Professional Documents
Culture Documents
This document is organized chronologically, using the same heading in red that you see in the
textbook. Under each heading you will find (in order): Lecture Notes that summarize the section,
Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and
activities geared towards quizzing your students, enhancing their critical thinking skills, and
encouraging experimentation within the software.
In addition to this Instructor’s Manual, our Instructor’s Resources also contain PowerPoint
Presentations, Test Banks, and other supplements to aid in your teaching experience.
Table of Contents
PUB 161: Introduction
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 4-2
Objectives
Students will have mastered the material in this module when they can:
TEACHER TIP
You may choose to gather a number of customized publication examples students can use for
evaluation purposes as they work through this module.
CLASSROOM ACTIVITIES
1. Class Discussion: Discuss why the process of developing a publication that communicates a
company brand and specific requirements requires careful analysis and planning.
2. Quick Quiz:
1. Once saved, customized settings can be reused, which results in increased ____. (Answer:
productivity)
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 4-3
ROADMAP
Review the general activities that will be performed in this module
• Customize the publication editing the page size, margins, font schemes, and color schemes
• Edit graphics
• Create and use building blocks
• Edit and format text with line spacing, text effects, and gradient fills
• Use WordArt
• Change paragraph formatting and create bulleted lists
• Insert and edit a coupon advertisement
• Apply customizations
• Delete customizations
TEACHER TIP
You may choose to invite an experienced designer, who uses desktop publishing software to create
various types of publications, to speak to the class about planning, creating, and printing publications.
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students where they have seen mailers. How are the mailers used? When are
they most effective? When least?
2. Group Activities: Break students into groups and then give each group a real-world mailer to
evaluate. Ask students to identify the mailers’ shape and graphic elements. Also ask them to take note
of any logos, color schemes, and bulleted lists. Have each group report back to the class on the group’s
evaluation of the mailer’s effectiveness at communicating its message.
LAB ACTIVITIES
1. Have students complete the steps to run Publisher.
TEACHER TIP
You may choose to emphasize the use of templates by reminding students of the benefits they
experienced when using a flyer template in Module 1.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 4-4
CLASSROOM ACTIVITIES
1. Class Discussion: When would a publisher choose a larger rather than a smaller size publication?
Give examples of instances when a publication of each size would be most helpful.
2. Critical Thinking: How can you determine whether a proposed publication will fulfill a particular
need for a business?
3. Critical Thinking: How can you determine whether a proposed publication will meet the standards
created by other, similar publications in the industry?
4. Assign a Project: Ask students to determine a publication type, purpose, scheme, and paper size.
Students should create a planning document to which they can add other items as they work through
the module.
LAB ACTIVITIES
1. Have students select a blank publication, display formatting marks, and hide the Page Navigation
pane.
CLASSROOM ACTIVITIES
1. Class Discussion: Is it useful to be able to create custom color schemes? Why? Why not?
2. Quick Quiz:
1. The _____ accent shape in a color scheme typically is used as fill color in prominent
publication shapes. (Answer: second)
2. Creating a(n) _____ color scheme means choosing your own colors that will apply to text and
objects in a publication. (Answer: custom)
CLASSROOM ACTIVITIES
1. Class Discussion: Why is it important to choose complimentary fonts for a heading and a body?
What should you consider when deciding which fonts to use for each?
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 4-5
2. Critical Thinking: A company newspaper typically shares some of the same important elements as
other print materials used by the company, such as business cards or letterhead paper. Have students
brainstorm why it is important that a company’s publications share certain elements and give
examples of the elements that might be shared across publications.
3. Class Discussion: Why is it important for the customer to approve a publication storyboard before
proceeding with the publication? Why should you have someone evaluate your work and give you
constructive feedback if you need to create objects from scratch?
4. Quick Quiz:
1. _____ refers to serif, structure, form, or style. (Answer: Type ornamentation)
2. Choosing complementary fonts takes practice. True or False? (Answer: True)
3. _____, when it applies to graphics, means changing the vertical or horizontal size of the
graphic by a percentage. (Answer: Scaling)
CLASSROOM ACTIVITIES
1. Class Discussion: What is the difference between cropping a graphic image to make it smaller and
resizing a graphic image to make it smaller?
3. Critical Thinking: Why is it useful to have the ability to rotate and flip objects?
4. Quick Quiz:
1. A well-edited graphic not only contributes to the uniqueness of the publication, but also adds
a personal touch. True or False? (Answer: True)
2. Many _____ graphics are a combination of line drawings and shapes. (Answer: clip art)
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 4-6
LAB ACTIVITIES
1. You may choose to have students create a letterhead publication for a business of their choice and
insert appropriate business information set components plus an edited graphic.
CLASSROOM ACTIVITIES
1. Class Discussion: For what kinds of publications might you create advertisement items? Business
information components? Calendars, design accents, and page parts? Have students brainstorm
different types of building blocks and when each type might be useful.
2. Critical Thinking: Why might it be useful to save edited graphics on your storage device as
pictures? In what instances might you need to use them in other applications?
LAB ACTIVITIES
1. Have students save a graphic as a picture that could be used in Microsoft Word, Microsoft
PowerPoint, or another application.
CLASSROOM ACTIVITIES
1. Quick Quiz
1) _____ is the percentage of black or white added to a main color. (Answer: brightness)
2) _____ is the saturation or intensity of the color. (Answer: contrast)
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 4-7
CLASSROOM ACTIVITIES
1. Class Discussion: When might you want to use a no fill text effect? When might you choose to use
a solid fill or gradient fill text effect?
2. Critical Thinking: How might outline effects impact the message of text in a publication?
3. Quick Quiz:
1. In Publisher, you can _____, or paint text with a color or with a special effect. (Answer: fill)
2. A(n) _____ is a button on a slider to set exactly where a color should start to change in a
gradient. (Answer: color stop)
CLASSROOM ACTIVITIES
1. Class Discussion: Spelling errors made in WordArt objects are not caught by the Publisher spell
checker. Why?
2. Quick Quiz:
1. _____ is a gallery of fancy text styles. (Answer: WordArt)
2. You can change the WordArt shape by clicking the Change WordArt Shape button on the
_____ tab. (Answer: WORDART TOOLS FORMAT)
LAB ACTIVITIES
1. Have students add a WordArt object to their personal business publication.
LECTURE NOTES
• Use Figure 4-54 to discuss changing the line spacing
• Define line spacing
• Use Figure 4-55 to illustrate changing the line spacing
• Define the term bulleted list
• Use Figures 4-56 through 4-60 to illustrate creating a custom bullet
• Use Figure 4-61 to illustrate entering text
CLASSROOM ACTIVITIES
1. Class Discussion: Ask students if they ever use bulleted lists to organize their personal to-do lists or
other kinds of lists. What is the advantage of using a bulleted list to organize information? What
kinds of publications might benefit from the use of a bulleted list?
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 4-8
LAB ACTIVITIES
1. Have students follow the steps on pages PUB 196 to enter bulleted text.
CLASSROOM ACTIVITIES
1. Critical Thinking: Why might adding a coupon add more visual weight to a publication?
LAB ACTIVITIES
1. Have students follow the steps on page 199 to check their personal business publications for errors.
CLASSROOM ACTIVITIES
1. Critical Thinking: Why is it advantageous to have customizations that can be used again?
LAB ACTIVITIES
1. Have students open their saved customizations for their business that they have been working with
throughout the module and ask them to tweak it to provide an additional advertisement or coupon
using the saved publications.
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Microsoft Publisher 2016 Instructor’s Manual 4-9
CLASSROOM ACTIVITIES
1. Class Discussion: Why might you want to delete customizations?
2. Critical Thinking: What could potentially happen if you leave customizations for a business you
are working on an advertisement for on a public computer? What would the implications of this be if
someone else found those customizations and used them as their own?
LAB ACTIVITIES
1. Have students delete content from their building block library.
▪ Apply Your Knowledge is an assignment that helps students reinforce their skills and apply
the concepts learned in this module.
▪ Extend Your Knowledge is an assignment that challenges students to extend the skills learned
in this module and to experiment with new skills. Students may need to use Help to complete
the assignment.
▪ Expand Your World is an assignment where students create a solution that uses cloud or web
technologies by learning and investigating on their own from general guidance.
▪ In the Labs is a series of assignments that ask students to design and/or format a document
using the guidelines, concepts, and skills presented in this module. The labs are listed in order
of increasing difficulty.
Top of Document
© 2017 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as
permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom
use.
Another random document with
no related content on Scribd:
— Eivät ole meillä tässä leivät varsin leveiksi päässeet. Ovat nuo
maat huononpuoleiset eikä ole jaksanut niitä riittävästi alalleenkaan
raivata, niin jotta ei tahdo selvä vilja uutiseen riittää. Täytyi tässä jo
äsken petäjäisellä jatkaa. Mutta kun on niinkuin minäkin lapsuudesta
saakka petäjäisen makuun tottunut, ei sitä ollenkaan huomaa, vaan
oppiipa vielä pitämään sekaleipää maukkaampana kuin selvää.
Olisihan meilläkin olo toinen, mutta kun luoja tuhosi kaiken ja korjasi
pojan pois, ettei ole ollut muita tekijöitä kuin minä pahainen, on kaikki
voimien puutteessa mennyt vähän rempalleen. Olisipa poika elänyt,
niin toisenlaiset olisi vieraallekin antimet tarjota.
*****
XII
Rikas mies näki tänä samana yönä unta, että naapurin töllin sijalle
kohosi korkea ja kaunis rakennus, jossa entinen köyhä ukko rupesi
elämään komeasti. Kateus kaiveli hänen sydäntään ja hän aprikoitsi,
millä ihmeellä naapuri oli yht'äkkiä kaiken tämän varallisuuden
saanut. Heti noustuaan ja saatuaan haukutuksi väkensä riittävään
aamuvireeseen, hän riensi vilkaisemaan töllille päin.
Rikas mies tunsi selvästi, ettei hän milloinkaan ollut ollut matkalla,
jonka päässä olisi ollut odottamassa sellainen ratkaisu kuin nyt.
Mihin hän oikeastaan oli menossa? Tapaamaan jotakin kulkuriukkoa.
Miksi? Saadakseen lupauksen korkeimman toivomuksensa
täyttymisestä. Mikä oli hänen korkein toivomuksensa?
Vielä äsken, kun hän oli kauhistunut sitä, ettei töllin mies ollut
älynnyt kolmatta toivomusta esittää, se hänellä oli ollut ja oli
kaikessa alastomuudessaan vain raha. Mutta nyt hän ei olisi voinut
enää sitä sellaisena esittää. Jotenkin oli muutamien hetkien
kuluessa, niin, aivan silmänräpäyksessä, hänen sielustansa hävinnyt
rahan himo hänen elämänsä pääpyyteenä. Ei hän nyt enää rahaa
niin paljon, — muuta, jotakin toista, autuuttako? Sitähän mökin mies
oli toivonut.
Hän ei tiennyt muuta kuin että hänen täytyi. Jokin voima, se, joka
oli vallannut hänet silloin, kun nuo kaksi kulkuria olivat puineet hänen
riihensä, pakoitti häntä. Hän löi hevostaan ruoskalla, ja hepo kiisi
hämärtyvässä illassa kuin myrskytuuli. Häntä värisytti, sillä tuntui niin
sanomattoman kolkolta ja yksinäiseltä. Kauaspa se äijä oli jo
ehtinytkin. Nythän hän on ajanut jo koko päivän, eikä häntä vain näy.
Niinkuin hän oli niitä riihenpuijia etsinyt! Jokaista ovensuuhun
ilmestynyttä kulkuriukkoa hän oli silmäillyt salaisella pelolla ja
aavistuksella: kuka tietää, vaikka tuo olisi itse Jeesus, jonka sanovat
köyhänä ja hylättynä kuljeskelevan ihmisten keskellä? Mutta eipäs
ole milloinkaan ollut. Suuttui tietenkin siitä riihenpuintikerrasta, kun
tuli sitä niin tylysti kohdelluksi. Olihan se vähän ihmeellinen tapaus:
maailman vapahtaja saapuu asiantehden, pyytää nöyrästi yösijaa,
saa selkäänsä ja joutuu riihenkarstat niskassa, saunatonna ja
syömätönnä taipaleelle! Edes sen vuoksi, että saisi tuota asiaa
hiukan hyvitetyksi, täytyisi häntä vielä kerran tavata. On väliin
tuntunut niin pahalta, että vaikka neljälle ilmansuunnalle huutaisi:
anteeksi!
*****
Mutta ennenkuin talon ukko ehti sitä tehdä, nousi vieras lieden
äärestä ja tuli loukkautuneen luo. Hän istui sairaan viereen, katseli
häntä suruisesti ja vakavasti, laskien lopuksi hiljaa karkean,
ryhmyisen kätensä hänen otsalleen. Silloin makaava taas avasi
silmänsä. Niistä kuvastui ensin avuton tuska ja pelko, joka kuitenkin
vähitellen muuttui rauhallisemmaksi, kunnes silmät taas sulkeutuivat
ja koko ruumis raukeni lepoon.
Kun hän aamulla heräsi, oli vieras kadonnut. Rikas mies makasi
vuoteellaan rauhallisena, kädet rinnalla ristissä, kasvoilla autuas,
kirkastettu ilme. Mummon sydän oli pysähtyä säikähdyksestä, sillä
hän älysi, että naapurikylän kuulu, rikas saituri oli kuollut siihen
heidän penkilleen.
Kun mummo myöhemmin kertoi, mitä kuoleva oli edellisenä iltana
sanonut tuosta oudosta, vanhasta kulkurista, ymmärrettiin kylällä
asia täydelleen. Hänhän oli ollut kauan aikaa hyvin omituinen,
kulkenut vain omissa mietteissään, höpissyt itsekseen Jeesuksesta,
ja tarkkaan kysellyt, oliko missään nähty niitä kahta kulkuria, jotka
kerta olivat olleet heillä riihellä ja hyvästittä painuneet maantielle.
Kaikkia tällaisia vanhoja kiertolaisia hän saituudestaan huolimatta
kestitsi ja hoiti hyvin, lopuksi salavihkaa, muiden kuulematta,
tiedustaen, olivatko he mahdollisesti nähneet retkillään Jeesusta.
"Hän kuuluu", oli hän silloin salaperäisen ja aran näköisenä
kuiskuttanut, "vaeltelevan täällä Suomessa vanhan kerjurin
haahmossa ja koputtavan joka ovelle. Täällä meilläkin hän kävi,
mutta kun ei tunnettu, tuli kohdelluksi vähän ynseästi". Ja kun vieraat
hiukan hämillään kielsivät sellaista kulkijaa tavanneensa, varoitti
hän: "Jos vain satutte tapaamaan, niin käskekää kaikin mokomin
tulemaan uudelleen siihen taloon, jossa kerta olivat riihellä!"
Ilmeistähän näin ollen oli, että rikas isäntä oli niinkuin sanotaan
"vähän noin", joten ei ollenkaan kummasteltu sitä, mitä mummo
kertoi hänen puhuneen. "Sen kun oli pää haljennut kärryiltä
pudotessa, niin se houriessaan uskoi tuon kulkurin Jeesukseksi, jota
niin kauan oli hakenut, ja siinä uskossaan kuolikin".
XIII
— Katso uudelleen!
Pietari katsoi:
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