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 This is a special edition of an established title widely used by colleges and
GLOBAL universities throughout the world. Pearson published this exclusive edition
for the benefit of students outside the United States and Canada. If you
GLOBAL
EDITION purchased this book within the United States or Canada, you should be aware EDITION

EDITION
GLOB AL
that it has been imported without the approval of the Publisher or Author.

Technology in Action

Technology in Action
Instead of a history lesson on the microchip, we focus on tasks students can
accomplish with their computing devices and skills they can apply immediately

Complete
in the workplace, in the classroom, and at home.
—Alan Evans, Kendall Martin, and Mary Anne Poatsy

Complete
Now in its sixteenth edition, the best-selling Technology in Action continues to keep
up with the ever-increasing pace of technological change around the world, exploring
the newest gadgets, innovations, and technology trends. While today’s students
SIXTEENTH EDITION
are more comfortable with digital environments than previous generations, their
knowledge of the machines they use every day may still be limited. Drawing on their
vast experience teaching computer concepts, the authors bridge this gap by both Alan Evans • Kendall Martin • Mary Anne Poatsy
teaching the fundamentals and providing hands-on training through practical content,
Web projects, and interactive simulation activities.

Key Features
• NEW—What Do You Think? surveys at the beginning of each chapter encourage
readers to think critically, while follow-up What Do You Think Now? questions at

SIXTEENTH
EDITION
the end reinforce the concepts.
• NEW—Chew on This questions urge readers to think about the impact of
technology on society.
• Make This exercises let readers explore mobile app development in both the
Android and iOS environments through hands-on activities.
• Solve This exercises reinforce concepts and integrate them with Microsoft Office
skills.

Evans • Martin • Poatsy

• Helpdesk training modules enable readers to take on the role of a helpdesk staffer
fielding questions posed by computer users.

Available separately for purchase is MyLab IT, the teaching and learning platform that
empowers instructors to reach out to every student and, combined with our trusted
content, delivers the learning outcomes that students and instructors aspire to.

CVR_EVAN9626_16_GE_CVR.indd 1 22/06/20 12:15 PM

 Don’t just read about technology, interact with it.
HELPDESKS
These highly-interactive, almost game-
like simulations let you take the role of
a helpdesk staffer where you answer
computer technology questions from
customers. These simulations help
reinforce the book content in a fun,
engaging way.
SOUND BYTES
These multimedia lessons demystify
complex computer concepts with short
audio, animation, or video. The Sound
Bytes now also include integrated
learning objectives, a summary,
and a quiz.
IT SIMULATIONS
IT Simulations are detailed, interactive
scenarios covering the core chapter
topic. Students work through the
simulations to apply what they have
learned and demonstrate understanding
in an active learning environment.

CHAPTER 1 CHAPTER 8 CHAPTER 1 CHAPTER 8 CHAPTER 1 CHAPTER 8

Technology Impacts Managing Digital Virtual Computer Enhancing Photos Technology and Digital Devices
The Impact of Artificial Media Tour with Image-Editing Ethics and Multimedia
Intelligence Understanding How to Debate Software
Intellectual Property Ethical Issues Plagiarism and CHAPTER 2 CHAPTER 9
CHAPTER 2 and Copyright Intellectual What Is Security and
Understanding Bits CHAPTER 2 Property a Computer? Privacy
and Bytes CHAPTER 9 Binary Numbers
Exploring Storage Threats to Your Interactive CHAPTER 9 CHAPTER 3 CHAPTER 10
Devices and Ports Digital Life Smartphone Are Protecting Your The Internet Program
Understanding Really Smart Computer Development
CHAPTER 3 Firewalls Managing Computer CHAPTER 4
Doing Business CHAPTER 3 Security with CHAPTER 11
Application Software
Online CHAPTER 10 Blogging Windows Tools
Databases
Evaluating Websites Understanding Finding Information CHAPTER 5
Software on the Web CHAPTER 10
System Software CHAPTER 12
CHAPTER 4 Programming Using the Arduino
Client/Server
Buying and Installing A Variety of CHAPTER 4 Microcontroller
Programming Programming with
CHAPTER 6 Networks
Software Where Does Binary
Languages the Processing Hardware
Choosing Software Show Up? CHAPTER 13
Programming for Language
CHAPTER 11 CHAPTER 7 Communicating,
CHAPTER 5 End Users
CHAPTER 11 Networks Sharing on
Starting the Using Databases
the Web
Computer: The How Businesses CHAPTER 5 Creating and
Boot Process Use Databases Using Windows Querying an
Organizing Your Task Manager to Access Database
Computer: CHAPTER 12 Evaluate System Analyzing Data with
File Management Using Servers Performance Microsoft Power
Transmission Media Hard Disk Anatomy BI Suite
CHAPTER 6 and Network
Adapters CHAPTER 6 CHAPTER 12
Evaluating Your CPU
and RAM Installing RAM Network Topology
Evaluating Computer CHAPTER 13 Installing an SSD and Navigation
System Understanding IP Drive Devices
Components Addresses, Domain A Day in the Life
Names, and CHAPTER 7 of a Network
CHAPTER 7 Protocols Technician
Installing a Home
Understanding Keeping E-Mail Computer
Secure CHAPTER 13
Networking Network
Managing and Securing Wireless Creating Web Pages
Securing Wireless Networks with Squarespace
Networks Client-Side
Web Page
Development

You will find the Helpdesks, Sound Bytes, and IT Simulations in MyLab IT.

CVR_EVAN9626_16_GE_IFC_IBC.indd 1 20/06/20 4:44 PM

 16th Edition
Global Edition

Technology
in Action
Complete

Alan Evans • Kendall Martin • Mary Anne Poatsy

 Vice President, Career & IT Skills: Andrew Gilfillan Lead, Production and Digital Studio: Heather Darby
Executive Portfolio Manager: Jenifer Niles Senior Manufacturing Controller, Global Edition:
Managing Producer: Laura Burgess Caterina Pellegrino
Development Editor: Shannon LeMay-Finn Course Producer: Amanda Losonsky
Associate Editor, Global Edition: Aurko Mitra Digital Content Producer: Tanika Henderson
Director of Product Marketing: Brad Parkins Media Production Manager, Global Edition: Vikram Kumar
Director of Field Marketing: Jonathan Cottrell Senior Art Director: Mary Siener
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Product Marketing Manager: Heather Taylor Cover Image Credits: kirill_makarov/Shutterstock
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Senior Product Model Manager: Eric Hakanson
Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the
appropriate page within text.
Microsoft and/or its respective suppliers make no representations about the suitability of the information contained in the documents
and related graphics published as part of the services for any purpose. All such documents and related graphics, are provided “as is”
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them in accordance with the Copyright, Designs and Patents Act 1988.
Authorized adaptation from the United States edition, entitled Technology in Action Complete, 16th Edition, ISBN 978-0-13-543519-9
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British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
ISBN 10: 1-292-34962-X
ISBN 13: 978-1-292-34962-6
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A01_EVAN9626_16_GE_FM_CR_Page.indd 2 25/06/2020 18:20

Contents at a Glance

Chapter 1
The Impact of Technology in a Changing World ....................................................................... 30

Chapter 2
Looking at Computers: Understanding the Parts ..................................................................... 64

Chapter 3
Using the Internet: Making the Most of the Web’s Resources ................................................ 108

Chapter 4
Application Software: Programs That Let You Work and Play ................................................. 148

Chapter 5
System Software: The Operating System, Utility Programs, and File Management ................. 186

Chapter 6
Understanding and Assessing Hardware: Evaluating Your System ......................................... 226

Chapter 7
Networking: Connecting Computing Devices ......................................................................... 268

Chapter 8
Managing Your Digital Lifestyle: Challenges and Ethics .......................................................... 300

Chapter 9
Securing Your System: Protecting Your Digital Data and Devices ........................................... 350

Chapter 10
Behind the Scenes: Software Programming ........................................................................... 396

Chapter 11
Behind the Scenes: Databases and Information Systems ...................................................... 440

Chapter 12
Behind the Scenes: Networking and Security in the Business World ...................................... 484

Chapter 13
Behind the Scenes: How the Internet Works .......................................................................... 526

Appendix A
The History of the Personal Computer ................................................................................... 564

Appendix B
Careers in IT .......................................................................................................................... 576

Glossary................................................................................................................................. 590

Index...................................................................................................................................... 608

3
Contents

Chapter 1
The Impact of Technology in a Changing World .................................................... 30
Part 1: Technology in Society .............................................................................................................................................. 32
Learning Outcome 1.1 You will be able to discuss the impact of the tools of modern technology on national
and global issues.
Technology in a Global Society ........................................................................................................................... 32
Impact of Tools of Modern Technology ................................................................................................................ 32
Objective 1.1 Describe various technological tools being used to impact national and global issues.
Global Issues ....................................................................................................................................................... 33
Objective 1.2 Describe various global social issues that are being affected by technology.
Technology Connects Us with Others ................................................................................................................ 34
Technology Impacts How and Why We Connect and Collaborate ........................................................................ 34
Objective 1.3 Describe how technology is changing how and why we connect and collaborate with others.
Technology Impacts How We Consume .............................................................................................................. 35
Objective 1.4 Summarize how technology has impacted the way we choose and consume products and services.
The Importance of Computer Literacy ............................................................................................................... 36
Computer Literacy ............................................................................................................................................... 36
Objective 1.5 Characterize computer literacy and explain why it is important to be computer literate.
HELPDESK: Technology Impacts ........................................................................................................................................... 36
SOUND BYTE: Virtual Computer Tour .................................................................................................................................... 37
TRY THIS: What Does Facebook Know about You? ........................................................................................... 39
MAKE THIS: TOOL: IFTTT.com (If This Then That) .............................................................................................. 40
Part 2: Emerging Technologies and Ethical Computing .................................................................................................... 41
Learning Outcome 1.2 You will be able to describe emerging technologies, such as artificial intelligence, and how
technology creates new ethical debates.
Artificial Intelligence ............................................................................................................................................. 41
Artificial Intelligence Basics .................................................................................................................................. 41
Objective 1.6 Describe artificial intelligence systems and explain their main goals.
HELPDESK: The Impact of Artificial Intelligence ...................................................................................................................... 41
ETHICS IN IT: Ethics in Computing .................................................................................................................... 44
Working with Artificial Intelligence and Other Information Technologies ....................................................... 45
Technology and Your Career ................................................................................................................................ 45
Objective 1.7 Describe how artificial intelligence and other emerging technologies are important in many careers.
BITS&BYTES: Is It AI or Human? Take a Turing Test! .......................................................................................... 47
DIG DEEPER: XR Extended Reality .................................................................................................................... 49
Ethical Computing ................................................................................................................................................ 50
Defining Ethics ..................................................................................................................................................... 50
Objective 1.8 Define ethics and examine various ethical systems.
SOUND BYTE: How to Debate Ethical Issues ......................................................................................................................... 50
Personal Ethics .................................................................................................................................................... 51
Objective 1.9 Describe influences on the development of your personal ethics.
Ethics and Technology ......................................................................................................................................... 53
Objective 1.10 Present examples of how technology creates ethical challenges.
SOLVE THIS: How Technology Is Used on the World Stage and in Your Personal Life ......................................... 63

4 Contents
Chapter 2
Looking at Computers: Understanding the Parts ................................................... 64
Part 1: Understanding Digital Components ....................................................................................................................... 66
Learning Outcome 2.1 You will be able to describe the devices that make up a computer system.
Understanding Your Computer ........................................................................................................................... 66
Computers Are Data Processing Devices ............................................................................................................ 66
Objective 2.1 Describe the four main functions of a computer system and how they interact with data and information.
Binary: The Language of Computers ................................................................................................................... 67
Objective 2.2 Define bits and bytes, and describe how they are measured, used, and processed.
SOUND BYTE: Binary Numbers Interactive ............................................................................................................................ 67
Types of Computers ............................................................................................................................................ 69
Objective 2.3 List common types of computers, and discuss their main features.
ACTIVE HELPDESK: Understanding Bits and Bytes .............................................................................................................. 69
BITS&BYTES: Today’s Supercomputers: Faster Than Ever ................................................................................. 73
Input Devices ........................................................................................................................................................ 73
Physical Keyboards and Touch Screens .............................................................................................................. 73
Objective 2.4 Identify the main types of keyboards and touch screens.
Mice and Other Pointing Devices ......................................................................................................................... 75
Objective 2.5 Describe the main types of mice and pointing devices.
DIG DEEPER: How Touch Screens Work ........................................................................................................... 76
BITS&BYTES: Distributed Computing: Putting Your Computer to Work While You Sleep .................................... 77
Image, Sound, and Sensor Input ......................................................................................................................... 77
Objective 2.6 Explain how images, sounds, and sensor data are input into computing devices.
Output Devices ..................................................................................................................................................... 79
Image and Audio Output ..................................................................................................................................... 79
Objective 2.7 Describe options for outputting images and audio from computing devices.
BITS&BYTES: Foldable Phones Are Here ........................................................................................................... 81
Printers ................................................................................................................................................................ 81
Objective 2.8 Describe various types of printers, and explain when you would use them.
BITS&BYTES: CPUs That Fight Back ................................................................................................................. 84
TRY THIS: What’s Inside My Computer? ............................................................................................................ 86
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................... 87
Part 2: Processing, Storage, and Connectivity ................................................................................................................... 88
Learning Outcome 2.2 You will be able to describe how computers process and store data and how devices
connect to a computer system.
Processing and Memory on the Motherboard ................................................................................................... 88
The Motherboard and Memory ............................................................................................................................ 88
Objective 2.9 Describe the functions of the motherboard and RAM.
SOUND BYTE: Smartphones Are Really Smart ...................................................................................................................... 89
Processing .......................................................................................................................................................... 89
Objective 2.10 Explain the main functions of the CPU.
Storing Data and Information .............................................................................................................................. 90
Storage Options on Computing Devices .............................................................................................................. 90
Objective 2.11 Describe the various means of storing data and information with computing devices.
ETHICS IN IT: What Is Ethical Computing? ......................................................................................................... 92
TRENDS IN IT: Green Computing (Green IT) ...................................................................................................... 93
Connecting Peripherals to the Computer .......................................................................................................... 94
Computer Ports ................................................................................................................................................... 94
Objective 2.12 Describe common types of ports used today.
HELPDESK: Exploring Storage Devices and Ports .................................................................................................................. 94

Contents 5
 Power Management and Ergonomics ................................................................................................................ 95
Power Controls and Power Management ............................................................................................................. 95
Objective 2.13 Describe how to manage power consumption on computing devices.
Setting It All Up: Ergonomics ............................................................................................................................... 97
Objective 2.14 Define ergonomics, and discuss the ideal physical setup for using computing devices.
BITS&BYTES: Coming Soon: USB 4 and DisplayPort 2 ...................................................................................... 97
SOLVE THIS: Technology Wish List .................................................................................................................. 107

Chapter 3
Using the Internet: Making the Most of the Web’s Resources ............................. 108
Part 1: Collaborating and Working on the Web ............................................................................................................... 110
Learning Outcome 3.1 You will be able to explain how the Internet works and how it is used for c ­ ollaboration,
communication, commerce, and entertainment purposes.
The Internet and How It Works ......................................................................................................................... 110
The Origin of the Internet ................................................................................................................................... 110
Objective 3.1 Describe how the Internet got its start.
How the Internet Works ..................................................................................................................................... 112
Objective 3.2 Explain how data travels on the Internet.
Collaborating and Communicating on the Web ............................................................................................... 113
Collaborating with Web Technologies ................................................................................................................ 113
Objective 3.3 Evaluate the tools and technologies used to collaborate on the web.
BITS&BYTES: Secure Messaging Apps ............................................................................................................ 115
SOUND BYTE: Blogging ...................................................................................................................................................... 115
Communicating over the Web ........................................................................................................................... 117
Objective 3.4 Summarize the technologies used to communicate over the web.
Conducting Business on the Web ..................................................................................................................... 120
Conducting Business Online .............................................................................................................................. 120
Objective 3.5 Describe how business is conducted using the Internet.
E-Commerce Safeguards .................................................................................................................................. 120
Objective 3.6 Summarize precautions you should take when doing business online.
DIG DEEPER: How Cloud Computing Works ................................................................................................... 121
BITS&BYTES: Looking for Extra Money? Try a Side Hustle ............................................................................... 122
HELPDESK: Doing Business Online ..................................................................................................................................... 123
BITS&BYTES: Bitcoin: A Form of Virtual Currency ............................................................................................ 123
TRY THIS: Use OneDrive to Store and Share Your Files in the Cloud ................................................................ 125
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................. 126
Part 2: Using the Web Effectively ...................................................................................................................................... 127
Learning Outcome 3.2 You will be able to describe the tools and techniques required to navigate and search the web.
Accessing and Moving Around the Web .......................................................................................................... 127
Web Browsers ................................................................................................................................................... 127
Objective 3.7 Explain what web browsers are, and describe their common features.
URLs, Protocols, and Domain Names ............................................................................................................... 129
Objective 3.8 Explain what a URL is and discuss its main parts.
Navigating the Web ........................................................................................................................................... 130
Objective 3.9 Describe tools used to navigate the web.
BITS&BYTES: Maintain Your Privacy While Searching the Web ......................................................................... 131
Searching the Web Effectively ........................................................................................................................... 132
Using Search Engines ....................................................................................................................................... 132
Objective 3.10 Describe the types of tools used to search the web, and summarize strategies used to refine search results.

6 Contents
 BITS&BYTES: Digital Assistants and Predictive Search ..................................................................................... 133
SOUND BYTE: Finding Information on the Web .................................................................................................................... 135
Evaluating Websites .......................................................................................................................................... 135
Objective 3.11 Describe how to evaluate a website to ensure it is appropriate to use for research purposes.
HELPDESK: Evaluating Websites ......................................................................................................................................... 135
TRENDS IN IT: Linked Data and the Semantic Web ......................................................................................... 136
BITS&BYTES: Why Isn’t Wikipedia Good to Use as a Source for a Research Paper? ....................................... 137
Using the Web Ethically ..................................................................................................................................... 137
Digital Activism .................................................................................................................................................. 137
Objective 3.12 Demonstrate an understanding of the ethical issues regarding digital activism.
Geolocation ....................................................................................................................................................... 138
Objective 3.13 Demonstrate an understanding of the ethical issues regarding location tracking applications and devices.
BITS&BYTES: Human-Implanted Data Chips: Protection or Invasive Nightmare? ............................................. 139
ETHICS IN IT: Cyber Harassment ..................................................................................................................... 140
SOLVE THIS: Create a Report: Conducting Research on the Web .................................................................... 147

Chapter 4
Application Software: Programs That Let You Work and Play ............................. 148
Part 1: Accessing, Using, and Managing Software .......................................................................................................... 150
Learning Outcome 4.1 You will be able to explain the ways to access and use software and describe how to best
manage your software.
Software Basics .................................................................................................................................................. 150
Application vs. System Software ........................................................................................................................ 150
Objective 4.1 Compare application software and system software.
Distributing Software ......................................................................................................................................... 150
Objective 4.2 Explain the differences between commercial software and open source software and describe models for
software distribution.
BITS&BYTES: Finding Alternative Software ....................................................................................................... 151
Managing Your Software ................................................................................................................................... 151
Purchasing Software ......................................................................................................................................... 151
Objective 4.3 Explain the different options for purchasing software.
TRENDS IN IT: Mobile Payment Apps: The Power of M-Commerce ................................................................. 152
HELPDESK: Buying and Installing Software .......................................................................................................................... 153
Installing and Uninstalling Software .................................................................................................................... 153
Objective 4.4 Describe how to install and uninstall software.
BITS&BYTES: Ridding Your Computer of “Bloat” .............................................................................................. 153
Upgrading Software .......................................................................................................................................... 154
Objective 4.5 Explain the considerations around the decision to upgrade your software.
DIG DEEPER: How Number Systems Work ...................................................................................................... 154
Software Licenses ............................................................................................................................................. 155
Objective 4.6 Explain how software licenses function.
SOUND BYTE: Where Does Binary Show Up? ..................................................................................................................... 155
ETHICS IN IT: Can I Install Software That I Don’t Own? .................................................................................... 157
TRY THIS: Citing Website Sources ................................................................................................................... 159
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................. 160
Part 2: Application Software ............................................................................................................................................. 161
Learning Outcome 4.2 Describe the different types of application software used for productivity and multimedia.
Productivity and Business Software ................................................................................................................. 161
Productivity Software ......................................................................................................................................... 161
Objective 4.7 Categorize the types of application software used to enhance productivity and describe their uses
and features.

Contents 7
 BITS&BYTES: Productivity Software Tips and Tricks ......................................................................................... 161
BITS&BYTES: How to Open Unknown File Types ............................................................................................. 162
BITS&BYTES: Going Beyond PowerPoint ......................................................................................................... 166
SOUND BYTE: Programming for End Users.......................................................................................................................... 168
Business Software ............................................................................................................................................. 170
Objective 4.8 Summarize the types of software that large and small businesses use.
BITS&BYTES: Need to Work as a Team? Try These Collaboration Tools ........................................................... 172
Multimedia and Educational Software .............................................................................................................. 172
Digital Multimedia Software ............................................................................................................................... 172
Objective 4.9 Describe the uses and features of digital multimedia software.
Digital Audio Software ....................................................................................................................................... 174
Objective 4.10 Describe the uses and features of digital audio software.
HELPDESK: Choosing Software ........................................................................................................................................... 175
App Creation Software ...................................................................................................................................... 175
Objective 4.11 Describe the features of app creation software.
BITS&BYTES: Mirror, Mirror . . . ........................................................................................................................ 177
Educational and Reference Software ................................................................................................................. 177
Objective 4.12 Categorize educational and reference software and explain their features.
SOLVE THIS: Analyzing Benchmark Data ......................................................................................................... 185

Chapter 5
System Software: The Operating System, Utility Programs,
and File Management ............................................................................................ 186
Part 1: Understanding System Software .......................................................................................................................... 188
Learning Outcome 5.1 You will be able to explain the types and functions of operating systems and explain the
steps in the boot process.
Operating System Fundamentals ...................................................................................................................... 188
Operating System Basics .................................................................................................................................. 188
Objective 5.1 Discuss the functions of the operating system.
Operating Systems for Personal Use ................................................................................................................. 188
Objective 5.2 Explain the most popular operating systems for personal use.
BITS&BYTES: Quick Assist .............................................................................................................................. 190
BITS&BYTES: Operating Systems for the Smart Home .................................................................................... 190
Operating Systems for Machinery, Networks, and Business .............................................................................. 191
Objective 5.3 Explain the different kinds of operating systems for machines, networks, and business.
ETHICS IN IT: The Great Debate: Is macOS Safer Than Windows? .................................................................. 192
What the Operating System Does ..................................................................................................................... 193
The User Interface ............................................................................................................................................. 194
Objective 5.4 Explain how the operating system provides a means for users to interact with the computer.
Hardware Coordination ..................................................................................................................................... 194
Objective 5.5 Explain how the operating system helps manage hardware such as the ­processor, memory, storage, and
peripheral devices.
SOUND BYTE: Using Windows Task ­Manager to Evaluate System Performance .................................................................. 194
Software Application Coordination ..................................................................................................................... 196
Objective 5.6 Explain how the operating system interacts with application software.
TRENDS IN IT: Are Personal Computers Becoming More Human? .................................................................. 197
Starting Your Computer ..................................................................................................................................... 198
The Boot Process .............................................................................................................................................. 198
Objective 5.7 Discuss the process the operating system uses to start up the computer and how errors in the boot
process are handled.

8 Contents
 HELPDESK: Starting the Computer: The Boot Process ........................................................................................................ 200
TRY THIS: Using Virtual Desktops in Windows 10 ............................................................................................ 202
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................. 203
Part 2: Using System Software ......................................................................................................................................... 204
Learning Outcome 5.2 You will be able to describe how to use system software, including the user i­nterface, file
management capabilities, and utility programs.
The Windows Interface ...................................................................................................................................... 204
Using Windows 10............................................................................................................................................. 204
Objective 5.8 Describe the main features of the Windows interface.
BITS&BYTES: Snip and Sketch ........................................................................................................................ 205
File Management ................................................................................................................................................ 207
Organizing Your Files ......................................................................................................................................... 207
Objective 5.9 Summarize how the operating system helps keep your computer organized and manages files and folders.
BITS&BYTES: Save Files in the Cloud .............................................................................................................. 209
BITS&BYTES: Using Storage Sense ................................................................................................................. 210
HELPDESK: Organizing Your Computer: File Management ................................................................................................... 211
Utility Programs .................................................................................................................................................. 213
Windows Administrative Utilities ......................................................................................................................... 214
Objective 5.10 Outline the tools used to enhance system productivity, back up files, and provide accessibility.
DIG DEEPER: How Disk Defragmenting Utilities Work ...................................................................................... 216
SOUND BYTE: Hard Disk Anatomy ...................................................................................................................................... 216
SOLVE THIS: Operating Systems: Analyzing Market Share ............................................................................... 225

Chapter 6
Understanding and Assessing Hardware: Evaluating Your System .................... 226
Part 1: Evaluating Key Subsystems .................................................................................................................................. 228
Learning Outcome 6.1 You will be able to evaluate your computer system’s hardware functioning, including
the CPU and memory subsystems.
Your Ideal Computing Device ............................................................................................................................ 228
Moore’s Law ..................................................................................................................................................... 228
Objective 6.1 Describe the changes in CPU performance over the past several decades.
Selecting a Computing Device ........................................................................................................................... 229
Objective 6.2 Compare and contrast a variety of computing devices.
Evaluating the CPU Subsystem ......................................................................................................................... 231
How the CPU Works ......................................................................................................................................... 231
Objective 6.3 Describe how a CPU is designed and how it operates.
BITS&BYTES: Liquid Cooling ........................................................................................................................... 235
Measuring CPU Performance ............................................................................................................................ 235
Objective 6.4 Describe tools used to measure and evaluate CPU performance.
DIG DEEPER: The Machine Cycle .................................................................................................................... 237
Evaluating the Memory Subsystem .................................................................................................................. 238
Random Access Memory .................................................................................................................................. 238
Objective 6.5 Discuss how RAM is used in a computer system.
Adding RAM ...................................................................................................................................................... 240
Objective 6.6 Evaluate whether adding RAM to a system is desirable.
HELPDESK: Evaluating Your CPU and RAM ......................................................................................................................... 240
SOUND BYTE: Installing RAM............................................................................................................................................... 241
TRY THIS: Measure Your System Performance ................................................................................................. 243
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................. 244

Contents 9
Part 2: Evaluating Other Subsystems and Making a Decision ....................................................................................... 245
Learning Outcome 6.2 You will be able to evaluate your computer system’s storage subsystem, media subsystem,
and reliability and decide whether to purchase a new system or upgrade an existing one.
Evaluating the Storage Subsystem ................................................................................................................... 245
Types of Storage Drives ..................................................................................................................................... 245
Objective 6.7 Classify and describe the major types of nonvolatile storage drives.
SOUND BYTE: Installing an SSD Drive.................................................................................................................................. 246
DIG DEEPER: How Storage Devices Work ....................................................................................................... 247
Storage Needs .................................................................................................................................................. 248
Objective 6.8 Evaluate the amount and type of storage needed for a system.
BITS&BYTES: How Hot Is My GPU? ................................................................................................................ 250
Evaluating the Media Subsystems .................................................................................................................... 251
Video Cards ...................................................................................................................................................... 251
Objective 6.9 Describe the features of video cards.
BITS&BYTES: Make Your Tablet a Second Monitor .......................................................................................... 253
TRENDS IN IT: USB 3.2 C Ports: One Port to Rule Them All! ........................................................................... 254
Sound Cards ..................................................................................................................................................... 255
Objective 6.10 Describe the features of sound cards.
HELPDESK: Evaluating Computer System Components ...................................................................................................... 255
Evaluating System Reliability and Moving On ................................................................................................. 257
Maintaining System Reliability ............................................................................................................................ 257
Objective 6.11 Describe steps you can take to optimize your system’s reliability.
Getting Rid of Your Old Computer ..................................................................................................................... 259
Objective 6.12 Discuss how to recycle, donate, or dispose of an older computer.
ETHICS IN IT: Free Hardware for All ................................................................................................................. 260
SOLVE THIS: Laptop Alternatives ..................................................................................................................... 267

Chapter 7
Networking: Connecting Computing Devices ....................................................... 268
Part 1: How Networks Function ........................................................................................................................................ 270
Learning Outcome 7.1 You will be able to explain the basics of networking, including the components needed to
create a network, and describe the different ways a network can connect to the Internet.
Networking Fundamentals ................................................................................................................................. 270
Understanding Networks ................................................................................................................................... 270
Objective 7.1 Describe computer networks and their pros and cons.
HELPDESK: Understanding Networking ............................................................................................................................... 271
Network Architectures ....................................................................................................................................... 272
Network Designs ............................................................................................................................................... 272
Objective 7.2 Explain the different ways networks are defined.
DIG DEEPER: P2P File Sharing ........................................................................................................................ 274
Network Components ........................................................................................................................................ 275
Transmission Media ........................................................................................................................................... 275
Objective 7.3 Describe the types of transmission media used in networks.
SOUND BYTE: Installing a Home Computer Network ........................................................................................................... 275
Basic Network Hardware ................................................................................................................................... 277
Objective 7.4 Describe the basic hardware devices necessary for networks.
Network Software .............................................................................................................................................. 278
Objective 7.5 Describe the type of software necessary for networks.
TRENDS IN IT: How Smart Is Your Home? ....................................................................................................... 279

10 Contents
 Connecting to the Internet ................................................................................................................................. 279
Broadband Internet Connections ....................................................................................................................... 279
Objective 7.6 Summarize the broadband options available to access the Internet.
BITS&BYTES: Net Neutrality ............................................................................................................................. 280
BITS&BYTES: Who’s Not on Broadband? ........................................................................................................ 281
Wireless Internet Access ................................................................................................................................... 281
Objective 7.7 Summarize how to access the Internet wirelessly.
TRY THIS: Testing Your Internet Connection Speed .......................................................................................... 283
MAKE THIS: TOOL: Ping and Telnet ................................................................................................................. 284
Part 2: Your Home Network ............................................................................................................................................... 285
Learning Outcome 7.2 You will be able to describe what is necessary to install and configure a home n ­ etwork and
how to manage and secure a wireless network.
Installing and Configuring Home Networks ..................................................................................................... 285
Planning Your Home Network ............................................................................................................................ 285
Objective 7.8 Explain what should be considered before creating a home network.
BITS&BYTES: Power Your Devices—Wirelessly ................................................................................................ 286
Connecting Devices to a Network ..................................................................................................................... 286
Objective 7.9 Describe how to set up a home network.
BITS&BYTES: Mesh Networks: An Emerging Alternative .................................................................................. 288
BITS&BYTES: Analyzing Network Problems ..................................................................................................... 290
Managing and Securing Wireless Networks .................................................................................................... 290
Troubleshooting Wireless Network Problems ..................................................................................................... 290
Objective 7.10 Describe the potential problems with wireless networks and the means to avoid them.
Securing Wireless Networks .............................................................................................................................. 290
Objective 7.11 Describe how to secure wireless home networks.
SOUND BYTE: Securing Wireless Networks ......................................................................................................................... 292
HELPDESK: Managing and Securing Your Wireless Network ............................................................................................... 292
SOLVE THIS: Home Networking Guide ............................................................................................................. 299

Chapter 8
Managing Your Digital Lifestyle: Challenges and Ethics ...................................... 300
Part 1: The Impact of Digital Information ........................................................................................................................ 302
Learning Outcome 8.1 You will be able to describe the nature of digital signals; how digital technology is used to
produce and distribute digital texts, music, and video; and the challenges in managing a digital lifestyle.
Digital Basics ...................................................................................................................................................... 302
Digital Convergence and the Internet of Things .................................................................................................. 302
Objective 8.1 Describe how digital convergence and the Internet of Things have evolved.
Digital versus Analog ......................................................................................................................................... 304
Objective 8.2 Explain the differences between digital and analog signals.
Digital Publishing ................................................................................................................................................ 306
e-Readers ......................................................................................................................................................... 306
Objective 8.3 Describe the different types of e-readers.
Using e-Texts ..................................................................................................................................................... 307
Objective 8.4 Explain how to purchase, borrow, and publish e-texts.
HELPDESK: Managing Digital Media .................................................................................................................................... 307
Digital Music ....................................................................................................................................................... 308
Creating and Storing Digital Music ..................................................................................................................... 308
Objective 8.5 Describe how digital music is created and stored.
Distributing Digital Music ................................................................................................................................... 310
Objective 8.6 Summarize how to listen to and publish digital music.

Contents 11
 Digital Media ....................................................................................................................................................... 311
Digital Photography ........................................................................................................................................... 311
Objective 8.7 Explain how best to create, print, and share digital photos.
SOUND BYTE: Enhancing Photos with Image-Editing Software ........................................................................................... 312
Digital Video ...................................................................................................................................................... 313
Objective 8.8 Describe how to create, edit, and distribute digital video.
TRENDS IN IT: Digital Asset Managers Needed! .............................................................................................. 316
Managing Your Digital Lifestyle ......................................................................................................................... 316
Digital Challenges and Dilemmas ....................................................................................................................... 317
Objective 8.9 Discuss the challenges in managing an active digital lifestyle.
DIG DEEPER: Deep Web versus Dark Web: Are There Places You Shouldn’t Go? ........................................... 318
BITS&BYTES: The Rise of Wearable Technology .............................................................................................. 319
BITS&BYTES: Goodbye Net Neutrality. . .Hello Bandwidth Throttling ................................................................ 321
TRY THIS: Creating and Publishing a Movie ...................................................................................................... 323
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................. 324
Part 2: Ethical Issues of Living in the Digital Age ........................................................................................................... 325
Learning Outcome 8.2 You will be able to describe how to respect digital property and use it in ways that maintain
your digital reputation.
Protection of Digital Property ............................................................................................................................ 325
Intellectual Property ........................................................................................................................................... 325
Objective 8.10 Describe the various types of intellectual property.
Copyright Basics ............................................................................................................................................... 326
Objective 8.11 Explain how copyright is obtained and the rights granted to the owners.
HELPDESK: Understanding Intellectual Property and Copyright ........................................................................................... 328
Copyright Infringement ...................................................................................................................................... 329
Objective 8.12 Explain copyright infringement, summarize the potential consequences, and describe situations in which
you can legally use copyrighted material.
BITS&BYTES: Software Piracy: It’s More Than Just Downloading and Copying ................................................ 331
BITS&BYTES: Your Tax Dollars at Work: Free Media without Permission! .......................................................... 333
Living Ethically in the Digital Era ....................................................................................................................... 334
Plagiarism ......................................................................................................................................................... 334
Objective 8.13 Explain plagiarism and strategies for avoiding it.
Hoaxes and Digital Manipulation ........................................................................................................................ 336
Objective 8.14 Describe hoaxes and digital manipulation.
SOUND BYTE: Plagiarism and Intellectual Property .............................................................................................................. 336
Protecting Your Online Reputation ..................................................................................................................... 339
Objective 8.15 Describe what comprises your online reputation and how to protect it.
BITS&BYTES: Celebrity Photographic Rights .................................................................................................... 341
ETHICS IN IT: Acceptable Use Policies: What You Can and Can’t Do ............................................................... 342
SOLVE THIS: Intellectual Property and Copyright Basics .................................................................................. 349

Chapter 9
Securing Your System: Protecting Your Digital Data and Devices ....................... 350
Part 1: Threats to Your Digital Assets ............................................................................................................................... 352
Learning Outcome 9.1 You will be able to describe hackers, viruses, and other online annoyances and the threats
they pose to your digital security.
Identity Theft and Hackers ................................................................................................................................ 352
Identity Theft ..................................................................................................................................................... 353
Objective 9.1 Describe how identity theft is committed and the types of scams identity thieves perpetrate.

12 Contents
 Hacking ............................................................................................................................................................. 353
Objective 9.2 Describe the different types of hackers and the tools they use.
BITS&BYTES: Next Generation White Hat Hackers .......................................................................................... 354
Computer Viruses ............................................................................................................................................... 357
Virus Basics ....................................................................................................................................................... 357
Objective 9.3 Explain what a computer virus is, why it is a threat to your security, how a computing device catches
a virus, and the symptoms it may display.
SOUND BYTE: Protecting Your Computer ............................................................................................................................ 358
Types of Viruses ................................................................................................................................................ 359
Objective 9.4 List the different categories of computer viruses, and describe their behaviors.
Online Annoyances and Social Engineering .................................................................................................... 360
Online Annoyances ............................................................................................................................................ 361
Objective 9.5 Explain what malware, spam, and cookies are and how they impact your security.
Social Engineering ............................................................................................................................................. 363
Objective 9.6 Describe social engineering techniques, and explain strategies to avoid falling prey to them.
BITS&BYTES: I Received a Data Breach Letter . . . Now What? ....................................................................... 364
ETHICS IN IT: You’re Being Watched . . . But Are You Aware You’re Being Watched? ...................................... 366
HELPDESK: Threats to Your Digital Life ................................................................................................................................ 366
TRENDS IN IT: Spear Phishing: The Bane of Data Breaches ............................................................................ 367
TRY THIS: Testing Your Network Security ......................................................................................................... 369
MAKE THIS: App Inventor 2 or Thunkable ........................................................................................................ 370
Part 2: Protecting Your Digital Property ............................................................................................................................ 371
Learning Outcome 9.2 Describe various ways to protect your digital property and data from theft and corruption.
Restricting Access to Your Digital Assets ........................................................................................................ 371
Firewalls ............................................................................................................................................................ 371
Objective 9.7 Explain what a firewall is and how a firewall protects your computer from hackers.
Preventing Virus Infections ................................................................................................................................. 373
Objective 9.8 Explain how to protect your computer from virus infection.
HELPDESK: Understanding Firewalls ................................................................................................................................... 373
Authentication: Passwords and Biometrics ........................................................................................................ 376
Objective 9.9 Describe how passwords and biometric characteristics can be used for user authentication.
BITS&BYTES: CAPTCHA: Keeping Websites Safe from Bots ........................................................................... 376
Anonymous Web Surfing: Hiding from Prying Eyes ............................................................................................ 378
Objective 9.10 Describe ways to surf the Web anonymously.
BITS&BYTES: Multi-Factor Authentication: Don’t Rely Solely on Passwords! .................................................... 380
Keeping Your Data Safe ..................................................................................................................................... 380
Protecting Your Personal Information ................................................................................................................. 380
Objective 9.11 Describe the types of information you should never share online.
SOUND BYTE: Managing Computer Security with Windows Tools ....................................................................................... 380
Backing Up Your Data ....................................................................................................................................... 381
Objective 9.12 List the various types of backups you can perform on your computing devices, and explain
the various places you can store backup files.
Protecting Your Physical Computing Assets ................................................................................................... 385
Environmental Factors and Power Surges .......................................................................................................... 385
Objective 9.13 Explain the negative effects environment and power surges can have on computing devices.
Preventing and Handling Theft ........................................................................................................................... 385
Objective 9.14 Describe the major concerns when a device is stolen and strategies for s­ olving the problems.
DIG DEEPER: Computer Forensics: How It Works ........................................................................................... 387
SOLVE THIS: Computer Security ...................................................................................................................... 395

Contents 13
Chapter 10
Behind the Scenes: Software Programming ......................................................... 396
Part 1: Understanding Programming ............................................................................................................................... 398
Learning Outcome 10.1 You will be able to describe the life cycle of a software project and identify the stages in the
program development life cycle.
Life Cycle of an Information System ................................................................................................................. 398
The Importance of Programming ....................................................................................................................... 398
Objective 10.1 Describe the importance of programming to both software developers and users.
System Development Life Cycle ........................................................................................................................ 398
Objective 10.2 Summarize the stages of the system development life cycle.
BITS&BYTES: The Agile Scrum ........................................................................................................................ 400
Life Cycle of a Program ...................................................................................................................................... 400
The Program Development Life Cycle ................................................................................................................ 400
Objective 10.3 Define programming and list the steps in the program development life cycle.
The Problem Statement ..................................................................................................................................... 401
Objective 10.4 Describe how programmers construct a complete problem statement from a description of a task.
SOUND BYTE: Using the Arduino Microcontroller.................................................................................................................. 401
HELPDESK: Understanding Software Programming.............................................................................................................. 402
Algorithm Development ..................................................................................................................................... 403
Objective 10.5 Explain how programmers use flow control and design methodologies when developing algorithms.
BITS&BYTES: Coding with a Purpose .............................................................................................................. 406
DIG DEEPER: The Building Blocks of Programming Languages: Syntax, Keywords,
Data Types, and Operators ........................................................................................................................... 408
Coding .............................................................................................................................................................. 409
Objective 10.6 Discuss the categories of programming languages and the roles of the compiler and the integrated
development environment in coding.
Debugging ........................................................................................................................................................ 415
Objective 10.7 Identify the role of debugging in program development.
BITS&BYTES: Many Languages on Display ...................................................................................................... 416
Testing and Documentation ............................................................................................................................... 416
Objective 10.8 Explain the importance of testing and documentation in program development.
TRY THIS: Programming with Corona ............................................................................................................... 418
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................. 419
Part 2: Programming Languages ...................................................................................................................................... 420
Learning Outcome 10.2 You will understand the factors programmers consider when selecting an a ­ ppropriate
programming language for a specific problem and will be familiar with some modern programming languages.
Many Programming Languages ........................................................................................................................ 420
Need for Diverse Languages ............................................................................................................................. 420
Objective 10.9 Discuss the driving factors behind the popularity of various programming languages.
SOUND BYTE: Programming with the Processing Language................................................................................................. 420
Selecting the Right Language ............................................................................................................................ 421
Objective 10.10 Summarize the considerations in identifying an appropriate programming language for a specific setting.
BITS&BYTES: Learn to Code for Free at freeCodeCamp .................................................................................. 421
ETHICS IN IT: When Software Runs Awry ........................................................................................................ 422
Exploring Programming Languages ................................................................................................................. 423
Tour of Modern Languages ................................................................................................................................ 423
Objective 10.11 Compare and contrast modern programming languages.
BITS&BYTES: Your Software Portfolio .............................................................................................................. 427
TRENDS IN IT: Emerging Technologies: Unite All Your Video Game Design Tools ............................................. 431

14 Contents
 Future of Programming Languages .................................................................................................................... 431
Objective 10.12 State key principles in the development of future programming languages.
HELPDESK: A Variety of Programming Languages................................................................................................................ 432
SOLVE THIS: Time Sheets ................................................................................................................................ 439

Chapter 11
Behind the Scenes: Databases and Information Systems ................................... 440
Part 1: Database Fundamentals ........................................................................................................................................ 442
Learning Outcome 11.1 You will be able to explain the basics of databases, including the most common types of
databases and the functions and components of relational databases in particular.
The Need for Databases .................................................................................................................................... 442
Database Basics ............................................................................................................................................... 442
Objective 11.1 Explain what a database is and why databases are useful.
Database Types .................................................................................................................................................. 444
Flat Databases .................................................................................................................................................. 444
Objective 11.2 Describe features of flat databases.
Relational Databases ......................................................................................................................................... 446
Objective 11.3 Describe features of relational databases.
BITS&BYTES: Normal Forms ............................................................................................................................ 447
Object-Oriented Databases ............................................................................................................................... 447
Objective 11.4 Describe features of object-oriented databases.
Multidimensional Databases .............................................................................................................................. 447
Objective 11.5 Describe features of multidimensional databases.
HELPDESK: Using Databases............................................................................................................................................... 447
NoSQL Databases ............................................................................................................................................ 448
Objective 11.6 Describe how Web 2.0 data is managed in a database.
Using Databases ................................................................................................................................................. 449
Relational Database Components and Functions ............................................................................................... 449
Objective 11.7 Describe how relational databases organize and define data.
SOUND BYTE: Creating and Querying an Access Database................................................................................................. 452
BITS&BYTES: Music Streaming Services Use Databases ................................................................................. 453
Inputting and Managing Data ............................................................................................................................. 453
Objective 11.8 Describe how data is inputted and managed in a database.
DIG DEEPER: Structured Query Language (SQL) ............................................................................................. 458
BITS&BYTES: Data Dashboards: Useful Visualization Tools .............................................................................. 460
TRY THIS: Using Excel’s Database Functions ................................................................................................... 462
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................. 463
Part 2: How Businesses Use Databases ........................................................................................................................... 464
Learning Outcome 11.2 You will be able to explain how businesses use data warehouses, data marts, and data mining to
manage data and how business information systems and business intelligence are used to make business decisions.
Data Warehousing and Storage ........................................................................................................................ 464
Data Warehouses and Data Marts ..................................................................................................................... 464
Objective 11.9 Explain what data warehouses and data marts are and how they are used.
HELPDESK: How Businesses Use Databases....................................................................................................................... 464
BITS&BYTES: Data Warehouses Are Going to the Cloud ................................................................................. 465
Data Mining ....................................................................................................................................................... 466
Objective 11.10 Describe data mining and how it works.
BITS&BYTES: Hadoop: How Big Data Is Being Managed ................................................................................ 467
ETHICS IN IT: Data, Data Everywhere—But Is It Protected? ............................................................................. 469

Contents 15
 Using Databases to Make Business Decisions ............................................................................................... 469
Business Information Systems ........................................................................................................................... 469
Objective 11.11 Describe the main types of business information systems and how they are used by business managers.
SOUND BYTE: Analyzing Data with Microsoft Power BI Suite.............................................................................. 474
BITS&BYTES: Virtual Agents: Expert Systems Replace People on the Web ...................................................... 474
TRENDS IN IT: Mobile Business Intelligence ..................................................................................................... 475
SOLVE THIS: College Database ........................................................................................................................ 483

Chapter 12
Behind the Scenes: Networking and Security in the Business World ................. 484
Part 1: Client/Server Networks and Topologies ............................................................................................................... 486
Learning Outcome 12.1 You will be able to describe common types of client/server networks, servers found on them,
and network topologies used to construct them.
Client/Server Network Basics ........................................................................................................................... 486
Networking Advantages .................................................................................................................................... 486
Objective 12.1 List the advantages for businesses of installing a network.
Comparing Client/Server and Peer-to-Peer Networks ........................................................................................ 487
Objective 12.2 Explain the differences between a client/server network and a peer-to-peer network.
Types of Client/Server Networks ........................................................................................................................ 488
Objective 12.3 Describe the common types of client/server networks as well as other networks businesses use.
BITS&BYTES: Make Your Browser Protect You! ............................................................................................... 491
Servers and Network Topologies ...................................................................................................................... 492
Servers .............................................................................................................................................................. 492
Objective 12.4 List the common types of servers found on client/server networks.
HELPDESK: Using Servers ................................................................................................................................................... 493
TRENDS IN IT: Virtualization: Making Servers Work Harder .............................................................................. 494
Network Topologies ........................................................................................................................................... 495
Objective 12.5 Describe the common types of network topologies and the advantages and ­disadvantages of each one.
SOUND BYTE: Network Topology and ­Navigation Devices.................................................................................................... 497
TRY THIS: Sharing Printers on a Network Using Windows ................................................................................ 502
MAKE THIS: TOOL: App Inventor 2 or Thunkable ............................................................................................. 503
Part 2: Setting Up Business Networks ............................................................................................................................. 504
Learning Outcome 12.2 You will be able to describe transmission media, network operating system software, and network
navigation devices and explain major threats to network security and how to mitigate them.
Transmission Media ........................................................................................................................................... 504
Wired and Wireless Transmission Media ............................................................................................................ 504
Objective 12.6 Describe the types of wired and wireless transmission media used in networks.
BITS&BYTES: Guidance on Green Computing ................................................................................................. 506
Network Adapters and Navigation Devices ..................................................................................................... 506
Network Adapters ............................................................................................................................................. 506
Objective 12.7 Describe how network adapters help data move around a network.
MAC Addresses ................................................................................................................................................ 508
Objective 12.8 Define MAC addresses, and explain how they are used to move data around a network.
Switches, Bridges, and Routers ........................................................................................................................ 509
Objective 12.9 List the various network navigation devices, and explain how they help route data through networks.
HELPDESK: Transmission Media and ­Network Adapters ...................................................................................................... 510
Network Operating Systems and Network Security ....................................................................................... 510
Network Operating Systems .............................................................................................................................. 511
Objective 12.10 Explain why network operating systems are necessary for networks to function.
BITS&BYTES: Extending Smart Homes: Smart Yards Coming Soon! ................................................................ 511

16 Contents
 Client/Server Network Security .......................................................................................................................... 512
Objective 12.11 List major security threats to networks, and explain how network administrators mitigate these threats.
DIG DEEPER: The OSI Model: Defining Protocol Standards ............................................................................. 513
SOUND BYTE: A Day in the Life of a Network Technician ..................................................................................................... 514
ETHICS IN IT: How Should Companies Handle Data Breaches? ...................................................................... 517
BITS&BYTES: Logging in? Try Finger Vein Recognition ..................................................................................... 518
SOLVE THIS: Cyber-Security Flyer and Mail Merge ........................................................................................... 525

Chapter 13
Behind the Scenes: How the Internet Works ........................................................ 526
Part 1: Inner Workings of the Internet ............................................................................................................................. 528
Learning Outcome 13.1 You will be able to explain how the Internet is managed and the details of how data is
transmitted across the Internet.
Internet Management and Networking ............................................................................................................. 528
Management ..................................................................................................................................................... 528
Objective 13.1 Describe the management of the Internet.
Networking Components ................................................................................................................................... 529
Objective 13.2 Explain how the Internet’s networking components interact.
Data Transmission ............................................................................................................................................. 530
Objective 13.3 List and describe the Internet protocols used for data transmission.
BITS&BYTES: A Free Cloud-Based Server for You ........................................................................................... 530
Internet Identity ................................................................................................................................................... 533
IP Addresses ..................................................................................................................................................... 533
Objective 13.4 Explain how each device connected to the Internet is assigned a unique address.
HELPDESK: Understanding IP Addresses, Domain Names, and Protocols ........................................................................... 533
BITS&BYTES: What’s Your IP Address? ........................................................................................................... 534
BITS&BYTES: Amazing Applications of IoT ....................................................................................................... 534
SOUND BYTE: Creating Web Pages with Squarespace ....................................................................................................... 535
DIG DEEPER: Connection-Oriented Versus Connectionless Protocols .............................................................. 536
Domain Names ................................................................................................................................................. 537
Objective 13.5 Discuss how a numeric IP address is changed into a readable name.
BITS&BYTES: Scale Up for Success ................................................................................................................ 538
TRY THIS: Ping Me ........................................................................................................................................... 541
MAKE THIS: TOOL App Inventor 2 or Thunkable .............................................................................................. 542
Part 2: Coding and Communicating on the Internet ....................................................................................................... 543
Learning Outcome 13.2 You will be able to describe the web technologies used to develop web applications.
Web Technologies .............................................................................................................................................. 543
Web Development ............................................................................................................................................. 543
Objective 13.6 Compare and contrast a variety of web development languages.
BITS&BYTES: CodePen: An Editing Community for Web Designers ................................................................. 544
Application Architecture ..................................................................................................................................... 546
Objective 13.7 Compare and contrast server-side and client-side application software.
SOUND BYTE: Client-Side Web Page Development ............................................................................................................. 547
BITS&BYTES: Repl It ........................................................................................................................................ 549
Communications over the Internet ................................................................................................................... 549
Types of Internet Communication ...................................................................................................................... 549
Objective 13.8 Discuss the mechanisms for communicating via e-mail and instant messaging.
BITS&BYTES: AI and Your Inbox ...................................................................................................................... 551
Encryption ......................................................................................................................................................... 552
Objective 13.9 Explain how data encryption improves security.

Contents 17
 BITS&BYTES: Numbers: We Wouldn’t Have Encryption Without Them! ........................................................... 553
ETHICS IN IT: Do We Really Want Strong Encryption? ..................................................................................... 554
HELPDESK: Keeping E-Mail Secure ..................................................................................................................................... 554
TRENDS IN IT: Cognitive Computing ............................................................................................................... 555
SOLVE THIS: Creating an HTML Document ..................................................................................................... 563

Appendix A
The History of the Personal Computer .................................................................. 564

Appendix B
Careers in IT ........................................................................................................... 576

Glossary������������������������������������������������������������������������������������������������������������������ 590
Index����������������������������������������������������������������������������������������������������������������������� 608

18 Contents
Learn Technology by Using
Technology in Action 16e

Technology in Action continues to be a bestseller because it delivers an engaging approach to teaching the topics and skills students
need to be digitally literate. Using practical content, hands-on projects, and interactive simulation activities, students are engaged
in learning.
Today’s students are more tech savvy than ever and they expect what they are learning in the classroom to be as current as their
Twitter feeds and social media updates Traditional print textbooks cannot keep up effectively, but e-texts and digital technology
can deliver a more up-to-date experience. So, for those customers using the Technology in Action etext, the 16th edition has been
thoroughly reviewed and updated to ensure coverage of the latest in technology. New topics such as foldable phones, CPUs that
fight back against malware, and bandwidth throttling (by ISPs) have been included and new Dig Deepers like XR Extended Reality
are included. When students read the etext, they will be learning about truly current and relevant topics.
The updates were made with the instructor in mind so that there is no real work for you to do – just know the content is timely and
check out the transition guide that provides the specifics on what has been updated or changed. The learning objectives and test
questions related to them have not been changed so that changes to your existing syllabi and quizzes should not be required. The
new features of the 16th edition are all still there, including the web-based survey activities that encourage students to engage with
their peers and develop critical thinking skills through the What Do You Think? questions. These activities along with the Tech in the
News updates at the beginning of each chapter, videos, interactive Helpdesk activities, Sound Byte lessons, IT simulations, and
a variety of hands-on projects all help students learn the concepts and skills they need to be digitally literate in today’s workplace.
And, if they are using MyLab IT, they can earn the Digital Competency badge to demonstrate their skills to potential employers.

Hallmarks
• Engaging question-and-answer writing style that
approaches topics as students do.
• Ethics coverage throughout, including in end-of-chapter
activities, Point/Counterpoint ethical debate content found
in relevant chapters, and a Sound Byte lesson on how to
discuss and debate ethical issues.
• Hands-on learning with projects throughout each chapter:
• Try This projects allow students to practice and
demonstrate their proficiency with important topics.
Each project is accompanied by a how-to video.
• Solve This projects put the concepts students are
learning into action through real-world problem solving
using Microsoft Office programs. Grader project versions
of most of these projects are in MyLab IT.
• Make This projects provide activities where students
build programs that run on their mobile devices.
Twelve of the chapters have activities that build fully
functional mobile apps, compatible with either Android
or iOS. Each project includes instructions and a
how-to video.
• Interactive activities engage students in active learning
and demonstration of understanding:
• Helpdesk interactive activities provide a review of
chapter objectives by having students play the role of a
helpdesk staffer assisting customers via a live chat using
a decision-based simulation with a quiz.
• Sound Byte audio lessons provide coverage of additional
topics related to the chapter, including a brief quiz.
• IT Simulations provide an in-depth chapter scenario that
students work through in an active learning environment
and complete with a brief quiz to demonstrate
understanding. They have been redesigned for a more
engaging and easier-to-use learning experience that helps
students actively demonstrate understanding. They now
include a “presentation mode” so instructors can walk
through the simulation in class or with students.
• Review and Quizzes
• Check Your Understanding Quizzes provide a self-check
covering objectives in each part of the chapter so that
students can see how well they are learning the content.
• The Chapter Quiz provides a way for students to test that
they have learned the material from the entire chapter.
• New “Chew on This” critical thinking questions require
that students demonstrate their understanding through
written answers that are manually graded.
• Testbank Exams provide customizable prebuilt,
autograded, objective-based questions covering the
chapter objectives.

Learn Technology by Using Technology in Action 16e 19

• Videos
• Chapter Overview Videos provide an objective-based
review of what students should have learned.
• Try This and Make This project videos
• Helpful Resources
• PowerPoint and Audio Presentations can be used
in class for lecture or assigned to students,
What’s New?
• What Do You Think? discussion topics begin each chapter
with surveys that students complete. They then respond to
follow-up questions related to the topic at the end of the
chapter to encourage critical thinking.
• Chew on This critical thinking questions at the end of each
chapter part, encourage students to think critically about
the impact of technology on society.
• Technology in the News (formerly TechBytes Weekly) lets
you keep your class current with weekly technology news.
• Chapter 8 has been expanded to discuss the challenges
students face in managing an active digital lifestyle such as
the Dark Web, keeping data private, and using
cryptocurrency.
• Images and quizzes have been updated throughout.
• A new Try This project in Chapter 1—What Does
Facebook Know About You?—lets students explore the
detailed information collected about them by the social
media platform.
Summary of Chapter Updates
All chapter Learning Outcomes and Learning Objectives have
been revised as needed and throughout the text, figures and
photos have been updated with new images, current topics,
and state-of-the art technology coverage.
Chapter 1
A new Try This exercise leading students through the steps to
examine the data stored about them by social media platforms
has been added.
The section on technology and careers has been updated
with current trends and an emphasis on the impact of
artificial intelligence.
Chapter 5
Discussions on additional mobile operating systems like
watchOS and tvOS have been added.
Coverage of the latest smarthome devices and open-
source solutions has been added.
Chapter 7
The Bits&Bytes: Net Neutrality has been updated.
20 Learn Technology by Using Technology in Action 16e
particularly online students, for instruction and
review.
• Instructor Chapter Guides provide teaching tips;
homework and assessment suggestions; a brief
overviews of each chapter’s Try This, Make This, and
Solve This exercises; as well as select Sound Byte
talking points and ethics debate starters.
The Bits&Bytes: Is Dial-Up Still an Option? has been
­updated.
The Bits&Bytes: 5G Is Coming—Is It Worth the Wait? has
been deleted and content has been added to the text.
Ethics in IT: Ethical Challenges of the Internet of Things has
moved to Chapter 8.
A new Bits&Bytes: Power Your Devices Wirelessly has been
added.
Revisions to setting up a Windows home network have
been made to remove concept of homegroups.
The Bits&Bytes: The Rise of Wearable Technology has
moved to Chapter 8.
A new Ethics in IT: Privacy Challenges of Delivering Free
Wi-Fi has been added.
Chapter 8
Ethics in IT: Ethical Challenges of the Internet of Things has
been relocated from Chapter 7.
A new objective, “Discuss the challenges in managing an
active digital lifestyle,” has been added to the chapter.
A new Dig Deeper, Deep Web versus Dark Web: Are There
Places You Shouldn’t Go?, has been added to the chapter.
Bits&Bytes: The Rise of Wearable Technology has been
relocated from Chapter 7.
Chapter 9
A Bits&Bytes addressing the role of social media and computer
security in maintaining democratic elections has been added.
Extended treatment of password managers and biometric
options for access control has been added.
Chapter 10
New coverage of programming technologies like Swift and JSON.
Chapter 11
The concept of flat databases has replaced discussion of lists.
New content of NoSQL databases has been added.
The content of data staging has been updated.
A new Bits&Bytes: The Normal Forms has been added.
Chapter 12 The most current coverage of cognitive computing has
A new Try This: Sharing Printers on a Network Using Windows been added.
has been added. More student-focused introduction to web frameworks and
Chapter 13 modern web technologies has been added.

Coverage of web security topics like email encryption and

­biometrics has been updated.

The Program
To maximize student results, we recommend using Technology in Action with MyLab IT,
the teaching and learning platform that empowers you to reach every student. By combining
trusted author content with digital tools and a flexible platform, MyLab IT personalizes the
learning experience and will help your students learn and retain key course concepts while
developing skills that future employers seek.
With MyLab IT for Technology in Action, students have access to all of the instruction, prac-
tice, review, and assessment resources in one place. There are two ways you can set up
your course:
1. You can choose to use the new sequential learning modules that allow you to create
activities in the order you want students to complete them, providing a consistent, mea-
surable learning experience from chapter to chapter.
2. You can take a second approach for an interactive learning experience, where
students use the etext to read and learn actively with Helpdesk activities, Sound Bytes,
IT ­Simulations, What do You Think? ­surveys and critical thinking questions, videos, and
more. You assign the etext chapter, students engage in learning and practice, and go
back to their assignments to take the chapter quizzes.

Solving Teaching and Learning Challenges

Technology in Action, 16e provides a hands-on approach to learning computer
­concepts in which students learn a little and then apply what they are learning in a
project or simulation or watch a video to dive deeper. And with the new What do you
think? surveys at the beginning of each chapter, the follow-up question at the end of
the chapter related to the survey results, as well as new Chew on This critical thinking
questions at the end of each chapter part, ­students are encouraged to think critically
about the impact of technology on society.
The optimal way to experience Technology in Action is with MyLab IT. All of the instruction,
practice, review, and assessment resources are in one place, allowing you to arrange your
course from an instructional perspective that gives students a consistent, measurable learn-
ing experience from chapter to chapter.

Developing Employability Skills

Digital literacy is a top skill required in today’s job market! Developing these skills involves
conceptual as well as hands-on learning. With Technology in Action, students get both—they
learn the fundamentals of computers and have opportunities to apply what they are learning
in real-world projects and simulations. Using MyLab IT and Technology in Action, students
can learn, practice, and demonstrate their digital literacy.

Learn Technology by Using Technology in Action 16e 21

 • High-Demand Office Skills are evaluated in the auto-graded Solve This projects in each
chapter.
• Essential Digital Literacy Skills are taught and practiced throughout the book in Try This,
Solve This, and Make This projects.

Employability Skills Matrix (ESM)

Interactives:
Ethics Try This Solve This Make This What do Helpdesks, Sound Team Time
Projects Projects Projects Projects you think? Bytes, IT Sims Projects Badge

Critical
x x x x X
Thinking

Communication x x x X

Collaboration x x x X

Knowledge
Application and x X x x x x X
Analysis

Social
x X x
Responsibility

22 Learn Technology by Using Technology in Action 16e

Applied Learning Opportunities Throughout
Using MyLab IT with Technology in Action provides students with a variety of ways to get instruction, practice, review,
and assessment.
Technology in the News
Formerly TechBytes Weekly, these weekly currency updates deliver the latest technology news stories to you to use in your classroom.
Try This Projects
These projects have students
apply what they are learning in
a practical project that uses
skills they’ll need in the work-
force and everyday life. Each
project includes a video to
guide students through the
project.
Helpdesk Activities
The Helpdesk training content,
created specifically for Tech-
nology in Action, enables stu-
dents to take on the role of a
helpdesk staffer fielding ques-
tions posed by computer
users so that students demon-
strate their understanding in
an active learning environ-
ment. Each Helpdesk ends
with a quiz, ensuring students
have grasped the content.
Sound Bytes
Sound Bytes expand student
mastery of complex topics
through engaging lessons with
a brief quiz to check
understanding.
IT Simulations
These detailed interactive scenarios cover a core chapter topic in a hands-on environment
where students can apply what they have learned and demonstrate understanding through
active engagement.
Make This Projects
Try This Make This TOOL: App Inventor 2 or Thunkable
What’s Inside My Computer?
These hands-on activities A Mobile App
Understanding what capabilities your current computer has is one of the first steps toward computer literacy. In this
exercise, you’ll learn how to explore the components of your Windows computer. For step-by-step instructions, watch
the Chapter 2 Try This video on MyLab IT.
lead students to explore Want to build your own Android app from scratch? You can, with a
simple tool called App Inventor. To get started, have ready:
Step 1 To gather information about the storage devices on your computer, click File Explorer from the Taskbar. Then in the nav-
igation pane, click This PC to display information about your computer’s storage devices and network locations.
mobile app development • A computer connected to a Wi-Fi network
• The Chrome browser
(Copyright MIT, used with permission.)
Click to launch File Explorer
in either an Android or • A Google account
• The MIT AI2 Companion app (available in the Google Play Store)
• [optional] An Android device connected to the same Wi-Fi network
(Courtesy of Microsoft Corporation)
iOS environment.
Step 2 The This PC window displays infor-
mation about internal storage devices
(such as internal hard drives), optical
storage devices (such as DVD drives),
and portable storage devices (such as
Ribbon In this exercise, you’ll explore the App
Inventor tool and begin working with your
first simple app. As you’ll see, making your
flash drives and external hard drives). device work for you is as easy as drag and
To display the System screen, click the drop with App Inventor.
Computer tab on the ribbon, and then
click System properties. App Inventor is a programming platform
used to create apps for Android devices.
Using App Inventor, you can easily drag
and drop components to design your app’s
(Copyright MIT, used with permission.)
interface and its behavior.
(Courtesy of Microsoft Corporation)
Step 3 Scroll down and you can gather quite a bit of Clock speed
Processor info
information from the About screen, such as:
• Version of Windows
• Type of processor
• Speed of the processor
• Amount of RAM installed
RAM info
• System type (32-bit or 64-bit)
System type
To create iOS apps, go to Thunkable.com, a programming platform
Windows version based on App Inventor.
For the detailed instructions for this exercise, go to MyLab IT.
(Courtesy of Microsoft Corporation)
Make This 59
58 Chapter 2 Looking at Computers: Understanding the Parts
Solve This Projects
Solve This MyLab IT Grader
These exercises inte- Technology Wish List
You are in need of a significant technology upgrade, and your parents have told you they will help you finance your purchases by
loaning you the money. You will need to repay them with a modest 2.5% interest rate over two years. The only catch is that they
grate and reinforce
want you to create a list of all the new devices that you need, note the cost, and provide a website for each device where they can
find more information. Then, they want you to calculate how much you will need to give them each month to pay them back.
You will use the following skills as you complete this activity:
chapter concepts with
• Merge and Center • Modify Column Widths
• Modify Workbook Themes • Insert a Hyperlink
• Apply Number Formats • Create a Formula
Microsoft Office skills. • Use the SUM, PMT, and COUNTA Functions
Instructions
• Wrap Text
1. Open TIA_Ch2_Start.docs and save as TIA_Ch2_LastFirst.docx.
2. Format the title in cell A1 with the Title Cell Style, and format the column headers in cells A3:F3 with the Heading 3 Cell Style.
Hint: To format cell styles, on the Home tab, in the Styles group, click Cell Styles.
3. Merge and Center A1 across columns A through F, and Center align the column headers in cells A3:F3.
Hint: To Merge and Center text, on the Home tab, in the Alignment group, click Merge & Center.
4. Modify column widths so that Column A is 25 and Column D is 45.
Hint: To modify column widths, on the Home tab, in the Cells group, click Format, and then select Column Width.
5. In cells B4:E9, fill in the table with the Brand and Model of the six devices that you would like to purchase. The device
type is filled out for you. In the Reason column, write a brief note as to why this device will help you. (You’ll format the
text so it all displays later.) Enter the cost of the device in the Cost column. Don’t include tax and/or shipping.
6. Change the Workbook Theme to Integral.
Hint: To apply the Theme, on the Page Layout tab, in the Themes group, click Themes.
7. In cells F4:F9, create a Hyperlink to a webpage that features each respective product so your grandparents can have
access to more information if they need it. Ensure that each hyperlink includes the URL to the exact webpage for the
device in the Address, but displays the Make/Model of the device in the worksheet.
Hint: To insert a hyperlink, on the Insert tab, in the Links group, click Hyperlink. In the Insert Hyperlink dialog box, enter
the URL in the Address box and enter the Make/Model in the Text to display box.
8. Wrap the text in cells C4:C9, D4:D9, and F4:F9 so all text displays.
Hint: To wrap text, on the Home tab, in the Alignment group, click Wrap Text.
9. Format the values in cells E4:E9 with the Accounting Number format with two decimals.
Hint: To apply number and decimal formats, look on the Home tab, in the Number group.
10. In cell A10, type Subtotal, then in cell E10 use a SUM function to calculate the total cost of all devices. Format the
results in the Accounting Number format with two decimals.
Hint: To apply number and decimal formats, look on the Home tab, in the Number group.
11. In cell A11, type Estimated Tax, then in cell E11 create a formula that references the subtotal in cell E10 and multiplies
it by a tax of 6%. Format the results in the Accounting Number format with two decimals.
Hint: The formula will be =E10*0.06
12. In cell A12, type Estimated Shipping, then in cell E12 create a formula to calculate the shipping charge by using the
COUNTA function to determine the number of devices being purchased and then multiplying that by a $10 shipping
charge. Format the results in Accounting Number Format with two decimals.
Hint: The formula will be =COUNTA(B4:B9)*10.
13. In cell A13, type Total Cost, then in cell E13 use the SUM function to create a formula that adds up the Subtotal, Estimated
Tax, and Estimated Shipping costs. Format the results in Accounting Number Format with two decimals. Format the cells
A13:E13 with the Total Cell Style.
14. Right align cells A10:A13.
15. In cell D14, type Estimated Monthly Payment, and then in cell E14 use the PMT function to calculate the monthly
payment owed to your parents to pay back the total purchase amount in two years at a 2.5% annual interest rate.
Hint: The formula will need to adjust the annual interest rate to a monthly rate, and adjust the annual term of the loan
to monthly payments.
16. Save the workbook and submit based on your instructor’s directions.
Chapter Review 79
Learn Technology by Using Technology in Action 16e 23
Instructor Teaching Resources
This program comes with the following teaching resources.
Supplements available to instructors at
www.pearsonglobaleditions.com
Accessible PowerPoint Presentation
Features of the Supplement
PowerPoints meet accessibility standards for students with
disabilities. Features include, but are not limited to:
• Keyboard and Screen Reader Access
• Alternative Text for Images
• High Color Contrast between Background and Foreground Colors

End-of-Chapter Answer Key, Check Your Understanding Answers to all end-of-chapter questions.
Answer Key, Chapter Quiz Answer Key

Image Library Every image in the book.

Instructor Chapter Guide • Content Instruction

• Student Preparation and Review
• Active Learning Options
• Chapter Assessment
• End-of-Chapter Exercises
• Currency Topics
• Soft Skills and Team Work
• Instructor Resources

Make This Projects Activities where students build programs that run on their mobile
devices. Each project includes instructions and a how-to video.
Objectives Mapping Outline of the objectives in every chapter.
Solve This Projects Real-world problem solving using Microsoft Office programs.
Grader versions of most of these projects are in MyLab IT.
Syllabus Template Sample syllabus for help in setting up your course.
Test Bank (Textbook, Helpdesk, Sound Bytes) Over 1,000 multiple-choice, true/false, short-answer, and
matching questions with these annotations:
• Difficulty level (1 for straight recall, 2 for some analysis, 3 for
complex analysis)
• Objective, which provides location in the text
Provided for:
• Textbook
• Helpdesk
• Sound Byte

Computerized TestGen TestGen allows instructors to:

• Customize, save, and generate classroom tests
• Edit, add, or delete questions from the Test Item files
• Analyze test results
• Organize a database of tests and student results

Transition Guide Detailed explanation of changes between the previous and

current edition.
Web Projects Discussion questions and additional projects that can be done on
the Internet.

24 Learn Technology by Using Technology in Action 16e

Letter from the Authors

Our 16th Edition—A Letter from the Authors

Why We Wrote This Book
The pace of technological change is ever increasing.
In education, we have seen this impact us more than
ever recently—the Maker movement, the Internet of
Things, MOOCs, touch-screen mobile delivery, and
Hangouts are now fixed parts of our environment.
Even the most agile of learners and educators need
support in keeping up with this pace of change. Our
students have easier access to more information than any
generation before them. We recognize the need for them
to be able to think critically and investigate the data they
see. In this edition, we introduce the use of chapter-open-
ing features called What do you think? that allow students to critically think about a chapter topic.
Students then follow up at the end of the chapter by answering additional related critical thinking
questions in a What do you think now? feature.
We have also responded by integrating material to help students develop skills for web applica-
tion and mobile programming. We see the incredible value of these skills and their popularity with
students and have included Make This exercises for each chapter. These exercises gently bring the
concepts behind mobile app development to life. In addition, there is a Solve This exercise in each
chapter that reinforces chapter content while also applying Microsoft Office skills. These projects help
to promote students’ critical-thinking and problem-solving skills, which employers value highly.
The Helpdesk and Sound Byte training modules and IT Simulations continue to provide students
with an active learning environment in which they can reinforce their learning of chapter objectives. In
this edition, we have put the spotlight on critical thinking. We've integrated real-time surveys on im-
portant technology topics to foster classroom discussion and analytical skills. We have also included
additional material on key challenges of a digital lifestyle, such as using digital currency, avoiding the
Dark Web, and protecting privacy.
We also continue to emphasize the many aspects of ethics in technology debates. Some of the
Helpdesks and IT Simulations support instruction on how to conduct thoughtful and respectful dis-
cussion on complex ethical issues.
Our combined 70 years of teaching computer concepts have coincided with sweeping innovations
in computing technology that have affected every facet of society. From iPads to Web 2.0, comput-
ers are more than ever a fixture of our daily lives—and the lives of our students. But although today’s
students have a much greater comfort level with their digital environment than previous generations,
their knowledge of the machines they use every day is still limited.
Part of the student-centered focus of our book has to do with making the material truly engaging
to students. From the beginning, we have written Technology in Action to focus on what matters
most to today’s student. Instead of a history lesson on the microchip, we focus on tasks students
can accomplish with their computing devices and skills they can apply immediately in the workplace,
in the classroom, and at home.
We strive to keep the text as current as publishing timelines allow. Because electronic media can
be updated without the expense of a full edition we have reviewed all content to make sure it is the
most current. The field of technology changes swiftly and the social impacts of technology seem to
be changing even more quickly. We are excited that the text can be delivered to your students with
the confidence that it reflects current events and technical specifications.

Letter from the Authors 25

 We also continue to include a number of multimedia components to enrich the classroom and stu-
dent learning experience. The result is a learning system that sparks student interest by focusing on the
material they want to learn (such as how to integrate devices into a home network) while teaching the
material they need to learn (such as how networks work). The sequence of topics is carefully set up to
mirror the typical student learning experience.
As they read this text, your students will progress through stages and learning outcomes of increas-
ing difficulty:
• Thinking about how technology offers them the power to change their society and their world and
examining why it’s important to be computer fluent
• Understanding the basic components of computing devices
• Connecting to and exploring the Internet
• Exploring application software
• Learning about the operating system and personalizing their computer
• Evaluating and upgrading computing devices
• Understanding home networking options
• Creating digital assets and understanding how to legally distribute them
• Keeping computing devices safe from hackers
• Going behind the scenes, looking at technology in greater detail
We strive to structure the book in a way that makes navigation easy and reinforces key concepts. We
continue to design the text around learning outcomes and objectives, making them a prominent part
of the chapter structure. Students will see the learning outcomes and objectives in the chapter opener,
throughout the text itself, as well as in the summary so they understand just what they are expected to
learn.
We also continue to structure the book in a progressive manner, intentionally introducing on a basic
level in the earlier chapters concepts that students traditionally have trouble with and then later expand-
ing on those concepts in more detail when students have become more comfortable with them. Thus,
the focus of the early chapters is on practical uses for the computer, with real-world examples to help
the students place computing in a familiar context. For example, we introduce basic hardware com-
ponents in Chapter 2, and then we go into increasingly greater detail on some hardware components
in Chapter 6. The Behind the Scenes chapters venture deeper into the realm of computing through
in-depth explanations of how programming, networks, the Internet, and databases work. They are spe-
cifically designed to keep more experienced students engaged and to challenge them with interesting
research assignments.
In addition to extensive review, practice, and assessment content, each chapter contains several
problem-solving, hands-on activities that can be carried out in the classroom or as homework:
• The Try This exercises lead students to explore a particular computing feature related to the
chapter.
• The Make This exercises are hands-on activities that lead students to explore mobile app
development in both the Android and iOS environments.
• The Solve This exercises integrate and reinforce chapter concepts with Microsoft Office skills.
Throughout the years we have also developed a comprehensive multimedia program to reinforce the
material taught in the text and to support both classroom lectures and distance learning:
• New chapter-opening features called What do you think? allow students to critically think about a
chapter topic. Students then follow up at the end of the chapter by answering additional related
critical thinking questions in a What do you think now? feature.
• New Chew on This critical-thinking questions require that students demonstrate their
understanding through written answers that are manually graded.
• The Helpdesk training content, created specifically for Technology in Action, enables students to
take on the role of a helpdesk staffer fielding questions posed by computer users so that students
can demonstrate their understanding in an active learning environment.
• Sound Bytes expand student mastery of complex topics through engaging lessons with a brief
quiz to check understanding.

26 Letter from the Authors

• IT Simulations are detailed, interactive scenarios covering the core chapter topic. As students work
through the simulation, they apply what they have learned and demonstrate understanding in an
active learning environment.
• The What’s New in Technology (formerly TechBytes Weekly) is a weekly currency update that
delivers the latest technology news stories to you for use in your classroom. In addition, the
currency items have discussion points or activities included.

Letter from the Authors 27

About the Authors

Alan Evans, MS, CPA

aevans@mc3.edu
Alan is currently a faculty member at Moore College of Art and Design and
Montgomery County Community College, teaching a variety of computer science
and business courses. He holds a BS in accounting from Rider University and
an MS in Information Systems from Drexel University, and he is a certified public
accountant. After a successful career in business, Alan finally realized that his
true calling is education. He has been teaching at the college level since 2000. He enjoys attending
technical conferences and exploring new methods of engaging students.

Kendall Martin, PhD

kmartin@mc3.edu
Kendall is a full professor of Computer Science at Montgomery County Community
College with teaching experience at both the undergraduate and graduate levels
at a number of institutions, including Villanova University, DeSales University,
Ursinus College, and Arcadia University. Her education includes a BS in electrical
engineering from the University of Rochester and an MS and a PhD in engineering
from the University of Pennsylvania. Kendall has industrial experience in research and development
environments (AT&T Bell Laboratories) as well as experience with several start-up technology firms.

Mary Anne Poatsy, MBA

mpoatsy@mc3.edu
Mary Anne is a senior faculty member at Montgomery County Community
College, teaching various computer application and concepts courses in face-
to-face and online environments. She enjoys speaking at various professional
conferences about innovative classroom strategies. Mary Anne holds a BA
in psychology and education from Mount Holyoke College and an MBA in
finance from Northwestern University’s Kellogg Graduate School of Management. She has been in
teaching since 1997, ranging from elementary and secondary education to Montgomery County
Community College, Gwynedd-Mercy College, Muhlenberg College, and Bucks County Community
College, as well as training in the professional environment. Before teaching, Mary Anne was a vice
president at Shearson Lehman Hutton in the Municipal Bond Investment Banking Department.

28 About the Authors

Acknowledgments
For my wife, Patricia, whose patience, understanding, and support continue to make this work possible, espe-
cially when I stay up past midnight writing! And to my parents, Jackie and Dean, who taught me the best way to
achieve your goals is to constantly strive to improve yourself through education.
—Alan Evans
For all the teachers, mentors, and gurus who have popped in and out of my life.
—Kendall Martin
For my husband, Ted, who unselfishly continues to take on more than his fair share to support me throughout this
process, and for my children, Laura, Carolyn, and Teddy, whose encouragement and love have been inspiring.
—Mary Anne Poatsy
First, we would like to thank our students. We constantly learn from them while teaching, and they are a continu-
al source of inspiration and new ideas.
We could not have written this book without the loving support of our families. Our spouses and children
made sacrifices (mostly in time not spent with us) to permit us to make this dream into a reality.
Although working with the entire team at Pearson has been a truly enjoyable experience, a few individuals
deserve special mention. The constant support and encouragement we receive from Jenifer Niles, Executive
Portfolio Product Manager, and Andrew Gilfillan, VP, Editorial Director, continually make this book grow and
change. Our heartfelt thanks go to Shannon LeMay-Finn, our Developmental Editor. Her creativity, drive, and
management skills helped make this book a reality. We also would like to extend our appreciation to Pearson
Content Producers, particularly Laura Burgess, and the vendor teams, who work tirelessly to ensure that our
book is published on time and looks fabulous. The timelines are always short, the art is complex, and there are
many people with whom they have to coordinate tasks. But they make it look easy! We’d like to extend our thanks
to the media and MyLab IT team—Eric Hakanson, Becca Golden, Amanda Losonsky, and Heather Darby—for all
of their hard work and dedication.
There are many people whom we do not meet at Pearson and elsewhere who make significant contributions
by designing the book, illustrating, composing the pages, producing the media, and securing permissions. We
thank them all.
And finally, we would like to thank the reviewers and the many others who contribute their time, ideas, and
talents to this project. We appreciate their time and energy, as their comments help us turn out a better product
each edition. A special thanks goes to Rick Wolff, a wonderfully talented infographic designer who helped by
creating the infographics for this text.

Acknowledgments for the Global Edition

Pearson would like to thank and acknowledge the following people for their contributions to the Global
Edition.

Contributors
S. H. Chung – Wawasan Open University
Ajay Mittal – University Institute of Engineering and Technology

Reviewers
Kaushik Goswami – St. Xavier’s College, Kolkata
Mazani Manaf – Universiti Teknologi MARA
Moumita Mitra Manna – Bangabasi College
Sandeep Singh – Jaypee Institute of Information Technology

About the Authors 29

 Chapter

1
The Impact of Technology
in a Changing World
For a chapter overview, watch the Chapter Overview videos.

PART 1 PART 2

Technology in Society Emerging Technologies and Ethical Computing

Learning Outcome 1.1 
You will be able to discuss the impact
of the tools of modern technology on
national and global issues.
Learning Outcome 1.2 
You will be able to describe emerging
technologies, such as artificial
­intelligence, and how technology
creates new ethical debates.

Technology in a Global Society 32 Artificial Intelligence 41

Objective 1.1 Describe various technological tools being used to Objective 1.6 Describe artificial intelligence systems and explain
impact national and global issues. their main goals.
Objective 1.2 Describe various global social issues that are being Helpdesk: The Impact of Artificial Intelligence
affected by technology.

 orking with Artificial Intelligence and

W
Technology Connects Us with Others 34
Other Information Technologies 45
Objective 1.3 Describe how technology is changing how and why
Objective 1.7 Describe how artificial intelligence and other emerging
we connect and collaborate with others.
technologies are important in many careers.
Objective 1.4 Summarize how technology has impacted the way we
choose and consume products and services.
Helpdesk: Technology Impacts
Ethical Computing 50
Objective 1.8 Define ethics and describe various ethical systems.
The Importance of Computer Literacy 36 Objective 1.9 Describe influences on the development of your
­personal ethics.
Objective 1.5 Characterize computer literacy and explain why it is
important to be computer literate. Objective 1.10 Present examples of how technology creates ethical
challenges.
Sound Byte: Virtual Computer Tour
Sound Byte: How to Debate Ethical Issues

MyLab IT All media accompanying this chapter can be found here. Make This A Virtual Assistant on page 40

(John M Lund Photography Inc/The Image Bank/Getty Images; Carlos Castilla/Shutterstock; Winui/Shuttertock; Ivan Trifonenko/123RF; Sergey Nivens/Shutterstock; Stuart
Miles/Fotolia)

30
 JournalismCS
RoboticsCS
EducationCS
Psychology CS
MedicineCS
LiteratureCS
Theater CS
Biology CS
EconomicsCS
What do you think? HumanitiesCS
Having a background in technology and computer science enables you to be
a powerful contributor in many career fields. More universities are realizing this and
creating a new department, CS + X. What is CS + X? The CS stands for Computer
Science, while the X stands for a second area of study that blends with computer
technology. For example, the X might be Music, with the combined degree including
study of the perception of music and use of digital programming to create new
instruments. Or the X might be Archaeology, with the curriculum including courses
on the computer simulation of human behavior and creating virtual reality models.
Universities that are creating CS + X departments argue that combining computer
science with other skills produces students who are better journalists, artists,
scientists, and so on. The possibilities for collaboration between your passions and
technology are endless.

Which field would you be most curious about combining with CS?
• Literature • Nursing • Art
• Statistics • Criminal Justice • Other
• Business • Anthropology

31
See the end of the chapter for a follow-up question. (Jacob Lund/Shutterstock)
 Part 1 For an overview of this part of the chapter, watch Chapter Overview Video 1.1.

Technology in Society
Learning Outcome 1.1  You will be able to discuss the impact of the tools of modern technology on
national and global issues.
Ask yourself: Why are you in this class? Maybe it’s a requirement for your degree, or maybe you want to improve your computer
skills. But let’s step back and look at the bigger picture.
Technology is a tool that enables us all to make an impact beyond our own lives. We’ve all seen movies that dangle the dream in
front of us of being the girl or guy who saves the world—and gets to drive a nice car while doing it!
Technology can be your ticket to doing just that by influencing and participating in projects that will change the world.

Technology in a Global Society

Recent national and global issues are showing that technology is accelerating change around the
world and galvanizing groups of people in new ways. Let’s look at a few examples.

Impact of Tools of Modern Technology

Objective 1.1 Describe various technological tools being used to impact national and global
issues.

Social Media Tools

Social media platforms like Twitter, Facebook, and Instagram enable people to connect and
exchange ideas. These platforms also bring together people facing similar problems to fight for
social change. For example, the Twitter hashtag #MeToo began as a way of supporting women
facing sexual harassment and assault but evolved
to galvanize an international movement. A simple
hashtag brought to light an important social issue
and was a key means for revealing how widespread
the problem was.
How we conduct informed discussion in the age
of social media is still developing, however. Bot
accounts, automated programs retweeting news
stories and quotes, have been used to create
discord around controversial topics in many
­countries—enflaming the gun control debate in
the United States or fanning prejudice into vio-
lence in Sri Lanka. For these and other reasons,
knowing how to use and critically evaluate social
media is an important skill needed by all (see
Figure 1.1).

Figure 1.1 Social media has changed how we access, distribute, and evaluate
information. (Rudmer Zwerver/Shutterstock)
Crisis-Mapping Tool
Another example of the interaction of technology
and society is the software tool Ushahidi. Following
a disputed election in Kenya, violence broke out all
over the country. Nairobi lawyer Ory Okolloh tried to
get word of the violence out to the world through her
blog, but she couldn’t keep up with the volume of
reports. However, two programmers saw her request
for help and in a few days created Ushahidi. It is a

32 Chapter 1 The Impact of Technology in a Changing World

Figure 1.2 Ushahidi crisis-mapping software has been used to ­identify areas of violence against women in India.
(Pixhall/Alamy Stock Photo)

crisis-mapping tool that collects information from e-mails, text messages, blog posts, and tweets
and then maps them, instantly making the information publicly available. The developers then made
Ushahidi a free platform anyone in the world can use (see Figure 1.2). It has since been used in sev-
eral international disasters. In what other ways may technology help us face times of crisis?

Global Issues
Objective 1.2 Describe various global social issues that are being affected by technology.
Let’s look at the different global social issues that are being affected by technology.

Health Care
Infectious diseases account for about one-fifth of all deaths worldwide. Researchers say the odds of
a flu pandemic occurring in the next century are nearly 100%. Could technology help us develop and
deliver vaccines to save lives? Using scientific visualization tools, scientists are developing antibodies for
flu viruses and even HIV, viruses that are difficult to target because they continually change shape. Com-
putationally intense modeling software is helping researchers increase the pace of vaccine production.
As we learn more about the terrible consequences of concussion injuries, technology is playing a
part in providing a solution. Researchers now know that even without an actual concussion, ath-
letes can sustain serious damage from repeated impacts of their brain against the skull. Computer
programs have collected sensor data from impacts on the field, which scientists have analyzed and
used to create a new kind of helmet. College programs and the NFL now use enhanced helmets,
designed to better distribute the impact of collisions.

The Environment
What if every cell phone in the world had built-in atmospheric sensors? Then millions of points of
data measuring air and water quality from around the world could be acquired. The data could be
tagged with geographical information, alerting scientists to new trends in our environment. Ideas
like these are being explored by researchers around the world.
Smart Internet-connected water sprinklers are another technology that is already saving water in
California and other dry areas of the country. The sprinkler system checks the weather forecast so it won’t
use water when rain is coming the next day. The system is showing a 30% reduction in water usage.

Technology in a Global Society 33


Figure 1.3 The Next Einstein
Initiative (NEI) is rallying the
support of the world to identify and
encourage mathematical genius.
(Alistair Cotton/123RF)
The Digital Divide
There is a serious gap in the levels of Internet access and the availability of technical tools in differ-
ent regions of the world. The term for this difference in access to technology is the digital divide.
One danger of a digital divide is that it prevents us from using all the minds on the planet to solve
global problems. But this challenge created by technology is also being answered by it.
The Next Einstein Initiative (NEI) is a plan to focus resources on the talented mathematical minds
of Africa (see Figure 1.3). Cambridge professor Neil Turok founded the African Institute of Mathe-
matical Sciences (AIMS) to bring together the brightest young minds across Africa with the best
lecturers in the world. By capturing the enthusiasm of the world with presentations distributed
through TED (ted.com) and Google’s Project 10100, there is now a push to create additional AIMS
centers across Africa.
Table 1.1 shows additional examples of people putting technology into action to impact the world.
How will you join them?

Table 1.1 Technology in Action: Taking on Global Problems

Person/
Organization Global Problem Technology Used Action Find Out More . . .

Start Network Corruption Blockchain, a digitized Blockchain technology can help Start Network:
public ledger for track humanitarian aid funds startnetwork.org
recording a series of as they flow from donors to
transactions recipients.

SolaRoad/ The need for Solar cells Solar cells are integrated into the Netherlands SolaRoad:
Netherlands a renewable, asphalt roadway. They collect solaroad.nl
nonpolluting energy solar energy and distribute
resource electricity all day.

United Nations Issues of hunger for GIS (geographical The WFP can analyze the location World Food
World Food 1 in 7 of the world’s information systems) and need for food, positioning it Programme:
Programme population and mobile devices where it will help the most. wfp.org
(WFP)

Gates The threat of global Mobile apps, data Worldwide organizations like the Gates Foundation:
Foundation pandemic disease, like analytics, and enhanced Gates Foundation are taking steps gatesfoundation.org
Ebola, or weaponized global communications to build better networks to detect
biological warfare outbreaks and deliver vaccines.

Technology Connects Us with Others

Technology is also allowing us to redefine fundamental parts of our social makeup—how we think,
how we connect with each other, and how we purchase and consume products.

Technology Impacts How and Why We Connect and Collaborate

Objective 1.3 Describe how technology is changing how and why we connect and collabo-
rate with others.

Collaborating for the Benefit of Others

With the arrival of many web applications that allow individuals to become “creators” of the web, a
new kind of Internet has come into being. Nicknamed Web 2.0, the web now allows users to easily
contribute content and connect with each other. Web 2.0 has fostered a dramatic shift across the

34 Chapter 1 The Impact of Technology in a Changing World

world, from simply consuming to having the ability to volunteer and
collaborate on projects. The term cognitive surplus was coined to
reflect the combination of leisure time and the tools to be creative.
The availability of media tools and the easy connectivity of Web 2.0,
along with generosity and a need to share, also enable projects like
Ushahidi to emerge.

Connecting Through Business

One of the most profound ways we can connect with each other is
to support other people’s dreams. Someone with an idea can begin
by building a first attempt at an area makerspace. Then by posting a
launch video on a site like Kickstarter that person can reach people
who believe in the idea. Donors agree to put money forward, knowing
the product may not come to fruition, in exchange for special rewards
like a discounted price or a special color version. This means of gen-
erating capital to start a business is known as crowdfunding, asking
for small donations from a large number of people. Over $4 billion of
funding for businesses has been raised using Kickstarter. Business
ideas are not the only projects benefiting from crowdfunding. Sites
like GoFundMe allow people to crowdfund to raise money for things
such as medical bills or tuition.

Technology Impacts How We Consume

Objective 1.4 Summarize how technology has impacted the way
we choose and consume products and services.
Technology is also changing how we decide what we’ll purchase and
how we actually buy goods and services.

Marketing
There are almost 2 billion views of videos each month on YouTube,
and marketers are taking note. Influencers are YouTube personalities
with huge followings and high levels of interaction with their followers.
Placing a product for review on their channel or showing a popular
YouTube celebrity using that product in their own life can be a huge
marketing win.

Marketers also have to be aware of the phenomenon of crowdsourc-

ing—checking in with the voice of the crowd. Frito-Lay’s “Do Us a
Flavor” campaign asked customers to vote online for what flavor
chips to make next. The Lego Ideas website lets fans contribute proj-
ects they would like to see and the most popular are produced for
sale. Marketing has shifted to take advantage of our digital lifestyle.

Access Versus Ownership

Even the idea of ownership is evolving. Items like cars and bikes can
now be “subscriptions” instead of purchases. Services like Uber and
Lyft let you use your car to provide rides for others while Zipcar allows
you to use a shared car whenever you need it. Bicycles can be shared
in most cities with programs like New York City’s Citi Bike. It typically
supports almost 80,000 rides per day. These new sharing options have
revolutionized the transportation industry (see Figure 1.4).

Such collaborative consumption implies that we are joining together

as a group to use a specific product more efficiently. There are
increasing opportunities to share the services a product provides
instead of owning it outright. Mounting environmental concerns and
global financial pressures are other forces pushing us toward collabo-
rative consumption (see Figure 1.5).
Figure 1.4 With smartphones and constant networking, sharing
services like CitiBike, Zipcar, Uber, and Lyft have revolutionized
­transportation options. (MShieldsPhotos/Alamy Stock Photo; ­Metamorworks/
Shutterstock; Mr.Whiskey/Shutterstock; Piotr Swat/Shutterstock)

Technology Connects Us with Others 35


The Importance of Computer Literacy
Helpdesk MyLab IT
Technology Impacts
In this Helpdesk, you’ll play the
role of a helpdesk staffer fielding
questions about ways in which
technology affects society.
36 Chapter 1 The Impact of Technology in a Changing World
Figure 1.5 Collaborative consumption means that we use networking to share a resource (for example, a car
or home) so many people can use the same object. (Montri Nipitvittaya/Shutterstock)
Everywhere you go, you see ads for computers and other devices. Do you know what all the words in
the ad mean? What is a GPU? How fast do you need your computer to be, and how much memory
should it have? If you’re computer literate, you’ll be a more informed consumer when it comes time to
buy computers, peripherals, and technology services. Understanding computer terminology and keep-
ing current with technology will help you better determine which computers and devices you need.
Computer Literacy
Objective 1.5 Characterize computer literacy and explain why it is important to be computer literate.
Let’s look at a few examples of what it means to be a savvy computer user and consumer.
Computer literacy. When you are computer literate (see Table 1.2), you understand the capabil-
ities and limitations of computers and you know how to use them safely and efficiently. The topics
listed in Table 1.2 and more are covered in detail in the remaining chapters.
Avoiding hackers and viruses. Hackers and viruses can threaten a computer’s security. Being
aware of how they operate and knowing the damage they can cause can help you avoid falling prey
to them.
Protecting your privacy. If your identity is stolen, your credit rating can be quickly ruined. Do
you know how to protect yourself from identity theft when you’re online?
Understanding the real risks. Being computer literate means being able to separate real pri-
vacy and security risks from things you don’t have to worry about. Do you know whether cookies
pose a privacy risk when you’re on the Internet? Do you know how to configure a firewall for your
needs?
Using the web wisely. People who are computer literate know how to find reliable, accurate
information effectively. They also know how to use the web to work well with others. Are you effec-
tive in how you use the web?
Avoiding online annoyances. How can you avoid spam—unsolicited electronic junk mail? Do
you know what adware and spyware are? Do you know the difference between viruses, worms,
 Table 1.2 What Does It Mean to Be Computer Literate?

You can avoid falling prey to hackers

You know how to protect yourself You can separate the real privacy and

and viruses because you are aware of from identity theft. security risks from things you don’t
how they operate. have to worry about.

You know how to find information and You can avoid being overwhelmed You can how to diagnose and fix prob-
use the web effectively. by spam, adware, and spyware. lems with your hardware and software.

(Peter Dazeley/The Image Bank/Getty Images; Yuri_Arcurs/E+/Getty Images; Zakai/DigitalVision Vectors/Getty Images; Justin Lewis/Stone/Getty Images; Argus/Fotolia; Ivanastar/
Istock/Getty Images)

and Trojan horses? What software—the instructions that tell the computer what to do—should you
install on your computer to avoid online annoyances?
Being able to maintain, upgrade, and troubleshoot your computer. Learning how to care
Sound Byte MyLab IT
for and maintain your computer and knowing how to diagnose and fix certain problems can save
you time and money. Do you know how to upgrade your computer if you want more memory? Do Virtual Computer Tour
you know which software and computer settings can keep your computer in top shape? Under-
In this Sound Byte, you’ll take a
standing the hardware of your computing system is a critical part of your computer literacy. (See
video tour of the inside of a desk-
the Virtual Computer Tour Sound Byte to get started.)
top system unit; locate the power
Keeping up to date. Finally, becoming computer literate means knowing about new technologies supply, CPU, and memory; and
and how to integrate them into your life. Can you connect your TV to your wireless network? What learn more about what’s inside a
is a media server, and do you need one? Can a USB type C connection carry HDMI video signals? computer.
Being able to stay up to date with technology is an important skill.
This book will help you become computer literate. In Chapter 3, you’ll find out how to get the most
from the web while staying free from the spam and clutter Internet surfing can leave behind on your
computer. Chapter 6 shows you how to determine whether your hardware is limiting your comput-
er’s performance and how to upgrade or shop for a new device. Chapter 9 covers how to keep
your computer and your digital life secure. You’ll be able to save money, time, and frustration by
understanding the basics of how computer systems operate.

Before moving on to Part 2:

1. Watch Chapter Overview Video 1.1.

2. Then take the Check Your Understanding quiz.

The Importance of Computer Literacy 37

 Check Your Understanding // Review & Practice
For a quick review to see what you’ve learned so far, answer the following questions.

multiple choice
1. Which of the following organizations uses GIS b. subscriptions.
technology and mobile devices across its global c. crowdfunding.
operations?
d. collaborative consumption.
a. e-NABLE
4. Crowdfunding helps startup businesses by
b. The Witness Project
a. selling stock more easily.
c. United Nations World Food Program (WFP)
b. using QR codes to advertise and market products.
d. Next Einstein Initiative
c. gathering financial contributions from
2. Which of the following terms represents the difference supporters.
in the levels of Internet access and the availability of
d. replacing Web 2.0 technology.
technical tools in different parts of the world?
5. Collaborative consumption is when people get
a. social divide
together to
b. digital lag
a. find the best prices on products.
c. digital divide
b. increase the use of a single product by sharing
d. cognitive surplus access to it.

3. Nowadays, many companies, in a quest to improve c. fight diseases of the respiratory tract.
the quality of their products, take feedback from d. exchange reviews on services and goods they
­consumers using have purchased.
a. crowdsourcing.

chew on
this

Our thoughts are influenced by the information fed to our mind

all day long. Web 2.0 has created numerous channels for people
to offer their own work for free—open source software and free
music, text, and artwork, to name a few. How has this affected
your thinking, what you create, and what value you put on cre-
ative work?

(Steve Young/Fotolia)

MyLab IT Go to MyLab IT to take an autograded version of the Check Your

Understanding review and to find all media resources for the chapter.

For the IT Simulation for this chapter,

see MyLab IT.

38 Chapter 1 The Impact of Technology in a Changing World

Try This
What Does Facebook Know about You?
Social media sites like Facebook and Twitter do not charge you a fee. They make a profit
by selling information about your behavior to marketers. By watching what groups you
join and what posts you read, their algorithms make conclusions about what kind of
person you are. In this exercise we’ll show you how to check what information these
sites have deduced about who you are. For more step-by-step instructions, watch the
Chapter 1 Try This video on MyLab IT.

What You Need

A Facebook account A Twitter account

(rvlsoft/Shutterstock; Solomon7/Shutterstock)

Step 1 From the Facebook website, download your Facebook data. On the top line of your
Facebook page, click the dropdown arrow on the far right and select Settings. Next,
select Your Facebook Information and click Download Your Information. Click the
Create File ­button. Facebook will e-mail you when the file is ready.

(Used with Permission from Kendall Martin)

Step 2 From the Twitter website, download the information Twitter has created on you.
Click on your Twitter avatar and select Settings and privacy. From the list on the left,
select Your Twitter data. Scroll to the bottom and under Download your Twitter data,
and click the Request data button. It will be e-mailed to you when the report is ready.

Step 3 Examine what these algorithms have decided about you. Check the list of interests
and what items they think you will likely buy. How accurately have they guessed
your household income, your politics, and your finances?

Try This 39
Make This TOOL: IFTTT.com
(If This Then That)
A Virtual Assistant
If This Then That (IFTTT.com) is an Internet-based tool that helps you get things done automatically. By using
“recipes” within this web-based tool, you can automate tasks you do during the day, such as:
• automatically silencing your phone when you go into class,
• automatically texting your manager when you’re on your way to work, or
• notifying you when the president signs a new law.
In this exercise, you’ll explore using IFTTT to create recipes like these.
Make the Internet work for you by knowing this one programming statement: IF THIS, THEN THAT.

(IFTTT Inc.)
(IFTTT Inc.)

For the instructions for this exercise, go to MyLab IT.

40 Chapter 1 The Impact of Technology in a Changing World

 Part 2 For an overview of this part of the chapter, watch Chapter Overview Video 1.2.

Emerging Technologies and

Ethical Computing
Learning Outcome 1.2 You will be able to describe emerging technologies, such as artificial intelligence,
and how technology creates new ethical debates.

Can computing devices really think? Are virtual assistants like Alexa intelligent, or do they just mimic thinking? Rapid
developments in the field of artificial intelligence have forced us to consider many new ethical debates. It’s important to learn
about new advancements in technology, such as artificial intelligence, as well as to understand the ethical dilemmas technology
presents.

Artificial Intelligence
Artificial intelligence focuses on creating computer systems that have an ability to perform tasks
associated with human intelligence. Let’s explore in detail what artificial intelligence is and how it
impacts you.

Artificial Intelligence Basics

Objective 1.6 Describe artificial intelligence systems and explain their main goals.
What exactly is intelligence? Intelligence is the ability to acquire and apply knowledge and
skills. Sociologists point to characteristics that make human beings intelligent, such as learning from
experiences, reasoning, problem solving, perception, and using language. Animals can exhibit com-
plex behavior, such as birds flying south for the winter, but this is attributed to instinct rather than
intelligence. Some animals can even solve problems, such as sea otters that use rocks to crack
open shellfish so they can consume them. But what separates us from other animals is the ability to
combine behaviors as opposed to demonstrating one specific rote behavior (such as flying south for
the winter).

What is artificial intelligence? Artificial intelligence (AI) is a branch of computer science that MyLab IT
Helpdesk
focuses on creating computer systems able to perform tasks that are usually associated with
human intelligence. By this definition, any computer-controlled device that accomplishes something The Impact of Artificial
thought of as “intelligent” by humans is considered AI. Intelligence
Do computers “think” like human beings? In the 1950s, the goal was to create a machine In this Helpdesk, you’ll play the role
that could think like a human. Early examples included expert systems that mimicked doctors in of a helpdesk staffer, fielding ques-
diagnosing illnesses. But this goal has shifted somewhat toward creating machines that generate tions about artificial intelligence.
intelligent output but that do not necessarily mimic the human thought process.

Consider visiting the library. You could tell a human librarian your interests and the librarian could
ask you some questions and then recommend books you might like. The Amazon recommendation
engine fulfills the same purpose. However, the Amazon recommendation engine doesn’t mimic a
human librarian’s thought process but instead analyzes vast amounts of data about you and other
shoppers to make its recommendations. It provides intelligent results, but it does not arrive at those
results the same way a human would.

  Artificial Intelligence 41
 What are the main areas of research for AI? AI’s central goals can be grouped into a num-
ber of categories (see Table 1.3):
• Natural language processing (NLP): NLP works to develop AI systems that understand written
and spoken words and can interact with humans using language.
• Perception: AI systems have senses just as we do. AI systems use sonar, accelerometers,
­infrared, magnetic, and other electronic sensors to gather data. Being able to combine all the
data from sensors and then construct information from it is a difficult challenge.
• Knowledge representation: Knowledge representation involves encoding information about
the world into formats that the AI system can understand. Humans possess a vast collec-
tion of general knowledge based on their experiences in the world. AI systems need to build
knowledge bases to solve problems. Developing a knowledge base and using it efficiently are
active areas of research and have been demonstrated effectively by IBM’s artificial intelligence
­computer Watson.
• Planning: AI systems need to set goals and then achieve them. An AI system might need to plan
how to move a blue block out of the way to reach a red one or how to rotate a block as it moves
to fit through a narrow opening.
• Problem solving: Humans tend to make intuitive judgments when solving a problem rather than
perform a step-by-step analysis. AI programming combines a rules-based approach, along with
trying to make judgments with incomplete information.
• Learning: Like humans, AI algorithms adapt and learn through experience. ­Supervised ­learning
is used when the system can be trained with a huge number of examples. U ­ nsupervised ­learning is
when a system can look at data and build rules on its own to decide what it is seeing.

Table 1.3 Main Areas of AI Research

Natural Language Processing Perception Knowledge Representation

Understanding Using sensors to gather data Storing and accessing

Written and spoken words information about the world

Planning Problem Solving Learning

Goal must be set Using even incomplete information Improve through

and achieved to achieve solution experience

(Convisum/123RF; Andrija Markovic/123RF; Galina Peshkova/123RF; Viktor Bondar/123RF; Tomertu/123RF; Sentavio/123RF)

42 Chapter 1 The Impact of Technology in a Changing World

A project like a self-driving (autonomous) car requires research in many of these areas. The car must
have computer vision—the ability to interpret visual information the way humans do. The AI system
needs to be able to tell the difference between trees and pedestrians, but it also needs to know
many things about trees and people. Is the tree going to run into the path of the car? The car must
scan the scene with sensors, recognize objects, and consult a knowledge base to create and exe-
cute a plan.

What has enabled us to deploy effective AI systems? Many information technology devel-
opments have contributed to the functional AI systems that we have today.

Artificial Neural Networks

Expert systems, computer programs that mimic the experience of human experts such as doctors
or lawyers, were among the first attempts at producing AI. Rules-based systems, software that
asks questions and responds based on preprogrammed algorithms, were the first expert systems
designed. These systems asked questions (“Do you have a fever?”) and initiated other questions
or actions based on the answers (“How long have you had a fever?”) and worked adequately for
some settings. But just a list of rules is not sophisticated enough to handle difficult tasks.

Artificial neural networks (ANNs) are designed based on the structure of the human brain (see
­Figure 1.6), which is a network of loosely connected neurons. When signals are received by a
­neuron, it fires an electrical impulse and the signal travels to all the neurons connected to it. In
ANNs, digital signals take the place of biological signals. Many modern ANNs feature different lay-
ers of neurons that allow many degrees of complexity. ANNs have allowed researchers to tackle
complex problems such as speech recognition.

Machine Learning
Machine learning (ML) is a type of AI that doesn’t need to be specifically programmed. Instead, it
analyzes patterns in data, then uses the patterns to draw conclusions and adjust the actions of the
AI system accordingly. By learning, the AI system can adapt itself and become constantly better at
its task. You have interacted with these kinds of systems if you use Alexa, the Amazon voice recog-
nition device. Alexa gathers input from human speech and uses this information to become better
at understanding language over time.

Deep learning (DL) is a subset of the ML field that describes systems capable of learning from
mistakes, just as humans do. DL algorithms can learn from data that is not labeled as “correct” or
“incorrect.” The algorithm adapts to improve its final result without being presented with a huge,
labeled set of training data. This is known as unsupervised learning.

Having a basic understanding about AI systems is necessary to becoming a digitally literate citizen.
In the next section, we’ll explore various workplace systems that use AI.

Figure 1.6 Human neurons can either send a signal or

block one. Artificial neurons mimic this behavior
digitally. (LuckyStep48/Alamy Stock Photo)

  Artificial Intelligence 43
Another random document with
no related content on Scribd:
comme s’il lui gardait rancune de l’avoir arrêté si longtemps.
Wurmser, à la sortie, avait demandé à le saluer. Mais Bonaparte
était déjà parti et n’avait laissé à sa place qu’un de ses lieutenants.
[26] Voy. les récits divers et successifs qu’il a donnés
de tout cela plus tard.

On pouvait dire que Rome avait succombé dans Mantoue. Mais

cette cour était si haineuse que, faisant sonner partout le tocsin,
lançant dans les campagnes ses moines avec le crucifix, elle essaya
deux fois par des hordes de paysans d’arrêter les vainqueurs de
Wurmser, d’Alvinzi. Les Romagnes, disait le cardinal Rusca, seront
une Vendée. Au contraire, Bonaparte venait fort modéré et dans une
disposition toute politique. A Faenza, il dit qu’il ménageait cette ville
par respect pour le pape. Il parla en Italien aux prisonniers et les
renvoya libres, en jurant qu’il n’était pas venu pour détruire la
religion, mais au contraire pour la religion et le peuple. Les prêtres,
loin de perdre à son arrivée, y gagnèrent. Il fit nourrir dans les
couvents ceux d’entre eux qui étaient sans ressources, et tous ceux
qui rentrèrent en France devinrent de chauds prédicateurs de
Bonaparte et ses panégyristes enthousiastes.
Il ne voulait que faire un peu peur au saint-siège, le sauver et, en
cela, il était en accord admirable avec la violente réaction qui en
France portait au Corps législatif un monde de royalistes fanatiques,
des assassins du Midi, tel chef de bande qu’on eût dû fusiller aussi
bien que Charette. Tout ce monde lui écrivait de France et de Paris :
« Osez ! » Il hésitait pourtant, craignant de trop se démasquer. Pour
gagner du temps, il eut une idée saugrenue ; c’était que le Directoire
donnât à l’Espagne la ville de Rome, en laissant tout le reste au
pape avec son pouvoir spirituel. Et, en même temps, pour amuser
les philosophes, il leur envoyait un joujou, la noire Madone de
Lorette, qu’on mit à la Bibliothèque.
A trois marches de Rome, à Tolentino, il s’arrête contre les
promesses qu’il avait faites tant de fois à l’armée de la mener à
Rome. Il bâcle son traité avec celle-ci en vingt-quatre heures, sans
consulter le Directoire, qui avait dit, il est vrai vaguement, qu’il s’en
rapportait à lui. Il se garde d’attendre l’intercession des puissances
catholiques, voulant que le pape ne sût gré du traité qu’à lui. Le
pape en fut quitte pour promettre encore quelques millions, quelques
tableaux ; et ces millions devaient être acquittés partie en pierreries,
en vieux bijoux, sorte de bric-à-brac de valeur incertaine. Nulle
mention des belles conditions auxquelles tenait le Directoire : 1o que
le pape permît au clergé de faire le serment civique, c’est-à-dire de
jurer qu’il sera bon citoyen ; 2o suppression de l’inquisition romaine
et fermeture des fours ou caves où les condamnés étaient brûlés
vifs. C’est ainsi qu’autrefois Gélon imposa aux Carthaginois vaincus
de ne plus brûler de victimes humaines [27] .
[27] Ces caves ont existé jusqu’à Léon XII. M. de
Sanctis, consulteur du saint-office, réfugié à Turin, a
assuré devant des témoins très graves et très croyables
que ce pape, sans réprouver ces exécutions, déclara,
vers 1830, qu’il entendait que désormais elles ne se
fissent plus à huis clos, mais devant tout le monde, sur
les places publiques, au champ de Flore, où furent brûlés
jadis Jordano Bruno et tant d’autres. Dès lors on recula
devant l’horreur qu’aurait excitée ce spectacle, et l’on dut
recourir à des moyens plus doux ou du moins plus
mystérieux.

Bonaparte ne fit nulle mention de la grande condition à laquelle

tenait le salut de l’Italie : la vente des biens ecclésiastiques. Dans sa
correspondance, ses lettres aux fonctionnaires Haller, Collot,
montrent combien timidement il touchait cette question. Tout cela a
été caché ou mutilé par les historiens, qui passent vite ici, ne voulant
pas se mettre mal avec les prêtres. Mais une belle lettre de
Bologne [28] indique très bien que des quatre provinces qu’on avait
prises au pape, Bonaparte ne garda que la Romagne et le port
d’Ancône, rendant au pape trois provinces, celles d’Urbin, de la
Marche et de Pérouse.
[28] Insérée dans le Moniteur du 21 mars 97.
 Les Bolonais, craignant sans doute Bonaparte, le ménagent dans
cette lettre et disent qu’on doute qu’un tel traité soit son ouvrage.
Au reste, l’opinion de l’Italie lui importait bien moins que celle de
l’armée française. Dans une lettre qu’il écrit à Joubert pour la faire
circuler sans doute, il appelle Rome cette prêtraille. Tout ce qu’il
voulait c’était de tirer de cette prêtraille ce qu’il eut en effet, un beau
certificat du pape, la lettre où Pie VI l’appelle son cher fils. Titre
important en France, dans la violente réaction où les royalistes
travaillaient puissamment leurs élections anti-républicaines.
Dans ce moment tumultueux, la guerre civile était à craindre
avant qu’on eût terminé la guerre étrangère. C’est ce qu’objectaient
les deux directeurs militaires, passionnés pour la paix, Carnot et
Letourneur. Ils suivaient dans ce sens le mouvement général et
faisaient bon marché de la question de Rome. Au contraire, les deux
avocats Rewbell, la Réveillère-Lepeaux, voulaient la victoire du
principe et celle de la Révolution.
Barras flottait dans cette tempête, et penchait dans ce dernier
sens, comme on le vit quand Bonaparte acheta la paix en sacrifiant
la république de Venise. Mais tout son entourage, sa cour, ses
femmes, l’adorée Madame Tallien, l’adroite Joséphine ne le
laissaient pas libre. Elles pesèrent du côté de la réaction, du côté de
Rome et de Bonaparte. Barras céda l’ascendant aux amis de la paix
et à Carnot ; mais il ne lui pardonna jamais sa propre faiblesse. Il le
haït à mort et une fois s’emporta contre lui en termes si
extravagants, qu’on put croire qu’il perdait l’esprit.
Ce qui prouve pourtant pour Barras, c’est que les plus sages
amis de Carnot même étaient d’opinion contraire à la sienne. Le plus
ancien de tous, Prieur (de la Côte-d’Or) lui reprochait d’être trop
scrupuleux contre les rétrogrades. Et l’Américain Monroë lui disait :
« La France, loin de céder aucune de ses conquêtes, doit partout
planter son drapeau. C’est celui de la liberté [29] . »
[29] Mémoires de Carnot, II, 133.
 CHAPITRE IV
CAMPAGNE DU TYROL (MARS-AVRIL 97). — BONAPARTE

SAUVE L’AUTRICHE A LÉOBEN.

Le traité de Tolentino finissait assez tristement la campagne

d’Italie. Pour un argent (promis), on avait oublié la question de
principe ; tant de promesses faites d’abolir sinon la papauté, au
moins l’inquisition.
Pour compenser l’effet de ce triste traité, on envoya et l’on fit
circuler en France vingt mille prisonniers ; on chargea Augereau de
porter les drapeaux à Paris. La figure populaire du héros de
Castiglione, cette figure d’un enfant loustic du faubourg Saint-
Marceau, devait rassurer les patriotes sur les intentions réelles de
Bonaparte, et répondre de sa sincérité républicaine. Mais pourrait-il
tenir ce qu’il avait promis depuis un an, de passer les Alpes et d’aller
à Vienne ? Il en avait une excuse bien légitime dans la saison.
Comment se risquer, lorsque l’hiver durait encore, un hiver assez
rigoureux ?
Ses partisans, et les journaux, stylés par ses frères et par
Joséphine, n’en parlaient qu’avec terreur. Les journalistes sans
nouvelles, pour réveiller, exciter l’intérêt (je dis ceci d’après mon
père, qui alors imprimait les journaux) avaient un sûr moyen : c’était
un accident, une blessure supposée de Bonaparte, ou une chute de
cheval, etc. Il devenait l’unique, l’irréparable Bonaparte. Tant
d’hommes héroïques, et déjà célèbres, disparaissaient. Lui seul
restait en scène.
Cependant, on avait bien vu, dans la seule armée d’Italie, que s’il
lui arrivait un malheur, il ne manquerait pas d’hommes qui pussent
au besoin succéder. Lui-même, dans ce long entr’acte de plusieurs
mois qu’il passa en été au centre de l’Italie, quel lieutenant s’était-il
donné ? Masséna. — Augereau, s’il avait le même courage, n’avait
ni la tête, ni la solidité de Masséna. Mais il avait eu ce grand
moment, cette belle fortune, de relever Bonaparte (défaillant ?) avant
Castiglione.
Enfin il y avait un jeune homme qui lui inspirait la plus grande
confiance. C’était Joubert, esprit cultivé, tête sereine dans les plus
grands périls, général et soldat. C’était un homme grand, délicat, qui
n’avait pas la base carrée de Masséna. Mais il s’était lui-même
fortifié. Vrai héros de la volonté. Plus tard, on le considéra comme le
successeur éventuel de Bonaparte. Lui-même l’estimait tellement,
qu’en lui confiant, pour le passage des Alpes, sa droite, qui devait
traverser le Tyrol insurgé, il lui écrit [30] : « Si notre division du Tyrol
est battue, refoulée sur le Mincio, même jusqu’à Mantoue, Joubert
commandera Mantoue, la Lombardie, et tout ce qui est entre l’Oglio
et l’Adige. » C’était se remettre à lui pour la retraite possible, la
ressource dernière, en cas de malheur.
[30] Correspondance, 13 mars 97.

Il croyait à ce jeune héros plus encore qu’au froid et ferme

Kilmaine, qu’il avait laissé au poste de Vérone, pour lui surveiller
l’Italie.
Bonaparte suivait, par la nécessité des lieux, la méthode tant
reprochée par lui aux Autrichiens, de marcher divisé sur trois routes
à la fois. Il avait à sa droite Joubert (et dix-neuf mille hommes), à sa
gauche Masséna et sa division (dix ou douze mille hommes). Lui au
centre (ayant quarante mille hommes), il marchait avec Bernadotte
et les renforts qui lui venaient du Rhin.
Joubert n’eut pas de bonheur. Avançant rapidement par Botzen
et Brixen, il battit plusieurs fois les généraux autrichiens, mais il n’en
fut pas moins entouré par l’océan tumultuaire et fanatique de
l’insurrection du Tyrol. Difficile épreuve de se trouver dans la
tempête étourdissante d’un grand peuple, véritable élément qu’on
peut repousser, mais qu’on ne voit par moment céder sur un point
que pour le retrouver à côté comme une vague partout présente,
partout furieuse, aboyante. Par bonheur, Joubert avait d’admirables
généraux de cavalerie, Dumas, l’hercule nègre, qui répéta sur un
pont le trait d’Horatius Coclès, et l’intrépide Delmas, grand soldat et
grand caractère, le seul qui fut ferme au sacre, et qui osa tenir tête
en face à Bonaparte et, par un mot terrible, flétrir sa lâcheté pour
Rome.
Il était naturel que le nouveau général autrichien, l’archiduc
Charles, vînt se jeter dans l’insurrection tyrolienne, qui eût ajouté à
son armée une grande force populaire. Mais on ne le lui permit pas.
Il eut l’ordre de disputer le centre, le passage du fleuve, puis de
défendre à l’est la route de Carinthie, celle de Trieste et de Vienne.
Même avant d’avoir reçu ses renforts, il se présenta devant la
grande armée de Bonaparte pour l’empêcher de passer le
Tagliamento. Il y fut indécis, il fit trop ou trop peu. Il opposa une
faible résistance, combattit juste assez pour éprouver une petite
défaite, et perdre cinq cents hommes. Il n’empêcha point le passage.
Masséna, pour son compte, avait passé à un autre endroit. Il
avait pris alors la droite de Bonaparte qui marchait par les vallées
centrales intermédiaires (entre Joubert et Masséna). Ce dernier
courait dans les neiges par la route la plus élevée vers Tarwis, point
stratégique, important, décisif, recommandé à l’archiduc. Masséna y
courait si vite, qu’il y était depuis deux jours quand Bonaparte lui
donna l’ordre d’y aller. Bonaparte lui-même, étant au centre, avec
ses quarante mille hommes, était hors du péril, ayant sur les
hauteurs un tel homme à sa droite.
Pour employer une image grossière, mais expressive, qu’on se
figure un chasseur d’ours qui d’abord avait eu un compagnon à
gauche, mais il a perdu en chemin ce compagnon (Joubert).
Heureusement il a à droite, aux crêtes des montagnes, un autre
compagnon, un chien colossal et terrible des Alpes, qui cherche
l’ours et qui va l’étrangler.
Ce chien des Alpes est Masséna qui, après sa course
foudroyante, était déjà assis à Tarwis, attendait. L’archiduc arriva,
montra un grand courage, et s’exposa en vain. Ses soldats de
recrues, mêlés (contre l’usage autrichien) de toute nation et de toute
langue, n’avaient pas la cohésion ordinaire de leurs armées qui
marchent par tribus. Ils furent battus, et le pis, c’est qu’un
commandant autrichien, Baïolich, qui n’en sut rien, se précipita là,
suivi et poursuivi par la division Augereau (alors Guyeux). Il la fuit,
et, dans une gorge affreuse, il se trouve nez à nez avec Masséna.
En tête, en queue, c’est l’ennemi. Il est pressé, serré des deux
côtés. Infanterie, cavalerie, artillerie, et bagages, tout est amoncelé,
et monte l’un sur l’autre. L’archiduc vit en vain en échapper les
restes. Ce qui en sauva un assez grand nombre, c’est que beaucoup
étaient des gens du pays, des montagnards, fort lestes à se dérober
par les précipices. On n’en prit ou tua que trois mille ! N’importe ! la
campagne était réellement terminée.
« Léger combat, » dit Bonaparte, avec une envie visible
d’atténuer ce succès décisif. De même ailleurs, il fait cette remarque
malveillante : « Que la division Masséna (si vaillante et qui lui gagna
tant de batailles) commence à se servir de la baïonnette. » Il veut
ridiculement faire croire que, jusque-là, elle aimait mieux tirer, et
combattait de loin.
Cependant sa jalousie, qui voudrait amoindrir les succès de
Masséna, ne s’accorde pas avec le besoin qu’il a de faire valoir à
Paris cette campagne pour son avantage personnel et pour
émerveiller par l’audace de sa tentative de passer les Alpes en cette
saison [31] . « Le combat de Tarwis s’est livré au-dessus des nuages
sur une sommité qui domine l’Allemagne et la Dalmatie. Il y avait
trois pieds de neige. »
[31] 25 mars. Correspondance, p. 542.

Cette guerre que Bonaparte faisait à travers une saison si rude

sur ces hautes montagnes, cette guerre exposée ainsi et habilement
exagérée en poétiques images, faisait grelotter Paris, le remplissait
d’étonnement, d’admiration, de craintes pour Bonaparte. Il risquait
peu. Car aux divisions victorieuses de Masséna et Guyeux
(Augereau), il put réunir celle de Sérurier. Celle de Joubert manquait
seule, interceptée, assiégée par les Tyroliens. Bonaparte ne savait
pas même où il était. Car il écrit le 5 avril à Dombrowski : « Qu’il ait,
s’il est possible, des nouvelles de Joubert, et marche à sa
rencontre. » Ce qui est singulier, c’est qu’en ce même jour (5 avril),
où il dit n’avoir pas de nouvelles de Joubert, il en donne à Paris, et
raconte les avantages qu’il a remportés [32] .
[32] Correspondance, p. 95, 602.

Le 1er avril, Masséna, vainqueur à Klasenfurth, y faisait entrer

Bonaparte. Et le 5, battait à Neumarkt l’archiduc en personne. Ce
prince avait choisi une position superbe, l’avait hérissée de canons.
Il avait autour de lui son élite, ses huit bataillons de grenadiers. Avec
cela, il fut obligé de faire retraite devant la seule division de
Masséna.
La Carinthie, ménagée et rassurée par Bonaparte ne s’était pas
soulevée comme le Tyrol. C’est un pays, dit-il lui-même, agricole et
pacifique. On ne connaît pas assez ces contrées, si peu allemandes,
mais slavo-italiennes, qui se lient avec le territoire vénitien.
Au 22 mars, Bernadotte, envoyé à Trieste et aux fameuses mines
d’Idria, y trouva du minerai pour plusieurs millions, qui, avec les
contributions qu’il levait, permirent à Bonaparte d’envoyer de l’argent
aux armées du Rhin. Elles allaient enfin s’ébranler, ces armées
nécessiteuses, et si longtemps paralysées. Leurs retards portaient
au comble les espérances de Bonaparte et le mettaient dans une
véritable fureur d’ambition. Il écrit le 5 mars une lettre hardie,
terriblement compromettante, où il se dévoile cyniquement.
L’ancien gouvernement de Venise, qui, pour bien moins, exécuta
Carmagnola, eût regardé cette lettre comme indice d’une prochaine
usurpation, et se fût défait à coup sûr d’un homme qui désormais,
sans masque, courait droit à la tyrannie.
Il écrit audacieusement : « Si le prince Charles commande les
deux armées du Rhin et d’Italie, il faut nécessairement qu’il y ait
chez nous unité de commandement [33] . » C’est-à-dire que
Bonaparte, à la tête de toutes nos armées, commande Moreau et le
général Hoche ! A qui ose-t-il écrire cette lettre ? A quelqu’un qui, à
coup sûr, ne la montra pas au Directoire, au bon Carnot qui, ayant
répondu tant de fois du désintéressement patriotique de Bonaparte,
dut rougir de se voir démentir par une telle lettre et sans doute la mit
dans sa poche.
[33] Correspondance, I, 547.

Cependant ce qu’il craignait allait se faire, et on allait le précéder

en Allemagne. Le gouvernement, par un suprême effort, avait mis
les deux grandes armées du Rhin en état de le passer au 18 avril.
C’était une élite superbe, héroïque, et, pour la discipline, bien
supérieure à l’armée d’Italie. C’était Kléber, Desaix, Championnet,
trois noms aimés du peuple autant que du soldat ; c’étaient aussi les
braves, le grenadier Lefebvre, le hardi cavalier Richepanse, le jeune
et vaillant Ney, qui devait tant grandir.
Bonaparte frémissait de les mettre en partage de la gloire qu’il
poursuivait et touchait presque. Celle de porter à l’Autriche le dernier
coup et d’assurer la paix. Il écrit le 16 avril une lettre enragée ;
oubliant sa dissimulation habituelle, il en vient aux basses injures
avec ces grandes armées et ces grands hommes. Il leur reproche de
ne pas avoir fait ce qu’il craignait le plus, ce qu’il voudrait bien croire
désormais impossible. Voilà cette lettre insultante (16 avril, p. 637) :
« Je me suis précipité en Allemagne pour dégager les armées du
Rhin. J’ai passé les Alpes, par trois pieds de neige, où personne
n’avait passé. Il faut que ces armées n’aient point de sang dans les
veines. Je m’en retournerai en Italie. Elles seront accablées. »
Masséna, parti de Léoben le 18 avril au matin, avait pris la route
de Vienne. Bonaparte espérait terrifier la cour de l’Empereur, et
prévenir le Directoire pour la conclusion de la paix. Peu auparavant il
avait écrit à l’archiduc une lettre philanthropique sur les malheurs de
la guerre, où il disait : « Si j’avais le bonheur de sauver la vie à un
seul homme, j’en serais plus fier que de toute la vaine gloire des
batailles. » Cette lettre, si singulière pour un tel prodigueur
d’hommes, était assez bien combinée pour faire pleurer le public à
Paris.
 A Léoben, il traite seul avec Bellegarde, envoyé de l’Empereur ;
et il écrit au Directoire : « J’ai signé. Que voulez-vous ? Je n’ai plus
que vingt mille hommes. Voilà la Hongrie qui se lève. J’ai appelé
votre envoyé Clarke, qui n’est point venu pendant dix jours. » Et il
ajoute : « Vous m’aviez donné pleins pouvoirs sur les opérations
diplomatiques, et, dans la situation, les préliminaires de paix étaient
une opération militaire. » Que signifie cet audacieux galimatias ?
Probablement, le Directoire, en envoyant son homme, Clarke, qui le
trahit et eut soin de ne pas arriver à temps, avait écrit à Bonaparte
qu’au reste, l’envoi de Clarke ne pouvait lui porter ombrage ; que
c’était à lui qu’on se fiait ; ou telle autre parole obscure dont il profite
effrontément.
Il était sûr qu’en présence de la joie publique, devant Paris enivré
de la paix, on n’oserait pas le démentir. Cependant cette chose
énorme, qu’un général se fût substitué au Directoire et eût stipulé
pour la république, comment serait-elle reçue ? Carnot seul, avec
Letourneur qui était son double, l’accepta. Mais Barras en fut
indigné, ainsi que Rewbell et la Réveillère-Lepeaux.
Bonaparte était inquiet. Il imagina une chose qui dérouta tout le
monde et montre admirablement la profondeur de son astuce. Il
envoya le traité par Masséna !
Quoi ! celui pour qui ses bulletins sont si avares de louanges, il
lui accorde ce triomphe !
Il en avait besoin. Voulant présenter son traité (ainsi qu’il avait fait
pour celui du Piémont) comme l’œuvre commune des généraux, de
l’armée, il plaçait cet acte scabreux sous la protection du chef le plus
illustre de l’armée, le plus renommé à Paris.
En voyant la simplicité héroïque de Masséna, « l’enfant de la
victoire, » on n’oserait pas soupçonner sous la candeur de l’enfant
l’astucieuse ambition de Bonaparte.
 CHAPITRE V
BONAPARTE DUPÉ PAR L’AUTRICHE QUI LUI FAIT PERDRE

SIX MOIS (AVRIL-OCTOBRE 97).

Bonaparte était si impatient qu’au lieu d’écrire d’abord au

Directoire, à Paris, qu’il venait de signer la paix, contre toute
convenance, il l’écrivit d’abord à Hoche qui entrait à Francfort, afin
de l’arrêter et de lui fermer la campagne. Pour excuser un peu cette
précipitation inconcevable, il prétend dans sa lettre aux Directeurs
qu’on l’avait averti seulement du mouvement de Hoche, et non de
celui de Moreau : « J’ai cru la campagne perdue, que nous serions
battus les uns après les autres, et j’ai conclu la paix [34] . »
[34] Correspondance, 31 avril, t. II, p. 12.

Étrange assertion, injurieuse pour Hoche, comme si ce grand

nom faisait présager des défaites !
Injurieuse pour la partie militaire du Directoire, qui, impatiente de
tout brusquer et de tout remettre à Bonaparte, lui aurait caché
qu’avec l’armée de Hoche, partait celle de Moreau.
Tout cela paraissait louche. Et mille bruits circulaient, on le voit
par ses lettres même : « On avait dit d’abord qu’il était battu au
Tyrol [35] . » Et, en effet, son lieutenant Joubert y avait été assiégé,
sans pouvoir donner de ses nouvelles. Au 18 mai, il écrit encore à
Bernadotte : « Il n’est pas question que je quitte l’armée ; c’est un
conte sans fondement, etc. » C’est qu’en effet le Directoire
s’apercevait de sa conduite double. Il se mettait tellement à l’aise
avec le gouvernement, qu’il ne lui donna pas même avis de sa
convention (19 mai 97) avec le Piémont, et pour calmer Barras, la
Réveillère-Lepeaux, Rewbell, il dit : « Ce roi est peu de chose, et ce
royaume ne pourra continuer. »
[35] Correspondance, 30 avril.

Mais avec tout cela, comment destituer Bonaparte, après une

telle campagne, malgré Carnot et Letourneur, qui, avec tout le
public, étaient charmés de la paix, faite n’importe comment ? La
majorité du Directoire s’y fût perdue certainement, et cela au
moment dangereux du grand mouvement électoral.
Les frères de Bonaparte, fort actifs, et tous leurs journalistes,
s’extasiaient, ossianisaient sur cette merveille inouïe des Alpes
franchies en plein hiver, malgré la grande insurrection, les carabines
tyroliennes. « Hélas ! on le tuera, disait-on, et c’est pour cela qu’on
l’a envoyé dans cette expédition terrible. » Joséphine en pleurait, et
le public se prenait fort à cette donnée romanesque, rebattue, d’un
héros exposé par les traîtres aux plus grands dangers. Plus tard, ce
fut l’Égypte, où l’on crut que le Directoire voulait le faire périr. Moi-
même, j’ai entendu ce conte, qu’on répétait toujours dans ma
première enfance.
En mars, on passe très bien les Alpes. Et, sauf les hauts
plateaux de l’Engadine, les Alpes orientales ont de la neige alors
plutôt que de la glace.
Bonaparte qui se plaignait toujours d’être abandonné, avait reçu
un renfort admirable de quinze mille hommes choisis dans les
armées du Rhin. Venise armait, il est vrai, ses paysans, ses
Esclavons. Ces Barbares, en tuant cent Français dans Vérone,
effrayèrent au contraire les Italiens et les firent incliner vers le parti
français. Bonaparte tenait une conduite double : d’une part,
recommandant à son lieutenant Kilmaine de ne donner ni conseils ni
secours aux patriotes italiens ; et, d’autre part, leur envoyant un de
ses officiers pour les pousser à la révolte, l’intelligent et rusé
Landrieux, que lui-même désavoua bientôt. Au reste, il ne savait, ni
lui, ni la partie pacifique du Directoire, ce qu’on ferait. Au 1er février, il
proposait encore, pour garder Mantoue, de rendre plutôt Milan aux
Autrichiens ! Milan ! la cité la plus républicaine peut-être de toute
l’Italie !
Plus tard, à Léoben, lorsque l’Autriche, si affaiblie, ayant perdu
en un an cinq armées, recevait du prince Charles le conseil de
traiter, quand Masséna laissé à lui-même [36] , voyait presque Vienne
déjà, ne demandait qu’à avancer, à ce moment, Bonaparte signe, et,
par une précipitation singulière, rend à l’Autriche les cinq provinces
qu’il lui a déjà prises.
[36] Non sans cavalerie, comme disait Bonaparte,
mais avec Dumas, les célèbres cavaliers du Rhin.

Que lui donne l’Autriche, en échange ? Rien. Elle traînera,

ajournera les ratifications.
Comment ! lui qui faisait si grand mépris des Italiens et surtout de
Venise, il est si impressionné de leur insurrection qu’il se décide à
céder tout, à rendre cinq provinces des Alpes ! S’il s’agissait d’un
homme moins hasardeux, on dirait que la tête lui a tourné, qu’en
voyant l’agitation de ces grandes foules derrière lui, il s’est cru
enfermé, perdu dans les montagnes, et qu’il a lâché tout
brusquement et sans garantie.
Qu’il ait été si crédule, si facile à tromper, cela semble étonnant,
impossible. Je crois bien que son impatience et le désir d’arrêter
Hoche qui allait entrer vainqueur en pleine Allemagne put l’aveugler ;
mais je crois aussi que la grande élection royaliste qui se faisait
alors, et qui semblait donner la France à ce parti, dut faire
impression sur lui. Ce qui est sûr, c’est que les modérés durent lui
écrire le mot qu’on attribuait au pacifique Carnot : « Voulez-vous
donc opprimer l’Empereur ? » Joséphine, directement liée avec les
royalistes, alors triomphants par l’élection, dut aussi lui écrire que,
« s’il s’obstinait à prendre Vienne, il se fermerait Paris même et se
brouillerait pour jamais avec tous les honnêtes gens. »
A ce moment douteux chacun regardait l’avenir.
Moreau, entrant en Allemagne, prit un fourgon autrichien qui
contenait les lettres et les avis que le traître Pichegru donnait à
l’ennemi. Il les fit déchiffrer. Mais quelqu’un (sa femme sans doute,
une Bretonne royaliste) lui dit qu’il serait peu chevaleresque, peu
gentilhomme, de livrer Pichegru, son ancien général. Et alors ces
papiers furent déchiffrés si lentement qu’ils ne servirent à rien.
Bonaparte avait presque les mêmes ménagements. Ainsi, il
arrête (au 1er juin) Entraigues, un agent confidentiel des émigrés,
que, d’après les lois d’alors, il pouvait fusiller. Il ne l’envoie point à
Paris ; il le garde. Il le traite fort bien, tellement que cet agent, dont le
parti triomphait alors au Corps législatif, fait l’insolent. Bonaparte ne
le pressait guère pour en tirer quelque chose, et lui demanda
d’abord le moins important, certain mémoire qu’il a fait sur la
Prusse [37] . Ce n’est qu’au mois de juillet que, mécontent des
royalistes, il presse un peu plus Entraigues, l’accuse, livre une lettre
qu’il a écrite à un des chefs royalistes de Paris, Barbé-Marbois.
Enfin, ce n’est qu’en octobre qu’il remet au Directoire vainqueur tous
les papiers d’Entraigues, c’est-à-dire après la révolution de Fructidor,
où le Directoire eût pu si utilement employer ces papiers. Lenteur
extraordinaire, si étrangement calculée, qu’elle ressemble à la
trahison.
[37] Correspondance, t. III, p. 235.

Il se croyait très fort, s’imaginant tromper les deux partis. Mais

très visiblement il inclinait à droite et pour le parti du passé [38] .
[38] Causant avec madame de Rémusat sur sa
campagne d’Italie, il dit : A l’aide de mes ordres du jour, je
soutenais le système révolutionnaire ; d’autre part, je
ménageais en secret les émigrés, je leur permettais de
concevoir quelque espérance… Je devins important et
redoutable, et le Directoire, que j’inquiétais, ne pouvait
cependant motiver aucun acte d’accusation. (Mém., t. I,
p. 272).

Il fut bien étonné, lorsqu’en gardant tant de ménagements pour

tout le parti rétrograde, en tenant à Milan près de lui le dangereux
Entraigues qui avait leur secret, il voit ce parti même l’attaquer aux
Cinq Cents, au sujet de Venise, par le député Dumolard. Il s’étonne,
s’indigne, s’aperçoit que les rétrogrades (royalistes, Autrichiens) se
sont joués de lui, ne lui savent aucun gré de sa modération pour le
pape et l’Empereur. Et sa fureur l’emporte jusqu’à cet aveu ridicule. Il
dit précisément ce que nous disons : « Qu’à Léoben, il a sauvé
Vienne et l’existence de la maison d’Autriche [39] . »
[39] Correspondance, t. III, p. 205.

M. Lanfrey a fort bien résumé ces incroyables variations, de mars

en octobre 97, tous ces marchandages d’États, de peuples. Venise,
offerte par Carnot, et, d’autre part, Milan dans une autre
combinaison, arrivent tour à tour. Mais c’est dans la Correspondance
de Bonaparte, c’est de lui-même qu’il faut apprendre les détails de
sa perfidie. Non seulement il laisse nos envoyés français s’engager,
promettre en son nom, mais, lui-même, il écrit aux Vénitiens comme
à un peuple ami et allié, protégé de la France, pour leur soutirer
leurs vaisseaux par lesquels il saisit dans l’Adriatique les îles
vénitiennes. De proche en proche, il se rend maître des ressources
de tout genre qu’offrait leur port, même du bois de construction.
Pendant ce temps, dans ses lettres à Paris, il écrit mille injures
contre les Italiens, et, pour faire plus d’impression, il met par deux
fois dans ses lettres des petits stylets vénitiens, qui, dit-il, ont servi
aux assassinats de Vérone.
Pour retrouver un spectacle semblable dans l’histoire, il faut
remonter jusqu’aux légations de Machiavel, aux perfidies de César
Borgia.
 LIVRE III
FRANCE, 1796-1797, JUSQU’EN
FRUCTIDOR

CHAPITRE PREMIER
DE LA SECONDE RÉACTION QUI MÈNE EN FRUCTIDOR.

C’est au traité de Léoben que les dissentiments du Directoire,

jusque-là assez bien cachés, apparaissent enfin et commencent la
période de lutte qui ne finit qu’en Fructidor.
A Léoben, nous voyons la minorité du Directoire, Carnot et
Letourneur, se ranger du côté de Bonaparte et de la paix avec
l’Autriche ; d’autre part, la majorité, Barras, Rewbell, la Réveillère,
lutter, puis céder à regret, ayant contre eux les amis de la paix, c’est-
à-dire tout le monde. Le parti royaliste ayant déjà ce traité, prit son
élan vainqueur pour les élections qui suivirent.
Pendant quatre-vingts ans, les royalistes ont constamment plaidé
contre la république. Constamment les bonapartistes, même les
indifférents et gens d’affaires, ont jugé que les traités de Chérasco,
de Léoben, étaient deux très bonnes affaires, c’est-à-dire ont adopté
l’avis de Bonaparte et de Carnot contre la majorité du Directoire.
 Celle-ci, si violemment attaquée, ne s’est point défendue.
Rewbell n’a rien écrit, que je sache.
Barras n’avait écrit que des pièces détachées, qu’il avait confiées
à son ami Rousselin de Saint-Albin, et dont celui-ci a fait les
Mémoires de Barras. Ces Mémoires, qui peut-être seraient sa
justification pour bien des faits, existent encore, et attendent leur
publication.
Enfin, grâce à Dieu, au bout de près d’un siècle, nous pouvons
lire les Mémoires, excellents et visiblement véridiques, de la
Réveillère-Lepeaux, le meilleur et le plus ferme républicain de ces
temps-là.
Il a écrit ces Mémoires fort tard, vers la fin de sa vie, avec une
fermeté de justice admirable. Il ne conteste en rien les grandes
qualités de Carnot. Il dit qu’aux premiers temps, Carnot plaça de très
fermes républicains. Il ne lui fait d’autre reproche que l’entraînement
aveugle pour le parti qui faillit l’emporter en 97 et qui semblait alors
avoir pour lui la majorité de la France.
Pour moi, toujours nourri dans une haute et affectueuse estime
de ces deux illustres familles, Carnot, la Réveillère-Lepeaux ; de
plus, ayant longuement étudié pour ma Révolution les Mémoires
successifs que les Carnot ont publiés, je ne me doutais guère de ce
qu’était au fond ce grand procès. Des lueurs indirectes, mais très-
vives, m’en vinrent dès la publication officielle de la Correspondance
de Bonaparte. Dans ses lettres, on voit très bien ce que Carnot ne
cache pas [40] , que Bonaparte eut pour auteur de sa fortune et
protecteur bien moins Barras que Carnot. C’est-à-dire que dans ces
traités célèbres où Bonaparte fit grâce au Piémont, à l’Autriche (96-
97), il eut pour appui au Directoire Carnot, vrai dictateur aux affaires
militaires et par suite dans celles de la diplomatie. En cela, et en
tout, (soit générosité, soit entraînement d’amitié et de société)
Carnot protégea le parti du passé, ceux qu’il croyait les faibles, et
que lui-même, au Comité de salut public, il regrettait d’avoir
persécutés.
[40] Réponse à Bailleul.
 Par exemple, nos lois contre les émigrés étaient toujours
sévères. Et quoique toute la France fût déjà pleine d’émigrés
rentrés, quelques-uns furent encore l’objet de la rigueur des lois.
Beaucoup d’entre eux, jadis réfugiés à Coblentz, l’avaient quitté, et
occupaient Turin, le Piémont, ce royaume qui, par mariage, se
trouvait uni aux Bourbons. Les tantes de Louis XVI y étaient encore.
Quand Bonaparte vainqueur approcha de Turin, grande panique.
L’héritier du royaume alla supplier Bonaparte. Et nul doute aussi qu’à
Paris, la société la plus distinguée ne suppliât Carnot de ne pas
enlever cruellement aux émigrés leur dernier asile. Sans doute sa
famille ne fut pas la dernière à désirer et à demander cela. Les
lettres de Bonaparte où il se recommande à madame Carnot
montrent assez qu’elle comptait beaucoup près de son mari dont
l’âme tendre, passionnée, était toujours douloureusement affectée
du déplorable souvenir de tant de signatures données de confiance
à Robespierre et au terrible Comité. Indépendamment de ceci, son
frère, Carnot-Feulin, son collègue Letourneur, tous deux officiers du
génie, devaient lui rappeler ce noble corps, dont une partie était
restée en France et l’autre partie avait émigré (exemple,
Phélippeaux, plus tard célèbre à Saint-Jean-d’Acre). Madame
Carnot, certainement, par bon cœur et sensibilité, devait le faire
ressouvenir que des nobles, comme le duc d’Aumont, seigneur de
son village, avaient toujours protégé sa famille, et lui-même aux
écoles, qu’enfin ils avaient été les premiers promoteurs de son
avancement et de sa fortune.
Pourquoi enlever avec Turin le dernier asile aux émigrés ? Le
traité d’ailleurs était excellent, il livrait tant de places et permettait de
lever l’argent dont on avait besoin. En bonne guerre aussi, il y avait
grand avantage à se débarrasser d’un de ses ennemis, le Piémont,
avant d’attaquer le grand ennemi, l’Autriche. Ainsi le traité fut
approuvé de la société et du grand public à Paris, du parti
rétrograde, des femmes pieuses, des femmes sensibles.
Ainsi d’avril 96, du traité avec le Piémont partit une seconde
réaction dont on ne parle guère. La réaction thermidorienne avait fini
à proprement parler en Vendémiaire, une autre succéda.
 On gardait avec l’horreur, le souvenir des jacqueries de Prairial,
et fort peu celui de l’insurrection de Messieurs (royalistes et
boursiers) de Vendémiaire. Cette prise d’armes de jeunes bourgeois
et de gens bien vêtus n’avait pas produit grand effroi. Et les vaincus
excitèrent plutôt l’intérêt. L’affaire de Quiberon, et nos officiers de
marine, amenés là par les Anglais, fusillés par les nôtres, avaient
laissé trop de regrets. Les insurgés de Vendémiaire en profitèrent.
On dit : « Assez de morts ! » On rechercha très peu. Les contumaces
se promenaient partout dans les rues, aux théâtres, aux églises.
On les vit tous, comme aux marches de Saint-Roch, sous
l’aimable figure de Lacretelle et autres jeunes gens de la bourse et
du journalisme, légers et un peu vains, au total assez doux. Et cette
opinion indulgente s’étendit, s’affermit au point qu’on ne crut jamais
les récits véridiques de Fréron qui, depuis Vendémiaire, envoyé par
la Convention en Provence, avait recueilli tant de preuves des
massacres et assassinats faits par les royalistes du Midi. Leur
vainqueur à Paris, Bonaparte, ne leur fit non plus aucun mal. Il
intervint même pour Menou qui les avait tant ménagés.
 CHAPITRE II
L’AN MYSTIQUE DE LA RÉACTION. — SAINT-MARTIN. — LE

SALUT PAR LES FEMMES.

Ainsi le parti royaliste, vaincu en Vendée et ailleurs, réussit,

s’étendit, surtout par les larmes et l’attendrissement.
C’était le secret de ce parti pleureur. Même en ses plus grandes
violences, il voulait être plaint et prétendait exciter la pitié.
En 93, il pleurait sur Louis XVI et Marie-Antoinette. De Londres, il
inondait l’Europe de gravures pathétiques qui retraçaient
l’événement. Puis ce fut Quiberon et tous ses émigrés. Après ce fut
Charette, dont on vendait partout le portrait, les reliques.
Une chose à remarquer dans ce grand déluge de pleurs qu’on
versait sur l’ancien régime, c’est que ces larmes étaient fort
indistinctes. On ne se souvenait plus que ce monde, qu’on pleurait
d’ensemble, tant qu’il avait vécu, était étrangement divisé, composé
d’éléments hostiles entre eux. On ne se souvenait plus des haines
de la noblesse de cour, ni de celle-ci pour les parlementaires. Ces
mêmes officiers de marine, aujourd’hui regrettés, c’étaient eux qui
par leur arrogance de favoris (à Versailles et près de la Reine),
avaient plus que personne provoqué la Révolution.
Chose curieuse ! le présent révolutionnaire apparaissait
hétérogène, comme un monde de ruines. Et l’ancien régime, déjà un
peu reculé dans le passé, ne montrait plus au souvenir ses
contrastes, ses incohérences ; tout cela avait pâli en six ans, et l’on
n’y voyait qu’un monde d’harmonies. Tel est l’effet du temps : il se
plaît à parer ce qui n’existe plus.