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Using the Web Ethically............................................................................................... 102
Intellectual Property and Cyberbullying......................................................................... 102
Objective 3.14 Demonstrate an understanding of intellectual property and cyberbullying.
Privacy and Geolocation.............................................................................................. 103
Objective 3.15 Demonstrate an understanding of the ethical issues regarding privacy and geolocation.
ETHICS IN IT: Plagiarism and Copyright Violation: What Can You
   Borrow from the Internet?....................................................................................... 104
SOLVE THIS: Create a Report: Conducting Research on the Web............................. 111

TECHNOLOGY IN FOCUS
The History of the Personal Computer................................................112

Chapter 4
Application Software: Programs That Let You
Work and Play.................................................................... 122
Programs That Let You Work......................................................................................124
Learning Outcome 4.1 You will be able to describe the basic ways to access and use
software and identify the main types of productivity and business software.
The Nuts and Bolts of Software.................................................................................. 124
Software Basics........................................................................................................... 124
Objective 4.1 Describe the differences between application and system software.
Basic Types of Apps and Software............................................................................... 124
Objective 4.2 List different types of apps and software you can use on your computing devices.
TRENDS IN IT: Mobile Payment Apps: The Power of M-Commerce........................... 125
Productivity and Business Software........................................................................... 126
Productivity Software................................................................................................... 126
Objective 4.3 List the types of applications included in productivity software suites, and describe
their uses and features.
Personal Financial Software......................................................................................... 133
Objective 4.4 List software that individuals use to manage their finances.
Business Software....................................................................................................... 134
Objective 4.5 List common types of software that large and small businesses use.
Try this: Citing Website Sources............................................................................. 138
MAKE THIS: MAKE: A More Powerful App................................................................. 139
Programs That Let You Play.......................................................................................140
Learning Outcome 4.2 Describe the different types of multimedia and educational software
available, and discuss how best to manage your software.
Multimedia and Educational Software........................................................................ 140
Digital Image-Editing, Video-Editing, and Drawing Software......................................... 140
Objective 4.6 Describe the uses and features of digital image-editing, video-editing, and drawing software.
Digital Audio Software................................................................................................. 142
Objective 4.7 Describe the uses and features of digital audio software.
DIG DEEPER: How Cloud Computing Works............................................................. 143
App Creation Software................................................................................................ 144
Objective 4.8 Describe the features of app creation software.
Educational and Reference Software........................................................................... 145
Objective 4.9 Describe common types of educational and reference software and their features.

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Managing Your Software............................................................................................. 146
Getting Software......................................................................................................... 146
Objective 4.10 Describe where to obtain the main types of software.
Software Licenses....................................................................................................... 148
Objective 4.11 Explain how software licenses function.
ETHICS IN IT: Can I Borrow Software That I Don’t Own?........................................... 149
Getting the Right Software for Your System................................................................. 150
Objective 4.12 Describe how to ensure software you purchase will work on your device.
Installing and Uninstalling Software.............................................................................. 150
Objective 4.13 Describe how to install and uninstall software.
SOLVE THIS: Analyzing Benchmark Data................................................................... 159

Chapter 5
System Software: The Operating System,
Utility Programs, and File Management........................... 160
Understanding System Software................................................................................162
Learning Outcome 5.1 You will be able to explain the types and functions of an operating
system and explain the steps in the boot process.
Operating System Fundamentals................................................................................ 162
Operating System Basics............................................................................................ 162
Objective 5.1 Discuss the functions of the operating system.
Operating Systems for Machinery, Networks, and Business........................................ 163
Objective 5.2 Explain the different kinds of operating systems for machines, networks, and business.
Operating Systems for Personal Use........................................................................... 164
Objective 5.3 Explain the most common operating systems for personal use.
What the Operating System Does............................................................................... 167
The User Interface....................................................................................................... 167
Objective 5.4 Explain how the operating system provides a means for users to interact with the computer.
Hardware Coordination............................................................................................... 168
Objective 5.5 Explain how the operating system helps manage hardware such as the processor,
memory, storage, and peripheral devices.
ETHICS IN IT: The Great Debate: Is Mac OS X Safer Than Windows?........................ 171
Software Application Coordination............................................................................... 172
Objective 5.6 Explain how the operating system interacts with application software.
Starting Your Computer............................................................................................... 172
The Boot Process........................................................................................................ 172
Objective 5.7 Discuss the process the operating system uses to start up the computer and how
errors in the boot process are handled.
Try this: Using Virtual Desktops in Windows 10...................................................... 176
MAKE THIS: MAKE: A Notification Alert...................................................................... 177
Using System Software...............................................................................................178
Learning Outcome 5.2 You will be able to describe how system software is used, including
managing the user interface, file management, and utility programs.
The Windows Interface................................................................................................ 178
Using Windows 10...................................................................................................... 178
Objective 5.8 Describe the main features of the Windows interface.
File Management.......................................................................................................... 181

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Organizing Your Files................................................................................................... 181
Objective 5.9 Summarize how the operating system helps keep your computer organized.
TRENDS IN IT: Open Source Software: Why Isn’t Everyone Using Linux?.................. 182
Working with Files and Folders.................................................................................... 184
Objective 5.10 Summarize how to view, sort, name, and manage files and folders.
File Compression......................................................................................................... 187
Objective 5.11 Summarize how file compression works.
Utility Programs............................................................................................................ 189
Windows Administrative Utilities................................................................................... 189
Objective 5.12 Outline the tools used to enhance system productivity.
DIG DEEPER: How Disk Defragmenter Utilities Work................................................. 191
File and System Backup Utilities.................................................................................. 192
Objective 5.13 Summarize the utilities used to backup and restore files and the computer system.
Accessibility Utilities..................................................................................................... 192
Objective 5.14 Describe the assistive technology utilities used to make using the computer system easier.
SOLVE THIS: Mobile Operating Systems: Changing Market Share............................. 201

TECHNOLOGY IN FOCUS
Information Technology Ethics...........................................................202

Chapter 6
Understanding and Assessing Hardware:
Evaluating Your System...................................................... 222
Evaluating Key Subsystems.......................................................................................224
Learning Outcome 6.1 You will be able to evaluate your computer system’s hardware
functioning.
Your Ideal Computing Device...................................................................................... 224
Moore’s Law............................................................................................................... 224
Objective 6.1 Describe the changes in CPU performance over the past several decades.
Select a Computing Device......................................................................................... 225
Objective 6.2 Compare and contrast a variety of computing devices.
Evaluating the CPU Subsystem................................................................................... 226
How the CPU Works................................................................................................... 226
Objective 6.3 Describe how a CPU is designed and how it operates.
Measuring CPU Performance...................................................................................... 228
Objective 6.4 Describe tools used to measure and evaluate CPU performance.
Evaluating the Memory Subsystem............................................................................ 230
Random Access Memory............................................................................................ 230
Objective 6.5 Discuss how RAM is used in a computer system.
Adding RAM................................................................................................................ 232
Objective 6.6 Evaluate whether adding RAM to a system is desirable.
Evaluating the Storage Subsystem............................................................................. 233
Types of Storage Drives............................................................................................... 233
Objective 6.7 Classify and describe the major types of nonvolatile storage drives.
DIG DEEPER: How Hard Drives Work........................................................................ 235
Storage Needs............................................................................................................ 236
Objective 6.8 Evaluate the amount and type of storage needed for a system.

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Try this: Measure Your System Performance........................................................... 240
MAKE THIS: MAKE: A Location-Aware App............................................................... 241
Evaluating Other Subsystems and Making a Decision.............................................242
Learning Outcome 6.2 You will be able to evaluate your system’s reliability and decide
whether to purchase a new system or upgrade an existing one.
Evaluating the Media Subsystems.............................................................................. 242
Video Cards................................................................................................................ 242
Objective 6.9 Describe the features of video cards.
TRENDS IN IT: USB 3.1 and USB-C.......................................................................... 244
Sound Cards............................................................................................................... 245
Objective 6.10 Describe the features of sound cards.
Evaluating System Reliability and Moving On........................................................... 247
Maintaining System Reliability...................................................................................... 247
Objective 6.11 Describe steps you can take to optimize your system’s reliability.
Getting Rid of Your Old Computer............................................................................... 248
Objective 6.12 Discuss how to recycle, donate, or dispose of an older computer.
ETHICS IN IT: Free Hardware for All........................................................................... 250
SOLVE THIS: Laptop Alternatives............................................................................... 257

Chapter 7
Networking: Connecting Computing Devices................... 258
How Networks Function.............................................................................................260
Learning Outcome 7.1 You will be able to explain the basics of networking, including
the components needed to create networks, and describe the different ways you can
connect networks to the Internet.
Networking Fundamentals........................................................................................... 260
Understanding Networks............................................................................................. 260
Objective 7.1 Explain what a network is and the pros and cons of having one.
Network Architectures................................................................................................. 262
Network Architectures Defined by Distance................................................................. 262
Objective 7.2 Discuss how networks are defined by distance.
Network Architectures Defined by Levels of Administration.......................................... 263
Objective 7.3 Discuss how networks are classified by levels of administration.
Ethernet Protocols....................................................................................................... 264
Objective 7.4 Describe the Ethernet protocols for wired and wireless networks.
Network Components.................................................................................................. 265
Transmission Media..................................................................................................... 265
Objective 7.5 Describe the types of transmission media used in networks.
Basic Network Hardware............................................................................................. 267
Objective 7.6 Describe the basic devices necessary for networks.
Network Software........................................................................................................ 268
Objective 7.7 Describe the type of software necessary for networks.
ETHICS IN IT: Ethical Challenges of the Internet of Things.......................................... 269
Connecting to the Internet........................................................................................... 269
Wired Broadband Internet Connections....................................................................... 269
Objective 7.8 Compare and contrast the broadband options available to access the Internet.
Wireless Internet Access............................................................................................. 271
Objective 7.9 Explain how to access the Internet wirelessly.

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Dial-Up Connections................................................................................................... 272
Objective 7.10 Summarize the pros and cons of dial-up connections.
Try this: Testing Your Internet Connection Speed.................................................... 274
MAKE THIS: MAKE: Networked Devices.................................................................... 275
Your Home Network....................................................................................................276
Learning Outcome 7.2 You will be able to describe what you need to install and configure
a home network and how to manage and secure a wireless network.
Installing and Configuring Home Networks............................................................... 276
Planning Your Home Network...................................................................................... 276
Objective 7.11 Explain steps you should take before creating a home network.
Connecting Devices to a Network............................................................................... 277
Objective 7.12 Describe what you need in order to connect devices to a network.
Specialized Home Networking Devices........................................................................ 278
Objective 7.13 Describe specialized devices you can add to a home network.
Configuring Software for Your Home Network............................................................. 281
Objective 7.14 Summarize how to configure home network software.
TRENDS IN IT: How Smart Is Your Home?................................................................ 284
Managing and Securing Wireless Networks.............................................................. 285
Troubleshooting Wireless Network Problems............................................................... 285
Objective 7.15 Describe the potential problems with wireless networks and how to avoid them.
Securing Wireless Networks........................................................................................ 285
Objective 7.16 Describe how to secure a wireless home network.
SOLVE THIS: Home Networking Guide....................................................................... 295

TECHNOLOGY IN FOCUS
Under the Hood....................................................................................296

Chapter 8
Digital Devices and Media: Managing a Digital
Lifestyle............................................................................... 308
Mobile Devices...........................................................................................................310
Learning Outcome 8.1 You will be able to discuss the nature of digital signals and how
mobile computing devices are designed and operated.
Digital Basics................................................................................................................ 310
Digital Convergence.................................................................................................... 310
Objective 8.1 Describe how digital convergence has evolved.
Digital vs. Analog......................................................................................................... 311
Objective 8.2 Explain the differences between digital and analog signals.
The Power of Smartphones......................................................................................... 313
Cellular Technology..................................................................................................... 313
Objective 8.3 Describe the technologies used to communicate across cellular networks.
Using Smartphones and Keeping Them Secure.......................................................... 317
Objective 8.4 Explain how to effectively use cellular devices and mobile Internet access and how to keep
your devices secure.
Mobile Computing........................................................................................................ 321
Variety of Devices........................................................................................................ 321

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Objective 8.5 Demonstrate an understanding of the range of different mobile computing devices.
Selecting a Device....................................................................................................... 322
Objective 8.6 Describe how to evaluate which mobile device is appropriate for a specific user.
Try this: Creating and Publishing a Movie................................................................ 324
MAKE THIS: MAKE: A Video-Playing App.................................................................. 325
The Impact of Digital Information.............................................................................326
Learning Outcome 8.2 You will be able to describe how digital technology is used to
produce and distribute digital texts, music, and video.
Digital Publishing.......................................................................................................... 326
E-Readers................................................................................................................... 326
Objective 8.7 Describe e-readers, and discuss the different types of e-readers that are available.
Using e-Texts............................................................................................................... 327
Objective 8.8 Explain how to purchase, borrow, and publish e-texts.
Digital Music................................................................................................................. 328
Creating and Storing Digital Music............................................................................... 328
Objective 8.9 Describe how digital music is created and stored.
TRENDS IN IT: NFC Chips: Do You Have a Digital Wallet?......................................... 329
Distributing Digital Music............................................................................................. 331
Objective 8.10 Summarize how to stream and publish digital music.
DIG DEEPER: P2P File Sharing.................................................................................. 332
Digital Media................................................................................................................. 333
Digital Photography..................................................................................................... 333
Objective 8.11 Explain how best to create, print, and share digital photographs.
Digital Video................................................................................................................ 334
Objective 8.12 Describe how to create, edit, and distribute digital video.
ETHICS IN IT: Managing Your Copyrights: Copyleft Might Simplify Your Life............... 338
SOLVE THIS: Estimating Cellular Data Usage............................................................. 345

Chapter 9
Securing Your System: Protecting Your Digital
Data and Devices............................................................... 346
Threats to Your Digital Assets.....................................................................................348
Learning Outcome 9.1 You will be able to describe hackers, viruses, and other online
annoyances and the threats they pose to your digital security.
Identity Theft and Hackers.......................................................................................... 348
Identity Theft............................................................................................................... 349
Objective 9.1 Describe how identity theft is committed and the types of scams identity thieves perpetrate.
Hacking....................................................................................................................... 349
Objective 9.2 List and describe the different types of hackers.
Hacking Tools and Attack Types.................................................................................. 350
Objective 9.3 Describe the various tools hackers use and the types of attacks they might launch
against computers.
Computer Viruses......................................................................................................... 353
Virus Basics................................................................................................................. 353
Objective 9.4 Explain what a computer virus is, why they are a threat to your security, how a
computing device catches a virus, and the symptoms it may display.
Types of Viruses.......................................................................................................... 353
Objective 9.5 List the different categories of computer viruses, and describe their behaviors.

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Online Annoyances and Social Engineering.............................................................. 355
Malware: Adware and Spyware................................................................................... 355
Objective 9.6 Explain what malware is, and list the common types of malware.
Spam.......................................................................................................................... 356
Objective 9.7 Define spam, and describe strategies to combat it.
Cookies....................................................................................................................... 358
Objective 9.8 Explain what cookies are and whether they pose a security threat.
Ethics in IT: You’re Being Watched...But Are You Aware You’re Being Watched?..... 359
Social Engineering....................................................................................................... 360
Objective 9.9 Describe social engineering techniques, and explain strategies to avoid falling prey to them.
Trends in IT: Computers in Society: Spear Phishing: The Bane
   of Data Breaches.................................................................................................... 362
Try this: Testing Your Network Security................................................................... 364
MAKE THIS: MAKE: A Password Generator............................................................... 365
Protecting Your Digital Property.................................................................................366
Learning Outcome 9.2 Describe various ways to protect your digital property and data
from theft and corruption.
Restricting Access to Your Digital Assets.................................................................. 366
Firewalls...................................................................................................................... 366
Objective 9.10 Explain what a firewall is and how a firewall protects your computer from hackers.
Preventing Virus Infections........................................................................................... 368
Objective 9.11 Explain how to protect your computer from virus infection.
Authentication: Passwords and Biometrics.................................................................. 370
Objective 9.12 Describe how passwords and biometric characteristics can be used for user
authentication on computer systems.
Anonymous Web Surfing: Hiding from Prying Eyes...................................................... 374
Objective 9.13 Describe ways to surf the web anonymously.
Keeping Your Data Safe............................................................................................... 377
Protecting Your Personal Information........................................................................... 377
Objective 9.14 Describe the types of information you should never share online.
Backing Up Your Data................................................................................................. 377
Objective 9.15 List the various types of backups you can perform on your computing devices,
and explain the various places you can store backup files.
Protecting Your Physical Computing Assets............................................................. 382
Environmental Factors and Power Surges.................................................................... 382
Objective 9.16 Explain the negative effects environment and power surges can have on
computing devices.
Preventing and Handling Theft..................................................................................... 383
Objective 9.17 Describe the major concerns when a device is stolen and strategies for solving
the problems.
DIG DEEPER: Computer Forensics: How It Works..................................................... 385
SOLVE THIS: Computer Security................................................................................ 395

TECHNOLOGY IN FOCUS
Careers in IT.........................................................................................396

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Chapter 10
Behind the Scenes: Software Programming....................... 408
Understanding Programming....................................................................................410
Learning Outcome 10.1 You will be able to describe the life cycle of a software project
and identify the stages in the program development life cycle.
The Life Cycle of an Information System................................................................... 410
Importance of Programming........................................................................................ 410
Objective 10.1 Describe the importance of programming to both software developers and users.
System Development Life Cycle.................................................................................. 411
Objective 10.2 Summarize the stages of the system development life cycle (SDLC).
Life Cycle of a Program................................................................................................ 413
The Program Development Life Cycle.......................................................................... 413
Objective 10.3 Define programming and list the steps in the program development life cycle (PDLC).
The Problem Statement............................................................................................... 413
Objective 10.4 Describe how programmers construct a problem statement from a description of a task.
Algorithm Development............................................................................................... 414
Objective 10.5 Explain how programmers use flow control and design methodologies when developing
algorithms.
DIG DEEPER: The Building Blocks of Programming Languages: Syntax,
Keywords, Data Types, and Operators................................................................... 420
Coding........................................................................................................................ 422
Objective 10.6 Discuss the categories of programming languages and the roles of the compiler
and the integrated development environment (IDE) in coding.
Debugging.................................................................................................................. 426
Objective 10.7 Identify the role of debugging in program development.
Testing and Documentation......................................................................................... 428
Objective 10.8 Explain the importance of testing and documentation in program development.
Try this: Programming with Corona........................................................................ 430
MAKE THIS: MAKE: A Notepad................................................................................. 431
Programming Languages..........................................................................................432
Learning Outcome 10.2 You will understand the factors programmers consider when
selecting an appropriate programming language for a specific problem and will be
familiar with some modern programming languages.
Many Programming Languages.................................................................................. 432
Need for Diverse Languages....................................................................................... 432
Objective 10.9 Discuss the driving factors behind the popularity of various programming languages.
Selecting the Right Language...................................................................................... 433
Objective 10.10 Summarize the considerations in identifying an appropriate programming
language for a specific setting.
ETHICS IN IT: When Software Runs Awry.................................................................. 434
Exploring Programming Languages........................................................................... 435
Tour of Modern Languages.......................................................................................... 435
Objective 10.11 Compare and contrast modern programming languages.
TRENDS IN IT: Emerging Technologies: Unite All Your Video
   Game Design Tools................................................................................................ 441
Future of Programming Languages.............................................................................. 442
Objective 10.12 State key principles in the development of future programming languages.
SOLVE THIS: Time Sheets......................................................................................... 449

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Chapter 11
Behind the Scenes: Databases and
Information Systems........................................................... 450
Database Fundamentals............................................................................................452
Learning Outcome 11.1 You will be able to explain the basics of databases, including
the most common types of databases and the functions and components of relational
databases in particular.
Database Advantages.................................................................................................. 452
The Need for Databases.............................................................................................. 452
Objective 11.1 Explain what a database is and why we need them.
Advantages of Using Databases.................................................................................. 454
Objective 11.2 Discuss the benefits of using a database.
Database Types............................................................................................................ 456
Relational Databases................................................................................................... 456
Objective 11.3 Describe features of relational databases.
Object-Oriented Databases......................................................................................... 457
Objective 11.4 Describe features of object-oriented databases.
Multidimensional Databases........................................................................................ 457
Objective 11.5 Describe features of multidimensional databases.
Database Basics........................................................................................................... 458
Database Components and Functions......................................................................... 458
Objective 11.6 Describe how relational databases organize and define data.
Inputting and Managing Data....................................................................................... 462
Objective 11.7 Describe how data is inputted and managed in a database.
DIG DEEPER: Structured Query Language (SQL)....................................................... 466
Try this: Using Excel’s Database Functions............................................................. 470
MAKE THIS: MAKE: A Family Shopping List............................................................... 471
How Businesses Use Databases..................................................................................472
Learning Outcome 11.2 You will be able to explain how businesses use data warehouses,
data marts, and data mining to manage data and how business information systems
and business intelligence are used to make business decisions.
Data Warehousing and Storage.................................................................................. 472
Data Warehouses and Data Marts............................................................................... 472
Objective 11.8 Explain what data warehouses and data marts are and how they are used.
Data Mining................................................................................................................. 474
Objective 11.9 Describe data mining and how it works.
TRENDS IN IT: Emerging Technologies: Can Your Business Partner Deliver
   the Goods? Enhanced Databases Can Help You Decide!....................................... 476
ETHICS IN IT: Data, Data Everywhere—But Is It Protected?....................................... 477
Using Databases to Make Business Decisions......................................................... 478
Business Information Systems..................................................................................... 478
Objective 11.10 Describe the main types of business information systems and how they are used
by business managers.
Business Intelligence Technologies.............................................................................. 479
Objective 11.11 Describe business intelligence systems and the types of technologies used to aid
in data analysis.
TRENDS IN IT: Mobile Business Intelligence............................................................... 483
SOLVE THIS: College Database.................................................................................. 491

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Chapter 12
Behind the Scenes: Networking and Security
in the Business World.......................................................... 492
Client/Server Networks and Topologies....................................................................494
Learning Outcome 12.1 You will be able to describe common types of client/server networks,
servers found on them, and network topologies used to construct them.
Client/Server Network Basics..................................................................................... 494
Networking Advantages.............................................................................................. 494
Objective 12.1 List the advantages for businesses of installing a network.
Comparing Client/Server and Peer-to-Peer Networks.................................................. 495
Objective 12.2 Explain the differences between a client/server network and a peer-to-peer network.
Types of Client/Server Networks.................................................................................. 496
Objective 12.3 Describe the common types of client/server networks as well as other networks
businesses use.
Servers and Network Topologies................................................................................ 499
Servers........................................................................................................................ 499
Objective 12.4 List the common types of servers found on client/server networks.
TRENDS IN IT: Virtualization: Making Servers Work Harder........................................ 501
Network Topologies..................................................................................................... 502
Objective 12.5 Describe the common types of network topologies and the advantages and
disadvantages of each one.
Try this: Sharing Folders on a Home Network Using Windows................................ 508
MAKE THIS: MAKE: An App That Shares................................................................... 509
Setting Up Business Networks....................................................................................510
Learning Outcome 12.2 You will be able to describe transmission media, network operating system
software, and network navigation devices and explain major threats to network security and
how to mitigate them.
Transmission Media..................................................................................................... 510
Wired and Wireless Transmission Media...................................................................... 510
Objective 12.6 Describe the types of wired and wireless transmission media used in networks.
Network Adapters and Navigation Devices............................................................... 513
Network Adapters....................................................................................................... 513
Objective 12.7 Describe how network adapters help data move around a network.
MAC Addresses.......................................................................................................... 514
Objective 12.8 Define MAC addresses, and explain how they are used to move data around a network.
Switches, Bridges, and Routers.................................................................................. 514
Objective 12.9 List the various network navigation devices, and explain how they help route data
through networks.
Network Operating Systems and Network Security................................................. 516
Network Operating Systems........................................................................................ 516
Objective 12.10 Explain why network operating systems are necessary for networks to function.
Client/Server Network Security.................................................................................... 517
Objective 12.11 List major security threats to networks, and explain how network administrators
mitigate these threats.
DIG DEEPER: The OSI Model: Defining Protocol Standards....................................... 518
ETHICS IN IT: How Should Companies Handle Data Breaches?................................ 521
SOLVE THIS: Cyber Security Flyer and Mail Merge..................................................... 531

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Chapter 13
Behind the Scenes: How the Internet Works...................... 532
Inner Workings of the Internet....................................................................................534
Learning Outcome 13.1 You will be able to explain how the Internet is managed and the details of
how data is transmitted across the Internet.
Internet Management and Networking....................................................................... 534
Management............................................................................................................... 534
Objective 13.1 Describe the management of the Internet.
Networking Components............................................................................................. 535
Objective 13.2 Explain how the Internet’s networking components interact.
Data Transmission....................................................................................................... 536
Objective 13.3 List and describe the Internet protocols used for data transmission.
Internet Identity............................................................................................................. 539
IP Addresses............................................................................................................... 539
Objective 13.4 Explain how each device connected to the Internet is assigned a unique address.
DIG DEEPER: Connection-Oriented Versus Connectionless Protocols........................ 540
Domain Names........................................................................................................... 543
Objective 13.5 Discuss how a numeric IP address is changed into a readable name.
Try this: Ping Me..................................................................................................... 546
MAKE THIS: MAKE: An Earthquake Detector............................................................. 547
Coding and Communicating on the Internet............................................................548
Learning Outcome 13.2 You will be able to describe the web technologies used to develop web
applications.
Web Technologies........................................................................................................ 548
Web Development....................................................................................................... 548
Objective 13.6 Compare and contrast a variety of web development languages.
Application Architecture............................................................................................... 550
Objective 13.7 Compare and contrast server-side and client-side application software.
Communications Over the Internet............................................................................. 553
Types of Internet Communication................................................................................ 553
Objective 13.8 Discuss the mechanisms for communicating via e-mail and instant messaging.
Encryption................................................................................................................... 555
Objective 13.9 Explain how data encryption improves security.
ETHICS IN IT: Do We Really Want Strong Encryption?............................................... 556
TRENDS IN IT: Crowdsourcing: Harnessing the Power of Social Networks................ 558
SOLVE THIS: Creating an HTML Document............................................................... 566

Glossary................................................................................................................................. 568
Index...................................................................................................................................... 586

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About the Authors
Alan Evans, MS, CPA
aevans@mc3.edu
Alan is currently a faculty member at Moore College of Art and Design and
Montgomery County Community College, teaching a variety of computer
science and business courses. He holds a BS in accounting from Rider
University and an MS in information systems from Drexel University, and
he is a certified public accountant. After a successful career in business,
Alan finally realized that his true calling is education. He has been teaching at the college
level since 2000. Alan enjoys attending technical conferences and meets regularly with
faculty and administrators from other colleges to discuss curriculum development and new
methods of engaging students.

Kendall Martin, PhD

kmartin@mc3.edu
Kendall is a professor of Computer Science at Montgomery County
Community College with teaching experience at both the undergraduate
and graduate levels at a number of institutions, including Villanova
University, DeSales University, Ursinus College, and Arcadia University.
Kendall’s education includes a BS in electrical engineering from the
University of Rochester and an MS and a PhD in engineering from the University of
Pennsylvania. She has industrial experience in research and development environments
(AT&T Bell Laboratories), as well as experience with several start-up technology firms.

Mary Anne Poatsy, MBA

mpoatsy@mc3.edu
Mary Anne is a senior faculty member at Montgomery County
Community College, teaching various computer application and
concepts courses in face-to-face and online environments. She
enjoys speaking at various professional conferences about innovative
classroom strategies. She holds a BA in psychology and education
from Mount Holyoke College and an MBA in finance from Northwestern University’s Kellogg
Graduate School of Management.
Mary Anne has been in teaching since 1997, ranging from elementary and secondary
education to Montgomery County Community College, Gwynedd-Mercy College,
Muhlenberg College, and Bucks County Community College, as well as training in the
professional environment. Before teaching, she was a vice president at Shearson Lehman
Hutton in the Municipal Bond Investment Banking Department.

xviii About the Authors

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Dedication
For my wife, Patricia, whose patience, understanding, and support
continue to make this work possible … especially when I stay up past
midnight writing! And to my parents, Jackie and Dean, who taught me
the best way to achieve your goals is to constantly strive to improve
yourself through education. Alan Evans

For all the teachers, mentors, and gurus who have popped in and out
of my life. Kendall Martin

For my husband, Ted, who unselfishly continues to take on more

than his fair share to support me throughout this process, and for my
children, Laura, Carolyn, and Teddy, whose encouragement and love
have been inspiring. Mary Anne Poatsy

Acknowledgments
First, we would like to thank our students. We constantly learn from them while teaching,
and they are a continual source of inspiration and new ideas.
We could not have written this book without the loving support of our families. Our
spouses and children made sacrifices (mostly in time not spent with us) to permit us to
make this dream into a reality.
Although working with the entire team at Pearson has been a truly enjoyable experience,
a few individuals deserve special mention. The constant support and encouragement we
receive from Jenifer Niles, Executive Acquisitions Editor, and Andrew Gilfillan, VP, Editorial
Director, continually make this book grow and change. Our heartfelt thanks go to Shannon
LeMay-Finn, our Developmental Editor. Her creativity, drive, and management skills helped
make this book a reality. We also would like to extend our appreciation to Jonathan Cheung
and Holly Haydash, our Editorial and Production Project Managers, who work tirelessly to
ensure that our book is published on time and looks fabulous. The timelines are always short,
the art is complex, and there are many people with whom they have to coordinate tasks.
But they make it look easy! We’d like to extend our thanks to the media and MyITlab team:
Eric Hakanson, Zach Alexander, and John Cassar for all of their hard work and dedication.
There are many people whom we do not meet in person at Pearson and elsewhere who
make significant contributions by designing the book, illustrating, composing the pages,
producing multimedia, and securing permissions. We thank them all.
And finally, we would like to thank the reviewers and the many others who contribute
their time, ideas, and talents to this project. We appreciate their time and energy, as their
comments help us turn out a better product each edition. A special thanks goes to ­Elizabeth
McBride, a wonderfully talented graphic designer who helped by creating many new
­graphics for this edition of the text.

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Technology in Action
Reviewers
Pearson and the authors would like to thank the following people for their help and
time in making this book what it is over the 13 editions. We couldn’t publish this
book without their contributions.

Neale Adams Iowa Central Community College Gerald Burgess Western New Mexico University
Paul Addison Ivy Tech Dave Burgett McLennan
Afrand Agah West Chester Ed Bushman Yavapai College
Jack Alanen CSU-Northridge Marcus Butler West LA
Karen Allen Community College of Rhode Island Eric Cameron Passaic County Community College
Ted Allen Reasoner IUPUI Jill Canine Ivy Tech
Peggy Anderson SUNY at Cortland Gene Carbonara Long Beach Community College
Barry Andrews Mt. SAC Gene Carbonaro Long Beach City College
Lou Ann Stroup Ivy Tech John Carlisle Nashua Community College
Mary Ann Zlotow College of DuPage Glenn Carter Sonoma State
Sabum Anyangwe Harford Community College Steve Carver Ivy Tech
Linda Arnold HACC Patricia Casey Trident Tech
Adnan Atshan Passaic County Community College Joni Catanzaro Louisiana State University
Adeleye Bamkole Passaic County Community College Afi Chamlou NOVA Alexandria
Guarav Bansal Wisconsin-Green Bay Robert Chirwa KCTCS-Bluegrass-Cooper-CIT 105
Susan Barkalow St. Cloud State Debbie Christenberry Randolph Community College
Bill Barnes Catawba Valley Community College Desmond Chun Chabot College
Ricky Barnes Catawba Valley Community College Sherri Clark Ivy Tech
Carolyn Barren Macomb Community College Kevin Cleary SUNY at Buffalo
Tony Basilico Community College of Rhode Island Cynthia Collings Central AZ
Steven Battilana West Chester Mark Connell SUNY at Cortland
Michelle Beets Iowa Central Community College Kae Cooper BCTC/KCTCS
Kourosh Behzadnoori Tarrant SE Dale Craig Fullerton College
Chris Belcher CCAC-South Becky Curtain William Rainer Harper College
Elise Bell CCSF Juliana Cypert Tarrant County College
Julie Bell Delgado Cmty Clg Paul Dadosky Ivy Tech
Robert Benavides Collin Cty Enoch Damson Akron
Garland Berry Columbia College James Dang Tarrant SE
Diane Bittle HACC Marvin Daugherty Ivy Tech
Burton Borlongan Mesa Community College John Dawson IUPUI
Carolyn Borne Louisiana State University Robert Deadman IUPUI
Gina Bowers-Miller HACC-Wildwood Ed Delean NOVA Alexandria
Jeff Bowker Montco Mary Dermody Chabot College
Vicki Brooks Columbia College Don Dershem Mt View

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Charles Dessasure Tarrant SE Jerry Gonnella Northern KY
Jeanette Dix Ivy Tech Holly Gould Ivy Tech
Sally Dixon Skagit Valley Community College Deidre Grafel Chandler-Gilbert Community
Gretchen Douglas SUNY at Cortland College
Judy Duff Louisiana Delta College Diedre Grafel Chandler Gilbert Community
College
Stacia Dutton SUNY Canton
Kemit Grafton Oklahoma State University-
Donna Earhart Genesee Community College Oklahoma City
Ed Eill Delaware City Community College Debra Grande Community College of Rhode
Pam Ellis PA College of Technology Island
Sylvia Emerson Rock Valley College Nancy Grant CCAC-South
John Enomoto East LA Wade Graves Grayson
Ron Enz Chattahoochee Tech Natalia Grigoriants Pierce College
Nancy Evans Indiana University-Purdue Glen Grimes Collin Cty
University Indianapolis Toby Gustafson UCR
James Fabrey West Chester Greg Hanson Ivy Tech
Deb Fells Mesa Community College A.C. Chapin Harford Community College
Pat Fenton West Valley Marie Hartlein
Marjorie Feroe Delaware City Community Montco Meng Has
College
Burlington County Lisa Hawkins
Beverly Fite Amarillo College
Carol Fletcher Louisiana Delta College Frederick Community Joan Heise
Barbara Fogle, Stuhr Trident Tech College
Ann Ford Tyson Florida State University Ivy Tech Sue Heistand
coordinator) Iowa Central Jessica Helberg
Tom Foster Chandler Gilbert Community Community College
College Northern Virginia Terri Helfand
Susan Fry Boise State University Community College
Barb Garrell Delaware City Community Chaffey Community Jaime Hicks
College College
Barbara Garrell Delaware County Community Ivy Tech Fred Hills
College McLennan Timothy Hinz
Rich Geglein Ivy Tech Genesee Community Andrew Hobbs
Janet Gelb Grossmont Community College College
Kevin Gentry Ivy Tech Delaware State Kristen Hockman
Ian Gibbons Hillsborough Community University
College-Ybor Univ of Missouri- Susan Hoggard
Columbia
Randy Gibson Indian River State College
Tulsa Community Don Holcomb
Ernie Gines Tarrant SE
College
Rebecca Giorcelli Fairmont State University
KCTCS-Bluegrass- Terry Holleman
Anita Girton PA College of Technology Cooper-CIT 105
Ellen Glazer Broward Community College, Catawba Valley Debbie Holt
South Community College
Cathy Glod Mohawk Valley Cmty College KCTCS-Bluegrass- Barbara Hotta
Valerie Golay Ivy Tech Cooper-CIT 105

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Ellen Kessler HACC-Wildwood Blankenstein Nashua Community College
Allyson Kinney Gateway Community College Denise Nearing Indian River State College
REBECCA KIRK Augusta State University Jean-Claude Ngatchou New Jersey City Univ.
Ronald Kizior Loyola University Chicago Doreen Nicholls Mohawk Valley Cmty College
Meg Kletke Oklahoma State University Brenda Nielsen Mesa Community College
Paul Koester Tarrant County College, Northwest Keith Noe Ivy Tech
Kam Kong Delaware State University Kathy Olson Ivy Tech
Hon-Chung Kwok CCSF Helen Ortmann CCAC-South
Susan LaBrie Northampton Community College Meshack Osiro Ivy Tech
Don Lafond SJRCC (St. John’s River) Shelly Ota Leeward Community College
Rose LaMuraglia San Diego City ChongWoo Park Georgia Gwinnett College
David Lange Grand Valley Lucy Parker CSU-Northridge
Earl Latiolas Delgado Cmty Clg Rachel Pena South TX College
Janet Laubenstein Northampton Cmty Coll Wayne Phillips Chabot College
Lori Laudenbach St. Cloud State Jennifer Pickle Amarillo
Krista Lawrence Delgado Cmty Clg Blanca Polo Leeward Community College
Dr. Kate LeGrand Broward College Jim Poole Honolulu Community College
Kate LeGrand Broward Community College, Brian Powell West Virginia University
South Ernest Proctor LA Trade
Yi Li Zhuang Macomb Community College Diane Puopolo Bunker Hill Community College
Darrell Lindsey SJRCC (St. John’s River) Mike Puopolo Bunker Hill Community College
Bob Lingvall Southwestern James R. Anthos South University-Columbia
Duane Lintner Amarillo David R. Surma Indiana University South Bend
Thomas Liu New Jersey City Univ. Charles R. Whealton Delaware Technical and
Wei Liu Georgia Gwinnett College Community College
Lynne Lyon Durham College Pat Rahmlow Montco
Lydia Macaulay Tarrant SE Michelle Reznick Oakton Community College
Norma Marler Catawba Valley Community Leasa Richards Columbia College
College Kathie Richer Edmonds Community College
Benjamin Marrero Ivy Tech Darrell Riddell Ivy Tech
Ben Martz Northern KY Donald Riggs Schenectady County Community
Lydia Mata Eastern AZ College
Jenny Maurer PA College of Technology Don Riggs Schenectady County Community
John Mayhorne Harford Community College College
Glendora Mays SJRCC (St. John’s River) Terry Rigsby Hill College
James McBride Eastern AZ Amy Roche Northampton Community College
Kari Meck HACC Scott Rosen Santa Rosa Junior College
Doug Medin Western New Mexico University Peter Ross Univ. of Albany
John Messer PA College of Technology Scott Russell Eastern AZ
Hillary Miller Kingwood Amy Rutledge Oakland University
Saeed Molki South TX College Tom Ryan SJRCC (St. John’s River)
Phil Moorhead Ivy Tech Jessie Saldana Cypress
Linda Moulton Montco Lorraine Sauchin Duquesne
Rob Murray Ivy Tech Judy Scheeren Duquesne

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Lois Scheidt Ivy Tech James Taggart Atlantic Cape Community College
Marcia Schlafmitz New Jersey City Univ. Mel Tarnowski Macomb Community College
NAME SCHOOL Juliana.P. Cypert Tarrant County College-NE
Ken Schroeder Ivy Tech Joyce Thompson Lehigh Carbon Community
Todd Schultz Augusta State University College
Dick Schwartz Macomb Community College Janine Tiffany Reading Area Comm College
Francis Seidel Frederick Cmty College Faye Tippey Ivy Tech
Lili Shashaani Duquesne Matthew Trotter South TX College
Emily Shepard Central Carolina Community College Pam Uhlenkamp Iowa Central Community College
Helen Sheran East LA Pat Vacca El Camino College
Cliff Sherrill Yavapai College Nelmy Vasquez Broward Community College,
South
Lisa Simpson-Kyle Yavapai College
Pete Vetere Montco
Noah Singer Tulsa Community College
Susie Viars-Thomas Grayson
Steve Singer Kapiolani Community College
Gabriel Viera South TX College
Ann-Marie Smith Delaware City Community College
Cynthia Wagner McLennan
Will Smith Tulsa Community College
Rod Waller Indian River State College
Michele Smolnik Columbia College
Laurie Wallmark Raritan Valley Community College
Ali Soleymani NOVA Alexandria
Kari Walters Louisiana State University
Steve St. John Tulsa Community College
Stacy Ward Grafton High School
Neal Stenlund Northern Virginia Community
College Karen Weil McLennan
Steve Stepanek CSU-Northridge Charles Whealton Del Tech & Community
College-Dover
Jo Stephens University of AR Community
College -Batesville Deena White Grayson
Dennis Stewart NOVA Alexandria Phil Whitney Bakersfield College
Ben Stonebraker Ivy Tech Casey Wilhelm North Idaho College
Lynne Stuhr Trident Tech Billie Williams San Diego City
Alexis Stull Fairmont State University Melanie Williamson KCTCS-Bluegrass-Cooper-CIT
105
Denise Sullivan Westchester Community College
Xin Xu Georgia Gwinnett College
Dottie Sunio Leeward Community College
Thomas Yip Passaic County Community
Dave Surma IU South Bend College
Michael Swafford Tulsa Community College Roger Young Ivy Tech
Cheryl Sypniewski Macomb Community College Mary Zegarski Northampton Community College
Ann Taff Tulsa Community College

Technology in Action Reviewers xxiii

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Letter from the Authors
Our 13th Edition—A Letter from the Authors

Why We Wrote This Book

The pace of technological change is ever ­increasing.
In education, we have seen this impact us more
than ever in the past year—the Maker movement,
MOOCs, touch-screen mobile delivery, and Hangouts
are now fixed parts of our environment.
Even the most agile of learners and educators need
support in keeping up with this pace of change. We
have responded by integrating material to help students
develop skills for web application and mobile programming. We see the incredible value of these
skills and their popularity with students, and have included Make This exercises for each chapter.
These exercises gently bring the concepts behind mobile app development to life. In addition,
there is a Solve This exercise in each chapter that reinforces chapter content while also
reinforcing Microsoft Office skills. These projects help to promote students’ critical thinking
and problem-solving skills, which employers highly value.
Our combined 50 years of teaching computer concepts have coincided with sweeping
­innovations in computing technology that have affected every facet of society. From iPads to
Web 2.0, computers are more than ever a fixture of our daily lives—and the lives of our students.
But although today’s students have a much greater comfort level with their digital environment
than previous generations, their knowledge of the machines they use every day is still limited.
Part of the student-centered focus of our book has to do with making the material truly
­ ngaging to students. From the beginning, we have written Technology in Action to focus on
e
what matters most to today’s student. Instead of a history lesson on the microchip, we focus
on tasks students can accomplish with their computing devices and skills they can apply
immediately in the workplace, the classroom, and at home.
We strive to keep the text as current as publishing timelines allow, and we are ­constantly
looking for the next technology trend or gadget. We have augmented the text with ­weekly
­technology updates to help you keep your classroom on top of the latest ­breaking ­developments
and continue to include a number of multimedia components to enrich the classroom and
­student learning experience. The result is a learning system that sparks ­student interest by
focusing on the material they want to learn (such as how to integrate computing devices into a
home network) while teaching the material they need to learn (such as how networks work).
The sequence of topics is carefully set up to mirror the typical student learning experience.
As they read through this text, your students will progress through stages and learning
outcomes of increasing difficulty:
1. Thinking about how technology offers them the power to change their society and their
world
2. Examining why it’s important to be computer fluent
3. Understanding the basic components of computing devices
4. Connecting to and exploring the Internet
5. Exploring software
6. Learning the operating system and personalizing their computer

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7. Evaluating and upgrading computing devices
8. Understanding home networking options and keeping computing devices safe from
hackers
9. Going mobile with smartphones, netbooks, tablets, and laptops
10. Going behind the scenes, looking at technology in greater detail
We strive to structure the book in a way that makes navigation easy and reinforces key
concepts. In this edition, we have designed the text around learning outcomes and ­objectives,
making them a more prominent part of the chapter structure. Students will see the learning
­outcomes and objectives in the chapter opener, throughout the text itself, as well as in the
­summary so they understand just what they are expected to learn.
We continue to structure the book in a “spiraling” manner, intentionally introducing on a basic
level in the earlier chapters concepts that students traditionally have trouble with and then later
expanding on those concepts in more detail when students have become more comfortable
with them. Thus, the focus of the early chapters is on practical uses for the computer, with
­real-world examples to help the students place computing in a familiar context.
For example, we introduce basic hardware components in Chapter 2, and then we go
into increasingly greater detail on some hardware components in Chapter 6 and in the “Un-
der the Hood” Technology in Focus feature. The Behind the Scenes chapters venture deeper
into the realm of computing through in-depth explanations of how programming, networks,
the Internet, and databases work. They are specifically designed to keep more experienced
students engaged and to challenge them with interesting research assignments.
In addition to extensive review, practice, and assessment content, each chapter contains several
problem-solving, hands-on activities that can carried out in the classroom or as homework:
• The Try This exercises lead students to explore a particular computing feature related to the
chapter.
• The Make This exercises are hands-on activities that lead students to explore mobile app
development.
• The Solve This exercises integrate and reinforce chapter concepts with Microsoft Office skills.
Throughout the years we have also developed a comprehensive multimedia program to
reinforce the material taught in the text and to support both classroom lectures and distance
learning:
• The Helpdesk training content, created specifically for Technology in Action, enables
students to take on the role of a helpdesk staffer fielding questions posed by computer users.
These have been updated to reflect the way in which users access help today.
• Exciting Sound Byte multimedia—fully updated and integrated with the text—expand
student mastery of complex topics.
• The Tech Bytes Weekly updates deliver the latest technology news stories to you for use in
your classroom. Each is accompanied by specific discussion topics and activities to expand
on what is within the textbook materials.
This book is designed to reach the students of the twenty-first century and prepare them
for the role they can take in their own community and the world. It has been an honor to
work with you over the past 13 years to present and explain new technologies to students,
and to show them the rapidly growing importance of technology in our world.

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What’s New
Technology in Action, 13th Edition

Welcome to the Thirteenth Edition of ­Technology in Action!

In this edition, we have paid special attention to incorporating clearly defined and measurable Learning Outcomes and Objectives,
so that you know what students will be learning and what they will be prepared to do with this new knowledge. As has always
been the case with Technology in Action, the quizzes, review materials, and multiple learning resources are all tied to the content
and objectives of the chapter. Using the resources in the chapter, you and your students will know that the key learning objectives
are being achieved. So, explore, discover, and experience technology with the ­immersive and adaptive Technology in Action—the
book that uses technology to teach technology!
Technology in Action is a learning system that pushes the ­envelope of what is possible in technology, and what is helpful in teach-
ing. It is a system that fits the way students are ­learning today and uses rich companion media to engage students in and out of
the classroom while providing essential training on computer concepts.
The optimal way to experience Technology in Action is through MyITLab. All of the instruction, practice, review, and assessment
resources are in one place, allowing you to arrange your course easily, and for students to have a consistent learning experi-
ence from chapter to chapter.

Explore the Hallmarks and New Features of Technology in Action, 13th Edition
Instruction: Engage all types of learners with a
variety of instructional resources
• Interactive e-Text provides an environment in which
­students can interact with the learning resources directly
and receive immediate feedback.
• NEW Preview Videos provide students with a quick look at
what they will learn in the chapter.
• PowerPoint Presentations can be used in class for lecture
or assigned to students, particularly online students for
instruction and review.
• Audio PowerPoint Presentations deliver audio versions
of the PowerPoint presentations—an excellent lecture-
replacement option for online students.
• TechBytes Weekly is a weekly newsfeed that keeps your
course current by providing interesting and relevant news
items. The articles come with ready-to-use discussion
­questions.
• Make This! Projects address the hot area of mobile app
creation! Each chapter includes activities where students
build programs that run on their mobile devices. Most of
the chapters use App Inventor to build Android apps that
can be installed on any Android device. Even without an
Android device, students can use the emulator and still
get creating. By the end of the course they will have built
11 small apps. Each project includes instructions and a
how-to video.
  An annotated instructor’s edition provides teaching tips,
homework and assessment suggestions, brief overviews of
each chapter’s Try This, Make This, and Solve This exer-
cises, as well as select Sound Byte talking points and ethics
debate starters.
Practice: Hands-on resources and simulations allow
students to demonstrate understanding
• Try This Projects are hands-on projects that students
complete to practice what they are learning and demon-
strate proficiency with important topics. Each project is
accompanied by a how-to video.
• Solve This! Projects put the concepts students are
­learning into action through real-world problem solving
­using Microsoft Word, Access, and Excel. There is a
grader version available for most projects in the Practice
folder.
• Newly Redesigned Helpdesks are interactive lessons
based on the chapter objectives. Students are fully
­engaged as they play the role of a helpdesk staffer assisting
customers via a live chat, decision-based simulation.
• Sound Bytes provide an audio/visual lesson on additional
topics related to the chapter, including a brief quiz at the
end.
• IT Simulations provide 12 individual scenarios that
­students work through in an active learning environment.
• Windows 10 high-fidelity training simulations allow
students to explore Windows in a safe, guided ­environment
that provides feedback and Learning Aids (Watch and
­Practice) to assist them if they need help.
Review: Self-check resources keep learning
on track
• Replay Videos for Parts 1 and 2 of the chapter provide
an objective-based review of what students should have
learned. Videos have a short quiz and can be accessed
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• Check Your Understanding Quizzes Part 1 and 2 provide a
self-check covering objectives in each part of the chapter so
that students can see how well they are learning the content.
• Adaptive Dynamic Study Modules are adaptive
­flashcards that provide students with a personalized
review based on their strengths and weaknesses.
Assessment: Measure performance with ready-to-
use resources
• Chapter Quiz provides a way for students to test that they
have learned the material from the entire chapter.
• Critical Thinking Questions require that students demon-
strate their understanding through written answers that are
manually graded.
• Testbank Exams provide customizable prebuilt, autograded,
objective-based questions covering the chapter objectives.
In addition to these changes, all chapters have been
updated with new images, current topics, and state-of-the
art technology coverage. Some of the chapter changes
are listed here:
Chapter 1
• Learning Outcomes and Learning Objectives have been in-
tegrated throughout the chapter and in the Chapter Review.
• Throughout the chapter, text, figures, and photos have
been updated.
• New content on the political impact of technology has been
added.
• Content on the use of technology in careers has been updated.
• New “Dig Deeper: Augmentative and Virtual Realities” has
been added.
• New ethics section on rules for ethical conduct in a global,
Internet-enabled world has been added.
Chapter 2
• Learning Outcomes and Learning Objectives have been in-
tegrated throughout the chapter and in the Chapter Review.
• Throughout the chapter, text, figures, and photos have
been updated to reflect Windows 10 changes.
• The section on voice input has been updated to reflect in-
formation on the latest intelligent personal assistants (such
as Siri and Cortana).
• A new Bits&Bytes, “Save Power and Avoid Eyestrain: Use
Blackle,” has been added.
Chapter 3
• Learning Outcomes and Learning Objectives have been in-
tegrated throughout the chapter and in the Chapter Review.
• Throughout the chapter, text, figures, and photos have
been updated.
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• New content about project collaboration (video conferenc-
ing, screen sharing, and project management tools) has
been added.
• The Bits&Bytes “Making Safe Online Payments” has been
updated by adding in biometric security measures.
• A new Bits&Bytes, “Microsoft Edge: The New Browser,” has
been added.
• New content on caret browsing has been added.
• A new Bits&Bytes, “Maintain Privacy while Searching the
Web,” has been added.
• A new Bits&Bytes, “Digital Agents and Predictive Search,”
has been added.
• A new ethics section on using the web ethically that
includes content on intellectual property, cyberbullying,
privacy, and geolocation has been added.
Technology in Focus: The History of the Personal Computer
• Learning Outcomes and Learning Objectives have been
integrated throughout the Technology in Focus.
• Throughout the Technology in Focus, text, figures, and
photos have been updated.
Chapter 4
• Learning Outcomes and Learning Objectives have been
­integrated throughout the chapter and in the Chapter
­Review.
• Throughout the chapter, text, figures, and photos have
been updated.
• Next generation smartphone sensor technology is now
covered in the “How Cool Is This?” feature.
• The section on app creation software has been updated.
• Images and text have been updated to reflect Office 2016
changes.
Chapter 5
• Learning Outcomes and Learning Objectives have been
­integrated throughout the chapter and in the Chapter
­Review.
• Microsoft HoloLens is now covered in the “How Cool Is
This?” feature.
• New “How Cool Is This?” feature has been added on
smartwatches.
• The Bits&Bytes “Upgrading Your Operating System” has
been updated.
• A new Bits&Bytes, “OS Market Share Battle,” has been
added.
• The Try This now covers using virtual desktops in
Windows 10.
• A new Bits&Bytes, “The Snipping Tool,” has been added.
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• A new Bits&Bytes, “Tips for Better Organized Files,” has
been added.
• A new Bits&Bytes, “Save Files in the Cloud Right from Your
Apps,” has been added.
• A new Bits&Bytes, “Use Cortana to Find Your Files,” has
been added.
Technology in Focus: Information Technology Ethics
• Learning Outcomes and Learning Objectives have been
integrated throughout the Technology in Focus.
• Throughout the Technology in Focus, text, figures, and
photos have been updated.
• A new section, “3D Printing: Who Is Responsible When
Things Go Awry?” has been added, replacing the “Interna-
tional Pirates” section.
• A new section, “Human-Implanted Data Chips: Protection
or Orwellian Nightmare?” has been added, replacing the
“Should Employers Peer into Your Personal Life?” section.
• A new section, “Mining an Asteroid: Who Owns Outer
Space?” has been added, replacing the “Geolocation: Who
Knows Where You Are?” section.
• A new section, “Hacktivism: Civil Disobedience or Terror-
ism?” has been added, replacing the “Cyberbullying: Who
Should Protect Children from Each Other” section.
Chapter 6
• Learning Outcomes and Learning Objectives have been
integrated throughout the chapter and in the Chapter
Review.
• Throughout the chapter, text, figures, and photos have
been updated.
• New coverage of 2-in-1 devices has been added.
• The Dig Deeper content on solid state hybrid drives
(SSHDs) has been updated.
• Windows 10 content has been updated.
• New “Trends in IT: USB 3.1 and USB-C” has been added.
• A new Bits&Bytes, “Tower Design,” has been added.
Chapter 7
• Learning Outcomes and Learning Objectives have been
integrated throughout the chapter and in the Chapter
Review.
• Throughout the chapter, text, figures, and photos have
been updated.
• A new Bits&Bytes, “The Rise of Wearable Technology,” has
been added.
• New content on the Internet of Things has been added.
• New “Trends in IT: How Smart Is Your Home” has been
added.
xxviii What’s New
• New “Ethics in IT: Ethical Challenges of the Internet of
Things” has been added.
Technology in Focus: Under the Hood
• Learning Outcomes and Learning Objectives have been
integrated throughout the Technology in Focus.
• Throughout the Technology in Focus, text, figures, and
photos have been updated.
Chapter 8
• Learning Outcomes and Learning Objectives have been
integrated throughout the chapter and in the Chapter
Review.
• Throughout the chapter, text, figures, and photos have
been updated.
• A new “How Cool Is This?” feature on continuous liquid
interface production has been added.
• A new Bits&Bytes, “Photo Edit on Your Phone,” has been
added.
• A new Bits&Bytes, “Fly-By Drone Video,” has been added.
• NFC content has been updated.
• New coverage of 2-in-1 devices has been added.
• New content on the Internet of Things has been added.
Chapter 9
• Learning Outcomes and Learning Objectives have been
integrated throughout the chapter and in the Chapter Review.
• Throughout the chapter, images and text have been
updated to reflect Windows 10 changes.
• The chapter has been reorganized so that all types of digital
threats are covered in Part 1 and all mitigation techniques
are covered in Part 2.
Technology in Focus: Careers in IT
• Learning Outcomes and Learning Objectives have been
integrated throughout the Technology in Focus.
• Throughout the Technology in Focus, text, figures, and
photos have been updated.
Chapter 10
• Learning Outcomes and Learning Objectives have been
integrated throughout the chapter and in the Chapter Review.
• Throughout the chapter, text, figures, and photos have
been updated.
• The Bits&Bytes “Hackathons” has been updated.
• A new Bits&Bytes, “Your Software Portfolio,” has been added.
Chapter 11
• Learning Outcomes and Learning Objectives have been
integrated throughout the chapter and in the Chapter
Review.
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• Throughout the chapter, text, figures, and photos have
been updated.
• The “How Cool Is This?” feature now covers Circos circular
charts.
• A new Bits&Bytes, “Data Warehouses Are Going to the
Cloud,” has been added.
• A new Bits&Bytes, “Hadoop: How Big Data Is Being
Managed,” has been added.
• A new “Trends in IT: Mobile Business Intelligence” has been
added.
• The “Ethics in IT: Data, Data Everywhere, but Is It
Protected?” has been updated.
Chapter 12
• Learning Outcomes and Learning Objectives have been
integrated throughout the chapter and in the Chapter
Review.
• Throughout the chapter, text, figures, and photos have
been updated.
EDITION
13
• Google’s Project Sunroof and solar technology are now
covered in the “How Cool Is This?” feature.
• A new Bits&Bytes, “Your Car Has a Network… So Can It
Be Hacked?,” has been added.
• A new Bits&Bytes, “Forget Software as a Service—Lighting
as a Service Can Really Save Money!” has been added.
Chapter 13
• Learning Outcomes and Learning Objectives have been
integrated throughout the chapter and in the Chapter
Review.
• Throughout the chapter, text, figures, and photos have
been updated.
• The “How Cool Is This?” feature now covers parallax
scrolling.
• A new “Ethics in IT: Do We Really Want Strong
Encryption?” has been added.
• A new Bits&Bytes, “Internet of Things Goes Shopping,” has
been added.

What’s New xxix

 thirteenth
thirteenth
EDITION
13
Concepts are covered in a progressive manner between chapters to mirror the typical student learning experience.
CHAPTER 2
storing data and
INFoRmATIoN
Because RAM is volatile storage, it can’t be used to store
information indefinitely. To save your data and information
permanently, you need to save it to a nonvolatile storage device,
such as a hard drive, cloud storage location, DVD, or flash drive.
Hard Drives
Objective 2.12 List the various types of hard drives.
Are there different kinds of hard drives? The hard
disk drive (hdd, or hard drive) is your computer’s primary
device for permanent storage of software and documents.
The hard drive is a nonvolatile storage device. An internal
hard drive resides within the system unit and usually holds all
permanently stored programs and data. Today’s internal hard
drives (see Figure 2.28) have capacities of as much as 8 TB
or more. External hard drives offer similar storage capac-
ities but reside outside the system unit and connect to the
computer via a port.
The most common type of hard drive has moveable parts—
spinning platters and a moving arm with a read/write head—
that can fail and lead to devastating disk failure. However,
the solid-state drive (SSd) has recently become a popular
option for ultrabooks and laptop storage. SSDs have no mov-
ing parts, so they’re more efficient, run with no noise, emit little
heat, and require little power. In addition, they’re less likely to
fail after being bumped or dropped.
Permanent storage devices are located in your desktop or
laptop computer in a space called a drive bay. There are two
kinds of drive bays:
1. Internal drive bays cannot be seen or accessed from
outside the system unit. Generally, internal drive bays
are reserved for internal hard drives.
2. External drive bays can be seen and accessed from
outside the system unit. External drive bays house DVD
FIGURe 2.28 Internal hard drives (shown here open—normally,
they are sealed) are a computer’s primary nonvolatile storage.
(Mbongo/Fotolia)
52 Chapter 2 Looking at Computers: Understanding the Parts
Hardware First Introduced
Chapter 2 is the first time students read
about introductory hardware. It’s covered
at the beginning level because this is
­students’ experience level
at this point of the book.
Clearly Defined
Learning Objectives
and Outcomes
Provide measurable
goals for instructors
and students.
Multimedia Cues
Visual integration of
multimedia resources,
including the Helpdesks,
Sound Bytes, Preview,
and Replay Videos.
xxx Visual Walk-Through
Visual Walk-Through
and Blu-ray drives, for example. On desktop computers,
sometimes there are empty external drive bays that can
be used to install additional drives. These extra spaces
are covered by a faceplate on the front panel. Laptop
computers generally do not give you the ability to add
additional drives. Such expansion is done by attaching
an external drive to the computer through a USB port.
Cloud Storage
Objective 2.13 Define cloud storage, and explain how
to use it.
How can I easily access my files if I constantly
switch between devices? You may find yourself using
multiple devices, such as a smartphone, laptop, and a tablet,
at different times during the day. Invariably, you’ll find you need
access to a current version of a file that is stored on a device
other than the one you’re using. If your devices are connected
to the Internet, cloud storage provides a convenient option.
Cloud storage refers to using a service that keeps your
files on the Internet (in the “cloud”) rather than storing your
files solely on a local device. Using a cloud storage service
requires that you install software or an app on your device. A
popular web-based application for storing files on the cloud
is Dropbox. Dropbox supports computers running Windows,
OS X, and Linux as well as many smartphones and tablets.
After installing the Dropbox software on your devices, any files
you save in the Dropbox folder are accessible by all your other
devices via the Internet. You can also share folders in Dropbox
with other Dropbox users, making it ideal for group projects.
For example, when you save a history term paper to Drop-
box on your laptop, the Dropbox software also copies the
paper onto a computer attached to the web. Now when you
grab your smartphone and head off to class, you can access
the paper created on your laptop through the Internet connec-
tion on your smartphone and make changes to it if necessary.
Dropbox storage capacity is limited to between 2 GB and
18 GB for free accounts. Other cloud storage alternatives
include Microsoft OneDrive and Google Drive, each of which
provide 15 GB of free space, and Apple iCloud, which offers
5 GB of free storage.
portable and optical Storage options
Objective 2.14 Describe the various portable and optical
storage options.
How can I take my files with me without relying
on cloud storage? For large portable storage needs,
there are portable external hard drives, which are small enough
to fit into your pocket and have storage capacities of 4 TB
1
How Will You put Technology
in Action?
Learning Outcome 1.1 You will be able to discuss the impact
of technology on global and national issues.
Technology on the World Stage 4
Objective 1.1 Recognize how becoming proficient
with technology can help you understand and participate
in political issues in the world at large.
Objective 1.2 Describe how technology affects social
issues in different societies.
Technology and our Society 7
Objective 1.3 Describe how technology is changing
our cognitive processes.
Objective 1.4 Explain how technology is expanding
the ways we collaborate.
Objective 1.5 Summarize how technology has impacted the way we
choose and consume products and services.
make This:
All media accompanying this chapter can be found in MyITLab.
For an overview of the chapter, watch the Preview Video.
2 3
Topic Sequence
CHAPTER 6
Technology Under
SOUND BYTE
Memory Hierarchy Interactive
ACTIVE HELPDESK
Evaluating Your CPU and RAM in Focus the Hood
In this Sound Byte, you’ll learn about the different types
of memory used in a computer system.
In this Active Helpdesk, you’ll play the role of a helpdesk
staffer, fielding questions about what the CPU does and
how to evaluate its performance. You’ll also field ques-
tions about how memory works and how to evaluate how
much memory a computer needs.
network, and memory usage inside your system, and you can
use it to see how you’re using all the RAM you paid for.
Windows uses a memory-management technique known
as SuperFetch. SuperFetch monitors the applications you future. Remember, too, that “required” means these are the
use the most and preloads them into your system memory minimum values recommended by manufacturers; having learning outcome 7B.1 You will be able to list the various number systems used in computers, explain
so that they’ll be ready to be used when you want them. For
example, if you have Microsoft Word running, Windows stores
more RAM often helps programs run more efficiently. As noted how binary numbers are represented in computing devices, describe the basic steps in the CPU
above, new systems today ship with at least 4 GB of RAM. machine cycle, and explain technologies that make CPUs work faster.
as much of the information related to Word in RAM as it can, High-end systems can come with 24 GB of RAM. The rule of
which speeds up how fast your application responds. This is Some people are drawn to understanding things in detail; others are happy just to have things work. If you use a computer, you may
because pulling information from RAM is much faster than pull-
thumb: When buying a new computer, buy as much RAM as
not have been tempted to “look under the hood.” However, if you can understand the hardware inside a computer, you’ll have some
you can afford.
ing it from the hard drive. You can watch this process at work real advantages:
using the Resource Monitor. Figure 6.12 shows how the 4 GB
• You won’t have to pay a technician to fix or upgrade your computer. You’ll be able
of installed RAM is being used: Adding RAm to fine-tune it yourself, and you’ll be able to make your investment in your com-
• 1.1 GB is reserved to run the hardware systems Objective 6.6: Evaluate whether adding RAM to a puter last longer.
(Supergenijalac/Shutterstock)
• 0.98 GB is running programs system is desirable. • You’ll be able to evaluate new advances in technology. For example, what’s the
• 1.7 GB is holding cached data and files ready for quick impact of a new type of memory or a new processor?
access Is there a limit to how much RAM I can add to my • If you’re a programmer, you’ll be able to write more efficient and faster programs.
computer? The motherboard is designed with a specific
• 0.2 GB is currently unused And if you’re preparing for a career in information technology, understanding com-
number of slots into which the memory cards fit, and each slot
This is a system that would benefit from additional memory. has a limit on the amount of RAM it can hold. To determine puter hardware is critical for you. In this Technology in Focus feature, we’ll build on
your specific system limits, check the system manufacturer’s what you’ve learned about computer hardware in other chapters and go “under the
How much RAM do I need? At a minimum, your hood” to look at the components of your system unit in more detail. Let’s begin by
website.
system needs enough RAM to run the OS. Running the looking at the building blocks of computers: switches.
In addition, the OS running on your machine imposes its
64-bit version of Windows 10 requires a minimum of 2 GB of
own RAM limit. For example, the maximum amount of RAM for
RAM. However, because you run more applications at one
the 32-bit version of Windows 10 is 4 GB, whereas the maxi-
time than just the OS, you’ll want to have more RAM than
mum memory limit using the 64-bit version of Windows 10 Pro
just what’s needed for the OS. For example, Figure 6.13
shows how much RAM is recommended for the OS, a web
is 512 GB. Switches and Number Systems bulb, or OFF. Another switch you use each day is a water faucet.
How does a computer process the data you input? A computer As shown in Figure 1, shutting off the faucet so that no water
browser, and some software. Is it difficult or expensive to add RAM? Adding flows could represent the value 0, whereas turning it on could
system can be viewed as an enormous collection of on/off
It’s a good idea to have more than the minimum amount RAM is fairly easy (see Figure 6.14). Be sure that you purchase represent the value 1.
switches. These simple on/off switches are combined in different
of RAM you need now so you can use more programs in the a memory module that’s compatible with your computer. Also Computers are built from a huge collection of electrical
ways to perform addition and subtraction and to move data
be sure to follow the installation instructions that come with switches. The history of computers is really a story about cre-
around the system.
the RAM module. Typically, you simply line up the notches and ating smaller and faster sets of electrical switches so that more
gently push the memory module in place. data can be stored and manipulated quickly.
FIGURe 6.13
RAM is a relatively inexpensive system upgrade. The cost electrical Switches
of RAM does fluctuate in the marketplace as much as 400% Objective 7B.1 Describe the different types of
Sample RAm Allocation over time, though, so if you’re considering adding RAM, technologies that have been used as representations
you should watch the prices of memory in online and print of the binary language in computing devices. Off
RAM On
advertisements.
APPLICATION RECOMMENDED To process data into information, computers need to work in
a language they understand. Computers understand only two
Windows 10 (high resolution) 2 GB
states of existence: on and off. Inside a computer, these two
Microsoft Office Professional 2016 2 GB possibilities, or states, are defined using the two numbers 1 and
SOUND BYTE 0; the language represented by these numbers is called binary
Microsoft Edge 1 GB Installing RAM language because just two numbers are used. Everything a
iTunes 12 2 GB In this Sound Byte, you’ll learn how to select the appro- computer does, such as processing data or printing a report, is
priate type of memory to purchase, how to order memory broken down into a series of 0s and 1s. Electrical switches are
Adobe Photoshop Elements 13 2 GB online, and how to install it yourself. As you’ll discover, the devices inside the computer that are flipped between the two
the procedure is a simple one and can add great perfor- states of 1 and 0, signifying ON and OFF.
Total RAM recommended to run 9 GB You use various forms of switches every day. The light switch
mance benefits to your system.
all programs simultaneously in your kitchen is either ON, allowing current to flow to the light
FIGURe 1 Water faucets can be used to illustrate binary switches.
232 Chapter 6 Understanding and Assessing Hardware: Evaluating Your System 296
Hardware Taught in More Depth in Additional Chapters Technology in Focus
In later chapters, students read about hardware in greater Four special features that
depth because they’re more experienced and comfortable teach key uses of technology
working with their computers. today.
Using Technology
to Change the World
How Will Technology Improve How Cool Is
Your life?
Learning Outcome 1.2 You will be able to discuss personal
impacts technology can have on your life and your career. This?
Technology at Home 12
Objective 1.6 Characterize computer literacy, and
Highlights the lat-
list some of its benefits.
Sound Byte: Questions to Ask Before You Buy
a Computer
est and greatest
Technology and Your Career 15
websites, gadgets,
Objective 1.7 Characterize the impact computer
literacy has on a variety of careers.
and multimedia.
(John Lund/Blend Images/Getty Images, Carlos Castilla/Shutterstock, Winui/Shutterstock,
COOL IS THIS?
MAKE: A Virtual Assistant on page 11
HOW
Want to make a difference with technology? The good news is that it has
never been easier. Technology is allowing more and more of us to become agents
of change in our communities and in the world. In London, over 20,000 school-
age children are joining Apps for Good, a program that links students, educators,
and local experts to guide students in designing and building apps to help solve
problems they see around them. The Verizon Innovative App Challenge led
students to develop apps to customize texts for students with dyslexia and apps
Sergey Nivens/Shutterstock)
to help connect people with causes they wanted to support with volunteer time.
Civic hacking events, like one called Random Hacks of Kindness, are helping
people create apps to track lobbyists in government, to map the location of murals
in a city, and to help organize people to dig out fire hydrants after snowstorms.
What kind of good can you do with technology? (Aleciccotelli/Fotolia)
 FIGURe 2.44 Using proper equipment that
is adjusted correctly helps prevent repetitive
Top of monitor strain injuries while working at a computer.
at or below
eye level • take breaks. Remaining in the same posi-

thirteenth
tion for long periods of time increases stress
Adjustable
on your body. Shift your position in your

thirteenth

EDITION
monitor
chair and stretch your hands and fingers
periodically. Likewise, staring at the screen

13
for long periods can lead to eyestrain, so
Lumbar
rest your eyes by periodically taking them off
support the screen and focusing them on an object
at least 8 feet away.
Adjustable-height • Ensure the lighting is adequate. Ensur-
keyboard tray and
wrist rest ing that you have proper lighting in your
work area minimizes eyestrain. Eliminate

Student Textbook
sources of direct glare (light shining directly
into your eyes) or reflected glare (light shin-
Fully ing off the computer screen) and ensure
adjustable Footrest
there is enough light to read comfortably.
chair if needed
If you still can’t eliminate glare from your
computer screen, you can buy an antiglare
screen to place over your monitor.

injuries in computer users. Your wrists
should be flat (not bent) with respect to the
keyboard, and your forearms should be
parallel to the floor. Additionally, your wrists
should not be resting on the keyboard while
typing. You can adjust the height of your
chair or install a height-adjustable keyboard
tray to ensure a proper position. Specially
designed ergonomic keyboards such as
the one shown in Figure 2.46 can help you
achieve the proper wrist position.
Is ergonomics important when using mobile
devices? Working with mobile computing devices presents
interesting challenges when it comes to injury prevention.
For example, many users work with laptops resting on their
laps, placing the monitor outside of the optimal line of
sight and thereby increasing neck strain. Figure 2.47
provides guidelines on preventing injuries when computing
on the go.
So, whether you’re computing at your desk or on the road,
consider the ergonomics of your work environment. Doing so
will help you avoid injury and discomfort.

BITS&BYTeS
trends
DIG DeepeR Augmentative and Virtual Realities
ethics in IT Ethics and
Technology
in IT Green Computing (Green IT)
Save power and Avoid eyestrain: Use Blackle
Your computer uses less energy when it displays black
Reality is reality, right? So what is augmentative as opposed to white (or other lighter colors). Also, bright
reality? And how is it different from virtual reality? colors such as white tend to increase eyestrain when
Should there be rules for conduct in a virtual to. And because different societies and cultures
Augmentative reality (AR) is the addition of
world? If so, what should they be? What does “Going
have different ideas green”
of what is a goal
it means tofor many modern businesses.
behave viewing a computer screen (see Figure 2.45). For a quick
digital information directly into our reality, either
plagiarism mean in a world where people can eas- Green
ethically, there will computing
be many (or green
different it) is a movement to
solutions fix, try using an alternative search engine called Blackle
to add more detail or at times to remove unwanted
ily copy, paste, and upload content of all kinds? encourage
to ethical questions environmentally
and interpretations sustainable comput-
of ethical (blackle.com). Powered by Google, this customized

(Weerapat1003/Fotolia)
visual effects. How does this happen?
Should workplaces be allowed to monitor their issues. How we ing. The main
navigate goal is tocultural
the different reduce the overall carbon search engine displays a predominantly black screen
AR combines our normal sense of the world
employees’ computing activities without their responses to ethical challenges
footprint therefore
of a company becomes
through the strategic use of
around us with an additional layer of digital infor- instead of white. Since most modern monitors don’t
knowledge? Should websites be allowed to cap- more and more important
computingas the paceand
resources of technol-
environmentally friendly
ture data related to what visitors do on their sites ogy quickens. For example,devices.
how should U.S. com-carbon footprint
mation. The extra information can be displayed on a backlight the black parts of a display, you save a little bit of
computing A business’s
separate device, such as in augmented reality apps energy when using this alternative search engine. Yes, it’s
and analyze and sell that data? Should program- panies respond to censorship
is the of their
total amount websites gases produced
of greenhouse
for smartphones. Displays in stores can augment a small amount of energy—but every little bit helps! FIGURe 2.45 Want to save energy while reducing eyestrain?
mers be responsible if their software malfunctions in countries suchdirectly
as China?
and A state in to
indirectly the Unitedthe activities of the
support
your image with the clothing you’re interested in, Using apps or websites that use less white and more black
and leads to personal injury or financial loss? States can declare that online
business. Carbon gambling
footprintsis illegal,
are expressed in equiv- 5. Reducing the use of energy and consumption of
Should Internet access be provided for free by com- but what does that mean
creating a virtual fitting room (see Figure 1.19). helps. (Grgroup/Fotolia)
alent tonswhen its citizens
of carbon dioxide have
(CO2). CO2 is the main materials through shared computing resources
munities to their citizens who cannot afford it? Are access to foreigngreenhouse
websites hosting Microsoft has announced a product named the
gas thatgambling (see to global warm-
is contributing
implantable devices that track the whereabouts Figure 1.10)? HoloLens
Sharing computing that will
resources canlet youamanipulate
make vast holographic
ing. Reduction of greenhouse gas emissions is critical
of children and vulnerable adults a good thing, or Answering challenging ethical questions difference in the images as part
consumption ofof your reality
resources and(see
elec-Figure 1.20).
to sustaining a healthy environment.
tricity. This is one ofMeanwhile,
the reasonsresearcher Stephen
cloud storage is Mann at the

Bits & Bytes

a slippery slope to breaches of privacy? These are related to technologyTheismain
part goals
of being an informed
of green computing are
the sorts of ethical questions and challenges that citizen. This course will help you to understand University
becoming so popular. Rather of Toronto
than havingis20
working with wearable
individual Power Controls and Ergonomics 61
technology poses—questions that did not even technology and the ethical issues it poses. Tak- processes or mate-
1. Reducing the use of hazardous computers that
companies each maintaining usegroup
a large “pointofofcom-
eye” (PoE) cameras FIGURe 1.19 This high-tech fitting room uses augmented
exist just a few years ago. ing the time to thinkrials in the
deeply production
about of computing equipment
the connection as AR
puters to hold data, devices.
savings can AbePoE camera
achieved byishav-
designed so that reality technology to allow shoppers to try on clothes virtually.

Help make the topics immediately

As the reach of technology continues to between technology2. Promoting
and ethicsthe use of
is one recyclable
step in or biodegradable ing one companythe camera
maintain is positioned
computer directly
resources thatin front of the eye (Yoshikazu Tsuno/AFP/Getty Images)

spread, these are questions that more and more materials to

being a more knowledgeable andfacilitate
thoughtfulsafeglobal
disposal of products itself.
are able to serve the The ultimate
20 other companies.PoEHowever,
camera would
it’s be one that
societies must face and develop their own answers citizen. 3. Buying products that use energy efficiently is implanted
not all up to businesses within
to practice the computing.
green eye or eye socket. Mann’s different world. Virtual reality creates an artificial
4. Using technology to reduce employee travel Figure 2.34 lists aresearch
few ways group is exploring
you can this as a way to assist
participate: environment that is immersive and interactive. VR

FIGURe 2.34
partially sighted or blind people.
Instead of adding information to the reality you
perceive, virtual reality (VR) replaces it with a
environments can be as simple as a pair of goggles
or as elaborate as entire “caves” that you walk
into (see Figure 1.21). One “cave” (cave automatic
relevant to students’ lives.
Green Computing problems and Solutions
ISSUE ELECTRICITY COMMUTING USE TECHNOLOGY LONGER

Problems • Electricity is often
generated using fossil fuels,
which produce greenhouse
gas emissions
• Cars generate greenhouse gases
• Many people commute to work alone
Dig Deeper
• Items are replaced before their useful
Boxes cover technical topics in depth
to challenge advanced students.
life is over
• Old items are discarded instead of
continuing to be used

(kovalto1/Fotolia, Berc/Fotolia, Marek/Fotolia)

• Devices are not energy • Technology is not disposed of or
efficient recycled properly

Solutions •FIGURe 1.10 efficient

Buy energy How do we • Use technology to telecommute to • Only upgrade your technology when
enforce ethicalequipment
computing standards with your job absolutely necessary
in high
our global,
Energy Internet-
Star ratings • Use public transportation to • Donate your old technology to
•enabled environment?
Turn off computing devices commute, which uses energy more someone who will continue to

Try This and Make This

(John Lamb/Photodisc/Getty
when not in use
Images)
efficiently than cars use it (friends, family, charitable
• Use appropriate power • Use a green vehicle (bicycle, electric organization)
management settings car) for your commute • Only dispose of electronic devices at

Hands-on activities found between

to use less power when approved e-wasteFIGURe
recycling1.facilities
20 The Microsoft HoloLens augments your reality by adding holographic images
operating devices you can manipulate. (CALVETTI/Science Photo Library/Corbis)

14 Chapter 1 Using Technology to Change the World

56 19

Parts 1 and 2 of each chapter.

Chapter 2 Looking at Computers: Understanding the Parts Dig Deeper

Ethics in IT Trends in IT
Boxes examine the ethical Boxes explore hot
TRY THIS
Step 3 You can gather
What’s Inside My Computer?
dilemmas involved with topics in computing.
quite a bit of information
from the System screen,
such as:
Windows version

technology.
• Version of Windows
• Type of processor Processor info Clock speed
Understanding what capabilities your current computer has is one of the first steps toward computer literacy. In • Speed of the processor
this exercise, you’ll learn how to explore the components of your Windows computer. • Amount of RAM RAM info
installed
Step 1 To gather information • System type (32-bit or System type
about the storage devices 64-bit) (Windows 10, Microsoft
on our computer, click File Corporation)
Explorer from the Taskbar or
from the Start menu. Then in
the navigation pane, click This

End of Chapter Quiz

PC to display information about
your computer’s devices. (Windows 10,
Microsoft Corporation)

Multiple Choice, True/False, and Critical

Thinking questions at the end of each Click to launch

make This
File Explorer

Tool: App Inventor 2

chapter help students assess their
comprehension of chapter material. mAKe: A mobile App
Want to build your own Android app from scratch? You can, with a
simple tool called App Inventor. To get started, have ready:
Step 2 The File Explorer
This PC screen displays 1. A computer connected to a WiFi network
information about internal 2. The Chrome browser
storage devices (such Ribbon
as internal hard drives), 3. A Google account
optical storage devices
(such as DVD drives), and 4. The MIT AI2 Companion app
portable storage devices
5. [optional] An Android device connected to the same WiFI network
(such as flash drives and
external hard drives). To In this exercise, you’ll explore the App Inventor tool and
chapter quiz // assessment display the System screen,
begin working with your first simple app. As you’ll see,
click the Computer tab on
For a quick review to see what you’ve learned, answer the following questions. Submit the quiz as requested by your the File Explorer ribbon, making your device work for you is as easy as drag and
instructor. If you are using MyITLab, the quiz is also available there. and then the System drop with App Inventor. (MIT App Inventor 2, Massachusetts Institute of
properties button. (Windows 10, Technology. Creative Commons Attribution-ShareAlike 3.0 Unported License)
multiple choice Microsoft Corporation)

1. Social media 4. Being computer literate includes being able to App Inventor is a programming platform used to create apps for Android devices. Using App Inventor, you can
a. prevents two-way dialog between people. a. avoid spam, adware, and spyware. easily drag and drop components to design your App’s interface and its behavior.
b. is incorporated as part of a political strategy by b. use the web effectively. For the instructions for this exercise, go to MyITLab.
many politicians.
c. diagnose and fix hardware and software
c. cannot be immediate enough to react to quickly problems.
developing issues. Processing and Memory on
Try
the
This/Make
Motherboard
This 49
d. all of the above
48 Chapter 2 Looking at Computers: Understanding the Parts
d. only is useful for personal friendships.
5. Computer forensics
2. Web 2.0 has led to a shift from just consuming
a. tests computers for hardware malfunction.
content toward
b. analyzes computer systems to gather potential
a. spending all our time on leisure activities.

Solve This
legal evidence.
b. less sharing of the work we produce.

Check Your Understanding quizzes

c. analyzes the design of a computer system.
c. new standards for HTML.
d. is used to create three-dimensional art.
d. producing content.
6. Data mining is
Exercises that put the concepts students are learning
3. Examples of crowdfunding and crowdsourcing
include a. important now because it is so easy to gather provide an auto-graded, self-check
into action using a Microsoft Office application.
enormous data sets.
a. Kickstarter and MobileVoice.
b. Bing and Google.
c. Call a Bike and Zipcar.
b. the study of data using algorithms to detect
patterns.
c. the translation of Big Data sets into meaningful
covering objectives in each part of
d. Ushahidi and Kiva. information.
d. all of the above the chapter.
true/false
1. The move toward access instead of ownership is a sign of collaborative consumption. MyITLab
Solve This
®

grader
2. The Next Einstein Initiative uses the power of supercomputing to enhance mathematical education.
3. Virtual reality is the addition of infographics to your visual field. How Technology Is Used on the World Stage
4. Web-based databases are being used to help investigators solve criminal cases.
check your understanding // review & practice and in my personal life
critical thinking For a quick review to see what you’ve learned so far, answer the following questions.
In this activity, you’ll use Microsoft Word to reflect on how technology is affecting the world as well as you, personally and
professionally. Reflect on the content in Chapter 1 as you work through this exercise.
1. What Occupies Your Mind?
What we think about is influenced by the information fed to our mind all day long. Web 2.0 has created numerous You will use the following skills as you complete this activity:
channels for people to offer their own work for free—open source software, free music, books, and artwork. How has multiple choice
• Open and Modify a Document Template • Insert Text
this affected your thinking? Have you created things to share freely with the online world? Has it changed the value 1. Analyzing computer systems to gather legal 4. Computer technology is used in the arts by
you put on music, books, and art? evidence is known as the field of • Apply Styles and Advanced Font Formats • Apply Themes
a. integrating it into new works of performance art.
2. Career and Computers
a. crowdsourcing. • Use Format Painter • Create a Header and Footer
This chapter lists many ways in which becoming computer literate is beneficial. Think about what your life will be b. creating web pages to advertise and sell art.
b. information technology.
like once you’re started in your career. What areas of computing will be most important for you to understand? How c. creating multimedia museum tours. Instructions
would an understanding of computer hardware and software help you in working from home, working with groups in c. computer forensics.
other countries, and contributing your talents? d. all of the above 1. Start Microsoft Word 2016 and open the Facet design (blank) template. Save the document as TIA_Ch1_LastFirst,
d. simulation theory. using your own Last and First names.
5. IT is the abbreviation for
24 Chapter 1 Using Technology to Change the World 2. The MACH project shows that 2. Double-click the Title placeholder and type Technology, then double-click the Heading placeholder and type
a. information training. Introduction. Replace the remaining placeholder text with the following: Political and global issues are show-
a. there is a digital divide limiting access to ing that technology is accelerating change around the world and galvanizing groups of people in new
b. Internet training.
computer systems. ways. Technology allows us to refine how we connect with each other, and it also impacts our daily
c. Internet technology. personal and professional experiences. Press Enter.
b. sports performance can be recorded and
analyzed by software. d. information technology. 3. Type How Technology Impacts Society, press Enter, and then type a few sentences that describe how technol-
ogy is impacting global events such as political revolutions, health care, the environment, and the digital divide. In
c. there are some things computers cannot teach.
addition, address how businesses are using social media. Press Enter.
d. computers can help people with interpersonal 4. Type How Technology Impacts Me Personally and Professionally, press Enter, and then type a few sen-
skills development. tences that describe how technology is impacting your personal life. You should address the importance of being
3. Which of the following allows retailers to respond to computer literate. You should also address the kinds of technology being used in the industry of your current or
desired career.

xxxi
consumer buying patterns?
a. outsourcing
b. data mining
Student Textbook
5. Click anywhere in the heading Introduction, then using Format Painter, apply the Heading 1 format to the para-
graph headers: How Technology Impacts Society and How Technology Impacts Me Personally and Professionally.
a. Hint: Format Painter is in the Clipboard group on the Home tab.
c. smart labels 6. Change the Document Theme style to the Slice Theme.
d. Bluetooth technology a. Hint: Document Themes are found on the Design tab, in the Document Formatting group.
7. Select the title Technology, then format the font as Small Caps. Center align the title.
a. Hint: Click the dialog box launcher in the Font group on the Home tab to access the Small caps font effects.
8. Apply the Whisp header style to the document. Click to add Today’s date in the Date header and delete the Docu-
ment title header. Add a File Path to the document footer. Select the footer text and change the font size to 8. Close
the Header and Footer.
Go to MyITLab to take an autograded version of the Check Your
MyITLab a. Hint: Headers are found on the Insert tab in the Header & Footer group. File Path is found in Document Info in the
 thirteenth
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13
MyITLab
MyITLab for Technology in Action with
the Enhanced eBook personalizes learning
to help your students better prepare
and learn—resulting in more dynamic
experiences in the classroom and improved
performance in the course. Specific features
include:
• Adaptive Learning: A way to enable
personalized learning at scale. Not
every student learns the same way
and at the same rate. MyITLab with
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student performance and activity in real
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• A powerful homework and test manager: MyITLab lets you create, import, and manage
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tional material. You can also add your own course materials to suit the needs of your students
or department. In short, MyITLab lets you teach exactly as you’d like.
• Robust Gradebook tracking: The online Gradebook automatically tracks your students’
results on tests, homework, and practice exercises and gives you control over managing re-
sults and calculating grades. And, it lets you measure and document your students’ learning
outcomes.
• Easily scalable and shareable content: MyITLab enables you to manage multiple class
sections, and lets other instructors copy your settings so a standardized syllabus can be
maintained across your department.
The following media is available in MyITLab, and selected items are also on the companion website.
Note: To access the premium content, including Helpdesks, Sound Bytes, and Replay Videos
from the companion site, students need to use the access code printed on the card in the front
of the book.

xxxii MyITLab
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MyITLab • The interactive eText in MyITLab provides continuous digital learning in an interactive environment
13
that allows students to use technology as they learn. They don’t have to stop reading to find the
activities such as Helpdesks, Sound Bytes, and Replay Videos—they just click on them and immedi-
ately experience the activity.
MyITLab • IT Simulations: These fully interactive, scenario-based simulations allow students to demonstrate
their understanding of the chapter topic in an experiential learning environment.
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provide students with a personalized review based on their strengths and weaknesses.
MyITLab • Sound Bytes: These multimedia lessons provide a multimodal approach to instruction in which
­topics are presented with audio, video, and interactive activities. The topics covered in the Sound
Bytes expand on the coverage in the book to dive into newer technology or more depth on a specific
­subject.
• NEWLY REDESIGNED and UPDATED Active Helpdesks: These highly interactive, engaging
activities provide students with a realistic experience of how help is delivered via live chat. Students
play the role of a helpdesk staffer answering technology questions. These highly interactive, forma-
tive assessments provide students with a realistic, engaging experience of how support is delivered
to customers today. Each Helpdesk covers core objectives in the chapter. Students play the role of a
support staffer tasked with assisting customers with questions related to the content of the text. This
approach allows students to apply what they are learning in a new environment. The assessment
questions after each Helpdesk provide instructors with a tool to gauge and track students’ progress.
• Make This projects address the hot area of mobile app creation! Each chapter includes a Make This
mobile app project, most of which use App Inventor. By the end of the course, students will have
completed 13 small projects that provide them with new skills they can use to create their own apps.
And if they don’t have an Android device, they can use the emulator and still learn the skills.
• Solve This projects put the concepts students are learning into action through real-world problem
solving using a Microsoft Office application or other technology tool. For Word and Excel projects,
there is also a grader version in MyITLab.
• NEW Preview Videos: The Preview Videos provide an author-narrated video preview of each chap-
ter in an easy-to-use format students can view on their phones, tablets, or computers.
• UPDATED Replay Videos: The Replay Videos provide an author-narrated video review of each
chapter part.
• With Tech Bytes Weekly, every week is new! This weekly newsfeed provides two timely articles
to save instructors the prep time required for adding interesting and relevant news items to their
weekly lectures. Tech Bytes Weekly also features valuable links and other resources, including dis-
cussion questions and course activities.

MyITLab xxxiii
 thirteenth
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Transcript button
Used to turn transcript on
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Sound Bytes
Multimedia lessons with
video, audio, or animation
and corresponding labs
featuring multiple-choice
quizzing.

Navigational tool

Audio leads students through Video or animation teaches key concepts

Active Helpdesk
Interactive training that
puts the student in the
role of a helpdesk staffer
fielding questions about
technology.

Supervisor available to
assist students.

Features textbook
references within each
Helpdesk and assessment
at the end.

xxxiv MyITLab
Another random document with
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 DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI

Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
 FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)

The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
 Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA

I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
 The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.

MAKONDE LOCK AND KEY AT JUMBE CHAURO

 This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
 “We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
 Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
 BRAZIER

Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

 FINISHING THE BOTTOM

LAST SMOOTHING BEFORE

BURNING

FIRING THE BRUSH-PILE

 LIGHTING THE FARTHER SIDE OF
THE PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
 Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

 BEATING THE BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT

MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN