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The
Shelly
Cashman
Series
®
Concepts
& Office
Technology
for Success
Microsoft 365 &
® ®
Office 2021
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
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Print Number: 01 Print Year: 2022
Brief Contents
Getting to Know Microsoft Office Versions��OFF-1
Using SAM Projects and Textbook Projects�� SAM-1
Introduction to Technology for Success: Computer Concepts��CC I-1
Computer Concepts
Module 1: Impact of Digital Technology��CC 1-1
Module 2: The Web��CC 2-1
Module 3: Computer Hardware��CC 3-1
Module 4: Operating Systems and File Management��CC 4-1
Module 5: Software and Apps��CC 5-1
Module 6: Security and Safety��CC 6-1
Word 2021
Module 1: Creating and Modifying a Flyer��WD 1-1
Module 2: Creating a Research Paper��WD 2-1
Module 3: Creating a Business Letter��WD 3-1
PowerPoint 2021
Module 1: Creating and Editing Presentations with Pictures�� PPT 1-1
Module 2: Enhancing Presentations with Shapes and SmartArt�� PPT 2-1
Module 3: Inserting WordArt, Charts, and Tables�� PPT 3-1
iii
iv Brief Contents Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021
Excel 2021
Module 1: Creating a Worksheet and a Chart��EX 1-1
Module 2: Formulas, Functions, and Formatting��EX 2-1
Module 3: Working with Large Worksheets, Charting, and What-If Analysis��EX 3-1
Access 2021
Module 1: Databases and Database Objects: An Introduction�� AC 1-1
Module 2: Querying a Database�� AC 2-1
Module 3: Maintaining a Database�� AC 3-1
Index��IND-1
Contents
Getting to Know Microsoft Office Versions OFF-1
Using SAM Projects and Textbook Projects SAM-1
Introduction to Technology for Success: Computer Concepts CC I-1
Module TWO
Technology for Success: The Web
Computer Concepts Module Objective: Complete research using information
gathered from reliable online sources.
Module ONE Explain the Role of the Web in Daily Life CC 2-2
Impact of Digital Technology Define Web Browsing Terms CC 2-2
Module Objective: Analyze the ways in which technology Explain the Purpose of a Top-Level Domain CC 2-5
has revolutionized the last quarter of the century. Describe Internet Standards CC 2-5
Explain Society’s Reliance on Technology CC 1-2 Describe Websites and Webpages CC 2-5
Outline the History of Computers CC 1-2 Identify the Types of Websites CC 2-6
Explain the Impact of the Internet of Things and Explain the Pros and Cons of Web Apps CC 2-8
Embedded Computers CC 1-3 Identify the Major Components of a Webpage CC 2-9
ATMs and Kiosks CC 1-4 Identify Secure and Insecure Websites CC 2-10
IoT at Home CC 1-5 Use E-commerce CC 2-10
IoT in Business CC 1-5 Explain the Role of E-commerce in Daily Life CC 2-11
Discover Uses for Artificial Intelligence CC 1-6 Use E-commerce in Business Transactions CC 2-11
Explore the Impact of Virtual Reality CC 1-6 Use E-commerce in Personal Transactions CC 2-12
The Digital Divide CC 1-7 Find E-commerce Deals CC 2-13
Develop Personal Uses for Technology CC 1-7 Apply Information Literacy Skills to Web
Explore Personal Uses for Technology CC 1-7 Searches CC 2-13
Use Robotics and Virtual Reality CC 1-8 Define Information Literacy CC 2-14
Utilize Technology in Daily Life CC 1-9 Explain How Search Engines Work CC 2-14
Use Technology to Assist Users with Disabilities CC 1-10 Use Search Tools and Strategies CC 2-14
Apply Green Computing Concepts to Daily Life CC 1-11 Refine Web Searches CC 2-15
Enterprise Computing CC 1-12 Conduct Online Research CC 2-17
Explain the Role of Technology Use Specialty Search Engines CC 2-17
in the Professional World CC 1-13 Evaluate Online Information CC 2-18
List the Ways that Professionals Might Gather Content from Online Sources CC 2-19
Use Technology in the Workplace CC 1-13 Apply Information Literacy Standards CC 2-21
Technology in K-12 Education CC 1-13 Summary CC 2-22
Technology in Higher Education CC 1-13 Review Questions CC 2-23
Technology in Healthcare CC 1-13 Discussion Questions CC 2-24
Technology in the Transportation Industry CC 1-13 Critical Thinking Activities CC 2-24
Technology in Manufacturing CC 1-14 Key Terms CC 2-25
Explore Technology Careers CC 1-14
Explore How You Might Prepare for a Module Three
Career in Technology CC 1-16 Computer Hardware
Summary CC 1-18 Module Objective: Demonstrate familiarity with using
Review Questions CC 1-18 and maintaining computer hardware.
Discussion Questions CC 1-19 Categorize the Various Types of Computer
Critical Thinking Activities CC 1-19 Hardware CC 3-2
Key Terms CC 1-19 Define Each Component of Computer Hardware CC 3-2
v
vi Contents Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021
Visually Identify Types of Computer Hardware CC 3-4 Module five

Explain How Computers Represent Data CC 3-5
Software and Apps
Explain the Benefits of Internal, External,
Module Objective: Demonstrate familiarity with
and Cloud-Based Storage Solutions CC 3-6
common apps and productivity software.
Explain the Pros and Cons of Using Different Types
Explain How to Use Apps as Part of
of Computers, Including All-in-Ones, Tablets,
Your Daily Life CC 5-2
Mobile Devices, and Desktop Computers CC 3-7
Define Application Software CC 5-2
Determine Which Hardware Features Are
Describe the Purpose of Each Key Type of App CC 5-3
Personally Necessary to Consider When
Describe Types of Apps CC 5-3
Purchasing a Computer CC 3-9
Identify Common Features of Apps CC 5-4
Demonstrate Familiarity with Input and
Use Mobile Apps CC 5-5
Output Devices CC 3-14
Use Common Features of Productivity
Experiment with Input Devices CC 3-14
and Graphics Apps CC 5-9
Experiment with Output Devices CC 3-16
Identify Apps and Productivity Suites
Explain How to Install Computer Hardware CC 3-17
Related to Word Processing, Spreadsheet,
Maintain Hardware Components CC 3-18
Presentation, and Database Software CC 5-10
Measure the Performance of Computer Hardware CC 3-18
Use Word Processing Software for Basic
Explain How to Troubleshoot Problems
Word Processing Functions CC 5-11
with Hardware and Peripherals CC 3-18
Format Documents Using Word Processing
Explain the Necessary Steps to Maintain
Software CC 5-13
Computer Hardware CC 3-25
Use Spreadsheet Software to Manage
Explain How to Restore a Device and Its
Basic Workbooks CC 5-14
Associated Hardware and Software CC 3-26
Use Presentation Software to Create
Summary CC 3-27
and Share Presentations CC 5-19
Review Questions CC 3-27
Use Database Software to Manage
Discussion Questions CC 3-28
Basic Databases CC 5-24
Critical Thinking Activities CC 3-28
Use Graphics Software CC 5-28
Key Terms CC 3-28
Summary CC 5-32
Module four Discussion Questions CC 5-33
Operating Systems and Critical Thinking Activities CC 5-34
File Management Key Terms CC 5-34
Module Objective: Keep your chosen operating
systems running smoothly, through personalization Module six
and maintenance.
Security and Safety
Compare Operating Systems CC 4-2
Module Objective: Safeguard against the major health
Differentiate Between an Operating System
and safety risks associated with regular computer use.
and System Software CC 4-2
Discuss Computer Safety and Health Risks CC 6-2
Differentiate Between Operating Systems CC 4-3
Determine the Risks to Computer Security
Identify Desktop Components CC 4-5
and Safety CC 6-3
Explain How an Operating System Works CC 4-7
Understand the Risks to Physical, Behavioral,
The Purpose of an Operating System CC 4-7
and Social Health CC 6-5
How an Operating System Manages Memory CC 4-8
Describe Common Cybersecurity Attacks CC 6-8
Steps in the Boot Process CC 4-8
Use Protective Measures to Safeguard
How Operating Systems Manage Input and Output CC 4-9
Computers and Data CC 6-12
Personalize an Operating System to
Explain the Steps to Protect Computer
Increase Productivity CC 4-10
Equipment CC 6-12
Customize System Software CC 4-10
Protect Mobile Devices and Your Privacy CC 6-15
Customize Hardware Using System Software CC 4-11
Use Strong Authentication CC 6-17
Manage Desktop Windows CC 4-12
Explain the Benefits of Encryption CC 6-20
Use Administrative Tools CC 4-13
Discuss Measures to Prevent Identity Theft
Manage Files and Folders CC 4-16
and Protect Financial Information CC 6-21
Compress and Uncompress Files CC 4-16
Protect Yourself While Online CC 6-23
Save Files to Folders and File Systems CC 4-16
Summary CC 6-24
Determine File Properties CC 4-17
Manage File Names and File Placement CC 4-18
Manage Folder Names and Folder Placement CC 4-18
Organize Files Using File Management Tools CC 4-19
Key Terms CC 6-26
Summary CC 4-20
References CC 6-27
Key Terms CC 4-21
Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021 Contents vii
Selecting Text WD 1-48

To Save an Existing Document with
Microsoft Word 2021 a Different File Name WD 1-49
Inserting and Formatting a Picture in a
Module ONE Word Document WD 1-50
Creating and Modifying a Flyer To Center a Paragraph WD 1-51
What Is Word? WD 1-1 To Insert a Picture from a File WD 1-51
Introduction WD 1-2 To Change the Zoom to One Page WD 1-53
Project: Flyer with a Picture WD 1-2 To Resize an Object Proportionally WD 1-53
Starting and Using Word WD 1-3 To Apply a Picture Style WD 1-55
To Start Word and Create a Blank Document WD 1-3 To Apply a Picture Effect WD 1-56
The Word Window WD 1-5 Enhancing the Page WD 1-57
To Display a Different Tab on the Ribbon WD 1-10 To Change Theme Colors WD 1-58
To Adjust the Margins WD 1-11 To Add a Page Border WD 1-59
Entering Text in a Document WD 1-12 To Change Spacing before and after Paragraphs WD 1-60
To Type Text WD 1-12 To Change the Document Properties WD 1-61
To Change the Zoom to Page Width WD 1-13 To Save an Existing Document with
To Display Formatting Marks WD 1-14 the Same File Name WD 1-62
Wordwrap WD 1-14 To Close a Document WD 1-63
To Wordwrap Text as You Type WD 1-15 Correcting Errors and Revising a Document WD 1-64
Spelling and Grammar Check WD 1-15 Types of Changes Made to Documents WD 1-64
To Enter More Text with Spelling To Open a Document WD 1-64
and Grammar Errors WD 1-16 To Change the Zoom to Page Width WD 1-65
To Check Spelling and Grammar To Insert Text in an Existing Document WD 1-65
as You Work in a Document WD 1-16 Cutting, Copying, and Pasting WD 1-66
To Insert a Blank Line WD 1-18 To Delete or Cut Text WD 1-66
To Enter More Text WD 1-19 To Copy and Paste WD 1-67
Navigating a Document WD 1-20 To Display the Paste Options Menu WD 1-68
To Save a Document for the First Time WD 1-21 To Move Text WD 1-69
Formatting Paragraphs and Characters WD 1-23 To Switch to Read Mode WD 1-70
Font, Font Sizes, and Themes WD 1-24 To Switch to Print Layout View WD 1-71
To Change the Document Theme WD 1-25 To Save a Document with the Same File Name WD 1-71
To Center a Paragraph WD 1-27 To Print a Document WD 1-71
To Center Another Paragraph WD 1-28 Using Word Help WD 1-72
Formatting Single versus Multiple To Use the Search Box WD 1-73
Paragraphs and Characters WD 1-28 To Use the Help Pane WD 1-74
To Select a Line WD 1-28 Obtaining Help while Working in Word WD 1-75
To Change the Font Size of Selected Text WD 1-29 To Sign Out of a Microsoft Account WD 1-75
To Change the Font of Selected Text WD 1-30 To Exit Word WD 1-76
To Change the Case of Selected Text WD 1-31 Summary WD 1-77
To Apply a Preset Text Effect to Selected Text WD 1-32 Apply Your Knowledge WD 1-78
To Shade a Paragraph WD 1-33 Extend Your Knowledge WD 1-80
To Select a Paragraph WD 1-34 Expand Your World WD 1-82
To Change the Font Color of Selected Text WD 1-35 In the Lab WD 1-84
To Change the Font Size of Selected Text WD 1-35
To Change the Zoom Percentage WD 1-36 Module two
To Select Multiple Lines WD 1-37 Creating a Research Paper
To Change the Font Size of Selected Text WD 1-38 Introduction WD 2-1
To Number a List of Paragraphs WD 1-38 Project: Research Paper WD 2-1
To Undo and Redo an Action WD 1-40 MLA Documentation Style WD 2-2
To Bullet a List of Paragraphs WD 1-40 Changing Document Settings WD 2-4
AutoFormat As You Type WD 1-42 To Start Word and Specify Settings WD 2-4
To Remove a Hyperlink WD 1-42 Styles WD 2-4
To Center Another Paragraph WD 1-43 To Modify a Style WD 2-5
To Use the Mini Toolbar to Format Text WD 1-43 Adjusting Line and Paragraph Spacing WD 2-6
To Select a Group of Words WD 1-45 To Change Line Spacing WD 2-6
To Underline Text WD 1-45 To Remove Space after a Paragraph WD 2-7
To Italicize Text WD 1-46 To Update a Style to Match a Selection WD 2-8
To Select Nonadjacent Text WD 1-47 Creating a Header WD 2-8
To Bold Text WD 1-48 To Insert a Header WD 2-9
viii Contents Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021
To Right-Align a Paragraph WD 2-10 To Insert Another Comment WD 2-59

To Enter Text in a Header WD 2-10 To Go To a Comment WD 2-59
To Insert Page Numbers WD 2-10 To Edit a Comment in a Comment Box WD 2-60
To Close the Header WD 2-12 To Go to a Comment WD 2-60
Typing the Research Paper Text WD 2-12 To Reply to a Comment WD 2-61
To Enter Name and Course Information WD 2-13 To Hide and Show Comments WD 2-61
To Click and Type WD 2-14 To Delete a Comment WD 2-62
Keyboard Shortcuts for Formatting Text WD 2-15 To Delete All Comments WD 2-62
To Format Text Using a Keyboard Shortcut WD 2-15 To Exit Word WD 2-63
To Display the Rulers WD 2-16 Summary WD 2-63
To First-Line Indent Paragraphs WD 2-16 Apply Your Knowledge WD 2-64
To AutoCorrect as You Type WD 2-18 Extend Your Knowledge WD 2-65
To Use the AutoCorrect Options Button WD 2-18 Expand Your World WD 2-68
To Create an AutoCorrect Entry WD 2-19 In the Lab WD 2-69
The AutoCorrect Dialog Box WD 2-20
To Enter More Text WD 2-21 Module three
Citations WD 2-22 Creating a Business Letter
To Change the Bibliography Style WD 2-22 Introduction WD 3-1
To Insert a Citation for a New Source WD 2-23 Project: Business Letter WD 3-1
To Enter More Text WD 2-25 To Start Word and Change Word Settings WD 3-3
Footnotes WD 2-25 Creating a Letterhead WD 3-4
To Insert a Footnote WD 2-26 To Insert a Shape WD 3-5
To Insert a Citation Placeholder WD 2-27 Floating versus Inline Objects WD 3-6
Footnote Text Style WD 2-28 To Change an Object’s Position WD 3-7
To Modify a Style Using a Shortcut Menu WD 2-28 To Change an Object’s Text Wrapping WD 3-8
To Edit a Source WD 2-30 To Apply a Shape Style WD 3-8
To Edit a Citation WD 2-32 To Change the Shape Outline WD 3-9
Working with Footnotes and Endnotes WD 2-33 To Apply a Shape Effect WD 3-10
To Enter More Text WD 2-34 To Add Text to a Shape WD 3-10
To Count Words WD 2-34 To Use the ‘Increase Font Size’ Button WD 3-11
Automatic Page Breaks WD 2-35 To Bold Selected Text and Save the
To Enter More Text and Insert a Letterhead Document WD 3-12
Citation Placeholder WD 2-35 To Insert an Online Picture WD 3-12
To Hide and Show White Space WD 2-35 To Resize a Picture to a Percent of the
To Edit a Source WD 2-37 Original Size WD 3-14
To Enter More Text WD 2-38 To Change the Color of a Picture WD 3-15
Creating an Alphabetical Works Cited Page WD 2-38 To Adjust the Brightness and Contrast
To Insert a Page Break WD 2-39 of a Picture WD 3-16
To Apply a Style WD 2-39 To Add a Picture Border WD 3-16
To Center Text WD 2-40 To Change an Object’s Text Wrapping WD 3-17
To Create a Bibliographical Reference List WD 2-40 To Move an Object WD 3-18
Proofreading and Revising the Research Paper WD 2-42 To Copy an Object WD 3-18
To Edit a Source Using the Source To Use Paste Options to Paste an Object WD 3-18
Manager Dialog Box WD 2-43 To Move an Object WD 3-19
To Update a Field (the Bibliography) WD 2-43 To Flip an Object WD 3-19
To Open the Navigation Pane WD 2-45 To Format and Enter Text WD 3-20
To Go to a Page WD 2-45 To Insert a Symbol from the Symbol
To Insert a Citation Using an Existing Source WD 2-46 Gallery WD 3-20
To Move a Citation WD 2-47 To Enter Text WD 3-21
To Find Text WD 2-47 To Add a Paragraph Border WD 3-21
To Replace Text WD 2-48 To Clear Formatting WD 3-22
Find and Replace Dialog Box WD 2-49 Creating a Business Letter WD 3-23
To Use the Thesaurus WD 2-49 To Save a Document with a New
To Check Spelling and Grammar at Once WD 2-50 File Name WD 3-24
The Main and Custom Dictionaries WD 2-52 To Apply a Style WD 3-24
To Save and Print the Document WD 2-53 Using Tab Stops to Align Text WD 3-25
To Look Up Information WD 2-54 To Display the Ruler WD 3-26
To Use Researcher WD 2-54 To Set Custom Tab Stops WD 3-26
To Change the Zoom to Multiple Pages WD 2-55 To Insert the Current Date in a Document WD 3-27
To Change Read Mode Color WD 2-56 To Enter the Inside Address and Salutation WD 3-28
Working with Comments in a Document WD 2-57 Tables WD 3-29
To Insert a Comment WD 2-57 To Insert an Empty Table WD 3-30
Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021 Contents ix
To Enter Data in a Table WD 3-31 Formatting Characters PPT 1-16

To Enter More Data in a Table WD 3-32 Fonts and Font Styles PPT 1-16
To Apply a Table Style WD 3-32 To Select a Paragraph PPT 1-16
To Select a Column WD 3-34 To Italicize Text PPT 1-17
Selecting Table Contents WD 3-35 To Increase Font Size PPT 1-17
To Insert a Row in a Table WD 3-35 To Select a Word PPT 1-17
Deleting Table Data WD 3-37 To Change the Text Color PPT 1-18
To Add More Text WD 3-37 To Zoom a Slide PPT 1-19
To Bullet a List as You Type WD 3-38 To Save a Presentation for the First Time PPT 1-19
To Enter More Text and then Save the Letter WD 3-39 Adding a Slide with a Bulleted List PPT 1-22
Working with SmartArt Graphics WD 3-39 To Add a New Title and Content Slide PPT 1-22
To Insert a Page Break WD 3-39 Creating a Multilevel Bulleted List PPT 1-23
To Enter and Format Text WD 3-40 To Enter a Slide Title PPT 1-23
To Add and Format a Paragraph Border WD 3-41 To Select a Text Placeholder PPT 1-24
To Clear Formatting WD 3-43 To Type a Multilevel Bulleted List PPT 1-24
To Apply a Style and Enter More Text WD 3-43 To Type the Remaining Text PPT 1-26
To Change the Underline Style WD 3-44 To Select a Group of Words PPT 1-26
To Use the Format Painter Button WD 3-45 To Bold Text PPT 1-27
SmartArt Graphics WD 3-46 To Increase Font Size PPT 1-27
To Insert a SmartArt Graphic WD 3-47 To Underline Text PPT 1-27
To Delete Shapes from a SmartArt Graphic WD 3-49 Adding Slides, Changing Slide Layouts, and
To Add Text to Shapes in a SmartArt Graphic WD 3-50 Changing the Theme PPT 1-28
To Add a Shape to a SmartArt Graphic WD 3-51 To Add a New Slide and Enter a Slide Title
To Add More Shapes and Text to a and Headings PPT 1-28
SmartArt Graphic WD 3-52 To Change the Font PPT 1-30
To Change Colors of a SmartArt Graphic WD 3-54 To Add a Slide with the Title Only Layout PPT 1-31
To Apply a SmartArt Style WD 3-55 To Enter a Slide Title PPT 1-32
To Resize the SmartArt Graphic WD 3-55 To Change the Theme PPT 1-32
To Save and Print the Letter WD 3-56 PowerPoint Views PPT 1-34
Enhancing a Document’s Accessibility WD 3-56 To Move to Another Slide in Normal View PPT 1-34
Addressing and Printing Envelopes and Inserting, Resizing, and Moving Pictures PPT 1-36
Mailing Labels WD 3-57 To Insert a Picture into a Slide without a
To Address and Print an Envelope WD 3-57 Content Placeholder PPT 1-36
Envelopes and Labels WD 3-58 To Insert another Picture into a Slide without
Summary WD 3-59 a Content Placeholder PPT 1-38
Apply Your Knowledge WD 3-60 To Insert Another Picture into a Slide without
Extend Your Knowledge WD 3-62 a Content Placeholder PPT 1-38
Expand Your World WD 3-64 To Insert a Picture into a Content
In the Lab WD 3-65 Placeholder PPT 1-39
Resizing Photos and Illustrations PPT 1-39
To Proportionally Resize Pictures PPT 1-40
To Resize the Picture on Slide 2 PPT 1-41
Microsoft PowerPoint 2021 To Resize the Picture on Slide 4 PPT 1-41
To Move Pictures PPT 1-42
Module ONE To Insert Another Picture into a Slide
Creating and Editing Presentations without a Content Placeholder PPT 1-43
with Pictures To Rotate a Picture PPT 1-43
What Is PowerPoint? PPT 1-1 To Nonproportionally Resize the Picture
Project: Presentation with a Bulleted List on Slide 2 PPT 1-44
and Pictures PPT 1-2 To Move a Slide in Normal View PPT 1-46
Starting and Using PowerPoint PPT 1-3 To Save a Presentation with the
To Start PowerPoint and Create a Blank Same File Name PPT 1-46
Presentation PPT 1-3 To Close a File Using Backstage View PPT 1-47
The PowerPoint Window PPT 1-5 To Open a Recent File Using Backstage View PPT 1-47
To Display a Different Tab on the Ribbon PPT 1-10 Making Changes to Slide Text Content PPT 1-48
Creating a Title Slide PPT 1-11 Replacing Text in an Existing Slide PPT 1-49
To Choose a Presentation Theme PPT 1-11 Deleting Text PPT 1-49
To Enter the Presentation Title PPT 1-13 To Delete Text in a Placeholder PPT 1-49
Correcting a Mistake When Typing PPT 1-14 To Change the Theme Colors PPT 1-50
Paragraphs PPT 1-14 To Add Notes PPT 1-51
To Enter the Presentation Subtitle Paragraph PPT 1-14 Checking Spelling PPT 1-52
To Zoom a Slide PPT 1-15 To Check Spelling PPT 1-53
x Contents Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021
Document Properties PPT 1-54 To Select Shapes PPT 2-34

Changing Views PPT 1-55 To Format Shape Text PPT 2-34
To Change Views PPT 1-55 To Change a Shape Fill Color PPT 2-35
Viewing the Presentation in Slide Show View PPT 1-56 Positioning Slide Elements PPT 2-36
To Start Slide Show View PPT 1-56 Aligning and Distributing Objects PPT 2-37
To Move Manually through Slides in a To Display the Drawing Guides PPT 2-38
Slide Show PPT 1-58 To Display the Ruler PPT 2-38
Saving and Printing Files PPT 1-59 To Display the Gridlines PPT 2-39
To Save a File with a Different File Name PPT 1-59 To Position a Shape Using Guides, Gridlines,
To Print Full Page Slides PPT 1-59 and the Ruler PPT 2-40
To Preview and Print a Handout PPT 1-61 To Position the Remaining Shapes PPT 2-41
To Print Speaker Notes PPT 1-62 To Distribute Shapes PPT 2-41
To Change the Print Color PPT 1-63 To Align a Shape PPT 2-42
Using PowerPoint Help PPT 1-64 To Position the Arrow Shape PPT 2-43
To Obtain Help Using the Help Pane PPT 1-64 To Flip a Shape PPT 2-44
Obtaining Help while Working in PowerPoint PPT 1-66 To Change the Stacking Order PPT 2-44
To Obtain Help Using the Search Box PPT 1-67 To Group Objects PPT 2-45
To Sign Out of a Microsoft Account PPT 1-67 To Insert Additional Shapes PPT 2-46
Summary PPT 1-68 To Merge Shapes PPT 2-47
Apply Your Knowledge PPT 1-69 To Hide the Grid and Guides PPT 2-48
Extend Your Knowledge PPT 1-71 To Hide Rulers PPT 2-48
Expand Your World PPT 1-72 To Apply a Picture Fill to a Shape PPT 2-49
In the Lab PPT 1-73 To Change a Shape Outline Weight PPT 2-50
To Change a Shape Outline Color PPT 2-51
Module two To Change a Shape Outline Style PPT 2-52
Enhancing Presentations with Shapes To Apply an Effect to a Shape PPT 2-52
and SmartArt To Rotate a Shape to an Exact Value PPT 2-53
Introduction PPT 2-1 To Add a Slide Title PPT 2-54
Project—Presentation with SmartArt and Shapes PPT 2-1 To Add and Format a Shape PPT 2-54
Downloading a Theme and Editing Slides PPT 2-3 Adding a Footer PPT 2-55
To Search for and Download an To Add a Footer with Fixed Information PPT 2-55
Online Theme PPT 2-3 Adding a Transition PPT 2-56
To Save the Presentation PPT 2-5 To Add a Transition between Slides PPT 2-57
To Delete a Slide PPT 2-5 To Save and Print the Presentation PPT 2-59
To Create a Title Slide PPT 2-7 Summary PPT 2-59
To Align a Paragraph PPT 2-7 Apply Your Knowledge PPT 2-60
To Create the First Text Slide PPT 2-8 Extend Your Knowledge PPT 2-63
To Insert a Symbol PPT 2-9 Expand Your World PPT 2-64
To Copy a Symbol PPT 2-11 In the Lab PPT 2-66
To Add a Hyperlink to a Paragraph PPT 2-12
Creating and Formatting a SmartArt Graphic PPT 2-13 Module three
To Convert Text to a SmartArt Graphic PPT 2-14 Inserting WordArt, Charts, and Tables
To Edit SmartArt Shape Text PPT 2-15 Introduction PPT 3-1
Text Pane PPT 2-16 Project—Presentation with WordArt, a Chart,
To Edit SmartArt Bulleted Text PPT 2-17 and a Table PPT 3-1
To Format Text Pane Characters PPT 2-18 Adding a Chart to a Slide and Formatting PPT 3-3
To Change the SmartArt Layout PPT 2-19 To Run PowerPoint, Apply a Theme, and
To Edit the Title Text PPT 2-21 Save the Presentation PPT 3-3
To Duplicate a Slide PPT 2-21 To Delete a Placeholder PPT 3-4
To Insert a SmartArt Graphic PPT 2-22 To Insert a Chart PPT 3-5
To Add Text to the SmartArt Graphic PPT 2-23 To Replace Sample Data PPT 3-6
To Apply a SmartArt Style PPT 2-24 To Resize a Chart PPT 3-8
Inserting and Formatting a Shape PPT 2-25 To Align a Chart PPT 3-9
To Insert a Shape PPT 2-25 To Change a Chart Style PPT 3-10
Resizing Shapes PPT 2-27 To Change the Shape Outline Color PPT 3-11
To Resize a Shape Proportionally PPT 2-28 To Change the Shape Outline Weight PPT 3-12
To Resize a Shape Nonproportionally by To Change the Title and Legend Font and
Entering an Exact Measurement PPT 2-28 Font Size PPT 3-13
To Select All Slide Content PPT 2-30 Adding a Table to a Slide and Formatting PPT 3-13
To Apply a Shape Style PPT 2-31 Tables PPT 3-14
To Copy and Paste a Shape PPT 2-32 To Insert an Empty Table PPT 3-14
To Add Text to a Shape PPT 2-33 To Enter Data in a Table PPT 3-15
Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021 Contents xi
To Apply a Table Style PPT 3-16

To Add Borders to a Table
To Add an Effect to a Table
PPT 3-17
PPT 3-18
Microsoft Excel 2021
To Insert a Table Row PPT 3-19
Module ONE
To Insert a Table Column PPT 3-20
To Resize a Table PPT 3-21
Creating a Worksheet and a Chart
Objectives EX 1-1
To Align a Table PPT 3-22
Introduction EX 1-1
To Add a Slide Title PPT 3-23
Project: Real Estate Budget Worksheet and Chart EX 1-1
Inserting and Formatting a Text Box PPT 3-23
Starting and Using Excel EX 1-4
To Insert a Text Box and Format Text PPT 3-23
What Is Excel? EX 1-4
To Format Text Box Characters PPT 3-24
To Start Excel and Create a Blank Workbook EX 1-5
Inserting and Moving Slides PPT 3-26
The Excel Window EX 1-7
To Reuse Slides from an
To Display a Different Tab on the Ribbon EX 1-12
Existing Presentation PPT 3-27
Selecting a Cell EX 1-12
To Move a Slide in Slide Sorter View PPT 3-29
Entering Text EX 1-12
Inserting Pictures and Adding Effects PPT 3-30
To Enter the Worksheet Titles EX 1-13
To Delete a Picture PPT 3-30
AutoCorrect EX 1-15
To Insert and Resize a Picture into a Slide
To Enter Column Titles EX 1-15
without Content Placeholders PPT 3-31
To Enter Row Titles EX 1-17
To Crop a Picture PPT 3-31
Entering Numbers EX 1-18
Adjusting Picture Colors PPT 3-33
To Enter Numbers EX 1-18
To Color a Picture PPT 3-34
Calculating Sums and Using Formulas EX 1-20
To Add an Artistic Effect to a Picture PPT 3-35
To Sum a Column of Numbers EX 1-20
To Change the Picture Softness PPT 3-36
Using the Fill Handle to Copy
To Apply a Picture Style PPT 3-37
a Cell to Adjacent Cells EX 1-21
To Size a Picture PPT 3-37
To Copy a Cell to Adjacent Cells in a Row EX 1-22
To Move a Picture PPT 3-38
To Calculate Multiple Totals at the Same Time EX 1-24
To Align Pictures PPT 3-39
Calculating Average, Maximum, and
Creating and Formatting WordArt PPT 3-40
Minimum Values EX 1-25
To Insert WordArt PPT 3-40
To Enter a Formula Using the Keyboard EX 1-26
To Change the WordArt Shape PPT 3-41
To Copy a Cell to Adjacent Cells in a Row
To Change the WordArt 3-D Rotation Effect PPT 3-43
Using the Fill Handle EX 1-27
To Change the WordArt Text Fill Color PPT 3-44
Saving the Project EX 1-27
To Change the WordArt Text Outline Color PPT 3-44
To Save a Workbook EX 1-28
To Convert Text to WordArt PPT 3-45
Formatting the Worksheet EX 1-30
To Resize WordArt Proportionally PPT 3-45
Font Style, Size, and Color EX 1-32
Animating Slide Content PPT 3-46
To Change a Cell Style EX 1-32
Custom Animations PPT 3-46
To Change the Font EX 1-34
To Animate an Object Using
To Apply Bold Style to a Cell EX 1-35
an Entrance Effect PPT 3-47
To Increase the Font Size of a Cell Entry EX 1-36
To Change Animation Direction PPT 3-47
To Change the Font Color of a Cell Entry EX 1-37
To Change the Animation Start Option PPT 3-48
To Center Cell Entries across Columns
To Preview an Animation Sequence PPT 3-49
by Merging Cells EX 1-38
To Change the Animation Duration PPT 3-49
To Format Rows Using Cell Styles EX 1-39
To Animate Text PPT 3-50
To Format Numbers in the Worksheet EX 1-41
To Change the Animation Sequence
To Adjust the Column Width EX 1-42
Effect Option PPT 3-50
To Use the Name Box to Select a Cell EX 1-44
Adding Media to Slides PPT 3-51
Other Ways to Select Cells EX 1-44
To Insert a Video File PPT 3-52
Adding a Pie Chart to the Worksheet EX 1-45
To Resize a Video Clip PPT 3-53
To Add a Pie Chart EX 1-46
To Move a Video Clip PPT 3-54
To Apply a Style to a Chart EX 1-48
To Change Video Contrast PPT 3-54
Changing the Sheet Tab Names and Colors EX 1-49
To Play a Video File Automatically PPT 3-55
To Move a Chart to a New Sheet EX 1-49
To Add a Transition between Slides PPT 3-56
To Change the Sheet Tab Name and Color EX 1-50
To Run a Slide Show with Animations
Document Properties EX 1-51
and Video PPT 3-56
Printing a Worksheet EX 1-52
To Save and Print the Presentation PPT 3-57
To Preview and Print a Worksheet in
Summary PPT 3-57
Landscape Orientation EX 1-53
Apply Your Knowledge PPT 3-58
Viewing Automatic Calculations EX 1-56
Extend Your Knowledge PPT 3-60
To Use the AutoCalculate Area to
Expand Your World PPT 3-61
Determine a Maximum EX 1-56
In the Lab PPT 3-62
xii Contents Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021
Correcting Errors EX 1-57 To Change the Background Color and

Correcting Errors while Entering Data Apply a Box Border to the Worksheet
into a Cell EX 1-57 Title and Subtitle EX 2-26
Correcting Errors after Entering Data into a Cell EX 1-57 To Apply a Cell Style to the Column Headings
Undoing the Last Cell Entry EX 1-59 and Format the Total Rows EX 2-27
Clearing a Cell or Range of Cells EX 1-59 To Format Dates and Center Data in Cells EX 2-28
Clearing the Entire Worksheet EX 1-60 To Apply an Accounting Number Format
Using Excel Help EX 1-60 and Comma Style Format Using
To Obtain Help Using the Search Text Box EX 1-61 the Ribbon EX 2-29
Obtaining Help while Working in an To Apply a Currency Style Format with a
Office App EX 1-63 Floating Dollar Sign Using the
To Obtain Help Using the Search Box EX 1-63 Format Cells Dialog Box EX 2-30
To Save a Workbook with a To Apply a Percent Style Format and Use the
Different File Name EX 1-64 Increase Decimal Button EX 2-31
To Sign Out of a Microsoft Account EX 1-64 Conditional Formatting EX 2-31
Summary EX 1-65 To Apply Conditional Formatting EX 2-32
Apply Your Knowledge EX 1-66 Conditional Formatting Operators EX 2-34
Extend Your Knowledge EX 1-68 Changing Column Width and Row Height EX 2-35
Expand Your World EX 1-69 To Change Column Width EX 2-35
In the Lab EX 1-69 To Change Row Height EX 2-38
Checking Spelling EX 2-39
Module TWO To Check Spelling on the Worksheet EX 2-40
Formulas, Functions, and Formatting Additional Spelling Checker Considerations EX 2-41
Objectives EX 2-1 Printing the Worksheet EX 2-41
Introduction EX 2-1 To Change the Worksheet’s Margins, Header,
Project: Worksheet with Formulas and Functions EX 2-2 and Orientation in Page Layout View EX 2-42
Entering the Titles and Numbers into To Print a Worksheet EX 2-44
the Worksheet EX 2-4 To Print a Section of the Worksheet EX 2-45
To Enter the Worksheet Title and Subtitle EX 2-4 Displaying and Printing the Formulas Version
To Enter the Column Titles EX 2-5 of the Worksheet EX 2-46
To Enter the Salary Data EX 2-5 To Display the Formulas in the Worksheet
Flash Fill EX 2-6 and Fit the Printout on One Page EX 2-47
To Use Flash Fill EX 2-7 To Change the Print Scaling Option Back
To Enter the Row Titles EX 2-8 to 100% EX 2-48
To Change the Sheet Tab Name and Color EX 2-8 Summary EX 2-49
Entering Formulas EX 2-9 Apply Your Knowledge EX 2-50
To Enter a Formula Using the Keyboard EX 2-9 Extend Your Knowledge EX 2-51
Arithmetic Operations EX 2-10 Expand Your World EX 2-52
Order of Operations EX 2-10 In the Lab EX 2-53
To Enter Formulas Using Point Mode EX 2-11
To Copy Formulas Using the Fill Handle EX 2-13 Module THREE
Option Buttons EX 2-14 Working with Large Worksheets,
To Determine Totals Using the Charting, and What-If Analysis
AutoSum Button EX 2-14 Objectives EX 3-1
To Determine the Total Tax Percentage EX 2-15 Introduction EX 3-1
Using the AVERAGE, MAX, MIN, and Project: Financial Projection Worksheet with
Other Statistical Functions EX 2-16 What-If Analysis and Chart EX 3-2
To Determine the Highest Number in a To Enter the Worksheet Titles and
Range of Numbers Using the Apply a Theme EX 3-5
Insert Function Dialog Box EX 2-16 Rotating Text and Using the Fill Handle
To Determine the Lowest Number in a to Create a Series EX 3-5
Range of Numbers Using the To Rotate Text in a Cell EX 3-5
Sum Menu EX 2-18 To Use the Fill Handle to Create a
To Determine the Average of a Range of Series of Month Names EX 3-7
Numbers Using the Keyboard EX 2-20 Using the Auto Fill Options Menu EX 3-8
To Copy a Range of Cells across Columns to To Increase Column Widths EX 3-9
an Adjacent Range Using the Fill Handle EX 2-21 To Enter and Indent Row Titles EX 3-10
Verifying Formulas Using Range Finder EX 2-22 Copying a Range of Cells to a Nonadjacent
To Verify a Formula Using Range Finder EX 2-22 Destination Area EX 3-10
Formatting the Worksheet EX 2-23 To Copy a Range of Cells to a
To Change the Workbook Theme EX 2-24 Nonadjacent Destination Area EX 3-11
To Format the Worksheet Titles EX 2-25 Using the Paste Options Menu EX 3-12
Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021 Contents xiii
Using Drag and Drop to Move or Copy Cells EX 3-12 Goal Seeking EX 3-56
Using Cut and Paste to Move Cells EX 3-13 To Goal Seek EX 3-56
Inserting and Deleting Cells in a Worksheet EX 3-13 Insights EX 3-58
To Insert a Row EX 3-14 To Use the Smart Lookup Insight EX 3-58
Inserting Columns EX 3-15 Accessibility Features EX 3-59
Inserting Single Cells or a Range of Cells EX 3-15 Summary EX 3-60
Deleting Columns and Rows EX 3-16 Apply Your Knowledge EX 3-61
To Enter Numbers with Format Symbols EX 3-16 Extend Your Knowledge EX 3-62
To Enter the Projected Monthly Sales EX 3-17 Expand Your World EX 3-64
To Enter and Format the System Date EX 3-18 In the Lab EX 3-65
Absolute versus Relative Addressing EX 3-20
To Enter a Formula Containing Absolute
Cell References EX 3-22 Microsoft Access 2021
Making Decisions—The IF Function EX 3-24
To Enter an IF Function EX 3-25 Module one
To Enter the Remaining Formulas for January EX 3-26 Databases and Database Objects:
To Copy Formulas with Absolute Cell An Introduction
References Using the Fill Handle EX 3-27 Objectives AC 1-1
To Determine Row Totals in Nonadjacent Cells EX 3-28 Introduction AC 1-1
Nested Forms of the IF Function EX 3-29 Project—Database Creation AC 1-1
Adding and Formatting Sparkline Charts EX 3-30 Creating a Database AC 1-4
To Add a Sparkline Chart to the Worksheet EX 3-30 To Create a Database AC 1-5
To Change the Sparkline Style and Copy To Create a Database Using a Template AC 1-6
the Sparkline Chart EX 3-31 The Access Window AC 1-6
To Change the Sparkline Type EX 3-32 Navigation Pane and Access Work Area AC 1-6
Customizing Sparkline Charts EX 3-33 Determining Tables and Fields AC 1-7
Formatting the Worksheet EX 3-33 Naming Tables and Fields AC 1-7
To Assign Formats to Nonadjacent Ranges EX 3-34 Determining the Primary Key AC 1-7
To Format the Worksheet Titles EX 3-36 Determining Data Types for the Fields AC 1-7
To Assign Cell Styles to Nonadjacent Creating a Table in Datasheet View AC 1-9
Rows and Colors to a Cell EX 3-37 To Modify the Primary Key AC 1-10
To Copy a Cell’s Format Using the Format To Define the Remaining Fields in a Table AC 1-12
Painter Button EX 3-38 Making Changes to the Structure AC 1-13
To Format the What-If Assumptions Table EX 3-39 To Save a Table AC 1-14
Adding a Clustered Column Chart to To View the Table in Design View AC 1-15
the Workbook EX 3-39 Checking the Structure in Design View AC 1-16
To Draw a Clustered Column Chart on a To Close the Table AC 1-16
Separate Chart Sheet Using the To Add Records to a Table AC 1-17
Recommended Charts Feature EX 3-40 Making Changes to the Data AC 1-20
To Insert a Chart Title EX 3-42 Navigation Buttons AC 1-21
To Add Data Labels EX 3-42 To Resize Columns in a Datasheet AC 1-21
To Apply Chart Filters EX 3-43 To Create a Table in Design View AC 1-24
To Add an Axis Title to the Chart EX 3-44 Correcting Errors in the Structure AC 1-25
To Change the Chart Style EX 3-45 Populating the Patients Table AC 1-25
To Modify the Chart Axis Number Format EX 3-46 To Close the Table AC 1-26
To Remove Filters and Data Labels EX 3-47 To Resize Columns in a Datasheet AC 1-26
Organizing the Workbook EX 3-48 Importing Additional Access Database
To Rename and Color Sheet Tabs EX 3-48 Tables into an Existing Database AC 1-26
To Reorder the Sheet Tabs EX 3-48 Additional Database Objects AC 1-29
To Check Spelling in Multiple Sheets EX 3-49 Creating Queries AC 1-29
To Preview and Print the Worksheet EX 3-49 To Use the Simple Query Wizard to
Changing the View of the Worksheet EX 3-50 Create a Query AC 1-29
To Shrink and Magnify the View of a Using Queries AC 1-31
Worksheet or Chart EX 3-50 Creating Forms AC 1-31
To Split a Window into Panes EX 3-52 To Create a Form AC 1-31
To Remove the Panes from the Window EX 3-53 Using a Form AC 1-34
To Freeze Worksheet Columns and Rows EX 3-53 To Create a Report Using the Report Wizard AC 1-34
To Unfreeze the Worksheet Using Layout View in a Report AC 1-36
Columns and Rows EX 3-55 Database Properties AC 1-37
What-If Analysis EX 3-55 Special Database Operations AC 1-37
To Analyze Data in a Worksheet by Backup and Recovery AC 1-37
Changing Values EX 3-55 Compacting and Repairing a Database AC 1-38
xiv Contents Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021
Additional Operations AC 1-39 Crosstab Queries AC 2-52

To Exit Access AC 1-39 To Create a Crosstab Query AC 2-53
Summary AC 1-40 Customizing the Navigation Pane AC 2-56
Apply Your Knowledge AC 1-41 To Customize the Navigation Pane AC 2-56
Extend Your Knowledge AC 1-42 Summary AC 2-57
Expand Your World AC 1-43 Apply Your Knowledge AC 2-59
In the Lab AC 1-44 Extend Your Knowledge AC 2-60
Expand Your World AC 2-61
Module Two In the Lab AC 2-62
Querying a Database
Objectives AC 2-1 Module THREE
Introduction AC 2-1 Maintaining a Database
Project — Querying a Database AC 2-1 Objectives AC 3-1
Creating Queries AC 2-3 Introduction AC 3-1
To Create a Query in Design View AC 2-3 Project — Maintaining a Database AC 3-1
To Add Records to the Database AC 2-5 Updating Records AC 3-2
To Add Fields to the Design Grid AC 2-6 To Create a Split Form AC 3-3
Determining Criteria AC 2-7 To Use a Form to Add Records AC 3-5
Running the Query AC 2-7 To Search for a Record AC 3-5
To Use Text Data in a Criterion AC 2-7 To Update the Contents of a Record AC 3-7
Using Saved Queries AC 2-9 To Delete a Record AC 3-7
Wildcards AC 2-9 Filtering Records AC 3-8
To Use a Wildcard AC 2-10 To Use Filter By Selection AC 3-9
To Use Criteria for a Field Not Included To Toggle a Filter AC 3-10
in the Results AC 2-12 To Clear a Filter AC 3-10
Creating a Parameter Query AC 2-13 To Use a Common Filter AC 3-11
To Create and View a Parameter Query AC 2-14 To Use Filter By Form AC 3-12
To Use a Parameter Query AC 2-15 To Use Advanced Filter/Sort AC 3-13
To Use a Number in a Criterion AC 2-16 Filters and Queries AC 3-14
Comparison Operators AC 2-17 Changing the Database Structure AC 3-15
To Use a Comparison Operator in a Criterion AC 2-17 To Change a Number Field Size in Design View AC 3-17
Using Compound Criteria AC 2-19 To Add a New Field AC 3-19
To Use a Compound Criterion Involving AND AC 2-19 To Create a Lookup Field AC 3-20
To Use a Compound Criterion Involving OR AC 2-20 To Add a Multivalued Field AC 3-22
Special Criteria AC 2-21 To Add a Calculated Field AC 3-23
Sorting AC 2-22 To Save the Changes and Close the Table AC 3-25
To Clear the Design Grid AC 2-22 Mass Changes AC 3-25
To Import a Table AC 2-23 To Use an Update Query AC 3-26
To Sort Data in a Query AC 2-23 Validation Rules AC 3-28
To Omit Duplicates AC 2-24 To Change a Field Size AC 3-28
To Sort on Multiple Keys AC 2-26 To Specify a Required Field AC 3-29
To Create a Top-Values Query AC 2-28 To Specify a Range AC 3-29
Joining Tables AC 2-29 To Specify a Default Value AC 3-30
To Join Tables AC 2-30 To Specify a Collection of Legal Values AC 3-30
To Change Join Properties AC 2-32 To Save the Validation Rules, Default
To Create a Report from a Query AC 2-34 Values, and Formats AC 3-31
To Print a Report AC 2-35 Updating a Table That Contains Validation Rules AC 3-32
Creating a Form for a Query AC 2-36 Making Additional Changes to the Database AC 3-34
To Create a Form for a Query AC 2-36 To Change the Contents of a Field AC 3-34
Using a Form AC 2-37 To Use a Lookup Field AC 3-34
Exporting Data from Access to Other Applications AC 2-37 To Use a Multivalued Lookup Field AC 3-35
To Export Data to Excel AC 2-38 Changing the Appearance of a Datasheet AC 3-37
Text Files AC 2-40 To Include Totals in a Datasheet AC 3-37
Adding Criteria to a Join Query AC 2-41 To Remove Totals from a Datasheet AC 3-38
To Restrict the Records in a Join AC 2-42 To Change Gridlines in a Datasheet AC 3-39
Calculations AC 2-43 To Change the Colors and Font in a Datasheet AC 3-40
To Use a Calculated Field in a Query AC 2-43 Using the Datasheet Formatting Dialog Box AC 3-41
To Change a Caption AC 2-46 To Close the Datasheet without Saving
To Calculate Statistics AC 2-47 the Format Changes AC 3-41
To Use Criteria in Calculating Statistics AC 2-49 Multivalued Fields in Queries AC 3-42
To Use Grouping AC 2-51 To Include Multiple Values on One Row
of a Query AC 3-42
Technology for Success and The Shelly Cashman Series Microsoft® 365 & Office 2021 Contents xv
To Include Multiple Values on Multiple Summary AC 3-53

Rows of a Query AC 3-43 Apply Your Knowledge AC 3-54
To Test an Existing Query with a Extend Your Knowledge AC 3-55
Multivalued Field AC 3-44 Expand Your World AC 3-56
Referential Integrity AC 3-44 In the Labs AC 3-56
To Specify Referential Integrity AC 3-45
Effect of Referential Integrity AC 3-48 IndexI-1
To Use a Subdatasheet AC 3-49
Handling Data Inconsistency AC 3-51
Ordering Records AC 3-51
To Use the Ascending Button to
Order Records AC 3-52
The
Shelly
Cashman
Series
®
Concepts
& Office
Technology
for Success
Microsoft 365 &
® ®
Office 2021
Getting to Know
Microsoft Office Versions
Cengage is proud to bring you the next edition of Microsoft Office. This
edition was designed to provide a robust learning experience that is not
dependent upon a specific version of Office.
Microsoft supports several versions of Office:
• Office 365: A cloud-based subscription service that delivers
Microsoft’s most up-to-date, feature-rich, modern productivity tools
direct to your device. There are variations of Office 365 for business,
educational, and personal use. Office 365 offers extra online storage
and cloud-connected features, as well as updates with the latest
features, fixes, and security updates.
• Office 2021: Microsoft’s “on-premises” version of the Office apps,
available for both PCs and Macs, offered as a static, one-time
purchase and outside of the subscription model.
• Office Online: A free, simplified version of Office web applications
(Word, Excel, PowerPoint, and OneNote) that facilitates creating and
editing files collaboratively.
Office 365 (the subscription model) and Office 2021 (the one-time pur-
chase model) had only slight differences between them at the time this
content was developed. Over time, Office 365’s cloud interface will con-
tinuously update, offering new application features and functions, while
Office 2021 will remain static. Therefore, your onscreen experience may
differ from what you see in this product. For example, the more advanced
features and functionalities covered in this product may not be available
in Office Online or may have updated from what you see in Office 2021.
For more information on the differences between Office 365, Office 2021,
and Office Online, please visit the Microsoft Support site.
Cengage is committed to providing high-quality learning solutions for
you to gain the knowledge and skills that will empower you throughout
your educational and professional careers.
Thank you for using our product, and we look forward to exploring the
future of Microsoft Office with you!
Getting to Know Microsoft Office Versions OFF-1
Using SAM Projects
and Textbook Projects
SAM Projects allow you to actively apply the skills you learned live in
Microsoft Word, Excel, PowerPoint, or Access. Become a more productive
student and use these skills throughout your career.
To complete SAM Textbook Projects, please follow these steps:

SAM Textbook Projects allow you to complete a project as you follow
along with the steps in the textbook. As you read the module, look for
icons that indicate when you should download your SAM Start
file(s) and when to upload the final project file to SAM for grading.
Everything you need to complete this project is provided within SAM.
You can launch the eBook directly from SAM, which will allow you to take
notes, highlight, and create a custom study guide, or you can use a print
textbook or your mobile app. Download IOS or Download Android.
To get started, launch your SAM Project assignment from SAM, MindTap,
or a link within your LMS.
Step 1: Download Files

• Click the “Download All” button or the individual links to download
your Start File and Support File(s) (when available). You must use
the SAM Start file.
• Click the Instructions link to launch the eBook (or use the print
textbook or mobile app).
• Disregard any steps in the textbook that ask you to create a new
file or to use a file from a location outside of SAM.
• Look for the SAM Download icon to begin working with your
start file.
• Follow the module’s step-by-step instructions until you reach the
SAM Upload icon .
• Save and close the file.
Step 2: Save Work to SAM
• Ensure you rename your project file to match the Expected File
Name.
• Upload your in-progress or completed file to SAM. You can down-
load the file to continue working or submit it for grading in the
next step.
Step 3: Submit for Grading
• Upload the completed file to SAM for immediate feedback and to
view the available Reports.
• The Graded Summary Report provides a detailed list of project
steps, your score, and feedback to aid you in revising and re-
submitting the project.
• The Study Guide Report provides your score for each project
step and links to the associated training and textbook pages.
• If additional attempts are allowed, use your reports to assist with
revising and resubmitting your project.
• To re-submit the project, download the file saved in step 2.
• Edit, save, and close the file, then re-upload and submit it again.
For all other SAM Projects, please follow these steps:

To get started, launch your SAM Project assignment from SAM, MindTap,
or a link within your LMS.
Step 1: Download Files

• Click the “Download All” button or the individual links to download
your Instruction File, Start File, and Support File(s) (when
available). You must use the SAM Start file.
• Open the Instruction file and follow the step-by-step instructions.
Ensure you rename your project file to match the Expected File
Name (change _1 to _2 at the end of the file name).
Step 2: Save Work to SAM
• Upload your in-progress or completed file to SAM. You can down-
load the file to continue working or submit it for grading in the
next step.
SAM-2 Using SAM Projects and Textbook Projects
Step 3: Submit for Grading
• Upload the completed file to SAM for immediate feedback and to
view available Reports.
• The Graded Summary Report provides a detailed list of project
steps, your score, and feedback to aid you in revising and
resubmitting the project.
• The Study Guide Report provides your score for each project
step and links to the associated training and textbook pages.
• If additional attempts are allowed, use your reports to assist with
revising and resubmitting your project.
• To re-submit the project, download the file saved in step 2.
• Edit, save, and close the file, then re-upload and submit it again.
For additional tips to successfully complete your SAM Projects, please

view our Common Student Errors Infographic.
Introduction to
Technology for Success:
Computer Concepts
You probably use technology dozens of times a day on your phone,
computer, and other digital devices to keep in touch with friends and
family, research and complete school assignments, shop, and entertain
yourself. Even though you use technology every day, understanding how
that technology works and how it can work for you will give you the
edge you want as you pursue your education and career.
Technology for Success: Computer Concepts will explain the What,
Why, and How of technology as it relates to your life, so you can unlock
the door to success in the workplace, at home, and at school. It also
provides increased skills and safety with the digital devices you use.
Technology for Success: Computer Concepts will help you master the
computer concepts you need to impress at your dream job interview in
this age of digital transformation.
Key Features
Based on extensive research and feedback from students today,
it has been found that students absorb information more easily if the
topics are broken down into smaller lessons that are clearly related to
their lives. With this in mind, and to ensure a deeper understanding
of technology in the real world, Technology for Success: Computer
Concepts uses the following approach to helping you understand and
apply its contents:
• Headings distill key takeaways to help learners understand the big
picture and serve as the building blocks of the module designed to
help you achieve mastery.
• Review Questions help you test your understanding of each topic.
• Discussion Questions and Critical Thinking Activities help you apply
your understanding of the module to the real world.
• Key Terms list highlights terms you should know to master the
module content.
Introduction to Technology for Success: Computer Concepts CC I-1
Digital Learning Experience
The online learning experience includes hands-on trainings, videos that
cover the more difficult concepts, and critical thinking challenges that
encourage you to problem-solve in a real-world scenario. Technology for
Success: Computer Concepts is designed to help you build foundational
knowledge and integrate it into your daily life with interactive
experiences in the MindTap and SAM platforms.
• Readings cover focused, concrete content designed to reinforce
learning objectives.
• Videos complement the reading to reinforce the most difficult
concepts.
• Critical Thinking Challenges place you in real-world scenarios to
practice your problem-solving and decision-making skills.
• SAM Trainings are comprised of brief, skills-based videos which are
each followed by an assessment. SAM trainings are designed to give
you concrete experience with specific technology skills.
• Module Exams assess your understanding of how the learning
objectives connect and build on one another.
• In The News RSS Feeds share the latest technology news to help you
understand its impact on our daily lives, the economy, and society.
RSS Feeds are currently only available to MindTap users.
CC I-2 Introduction to Technology for Success: Computer Concepts
Impact of Digital
MODULE
Technology 1
Fatima looks
her best for her
profile picture.
By submitting her Fatima has connected

resume online Fatima her professional
is practicing green social media account
computing. to both her laptop
and smartphone.
KimSongsak/Shutterstock.com
Fatima Aktar is finishing her degree in social media marketing. During her time at school
she has learned about how to use technology for productivity, and specifically how to
use technology in social media marketing. Fatima recently visited her school’s career
counseling center and received a list of tips to use technology to find an entry-level job
in her field. She will use the technology with which she is familiar to search for openings,
research the companies, schedule and keep track of interviews, and create a professional
online presence.
• Explain the evolution of society’s reliance on •E

xplain the role of technology in the
technology professional world
Module
In This
•D
evelop personal uses for technology to help
with productivity, learning, and future growth
Module 1: Impact of Digital Technology CC 1-1
IN THE COURSE of a day you might use technology to complete
assignments, watch a streaming video, flip through news head-
lines, search for directions, make a dinner reservation, or buy
something online. At school, at home, and at work, technology
plays a vital role in your activities.
In this module, you will learn how technology has developed
over time, explore the ways technology impacts our daily home
and work lives, and discover how to choose and prepare for a
career in technology.
Explain Society’s Reliance on Technology

Over the last quarter century, technology has revolutionized our lives. Because of advances
in technology you can more quickly and effectively than ever before access, search for, and
share information. You can manage your finances, calendars, and tasks. You can play games
and watch videos on your phone or computer for entertainment and relaxation. Digital
literacy (also called computer literacy) involves having a current knowledge and under-
standing of computers, mobile devices, the web, and related technologies. Being digitally
literate is essential for acquiring a job, using and contributing to global communications,
and participating effectively in the international community.
A computer is an electronic device, operating under the control of instructions stored in
its own memory, that can accept data, process the data to produce information, and store the
information for future use. Data is raw facts, such as text or numbers. A computer includes
hardware and software. Hardware is the device itself and its components, such as wires, cases,
switches, and electronic circuits. Software consists of the programs and apps that instruct
the computer to perform tasks. Software processes data into meaningful information.
Outline the History of Computers

People have relied on tools and machines to count and manipulate numbers for thousands
of years. These tools and technologies have evolved from the abacus in ancient times, to the
first computing machines in the nineteenth century, to today’s powerful handheld devices
such as smartphones and tablets.
The first generation of computers used vacuum tubes (Figure 1-1), cylindrical glass
tubes that controlled the flow of electrons. The ENIAC and UNIVAC are examples of
these expensive machines. Their use and availability were limited due to their large size,
the amount of power they consumed, the heat they
generated, and how quickly they wore out.
Figure 1-1: Electronic digital computer with vacuum tubes The next generation of computers replaced vacuum
tubes with transistors , which were smaller, cheaper,
and more reliable. These computers contained many
components still in use today, including tape and
disk storage, memory, operating systems, and stored
programs.
In the 1960s, computer engineers developed
i ntegrated circuits , which packed the equivalent of
thousands of vacuum tubes or transistors into a silicon
chip about the size of your thumb. In 1971, Ted Hoff
and a team of engineers at Intel and IBM introduced
emkaplin/Shutterstock.com
the microprocessor. A microprocessor is the “brains”

of a computer, a chip that contains a central processing
unit. Microprocessors were even faster, smaller, and less
expensive than integrated circuits. Today, microproces-
sors are often called processors for short.
CC 1-2 Module 1: Impact of Digital Technology
In the 1970s and 1980s, computers meant for personal use started Figure 1-2: Apple II computer
to gain popularity. In 1978, Steve Jobs and Steve Wozniak of Apple
Computer Corporation introduced the Apple II ( Figure 1-2), a
preassembled computer with color graphics and popular spread-
sheet software called VisiCalc.
IBM followed Apple’s lead in 1981, introducing its personal
computer (PC). Other manufacturers also started making similar
machines, and the market grew. Since 1981, the number of PCs in
use has grown to the billions. However, many people today use t ablets
and smartphones in addition to or instead of PCs.
Today’s computers have evolved into connected devices that can share
data using the Internet or wireless networks. They are smaller, faster,
and have far greater capabilities than previous computers. In fact, your
smartphone probably has more computing power than the computer
that guided the Apollo mission to the moon in 1969!
Anton_Ivanov/Shutterstock.com
Explain the Impact of the Internet
of Things and Embedded Computers
The Internet of Things (IoT) is an environment where processors
are embedded in every product imaginable (things), and these
things communicate with one another via the Internet or wireless
networks. Alarm clocks, coffeemakers, thermostats, streetlights, navigation systems, and
much more are enhanced by the growth of IoT. IoT-enabled devices often are referred to
as smart devices (Figure 1-3) because of their ability to communicate, locate, and predict.
Smart devices often have associated apps to control and interact with them.
Figure 1-3: Smart devices use IoT to control home functions, such as a thermostat
Andrey_Popov/Shutterstock.com
The basic premise of IoT is that objects can be tagged, tracked, and monitored through
a local network or across the Internet. Communication technologies such as Bluetooth,
RFID tags, near-field communications (NFC), and sensors have become readily available,
more powerful, and less expensive. Sensors and tags can transmit data to a server on the
Internet over a wireless network at frequent intervals for analysis and storage.
Developments in Big Data have made it possible to efficiently access, store, and process
the mountain of data reported by sensors. Mobile service providers offer connectivity to a
variety of devices so that transmitting and receiving data can take place quickly.
An embedded computer is a computer that functions as one component in a larger prod-
uct, and which has a specific purpose. Embedded computers usually are small and have
limited hardware on their own but enhance the capabilities of everyday devices. Embed-
ded computers perform a specific function based on the requirements of the product in
which they reside. For example, an embedded computer in a printer monitors the ink lev-
els, detects paper jams, and determines if the printer is out of paper.
Embedded computers are everywhere. This technology enables computers and devices
to connect with one another over the Internet using IoT. You encounter examples of
embedded computers multiple times a day, perhaps without being aware of it.
Today’s vehicles have many embedded computers. These enable you to use a camera to
guide you when backing up, warn you if a vehicle or object is in your blind spot, or alert
you to unsafe road conditions. Recently, all new cars were required to include backup cam-
eras and electronic stability control, which can assist with steering the car in case of skid-
ding. All of this technology is intended to make driving safer (Figure 1-4).
Figure 1-4: Some of the embedded computers designed to improve safety, security, and performance in today’s vehicles
Smartphone apps, such as the OnStar RemoteLink app shown
here, remotely start the engine, unlock doors, stream music
through the vehicle’s sound system, display driving directions,
Nir Levy/Shutterstock.com; Santiago Cornejo/Shutterstock.com; Zapp2Photo/Shutterstock.com; Kenneth-Cheung/
and more.
iStockphoto.com; Marcin Laska/iStockphoto.com; pagadesign/iStockphoto.com; Source: OnStar, LLC
Adaptive cruise control systems detect if vehicles in

front of you are too close and, if necessary, adjust
the vehicle’s throttle, may apply brakes, and/or
sound an alarm.
Cars equipped with wireless communications capabilities,
called telematics, include features such as navigation
systems, remote diagnosis
and alerts, and Internet access.
Tire pressure monitoring systems send

warning signals if tire pressure is insufficient.
Advanced airbag systems have crash-severity

sensors that determine the appropriate level to
inflate the airbag, reducing the chance of
airbag injury in low-speed accidents. Electronic stability control automatically Drive-by-wire systems sense pressure on the gas pedal and
applies brakes, and may reduce engine communicate electronically to the engine how much and
power, when you lose control of steering or how fast to accelerate.
traction.
Critics of in-vehicle technology claim that it can provide drivers with a false sense of
security. If you rely on a sensor while backing up, parking, or changing lanes, you may miss
other obstructions that can cause a crash. Reliance on electronic stability control may cause
you to drive faster than conditions allow, or to pay less attention to the distance between
your vehicle and others.
ATMs and Kiosks

Automated teller machines (ATMs) are one of the more familiar uses of IoT. You can use
your ATM card to withdraw cash, deposit checks, and interact with your bank accounts.
Recent innovations are improving card security, such as chip-and-pin technology that
stores data on an embedded chip instead of a magnetic stripe.
ATMs are a type of kiosk. A kiosk is a freestanding booth usually placed in a public area
that can contain a display device used to show information to the public or event attendees.
Kiosks enable self-service transactions in hotels and airports, for example, to enable users
to check in for a flight or room. Healthcare providers also use kiosks for patients to check
in and enter information, such as their insurance card number.
IoT at Home
IoT enables you to manage devices remotely in your home, such as to start the washing
machine at a certain time, view potential intruders via a webcam, or adjust the room tem-
perature. Personal IoT uses include wearable fitness trackers that record and send data to
your smartphone or computer about your exercise activity, the number of steps you take in
a day, and your heart rate.
Figure 1-5 shows an example of how IoT can help manage your daily tasks.
Figure 1-5: IoT-enabled devices can help you with daily tasks such as grocery shopping
Refrigerator Refrigerator sends Refrigerator adds Phone determines Phone sends store
detects a text to your ‘buy milk’ to your the closest grocery address to your
milk is low phone that you scheduling app store with the vehicle’s
need milk lowest milk navigation
price system
IoT continues to advance its capabilities, and can help you maintain a secure, energy-
efficient, connected, voice-activated, remotely accessible home.
IoT in Business
All businesses and areas of business can take advantage of IoT. Manufacturing can use sen-
sors to monitor processes and increase quality of finished goods (Figure 1-6). Retail can use
sensors to track inventory or send coupons to customers’ phones while they shop. Shipping
companies can track mileage and location of their trucks and monitor driving times to
ensure the safety of their drivers.
Figure 1-6: Manufacturers can use a tablet to control a robotic arm

Zapp2Photo/Shutterstock.com
A healthcare provider can use IoT to:
• Connect to a patient’s wearable blood pressure or glucose monitor
• Send prescription updates and changes to a pharmacy, and alert the patient of the
prescription
• Track and store data provided by wearable monitors to determine necessary follow-up
care
• Send the patient reminders about upcoming appointments or tests
The uses of IoT are expanding rapidly, and connected devices continue to impact and
enhance business practices at all levels.
Discover Uses for Artificial Intelligence

Artificial intelligence (AI) is the technological use of logic and prior experience to simulate
human intelligence. AI has a variety of capabilities, such as speech recognition, virtual real-
ity, logical reasoning, and creative responses. Computers with AI can collect information
to make decisions, reach conclusions, and combine information in new ways, which is a
form of learning.
Computers with AI use machine intelligence rather than human intelligence to make
decisions. The goal in creating AI devices is to minimize the gap between what a machine
can do and what a human can do. Programmers train the computer to act when presented
with certain scenarios by instructing the computer that “if X happens, then do Y.”
Explore the Impact of Virtual Reality

Virtual reality (VR) is the use of computers to simulate a real or imagined environment that
appears as a three-dimensional (3-D) space. These simulations use 3-D images that enable
users to explore and have a sensory experience through visual and sound effects. You use
VR in gaming to interact with a virtual environment and digital beings. Augmented reality
(AR) is a type of VR that uses an image of an actual place or thing and adds digital informa-
tion to it. A photo of a location overlaid with information about places of interest ( Figure 1-7)
or a football broadcast that shows a first-down marker are examples of AR.
Figure 1-7: Augmented reality combines real images with digital information
Although VR developers work mostly with digital graphics and animation, they also use
AI when creating virtual creatures that make decisions and change their behavior based on
interactions with others. A VR developer can create an entire 3-D environment that con-
tains infinite space and depth.
The Digital Divide
All of this technology has many uses for both personal and business needs. However, it is
not available to everyone. The digital divide is the gap between those who have access to
technology and its resources and information, especially on the Internet, and those who do
not. Socioeconomic and demographic factors contribute to the digital divide, which can
impact individuals, households, businesses, or geographic areas.
Imagine the educational opportunities when you have access to high-speed, unfiltered
Internet content; your own laptop, tablet, or smart device; and software to create, track,
and process data and information. Then compare these opportunities with the opportu-
nities available to students who live in countries where the government restricts access to
Internet content, and economics prevent them from owning their own devices and the
software or apps used on them. These inequalities affect learning, knowledge, and oppor-
tunities and can have a lasting impact on the future of those affected.
Corporations, non-profits, educational institutions, and governments are working on
solutions to narrow the digital divide so that all learners can become digitally literate.
Develop Personal Uses for Technology

You can use technology to help with productivity, learning, and future career growth. In
your daily life you interact with embedded computers in stores, public transportation, your
car or truck, and more. Assistive technologies help people with disabilities to use technol-
ogy. Green computing practices reduce the impact of electronic waste on the planet.
Just as any society has rules and regulations to guide its citizens, so does the digital
world. As a digital citizen, you should be familiar with how to use technology to become
an educated and productive member of the digital world. This section covers several areas
with which you should be familiar in order to be a digital citizen.
Explore Personal Uses for Technology

Technology can enable you to more efficiently and effectively access and search for infor-
mation; share personal ideas, photos, and videos with friends, family, and others; com-
municate with and meet other people; manage finances; shop for goods and services; play
games or access other sorts of entertainment; network with other business professionals to
recruit for or apply for jobs; keep your life and activities organized; and complete business
activities. Artificial intelligence and robotics increase your productivity.
Artificial Intelligence
Some of the practical uses of AI include strategic gaming, military simulations, statistical pre-
dictions, and self-driving cars. For example, meteorologists use AI to analyze weather data
patterns to create a list of possible outcomes for an upcoming weather event. The predictions
made by the AI software then need to be interpreted, reviewed, and prioritized by people.
Some of the ways you might interact with AI on a daily basis include:
• Virtual assistants, which use voice recognition and search engines to answer, react, or
reply to user requests
• Social media and online ads, which track your data, such as websites visited, and
provide ads targeted to your personal interests
• Video games that provide information to your virtual opponents based on your skill
level and past actions
• Music and media streaming services, which recommend options based on your past
listening and viewing choices
• Smart cars, which automate many driving tasks such as managing speed and avoiding
collisions
• Navigation apps, which provide you with information about traffic and the best routes,
along with preferred stops along your way
• Security, such as using your fingerprint to access your phone, or facial recognition and
motion-detection cameras that alert you to unusual or unauthorized visitors
Another use of AI is natural language processing. Natural language processing is a form
of data input in which computers interpret and digitize spoken words or commands. In
some cases, users must train the software to recognize the user’s speech patterns, accent, and
voice inflections. Digital assistants like Amazon’s Alexa or Apple’s Siri use natural language
processing to respond to your verbal commands or questions, using search technology to
provide answers or perform a task, such as adding an item to a grocery list (Figure 1-8).
Figure 1-8: Smart devices provide you with assistance, answers, and more
Denys Prykhodov/Shutterstock.com
Use Robotics and Virtual Reality

Robotics is the science that combines engineering and technology to create and program
robots. Robots are useful in situations where it is impractical, dangerous, or inconvenient
to use a human, such as cleanup of hazardous waste and materials, domestic uses such as
vacuuming, and agricultural and manufacturing uses (Figure 1-9).
Figure 1-9: Robot used to detect weeds and spray chemicals

Robots can also assist surgeons. A robotic arm or instrument can be more precise, flex-
ible, and controlled than a human hand. 3-D cameras enable the surgeon to see inside the
body. Robotic surgeries often take less time to heal and can prevent risk of infection because
they require a smaller incision site. However, robots require a surgeon to control and direct
the operation. Surgeons must not only be trained medically, but also to use the robot.
Self-driving cars use cameras to change speed due to traffic. They rely on GPS to nav-
igate the best and fastest route. The proponents say that they reduce dangers related to
human error. One of the biggest concerns about self-driving cars is that they may contrib-
ute to accidents caused by distracted driving.
Outside of gaming, science and medicine use VR for training and research. For exam-
ple, medical students can use VR to practice their emergency medicine skills. NASA uses
VR to simulate space flight and the environments of other planets. Other commercial uses
include enabling potential home buyers to move through a home’s various rooms, or con-
struction companies to show a preview of the completed building.
When you make a decision based on observation, or answer a question, your brain and
senses prompt you to use your past experiences, knowledge base, and visual and other sen-
sory clues to come up with a response. AI and other technologies that mimic human action
use some of the same processes. Computers learn from past interactions to predict likely
outcomes or responses. They use databases and Internet searches to come up with answers
to questions. Cameras can read faces and analyze voices to recognize users.
Utilize Technology in Daily Life

Imagine your life without technology and the Internet. You probably use the Internet daily
to find information, connect with social media, make purchases, and more. Your devices
can help you connect to the Internet to perform these tasks. The following are examples of
how you might interact with technology, including embedded computers and the Internet,
in your daily life.
The sound of the alarm you asked your smart speaker to set last night wakes you up. You
can smell the coffee brewing from the coffee maker you programmed to go off five minutes
before your alarm. Once you leave for work, your thermostat will adjust by five degrees,
and then readjust to a more comfortable temperature by the time you arrive home.
On your way to and from work, you check the public transportation app on your phone
(Figure 1-10) to locate and get directions to the nearest subway station. Once there, you
scan your phone to pay your fare and access the terminal. A screen in the station displays
Figure 1-10: You can use apps to find information about public transit options
Rawpixel.com/Shutterstock.com
an alert when the train is incoming. As the subway speeds towards the next station, it relies
on sensors to determine any oncoming traffic and report delays, changes in routes, and the
next available stop.
After work, you decide to take your car and go shopping. You program your vehicle’s
GPS to take you to the nearest mall. As you drive, your car senses the space between you
and the car ahead and slows your speed to keep a safe distance. Outside the mall, you use
a parking app to locate a parking spot near the front door and use your car’s cameras to
safely navigate into the spot.
Before heading into the store, you decide to check your balance on your debit card. Your
banking app tells you how much money is in your checking account. You tap to transfer
$40 to your smartphone’s payment app, then you head to the store.
You walk into a clothing store, searching for a new sweater. You talk to a sales associate,
who uses her tablet to look up your personal profile, including past purchases, based on
your phone number. The sales associate tells you what size you wear, and what colors you
have bought in the past few years. Together, you find a sweater that fits and that you don’t
currently have anything like in your wardrobe. Before using the store’s self-checkout, you
check your store loyalty app on your smartphone to see what coupons are available.
Use Technology to Assist Users with Disabilities

The ever-increasing presence of computers in everyone’s lives has generated an awareness
of the need to address computing requirements for those with limitations, such as learning
disabilities, mobility issues, and hearing and visual disabilities.
The Americans with Disabilities Act (ADA) requires any company with 15 or more
employees to make reasonable attempts to accommodate the needs of physically chal-
lenged workers. The Individuals with Disabilities Education Act (IDEA) requires that pub-
lic schools purchase or acquire funding for adaptive technologies. These laws were put in
place to ensure that people with disabilities can access resources, information, and services
using the appropriate technology.
Users with visual disabilities can change screen settings, such as increasing the size or
changing the color of the text to make the words easier to read. Changing the color of text
also can address the needs of users with certain types of color blindness. Instead of using
a monitor, blind users can work with voice output. That is, the computer speaks out loud
the information that appears on a screen. A Braille printer prints information on paper in
Braille (Figure 1-11).
Figure 1-11: A Braille printer

Andy Shell/Shutterstock.com
Screen reader technology uses audio output to describe the contents of the screen. Screen
readers can read aloud webpages and documents or provide narration of the computer or
device’s actions. Alternative text (alt text) is descriptive text added to an object, such as a
picture or drawing (Figure 1-12). A screen reader will read the alt text aloud so that the user
understands the image and its purpose. Webpages and documents should include alt text
for all images. Alt text can be as simple as the name of a famous individual shown in a pho-
tograph, or more complex, such as interpreting the results of a chart or graph. Productivity
applications such as Microsoft Office and webpage creation apps prompt users to add alt
text, and sometimes provide suggested alt text content.
Figure 1-12: Screen readers use alt text to describe an image
Alt text
Colorful hot air balloons
flying over champagne
vineyards at sunset,
Montagne de Reims,
France
Miki Studio/Shutterstock.com
Users with a hearing disability can instruct programs or apps to display words or other
visual clues instead of sounds, such as for a notification from an app. Captioning software
displays scrolling text for dialogue in a video. Cameras can interpret sign language gestures
into text.
Mobility issues can impact a user’s ability to interact with hardware, such as a key-
board or a mouse. Users with limited hand mobility can use an on-screen keyboard, a
keyboard with larger keys, or a hand-mounted pointer to control the pointer or inser-
tion point. Alternatives to mouse buttons include a hand pad, a foot pedal, a receptor
that detects facial motions, or a pneumatic instrument controlled by puffs of air. Users
with conditions that cause hands to move involuntarily can purchase input devices such
as a keyboard or mouse that are less sensitive to accidental interaction due to trembling
or spasms.
Users with learning disabilities might struggle with reading words on a screen, hand-
writing, or retaining information. Technologies that help these users learn or perform tasks
include:
• Speech recognition programs so the user can input data or information verbally
• Graphic organizers to enable a user to create an outline or structure of information
• Audio books to read information aloud to the user instead of reading on a printed
page or on the screen
The basic premise of assisted technology is to improve accessibility for all users and
provide the same opportunities to learn, work, and play, no matter what limitations a
user has.
Apply Green Computing Concepts to Daily Life

People use, and often waste, resources such as electricity and paper while using technology.
The practice of green computing involves reducing electricity consumed and environmen-
tal waste generated when using computers, mobile devices, and related technologies.
Figure 1-13: Look for the Energy Star logo when Personal computers, displays, printers, and other devices should comply
purchasing appliances or devices with guidelines of the ENERGY STAR program (Figure 1-13). The United
States Department of Energy (DOE) and the United States Environmental
Protection Agency (EPA) developed the ENERGY STAR program to help
reduce the amount of electricity used by computers and related devices.
This program encourages manufacturers to create e nergy-efficient
devices. For example, many devices switch to sleep or power save mode
after a specified amount of inactive time.
US Environmental Protection Agency, ENERGY STAR program
Electronic waste and trash has a negative effect on the environment

where it is discarded. You can avoid electronic waste by not replacing
devices every time a new version comes out, and recycling devices and
products such as ink and toner when they no longer provide value.
Your personal green computing efforts should include:
• Purchasing and using products with an ENERGY STAR label
• Shutting down your computers and devices overnight or when not in use
• Donating computer equipment
• Using paperless communication
• Recycling paper, toner and ink cartridges, computers, mobile devices,
and printers
• Telecommuting and using video conferencing for meetings
Organizations can implement a variety of measures to reduce electrical waste, such as:
• Consolidating servers
• Purchasing high-efficiency equipment
• Using sleep modes and other power management features for computers and devices
• Buying computers and devices with lower power consumption processors and power
supplies
• Using outside air, when possible, to cool the data center or computer facility
• Allowing employees to telecommute to save gas and reduce emissions from vehicles
Green computing practices are usually easy to implement and can make a huge impact
on the environment.
Enterprise Computing
A large business with many employees is known as an enterprise. Enterprise computing
refers to the use of technology by a company’s employees to meet the needs of a large busi-
ness. Each department of a company uses technology specific to its function. Table 1-1
shows some of the uses of technology for different functional units.
Table 1-1: Enterprise functional units
Functional unit Technology uses

Human resources Track employees’ personal data, including pay rates,
benefits, and vacation time
Accounting Keep track of income and spending
Sales Manage contacts, schedule meetings, log customer
interactions, and process orders
Information technology Maintain and secure hardware and software
Engineering and product Develop plans for and test new products
development
Manufacturing Monitor assembly of products and manage inventory
of parts and products
Marketing Create and track success of marketing campaigns that
target specific demographics
Distribution Analyze and track inventory and manage shipping
Customer service Manage customer interactions
Explain the Role of Technology
in the Professional World
Nearly every job requires you to interact with technology to complete projects, exchange
information with coworkers, and meet customers’ needs. Whether you are looking for a job
in a technology field or other area, you can use technology to prepare for and search for a job.
List the Ways that Professionals Might

Use Technology in the Workplace
Technological advances, such as the PC, enabled workers to do their jobs more efficiently
while at their desks. Today’s workers can use smartphones, the Internet, the cloud, and
more to work remotely, whether they are telecommuting (working from home), or travel-
ing halfway around the world.
An intelligent workplace uses technology to enable workers to connect to the company’s
network, communicate with each other, use productivity software and apps, meet via web
conferencing, and more. Some companies provide employees with computers and devices
that come with the necessary software and apps, network connectivity, and security. Other
workplaces have a BYOD (bring your own device) policy, enabling employees to use their
personal devices to conduct business. Companies use online collaborative productivity
software to allow employees to share documents such as reports or spreadsheets and to
make edits or comments.
Technology in K-12 Education

Schools use social networking tools to promote school events, work cooperatively on
group projects, and teach concepts such as anti-bullying. Online productivity software
enables students to work collaboratively on projects and send the finished assignment to
the teacher using email, reducing the need for paper printouts. These factors and more
create an intelligent classroom, in which technology is used to facilitate learning and
communication.
Technology in Higher Education

A college or university might use a learning management system (LMS) to set up web-based
training sites where students can check their progress in a course, take practice tests, and
exchange messages with the instructor or other students. Students also can view instructor lec-
tures online and take classes or earn a degree online. Ebooks let students read and access con-
tent from their tablet or device, and access digital assets like videos associated with the content.
Technology in Healthcare
Physicians use computers to monitor patients’ vital signs and research symptoms and
diagnoses. The mobile health (mHealth) trend refers to healthcare professionals using
smartphones or tablets to access health records stored in the cloud, and patients using
digital devices to monitor their conditions and treatments, reducing the need for visits to
the doctor’s office. For example, mHealth apps can track prescription information, text
reminders to take medication, or refill the prescription. Medical monitoring devices, such
as electronic bracelets, collect vital signs and send the data to a specialist. Patients can
ingest smart pills that contain sensors to monitor medication or contain tiny cameras
to enable a physician to view the patient’s internal organs without invasive procedures.
Healthcare also uses 3-D printers to manufacture skin for burn patients, and prosthetic
devices and casts.
Technology in the Transportation Industry

Transportation workers use handheld computers to scan codes on packages or containers
of products before loading them on a vehicle, train, ship, or plane. You then can track the
progress of your package as it makes its way to you. Computers find an efficient route for
the packages and track their progress (Figure 1-14). Drivers use GPS to navigate quickly
and safely, avoiding traffic and hazardous conditions. Soon, self-driving trucks will use
robotics for mechanical control. Automated vehicles increase independent transportation
options for people with disabilities.
Figure 1-14: The transportation industry uses code scanning to track packages
Pro_Vector/Shutterstock.com
Technology in Manufacturing
Manufacturers use computer-aided manufacturing (CAM) to streamline production and
ship products more quickly. With CAM, robots perform work that is too dangerous,
detailed, or monotonous for people. In particular, they play a major role in automotive
manufacturing. For example, robots typically paint the bodies of cars because painting
is complex, difficult, and hazardous. Pairing robotic systems with human workers also
improves quality, cost efficiency, and competitiveness. Computers and mobile devices
make it possible to order parts and materials from the warehouse to assemble custom
products. A company’s computers monitor assembly lines and equipment using machine-
to-machine (M2M) communications.
Explore Technology Careers

The technology field provides opportunities for people of all skill levels and interests, and
demand for computer professionals continues to grow. The following sections describe
general technology career areas.
Software and Apps
The software and apps field consists of companies that develop, manufacture, and sup-
port programs for computers, the web, and mobile devices. Some companies specialize in
a certain area, such as productivity software or gaming. Other companies sell many types
of software that work with both computers and mobile devices and may use the Internet to
sync data and use collaborative features.
Technology Equipment
The technology equipment field consists of manufacturers and distributors of computers,
mobile devices, and other hardware. In addition to the companies that make the finished
products, this field includes companies that manufacture the internal components such as
chips, cables, and power supplies.
IT Departments
Most medium and large businesses and organizations have an Information Technology (IT)
department. IT staff are responsible for ensuring that all the computer operations, mobile
devices, and networks run smoothly. They also determine when and if the organization
requires new hardware, mobile devices, or software. IT jobs typically are divided into the
areas shown in Table 1-2.
Table 1-2: IT responsibilities
IT area Responsibilities
Management Directs the planning, research, development,
evaluation, and integration of technology
Research and software Analyzes, designs, develops, and implements new
development information technology and maintains existing systems
Technical support Evaluates and integrates new technologies, administers
the organization’s data resources, and supports the
centralized computer operating system and servers
Operations Oversees the centralized computer equipment and
administers the network
Training and support Teaches employees how to use the information system
and answers user questions
Information security Develops and enforces policies that are designed to
safeguard an organization’s data and information from
unauthorized users
Technology Service and Repair

The technology service and repair field provides preventative maintenance, component
installations, and repair services to customers. Some technicians receive training and cer-
tifications from manufacturers to become specialists in devices from that manufacturer.
Many technology equipment manufacturers include diagnostic software with their com-
puters and devices that assist technicians in identifying problems. Technicians can use
the Internet to diagnose and repair software remotely, by accessing the user’s computer or
device from a different location.
Technology Sales
Technology salespeople must possess a general understanding of technology, as well as
specific knowledge of the product they are selling. Strong people skills, including listen-
ing and communicating, are important. Some salespeople work directly for a technology
equipment or software manufacturer, while others work for resellers of technology, includ-
ing retail stores.
Technology Education, Training, and Support
Schools, colleges, universities, and companies all need qualified educators to provide
technology-related education and training. Instructors at an educational institution typi-
cally have a background and degree related to the technology they are teaching. Corporate
trainers teach employees how to use the technology specific to the business or industry.
Help desk specialists provide support by answering questions from employees to help them
troubleshoot problems.
IT Consulting
An IT consultant typically has gained experience in one or more areas, such as software
development, social media, or network configuration. IT consultants provide technology
services to clients based on their specific areas of expertise. Sometimes a company will hire
a large group of IT consultants to work together on a specific task, such as building a new
network infrastructure or database.
System Development
System developers analyze and create software, apps, databases, websites and web-based
development platforms, cloud services, and networks. Developers identify the business
requirements and desired outcomes for the system, specify the structure and security
needed, and design and program the system.
Web Marketing and Social Media
Careers in web marketing require you to be familiar not only with marketing strategies,
but also with web-based platforms and social media apps. Web marketers create social
media plans, including the content and timing of marketing campaigns, posts, and emails.
Search engine optimization (SEO) knowledge helps to create web content and layout that
enhances the content’s results when users search for content.
Data Storage, Retrieval, and Analysis
Employees in this field must be knowledgeable about collecting, analyzing, storing, and
reporting data from databases or the web. Data scientists use analytics to compile statistics
on data to create strategies or analyze business practices. Web analytics experts measure
Internet data, such as website traffic patterns and ads (Figure 1-15). Digital forensics exam-
iners use evidence found on computers, networks, and devices to help solve crimes.
Figure 1-15: Web analytic data measures web site traffic patterns
Artgraphixel/Shutterstock.com
Information and Systems Security

Careers in information and systems security require you to be knowledgeable about poten-
tial threats to a device or network, including viruses and hacking. Security specialists need
to know tools and techniques to prevent against and recover from digital attacks.
Explore How You Might Prepare for a Career in Technology

You can use both social media and job search websites to learn about technology careers
and to promote yourself to potential employers. By creating a profile on a career networking
site or creating a personal website or blog that showcases your talents, hiring managers can
learn more about you beyond what you can convey in a traditional, one-page paper resume.
Professional Online Presence
Recommended strategies for creating a professional online presence include:
• Do not use humorous or informal names for your account profiles, blog, or domain
name.
• Include a photo that shows your best self.
• Upload a PDF of your resume.
• Include links to videos, publications, or digital content you have created.
• Proofread your resume, blog, website, or profile carefully to avoid spelling and gram-
mar mistakes.
• Enable privacy settings on your personal social media accounts, and never post
anything online that you would not want a potential employer to see.
Online social networks for professionals can help you keep up with past coworkers,
instructors, potential employers, and others with whom you have a professional connection.
You can use these networks to search for jobs, learn about a company before interviewing,
join groups of people with similar interests or experiences, share information about your
career, and communicate with contacts. LinkedIn (Figure 1-16) and other professional net-
working websites also offer online training courses to keep your skills up-to-date.
Figure 1-16: LinkedIn is a career-based social networking site
LinkedIn
Certifications
Some technology careers require you to have certain certifications. A certification demon-
strates your knowledge in a specific area to employers and potential employers. Online
materials and print books exist to help you prepare for a certification exam. Most certifica-
tions do not require coursework assignments, but instead require you to pass an exam that
demonstrates your proficiency in the area. Tests typically are taken at an authorized testing
center. Some tests are multiple choice, while others are skills-based. You likely will have to
pay a fee to take the exam. Some areas that offer certifications include:
• Application software
• Data analytics, database, and web design
• Hardware
• Networking
• Operating systems
• Programming
• Cybersecurity
Obtaining a certification requires you to spend time and money. Certifications demon-
strate your commitment to your chosen area and can help you land a job.
MODULE Summary
1 Computers impact your daily life in many ways, including the use of embedded computers in vehi-
cles, ATMs, and stores, and the “Internet of Things” that allows smart home appliances and other
devices to communicate over the Internet or a wireless network.
Computers have evolved from large, inefficient, and expensive devices that used technology such
as vacuum tubes to smaller, more powerful connected devices such as PCs, smartphones, and more.
Artificial intelligence, virtual reality, and augmented reality use logic and simulations to make
predictions, educate, and entertain. Users with limitations or disabilities can use many different
devices and software that enable them to access and use technology. There are many ways you can
employ green computing practices to help reduce your impact on the environment.
Technology has had a large impact on the professional world, including intelligent workplaces.
Education, transportation, healthcare, and manufacturing all use technology to reduce costs and
increase safety and efficiency.
There are many careers available to you in the technology field, including IT, security, software
development, and more. To prepare for a career in technology, you should create a professional
online presence and take advantage of certification options.
Review Questions
1. (True or False) A microprocessor is the “brains” of a 9. (True or False) The ENERGY STAR program
computer. encourages manufacturers to reduce the amount of
2. (True or False) Embedded computers are standalone electricity used by computers and related devices.
products that have many functions. 10. BYOD stands for Bring Your Own .
3. The basic premise of ________ is that objects can be a. Device
tagged, tracked, and monitored through a local net- b. Daily planner
work, or across the Internet. c. Database
a. intelligent workspaces d. Data
b. the digital divide 11. (True or False) An intelligent classroom is one in
c. the Internet of Things which technology is used to facilitate learning and
d. artificial intelligence communication.
4. (True or False) Computers with AI use human intel- 12. Colleges use management systems
ligence to make decisions. (LMSs) to set up web-based training sites where stu-
dents can check their progress in a course, take prac-
5. (True or False) A digital citizen uses technology to
tice tests, and exchange messages with the instructor
be productive and efficient.
or other students.
6. (True or False) A kiosk is a freestanding booth usu- a. learning
ally placed in a public area that can contain a display b. linked
device used to show information to the public or c. locational
event attendees. d. live
7. are smart devices that respond to a user’s 13. (True or False) Automated vehicles decrease inde-
verbal commands by using search technology to pendent transportation options for people with
provide an answer to a question or perform a task. disabilities.
a. ATMs 14. (True or False) The mobile health (mHealth) trend
b. Green computers refers to doctors and nurses using smartphones or tab-
c. Integrated circuits lets to access health records stored on mobile devices.
d. Digital assistants
15. A company’s computers monitor assembly lines and
8. text is descriptive text added to an
equipment using communications.
object.
a. CAM
a. Associative
b. AI
b. Alternative
c. IT
c. Accessible
d. M2M
d. Assistive
16. A company’s department oversees the 17. (True or False) When looking for a job, you should
centralized computer equipment and administers use humorous or informal names for your account
the network. profiles, blog, or domain name to make yourself
a. operations stand out.
b. management
c. technical support
d. information security
Discussion Questions
1. How have embedded computers and the IoT impacted your 3. What additional uses of technology can you see in the
daily life? What additional uses can you see yourself using? workplace? List ways technology impacts other careers not
What security or other risks might you encounter with IoT? discussed in this module, such as finance, government,
non-profits, and agriculture.
2. How do the following technologies help you in your quest
to become a digital citizen: kiosks, enterprise computing, nat-
ural language processing, robotics, and virtual reality?
Critical Thinking Activities

1. You work in the educational software industry. Your boss 2. You and your roommate decide to reduce your environ-
asks you to give a brief lecture to other employees about the mental impact by recycling more, going paperless, and using
digital divide. Create a one-page document in which you environmentally safe cleaning products. You know you also
define and give examples of the impact of the digital divide, can use green computing tactics to reduce electronic waste,
and list ways your company can work to narrow the gap minimize power use, and more. Create a list of five reasons
between students without reliable access to educational soft- why you should add green computing to your efforts. List 10
ware, the Internet, and the hardware on which to run both. ways you can apply green computing to your daily life.
Discuss the ethical ramifications of not addressing the digital
divide—what is your role as a company? 3. Research the trend of BYOD in workplaces. Compare the
advantages to any potential disadvantages. Do you think more
companies should adopt this policy? Why or why not?
Key Terms
alternative text (alt text) embedded computer learning management system (LMS)
Americans with Disabilities Act (ADA) enterprise computing machine-to-machine (M2M)
artificial Intelligence (AI) graphic organizer microprocessor
audio books green computing mobile health (mHealth)
augmented reality (AR) hardware natural language processing
BYOD (bring your own device) Individuals with Disabilities Education personal computer (PC)
chip-and-pin technology Act (IDEA) robotics
computer information screen reader
computer literacy Information Technology (IT) smart device
computer-aided manufacturing (CAM) department software
data integrated circuits speech recognition program
digital assistant intelligent classroom telecommuting
digital citizen intelligent workplace transistor
digital divide Internet of Things (IoT) vacuum tube
digital literacy kiosk virtual reality (VR)
Another random document with
no related content on Scribd:
mer entre Bretagne et Engleterre; et portèrent par
25 pluiseurs fois grans damages as Englès qui venoient
rafreschir leurs gens de pourveances devant Vennes.
Et une fois entre les aultres, il vinrent courir sus le
navie dou roy d’Engleterre qui gisoit à l’ancre sus
un petit port dalès Vennes, et n’estoit mies adonc
[29] trop bien gardée. Si occirent le plus grant partie de
chiaus qui le gardoient; et y euissent porté trop
grant damage, se li Englès, qui seoient devant Vennes,
n’i fuissent acouru. Mais quant les nouvelles vinrent
5 en l’ost, cescuns y ala qui mieulz mieus. Toutes fois,
on ne se peut onques si haster que li dis messires
Loeis et se route n’en menassent quatre nefs cargies
de pourveances; et en effondrèrent trois, et perirent
chiaus qui dedens estoient. Adonc fu consilliet au roy
10 que il fesist traire se navie ou havene de Hembon;
si le fist, si comme il li fu consilliet. Et toutdis se
tenoit li sièges devant Vennes et ossi devant Nantes
et devant Rennes.
§ 199. Nous retourrons à le chevaucie que li dus

15 de Normendie fist en celle saison en Bretagne pour
conforter son cousin monsigneur Charle de Blois. Li
dus, qui avoit fait sen assamblée [et son amas[270]] de
gens d’armes en le cité d’Angiers, se hasta ce qu’il
peut, car il entendi que li rois d’Engleterre travilloit
20 durement le pays de Bretagne, et avoit assegiet trois
cités et pris le bonne ville de Dinant. Si se parti de
Angiers moult estoffeement, à plus de quatre mille
hommes d’armes et trente mille d’aultres gens. Si
s’arrouta tous li charois le grant chemin de Nantes.
25 Et le conduisoient li doi mareschal de France, li sires
de Montmorensi et li sires de Saint Venant. Apriès
chevauçoit li dus et li contes d’Alençon ses oncles, et
li contes de Blois ses cousins. Là estoient li dus de
Bourbon, messires Jakemes de Bourbon, contes de
[30] Pontieu, li contes de Boulongne, li contes de Vendome,
li contes de Dammartin, li sires de Crain, li
sires de Couci, li sires de Sulli, li sires de Fiennes,
li sires de Roie, et tant de barons et de chevaliers
5 de Normendie, d’Auvergne, de Berri, de Limozin,
d’Anjou, du Mainne, de Poito et de Saintonge, que
jamais je ne les aroie tous nommés. Et encores croissoient
il tous les jours, car li rois de France reconfortoit
son mandement, pour ce qu’il avoit entendu
10 que li rois d’Engleterre estoit si efforciement venus
en Bretagne.
Ces nouvelles vinrent en l’ost des signeurs d’Engleterre
qui seoient devant Nantes, que li rois y avoit
laissiés, que li dus de Normendie venoit là pour lever
15 le siège, ensi que on l’esperoit, et avoit bien en se
compagnie quarante mille hommes. Cil signeur englès
le segnefiièrent hasteement au roy d’Engleterre,
à savoir quel cose il voloit qu’il fesissent, ou se il
attenderoient, ou se il se retrairoient. Quant li rois
20 d’Engleterre entendi ces nouvelles, il fu moult pensieus,
et eut une espasse imagination et pourpos de
brisier son siège et ossi celui de Rennes, et de lui traire
devant Nantes. Depuis fu il consilliés aultrement. Et
li fu ensi dit que il estoit en bonne place et forte et
25 priès de se navie, et qu’il se tenist là et attendesist
ses ennemis, et mandast chiaus de Nantes, et laissast
encores le siège devant Rennes. Il ne li estoient mies
si lointain qu’il ne les confortast ou reuist bien tost,
se il besongnoit. A ce conseil se tint et acorda li rois
30 d’Engleterre. Et furent remandé cil qui seoient devant
Nantes, et s’en revinrent au siège à Vennes. Et li dus
de Normendie et son host et li baron de France
[31] esploitièrent tant qu’il vinrent en le cité de Nantes où
messires Charles de Blois et fuison de le chevalerie
de Bretagne estoient, qui les rechurent à grant joie.
Si se logièrent li signeur en le cité et leurs gens environ
5 sus le pays, car tout ne se peuissent mies logier
dedens le ville ne ens es fourbours.
§ 200. Entrues que li dus de Normendie sejournoit

à Nantes, fisent li chevalier d’Engleterre, qui
seoient devant le cité de Rennes, un assaut très grant
10 et très bien ordonné. Et avoient un grant temps en
avant apparilliés aournemens et instrumens pour assallir.
Et dura li dis assaus un jour tout entier, mais
ilz n’i conquisent noient; ançois y perdirent des
leurs. Dont il y eut des mors et des blechiés grant
15 fuison, car il y avoit dedens des bons chevaliers et
escuiers de Bretagne, le baron d’Ansenis, le signeur
dou Pont, messire Jehan de Malatrait, Yewain Charuiel
et Bertran de Claikin, escuiers. Chil ensongnièrent
si vaillamment, avoecques l’evesque de le ditte
20 cité, qu’il n’i prisent point de damage. Non obstant
ce, si se tinrent là toutdis li Englès, et gastèrent tout
le pays d’environ.
Adonc se departi de Nantes li dus de Normendie à
tout son grant host, et eut conseil qu’il se trairoit
25 devant Vennes pour plus tost trouver ses ennemis;
car bien [avoit[271]] entendu que cil de Vennes estoient
plus astraint que cil de Rennes, et en plus grant peril
d’estre perdu. Si s’arroutèrent ces gens d’armes et
chevaucièrent en bon arroy et en grant couvenant,
[32] quant il furent partit de Nantes. Si les conduisoient
li doi mareschal et messires Joffrois de Chargni; et li
contes de Ghines, connestables de France, faisoit
[l’arrieregarde[272]]. Tant s’esploitièrent ces gens d’armes,
5 dont li dus de Normendie et messires Charles de Blois
estoient chiés, qu’il vinrent assés priès de Vennes,
d’autre part où li rois d’Engleterre estoit logiés. Si se
logièrent erramment li François tout contreval uns
biaus prés grans et amples, et tendirent tentes, trés
10 et pavillons et toutes manières de logeis. Et fisent
faire li François biaus fossés et grans entour lor host,
par quoi on ne leur peuist porter damage. Si chevauçoient
à le fois li mareschal, et messires Robers de
Biaumanoir, mareschaus pour le temps de Bretagne;
15 et aloient souvent [escarmouchier[273]] en l’ost des Englès,
et li Englès ossi sus yaus; s’en y avoit souvent
des rués jus, d’une part et d’autre. Quant li rois
d’Engleterre vei venu contre lui le duch de Normendie
à si grant poissance, si remanda le conte de Sallebrin
20 et le conte de Pennebruch et les aultres chevaliers
et leurs gens qui se tenoient à siège devant
Rennes, par quoi il fuissent plus fort et mieus ensamble,
se combatre les couvenoit. Si pooient estre
li Englès et li Breton de Montfort environ vingt cinq
25 cens hommes d’armes et six mille arciers et quatre
mille hommes de piet. Li François estoient [en plus
grant nombre, quatre foiz plus[274]], et toutes gens de
bonne estoffe.
[33] § 201. Moult furent ces deux hos devant Vennes

belles et grans. Et avoit li rois d’Engleterre basti son
siège par tel manière que li François ne pooient
venir à lui par nul avantage. Depuis que li dus de
5 Normendie fu là venus, ne fist li rois d’Engleterre
point assallir à le cité de Vennes, car il voloit espargnier
ses gens et sen artillerie. Ensi furent il l’un
devant l’autre un grant temps, et bien avant en
l’ivier. Si y envoia li papes Clemens VIe, qui regnoit
10 pour le temps, deux cardinaus en legation, le cardinal
de Penestre et le cardinal de Clermont qui souvent
chevaucièrent de l’un [host[275]] à l’autre, pour accorder
ces parties. Mais il les trouvoient si durs et si
mal descendans à acord qu’il ne les pooient approcier
15 de nulle pais.
Ces trettiés durant, il y avoit souvent des escarmuces
et des puigneis l’un sus l’autre, ensi que li
foureur se trouvoient; si en y avoit des pris et des
rués jus. Et n’osoient li Englès par especial aler en
20 fuerre fors en grant compagnie; car, toutes les fois
qu’il chevauçoient, il estoient en grant peril pour
les embusches c’on mettoit sus yaus. Avoech tout ce,
messires Loeis d’Espagne et se route gardoient si
songneusement les pas de le mer que à trop grant dur
25 venoit riens en l’ost des Englès; si y eurent moult
de disètes. Et estoit li intentions dou duch de Normendie
et de ses gens qu’il tenoient là pour tous assegiés
le roy d’Engleterre et son host, car bien savoient
qu’il avoient grant neccessité de vivres. Et les
30 ewissent tenus voirement en grant dangier, mais il
[34] estoient ossi si constraint dou frès temps, car nuit et
jour il plouvoit que ce leur fist moult de painne. Et
perdirent le plus grant partie de leurs chevaus, et
les couvint deslogier et traire sus les camps, pour le
5 grant fuison d’yawe qui estoit en leurs logeis.
Si regardèrent li signeur qu’il ne pooient longement
souffrir celle painne. Si commencièrent li cardinal
à trettier sus avoir triewes à durer trois ans.
Cilz trettiés passa. Et furent les triewes là données
10 et accordées entre ces parties, à durer trois ans tous
acomplis. Et les jurèrent li rois d’Engleterre et li dus
de Normendie à non enfraindre.
§ 202. Ensi se deffist ceste grande assamblée, et

se leva li sièges de Vennes. Et se retrest li dus de
15 Normendie devers Nantes et emmena les deux cardinaulz
avoech lui, et li rois d’Engleterre devers Hembon,
où la contesse de Montfort se tenoit. Encores fu
là fais uns escanges dou baron de Stanfort et dou signeur
de Cliçon. Et demora messires Hervis de Lyon
20 en prison devers le roy d’Engleterre, dont si ami ne
furent mies plus liet. Et euist eu adonc trop plus
chier le delivrance de monsigneur Hervi, messires
Charles de Blois, que dou signeur de Cliçon; mais li
rois d’Engleterre ne le volt adonc faire altrement.
25 Quant li rois d’Engleterre eut esté une espasse en
Hembon avoech la contesse de Montfort, et entendu
à ses besongnes, il prist congiet, et le recarga as chevaliers
de Bretagne qui faisoient partie pour lui à
l’encontre de monsigneur Charlon de Blois, as deux
30 frères de Pennefort, à monsigneur Guillaume de Quadudal
et as aultres, et puis se retrest en mer. Et enmena
[35] toute se chevalerie, dont il avoit grant fuison;
et revint en Engleterre environ le Noel. Et ossi li
dus de Normendie se retraist en France, et donna
congiet à toutes manières de gens d’armes. Si s’en
5 rala cescuns en son lieu.
Assés tost apriès se revenue en France, et le departie
des hos dessus dittes, fu pris li sires de Cliçon et
soupeçonnés de traison. A tout le mains grant fame
en courut, je ne sçai se il en estoit coupables ou non.
10 Mais je creroie moult à envis que uns si nobles et si
gentilz chevaliers comme il estoit, et si rices homs,
deuist penser ne pourcacier fausseté ne trahison.
Toutes fois, fu il, pour ce villain fame, pris et tantost
mis en prison en Chastelet à Paris. De quoi tout cil
15 qui parler en ooient en estoient moult esmervilliet, et
n’en savoient que supposer. Et en parloient li un à
l’autre li baron et li chevalier de France, en disant:
«Que poet on ores demander au signeur de Cliçon?»
Mais nuls n’en [savoit[276]] à rendre vraie ne certainne
20 response, fors tant que on imaginoit que li hayne
venoit de se prise et de se delivrance. Car vrai estoit
que li rois d’Engleterre l’eut plus chier à delivrer,
pour le baron de Stanfort, que monsigneur Hervi de
Lyon. Et li avoit fait li dis rois plus d’amour et de
25 courtoisie en prison, qu’il n’euist fait au dit monsigneur
Hervi, espoir pour ce que li dis messires Hervis
avoit esté plus contraires à lui et à ses gens et à
le contesse de Montfort, que nulz aultres, et non pour
aultre cose: si ques, pour cel avantage que li rois
[36] d’Engleterre fist adonc au signeur de Cliçon, et non
à monsigneur Hervi de Lyon, pensoit li envieus
aultre cose qu’il n’i euist par aventure. Et si en
sourdi tèle li suspicions dont li dessus dis messires
5 Oliviers de Cliçon fu encouppés et amis de trahison,
et decolés à Paris où il eut grant plainte, ne onques
ne s’en peut excuser.
Assés tost apriès, furent encoupet de [samblable[277]]
cas pluiseur signeur et gentil chevalier de Bretagne et
10 de Normendie, et decolé en le cité de Paris, dont il fu
grant nouvelle en pluiseurs pays, à savoir sont: li
sires de Malatrait et ses filz, li sires d’Avaugor et
messires Thiebaus de Morillon et pluiseur signeur de
Bretagne, jusques à dix chevaliers et escuiers. Encores
15 assés tost après furent mis à mort par fame, je ne
sçai mies se elle fu vraie ou aultre, quatre chevalier
moult gentil homme de Normendie, loist à savoir:
messires Henris de Malatrait, messires Guillaumes
Bacon, li sires de Roce Tison et messires Richars de
20 Persi. Des quèles mors il despleut grandement as
linages de ceulz. Et en sourdirent depuis tamaint
grant meschief en Bretagne et en Normendie, si com
vous orés recorder avant en l’ystore. Li sires de
Cliçon avoit un jone damoisiel à fil, qui s’appelloit
25 Oliviers ensi que ses pères. Chilz se trest tantost ens
ou chastiel de Hembon avoecques le contesse de
Montfort et Jehan de Montfort son fil, qui estoit
auques de son eage, et sans père, car voirement estoit
mors ou Louvre à Paris en prison li contes de
30 Montfort.
[37] § 203. En ce temps vint en pourpos et en volenté

au roy Edouwart d’Engleterre que il feroit refaire
et reedefiier le grant chastiel de Windesore, que
li rois Artus fist jadis faire et fonder, là où premierement
5 fu commencie et estorée la noble Table Reonde,
dont tant de bons et vaillans chevaliers issirent et
travillièrent en armes et en proèce par le monde; et
feroit li dis rois une ordenance de chevaliers, de lui
et de ses enfans et des plus preus de sa terre; et seroient
10 en somme jusques à quarante, et les nommeroit
on les chevaliers dou Bleu Gartier, et la feste à
tenir et à durer d’an en an et à solennisier ou chastiel
de Windesore, le jour Saint George. Et pour
ceste feste commencier, li rois d’Engleterre assambla
15 de tout son pays contes, barons et chevaliers; et leur
dist sen intention et le grant desir qu’il avoit de la
feste entreprendre. Se li accordèrent liement, pour
tant que ce leur sambloit une cose honnourable, et
où toute amour se nouriroit. Adonc furent esleu quarante
20 chevalier, par avis et par renommée les plus
preus de tous les aultres. Et seelèrent et se oblegièrent,
sus foy et par sierement, avoech le roy à tenir et à
poursievir la feste et les ordenances, tèles que elles
estoient acordées et devisées. Et fist li rois fonder et
25 edefiier une capelle de Saint Jorge ou dit chastiel de
Windesore. Et y establi et mist canonnes pour Dieu
servir, et les arrenta et aprouvenda bien et largement.
Et pour ce que la feste fust sceue et cogneue en
toutes marces, li rois d’Engleterre l’envoia publiier
30 et denoncier par ses hiraus en France, en Escoce, en
Bourgongne, en Haynau, en Flandres et en Braibant,
et ossi en l’empire d’Alemagne. Et donnoit à tous
[38] chevaliers et escuiers qui venir y voloient, quinze
jours de saufconduit après le feste. Et devoient estre
à ceste feste unes joustes de quarante chevaliers de
par dedens, attendans tous aultres, et de quarante
5 [ossi[278]] escuiers. Et devoit seoir ceste feste le jour Saint
Gorge proçain venant, que on compteroit l’an de
grasce mil trois cens quarante quatre, ens ou chastiel
de Windesore. Et devoit estre la royne d’Engleterre
acompagnie de trois cens dames et damoiselles, toutes
10 nobles et gentilz dames, et parées d’uns paremens
[semblables[279]].
§ 204. Entrues que li rois d’Engleterre faisoit son

grant appareil pour rechevoir les signeurs, dames et
damoiselles qui à sa feste venroient, li vinrent les
15 certainnes nouvelles de la mort le signeur de Cliçon
et des aultres chevaliers dessus nommés, encoupés
de fausseté et de trahison. De ces nouvelles fu li rois
d’Engleterre durement courouciés, et li sambla que
li rois de France l’euist fait en son despit. Et tint
20 que parmi ce fait les triewes acordées en Bretagne
estoient enfraintes et brisies. Si eut empensé de faire
le samblant[280] fait dou corps monsigneur Hervi de
Lyon que il tenoit pour son prisonnier. Et fait l’euist
en son irour et tantost, se n’euist esté ses cousins li
25 contes Derbi qui l’en reprist durement et li remoustra
devant son conseil tant de belles raisons, pour
son honneur garder et son corage affrener; et li
[39] disoit: «Monsigneur, se li rois Phelippes a fait se
hastieveté et se felonnie de mettre à mort si vaillans
chevaliers que cil estoient, n’en voelliés mies pour
ce blecier vostre corage, car, au voir considerer,
5 vostre prisonnier n’a que faire de comparer cel oultrage.
Mais voelliés le mettre à raençon raisonnable,
ensi que vous vorriés que on fesist l’un des vostres.»
Li rois d’Engleterre senti et conçut que ses cousins
li disoit verité; si se apaisa et rafrena son mautalent,
10 et fist le chevalier de Bretagne venir par devant lui.
Quant li rois le vei devant lui, se li dist: «Ha!
messire Hervi, messire Hervi, mon adversaire Phelippe
de Valois a moustré sa felonnie trop crueusement,
quant il a fait morir villainnement telz chevaliers
15 que [le] signeur de Cliçon, le signeur d’Ava[u]gor
le signeur de Malatrait et son fil messire Henri de
Malatrait, messire Thiebaut de Montmorillon, le signeur
de Roce Tison et pluiseurs aultres, dont il me
desplaist grandement. Et samble à aucuns de nostre
20 partie que il l’ait fait en mon despit. Et se je voloie
regarder à se felonnie, je feroie orendroit de vous le
samblable cas. Car vous m’avés fais plus de contraires
en Bretagne et à mes gens que nulz aultres.
Mès je me soufferrai, et li lairai faire ses volentés, et
25 garderai men honneur à mon pooir. Et vous lairai
venir à raençon legière et gracieuse, selonch vostre
estat, pour l’amour de mon cousin le conte Derbi,
qui chi est, qui en a priiet; mais que vous voelliés
faire ce que je dirai.»
30 Li chevaliers eut grant joie, quant il entendi qu’il
n’aroit garde de mort; si respondi, en lui moult humeliant:
«Chiers sires, je ferai à mon pooir loyaument
[40] tout ce que vous me commanderés.» Lors dist
li rois à messire Hervi: «Je sçai bien que vous estes
uns des riches chevaliers de Bretagne, et que, se je
vous voloie presser, vous paieriés bien trente mille
5 ou quarante mille escus. Je vous dirai que vous
ferés. Vous irés devers mon adversaire Phelippe de
Valois, et li dirés de par moy que, pour tant qu’il a
mis à mort villainne si vaillans chevaliers et si gentilz
que cil estoient de Bretagne et de Normendie,
10 en mon despit, je di et voel porter oultre qu’il a enfraint
et brisiet les triewes que nous avions ensamble.
Si y renonce de mon costé, et le deffie de ce jour en
avant. Et parmi tant que vous ferés ce message, je vous
laisserai passer sur dix mil escus que vous paierés [ou
15 envoyerés[281]] à Bruges dedens cinq mois apriès ce que
vous arés [re]passé le mer. Et encores dirés vous à
tous chevaliers et escuiers de par delà que pour ce il
ne laissent mies à venir à nostre feste, car nous les y
verons moult volentiers; et aront sauf alant et sauf
20 venant et quinze jours après le feste.»—«Monsigneur,
ce dist lors messires Hervis, je furnirai vostre
message à mon pooir. Et Di[e]x vous voelle merir le
courtoisie que vous me faites, et à monsigneur le
conte Derbi ossi!»
25 Depuis ceste ordenance, ne demora gaires en
Engleterre li dis messires Hervis de Lyon, mès eut
congiet, et se parti dou roy et des barons, et vint à
Hantonne. Là entra il en un vaissiel en mer, et avoit
intention d’ariver à Harflues; mais uns tourmens le
30 prist et cueilla sus mer, qui leur dura dix jours et
[41] plus. Et furent perdu tout leur cheval et jetté en le
mer, et li dis messires Hervis si tourmentés que
onques depuis il n’eut santé. Toutes fois à grant
meschief, au quinzime jour, li maronnier prisent terre
5 au Crotoi. Si vinrent tout à piet li dis messires Hervis
et ses gens jusques à Abbeville. Là se montèrent
il, mès li dis messires Hervis estoit si travilliés qu’il
ne pooit souffrir le chevaucier; et se mist en littière,
et vint à Paris devers le roy Phelippe, et fist son
10 message bien et à point. Depuis, si com jou ay oy
recorder, ne vesqui il point longuement, mès morut,
en ralant en son pays, en le cité d’Angiers.
§ 205. Et approça li jours Saint Jorge que ceste

grant feste se devoit tenir ou chastiel de Windesore,
15 et y fist li rois grant appareil. Et y furent dou royaume
d’Engleterre conte, baron et chevalier, dames et
damoiselles. Et fu la feste moult grande et moult
noble, bien festée et bien joustée, et dura par le
terme de quinze jours. Et y vinrent pluiseur chevalier
20 de deça le mer, de Flandres, de Haynau et de
Braibant, mès de France n’en y eut nulz.
La feste durant et seant, pluiseur nouvelles vinrent
au roy de pluiseurs pays. Et par especial il y vinrent
chevalier de Gascongne, li sires de Lespare, li sires
25 de Chaumont et li sires de Muchident, envoiiés de
par les aultres barons et chevaliers qui pour le temps
de lors se tenoient englès, telz que le signeur de Labreth,
le signeur de Pumiers [le seigneur de Monferant[282]],
le signeur de Landuras, le signeur de Courton,
[42] le signeur de Longerem, le signeur de Graili et pluiseur
aultres, tout en l’obeissance le roy d’Engleterre,
et ossi de par le cité de Bourdiaus et ceste de Bayone.
Si furent li dessus dit messagier moult bien venu, bien
5 recuelliet et conjoy dou roy d’Engleterre et de son
conseil. Si remoustrèrent li dessus dit au roy comment
petitement et foiblement ses bons pays de Gascongne
et si bon ami et sa bonne cité de Bourdiaus estoient
conforté et secouru. Se li prioient li dessus dit
10 qu’il y volsist envoiier un tel chapitainne et tant de
bonnes gens d’armes avoech lui, qu’il fuissent fort
assés et poissant de resister à l’encontre des François
qui y tenoient les camps, avoecques ceulz qu’il trouveroient
ens ou pays. Li rois respondi moult liement
15 et leur dist que ossi feroit il.
Assés tost apriès, ordonna li dis rois son cousin
le conte Derbi, et le fist chapitainne et souverain de
tous ceulz qui iroient avoecques li en ce voiage, et
nomma les chevaliers qui il voloit qu’il fuissent desous
20 lui et de se carge. Premierement il y mist le
conte de Pennebruch, le conte de Kenfort, le baron
de Stanfort, monsigneur Gautier de Mauni, monsigneur
Franke de Halle, monsigneur Jehan de Lille,
monsigneur Jehan de Grea, monsigneur Jehan de la
25 Souce, monsigneur Thumas Kok, le signeur de Ferrières,
les deux frères de Lindehalle, le Lièvre de
Braibant, monsigneur Aymon dou Fort, messire
Hues de Hastinges, messire Estievenes de Tonrby, le
signeur de Manne, monsigneur Richart de Hebedon,
30 monsigneur Normant de Finefroide, monsigneur Robert
d’Eltem, monsigneur Jehan de Norvich, monsigneur
Richart de Rocleve, monsigneur Robert de
[43] Quantonne et pluiseurs aultres. Et furent bien trois
cens chevaliers et escuiers et six cens hommes d’armes
et deux mille arciers. Et dist li rois d’Engleterre
à son cousin le conte Derbi qu’il presist assés or et
5 argent, et le donnast et departesist largement as chevaliers
et escuiers, par quoi il euist le grasce et l’amour
d’yaus, car on l’en deliveroit assés.
Encores ordonna li rois, celle feste durant, monsigneur
Thumas d’Augourne, pour aler en Bretagne
10 devers le contesse de Montfort, pour lui aidier à
garder son pays, comment que les triewes y fuissent,
car il se doubtoit que li rois Phelippes ne fesist
guerre, sus les parolles qu’il li avoit remandées par
monsigneur Hervi de Lyon. Pour tant y envoia il le
15 dit monsigneur Thumas, à cent hommes d’armes et
deux cens arciers.
Encores ordonna il monsigneur Guillaume de
Montagut, conte de Sallebrin, à aler en le conté de
Dulnestre, car li Irois estoient durement revelé
20 contre lui, et avoient ars en Cornuaille bien avant et
courut jusques à Bristo, et avoient assegiet le ville de
Dulnestre. Pour tant y envoia li rois le conte de
Salebrin, à trois cens hommes d’armes et six cens
arciers.
25 § 206. Ensi que vous poés oïr, departi li rois

d’Engleterre ses gens, [ceulx[283]] qui iroient en Gascongne,
[ceulx[284]] qui iroient en Bretagne, et chiaus
qui iroient en Irlande. Et fist delivrer par ses tresoriers
[44] as chapitainnes assés or et argent, pour tenir
leur estat et paiier les compagnons de leurs gages.
Cil se partirent, ensi que ordonné fu.
Or parlerons premierement dou conte Derbi, car
5 il eut le plus grant carge, et ossi les plus belles aventures
d’armes. Quant toutes ses besongnes furent
pourveues et ordonnées, et ses gens [venus[285]] et si
vaissiel freté et appareilliet, il prist congiet dou roy
et s’en vint à Hantonne o[ù] toute se navie estoit, et
10 là monta en mer avoecques le carge dessus ditte. Et
singlèrent tant au vent et as estoilles qu’il arrivèrent
ou havene de Bayone, une bonne cité et forte, seant
[sus] le mer, qui toutdis s’est tenue englesce. Là prisent
il terre et descargièrent toutes leurs pourveances, le
15 cinquime jour de jun, l’an mil trois cens quarante
quatre. Et furent liement receu et recueilliet des bourgois
de Bayone. Si y sejournèrent et rafreschirent yaus
et leurs chevaux sept jours. Au huitime jour, li contes
Derbi et toutes ses gens s’en partirent, et chevaucièrent
20 viers Bourdiaus; si fisent tant qu’il y parvinrent.
Et alèrent cil de Bourdiaus contre le dit conte à
grant pourcession, tant amoient il sa venue. Et fu
adonc li contes herbegiés en l’abbeye de Saint Andrieu.
Et toutes ses gens se logièrent en le cité, car
25 il y a bien ville pour herbergier et recueillier otant
de gens ou plus.
Les nouvelles vinrent au conte de [Lille[286]], qui se
tenoit en Bregerach à quatre liewes d’illuech, que li
contes Derbi estoit venus à Bourdiaus, et avoit moult
[45] grant fuison de gens d’armes et d’arciers, et estoit
fors assés pour tenir les camps et de assegier chastiaus
et bonnes villes. Si tretost que li contes de [Lille] oy
ces nouvelles, il manda le conte de Commignes,
5 le conte de Piregorch, le [visconte[287]] de Carmaing,
les visconte de Villemur, le conte de Valentinois, le
conte de Murendon, le signeur de Duras, le signeur
de Taride, le signeur de la Barde, le signeur de Pincornet,
le visconte de Chastielbon, le signeur de Chastielnuef,
10 le signeur de [Lescun[288]] et l’abbet de Saint
Silvier, et tous les signeurs qui se tenoient en l’obeissance
dou roy de France. Quant il furent tout venu,
il leur remoustra la venue dou conte Derbi et sa poissance,
par oïr dire. Si en demanda à avoir conseil. Et
15 cil [seigneur[289]] respondirent franchement qu’il estoient
fort assés pour garder le passage de le rivière de Garone
à Bregerach contre les Englès. Ceste response
plaisi grandement au conte de [Lille], qui pour le
temps d’adonc estoit en Gascongne comme rois. Si
20 se renforcièrent li dessus dit [seigneur[290]] de Gascongne,
et mandèrent hasteement gens de tous lés,
et se boutèrent ens ès fourbours de Bregerach, qui
sont grant et fors assés et enclos de le rivière de Garone;
et attraisent ens ès dis fourbours le plus grant
25 partie de leurs pourveances.
§ 207. Quant li contes Derbi eut séjourné en le

[46] cité de Bourdiaus environ quinze jours, il entendi
que cil baron et chevalier de Gascongne se tenoient
en Bregerach; si dist qu’il se trairoit de celle part.
Si ordonna ses besongnes au partir le matin, et fist
5 mareschaus de son host monsigneur Gautier de
Mauni et messire Franke de Halle. Si chevaucièrent
li Englès celle matinée tant seulement trois liewes à
un chastiel qui se tenoit pour yaus, que on claime
Montkuk, seans à une petite liewe de Bregerach. Là
10 se tinrent li Englès tout le jour et la nuit ossi. A l’endemain,
leur coureur alèrent courir jusques ès bailles
de Bregerach. Et raportèrent chil coureur à leur retour
à monsigneur Gautier de Mauni, qu’il avoient
veu et considéré une partie dou couvenant des François;
15 mais il leur sambloit assés simples.
Ce propre jour, disnèrent li Englès assés matin.
Dont il avint que, à table seant, messires Gautiers
de Mauni regarda dessus le conte Derbi, et jà avoit
oyes les parolles que li coureur de leur costé avoient
20 raportées; si dist: «Monsigneur, se nous estions
droites gens d’armes et bien apert, nous buverions
à ce souper des vins ces signeurs de France qui se
tiènent en garnison en Bregerach.» Si respondi li
contes Derbi tant seulement: «Jà pour moy ne demorra.»
25 Li compagnon, qui oïrent le conte et le signeur
de Mauni ensi parler, misent leurs testes ensamble,
et disent li un à l’autre: «Alons nous armer:
nous chevaucerons tantost devant Bregerach.» Il n’i
eut plus fait ne plus dit. Tout furent armet et li cheval
30 ensellet et tout montet. Et quant li contes Derbi
vei ses gens de si bonne volenté, si en fu tous joians
et dist: «Or chevauçons, ou nom de Dieu et de
[47] saint Gorge, devers nos ennemis!» Donc s’arroutèrent
toutes manières de gens, et chevaucièrent, banières
desploiies, en le plus grant caleur dou jour. Et
fisent tant qu’il vinrent devant les bailles de Bregerach,
5 qui n’estoient mies legières à prendre, car une
partie de le rivière de Garonne les environne.
§ 208. Ces gens d’armes et cil dit signeur de

France, qui estoient dedens le ville de Bregerach,
entendirent que li Englès les venoient assallir. Si en
10 eurent grant joie, et disent entre yaus qu’il seroient
recueilliet, et se misent au dehors de leur ville assés
en bonne ordenance. Là avoit grant fuison de bidaus
et de gens dou pays moult mal armés. Li Englès,
qui venoient tout serré et tout rengiet, approcièrent
15 tant que cil de le ville les veirent, et que leur
arcier commencièrent à traire fortement et despertement.
Lors que ces gens de piet sentirent ces
saiettes, et veirent ces banières et ces pennons, qu’il
n’avoient point acoustumé à veoir, si furent tout
20 effraé, et commencièrent à reculer parmi les gens
d’armes; et arcier à traire sus yaus à grant randon,
et à mettre en grant meschief. Lors approcièrent li
signeur d’Engleterre, les glaves abaissies, et montés
sus bons coursiers fors et appers, et se ferirent en ces
25 bidaus par grant manière: si les abatoient d’un costé
et d’autre, et occioient à volenté. Les gens d’armes,
de leur costé, ne pooient aler avant pour yaus, car
les gens de piet reculoient sans nul arroi, et leur brisoient
le chemin. Là eut grant touel et dur hustin
30 et tamaint homme à terre, car li arcier d’Engleterre
estoient sus costé à deux lés dou chemin, et traioient
[48] si ouniement que nulz n’osoit issir. Ensi furent rebouté
dedens leurs fourbours chil de Bregerach, mès
ce fu à tel meschief pour yaus que li premiers pons
et les bailles furent gaegnies de force, et entrèrent
5 li Englès dedens avoech yaus. Et là sus le pavement
y eut maint chevalier et escuier mort et bleciet et
fianciet prison, de ceulz qui se mettoient au devant
pour deffendre le passage, et qui s’en voloient acquitter
loyaument à leur pooir. Et là fu occis li sires de
10 Mirepois, desous le banière monsigneur Gautier de
Mauni, qui toute première entra ens ès fourbours.
Quant li contes de [Lille], li contes de Commignes,
li contes de Quarmaing et li baron de Gascongne
qui là estoient veirent le meschief, et comment li
15 Englès de force estoient entré ens ès fourbours, et
occioient et abatoient gens sans merchi, si se traisent
bellement devers le ville, et passèrent le pont, à quel
meschief que ce fust. Là y eut devant le pont faite
une très bonne escarmuce et qui longement dura.
20 Et y furent, de le partie des Gascons, li contes de
[Lille], li contes de Commigne, li [viscontes[291]] de Quarmaing,
li contes de Pieregorth, li sires de Duras, li
viscontes de Villemur, li sires de Taride, très bon
chevalier; et dou lés des Englès, li contes Derbi, li
25 contes de Pennebruch, messires Gautiers de Mauni,
messires Franke de Halle, messires Hue de Hastinges,
li sires de Ferrières, messires Richars de Stanfort.
Et se combatoient cil chevalier main à main, par
grant vaillance. Et là eut fait mainte belle apertise
30 d’armes, mainte prise et mainte rescousse. Là ne se
[49] pooit chevalerie et bacelerie celer. Et par especial li
sires de Mauni s’avançoit moult souvent si avant
entre ses ennemis que à grant painne l’en pooit on
5 ravoir. Là furent pris, dou lés des François, li viscontes
de Boskentin, li sires de Chastielnuef, li viscontes
de Chastielbon et li sires de [Lescun]. Et se retraisent
tout li aultre dedens le fort et fremèrent
leur porte, et avalèrent le restel, et puis montèrent
as garites d’amont, et commencièrent à jetter et à
10 lancier et à reculer leurs ennemis. Cilz assaus, cilz
enchaus et ceste escarmuce dura jusques au vespre,
que li Englès se retraisent tout lasset et tout travilliet;
et se boutèrent ens ès fourbours qu’il avoient
gaegniés, où il trouvèrent vins et viandes à grant
15 fuison, pour yaus et pour toute leur host vivre largement
deux mois, se il besongnast. Si passèrent
celle nuit en grant reviel et en grant aise, et burent
de ces bons vins assés, qui peu leur coustoient, ce
leur sambloit.
20 § 209. Quant ce vint à l’endemain, li contes

Derbi fist sonner ses trompètes et armer toutes
ses gens et mettre en ordenance, et approcier le ville
pour assallir, et dist qu’il n’estoit mies là venus pour
sejourner. Donc s’arroutèrent banières et pennons
25 par devant les fossés, et vinrent jusques au pont. Si
commencièrent à assallir fortement de traire, car
d’aultre assault ne les pooit on approcier. Et dura
cilz assaulz jusques à nonne. Petit y fisent li Englès,
car il avoit adonc dedens Bregerach bonnes gens
30 d’armes qui se deffendoient de grant volenté. Adonc
sus l’eure de nonne se retraisent il arrière et
[50] laissièrent l’assaut, car il veirent bien qu’il perdoient
leur painne. Si alèrent li signeur à conseil ensamble,
et consillièrent qu’il envoieroient querre sus le rivière
de Geronde des nefs et des batiaus, et assaurroient
5 Bregerach par l’aigue, car elle n’estoit fremée
que de palis; si y envoiièrent tantost. Li maires de
Bourdiaus obei au commandement dou conte Derbi,
ce fu raisons; et envoia tantost par le rivière plus de
quarante, que barges que nefs, qui là gisoient à l’ancre
10 ou havene devant Bourdiaus. Et vint l’endemain
au soir ceste navie devant Bregerach. De quoi li Englès
furent tout resjoy; si ordonnèrent leur besongne
celle nuitie pour assallir à l’endemain.
§ 210. Droit à heure de soleil levant, furent li

15 Englès, qui ordonné estoient pour assallir par aigue
en leur navie, tout apparillé. Et en estoient chapitainne
li contes de Pennebruch et li contes de Kenfort.
Là avoit avoecques eulz pluiseurs jones chevaliers
et escuiers qui s’i estoient trait de grant volenté,
20 pour leurs corps avancier. En celle navie avoit grant
fuison d’arciers. Si approcièrent vistement, et vinrent
jusques à un grant roulleis qui estoit devant les palis,
li quelz fu tantost rompus et jettés par terre.
Li homme de Bregerach et li communaultés de le
25 ville regardèrent que nullement il ne pooient durer
contre cel assaut; si se commencièrent à esbahir, et
vinrent au conte de [Lille] et as chevaliers qui là
estoient, et leur disent: «Signeur, regardés que vous
volés faire: nous sommes en aventure de estre tout
30 perdu. Se ceste ville est prise, nous perderons le
nostre et nos vies ossi. Si vaurroit mieus que nous
[51] le rendissions au conte Derbi que donc que nous
euissions plus grant damage.» Adonc respondi li
contes de [Lille] et dist: «Alons, alons celle part
où vous dittes que li perilz est, car nous ne le renderons
5 pas ensi.» Lors s’en vinrent li chevalier et
li escuier de Gascongne qui là estoient, contre ces
pallis, et se misent tout au deffendre de grant corage.
Li arcier, qui estoient en leurs barges, traioient si
ouniement et si roit que à painnes se pooit nulz apparoir,
10 se il ne se voloit mettre en aventure d’estre
mors ou trop malement bleciés. Par dedens le ville,
avoech les Gascons, avoit bien deux cens arbalestriers
geneuois, qui trop grant pourfit leur fisent; car il
estoient bien paveschiet contre le tret des Englès,
15 et ensonnièrent tout ce jour grandement les arciers
d’Engleterre. Si en y eut pluiseurs bleciés, d’une part
et d’aultre. Finablement li Englès, qui estoient en
leur navie, s’esploitièrent telement qu’il rompirent
un grant pan dou palis. Quant cil de Bregerach veirent
20 le meschief, il se traisent avant et requisent à
avoir respit, tant qu’il fuissent consilliet pour yaus
rendre. Il leur fu acordé le parfait dou jour et le nuit
ensievant jusques à soleil levant, sauf tant qu’il ne
se devoient de riens fortefiier. Ensi se retrest cescuns
25 à son logeis.
Celle nuit furent en grant conseil li baron de Gascongne
qui là estoient, à savoir comment il se maintenroient.
Iaus bien consilliet, il fisent ensieller lors
chevaus et cargier de leur avoir, et montèrent et se
30 partirent environ mienuit. Et chevaucièrent vers le
ville de le Riolle, qui n’est mies lonch de là. On leur
ouvri les portes; si entrèrent ens et se logièrent et
[52] herbergièrent parmi le ville. Or, vous dirons de
chiaus de Bregerac comment il finèrent.
§ 211. Quant ce vint au matin, li Englès qui estoient

tout conforté d’entrer en le ville de Bregerach,
5 fust bellement ou aultrement, entrèrent de recief en
leur navie, et vinrent tout nagant à cel endroit où il
avoient rompu les palis. Si trouvèrent illuech grant
fuison de chiaus de le ville qui estoient tout avisé
d’yaus rendre, et priièrent as chevaliers qui là estoient

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Technology for Success and The Shelly

Cashman Series Microsoft 365 & Office

Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States

Library of Congress Control Number: 2022908712

Student Edition ISBN: 978-0-357-67692-9

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Visually Identify Types of Computer Hardware CC 3-4 Module five

Selecting Text WD 1-48

To Right-Align a Paragraph WD 2-10 To Insert Another Comment WD 2-59

To Enter Data in a Table WD 3-31 Formatting Characters PPT 1-16

Document Properties PPT 1-54 To Select Shapes PPT 2-34

To Apply a Table Style PPT 3-16

Correcting Errors EX 1-57 To Change the Background Color and

Additional Operations AC 1-39 Crosstab Queries AC 2-52

To Include Multiple Values on Multiple Summary AC 3-53

To complete SAM Textbook Projects, please follow these steps:

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Using SAM Projects and Textbook Projects SAM-1

For all other SAM Projects, please follow these steps:

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SAM-2 Using SAM Projects and Textbook Projects

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Using SAM Projects and Textbook Projects SAM-3

Introduction to Technology for Success: Computer Concepts CC I-1

CC I-2 Introduction to Technology for Success: Computer Concepts

By submitting her Fatima has connected

• Explain the evolution of society’s reliance on •E

Module 1: Impact of Digital Technology CC 1-1

Explain Society’s Reliance on Technology

Outline the History of Computers

the microprocessor. A microprocessor is the “brains”

CC 1-2 Module 1: Impact of Digital Technology

Module 1: Impact of Digital Technology CC 1-3

Adaptive cruise control systems detect if vehicles in

Tire pressure monitoring systems send

Advanced airbag systems have crash-severity

ATMs and Kiosks

CC 1-4 Module 1: Impact of Digital Technology

Figure 1-6: Manufacturers can use a tablet to control a robotic arm

Module 1: Impact of Digital Technology CC 1-5

Discover Uses for Artificial Intelligence

Explore the Impact of Virtual Reality

CC 1-6 Module 1: Impact of Digital Technology

Develop Personal Uses for Technology

Explore Personal Uses for Technology

Module 1: Impact of Digital Technology CC 1-7

Use Robotics and Virtual Reality

Figure 1-9: Robot used to detect weeds and spray chemicals

CC 1-8 Module 1: Impact of Digital Technology

Utilize Technology in Daily Life

Module 1: Impact of Digital Technology CC 1-9

Use Technology to Assist Users with Disabilities

Figure 1-11: A Braille printer

CC 1-10 Module 1: Impact of Digital Technology

Figure 1-12: Screen readers use alt text to describe an image

Apply Green Computing Concepts to Daily Life

Module 1: Impact of Digital Technology CC 1-11

Electronic waste and trash has a negative effect on the environment

Table 1-1: Enterprise functional units

Functional unit Technology uses

Visually Identify Types of Computer Hardware CC 3-4 Module five

Selecting Text WD 1-48

To Right-Align a Paragraph WD 2-10 To Insert Another Comment WD 2-59

To Enter Data in a Table WD 3-31 Formatting Characters PPT 1-16

Document Properties PPT 1-54 To Select Shapes PPT 2-34

To Apply a Table Style PPT 3-16

Correcting Errors EX 1-57 To Change the Background Color and

Additional Operations AC 1-39 Crosstab Queries AC 2-52

To Include Multiple Values on Multiple Summary AC 3-53

• Explain the evolution of society’s reliance on •E