Exploring Microsoft Office 2016 Volume 1 Exploring For Office 2016 Series

Exploring Microsoft Office 2016 Volume
1 (Exploring for Office 2016 Series)

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Brief Contents
Windows 10 Working with an Operating System 2
Office Office 2016 Common Features 64
Word Chapter 1 Introduction to Word 130

Chapter 2 Document Presentation 198
Chapter 3 Document Productivity 268
Chapter 4 Collaboration and Research 332
Excel Chapter 1 Introduction to Excel 402

Chapter 2 Formulas and Functions 486
Chapter 3 Charts 532
Chapter 4 Datasets and Tables 596
Access Chapter 1 Introduction to Access 662

Chapter 2 Tables and Queries in Relational Databases 732
Chapter 3 Using Queries to Make Decisions 810
Chapter 4 Creating and Using Professional Forms and Reports 862
PowerPoint Chapter 1 Introduction to PowerPoint 924

Chapter 2 Presentation Development 990
Chapter 3 Presentation Design 1042
Chapter 4 Enhancing with Multimedia 1116
Application Word Application Capstone Exercise 1185

Capstone Excel Application Capstone Exercise 1190
Exercises Access Application Capstone Exercise 1193
PowerPoint Application Capstone Exercise 1197
Microsoft Office 2016 Specialist Word Core 1201

Microsoft Office 2016 Specialist Word Expert 1205
Microsoft Office 2016 Specialist Excel Core 1209
Microsoft Office 2016 Specialist Excel Expert 1213
Microsoft Office 2016 Specialist Access 1217
Microsoft Office 2016 Specialist PowerPoint 1223
Glossary 1229
Index 1241
Brief Contents vii
Contents
Windows 10
■ CHAPTER ONE
Working with an Operating System: Getting Started
with Microsoft® Windows® 10 2
CASE STUDY CEDAR GROVE ELEMENTARY SCHOOL 2 WINDOWS SYSTEM AND SECURITY FEATURES 40
WINDOWS 10 FUNDAMENTALS 4 Working with Security Settings and Software 40
Understanding the Windows 10 Interface 4 Working with Administrative Tools 44
Managing and Using the Desktop and Components 11 HANDS-ON EXERCISE 3
Using Windows 10 Search Features 15 Windows System and Security Features 48
HANDS-ON EXERCISE 1 CHAPTER OBJECTIVES REVIEW 51
Windows 10 Fundamentals 19 KEY TERMS MATCHING 53
FILE MANAGEMENT 28 MULTIPLE CHOICE 54
Using File Explorer 28 PRACTICE EXERCISES 55
Selecting, Copying, and Moving Multiple Files MID-LEVEL EXERCISES 59
and Folders 33 BEYOND THE CLASSROOM 61
Compressing Files and Folders 34 CAPSTONE EXERCISE 62
HANDS-ON EXERCISES 2
File Management 36
Microsoft Office 2016

■ CHAPTER ONE Office 2016 Common Features: Taking the First Step 64
CASE STUDY SPOTTED BEGONIA ART GALLERY 64 MODIFY DOCUMENT LAYOUT AND PROPERTIES 104
GETTING STARTED WITH OFFICE APPLICATIONS 66 Using Backstage View 104
Starting an Office Application 66 Changing the Document View 106
Working with Files 67 Changing the Page Layout 107
Using Common Interface Components 70 Inserting a Header and Footer 110
Getting Help 77 Previewing and Printing a File 111
Installing Add-ins 79 HANDS-ON EXERCISES 3
HANDS-ON EXERCISES 1 Modify Document Layout and Properties 113
Getting Started with Office Applications 81 CHAPTER OBJECTIVES REVIEW 118
FORMAT DOCUMENT CONTENT 86 KEY TERMS MATCHING 120
Using Templates and Applying Themes 86 MULTIPLE CHOICE 121
Modifying Text 88 PRACTICE EXERCISES 122
Relocating Text 92 MID-LEVEL EXERCISES 126
Checking Spelling and Grammar 94 BEYOND THE CLASSROOM 128
Working with Pictures and Graphics 96 CAPSTONE EXERCISE 129
Format Document Content 99
viii Contents
Microsoft Office Word 2016
■ CHAPTER ONE Introduction to Word: Organizing a Document 130
CASE STUDY SWAN CREEK NATIONAL WILDLIFE REFUGE 130 HANDS-ON EXERCISES 3
INTRODUCTION TO WORD PROCESSING 132 Document Settings and Properties 180
Beginning and Editing a Document 133 CHAPTER OBJECTIVES REVIEW 185
Customizing Word 142 KEY TERMS MATCHING 186
HANDS-ON EXERCISES 1 MULTIPLE CHOICE 187
Introduction to Word Processing 146 PRACTICE EXERCISES 188
DOCUMENT ORGANIZATION 153 MID-LEVEL EXERCISES 192
Using Features That Improve Readability 153 BEYOND THE CLASSROOM 195
Viewing a Document in Different Ways 159 CAPSTONE EXERCISE 196
Document Organization 165
DOCUMENT SETTINGS AND PROPERTIES 172
Modifying Document Properties 172
Prepare a Document for Distribution 174
■ CHAPTER TWO Document Presentation: Editing and Formatting 198

CASE STUDY PHILLIPS STUDIO L PHOTOGRAPHY 198 OBJECTS 237
TEXT AND PARAGRAPH FORMATTING 200 Inserting and Formatting Objects 237
Applying Font Attributes 200 HANDS-ON EXERCISES 3
Formatting a Paragraph 206 Objects 246
HANDS-ON EXERCISES 1 CHAPTER OBJECTIVES REVIEW 253
Text and Paragraph Formatting 216 KEY TERMS MATCHING 254
DOCUMENT APPEARANCE 222 MULTIPLE CHOICE 255
Formatting a Document 222 PRACTICE EXERCISES 256
Applying Styles 226 MID-LEVEL EXERCISES 262
HANDS-ON EXERCISES 2 BEYOND THE CLASSROOM 265
Document Appearance 231 CAPSTONE EXERCISE 266
■ CHAPTER THREE Document Productivity: Working with Tables

and Mail Merge 268
CASE STUDY TRAYLOR UNIVERSITY ECONOMIC MAIL MERGE 306
IMPACT STUDY 268 Creating a Mail Merge Document 306
TABLES 270 Completing a Mail Merge 310
Inserting a Table 270 HANDS-ON EXERCISES 3
Formatting a Table 275 Mail Merge 313
Tables 279 KEY TERMS MATCHING 318
ADVANCED TABLE FEATURES 286 MULTIPLE CHOICE 319
Managing Table Data 286 PRACTICE EXERCISES 320
Enhancing Table Data 291 MID-LEVEL EXERCISES 325
Advanced Table Features 298 CAPSTONE EXERCISE 330
Contents ix
■ CHAPTER FOUR Collaboration and Research: Communicating and
Producing Professional Papers 332
CASE STUDY LITERATURE ANALYSIS 332 ONLINE DOCUMENT COLLABORATION 364
RESEARCH PAPER BASICS 334 Using OneDrive and Word Online 364
Using a Writing Style and Acknowledging Sources 334 Sharing and Collaborating on Documents 370
Creating and Modifying Footnotes and Endnotes 340 HANDS-ON EXERCISES 3
Exploring Special Features 343 Online Document Collaboration 382
Research Paper Basics 346 KEY TERMS MATCHING 389
DOCUMENT TRACKING 353 MULTIPLE CHOICE 390
Reviewing a Document 353 PRACTICE EXERCISES 391
Tracking Changes 357 MID-LEVEL EXERCISES 395
BEYOND THE CLASSROOM 398
CAPSTONE EXERCISE 399
Document Tracking 360
Microsoft Office Excel 2016

■ CHAPTER ONE Introduction to Excel: Creating and Formatting
a Worksheet 402
CASE STUDY OK OFFICE SYSTEMS 402 WORKSHEET FORMATTING 444
INTRODUCTION TO SPREADSHEETS 404 Applying Cell Styles, Alignment, and Font Options 444
Exploring the Excel Window 404 Applying Number Formats 447
Entering and Editing Cell Data 407 HANDS-ON EXERCISES 4
HANDS-ON EXERCISES 1 Worksheet Formatting 450
Introduction to Spreadsheets 413 WORKSHEETS, PAGE SETUP, AND PRINTING 455
MATHEMATICAL OPERATIONS AND FORMULAS 417 Managing Worksheets 455
Creating Formulas 417 Selecting Page Setup Options 457
Displaying Cell Formulas 420 Previewing and Printing a Worksheet 463
HANDS-ON EXERCISES 2 HANDS-ON EXERCISES 5
Mathematical Operations and Formulas 422 Worksheets, Page Setup, and Printing 465
WORKSHEET STRUCTURE AND CLIPBOARD CHAPTER OBJECTIVES REVIEW 469
TASKS 427 KEY TERMS MATCHING 471
Managing Columns and Rows 427 MULTIPLE CHOICE 472
Selecting, Moving, Copying, and Pasting Data 432 PRACTICE EXERCISES 473
HANDS-ON EXERCISES 3 MID-LEVEL EXERCISES 479
Worksheet Structure and Clipboard Tasks 438 BEYOND THE CLASSROOM 482
■ CHAPTER TWO Formulas and Functions: Performing Quantitative Analysis 486

CASE STUDY TOWNSEND MORTGAGE COMPANY 486 LOGICAL, LOOKUP, AND FINANCIAL FUNCTIONS 508
FORMULA BASICS 488 Determining Results with the IF Function 508
Using Relative, Absolute, and Mixed Cell Using Lookup Functions 511
References in Formulas 488 Calculating Payments with the PMT Function 514
HANDS-ON EXERCISES 1 HANDS-ON EXERCISES 3
Formula Basics 492 Logical, Lookup, and Financial Functions 516
FUNCTION BASICS 495 CHAPTER OBJECTIVES REVIEW 521
Inserting a Function 495 KEY TERMS MATCHING 522
Inserting Basic Math and Statistics Functions 497 MULTIPLE CHOICE 523
Using Date Functions 501 PRACTICE EXERCISES 524
HANDS-ON EXERCISES 2 MID-LEVEL EXERCISES 527
Function Basics 503 BEYOND THE CLASSROOM 530
x Contents
■ CHAPTER THREE Charts: Depicting Data Visually 532
CASE STUDY COMPUTER JOB OUTLOOK 532 Modifying the Data Source 575
CHART BASICS 534 Creating and Customizing Sparklines 577
Selecting the Data Source 534 HANDS-ON EXERCISES 3
Choosing a Chart Type 536 Chart Design and Sparklines 580
Moving, Sizing, and Printing a Chart 548
CHAPTER OBJECTIVES REVIEW 583
HANDS-ON EXERCISES 1 KEY TERMS MATCHING 585
Chart Basics 552 MULTIPLE CHOICE 586
CHART ELEMENTS 558 PRACTICE EXERCISES 587
Adding, Editing, and Formatting Chart Elements 559 MID-LEVEL EXERCISES 591
Chart Elements 569 CAPSTONE EXERCISE 595
CHART DESIGN AND SPARKLINES 574

Applying a Chart Style and Colors 574
■ CHAPTER FOUR Datasets and Tables: Managing Large Volumes of Data 596

CASE STUDY REID FURNITURE STORE 596 HANDS-ON EXERCISES 3
LARGE DATASETS 598 Table Manipulation 629
Freezing Rows and Columns 599 TABLE AGGREGATION AND CONDITIONAL FORMATTING 636
Printing Large Datasets 600 Adding a Total Row 636
HANDS-ON EXERCISES 1 Applying Conditional Formatting 638
Large Datasets 604 Creating a New Rule 643
EXCEL TABLES 609 HANDS-ON EXERCISES 4
Understanding the Benefits of Data Tables 609 Table Aggregation and Conditional Formatting 646
Designing and Creating Tables 609 CHAPTER OBJECTIVES REVIEW 651
Applying a Table Style 614 KEY TERMS MATCHING 652
Excel Tables 616 PRACTICE EXERCISES 654
TABLE MANIPULATION 621 MID-LEVEL EXERCISES 658
Creating Structured References in Formulas 621 BEYOND THE CLASSROOM 660
Sorting Data 622 CAPSTONE EXERCISE 661
Filtering Data 624
Microsoft Office Access 2016

■ CHAPTER ONE Introduction to Access: Finding Your Way Through
an Access Database 662
CASE STUDY MANAGING A BUSINESS IN THE GLOBAL HANDS-ON EXERCISES 2
ECONOMY 662 Filters and Sorts 701
DATABASES ARE EVERYWHERE! 664 ACCESS DATABASE CREATION 707
Opening, Saving, and Enabling Content in a Database 665 Creating a Database 707
Recognizing Database Object Types 667
Modifying Data in Table Datasheet View 680 HANDS-ON EXERCISES 3
Adding Records to a Table 680 Access Database Creation 714
Deleting Records from a Table 682 CHAPTER OBJECTIVES REVIEW 718
Using Database Utilities 683 KEY TERMS MATCHING 719
MULTIPLE CHOICE 720
PRACTICE EXERCISES 721
Databases Are Everywhere! 687
MID-LEVEL EXERCISES 727
FILTERS AND SORTS 695 BEYOND THE CLASSROOM 730
Working with Filters 695 CAPSTONE EXERCISE 731
Performing Sorts 699
Contents xi
■ CHAPTER TWO Tables and Queries in Relational Databases:
Designing Databases and Extracting Data 732
CASE STUDY BANK AUDIT 732 Understanding Query Sort Order 775
TABLE DESIGN, CREATION, AND MODIFICATION 734 Running, Copying, and Modifying a Query 776
Designing a Table 734 HANDS-ON EXERCISES 3
Creating and Modifying Tables and Single-Table Queries 778
Working with Data 738
MULTITABLE QUERIES 782
HANDS-ON EXERCISES 1 Creating a Multitable Query 782
Table Design, Creation, and Modification 744 Modifying a Multitable Query 784
MULTIPLE-TABLE DATABASES 749 HANDS-ON EXERCISES 4
Sharing Data 749 Multitable Queries 788
Establishing Table Relationships 754
Multiple-Table Databases 759 MULTIPLE CHOICE 795
SINGLE-TABLE QUERIES 767 PRACTICE EXERCISES 796
Creating a Single-Table Query 767 MID-LEVEL EXERCISES 802
Using the Query Wizard 770 BEYOND THE CLASSROOM 806
Specifying Query Criteria for Different Data Types 773 CAPSTONE EXERCISE 807
■ CHAPTER THREE Using Queries to Make Decisions: Perform

Calculations and Summarize Data Using Queries 810
CASE STUDY REAL ESTATE INVESTORS 810 AGGREGATE FUNCTIONS 837
CALCULATIONS AND EXPRESSIONS 812 Adding Aggregate Functions to Datasheets 837
Creating a Query with a Calculated Field 812 Creating Queries with Aggregate Functions 838
Formatting Calculated Results 816 HANDS-ON EXERCISES 3
Recovering from Common Errors 817 Aggregate Functions 844
Verifying Calculated Results 819
Calculations and Expressions 820 MULTIPLE CHOICE 850
THE EXPRESSION BUILDER AND FUNCTIONS 826 PRACTICE EXERCISES 851
Creating Expressions Using the Expression Builder 826 MID-LEVEL EXERCISES 854
Using Built-In Functions 828 BEYOND THE CLASSROOM 858
HANDS-ON EXERCISES 2 CAPSTONE EXERCISE 859
The Expression Builder and Functions 832
■ CHAPTER FOUR Creating and Using Professional Forms and Reports:

Moving Beyond Tables and Queries 862
CASE STUDY COFFEE SHOP STARTS NEW BUSINESS 862 Modifying a Report 898
FORM BASICS 864 Sorting Records in a Report 901
Creating Forms Using Form Tools 864 HANDS-ON EXERCISES 2
Modifying Forms 873 Report Basics 903
Working with a Form Layout 877
Sorting Records in a Form 879
KEY TERMS MATCHING 911
Form Basics 880 PRACTICE EXERCISES 913
REPORT BASICS 889 MID-LEVEL EXERCISES 917
Creating Reports Using Report Tools 889 BEYOND THE CLASSROOM 920
Using Report Views 897 CAPSTONE EXERCISE 921
xii Contents
Microsoft Office PowerPoint 2016
■ CHAPTER ONE Introduction to PowerPoint: Creating a
Basic Presentation 924
CASE STUDY BE A TRAINER 924 Applying Transitions and Animations 955
WORK WITH POWERPOINT 926 Inserting a Header or Footer 957
Opening and Viewing a PowerPoint Presentation 926 HANDS-ON EXERCISES 3
Typing a Speaker Note 933 Presentation Enhancement 960
Saving as a PowerPoint Show 934
NAVIGATION AND PRINTING 965
HANDS-ON EXERCISES 1 Navigating a Slide Show 965
Work with PowerPoint 936 Printing in PowerPoint 968
PRESENTATION CREATION 939 HANDS-ON EXERCISES 4
Planning and Preparing a Presentation 939 Navigation and Printing 972
Adding Presentation Content 943
Reviewing the Presentation 946
KEY TERMS MATCHING 977
Presentation Creation 948 PRACTICE EXERCISES 979
PRESENTATION ENHANCEMENT 953 MID-LEVEL EXERCISES 984
Adding a Table 953 BEYOND THE CLASSROOM 987
Inserting Media Objects 954 CAPSTONE EXERCISE 988
■ CHAPTER TWO Presentation Development: Planning and Preparing

a Presentation 990
CASE STUDY THE WELLNESS EDUCATION CENTER 990 HANDS-ON EXERCISES 3
TEMPLATES 992 Data Imports 1013
Creating a Presentation Using a Template 992 DESIGN 1016
Modifying a Presentation Based on a Template 995 Using Sections 1016
HANDS-ON EXERCISES 1 Examining Slide Show Design Principles 1017
Templates 997 Modifying a Theme 1020
OUTLINES 1002 Modifying the Slide Master 1022
Creating a Presentation in Outline View 1002 HANDS-ON EXERCISES 4
Modifying an Outline Structure 1004 Design 1024
Printing an Outline 1005 CHAPTER OBJECTIVES REVIEW 1028
Outlines 1007 MULTIPLE CHOICE 1030
DATA IMPORTS 1011 PRACTICE EXERCISES 1031
Importing an Outline 1011 MID-LEVEL EXERCISES 1035
Reusing Slides from an Existing Presentation 1011 BEYOND THE CLASSROOM 1038
■ CHAPTER THREE Presentation Design: Illustrations and Infographics 1042

CASE STUDY ILLUSTRATIONS AND INFOGRAPHICS OBJECT MANIPULATION 1081
WORKSHOP 1042 Modifying Objects 1081
SHAPES 1044 Arranging Objects 1089
Creating Shapes 1044 HANDS-ON EXERCISES 3
Applying Quick Styles and Customizing Shapes 1050 Object Manipulation 1095
Shapes 1061 KEY TERMS MATCHING 1103
SMARTART AND WORDART 1066 MULTIPLE CHOICE 1104
Creating SmartArt 1066 PRACTICE EXERCISES 1105
Modifying SmartArt 1070 MID-LEVEL EXERCISES 1109
Creating WordArt and Modifying WordArt 1073 BEYOND THE CLASSROOM 1112
HANDS-ON EXERCISES 2 CAPSTONE EXERCISE 1113
SmartArt and WordArt 1076
Contents xiii
■ chapter four Enhancing with Multimedia: PowerPoint Rich
Media Tools 1116
Case Study Engagement Album 1116 Photo Albums 1165
Pictures 1118 Creating a Photo Album 1165
Inserting a Picture 1118 Setting Photo Album Options 1166
Transforming a Picture 1121 Hands-On Exercises 4
Using the Internet as a Resource 1133 Photo Albums 1168
Hands-On Exercises 1 Chapter Objectives Review 1173
Pictures 1136 Key Terms Matching 1174
Video 1145 Multiple Choice 1175
Adding Video 1145 Practice Exercises 1176
Using Video Tools 1149 Mid-Level Exercises 1180
Hands-On Exercises 2 Beyond the Classroom 1182
Video 1155 Capstone Exercise 1183
Audio 1158
Adding Audio 1158
Changing Audio Settings 1160
Hands-On Exercises 3
Audio 1163
Application Capstone Exercises

Word Application Capstone Exercise 1185
Excel Application Capstone Exercise 1190
Access Application Capstone Exercise 1193
PowerPoint Application Capstone Exercise 1197
Microsoft Office 2016 Specialist Word Core 1201

Microsoft Office 2016 Specialist Word Expert 1205
Microsoft Office 2016 Specialist Excel Core 1209
Microsoft Office 2016 Specialist Excel Expert 1213
Microsoft Office 2016 Specialist Access 1217
Microsoft Office 2016 Specialist PowerPoint 1223
Glossary 1229
Index 1241
xiv Contents
Acknowledgments
The Exploring team would like to acknowledge and thank all the reviewers who helped us throughout the years by providing us with their
invaluable comments, suggestions, and constructive criticism.
Adriana Lumpkin Brian Powell Dawn Medlin

Midland College West Virginia University Appalachian State University
Alan S. Abrahams Carol Buser Debby Keen
Virginia Tech Owens Community College University of Kentucky
Alexandre C. Probst Carol Roberts Debra Chapman
Colorado Christian University University of Maine University of South Alabama
Ali Berrached Carolyn Barren Debra Hoffman
University of Houston–Downtown Macomb Community College Southeast Missouri State
University
Allen Alexander Carolyn Borne
Delaware Technical & Community College Louisiana State University Derrick Huang
Florida Atlantic University
Andrea Marchese Cathy Poyner
Maritime College, State University of Truman State University Diana Baran
New York Henry Ford Community College
Charles Hodgson
Andrew Blitz Delgado Community College Diane Cassidy
Broward College; Edison State College The University of North Carolina at
Chen Zhang
Charlotte
Angel Norman Bryant University
University of Tennessee, Knoxville Diane L. Smith
Cheri Higgins
Henry Ford Community College
Angela Clark Illinois State University
University of South Alabama Dick Hewer
Cheryl Brown
Ferris State College
Ann Rovetto Delgado Community College
Horry-Georgetown Technical College Don Danner
Cheryl Hinds
San Francisco State University
Astrid Todd Norfolk State University
Guilford Technical Community College Don Hoggan
Cheryl Sypniewski
Solano College
Audrey Gillant Macomb Community College
Maritime College, State University of Don Riggs
Chris Robinson
New York SUNY Schenectady County Community
Northwest State Community College
College
Barbara Stover Cindy Herbert
Marion Technical College Doncho Petkov
Metropolitan Community College–Longview
Eastern Connecticut State University
Barbara Tollinger Craig J. Peterson
Sinclair Community College Donna Ehrhart
American InterContinental University
State University of New York at
Ben Brahim Taha Dana Hooper Brockport
Auburn University University of Alabama
Elaine Crable
Beverly Amer Dana Johnson Xavier University
Northern Arizona University North Dakota State University
Elizabeth Duett
Beverly Fite Daniela Marghitu Delgado Community College
Amarillo College Auburn University
Erhan Uskup
Biswadip Ghosh David Noel Houston Community College–Northwest
Metropolitan State University of Denver University of Central Oklahoma
Eric Martin
Bonita Volker David Pulis University of Tennessee
Tidewater Community College Maritime College, State University of
Erika Nadas
Bonnie Homan New York
Wilbur Wright College
San Francisco State University David Thornton
Floyd Winters
Brad West Jacksonville State University
Manatee Community College
Sinclair Community College
Acknowledgments xv
Frank Lucente Jill Young Linda Johnsonius
Westmoreland County Community College Southeast Missouri State University Murray State University
G. Jan Wilms Jim Chaffee Linda Lau
Union University The University of Iowa Tippie College of Longwood University
Business Linda Theus
Gail Cope
Sinclair Community College Joanne Lazirko Jackson State Community College
University of Wisconsin–Milwaukee Linda Williams
Gary DeLorenzo
California University of Pennsylvania Jodi Milliner Marion Technical College
Kansas State University Lisa Miller
Gary Garrison
Belmont University John Hollenbeck University of Central Oklahoma
Blue Ridge Community College Lister Horn
Gary McFall
Purdue University John Seydel Pensacola Junior College
Arkansas State University Lixin Tao
George Cassidy
Sussex County Community College Judith A. Scheeren Pace University
Westmoreland County Community College Loraine Miller
Gerald Braun
Xavier University Judith Brown Cayuga Community College
The University of Memphis Lori Kielty
Gerald Burgess
Western New Mexico University Juliana Cypert Central Florida Community College
Tarrant County College Lorna Wells
Gladys Swindler
Fort Hays State University Kamaljeet Sanghera Salt Lake Community College
George Mason University Lorraine Sauchin
Hector Frausto
California State University Karen Priestly Duquesne University
Los Angeles Northern Virginia Community College Lucy Parakhovnik
Heith Hennel Karen Ravan California State University, Northridge
Valencia Community College Spartanburg Community College Lynn Keane
Henry Rudzinski Karen Tracey University of South Carolina
Central Connecticut State University Central Connecticut State University Lynn Mancini
Irene Joos Kathleen Brenan Delaware Technical Community College
La Roche College Ashland University Mackinzee Escamilla
Iwona Rusin Ken Busbee South Plains College
Baker College; Davenport University Houston Community College Marcia Welch
J. Roberto Guzman Kent Foster Highline Community College
San Diego Mesa College Winthrop University Margaret McManus
Jacqueline D. Lawson Kevin Anderson Northwest Florida State College
Henry Ford Community College Solano Community College Margaret Warrick
Jakie Brown Jr. Kim Wright Allan Hancock College
Stevenson University The University of Alabama Marilyn Hibbert
James Brown Kristen Hockman Salt Lake Community College
Central Washington University University of Missouri–Columbia Mark Choman
James Powers Kristi Smith Luzerne County Community College
University of Southern Indiana Allegany College of Maryland Maryann Clark
Jane Stam Laura Marcoulides University of New Hampshire
Onondaga Community College Fullerton College Mary Beth Tarver
Janet Bringhurst Laura McManamon Northwestern State University
Utah State University University of Dayton Mary Duncan
Jean Welsh Laurence Boxer University of Missouri–St. Louis
Lansing Community College Niagara University Melissa Nemeth
Jeanette Dix Leanne Chun Indiana University-Purdue University
Ivy Tech Community College Leeward Community College Indianapolis
Jennifer Day Lee McClain Melody Alexander
Sinclair Community College Western Washington University Ball State University
Jill Canine Linda D. Collins Michael Douglas
Ivy Tech Community College Mesa Community College University of Arkansas at Little Rock
xvi Acknowledgments
Michael Dunklebarger Richard Cacace Sue A. McCrory
Alamance Community College Pensacola Junior College Missouri State University
Michael G. Skaff Richard Hewer Sumathy Chandrashekar
College of the Sequoias Ferris State University Salisbury University
Michele Budnovitch Richard Sellers Susan Fuschetto
Pennsylvania College of Technology Hill College Cerritos College
Mike Jochen Rob Murray Susan Medlin
East Stroudsburg University Ivy Tech Community College UNC Charlotte
Mike Michaelson Robert Banta Susan N. Dozier
Palomar College Macomb Community College Tidewater Community College
Mike Scroggins Robert Dus̆ek Suzan Spitzberg
Missouri State University Northern Virginia Community College Oakton Community College
Mimi Spain Robert G. Phipps Jr. Suzanne M. Jeska
Southern Maine Community College West Virginia University County College of Morris
Muhammed Badamas Robert Sindt Sven Aelterman
Morgan State University Johnson County Community College Troy University
NaLisa Brown Robert Warren Sy Hirsch
University of the Ozarks Delgado Community College Sacred Heart University
Nancy Grant Rocky Belcher Sylvia Brown
Community College of Allegheny County– Sinclair Community College Midland College
South Campus Roger Pick Tanya Patrick
Nanette Lareau University of Missouri at Kansas City Clackamas Community College
University of Arkansas Community Ronnie Creel Terri Holly
College–Morrilton Troy University Indian River State College
Nikia Robinson Rosalie Westerberg Terry Ray Rigsby
Indian River State University Clover Park Technical College Hill College
Pam Brune Ruth Neal Thomas Rienzo
Chattanooga State Community College Navarro College Western Michigan University
Pam Uhlenkamp Sandra Thomas Tina Johnson
Iowa Central Community College Troy University Midwestern State University
Patrick Smith Sheila Gionfriddo Tommy Lu
Marshall Community and Technical College Luzerne County Community College Delaware Technical Community College
Paul Addison Sherrie Geitgey Troy S. Cash
Ivy Tech Community College Northwest State Community College Northwest Arkansas Community College
Paula Ruby Sherry Lenhart Vicki Robertson
Arkansas State University Terra Community College Southwest Tennessee Community
Peggy Burrus Sophia Wilberscheid Vickie Pickett
Red Rocks Community College Indian River State College Midland College
Peter Ross Sophie Lee Weifeng Chen
SUNY Albany California State University, California University of Pennsylvania
Philip H. Nielson Long Beach Wes Anthony
Salt Lake Community College Stacy Johnson Houston Community College
Philip Valvalides Iowa Central Community College William Ayen
Guilford Technical Community College Stephanie Kramer University of Colorado at Colorado Springs
Ralph Hooper Northwest State Community College Wilma Andrews
University of Alabama Stephen Z. Jourdan Virginia Commonwealth University
Ranette Halverson Auburn University at Montgomery Yvonne Galusha
Midwestern State University Steven Schwarz University of Iowa
Richard Blamer Raritan Valley Community College
John Carroll University
Acknowledgments xvii
Special thanks to our content development and technical team:
Barbara Stover Patti Hammerle Linda Pogue

Julie Boyles Jean Insigna Steven Rubin
Lisa Bucki Elizabeth Lockley Mara Zebest
Lori Damanti Joyce Nielsen
Sallie Dodson Janet Pickard
xviii Acknowledgments
Preface
The Exploring Series and You
Exploring is Pearson’s Office Application series that requires students like you to think “beyond the point
and click.” In this edition, we have worked to restructure the Exploring experience around the way you,
today’s modern student, actually use your resources.
The goal of Exploring is, as it has always been, to go farther than teaching just the steps to accomplish
a task—the series provides the theoretical foundation for you to understand when and why to apply a
skill. As a result, you achieve a deeper understanding of each application and can apply this critical
thinking beyond Office and the classroom.
The How & Why of This Revision

Outcomes matter. Whether it’s getting a good grade in this course, learning how to use Excel so
students can be successful in other courses, or learning a specific skill that will make learners successful
in a future job, everyone has an outcome in mind. And outcomes matter. That is why we revised our
chapter opener to focus on the outcomes students will achieve by working through each Exploring
chapter. These are coupled with objectives and skills, providing a map students can follow to get
everything they need from each chapter.
Critical Thinking and Collaboration are essential 21st century skills. Students want and need
to be successful in their future careers—so we used motivating case studies to show relevance of these
skills to future careers and incorporated Soft Skills, Collaboration, and Analysis Cases with Critical
Thinking steps in this edition to set students up for success in the future.
Students today read, prepare, and study differently than students used to. Students use
textbooks like a tool—they want to easily identify what they need to know and learn it efficiently. We
have added key features such as Tasks Lists (in purple), Step Icons, Hands-On Exercise Videos, and
tracked everything via page numbers that allow efficient navigation, creating a map students can easily
follow.
Students are exposed to technology. The new edition of Exploring moves beyond the basics of the
software at a faster pace, without sacrificing coverage of the fundamental skills that students need to
know.
Students are diverse. Students can be any age, any gender, any race, with any level of ability or
learning style. With this in mind, we broadened our definition of “student resources” to include physical
Student Reference cards, Hands-On Exercise videos to provide a secondary lecture-like option of review;
and MyITLab, the most powerful and most ADA-compliant online homework and assessment tool
around with a direct 1:1 content match with the Exploring Series. Exploring will be accessible to all
students, regardless of learning style.
Providing You with a Map to Success to Move

Beyond the Point and Click
All of these changes and additions will provide students an easy and efficient path to follow to be
successful in this course, regardless of where they start at the beginning of this course. Our goal is to
keep students engaged in both the hands-on and conceptual sides, helping achieve a higher level of
understanding that will guarantee success in this course and in a future career.
In addition to the vision and experience of the series creator, Robert T. Grauer, we have assembled a
tremendously talented team of Office Applications authors who have devoted themselves to teaching
the ins and outs of Microsoft Word, Excel, Access, and PowerPoint. Led in this edition by series editor
Mary Anne Poatsy, the whole team is dedicated to the Exploring mission of moving students beyond
the point and click.
Preface xix
Key Features
The How/Why Approach helps students move beyond the point and click to a true understanding of
how to apply Microsoft Office skills.
• White Pages/Yellow Pages clearly distinguish the theory (white pages) from the skills covered in
the Hands-On Exercises (yellow pages) so students always know what they are supposed to be doing
and why.
• Case Study presents a scenario for the chapter, creating a story that ties the Hands-On Exercises
together.
• Hands-On Exercise Videos are tied to each Hands-On Exercise and walk students through the
steps of the exercise while weaving in conceptual information related to the Case Study and the
objectives as a whole.
The Outcomes focus allows students and instructors to know the higher-level learning goals and how
those are achieved through discreet objectives and skills.
• Outcomes presented at the beginning of each chapter identify the learning goals for students and
instructors.
• Enhanced Objective Mapping enables students to follow a directed path through each chapter,
from the objectives list at the chapter opener through the exercises at the end of the chapter.
• Objectives List: This provides a simple list of key objectives covered in the chapter. This includes
page numbers so students can skip between objectives where they feel they need the most help.
• Step Icons: These icons appear in the white pages and reference the step numbers in the Hands-
On Exercises, providing a correlation between the two so students can easily find conceptual help
when they are working hands-on and need a refresher.
• Quick Concepts Check: A series of questions that appear briefly at the end of each white
page section. These questions cover the most essential concepts in the white pages required for
students to be successful in working the Hands-On Exercises. Page numbers are included for easy
reference to help students locate the answers.
• Chapter Objectives Review: Appears toward the end of the chapter and reviews all important
concepts throughout the chapter. Newly designed in an easy-to-read bulleted format.
• MOS Certification Guide for instructors and students to direct anyone interested in prepping for
Watch the Video the MOS exam to the specific locations to find all content required for the test.
for this Hands-
On Exercise!
End-of-Chapter Exercises offer instructors several options for assessment. Each chapter has
approximately 11–12 exercises ranging from multiple choice questions to open-ended projects.
• Multiple Choice, Key Terms Matching, Practice Exercises, Mid-Level Exercises, Beyond
ANALYSIS the Classroom Exercises, and Capstone Exercises appear at the end of all chapters.
CASE • Enhanced Mid-Level Exercises include a Creative Case (for PowerPoint and Word), which
allows students some flexibility and creativity, not being bound by a definitive solution, and an
CREATIVE Analysis Case (for Excel and Access), which requires students to interpret the data they are
CASE using to answer an analytic question, as well as Discover Steps, which encourage students to
use Help or to problem-solve to accomplish a task.
• Application Capstone exercises are included in the book to allow instructors to test students on
HOE1 Training Grader
the entire contents of a single application.
xx Key Features
Resources
Instructor Resources
The Instructor’s Resource Center, available at www.pearsonhighered.com, includes the
following:
• Instructor Manual provides one-stop-shop for instructors, including an overview of all available
resources, teaching tips, as well as student data and solution files for every exercise.
• Solution Files with Scorecards assist with grading the Hands-On Exercises and end-of-chapter
exercises.
• Prepared Exams allow instructors to assess all skills covered in a chapter with a single project.
• Rubrics for Mid-Level Creative Cases and Beyond the Classroom Cases in Microsoft Word format
enable instructors to customize the assignments for their classes.
• PowerPoint Presentations with notes for each chapter are included for out-of-class study or
review.
• Multiple Choice, Key Term Matching, and Quick Concepts Check Answer Keys
• Test Bank provides objective-based questions for every chapter.
• Scripted Lectures offer an in-class lecture guide for instructors to mirror the Hands-On Exercises.
• Syllabus Templates
• Outcomes, Objectives, and Skills List
• Assignment Sheet
• File Guide
Student Resources
Student Data Files
Access your student data files needed to complete the exercises in this textbook at
www.pearsonhighered.com/exploring.
Available in MyITLab
• Hands-On Exercise Videos allow students to review and study the concepts taught in the Hands-
On Exercises.
• Audio PowerPoints provide a lecture review of the chapter content, and include narration.
• Multiple Choice quizzes enable you to test concepts you have learned by answering auto-graded
questions.
• Book-specific 1:1 Simulations allow students to practice in the simulated Microsoft Office 2016
environment using hi-fidelity, HTML5 simulations that directly match the content in the Hands-On
Exercises.
• eText available in some MyITLab courses and includes links to videos, student data files, and other
learning aids.
• Book-specific 1:1 Grader Projects allow students to complete end of chapter Capstone Exercises
live in Microsoft Office 2016 and receive immediate feedback on their performance through various
reports.
Resources xxi
This page intentionally left blank
(ex•ploring)
S E RIE S
1. Investigating in a systematic way: examining. 2. Searching into

or ranging over for the purpose of discovery.
Microsoft
®
Office 2016 VOLUME 1

Windows 10
Working with an
Operating System
• You will manage the Windows 10 environment through the desktop and other
LEARNING components.
OUTCOMES:
• You will organize files and folders using Windows 10 features and tools.
OBJECTIVES & SKILLS: After you read this chapter, you will be able to:
Windows 10 Fundamentals OBJECTIVE 5: SELECT, COPY, AND MOVE MULTIPLE

FILES AND FOLDERS 33
OBJECTIVE 1: UNDERSTAND THE WINDOWS 10 INTERFACE 4 Copy a File, Move a Folder
Pin an App to Start Menu, Create Start Menu Group, OBJECTIVE 6: COMPRESS FILES AND FOLDERS 34
Rename Start Menu Group, Move Tile, Resize Tile, Compress a Folder, Extract Files from
Pin an App to the Taskbar a Compressed Folder
OBJECTIVE 2: MANAGE AND USE THE DESKTOP AND
COMPONENTS 11 HANDS-ON EXERCISE 2:
File Management 36
Create Virtual Desktop; Minimize, Close,
Restore Down, Maximize; Snap Windows
OBJECTIVE 3: USE WINDOWS 10 SEARCH FEATURES 15 Windows System and Security Features
Search Using Cortana, Manage Cortana Settings,
OBJECTIVE 7: WORK WITH SECURITY SETTINGS AND
Get Help
SOFTWARE 40
HANDS-ON EXERCISE 1: Use the Action Center, Modify Windows Defender
Windows 10 Fundamentals 19 Settings, Review File History Settings, Modify Windows
Update Settings, Modify Firewall Settings
File Management OBJECTIVE 8: WORK WITH ADMINISTRATIVE TOOLS 44
Use Systems Monitor, Use Disk Cleanup
OBJECTIVE 4: USE FILE EXPLORER 28
Create Folders, Pin a Folder to Quick Access, Work with HANDS-ON EXERCISE 3:
Files and Folders, Rename a Folder, Delete a Folder Windows System and Security Features 48
CASE STUDY | Cedar Grove Elementary School

Your good friend recently graduated with a degree in elementary educa-
tion and now is excited to begin her first job as a fifth-grade teacher at Cedar
Grove Elementary School. The school has a computer lab for all students as well
as a computer system in each classroom. The school acquired the computers
through a state technology grant so they are new models running Windows 10.
Your friend’s lesson plans must include a unit on operating system basics and an
introduction to application software. Because you have a degree in computer
information systems, she has called on you for assistance with the lesson plans.
You cannot assume that all students are exposed to computers at home,
especially to those configured with Windows 10. Your material will need to
include very basic instruction on Windows 10, along with a general overview
of file management. Your friend must complete her lesson plans right away,
so you are on a short timeline but are excited about helping students learn!
1
CHAPTER
Getting Started with Microsoft®
Windows® 10
© markos86
© Microsoft Office 2016, Windows 10, Microsoft Corporation

FIGURE 1.1 Cedar Grove Elementary School Windows 10 Start Menu
CASE STUDY | Cedar Grove Elementary School

Starting File File to be Submitted
Blank Word document win01h3Windows10_LastFirst

Working with an Operating System • Windows 10 3
Windows 10 Fundamentals
There are two types of software on your computer: application software and system soft-
ware. Application software are programs you use for email, gaming, social networking,
and digital photo management. Application software also includes productivity software
such as word processing, spreadsheet, and presentation applications. As essential as
these application programs may be to you for entertainment or for accomplishing a spe-
cific task, system software is the essential software that the computer needs. Without sys-
tem software, your computer could not function. System software includes the operating
system and utility programs, and helps to run application software, manage your files,
and manage system resources and other computer activities.
In this section, you will learn how to work with the features of the Windows 10 oper-
ating system. In particular, you will learn how to set up a Microsoft account if you do not
have one established already, and start and shut down Windows. You will also learn how
to configure the Start menu and taskbar to manage programs and apps.
Understanding the Windows 10 Interface

Windows 10 is the latest version of Microsoft’s operating system and is available for desk-
tops, laptops, cell phones, and tablet computers. Windows 10 has made changes that
facilitate computer use, both on touch and non-touch devices. Because you are likely to
encounter Windows 10 on computers and mobile devices at school, work, and home, it is
well worth your time to explore and learn how to use it, as well as its computer manage-
ment and security features.
Sign In to a Microsoft Account

When you start your computer, Windows 10 opens to the Lock screen that displays an
image (which you can personalize with your own image) and the date and time. Clicking
on the Lock screen brings you to the sign in page where you log in using your Microsoft
account username (email address) and password. To use any Microsoft services such
as Outlook.com, Xbox Live®, OneDrive®, and Office Online, you need to create a free
Microsoft account.
If you already have a OneDrive, Xbox Live, or Outlook.com account, use that account
to sign in. If you do not have a Microsoft account, you will need to create one to use
Windows 10. A Microsoft account gives you a consistent experience across any device
you sign into with your Microsoft account. In addition, you get access to Office Online
and OneDrive (with free cloud storage), and all your information syncs across all your
devices.
To sign up for a Microsoft account, complete the following steps:

1. Open any Web browser, type signup.live.com as the URL, and then click Sign up now.
2. Fill out the form by typing your first and last name. Your user name will be an email
address. You can use an existing email address, or you can get a new email address by
clicking Or get a new email address.
3. Create a password that has at least 8 characters. To create a strong password, use
a combination of upper and lowercase letters, at least one number and one other
character (such as an asterisk or exclamation point).
4. Fill out the rest of the form, and then click Create account.
4 Chapter 1 • Working with an Operating System

Access Sleep and Power Settings
To save battery life on your laptop, tablet, or smartphone, or for more energy efficiency,
Windows will go to sleep after a pre-determined period of inactivity. Sleep is a power-
saving state that puts your work and settings in memory and draws a small amount of
power that allows your computer to resume full-power operation quickly.
To manage the Sleep settings, complete the following steps:

1. Click the Start icon or press the Windows key to open the Start menu.
2. Click Settings on the Start menu, click System, and then click Power & sleep.
3. Select the desired level of inactivity from either of the following options:
• Screen: to determine when the Screen turns off on battery power or when plugged in
• Sleep: to determine when the PC goes to sleep on battery power or when plugged in
Eventually, you will want to shut down Windows and turn off your computer. To
do so, from the Start menu, click Power. Selecting Restart will turn off and immediately
restart Windows. This is a “warm boot.” To power down completely, click Power and then
select Shut down.
Explore the Windows 10 Start Menu

After signing in, you should see the same screen configuration no matter what Windows
10 device you are using, because your Microsoft account stores your preferences and set-
tings for your Start menu on the Internet. For instance, your laptop computer, your home
computer, and even your Windows smartphone should look the same.
Initially, your computer displays the primary working area: the desktop. If you were
used to working on a system running Windows 8, you will notice that there is not a Start
screen and a desktop. Instead, the desktop is the primary working area of Windows 10,
and the Windows 10 Start menu provides the main access to all programs and features
on your computer.
There are three different ways to accomplish tasks in Windows 10:
• Use a mouse
• Touch the screen (on touch-enabled devices)
• Use keystrokes
The method you use depends on the type of device you are using and, largely, on
your personal preferences. In this text, we will focus mainly on mouse and keystroke
commands. If you are using a touch-screen device, you should refer to the new touch
gestures shown in Figure 1.2. For instance, when an instruction in this text says to
click a screen element, you would tap the screen element with your finger on a touch-
screen device.
Windows 10 Fundamentals • Windows 10 5

Precision Touchpad Overview, Windows 10 Overview Slideshow,
PowerPoint Online
FIGURE 1.2 Touch Gestures in Windows 10
Open the Start menu by clicking the Start icon in the bottom left corner of the
desktop or by pressing the Windows key on the keyboard. The Start menu, as shown in
Figure 1.3, has two areas. The right side has the same look as the metro (or modern) view
first introduced in Windows 8 with block icons, called tiles. Tiles represent installed pro-
grams and Windows apps (such as Weather, Skype, and Money). Tiles can also represent
files, folders, or other items related to your computer. If there are more tiles on the Start
menu than displayed, use the scroll bar on the right. You can launch Windows 10 apps
and programs by clicking or tapping a tile on the Start menu.
TIP: STICKY NOTE APP

Sticky Notes is a useful Windows accessory application. Use Sticky Notes as you would a paper sticky
note, recording to-do lists, phone numbers, or anything else. Your notes display on the desktop. Sticky
Notes is found in the Windows Accessories folder in All apps. Click New Note to add another note,
click Delete Note to delete a note, and right-click a note to change the color.
Most used program list
File Explorer, Settings, Program tiles and tile groups

Power, All apps
FIGURE 1.3 Windows 10 Start Menu

The left side of the Start menu provides access to File Explorer, Settings, and Power.
These features are discussed later in this chapter. There is also a separate Most used
section that contains a list of apps and programs you use every day. However, you can
remove a program from the Most used list by right-clicking the icon and selecting Don’t
show in this list. Click All apps at the bottom of the left pane, and the left pane changes to
display a list of all installed apps and programs on your computer, in alphabetical order.
Configure the Start Menu

STEP 1 You may want to customize the Start menu so you can use it most efficiently. It is easy to
add and remove, resize, and move application tiles on the Start menu, as well as to group
tiles, and name the groups. You can also display tiles to access folders or other areas of
the computer that you use frequently. You pin, or add, a tile to the Start menu to make it
easier to access the application.
To pin an application to the Start menu, complete the following steps:

1. Display the Start menu by clicking the Start icon or by pressing the Windows key on
your keyboard.
2. Click All apps and find the application that you want to pin to the Start menu.
3. Right-click the app name and select Pin to Start. (You may also choose Pin to taskbar.
The taskbar is discussed later in this chapter.)
A tile for the app displays on the Start menu. The new tile is added to the very end of your
app tiles, so you may have to scroll down to find the tile you added. Once on the Start menu,
the size of a tile can be modified.
To resize a tile on the Start menu, complete the following steps:

1. Right-click the tile and point to Resize.
2. Select from the list of available sizes: Small, Medium, Wide, or Large.
You may also have some tiles that you do not want on the Start menu. These might
be programs or applications that appear on the Start menu by default, or tiles you added
but now want to remove. Removing (or unpinning) an application is just as easy as
adding one.
To unpin an application from the Start menu, complete the following steps:
1. Right-click the tile you want to remove from the Start menu.
2. Click Unpin from Start.
Tiles on the Start menu are organized in groups separated by a small amount of divid-
ing space, as shown in Figure 1.3. You can easily move tiles from one group to another by
clicking a tile and dragging it into another group. You can reorder groups by clicking the
group name and dragging the group to its new location. You can also give any group of
tiles a meaningful name.
To create a new group of tiles, complete the following steps:

1. Click and drag the first tile for the new group to the space above or below an existing
tile group. An empty bar displays, indicating where the new group will be located.
2. Release the mouse button, and the tile will now be in its own new group.

To assign a new name to a group of tiles, complete the following steps:
1. Point near the top of the tile or group of tiles you want to name.
2. Click in the box that displays.
3. Type a new group name. Note, if a name exists, you can delete the existing name and
then type a new name.
Explore the Taskbar

At the bottom of the Windows desktop is the taskbar. The taskbar is the horizontal bar
that displays open application icons, the Notification area, the search box, and any
pinned apps or programs. The Notification area, at the far right of the taskbar, includes
the clock and a group of icons that relate to a status of a setting or program. The search
box, located on the left side of the taskbar, can be used to search your computer for pro-
grams, folders and files saved on your computer, as well as to get results from the Web.
The search box is also home to Cortana, the personal digital assistant. Cortana is dis-
cussed later in this chapter.
Every open program has a corresponding icon on the taskbar. You can move from
one program to another by clicking the program’s icon on the taskbar. Figure 1.4 shows
two windows open on the desktop, with corresponding taskbar program icons. A blue
line displays under the open program icons. Although several windows can be open at
one time, only one is active. The active program icon is shaded with a lighter blue back-
ground. When you right-click a program icon, you open the Jump List (see Figure 1.4).
A Jump List is a list of program-specific shortcuts to recently opened files, the program
name, an option to pin or unpin an item, and a Close windows option.
Open windows

Jump List
Open window icons
Search box
Start Taskbar Notification area
Active window icon
FIGURE 1.4 Desktop with Open Windows

TIP: HIDE THE TASKBAR
Although it is very helpful, the taskbar can occupy space on your work area that you may need. To
temporarily hide the taskbar, right-click an empty area of the taskbar. Click Properties. In the Taskbar
and Start Menu Properties dialog box, click the check box to select Auto-hide the taskbar, and then click
OK. The taskbar immediately disappears. When you move the pointer to the previous location of the
taskbar, it will appear, but only until you move the pointer away. To return the taskbar to view, reverse
the process described above, clicking the check box to deselect Auto-hide the taskbar.
Similar to pinning an app or program to the Start menu, you can place, or pin, icons
of frequently used programs or websites on the taskbar for faster access. When you pin
a program or website to the taskbar, its associated icon becomes a permanent part of the
taskbar. You can then open the program or website by clicking its icon.
To pin to the taskbar a program that is not already open, complete the
following steps:
1. Locate the program in All apps.
2. Right-click the program name.
3. Click Pin to taskbar.
To pin to the taskbar a program that is already open, complete the following steps:
1. Right-click the program icon on the taskbar.
2. Click Pin this program to taskbar.
You will find the Notification area (refer to Figure 1.4) on the right side of the taskbar.
This area contains system icons, including Clock, Volume, OneDrive, and Action Center.
The Notification area and what icons display in the Notification area are discussed later
in this chapter.
Identify Desktop Components

The desktop in Windows 10 looks very much like the desktop in previous versions of
Windows. On the desktop, icons represent links to programs, files, folders, or other items
related to your computer (see Figure 1.5). Although the Start menu is meant to provide
quick access to programs, files and folders you use most often, you can easily add and
remove icons so that the desktop includes items that are important to you or that you
access often.
The Recycle Bin icon displays by default on the Windows 10 desktop. The Recycle
Bin is temporary storage for deleted files from the computer’s hard drive or OneDrive.
Files in the Recycle Bin are not permanently erased from the system until you right-click
the Recycle Bin icon and select Empty Recycle Bin. Therefore, if you delete a file by mis-
take, it can be restored. The exception is if the file was from an external storage device
such as a flash drive. When you delete files from an external storage device, they are
permanently deleted.

Recycle Bin
Folder
Program shortcut

FIGURE 1.5 Desktop Components
Some icons that have a small arrow in the bottom-left corner are shortcuts that pro-
vide a link to programs. All other icons on the desktop are added when you save a file to
the desktop. If you save files to the desktop, you should organize them in desktop folders
so you can easily find related files.
To add a program or folder shortcut icon to the desktop, complete the

following steps:
1. Right-click an empty area of the desktop, point to New, and then click Shortcut.
2. Click Browse and navigate to the folder that contains the program for which you wish
to create a shortcut.
3. Click the program file and click OK.
4. Click Next. Type a name for the shortcut in the box
5. Click Finish to place the shortcut icon on your desktop.
You can also add a folder directly to the desktop by right-clicking an empty area of
the desktop, pointing to New, and then selecting Folder. Or, if there is an existing folder
you want to add to the desktop, open File Explorer, right-click the folder, choose Send to,
and then select Desktop (create shortcut) from the menu.
To delete or rename icons on the desktop, complete one of the following

steps:
• Right-click the icon you want to delete, and click Delete. Deleting a program shortcut
icon does not remove or uninstall the program. You just remove the desktop shortcut
to the program.
• Right-click the icon you want to rename, and click Rename. Type the new name and
press Enter.

TIP: AUTO ARRANGE ICONS
A desktop can easily become cluttered and disorganized. To avoid clutter, make sure that you maintain
only desktop icons that are accessed often or that are important to keep handy. To neatly organize
the desktop, you can auto arrange the icons. Right-click an empty area of the desktop, point to View,
and select Auto arrange icons (unless Auto arrange icons already has a checkmark). Icons are displayed in
straight columns and cannot be moved out of line. You can also sort the icons on the desktop by Name,
Size, Item type, or Date modified. Doing so can help you find an item on a cluttered desktop. To sort
desktop icons, right-click an empty area of the desktop, point to Sort by, and select the sort method.
Customize the Desktop

For a little variety, you can customize the desktop with a different background color or
theme. You can even include a slide show of favorite photos to display when your com-
puter is idle. Customizing the desktop can be fun and creative. Windows 10 provides a
wide selection of background and color choices.
The Personalization category in Settings gives you options to change the desktop
background, lock screen image, or to select a different theme.
Managing and Using the Desktop

and Components
The main purpose of the Start menu is to provide access to programs and apps. To
launch an app or program from the Start menu, click the app tile. Windows apps, such
as Weather, Sports, or Money, are programs that are displayed full screen without bor-
ders or many controls. This simpler design provides a viewing advantage on devices with
smaller screens such as smartphones and tablets. Controls and settings are contained on
app bars, such as the Address bar, which appear at the top or bottom of the opened app.
Installed programs such as Microsoft Word or Google Chrome are applications that are
more complex. They generally have multiple features and can perform multiple tasks.
TIP: THE SNIPPING TOOL

The Snipping Tool is a Windows accessory application that enables you to capture, or snip, a screen
display so that you can save, annotate, or share it. You can capture screen elements in a rectangular,
free-form, window, or full-screen snip. You can also draw on or annotate the screen captures, save
them, or send them to others. New to Windows 10 is a delay feature in the Snipping Tool that pauses
the program from capturing a screenshot for up to 5 minutes. You cannot use the Snipping Tool,
however, to capture Windows elements such as the Start menu or dialog boxes. For those features,
you will need to use the Print Screen key.
Using the taskbar, you can move among open windows with ease, but Windows pro-
vides additional methods to switch easily between open programs and files. Windows
makes it easy to move, resize, and close windows, as well as to arrange windows auto-
matically, even snapping them quickly to the desktop borders.
Use Task View

STEP 2 It is quite possible that you will have more than one application or program window open
at any time, and may need to quickly switch between the various open windows or want
to see two or more open windows at the same time. Task View allows you to view all the
tasks you are working on in one glance (see Figure 1.6). For example, you might have
Microsoft Word, PowerPoint, and Edge all open because you are creating a presentation
from your latest research paper and are doing some extra Internet research. To see all
three windows at once, click the Task View icon next to the search box in the taskbar, and
thumbnail previews of all open applications display. Click on any of the thumbnails to
switch to that application.

Thumbnails

Virtual desktops
New desktop
Task View icon
FIGURE 1.6 Task View
TIP: ALT+TAB
You can use the keyboard to cycle through all open windows. Press and hold Alt on the keyboard and
repeatedly press Tab. Release Alt when the window that you want to display is selected.
Create a Virtual Desktop

Task View also enables you to create virtual desktops (refer to Figure 1.6). A virtual
desktop is a way to organize and access groups of windows for different purposes. For
example, when you do your schoolwork, you might have your school’s learning manage-
ment system (such as Blackboard or Desire to Learn), your school’s email account, and
MyITLab open. When you are not working on schoolwork, you might have several social
media accounts open, perhaps a video game, and maybe Netflix or YouTube running.
Using Task View, you can group these applications into virtual desktops, so that you can
quickly switch between your “school” desktop and your “entertainment” desktop.
To create a new virtual desktop and move applications between desktops,

complete the following steps:
1. Click Task View on the taskbar, and click New desktop in the lower right corner of
your screen. You will then see a thumbnail preview of the new desktop (Desktop 2)
alongside the current desktop (in this case, Desktop 1). Once the new desktop is
created, you will need to populate it with applications by moving applications from
one desktop to another.
2. Click Desktop 1, and then click Task View.
3. Drag a thumbnail of the application you want to move from Desktop 1 to Desktop 2.
Alternatively, right-click a thumbnail preview of any open application in Desktop 1,
point to Move to, and either select an existing virtual desktop or create a new desktop.
4. Repeat as needed to create a new virtual desktop.

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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

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

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

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

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

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

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

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

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

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

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

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Exploring Microsoft Office 2016 Volume

1 (Exploring for Office 2016 Series)

Office Office 2016 Common Features 64

Word Chapter 1 Introduction to Word 130

Excel Chapter 1 Introduction to Excel 402

Access Chapter 1 Introduction to Access 662

PowerPoint Chapter 1 Introduction to PowerPoint 924

Application Word Application Capstone Exercise 1185

Microsoft Office 2016 Specialist Word Core 1201

Microsoft Office 2016

■ CHAPTER TWO Document Presentation: Editing and Formatting 198

■ CHAPTER THREE Document Productivity: Working with Tables

Microsoft Office Excel 2016

■ CHAPTER TWO Formulas and Functions: Performing Quantitative Analysis 486

CHART DESIGN AND SPARKLINES 574

■ CHAPTER FOUR Datasets and Tables: Managing Large Volumes of Data 596

Microsoft Office Access 2016

■ CHAPTER THREE Using Queries to Make Decisions: Perform

■ CHAPTER FOUR Creating and Using Professional Forms and Reports:

■ CHAPTER TWO Presentation Development: Planning and Preparing

■ CHAPTER THREE Presentation Design: Illustrations and Infographics 1042

Application Capstone Exercises

Microsoft Office 2016 Specialist Word Core 1201

Adriana Lumpkin Brian Powell Dawn Medlin

Barbara Stover Patti Hammerle Linda Pogue

The How & Why of This Revision

Providing You with a Map to Success to Move

• Test Bank provides objective-based questions for every chapter.

1. Investigating in a systematic way: examining. 2. Searching into

Office 2016 VOLUME 1

Windows 10 Fundamentals OBJECTIVE 5: SELECT, COPY, AND MOVE MULTIPLE

CASE STUDY | Cedar Grove Elementary School

© Microsoft Office 2016, Windows 10, Microsoft Corporation

CASE STUDY | Cedar Grove Elementary School

Understanding the Windows 10 Interface

Sign In to a Microsoft Account

To sign up for a Microsoft account, complete the following steps:

4 Chapter 1 • Working with an Operating System

To manage the Sleep settings, complete the following steps:

Explore the Windows 10 Start Menu

Windows 10 Fundamentals • Windows 10 5

TIP: STICKY NOTE APP

Most used program list

© Microsoft Office 2016, Windows 10, Microsoft Corporation

File Explorer, Settings, Program tiles and tile groups

FIGURE 1.3 Windows 10 Start Menu

6 Chapter 1 • Working with an Operating System

Configure the Start Menu

To pin an application to the Start menu, complete the following steps:

To resize a tile on the Start menu, complete the following steps:

To create a new group of tiles, complete the following steps:

Windows 10 Fundamentals • Windows 10 7

Explore the Taskbar

© Microsoft Office 2016, Windows 10, Microsoft Corporation

Open window icons

Start Taskbar Notification area

Active window icon

FIGURE 1.4 Desktop with Open Windows

■ CHAPTER THREE Document Productivity: Working with Tables

■ CHAPTER FOUR Datasets and Tables: Managing Large Volumes of Data 596

■ CHAPTER THREE Using Queries to Make Decisions: Perform

■ CHAPTER FOUR Creating and Using Professional Forms and Reports:

■ CHAPTER TWO Presentation Development: Planning and Preparing