, place, manner, cause, condition or purpose of the action expressed in the verb. We have
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