Illustrated Microsoft Office 365 and Office 2016 Projects Loose Leaf Version 1St Edition Cram Solutions Manual Full Chapter PDF
Illustrated Microsoft Office 365 and Office 2016 Projects Loose Leaf Version 1St Edition Cram Solutions Manual Full Chapter PDF
Table of Contents
INSTRUCTOR’S NOTES ............................................................................................................................................ 2
PROJECT 1: EVENT PROGRAM FOR AUTHOR READINGS ..........................................................................................................2
PROJECT 2: FEEDBACK FORM FOR SUMMER CAMP ...............................................................................................................3
PROJECT 3: RESEARCH PAPER IN MLA STYLE .......................................................................................................................4
EOU SOLUTIONS .................................................................................................................................................... 6
INDEPENDENT CHALLENGE 1 ............................................................................................................................................6
INDEPENDENT CHALLENGE 2 ............................................................................................................................................8
INDEPENDENT CHALLENGE 3 ............................................................................................................................................9
TEAM PROJECT ............................................................................................................................................................10
VISUAL WORKSHOP ......................................................................................................................................................11
Instructor’s Notes and Solutions Microsoft Office 2016 Projects Module 1-2
INSTRUCTOR’S NOTES
Project 1: Event Program for Author Readings
PR 1-Event Program for Author Readings.docx
In Project 1, students use columns and landscape orientation to create a four-panel event program.
This project can be adapted for numerous uses. Encourage students to think of how they could use
the skills covered in this project to create a program for a music event, a theatrical performance, a
lecture series, etc. Before students begin Project 1, review the following materials.
Using Show/Hide ¶
Sometimes students prefer not to activate the Show/Hide ¶ button. However, advise students that
they will be able to use advanced features of Microsoft Word and apply formatting much more easily
with the Show/Hide ¶ button activated.
Document Setup
Review how to create columns and how to set custom margins. Note that students modify the spacing
between the two columns in the event program.
Sort Command
Review the various ways in which the Sort command can be used to sort paragraphs of text according
to three types: text, dates, and number. Encourage students to experiment with the Sort command
and how they can use it to save typing time.
Instructor’s Notes and Solutions Microsoft Office 2016 Projects Module 1-3
Picture Modification
Refer to the completed title page shown in Figure 1-6 on page 7 of the text. Discuss how a picture is
inserted and modified, and then placed behind text. Encourage students to apply the skills they
learned to create the title page for the event program to create interesting effects that place
photographs or other clip art behind text.
Further Practice
After students have completed Project 1, direct them to use the table form feature to create an event
program of their own for Independent Challenge 1, on page 20 of the text.
The goal of Project 2 is to teach students how they can adapt the table form to create a wide variety
of useful documents, including forms, questionnaires, inventory lists, and schedules. The feedback
form that students create in Project 2 makes use of many table functions, including borders and
shading, cell height, and cell merging. Encourage students to think about how they can apply the
skills they learn as they create the form to create forms or schedules for other purposes. For example,
students can apply the same techniques to create a weekly or a monthly calendar, a production
schedule, or an application form.
Using Show/Hide ¶
Sometimes students prefer not to activate the Show/Hide ¶ button. However, advise students that
they will be able to use advanced features of Microsoft Word and apply formatting much more easily
with the Show/Hide ¶ button activated.
Layout tab. Encourage students to experiment with these and other options on the Table Tools
Layout tab and the Table Tools Design tab to give their tables a professional look.
Further Practice
After students have completed Project 2, direct them to use the table form feature to create a form of
their own for Independent Challenge 2, on page 21 of the text.
The goal of Project 3 is to teach students how to use the MLA style to format documents with page
numbers, spacing, font size, and other specifications, as well as to use Word tools to create a Works
Cited page. Before students begin Project 3, you may wish to review the following materials.
Further Practice
After students have completed Project 3, direct them to complete Independent Challenge 3, on page
22 of the text. In this project, students open a file containing the text of a Sociology term paper and
then follow instructions to format the term paper using the APA style.
Instructor’s Notes and Solutions Microsoft Office 2016 Projects Module 1-6
EOU SOLUTIONS
Independent Challenge 1
PR 1-My Event Program.docx
Students create their own event program for an event of their choice. Encourage students to create a
program for a real-life situation. Students might want to adapt the event program they created in
Project 1. Encourage students to experiment with various ways of creating an attractive cover page
that includes a picture behind text. The completed event program should be formatted attractively
and include a picture.
The sample event program illustrated below displays a two-page program for a musical event. Ensure
students use tabs with dot leaders to display some of the information in the program.
Instructor’s Notes and Solutions Microsoft Office 2016 Projects Module 1-7
Instructor’s Notes and Solutions Microsoft Office 2016 Projects Module 1-8
Independent Challenge 2
PR 1-My Feedback Form.docx
Students create their own feedback form to evaluate a course, program, or other event of their choice.
Encourage students to create a feedback form for a real-life situation. Students might want to adapt
the feedback form they created in Project 2. Encourage students to experiment with a variety of
border and shading styles. The completed form should be formatted attractively and include a drawn
object that students have modified using the Edit Points feature.
The sample feedback form illustrated below is designed to gather feedback about a guest’s stay at a
bed and breakfast establishment. The drawn shapes of the moons have been modified, rotated, and
positioned.
Instructor’s Notes and Solutions Microsoft Office 2016 Projects Module 1-9
Independent Challenge 3
PR 1-Sociology Term Paper.docx
Students are provided with a term paper, and asked to format it according to the APA style using
Table 1-2 as a reference. Illustrated below are the title page and abstract.
Instructor’s Notes and Solutions Microsoft Office 2016 Projects Module 1-10
Team Project
In the Team Project for Module 1, a team of three students develops documents related to the
planning of a special event of the team’s choice. The team works together to develop a document
theme and color scheme and then each individual is responsible for the creation of one document.
The team completes a project summary and three documents related to the documents covered in
Module 1 as follows:
• PR 1-Team Project_Summary
• PR 1-Team Project_Event Description
• PR 1-Team Project_Event Program
• PR 1-Team Project_Event Feedback
Rubrics are provided to grade the documents that students submit. Each document should
demonstrate use of the features and skills specified in the project. The Project Summary document
contains input from each of the three team members with regard to their experience creating their
documents. Shown below is the rubric for grading the project summary.
Verify that the documents students submit include all the required features and are consistently
formatted with content appropriate to the project topic.
Document Design A document theme and color scheme selected by the team.
Team Member 1 Description of the skills used to create the document and
comments on challenges experienced and how they were solved.
Team Member 2 Description of the skills used to create the document and
comments on challenges experienced and how they were solved.
Team Member 3 Description of the skills used to create the document and
comments on challenges experienced and how they were solved.
Instructor’s Notes and Solutions Microsoft Office 2016 Projects Module 1-11
Visual Workshop
PR 1-Star Adventures Letterhead.docx
The completed letterhead should appear similar to the letterhead illustrated on page 24 of the text.
After students have completed and printed the letterhead, encourage them to change the name and
address of the company to a company of their choice and then to modify the letterhead with a new
WordArt shape and picture. Illustrated below is a new letterhead adapted from the letterhead
displayed on page 24 of the text.
Another random document with
no related content on Scribd:
than the Fifth Avenue, he proceeds to the Canadian side of
the Falls. Here he spends a few hours, and then returns,
without encountering more inconvenience than saving his
hotel expenses by buying a suit of clothes, on which he pays
no duty on his return. Thereupon he finds that by so simple a
process he has obtained Copyright in the United States, in the
dominion of Canada, in Australia, India, France, Germany,
and Great Britain! We can imagine the lively twinkle of his eye
as he crosses the Suspension-bridge, to think what cute
people the Britishers are to have secured all these privileges
for him.
We believe, therefore, that American authors are not very
anxious about the matter. By taking a little trouble, they can
secure all they wish.
English authors have not been fairly treated. They are at
great disadvantage, and must be satisfied for the present to
work for fame, or but for little more. Fortunately for them, the
American publishers, seeing that they do what they are legally
entitled to do, are quarrelling amongst themselves, and are
crying out for protection.
[Here is introduced the case of an American publishing-
house stated by themselves, which concludes thus:—
... “A review of these facts naturally suggests the reflection
that the interests of the book-trade in this country, no less
than the protection of authors in their just rights, require
further legislation at the hands of Congress. It is high time for
the passage of a well-considered International Copyright-Law,
such as will wipe away from our country the reproach of what
are known as ‘pirated editions.’”]
We quite agree with this. Some legislation is called for. But
now comes a third party, the public, which has its rights as
well as the others. We shall very likely incur some odium for
admitting that the million have any rights whatever to the
productions of men of letters, and may be told that
emanations of the brain are as much the private property of
their authors as the guineas are of the man of business. So
they are, so long as they keep them, to themselves; but when
they have communicated them to the world they are no longer
their exclusive property. It is right that they should have a
modified protection, and we think it must be admitted that
English authors are amply protected in their own country. We
think, however, that the American public will not be disposed
to give them the same amount of protection there, nor is it
well that they should have it. They are, however, entitled to
some protection, and we hope the day is not far distant when
English authors will reap some solid advantages wherever the
English language is spoken. We are disposed to think that
seven years would generally be long enough for the purpose;
although so short a time would be hard upon such men as
Grote, Motley, Merivale, Webster, and others, whose lives
have been spent upon their works. We take it for granted that
the law, when modified, will be the same on both sides, and
that Dickens and Longfellow will receive equal treatment. We
are too selfish to give up our cheap editions of Longfellow,
and American citizens are not what we take them to be, if
they would, for a whole generation, debar themselves from
popular editions of Dickens.