Allour, Khanna Session : 2010-2011

SESSION: 2010-2011
Submitted to: Mrs. Baljeet Kaur !!ar"al Submitted by: Tamanna BB -I

COMPUTER
A computer is a programmable machine that receives input, stores and automatically manipulates data, and provides output in a useful format. Mechanical examples of computers have existed through much of recorded human history. The first electronic computers were developed in the mid-20th century !"#0$ !"#%&. 'riginally, they were the si(e of a large room, consuming as much power as several hundred modern personal computers )*s&. Modern computers based on integrated circuits are millions to billions of times more capable than the early machines, and occupy a fraction of the space. +imple computers are small enough to fit into mobile devices, and can be powered by a small battery. )ersonal computers in their various forms are icons of the ,nformation Age and are what most people thin- of as .computers.. /owever, the embedded computers found in many devices from M)0 players to fighter aircraft and from toys to industrial robots are the most numerous.

USE OF COMPUTER IN OUR LIFE

1emember those days when we used to wal- in to the ban-s and get our pass boo-s filled manually or the supermar-ets, where we used to get hand written bills and the counter staff would sit with the help of a calculator and total up the bill. 2ow when we thin- of those days, we may smir- at the very thought of being in such a situation again. The credit for this goes to the computers. They have made our lives really easy. A client sitting in the 3+A can get wor- done from his subordinate sitting in ,ndia without even meeting that person. The utility bills can be paid without standing in any 4ueue. 2ot to forget the fact that 4uite a lot of shopping can also be done from the comfort of one5s home or business.

Also, the students need not spend hours a day in the library trying to find some information for their pro6ects7 they can 6ust surf on the internet and get the information of their relevance. All -inds of scholarship and admission tests are now available online and the students don5t have to sweat it out for the same and can complete these tests from their home itself. 8ven for a simple thing li-e getting more information about a disease, one can log on to the internet and get the details rather than worrying about it. /ow can we forget the relevance of computers in -eeping in touch with our relatives and friends9 ,n the earlier days we had to wait for a fortnight to get any correspondence from our relatives staying overseas, but now it is 6ust a matter of seconds. The seniors and subordinates can -eep in touch with others even after the

office hours since the internet is available all the time. :ong distance businesses can also be run efficiently with the help of computers. There are many instances when the business associates do not even meet face to face but maintain a healthy business relationship. Another important fact about computers and internet is that there is ample of opportunity for women who wish to wor- from home due to computers. ;one were the days when wor-ing from home was a remote possibility. 2ow anyone who is fluent in 8nglish, has a computer with internet connection can wor- at home and be financially independent. :ife has been made very easy and convenient in today5s world 6ust because of computer technology and there is no denying the fact that the computers have added speed in our lives, otherwise we would still be living in the days where there would 6ust be papers around us and we would be writing each and every stuff rather than getting it on our computer screens. *omputers saves storage place. ,magine how much paper would have to be used, how many trees would have to be cut 6ust to store information which is today on hard dis-s. <ata stored on 6ust one *< in paper form would use room of do(ens s4uare meters and would weight thousands of -ilos. 2owadays techni4ues of converting data from paper to digital form has also tremendously developed. =ou can simply rewrite the text using a -eyboard. ,f you are not good at it you can use a scanner to scan necessary documents. At least there are special devices which can transfer our voice into text. Than-s to computers ban-s, private and government companies, libraries, and many other institutions can save millions of s4uare meters and billions of dollars. 2owadays

we have access to billions of information and due to the computer5s capabilities we actually don5t need to worry not only how to store them but also how to process them.

*omputers can calculate and process information faster and more accurate than human. +ometimes there are false information in newspapers that due to the computer5s mista-e something has failed. >ut it5s not truth because machines cannot ma-e mista-es by it5s own. +ometimes it5s short circuit, other time it5s hardware problem but most often it is human mista-e, someone who designed and wrote the flawed computer program. 0. *omputers improve our lives. They are very useful in office wor-, we can write text such as reports and analysis. *ompared with old typewriters when using computers we don5t have to worry about ma-ing mista-es in typewriting because special programs helps as to avoid them and we can change them any time. ?hen the text is finished we can print it in as many copies as we want. At least but not at last, we can communicate with whole world very fast and cheap using ,nternet. #. *omputers are user-friendly. ?e can watch videos and listen to the music having only )*. ?e don5t need video player, T@ and stac-ing hi-fi any more. Aurthermore, we don5t have to buy )*5s which can ta-e much room due to their other necessary components and wires. ?e can always buy laptop or palm top which is even smaller, and use them outside anywhere we want.

COMPUTER HARDWARE
A personal computer is made up of multiple physical components of computer hardware, upon which can be installed a system software called operating system and a multitude of software applications to perform the operator5s desired functions. Though a )* comes in many different forms, a typical personal computer consists of a case or chassis in a tower shape des-top&, containing components such as a motherboard.

TYPES OF HARDWARE
Mother oard The motherboard is the main component inside the case. ,t is a large rectangular board with integrated circuitry that connects the rest of the parts of the computer including the *)3, the 1AM, the dis- drives *<, <@<, hard dis-, or any others& as well as any peripherals connected via the ports or the expansion slots.

Power !upp"# A power supply unit )+3& converts alternating current A*&

electric power to low-voltage <* power for the internal components of the computer. +ome power supplies have a switch to change between 200 @ and !!% @. 'ther models have automatic sensors that switch input voltage automatically, or are able to accept any voltage between those limits. )ower supply units used in computers are nearly always switch mode power supplies +M)+&. The +M)+ provides regulated direct current power at the several voltages re4uired by the motherboard and accessories such as dis- drives and cooling fans.

Remo$a "e med%a de$%ce!

CD &compact d%!c' ( the most common type of removable media, suitable for music and data. CD(ROM Dr%$e ( a device used for reading data from a *<. CD Wr%ter ( a device used for both reading and writing data to and from a *<. D)D &d%*%ta" $er!at%"e d%!c' ( a popular type of removable media that is the same dimensions as a *< but stores up to !2 times as much information. ,t is the most common way of transferring digital video, and is popular for data storage.

Seco+dar# !tora*e /ardware that -eeps data inside the computer for later use and remains persistent even when the computer has no power.

Hard d%!, - for medium-term storage of data. So"%d(!tate dr%$e - a device similar to hard dis-, but containing no moving parts and stores data in a digital format.

RAID arra# co+tro""er - a device to manage several internal or external hard dis-s and optionally some peripherals in order to achieve performance or reliability improvement in what is called a 1A,< array.

Sou+d card 8nables the computer to output sound to audio devices, as well as accept input from a microphone. Most modern computers have sound cards built-in to the motherboard, though it is common for a user to install a separate sound card as an upgrade. Most sound cards, either built-in or added, have surround sound capabilities.

INPUT AND OUTPUT PERIPHERALS ,nput and output devices are typically housed externally to the main computer chassis. The following are either standard or very common to many computer systems. INPUT -e# oard ( a device to input text and characters by depressing buttons referred to as -eys or buttons&. Mou!e ( a pointing device that detects two dimensional motion relative to its supporting surface. .o#!t%c, ( a control device that consists of a handheld stic- that pivots around one end, to detect angles in two or three dimensions. /ame pad ( a hand held game controller that relies on the digits especially thumbs& to provide input. /ame co+tro""er ( a specific type of controller speciali(ed for certain gaming purposes.

Ima*e0 )%deo %+put de$%ce! Ima*e !ca++er ( a device that provides input by analy(ing images, printed text, handwriting, or an ob6ect. We cam ( a video camera used to provide visual input that can be

easily transferred over the internet.

Aud%o %+put de$%ce! M%cropho+e ( an acoustic sensor that provides input by converting sound into electrical signals.

OUTPUT Pr%+ter ( a device that produces a permanent human-readable text of graphic document.

Spea,er! ( typically a pair of devices 2 channels& which convert electrical signals into audio.

Headpho+e! ( for a single user hearing the audio.

Mo+%tor ( an electronic visual display with textual and graphical information from the computer.

SOFTWARES
Computer !o1tware, or 6ust !o1tware, is the collection of computer programs and related data that provide the instructions telling a computer what to do and how to do it. ?e can also say software refers to one or more computer programs and data held in the storage of the computer for some purposes. )rogram software performs the function of the program it implements, either by directly providing instructions to the computer hardware or by serving as input to another piece of software. The term was coined to contrast to the old term hardware meaning physical devices&. ,n contrast to hardware, software is intangible, meaning it .cannot be touched..+oftware is also sometimes used in a more narrow sense, meaning application software only. +ometimes the term includes data that has not traditionally been associated with computers, such as film, tapes, and records.

TYPES OF SOFTWARE )ractical computer systems divide software systems into three ma6or classesB system software, programming software and application software, although the distinction is arbitrary, and often blurred.

S#!tem !o1tware +ystem software provides the basic functions for computer usage and helps run the computer hardware and system. ,t includes a combination of the followingB

device drivers operating systems servers utilities window systems

+ystem software is responsible for managing a variety of independent hardware components, so that they can wor- together harmoniously. ,ts purpose is to unburden the application software programmer from the often complex details of the particular computer being used, including such accessories as communications devices, printers, device readers, displays and -eyboards, and also to partition the computer5s resources such as memory and processor time in a safe and stable manner.

Pro*ramm%+* !o1tware )rogramming software usually provides tools to assist a programmer in writing computer programs, and software using different programming languages in a more convenient way. The tools includeB

compilers debuggers interpreters lin-ers text editors

An ,ntegrated development environment ,<8& is a single application that attempts to manage all these functions.

App"%cat%o+ !o1tware +ystem software does not aim at a certain application fields. ,n contrast,different application software offers different functions based on users and the area it served.Application software is developed for some certain purpose,which either can be a certain program or a collection of some programmes,such as a graphic browser or the data base management system. Application software allows end users to accomplish one or more specific not directly computer development related& tas-s. T#p%ca" app"%cat%o+! %+c"ude2

industrial automation business software

video games 4uantum chemistry and solid state physics software telecommunications i.e., the ,nternet and everything that flows on it& databases educational software Mathematical software medical software molecular modeling software image editing spreadsheet simulation software ?ord processing <ecision ma-ing software

Application software exists for and has impacted a wide variety of topics.

OPERATIN/ SYSTEM
An operat%+* !#!tem OS& is software, consisting of programs and data, that runs on computers computer resources common and and manages hardware provides for services

efficient execution of various application software. Aor hardware functions such as input and output and

memory allocation, the operating system acts as an intermediary between application programs and the computer hardware, although the application code is usually executed directly by the hardware, but will fre4uently call the '+ or be interrupted by it. 'perating systems are found on almost any device that contains a computerCfrom cellular phones and video game consoles to supercomputers and web servers. E3amp"e! of popular modern operating systems for personal computers are Microsoft ?indows, Mac '+ D, and ;23E:inux. Toda# mo!t operat%+* !#!tem! per1orm the 1o""ow%+* %mporta+t 1u+ct%o+!2 !. )rocessor management, that is, assignment of processor to different tas-s being performed by the computer system. 2. Memory management, that is, allocation of main memory and other storage areas to the system programmes as well as user programmes and data. 0. ,nputEoutput management, that is, co-ordination and assignment of the different output and input device while one or more programmes are being executed. #. Aile management, that is, the storage of file of various storage devices to another. ,t also allows all files to be easily changed and modified through the use of text editors or some other files manipulation routines. %. 8stablishment and enforcement of a priority system. That is, it determines and maintains the order in which 6obs are to be executed in the computer system. F. Automatic transition from 6ob to 6ob as directed by special control statements. G. ,nterpretation of commands and instructions. H. *oordination and assignment of compilers, assemblers, utility programs, and other software to the various user of the computer system. ". Aacilities easy communication between the computer system and the computer operator human&. ,t also establishes data security and integrity.

PARTS OF A COMPUTER

,f you use a des-top computer, you might already -now that there isn5t any single part called the .computer.. A computer is really a system of many parts wor-ing together. The physical parts, which you can see and touch, are collectively called hardware. Software, on the other hand, refers to the instructions, or programs, that tell the hardware what to do.& The illustration below shows the most common hardware in a des-top computer system. =our system may loo- a little different, but it probably has most of these parts. A laptop computer has similar parts but combines them into a single noteboo--si(ed pac-age. :et5s ta-e a loo- at each of these parts. System unit The system unit is the core of a computer system. 3sually it5s a rectangular box placed on or underneath your des-. ,nside this box are many electronic components that process information. The most important of these components is the central processing unit (CPU), or microprocessor, which acts as the .brain. of your computer. Another component is random access memory (RAM), which temporarily stores information that the *)3 uses while the computer is on. The information stored in 1AM is erased when the computer is turned off. Almost every other part of your computer connects to the system unit using cables. The cables plug into specific ports openings&, typically on the bac- of the system unit. /ardware that is not part of the system unit is sometimes called a peripheral device or device. Storage =our computer has one or more disk drivesCdevices that store information on a metal or plastic dis-. The dis- preserves the information even when your computer is turned off.

Hard d%!, dr%$e =our computer5s hard disk drive stores information on a hard disk, a rigid platter or stac- of platters with a magnetic surface. >ecause hard dis-s can hold massive amounts of information, they usually serve as your computer5s primary means of storage, holding almost all of your programs and files. The hard dis- drive is normally located inside the system unit. CD a+d D)D dr%$e! 2early all computers today come e4uipped with a *< or <@< drive, usually located on the front of the system unit. *< drives use lasers to read retrieve& data from a *<, and many *< drives can also write record& data onto *<s. ,f you have a recordable dis- drive, you can store copies of your files on blan- *<s. =ou can also use a *< drive to play music *<s on your computer. <@< drives can do everything that *< drives can, plus read <@<s. ,f you have a <@< drive, you can watch movies on your computer. Many <@< drives can record data onto blan- <@<s. F"opp# d%!, dr%$e Aloppy dis- drives store information on floppy disks, also called floppies or diskettes. *ompared to *<s and <@<s, floppy dis-s can store only a small amount of data. They also retrieve information more slowly and are more prone to damage. Aor these reasons, floppy dis- drives are less popular than they used to be, although some computers still include them. Mouse A mouse is a small device used to point to and select items on your computer screen. Although mice come in many shapes, the typical mouse does loo- a bit li-e an actual mouse. ,t5s small, oblong, and connected to the system unit by a long wire that resembles a tail. +ome newer mice are wireless. A mouse usually has two buttonsB a primary button usually the left button& and a secondary button. Many mice also have a wheel between the two buttons, which allows you to scroll smoothly through screens of information.

?hen you move the mouse with your hand, a pointer on your screen moves in the same direction. The pointer5s appearance might change depending on where it5s positioned on your screen.& ?hen you want to select an item, you point to the item and then click press and release& the primary button. )ointing and clic-ing with your mouse is the main way to interact with your computer. Keyboard A -eyboard is used mainly for typing text into your computer. :i-e the -eyboard on a typewriter, it has -eys for letters and numbers, but it also has special -eysB

The function keys, found on the top row, perform different functions depending on where they are used. The numeric keypad, located on the right side of most -eyboards, allows you to enter numbers 4uic-ly. The navigation keys, such as the arrow -eys, allow you to move your position within a document or webpage.

Monitor A monitor displays information in visual form, using text and graphics. The portion of the monitor that displays the information is called the screen. :i-e a television screen, a computer screen can show still or moving pictures. There are two basic types of monitorsB CR cathode ray tube& monitors and !C" li4uid crystal display& monitors. >oth types produce sharp images, but :*< monitors have the advantage of being much thinner and lighter. *1T monitors, however, are generally more affordable. Printer A printer transfers data from a computer onto paper. =ou don5t need a printer to use your computer, but having one allows you to print e-mail, cards, invitations, announcements, and other materials. Many people also li-e being able to print their own photos at home. The two main types of printers are ink#et printers and laser printers. ,n-6et printers are the most popular printers for the home. They can print in blac- and white or in full

color and can produce high-4uality photographs when used with special paper. :aser printers are faster and generally better able to handle heavy use. Speakers +pea-ers are used to play sound. They may be built into the system unit or connected with cables. +pea-ers allow you to listen to music and hear sound effects from your computer. Modem To connect your computer to the ,nternet, you need a modem. A modem is a device that sends and receives computer information over a telephone line or high-speed cable. Modems are sometimes built into the system unit, but higher-speed modems are usually separate components.

COMPUTER MEMORY
Computer Memory are %+ter+a" !tora*e area! %+ the computer u!ed to e%ther temporar%"# or perma+e+t"# !tore data or %+!truct%o+! to e proce!!ed4 There are 1our a!%c t#pe! o1 computer memory2 Cache Memor#0 RAM0 )%rtua" Memor# a+d Hard Dr%$e!4 W%th moder+ CPU5! ru++%+* at !peed! o1 6 *%*ahert7 or h%*her0 %t %! hard 1or computer memor# to ,eep up w%th the e3treme amou+t o1 data e%+* proce!!ed4 *omputer engineers fixed the problem by .tiering. memory. >y using this tiering effect, engineers use a small amount of more expensive memory and a large amount of low cost memory. T#pe! o1 Computer Memor# !. Computer RAM2 *omputer 1AM is the best -nown form of memory your computer uses. 8very file or application opened is placed in 1AM. Any

information the computer needs or uses becomes part of a continuous cycle where the *)3 re4uests data from 1AM, processes it and then writes new data bac- to 1AM. This can happen millions of times a second. /owever, this is usually 6ust for temporary file storage, so unless the data is saved somewhere, it is deleted when the files or applications are closed. 2. Hard Dr%$e2 A /ard <rive is a form of computer memory that allows you to permanently store data. This is where all of your permanent files and programs are stored. 'n computers running with Microsoft windows the /ard <rive is often called *-<rive. The si(e of a /ard <rive is typically measured in gigabytes. 0. )%rtua" Memor#2 @irtual memory typically comes into place when applications are too large for the 1AM to handle. The operating +ystem uses the hard drive to temporarily store information and ta-e it bac- when needed. This is normally a lot slower than actual 1AM and can possibly degrade performance if used to heavily. #. Cache Memor#2 *ache Memory is used in-between the *)3 and the 1AM and holds the most fre4uently used data or instructions to be processed. There are three different grades of *ache. +ome systems will only have level ! and level 2. More advanced systems will include the level 0. !. Le$e" 6 &L6' ( ,s the primary and is on or very close to the processor. This is used for the most fre4uently used data and instructions. 2. Le$e" 8 &L8' ( ,s second closest to the *)3 and is more common to be on the motherboard. <epending on your motherboard it might be able to be updated. This is used for the most fre4uently used data and instructions. %. Le$e" 9 &L9' ( This is the most advanced cache and will speed up the memory even further. This is used for the most fre4uently used data and instructions.

MULTIMEDIA
Mu"t%med%a is media and content that uses a combination of different content forms. The term can be used as a noun a medium with multiple content forms& or as an ad6ective describing a medium as having multiple content forms. The term is used in contrast to media which only use traditional forms of printed or hand-produced material. Multimedia includes a combination of text, audio, still images, animation, video, and interactivity content forms. APPLICATIONS

Multimedia finds its application in various areas including, but not limited to, advertisements, art, education, entertainment, engineering, medicine, mathematics, business, scientific research and spatial temporal applications. +everal examples are as followsB

Creat%$e %+du!tr%e! *reative industries use multimedia for a variety of purposes ranging from fine arts, to entertainment, to commercial art, to 6ournalism, to media and software services provided for any of the industries listed below. An individual multimedia designer may cover the spectrum throughout their career. 1e4uest for their s-ills range from technical, to analytical, to creative.

Commercia Much of the electronic old and new media used by commercial artists is multimedia. 8xciting presentations are used to grab and -eep attention in advertising. >usiness to business, and interoffice communications are often developed by creative services firms for advanced multimedia presentations beyond simple slide shows to sell ideas or liven-up training.

Entertainment and !ine arts ,n addition, multimedia is heavily used in the entertainment industry, especially to develop special effects in movies and animations. Multimedia games are a popular pastime and are software programs available either as *<-1'Ms or online. +ome video games also use multimedia features. Multimedia applications that allow users to actively participate instead of 6ust sitting by as passive recipients of information are called $nteractive Multimedia.

Educat%o+ ,n 8ducation, multimedia is used to produce computer-based training courses popularly called *>Ts& and reference boo-s li-e encyclopedia and almanacs. A *>T lets the user go through a series of presentations, text about a particular topic, and associated illustrations in various information formats. 8dutainment is an informal term used to describe combining education with entertainment, especially multimedia entertainment.

.our+a"%!m 2ewspaper companies all over are also trying to embrace the new phenomenon by implementing its practices in their wor-. ?hile some have been slow to come around, other ma6or newspapers li-e The 2ew =or- Times, 3+A Today and The ?ashington )ost are setting the precedent for the positioning of the newspaper industry in a globali(ed world. E+*%+eer%+* +oftware engineers may use multimedia in *omputer +imulations for anything from entertainment to training such as military or industrial training. Multimedia for software interfaces are often done as a collaboration between creative professionals and software engineers.

I+du!tr# ,n the ,ndustrial sector, multimedia is used as a way to help present information to shareholders, superiors and cowor-ers. Multimedia is also helpful for providing employee training, advertising and selling products all over the world via virtually unlimited web-based technology

Mathemat%ca" a+d !c%e+t%1%c re!earch ,n mathematical and scientific research, multimedia is mainly used for modeling and simulation. Aor example, a scientist can loo- at a molecular model of a particular

substance and manipulate it to arrive at a new substance. 1epresentative research can be found in 6ournals such as the Iournal of Multimedia.

Med%c%+e ,n Medicine, doctors can get trained by loo-ing at a virtual surgery or they can simulate how the human body is affected by diseases spread by viruses and bacteria and then develop techni4ues to prevent it.

Docume+t %ma*%+* <ocument imaging is a techni4ue that ta-es hard copy of an imageEdocument and converts it into a digital format for example, scanners&.

D%!a %"%t%e! Ability Media allows those with disabilities to gain 4ualifications in the multimedia field so they can pursue careers that give them access to a wide array of powerful communication forms.

MICROSOFT WORD
M%cro!o1t Word is a non-free commercial word processor designed by Microsoft. ,t was first released in !"H0 under the name Multi-Tool ?ord for Denix systems. +ubse4uent versions were later written for several other platforms including ,>M )*s running <'+ !"H0&, the Apple Macintosh !"H#&, the ATJT 3nix )*

!"H%&, Atari +T !"HF&, +*' 32,D, '+E2, and Microsoft ?indows !"H"&. ,t is a component of the Microsoft 'ffice system7 it is also sold as a standalone product and included in Microsoft ?or-s +uite. The current versions are Microsoft ?ord 20!0 for ?indows and 20!! for Mac. Ope+ F%"e To continue wor-ing on a file you previously saved, you must open the file. To open the file you used in :esson 0B !. *hoose %ile & 'pen from the menu. 2. Ma-e sure the folder you noted during the previous lesson displays in the :oo- ,n field. 0. The file is named Type .lesson0.doc.. 2ame field. #. *lic- 'pen. The file you created during the previous lesson appears. Sa$e F%"e +ave your file by following these instructionsB !. *hoose %ile & Save As from the menu. 2. +pecify the correct folder in the :oo- ,n field. 0. 2ame your file by typing "e!!o+:4doc in the Aile 2ame field. #. *lic- +ave. Note2 This document will contain :esson Three and :esson Aour.

"e!!o+94doc in the Aile

%. *lic- Aile. F. /ighlight 8xit. )ress 8nter.

Cut a+d Pa!te ,n Microsoft ?ord, you can cut delete& text from one area of a document and save that text so it can be pasted elsewhere in the document. ?hen you cut text, it is stored on the *lipboard. =ou can also copy text. ?hen you copy text, it is also stored on the *lipboard. ,nformation stored on the *lipboard stays there until new information is either cut or copied. 8ach time you execute *ut or *opy, you replace the old information on the *lipboard with whatever you 6ust cut or copied. =ou can paste *lipboard information as often as you li-e. Cut ( U!%+* the Me+u !. Type the followingB I wa+t to mo$e4 I am co+te+t where I am4 2. /ighlight ., want to move.. 0. *hoose (dit & Cut from the menu. #. =our text should now readB ., am content where , am.. Cop# a+d Pa!te ,n Microsoft ?ord, you can copy text from one area of the document and place that text elsewhere in the document. As with cut data, copied data is stored on the *lipboard. Cop# ( U!%+* the Me+u !. Type the followingB You w%"" wa+t to cop# me4 O+e o1 me %! a"" #ou +eed4

2. /ighlight .=ou will want to copy me.. 0. *hoose (dit & Copy from the menu. Pr%+t%+* After you have finished typing your document, you will want to print it. ?hile preparing to print, you can specify the number of copies you want and the pages you want to print. ()ercise * ++ Print ,our "ocument !. *hoose %ile & Print from the menu. 2. *lic- 'K. Alternate Method + Printing -y Using the $con *lic- the )rint icon on the +tandard toolbar.

MICROSOFT WORD SHORTCUTS COMMANDS ;o"d2 *T1: L > Ce+ter a para*raph2 *T1: L 8 Cop#2 *T1: L * Create a ha+*%+* %+de+t2 *T1: L T Decrea!e the 1o+t !%7e # 6 po%+t2 *T1: L M Dou "e(!pace "%+e!2 *T1: L 2 Ha+*%+* I+de+t2 *T1: L T He"p2 A! I+crea!e the 1o+t !%7e # 6 po%+t2 *T1: L N I+de+t a para*raph 1rom the "e1t2 *T1: L M I+de+t2 *T1: L M I+!ert a 1oot+ote2 A:T L *T1: L A I+!ert a+ e+d+ote2 A:T L *T1: L < Ita"%c2 *T1: L , .u!t%1# a para*raph2 *T1: L I

Le1t(a"%*+ a para*raph2 *T1: L : Mar, a ta "e o1 co+te+t! e+tr#2 A:T L +/,AT L ' Mar, a+ %+de3 e+tr#2 A:T L +/,AT L D Pa*e ;rea,2 *T1: L 82T81 Pr%+t2 *T1: L ) Remo$e a para*raph %+de+t 1rom the "e1t2 *T1: L +/,AT L M Remo$e para*raph 1ormatt%+*2 *T1: L O R%*ht(a"%*+ a para*raph2 *T1: L 1 Sa$e2 *T1: L + Se"ect A""2 *T1: L A Shr%+, Fo+t O+e Po%+t2 *T1: L M S%+*"e(!pace "%+e!2 *T1: L ! To t#pe a Su !cr%pt2 *T1: L P To t#pe a Super!cr%pt2 *T1: L +/,AT L P The!auru!2 +/,AT L AG Remo$e Ha+*%+* I+de+t2 *T1: L +/,AT L T Remo$e I+de+t2 *T1: L +/,AT L M U+der"%+e2 *T1: L 3 U+do2 *T1: L Q

CREATIN/ A TA;LE
I+troduct%o+ Tables can be inserted anywhere in a document. ,f the document is going to be filled out by a user, such as the <istrict Aorms are, it wor-s better if the entire document is one table. ,n this example, we will be inserting a table into this document to show some of the powerful and time saving formatting capabilities available.

/et Read# >efore you create a Table, you need to ma-e sure that the ;ridlines the to the right. The Ta!, /ereRs our tas-. ?e need to create five columns for a primary site classroom reading boo- record. They will beB the teacherRs last name, their first name, their grade level, their room number, and the number of reading boo-s in their classroom. 8ach of the columns needs to have a heading. lines around the cells& are visible. ;o to Table, then clic- on +how ;ridlines as shown

Creat%+* a Ta "e *lic- on Table, then on ,nsert, then on Table as shown to the left. A screen will appear that will allow you to change the number of rows and columns that are needed, shown here. ,Rve selected % columns for our table. Note2 Ma-ing sure there are enough columns is more important than if there are enough rows. 1ows can be added and removed easily. This is what the table loo-s li-e.

2ow we can enter some data. The first thing that we need to do is enter the column headings.

Teacher 2ame

:ast Teacher 2ame

Airst ;rade :evel

1oom 2umber

1eading >oo-s

2otice that the default alignment is to the left. , li-e headings to be centered, so , am going to highlight the row that contains the heading and center align them by clic-ing the center formatting icon and ma-e them bold so that they stand out. Teacher Name La!t Teacher F%r!t /rade Le$e" Name Room Num er Read%+* ;oo,!

,Rm not very happy that two of the cells now ta-e two lines. ?ord has a couple of fairly painless ways of fixing the problem. =ou can manually change the column width by moving the bars between cells or let ?ord automatically si(e the cells. To do the automatic option, highlight all the cells in the table, then clic- on Table, then AutoAit, and then AutoAit to *ontents. ,n 'ffice "G, highlight the cells in the table, right clic- on *ell /eight and ?idth, then clicon the AutoAit button& Teacher Name La!t Teacher Name F%r!t /rade Le$e" Room Num er Read%+* ;oo,!

As you can see, this did away with the problem of the cells ta-ing up two lines, but it also decreased the table width. This can be 4uic-ly fixed by highlighting all of the cells again, then clic-ing on Table, then AutoAit, and then AutoAit to ?indow. This function is not available in 'ffice "G& The results this ma-es the table loo- li-e thisB Teacher Name La!t Teacher Name F%r!t /rade Le$e" Room Num er Read%+* ;oo,!

E+ter%+* Data ?here tables really help is in formatting the data in individual cells. ,n our case, , want the Teacher 2ame fields left-6ustified, the ;rade :evel and 1oom 2umber fields centered, and the *lass >udget field right 6ustified. ,tRs easier to see what we are doing if there is some data entered, so , will enter the first teacherRs information in our table. Teacher Name *leaver La!t Teacher Name Theodore F%r!t /rade Le$e" K Room Num er 00 Read%+* ;oo,! %"

As you can see, the default alignment is to the left. To change the alignment, , need to highlight the cells below the headings for each area, and clic- on the alignment , want. /ere is what it loo-s li-e nowB Teacher Name *leaver Add%+* Row! La!t Teacher Name Theodore F%r!t /rade Le$e" K Room Num er 00 Read%+* ;oo,! %"

The only problem , have now is that , have more teachers than , have rows to put their information7 however, adding rows is easy. *lic- on the last cell of the first teacher row, then press the left arrow on the -eyboard, or clic- at the end of the row with your mouse. ,n either case, you should see a blac-, vertical cursor blin-ing at the end of the row. ,t will loo- li-e thisB

To add another row, press 8nter. The advantage of doing it this way is that you duplicate the formatting from the first cell into the next cell. Teacher Name *leaver /as-ell *leaver La!t Teacher Name Theodore 8ddie ?ally F%r!t /rade Le$e" K ! 2 Room Num er 00 0! 02 Read%+* ;oo,! %" G0 F!

Formu"a! =ou can do a limited amount of formula wor- in a table. ,t isnRt as easy as in 8xcel, but it wor-s the same way. ,n our example, there are five columns, lettered A through 8, and five rows, numbered ! through %. ,n 8xcel, you can see these. ,n a table, you 6ust have to -now. This is the layout. The convention for referring to cells is to list the column first, then the row, so STeacher :ast 2ameT is in cell A!. A ! Teacher 2 0 # % ,f Name *leaver /as-ell *leaver > La!t Teacher Name Theodore 8ddie ?ally * F%r!t /rade Le$e" K ! 2 < Room Num er 00 0! 02 8 Read%+* ;oo,! %" G0 F!

, want to have ?ord calculate a total for the last row of the table, Read%+* ;oo,!

*olumn 8&, , can clic- in cell 8%, then clic- on Table, then Aormula. This is shown in !& on the next page. The Aormula wi(ard will default to =ou calculating the +um of the column. can also specify the cells to wor- with as you do in 8xcel.

Teacher Name

La!t Teacher Name

F%r!t /rade Le$e"

Room Num er

Read%+* ;oo,!

*leaver /as-ell *leaver

Theodore 8ddie ?ally

K ! 2

00 0! 02 Tota

%" G0 F! 6<9

Formatt%+* Tr%c,! ;order! a+d Shad%+* Through formatting, the entire appearance of the table can be changed. Aor instance, if , didnRt want the cell boarders to appear, , can highlight the cells to remove the border from, right clic- on the cells, then left clic- on >orders and +hading. :etRs remove the border from around the teacher information.

Airst, highlight the cells that you want to change the formatting on. Then right clic- on any of the highlighted cells.

2ext, left clic- on >orders and +hading.

To remove the borders from the cells, clic- on the lines next to where, in the cell illustration, the border on the table would be. The idea is that the top and bottom lines are the top and bottom of the highlighted cells, and the left and right lines the highlighted cells. sides of the The center lines, both hori(ontal and vertical, are all of the

hori(ontal and vertical borders between, regardless of if there are !0 cells or !00. ,n the illustration, , have removed all of the borders except the top one because it is the bottom of the border around the headings& and am about to remove the right-most vertical border. The table now loo-s li-e thisB Teacher Name *leaver /as-ell *leaver Shad%+* To shade cells, the process is the same as to change the boarders7 however you clicon the +hading tab on the >orders and +hading menu. To add shading row, we to the heading would La!t Teacher Name Theodore 8ddie ?ally F%r!t /rade Le$e" K ! 2 Room Num er 00 0! 02 Tota Read%+* ;oo,! %" G0 F! 6<9

highlight the row, right clic- on any of the highlighted cells, left clic- on >orders and +hading, then left clic- on the +hading tab, shown below. To add shading to the highlighted cells, clic- on the Aill box that with the color you want. , will use the light gray in the bottom right corner. =ou can also add patterns, such as hori(ontal and vertical lines here. , donRt use then since they tend to ma-e the table loo- very UbusyR. Note2 This is also where you remove shading from a table. To do this, clic- on U2o AillR on the Aill box. >elow is our table with shaded headings. Teacher Name *leaver /as-ell *leaver La!t Teacher Name Theodore 8ddie ?ally F%r!t /rade Le$e" K ! 2 Room Num er 00 0! 02 Tota Read%+* ;oo,! %" G0 F! 6<9

Sp"%tt%+*0 Mer*%+* a+d A"%*+%+* Ce""! ,t seems that regardless of how well you plan, sometimes the result isnRt what you wanted because of too many or too few cells& in your table. There are two commands available that can help you correct these problems. The Merge command allows you to combine multiple cells into one cell. Aor instance, ,f , needed to add a description to the bottom of the table weRve been wor-ing on, , could add a new row, as we did earlier, then merge this new row into one cell. Airst add the row, then highlight the new row. Teacher Name *leaver /as-ell *leaver La!t Teacher Name Theodore 8ddie ?ally F%r!t /rade Le$e" K ! 2 Room Num er 00 0! 02 Read%+* ;oo,! %" G0 F!

Tota

6<9

1ight clic- on the highlighted cells, then left clic- on Merge *ells. This will combine the highlighted cells into a single cell. Also note that the *ell Alignment command is available here as well. This command allows you to control the hori(ontal and vertical alignment of each cell of your table. 'ur modified table is shown below.

,f , wanted to split these cells bac- into five cells, highlight the cell you want to split, then select Table and +plit *ells. well. *hange the number of columns to reflect the number we need, five. 2ote that you can also change the number of rows here as

MAIL MER/E
Ma%" mer*e is a the of and large of& software describing production multiple potentially numbers function

documents from a single template form and a structured data source. Se"ect t#pe docume+t

1. ,n the Ma%" Mer*e tas- pane, clic- Letter!. This will allow you to send letters to

a group of people and personali(e the results of the letter that each person receives. 2. *lic- Ne3t2 Start%+* docume+t. Se"ect the !tart%+* docume+t !. *lic- one of the following optionsB
o

U!e the curre+t docume+t B 3se the currently open document as your main document. Start 1rom a temp"ateB +elect one of the ready-to-use mail merge templates.

Start 1rom e3%!t%+* docume+tB 'pen an existing document to use as your mail merge main document.

2. ,n the Ma%" Mer*e tas- pane, clic- Ne3t2 Se"ect rec%p%e+t!.

Se"ect rec%p%e+t! ?hen you open or create a data source by using the Mail Merge ?i(ard, you are telling ?ord to use a specific set of variable information for your merge. 3se one of the following methods to attach the main document to the data source. Method 62 U!e a+ e3%!t%+* data !ource To use an existing data source, follow these stepsB
1. ,n the Ma%" Mer*e tas- pane, clic- U!e a+ e3%!t%+* "%!t. 2. ,n the U!e a+ e3%!t%+* "%!t section, clic- ;row!e.

0. ,n the Se"ect Data Source dialog box, select the file that contains the variable information that you want to use, and then clicOpe+.

Note ,f the data source is not listed in the list of files, select the appropriate drive and folder. ,f necessary, select the appropriate option in the A"" Data Source! list. +elect the file, and then clic- Ope+. ?ord displays the Ma%" Mer*e Rec%p%e+t! dialog box. =ou can sort and edit your data if you want to. #. *lic- O- to return to the main document. %. +ave the main document. ?hen you save the main document at this point, you are also saving the data source and attaching the data source to the main document. F. Type the name that you want to give to your main document, and then clicSa$e.

Method 82 U!e +ame! 1rom a M%cro!o1t Out"oo, Co+tact! L%!t To use an 'utloo- *ontact :ist, follow these stepsB
1. ,n the Mail Merge tas- pane, clic- Ne3t2 Se"ect rec%p%e+t!. 2. *lic- Se"ect 1rom Out"oo, co+tact!. 3. ,n the Se"ect 1rom Out"oo, co+tact! section, clic- Choo!e Co+tact! Fo"der.

#. ,n the Se"ect Co+tact L%!t Fo"der dialog box, select the 'utloo- contacts folder that you want, and then clic- O-. ?ord displays the Ma%" Mer*e Rec%p%e+t! dialog box. =ou can sort and edit your data if you want. %. *lic- O- to return to the main document. Method 92 Create a data a!e o1 +ame! a+d addre!!e! To create a new database, follow these stepsB
1. ,n the Mail Merge tas- pane, clic- Ne3t2 Se"ect Rec%p%e+t!. 2. *lic- T#pe a +ew "%!t.

0. *lic- Create. The New Addre!! L%!t dialog box appears. ,n this dialog box, enter the address information for each record. ,f there is no information for a particular field, leave the box blan-. >y default, ?ord s-ips blan- fields. Therefore, the merge is not affected if blanentries are in the data form. The set of information in each form ma-es up one data record.
4. After you type the information for a record, clic- New E+tr# to move to the next

record. To delete a record, clic- De"ete E+tr#. To search for a specific record, clicF%+d E+tr#. To customi(e your list, clic- Cu!tom%7e. ,n the Cu!tom%7e Addre!! L%!t dialog box, you can add, delete, rename, and reorder the merge fields.

5. ,n the New Addre!! L%!t dialog box, clic- O-. ,n the Sa$e Addre!! L%!t

dialog box, type the name that you want to give to your data source in the F%"e +ame box, and then clic- Sa$e.
6. ,n the Ma%" Mer*e Rec%p%e+t! dialog box, ma-e any changes that you want,

and then clic- O-. G. *lic- Ne3t2 Wr%te #our "etter to finish setting up your letter. H. +ave the main document. ?hen you save the main document at this point, you are also saving the data source and attaching the data source to the main document.
9. Type the name that you want to give to your main document, and then clic-

Sa$e. To proceed to the next step, clic- Ne3t2 Wr%te #our "etter. Wr%te #our "etter ,n this step, you set up your main document. !. Type or add any text and graphics that you want to include in your letter. 2. Add the field codes where you want the variable information to appear. ,n the Ma%" Mer*e tas- pane, you have four optionsB
o o o

Addre!! "oc,B 3se this option to insert a formatted address. /reet%+* "%+eB 3se this option to insert a formatted salutation. E"ectro+%c po!ta*eB 3se this option to insert electronic postage. Note This option re4uires that you have a postage software program installed on your computer. More %tem!B 3se this option to insert individual merge fields. ?hen you clic- More Item!, the I+!ert Mer*e F%e"d dialog box appears. Note Ma-e sure that your cursor is where you want to insert the information from your data source before you clic- More Item!. ,n the I+!ert Mer*e F%e"d dialog box, clic- the merge field that you want to use, and then clic- I+!ert.

Note =ou can insert all of your fields and then go bac- and add any spaces or punctuation. Alternatively, you can insert one field at a time, close the I+!ert Mer*e F%e"d! dialog box, add any spaces or punctuation that you want, and then repeat this step for each additional merge field that you want to insert. =ou can also format apply bold or italic formatting to& the merge fields, 6ust li-e regular text. 0. ?hen you finish editing the main document, clic- Sa$e or Sa$e A! on the F%"e menu. Note ,n ?ord 200G, clic- the M%cro!o1t O11%ce ;utto+, and then clic- Sa$e or Sa$e A!. 2ame the file, and then clic- Sa$e. To proceed to the next step, clic- Ne3t2 Pre$%ew #our "etter!. Pre$%ew #our "etter! This step allows you to preview your merged data, one letter at a time. =ou can also ma-e changes to your recipient list or personali(e individual letters.

To proceed to the next step, clic- Ne3t2 Comp"ete the mer*e. Comp"ete the mer*e This step merges the variable information with the form letter. =ou can output the merge result by using either of the following optionsB

Pr%+tB +elect this option to send the merged document directly to the printer. =ou will not be able to view the document on your screen. ?hen you clic- Pr%+t, the Mer*e to Pr%+ter dialog box appears. ,n the Mer*e to Pr%+ter dialog box, you can choose which records to merge. ?hen you clicO-, the Pr%+t dialog box appears. *lic- Pr%+t to print the merge document.

Ed%t %+d%$%dua" "etter!B +elect this option to display the merged document on your screen.

?hen you clic- Ed%t %+d%$%dua" "etter!, the Mer*e to New Docume+t dialog box appears. ,n the Mer*e to New Docume+t dialog box, you can choose which records to merge. ?hen you clic- O-, the documents are merged to a new ?ord document. To print the file, on the F%"e menu, clic- Pr%+t. Note ,n ?ord 200G, clic- the M%cro!o1t O11%ce ;utto+, and then clic- Pr%+t.