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 contents

office Share a File

Program Options
O1-31
O1-32
INTRO CHAPTER: WINDOWS 10, Intro. 6—Using the Ribbon, Tabs, and Quick Access
OFFICE 2016, AND FILE MANAGEMENT O1-1 Toolbar O1-33
The Ribbon, Tabs, and Groups O1-33
Chapter Overview O1-1 Ribbon Display Options O1-33
Student Learning Outcomes (SlOs) O1-1 Buttons, Drop-Down Lists, and Galleries O1-33
Dialog Boxes, Task Panes, and Launchers O1-34
Case Study O1-1 ScreenTips O1-35
Intro. 1—Using Windows 10 O1-2 Radio Buttons, Check Boxes, and Text Boxes O1-35
Windows 10 O1-2 Quick Access Toolbar O1-35
Microsoft Account O1-2 Customize the Quick Access Toolbar O1-36
Windows Desktop and Taskbar O1-3 Intro. 7—Using Context Menus, the Mini Toolbars,
Start Menu O1-3 and Keyboard Shortcuts O1-37
Add Apps O1-4 Context Menu O1-37
Customize the Start Menu O1-4 Mini Toolbar O1-37
Customize the Taskbar O1-5 Keyboard Shortcuts O1-37
File Explorer O1-6 Function Keys on a Laptop O1-38
OneDrive O1-7
Cortana O1-8 Pause & Practice: Intro-2 O1-38
Task View O1-9 Intro. 8—Organizing and Customizing Folders
Settings O1-9 and Files O1-42
Action Center O1-10 Create a Folder O1-42
Intro. 2—Using Office 2016 O1-10 Move and Copy Files and Folders O1-42
Office 2016 and Office 365 O1-10 Rename Files and Folders O1-43
Office Desktop Apps, Office Universal Apps, Delete Files and Folders O1-43
and Office Online O1-11 Create a Zipped (Compressed) Folder O1-44
Open an Office Desktop Application O1-12 Extract a Zipped (Compressed) Folder O1-45
Office Start Page O1-13 Pause & Practice: Intro-3 O1-46
Backstage View O1-14 Chapter Summary O1-48
Office Help—Tell Me O1-14
Check for Understanding O1-50
Mouse and Pointers O1-15
Touch Mode and Touch Screen Gestures O1-15 Using Microsoft Windows 10 and Office 2016 O1-51
Guided Project Intro-1 O1-51
Intro. 3—Creating, Saving, Closing, and
Guided Project Intro-2 O1-54
Opening Files O1-17
Independent Project Intro-3 O1-56
Create a New File O1-17
Independent Project Intro-4 O1-57
Save a File O1-18
Challenge Project Intro-5 O1-59
Create a New Folder When Saving a File O1-19
Challenge Project Intro-6 O1-59
Save As a Different File Name O1-20
Office 2016 File Types O1-20
Close a File O1-20 word
Open an Existing File O1-21
Pause & Practice: Intro-1 O1-22 CHAPTER 1: CREATING AND EDITING
Intro. 4—Working with Files O1-25
DOCUMENTS W1-2
File Views O1-25 Chapter Overview W1-2
Change Display Size O1-26
Manage Multiple Open Files and Windows O1-26 Student Learning Outcomes (SLOs) W1-2
Snap Assist O1-27 Case Study W1-2
Intro. 5—Printing, Sharing, and Customizing Files O1-28 1.1—Creating, Saving, and Opening Documents W1-3
Print a File O1-29 Create a New Document W1-3
Export as a PDF File O1-29 Save a Document W1-4
Document Properties O1-30 Save As a Different File Name W1-5

Contents vii
 Open a Document W1-6 Chapter Summary W1-42
Pin a Frequently Used Document W1-6 Check for Understanding W1-43
Share and Export Options W1-7
Using Microsoft Word 2016 W1-44
1.2—Entering and Selecting Text W1-7 Guided Project 1-1 W1-44
Type Text and Use Word Wrap W1-7 Guided Project 1-2 W1-48
Show/Hide Formatting Symbols W1-7 Guided Project 1-3 W1-51
Select Text W1-8 Independent Project 1-4 W1-55
AutoComplete W1-9 Independent Project 1-5 W1-57
AutoCorrect and AutoFormat W1-9 Independent Project 1-6 W1-59
AutoCorrect Smart Tag W1-9 Improve It Project 1-7 W1-61
Add Custom AutoCorrect Entry W1-10 Challenge Project 1-8 W1-63
1.3—Using Paragraph Breaks, Line Breaks, Challenge Project 1-9 W1-63
and Non-Breaking Spaces W1-10 Challenge Project 1-10 W1-64
Paragraph Breaks W1-10
Line Breaks W1-11
Spaces and Non-Breaking Spaces W1-11 CHAPTER 2: FORMATTING
Pause & Practice: Word 1-1 W1-12 AND CUSTOMIZING DOCUMENTS W2-65
1.4—Moving and Copying Text W1-15 Chapter Overview W2-65
Move Text W1-15 Student Learning Outcomes (SLOs) W2-65
Copy Text W1-15
Paste Text and Paste Options W1-16 Case Study W2-65
Clipboard Pane W1-17 2.1—Customizing Margins and Page Layout W2-66
Undo Change W1-17 Page Layout Settings W2-66
Redo and Repeat Change W1-18 Margin Settings W2-66
1.5—Changing Fonts, Font Sizes, and Attributes W1-18 Page Setup Dialog Box W2-67
Font and Font Size W1-18 Page Orientation W2-67
Bold, Italic, and Underline Font Styles W1-19 Paper Size W2-68
Other Font Style Buttons W1-20 Vertical Alignment W2-68
Change Case W1-20 Use the Ruler W2-69
Font Dialog Box W1-21 2.2—Setting, Using, and Editing Tab Stops W2-69
»» Font Color W1-21 Set a Tab Stop W2-70
»» Underline Style and Color W1-22 »» Set a Tab Stop Using the Tabs Dialog Box W2-70
»» Font Effects W1-22 »» Set a Tab Stop Using the Ruler W2-71
»» Character Spacing W1-23 Move a Tab Stop W2-71
Text Effects W1-23 Remove a Tab Stop W2-72
Format Painter W1-24 Add a Tab Leader W2-72
Clear All Formatting W1-25 Change Default Tab Stops W2-73
Change Default Font and Font Size W1-25 2.3—Using Indents W2-74
Pause & Practice: Word 1-2 W1-26 Left and Right Indents W2-74
1.6—Changing Text Alignment, Line Spacing, First Line and Hanging Indents W2-75
and Paragraph Spacing W1-28 Remove Indents W2-76
Default Settings W1-29 Pause & Practice: Word 2-1 W2-77
Paragraph Alignment W1-29 2.4—Inserting Page Numbers, Headers, and Footers W2-79
Line Spacing W1-29 Page Numbering W2-79
Paragraph Spacing W1-30 »» Insert Page Number W2-79
Paragraph Dialog Box W1-31 »» Edit Page Number in the Header or Footer W2-79
Change Default Line and Paragraph Spacing W1-32 »» Different First Page W2-80
1.7—Using Smart Lookup and Proofreading Tools W1-32 »» Page Number Format W2-80
Smart Lookup and the Smart Lookup Pane W1-32 »» Remove Page Number W2-81
Automatic Spelling and Grammar Notifications W1-33 Insert Header and Footer Content W2-81
Spelling and Grammar Panes W1-34 »» Number of Pages Field W2-82
Customize the Dictionary W1-34 »» Date and Time W2-82
The Thesaurus W1-35 »» Document Properties W2-83
Word Count W1-36 Built-In Headers, Footers, and Page Numbers W2-84
1.8—Customizing Document Properties W1-36 Pause & Practice: Word 2-2 W2-84
Document Properties W1-37
2.5—Using Page and Section Breaks W2-86
Advanced Properties W1-37
Page Breaks W2-87
Print Document Properties W1-38
Section Breaks W2-87
Pause & Practice: Word 1-3 W1-38 Edit Page and Section Breaks W2-88

viii Contents
2.6—Using Bulleted, Numbered, and Multilevel Lists W2-88 Pause & Practice: Word 3-1 W3-142
Create a Bulleted List W2-88 3.3—Using Footnotes and Endnotes W3-144
Customize a Bulleted List W2-89 Insert a Footnote W3-144
Create a Numbered List W2-90 Insert an Endnote W3-145
Customize a Numbered List W2-90 View Footnotes and Endnotes W3-145
Multilevel Lists W2-91 Customize Footnotes and Endnotes W3-146
2.7—Using Styles and Themes W2-92 »» Modify Footnote and Endnote Format W3-147
Style Gallery W2-92 »» Modify Footnote and Endnote Styles W3-147
Apply a Built-In Style W2-93 Convert Footnotes and Endnotes W3-147
Modify a Style W2-93 Move Footnotes and Endnotes W3-149
Apply a Theme W2-94 Delete Footnotes and Endnotes W3-149
Pause & Practice: Word 2-3 W2-95 3.4—Creating a Bibliography and
Inserting Citations W3-149
2.8—Using Find and Replace W2-97
Report Styles W3-150
Find W2-97
Bibliography Styles W3-150
Find and Replace W2-98
Add a New Source W3-151
Go To W2-99
Insert a Citation W3-152
2.9—Using Borders, Shading, and Hyperlinks W2-100 Insert a Placeholder W3-153
Apply Built-In Borders W2-100 Manage Sources W3-153
Customize Borders W2-100 Edit Citations and Sources W3-155
Apply Shading W2-101 Insert a Bibliography W3-155
Apply a Page Border W2-102
Pause & Practice: Word 3-2 W3-156
Insert a Horizontal Line W2-103
3.5—Inserting a Table of Contents W3-161
Create a Hyperlink W2-104
Use Heading Styles for a Table of Contents W3-161
Edit or Remove a Hyperlink W2-105
Insert a Built-In Table of Contents W3-162
Pause & Practice: Word 2-4 W2-106 Insert a Custom Table of Contents W3-162
Chapter Summary W2-109 Modify a Table of Contents W3-163
Check for Understanding W2-110 Update a Table of Contents W3-163
Remove a Table of Contents W3-164
Using Microsoft Word 2016 W2-111
Guided Project 2-1 W2-111 3.6—Inserting a Cover Page W3-164
Guided Project 2-2 W2-115 Insert a Built-In Cover Page W3-164
Guided Project 2-3 W2-118 Customize Cover Page Content W3-164
Independent Project 2-4 W2-122 »» Customize Document Property Content W3-165
Independent Project 2-5 W2-125 »» Add or Remove Document Property Fields W3-165
Independent Project 2-6 W2-127 »» Customize Content Control Fields W3-166
Improve It Project 2-7 W2-129 Remove a Cover Page W3-166
Challenge Project 2-8 W2-130 3.7—Using Advanced Headers and Footers W3-167
Challenge Project 2-9 W2-131 Page and Section Breaks W3-167
Challenge Project 2-10 W2-132 Built-In Headers, Footers, and Page Numbers W3-168
Customize Header and Footer Content W3-168
CHAPTER 3: COLLABORATING WITH Different First Page Header and Footer W3-169
OTHERS AND WORKING WITH REPORTS W3-133 Different Odd and Even Pages W3-170
Link to Previous Header or Footer W3-170
Chapter Overview W3-133 Format Page Numbers W3-171
Student Learning Outcomes (SLOs) W3-133 Navigate between Headers and Footers W3-172
Case Study W3-133 Remove a Header or Footer W3-172
3.1—Using Comments W3-134 Pause & Practice: Word 3-3 W3-172
Insert a Comment W3-134 Chapter Summary W3-178
Change User Name W3-135 Check for Understanding W3-179
Review Comments W3-135 Using Microsoft Word 2016 W3-180
Reply to a Comment W3-136 Guided Project 3-1 W3-180
Mark Comment Done W3-136 Guided Project 3-2 W3-185
Edit and Delete Comments W3-136 Guided Project 3-3 W3-190
3.2—Using Track Changes and Sharing W3-137 Independent Project 3-4 W3-195
Track Changes W3-137 Independent Project 3-5 W3-198
Display for Review Views W3-138 Independent Project 3-6 W3-201
Accept and Reject Changes W3-138 Improve It Project 3-7 W3-204
Reviewing Pane W3-140 Challenge Project 3-8 W3-207
Share an Online File W3-140 Challenge Project 3-9 W3-207
Create a Sharing Link W3-141 Challenge Project 3-10 W3-208

Contents ix
CHAPTER 4: USING TABLES, Using Microsoft Word 2016 W4-248
COLUMNS, AND GRAPHICS W4-209 Guided Project 4-1 W4-248
Guided Project 4-2 W4-250
Chapter Overview W4-209 Guided Project 4-3 W4-254
Student Learning Outcomes (SLOs) W4-209 Independent Project 4-4 W4-257
Independent Project 4-5 W4-260
Case Study W4-209 Independent Project 4-6 W4-262
4.1—Creating and Editing Tables W4-210 Improve It Project 4-7 W4-264
Tables W4-210 Challenge Project 4-8 W4-266
Navigate within a Table W4-211 Challenge Project 4-9 W4-267
Table Tools Layout Tab W4-211 Challenge Project 4-10 W4-268
Select Table and Text W4-211
Add Rows and Columns W4-212
Merge and Split Cells
Copy or Move Columns and Rows
W4-213
W4-213
excel
Delete Columns and Rows W4-214 CHAPTER 1: CREATING AND EDITING
Delete a Table W4-214 WORKBOOKS E1-2
4.2—Arranging Text in Tables W4-214
Resize Columns and Rows W4-214 Chapter Overview E1-2
AutoFit a Table W4-215 Student Learning Outcomes (SLOs) E1-2
Distribute Rows and Columns W4-215
Case Study E1-2
Text Alignment W4-216
Cell Margins W4-216 1.1—Creating, Saving, and Opening a Workbook E1-3
Table Properties Dialog Box W4-217 Create a New Workbook E1-3
Sort Data in Tables W4-217 Save and Close a Workbook E1-4
Open a Workbook E1-4
Pause & Practice: Word 4-1 W4-218
Save a Workbook with a Different File Name E1-5
4.3—Formatting and Editing Tables W4-220 Workbook File Formats E1-5
Table Tools Design Tab W4-220 1.2—Entering and Editing Data E1-6
Table Borders W4-221 Enter Labels and Values E1-7
View Gridlines W4-222 Edit Cell Contents E1-8
Table Shading W4-222 Replace or Clear Cell Contents E1-8
Table Styles W4-222 Align and Indent Cell Contents E1-9
Table Style Options W4-223 Select Cells E1-10
Insert a Formula in a Table W4-223 The Fill Handle E1-11
Convert Text to a Table W4-224 AutoComplete E1-12
Pause & Practice: Word 4-2 W4-225 Cut, Copy, and Paste Cell Contents E1-13
4.4—Using Columns W4-227 »» Move or Cut Cell Contents E1-13
Preset Column Settings W4-227 »» The Office Clipboard E1-14
Customize Columns W4-228 »» Copy Cell Contents E1-15
Convert Text to Columns W4-228 »» Paste Options E1-16
Insert a Column Break W4-229 Pause & Practice: Excel 1-1 E1-17
Balance Columns W4-229 1.3—Using the SUM Function E1-19
Pause & Practice: Word 4-3 W4-230 Function Syntax E1-19
4.5—Working with Graphics W4-231 Copy the SUM Function E1-20
Pictures and Online Pictures W4-231 Edit the Function Argument E1-21
Arrange a Graphic in a Document W4-233 1.4—Formatting a Worksheet E1-21
»» Resize a Graphic W4-234 Font Face, Size, Style, and Color E1-22
»» Wrap Text around a Graphic W4-234 The Format Painter E1-23
»» Position a Graphic W4-236 Number Formats E1-23
»» Insert a Caption W4-236 Borders and Fill E1-24
»» Group Graphic Objects W4-237 Cell Styles E1-26
Insert and Customize a Shape W4-238 Workbook Themes E1-26
Insert and Customize SmartArt W4-239 Pause & Practice: Excel 1-2 E1-28
Insert and Customize WordArt W4-240 1.5—Modifying Columns and Rows E1-31
Enhance Graphics with Styles W4-241 Adjust Column Width and Row Height E1-31
Insert Symbols and Special Characters W4-241 AutoFit Columns and Rows E1-32
Pause & Practice: Word 4-4 W4-242 Wrap Text, Merge Cells, and Center
Across Selection E1-33
Chapter Summary W4-246 Insert and Delete Columns and Rows E1-34
Check for Understanding W4-247 Hide and Unhide Columns and Rows E1-36

x Contents
1.6—Modifying Worksheets E1-37 Reference E2-94
Insert and Delete Worksheets E1-37 Build and Copy a Formula with a Mixed Reference E2-95
Rename Worksheets and Change Tab Color E1-38 Create a Formula with a 3D Reference E2-96
Move and Copy Worksheets E1-39 Range Names and Formula AutoComplete E2-96
Pause & Practice: Excel 1-3 E1-40 2.4—Using Formula Auditing Tools E2-99
1.7—Modifying the Appearance of the Workbook E1-42 »» The Formula Auditing Group E2-100
Workbook Views E1-42 »» Trace Precedents and Dependents E2-100
Zoom Options E1-43 »» The Formula Correction Message Window E2-101
Freeze Panes E1-44 »» Circular Reference E2-101
Split a Worksheet into Panes E1-44 Pause & Practice: Excel 2-1 E2-102
Hide or Unhide Worksheets E1-45 2.5—Working with Statistical and Date
Switch Windows Command E1-46 & Time Functions E2-106
View Multiple Worksheets E1-46 AVERAGE Function E2-107
1.8—Finalizing a Workbook E1-47 COUNT Functions E2-108
Check Spelling E1-47 MAX and MIN Functions E2-109
Document Properties E1-48 AutoCalculate E2-110
The Properties Dialog Box E1-49 TODAY and NOW Functions E2-111
The Page Setup Dialog Box E1-49 Pause & Practice: Excel 2-2 E2-112
Margins, Page Orientation, and Paper Size E1-50
Headers and Footers E1-51 2.6—Working with Financial, Logical,
Page Breaks E1-54 and Lookup Functions E2-114
»» Preview and Move a Page Break E1-54 The Function Arguments Dialog Box E2-114
»» Remove a Manual Page Break E1-55 PMT Function E2-115
Customize Print Settings E1-55 IF Function E2-116
»» Scale to Fit E1-56 Lookup Functions E2-119
»» Print Area E1-57 2.7—Using Math & Trig Functions E2-122
»» Print a Worksheet or Workbook E1-58 ROUND Function E2-122
Pause & Practice: Excel 1-4 E1-59 SUMIF Function E2-123
SUMPRODUCT Function E2-125
Chapter Summary E1-62
Pause & Practice: Excel 2-3 E2-126
Check for Understanding E1-64
Chapter Summary E2-131
Using Microsoft Excel 2016 E1-65
Guided Project 1-1 E1-65 Check for Understanding E2-132
Guided Project 1-2 E1-69 Using Microsoft Excel 2016 E2-133
Guided Project 1-3 E1-73 Guided Project 2-1 E2-133
Independent Project 1-4 E1-78 Guided Project 2-2 E2-140
Independent Project 1-5 E1-80 Guided Project 2-3 E2-145
Independent Project 1-6 E1-82 Independent Project 2-4 E2-150
Improve It Project 1-7 E1-84 Independent Project 2-5 E2-152
Challenge Project 1-8 E1-86 Independent Project 2-6 E2-155
Challenge Project 1-9 E1-86 Improve It Project 2-7 E2-157
Challenge Project 1-10 E1-87 Challenge Project 2-8 E2-160
Challenge Project 2-9 E2-160
Challenge Project 2-10 E2-161
CHAPTER 2: WORKING WITH
FORMULAS AND FUNCTIONS E2-88
CHAPTER 3: CREATING AND
Chapter Overview E2-88 EDITING CHARTS E3-162
Student Learning Outcomes (SLOs) E2-88
Chapter Overview E3-162
Case Study E2-88
Student Learning Outcomes (SLOs) E3-162
2.1—Building and Editing a Formula E2-89
Type a Formula E2-89 Case Study E3-162
Point and Click to Build a Formula E2-90 3.1—Creating a Chart Object and a Chart Sheet E3-163
Edit a Formula E2-90 Create a Chart Object E3-163
2.2—Setting Mathematical Order of Operations E2-91 Excel Chart Types E3-164
Multiple Operators in a Formula E2-92 Size and Position a Chart Object E3-165
Create a Chart Sheet E3-166
2.3—Using Absolute, Mixed, Relative,
and 3D References E2-93 3.2—Using Quick Layouts and Chart Styles E3-167
Copy a Formula with a Relative Reference E2-94 Apply a Quick Layout E3-167
Build and Copy a Formula with an Absolute Apply a Chart Style E3-168

Contents xi
 Change Chart Colors E3-169 4.1—Creating and Formatting an Excel Table E4-222
Print a Chart E3-169 Create an Excel Table E4-222
Pause & Practice: Excel 3-1 E3-170 Table Styles and Options E4-223
The Table Tools and Properties Groups E4-224
3.3—Editing Chart Elements and Data E3-172 Structured References and Table Formulas E4-227
Add and Remove Chart Elements E3-173
»» Chart and Axes Titles E3-173 4.2—Applying Conditional Formatting E4-228
»» Data Labels E3-175 Highlight Cells Rules E4-228
»» Data Table E3-175 Top/Bottom Rules E4-229
»» Trendlines E3-176 Use a Formula for a Rule E4-229
Switch Row and Column Data E3-177 Data Bars, Color Scales, and Icon Sets E4-230
Change the Chart Type E3-177 Manage Conditional Formatting Rules E4-231
Filter Source Data E3-178 Pause & Practice: Excel 4-1 E4-232
Edit Source Data E3-178 4.3—Sorting Data E4-234
3.4—Formatting Chart Elements E3-179 Sort Options E4-235
Apply a Shape Style E3-179 »» Sort Data by One Column E4-235
Apply Shape Fill, Outline, and Effects E3-180 »» Sort Data by Multiple Columns E4-236
The Format Task Pane E3-182 »» Sort Data by Cell Attribute E4-237
3.5—Using Pictures, Shapes, and Sort Data in an Excel Table E4-238
WordArt in a Chart E3-183 4.4—Filtering Data E4-238
Use a Picture as Shape Fill E3-183 AutoFilters E4-238
Insert Shapes E3-184 Custom AutoFilter E4-239
Use WordArt in a Chart E3-185 Advanced Filter E4-240
Pause & Practice: Excel 3-2 E3-186 4.5—Using Subtotals, Groups, and Outlines E4-242
3.6—Building Pie and Combination Charts E3-188 The Subtotal Command E4-242
Create a 3-D Pie Chart E3-188 Outline Buttons E4-244
Pie Chart Elements and Options E3-189 Create an Auto Outline E4-244
Create a Combination Chart E3-190 Define Groups E4-245
Combination Chart Elements and Options E3-191 Pause & Practice: Excel 4-2 E4-246
3.7—Creating Sunburst and 4.6—Importing Data E4-248
Waterfall Charts E3-191 Text Files E4-248
Create a Sunburst Chart E3-192 Word Documents E4-249
Create a Waterfall Chart E3-193 Access Database Files E4-250
3.8—Inserting and Formatting Sparklines E3-194 Web Site Data E4-251
Insert Sparklines E3-195 Workbook Connections E4-252
Sparkline Design Tools E3-195 Flash Fill E4-253
Clear Sparklines E3-196 4.7—Exporting Data E4-254
Export Data as a Text File E4-254
Pause & Practice: Excel 3-3 E3-196
Export Data via the Clipboard E4-255
Chapter Summary E3-200 SharePoint Lists E4-256
Check for Understanding E3-201 Pause & Practice: Excel 4-3 E4-256
Using Microsoft Excel 2016 E3-202 4.8—Building and Formatting PivotTables E4-258
Guided Project 3-1 E3-202 Create a PivotTable E4-259
Guided Project 3-2 E3-206 The PivotTable Fields Pane E4-259
Guided Project 3-3 E3-209 Field Settings E4-260
Independent Project 3-4 E3-213 Format a PivotTable E4-262
Independent Project 3-5 E3-214 Refresh a PivotTable E4-263
Independent Project 3-6 E3-215 Create a PivotChart E4-263
Improve It Project 3-7 E3-217 Pause & Practice: Excel 4-4 E4-264
Challenge Project 3-8 E3-219
Challenge Project 3-9 E3-219 Chapter Summary E4-267
Challenge Project 3-10 E3-220 Check for Understanding E4-268
Using Microsoft Excel 2016 E4-269
Guided Project 4-1 E4-269
CHAPTER 4: FORMATTING, Guided Project 4-2 E4-273
ORGANIZING, AND GETTING DATA E4-221 Guided Project 4-3 E4-278
Chapter Overview E4-221 Independent Project 4-4 E4-282
Independent Project 4-5 E4-285
Student Learning Outcomes (SLOs) E4-221 Independent Project 4-6 E4-287
Case Study E4-221 Improve It Project 4-7 E4-289

xii Contents
 Challenge Project 4-8 E4-291 1.6—Using Search, Sort, and Filter Tools
Challenge Project 4-9 E4-291 to Find Records in a Table A1-41
Challenge Project 4-10 E4-292 Search Data in a Table A1-41
Sort Data in a Table with Datasheet View A1-43
Word and Excel Capstone Projects »» Sort Data on a Single Field A1-43
See Resources in SIMnet  »» Sort Data on Multiple Fields A1-44
»» Remove Sorting Criteria A1-45
Filter Data in a Table with Datasheet View A1-45
access »» Create a Filter by Selection A1-45
»» Create a Text Filter, Number Filter or Date Filter A1-46
CHAPTER 1: CREATING A DATABASE »» Create Compound Filter Criteria A1-46
AND TABLES A1-2 »» Remove Filter Criteria A1-48

Chapter Overview A1-2 Pause & Practice: Access 1-4 A1-48

Student Learning Outcomes (SLOs) A1-2 Chapter Summary A1-51
Case Study A1-2 Check for Understanding A1-52
1.1—Understanding Database Concepts A1-3 Using Microsoft Access 2016 A1-53
Organize Data A1-3 Guided Project 1-1 A1-53
The Access Interface A1-4 Guided Project 1-2 A1-57
»» Examine Access Objects A1-4 Guided Project 1-3 A1-62
»» Use the Navigation Pane A1-5 Independent Project 1-4 A1-67
»» Use Datasheet and Design View of a Table A1-6 Independent Project 1-5 A1-69
Independent Project 1-6 A1-71
Pause & Practice: Access 1-1 A1-7
Improve It Project 1-7 A1-74
1.2—Creating and Managing a Database A1-11 Challenge Project 1-8 A1-76
Templates A1-11 Challenge Project 1-9 A1-77
Database Properties A1-12 Challenge Project 1-10 A1-77
Create a Blank Desktop Database A1-13
Access Naming Rules A1-13
Data Types A1-14 CHAPTER 2: USING DESIGN VIEW, DATA
Create and Save Database Objects A1-15 VALIDATION, AND RELATIONSHIPS A2-78
Close and Open a Database A1-16
Back Up a Database A1-17 Chapter Overview A2-78
1.3—Creating and Using a Table Student Learning Outcomes (SLOs) A2-78
in Datasheet View A1-18 Case Study A2-78
Create a New Table in Datasheet View A1-18
2.1—Creating a Table in Design View A2-79
Edit the Default Primary Key A1-19
Create a New Table in Design View A2-79
Add New Fields A1-19
Add New Fields A2-80
»» Add New Fields by Entering Data A1-20
Property Update Options Smart Tag A2-81
»» Add New Fields by Entering Field Names A1-20
Define a Primary Key A2-81
Delete Fields A1-22
Delete Fields in a Table A2-82
Edit Properties in Datasheet View A1-22
Save, Close, and Open a Table A2-82
Save a Table A1-23
Switch between Datasheet and Design Views A2-83
Close a Table A1-24
Open a Table A1-24 2.2—Setting Field Properties A2-83
Add, Edit, and Delete Records A1-24 Set the Field Size A2-84
Pause & Practice: Access 1-2 A1-26 The Format Property A2-85
»» Number and Currency Field Formats A2-85
1.4—Importing Data Records from Excel A1-29
»» Date/Time Field Formats A2-85
1.5—Exploring Datasheet View A1-31 »» Yes/No Field Formats A2-85
Navigation Buttons A1-31 »» Short Text and Long Text Field Formats A2-85
Refine the Datasheet Layout A1-32 The Caption Property A2-86
»» Modify the Field Order A1-32 Set the Default Value A2-86
»» Select a Display Font Face and Font Size A1-33 The Required Property A2-86
»» Modify the Row Height A1-33
»» Modify the Field Width A1-34 Pause & Practice: Access 2-1 A2-87
»» Modify the Field Alignment A1-36 2.3—Understanding Data Integrity and Data
»» Display Gridlines A1-36 Validation A2-90
»» Display Alternate Row Colors A1-36 2.4—Integrating Data Validation in Tables A2-91
»» Use the Datasheet Formatting Dialog Box A1-36 Field Validation Rules A2-91
»» Save Changes A1-37 Record Validation Rules A2-93
Pause & Practice: Access 1-3 A1-37 Test Validation Rules A2-95

Contents xiii
 Create Validation Text A2-96 Open a Saved Query A3-157
Create a Lookup Field A2-97 Create a Query Based
Define an Input Mask A2-101 on Multiple Tables A3-158
2.5—Changing Field Properties after Records Edit Fields in Query Design A3-158
are Added into a Table A2-104 3.3—Adding a Criterion to a Query A3-159
Pause & Practice: Access 2-2 A2-106 Single Criterion A3-160
Comparison Operators A3-161
2.6—Understanding and Designing Relational
Use Wildcards in Criteria A3-161
Databases A2-110
»» The ? Wildcard Character A3-162
Relational Principles A2-110
»» The * Wildcard Character A3-162
The Steps to Design a Relational Database A2-111
»» The # Wildcard Character A3-163
Three Types of Relationships A2-112
»» One-to-One Relationship A2-113 Pause & Practice: Access 3-1 A3-163
»» One-to-Many Relationship A2-113 3.4—Controlling the Display of Query Results A3-165
»» Many-to-Many Relationship A2-113 Unique Values Property A3-165
»» Understand a Foreign Key A2-114 Show Option for Query Fields A3-166
Create Relationships between Tables A2-115 Apply Sorting A3-167
»» Define a Relationship Using the 3.5—Defining Multiple Criteria in a Query A3-168
Relationships Window A2-115 The AND Operator A3-168
»» Enforce Referential Integrity A2-117 The OR Operator A3-169
»» Cascade Updates A2-118 Combine the AND and OR Operators A3-170
»» Cascade Deletes A2-118
Pause & Practice: Access 3-2 A3-172
»» Save a Relationship A2-118
Delete a Relationship between Tables A2-118 3.6—Creating and Using a Simple Parameter Query A3-174
Edit a Relationship between Tables A2-119 Create a Parameter A3-174
The Parameter Data Type A3-176
2.7—Printing the Contents of a Table A2-120
Use Wildcards in a Parameter Query A3-177
Preview the Data Records A2-120
Print the Data Records without Previewing A2-121 3.7—Adding Calculated Fields to a Query A3-179
Enter a Formula in a Calculated Field A3-179
2.8—Using the Compact & Repair Database
Troubleshoot Calculated Fields A3-180
Utility A2-122
Functions in a Calculated Field A3-181
Pause & Practice: Access 2-3 A2-123
Pause & Practice: Access 3-3 A3-182
Chapter Summary A2-127 3.8—Creating and Using a Summary Query A3-184
Check for Understanding A2-128 Aggregate Functions A3-184
Using Microsoft Access 2016 A2-129 Build a Summary Query A3-185
Guided Project 2-1 A2-129 Pause & Practice: Access 3-4 A3-188
Guided Project 2-2 A2-132 Chapter Summary A3-190
Guided Project 2-3 A2-135
Independent Project 2-4 A2-139 Check for Understanding A3-191
Independent Project 2-5 A2-142 Using Microsoft Access 2016 A3-192
Independent Project 2-6 A2-145 Guided Project 3-1 A3-192
Improve It Project 2-7 A2-147 Guided Project 3-2 A3-194
Challenge Project 2-8 A2-149 Guided Project 3-3 A3-199
Challenge Project 2-9 A2-150 Independent Project 3-4 A3-201
Challenge Project 2-10 A2-151 Independent Project 3-5 A3-203
Independent Project 3-6 A3-205
Improve It Project 3-7 A3-207
CHAPTER 3: CREATING Challenge Project 3-8 A3-210
AND USING QUERIES A3-152 Challenge Project 3-9 A3-210
Challenge Project 3-10 A3-211
Chapter Overview A3-152
Student Learning Outcomes (SLOs) A3-152 CHAPTER 4: CREATING AND USING
Case Study A3-152 FORMS AND REPORTS A4-212
3.1—Understanding Queries and Using
the Simple Query Wizard A3-153 Chapter Overview A4-212
Student Learning Outcomes (SLOs) A4-212
3.2—Creating, Running, and Editing
a Query in Design View A3-154 Case Study A4-212
Create a Query Based on a Single Table A3-154 4.1—Creating and Working with a Simple Form A4-213
Add Fields into a Query A3-155 The Form Wizard A4-213
Run a Query A3-156 The Form Button A4-215
Save and Close a Query A3-157 The Split Form A4-216

xiv Contents
 Modify a Form A4-217 Check for Understanding A4-261
Save a Form A4-218 Using Microsoft Access 2016 A4-262
Open a Saved Form A4-219 Guided Project 4-1 A4-262
Delete a Form A4-219 Guided Project 4-2 A4-265
Pause & Practice: Access 4-1 A4-219 Guided Project 4-3 A4-269
4.2—Creating and Customizing a Form Independent Project 4-4 A4-272
in Layout View A4-221 Independent Project 4-5 A4-274
Create a Form Using the Blank Form Button A4-221 Independent Project 4-6 A4-278
Form Controls A4-221 Improve It Project 4-7 A4-281
Form Control Layouts A4-222 Challenge Project 4-8 A4-282
Add Fields to a Control Layout A4-223 Challenge Project 4-9 A4-283
Delete Fields from a Control Layout A4-224 Challenge Project 4-10 A4-284
Customize a Form in Layout View A4-224
»» Change Control Layouts A4-224 Word, Excel, and Access Capstone Projects
»» Adjust Control Widths and Heights A4-224 See Resources in SIMnet
»» Add and Delete Rows and Columns in
a Control Layout A4-225
»» Move a Control Within a Layout A4-226 powerpoint
Add a Title, Date, and Logo to a Form A4-226
CHAPTER 1: CREATING AND EDITING
4.3—Facilitating Data Input with a Form A4-227
PRESENTATIONS P1-2
Restrict a Form to Data Entry A4-228
Limit Edits and Deletions on a Form A4-228 Chapter Overview P1-2
Add a Command Button A4-229
Student Learning Outcomes (SLOs) P1-2
Test a Form A4-231
Case Study P1-2
Pause & Practice: Access 4-2 A4-231
1.1—Creating, Opening, and Saving Presentations P1-3
4.4—Creating and Working with a Simple Report A4-234
Create a Presentation P1-3
The Report Wizard A4-234
Views P1-7
View or Modify a Report A4-239
Save and Close a Presentation P1-10
Save a Report A4-241
Share and Export Options P1-13
Open a Saved Report A4-241
»» Share P1-13
Delete a Report A4-242
»» Export P1-14
4.5—Creating and Customizing a Report
1.2—Working with Slides, Layouts, Placeholders,
in Layout View A4-242
and Text P1-14
The Blank Report Button A4-242
Add Slides and Choose Layouts P1-14
Report Controls A4-242
Enter Text in Placeholders P1-15
Report Control Layouts A4-243
Align, Move, and Resize Placeholders P1-17
Add and Delete Fields in a Control Layout A4-243
Edit Text P1-19
Customize a Report in Layout View A4-244
Change Text Case P1-20
»» Change Control Layouts A4-244
Change List Bullet Symbols P1-20
»» Adjust Column Widths A4-245
The Format Painter P1-21
»» Add and Delete Rows and Columns
Reuse Slides from Another Presentation P1-21
in a Control Layout A4-245
Check Spelling and Word Usage P1-22
»» Move a Control Within a Layout A4-246
Add a Title, a Date, or Page Numbers to a Report A4-247 1.3—Navigating between Slides and Organizing
Content P1-23
Pause & Practice: Access 4-3 A4-248
Navigate between Slides P1-24
4.6—Adding Grouping, Sorting, and Totals A4-250 Copy, Paste, and Duplicate Slides P1-24
Sorting A4-250 Select Multiple Slides P1-25
Add a Group to a Report A4-251 Rearrange Slide Order P1-25
Group and Sort Options A4-252 Delete Slides P1-26
Add Totals to a Report A4-253
Pause & Practice: PowerPoint 1-1 P1-27
4.7—Using Conditional Formatting in a Report A4-254
1.4—Changing Theme Colors and Fonts P1-29
Conditional Formatting Rules A4-254
Change Theme Colors P1-31
Add Conditional Formatting to a Report A4-255
Change Theme Fonts P1-31
Manage Conditional Formatting Rules A4-256
Use the Slide Master to Change Theme Colors
4.8—Printing a Report A4-256 and Fonts P1-32
Preview a Report A4-256 1.5—Inserting Headers and Footers P1-33
Print a Report without Print Preview A4-257 Create a Slide Footer P1-33
Pause & Practice: Access 4-4 A4-258 Create a Notes and Handouts Header P1-34
Chapter Summary A4-260 Pause & Practice: PowerPoint 1-2 P1-35

Contents xv
1.6—Working with a Picture from a File P1-37 2.5—Formatting a Table P2-96
Insert a Picture P1-38 Table Style Options and Effects P2-96
Resize a Picture P1-39 Shading and Border Colors P2-97
Align a Picture P1-39 Cell Alignment P2-98
1.7—Applying and Modifying Transitions P1-40 Cell Margins and Text Direction P2-98
Select Effect Options P1-41 Pause & Practice: Powerpoint 2-2 P2-99
1.8—Exploring Print Options P1-42 2.6—Creating a SmartArt Graphic P2-101
Preview a Presentation P1-42 SmartArt Layouts P2-102
Print a Slide P1-43 Add Text P2-103
Print a Handout P1-43
2.7—Formatting a SmartArt Graphic P2-104
Print an Outline P1-44
SmartArt Styles P2-104
1.9—Applying Properties P1-45 Change Colors P2-104
Pause & Practice: PowerPoint 1-3 P1-46 Change Layouts P2-105
Chapter Summary P1-50 Add Shapes P2-105
Check for Understanding P1-51 Pause & Practice: Powerpoint 2-3 P2-106
Using Microsoft PowerPoint 2016 P1-52 2.8—Creating a Chart P2-108
Guided Project 1-1 P1-52 Enter Data and Edit P2-111
Guided Project 1-2 P1-54 Change Chart Type P2-113
Guided Project 1-3 P1-57 2.9—Formatting a Chart P2-113
Independent Project 1-4 P1-59 Chart Styles and Colors P2-113
Independent Project 1-5 P1-61 Format Chart Elements P2-114
Independent Project 1-6 P1-63 Legends and Labels P2-115
Improve It Project 1-7 P1-65 Explode a Pie Slice P2-117
Challenge Project 1-8 P1-67
Pause & Practice: Powerpoint 2-4 P2-118
Challenge Project 1-9 P1-68
Challenge Project 1-10 P1-68 Chapter Summary P2-122
Check for Understanding P2-123
CHAPTER 2: ILLUSTRATING WITH Using Microsoft PowerPoint 2016 P2-124
Guided Project 2-1 P2-124
PICTURES AND INFORMATION GRAPHICS P2-70 Guided Project 2-2 P2-126
Chapter Overview P2-70 Guided Project 2-3 P2-130
Independent Project 2-4 P2-133
Student Learning Outcomes (SLOs) P2-70 Independent Project 2-5 P2-136
Case Study P2-70 Independent Project 2-6 P2-139
2.1—Working with Shapes, Colors, and Styles P2-71 Improve It Project 2-7 P2-141
Shapes and Text Boxes P2-71 Challenge Project 2-8 P2-143
Style Galleries and Effect Options P2-73 Challenge Project 2-9 P2-144
Adjust Outline Weight and Style P2-74 Challenge Project 2-10 P2-145
Themes and Standard Colors P2-75
»» Change Solid and Gradient Fill Colors P2-75 CHAPTER 3: PREPARING FOR DELIVERY
»» Select Custom Colors P2-77 AND USING A SLIDE PRESENTATION P3-146
»» Use the Eyedropper for Color Matching p2-78
»» Apply Picture, Texture, or Pattern Fills p2-79 Chapter Overview P3-146
2.2—Applying WordArt Styles and Text Effects P2-80 Student Learning Outcomes (SLOs) P3-146
2.3—Working with Pictures P2-82 Case Study P3-146
Apply Picture Styles P2-82 3.1—Creating Custom Theme and Background
Crop a Picture P2-83 Colors P3-147
Change Picture Colors P2-84 Custom Theme Colors P3-147
Set a Transparent Color P2-84 Custom Background Colors P3-150
Compress Pictures P2-85 »» Format a Background with Pattern and
Insert Online Pictures and Illustrations P2-85 Gradient Fills P3-150
Creative Commons Licensing P2-87 »» Format a Background with Picture and
Pause & Practice: Powerpoint 2-1 P2-87 Texture Fills P3-152
2.4—Creating a Table P2-91 3.2—Applying Animation P3-155
Insert and Draw Methods P2-91 Add Entrance, Exit, and Emphasis Effects P3-155
Move and Select P2-93 Effect Options, Timing, and Duration P3-156
Insert and Delete Rows and Columns P2-94 3.3—Linking to an Online Video P3-158
Merge and Split Cells P2-95 Play the Online Video P3-158
Adjust Sizing P2-95 Obtain Permission P3-160

xvi Contents
Pause & Practice: PowerPoint 3-1 P3-160 Check for Understanding P3-186
3.4—Using Rehearsal Techniques P3-164 Using Microsoft PowerPoint 2016 P3-187
Speaker Notes P3-164 Guided Project 3-1 P3-187
Rehearse Timings P3-165 Guided Project 3-2 P3-190
Set Timings Manually P3-166 Guided Project 3-3 P3-194
Prepare for Mishaps P3-167 Independent Project 3-4 P3-196
3.5—Controlling Display Options P3-167 Independent Project 3-5 P3-199
Adjust Slide Size P3-167 Independent Project 3-6 P3-201
Presenter View P3-168 Improve It Project 3-7 P3-204
Challenge Project 3-8 P3-206
Pause & Practice: PowerPoint 3-2 P3-171
Challenge Project 3-9 P3-207
3.6—Presenting Using Projection Equipment P3-173 Challenge Project 3-10 P3-207
Position Equipment P3-173
Navigate in a Slide Show P3-173 Word, Excel, Access, and PowerPoint Capstone Projects
Control Slide Display P3-174 See Resources in SIMnet 
»» Blank Slides P3-174
»» Hide and Reveal Slides P3-174
»» Use Keyboard Shortcuts P3-175 appendices
Remote Control and Laser Pointer P3-176
3.7—Using Annotation Pens P3-176 Appendix A: Office 2016 Shortcuts
Pause & Practice: PowerPoint 3-3 P3-178 See Resources in SIMnet for:
3.8—Preparing a Self-Running Presentation P3-179 Appendix B: Business Document Formats (online resource)
Record a Slide Show with Narration P3-179
Set Up a Kiosk Presentation with Looping P3-180
3.9—Packaging a Presentation to a CD or Folder P3-181
GLOSSARY
Pause & Practice: PowerPoint 3-4 P3-182 INDEX
Chapter Summary P3-185

Contents xvii
 about the authors

randy nordell, ed.d.

Randy Nordell is a professor of business technology at American River College in Sacramento, California. He has
been an educator for over 25 years and has taught at the high school, community college, and university levels. He
holds a bachelor’s degree in business administration from California State University, Stanislaus, a single-subject
teaching credential from Fresno State University, a master’s degree in education from Fresno Pacific University,
and a doctorate in education from Argosy University. Randy is the lead author of the Microsoft Office 2013:
In Practice and Microsoft Office 2016: In Practice series of texts. He is also the author of 101 Tips for Online
Course Success and Microsoft Outlook 2010. Randy speaks regularly at conferences on the integration of technol-
ogy into the curriculum. When not teaching and writing, he enjoys spending time with his family, cycling, skiing,
swimming, backpacking, and enjoying the California weather and terrain.

kathleen stewart, m.s. ed., m.b.a.

Kathleen Stewart is retired from her role as professor and department chairperson for the Information Management
Systems Department at Moraine Valley Community College in Palos Hills, Illinois. She has a master’s degree in
occupational education from Southern Illinois University in Carbondale and an MBA from Loyola University in
Chicago. She has authored Microsoft Office texts for many years for McGraw-Hill and has been involved in corpo-
rate training in the Chicago area. When not occupied by a writing project, she enjoys traveling, working on her golf
game, literacy tutoring, and exploring cultural activities in the city.

annette easton, Ph.d.

Annette Easton is department chair and associate professor of management information systems at San Diego
State University. She has been an educator for over 25 years at the university level and served as a School
Board Trustee for eight years. She holds a bachelor’s degree in business administration from California State
University, Fresno, and a doctorate in management information systems from the University of Arizona. Annette
has published articles on information technology education, electronic meeting systems, and integrating new
technologies into the information systems curriculum. She co-authored Cases for Modern Systems Development,
and she presents regularly at conferences. When not teaching, she enjoys spending time with her family, traveling,
and cooking.

About the Authors xviii

 pat graves, ed.d.
Pat Graves is a professor emeritus at Eastern Illinois University in Charleston, Illinois. She taught at the high
school level before receiving her doctorate in education from the University of Memphis. At Eastern Illinois
University, she taught in the School of Business for 20 years. Pat has been an author of PowerPoint textbooks for
McGraw-Hill Education since 2002. When not writing, she travels, spends time with family and friends, enjoys
the music city of Nashville, and appreciates the peacefulness of the Tennessee mountains.

About the Authors xix

 preface

What We’re About

We wrote Microsoft Office 2016: In Practice to meet the diverse needs of both students and instructors.
Our approach focuses on presenting Office topics in a logical and structured manner, teaching concepts
in a way that reinforces learning with practice projects that are transferrable, relevant, and engaging.
Our pedagogy and content are based on the following beliefs.

Students Need to Learn and Practice Transferable Skills

Students must be able to transfer the concepts and skills learned in the text to a variety of projects, not
simply follow steps in a textbook. Our material goes beyond the instruction of many texts. In our con-
tent, students practice the concepts in a variety of current and relevant projects and are able to transfer
skills and concepts learned to different projects in the real world. To further increase the transferability
of skills learned, this text is integrated with SIMnet so students also practice skills and complete proj-
ects in an online environment.

Your Curriculum Drives the Content

The curriculum in the classroom should drive the content of the text, not the other way around. This book
is designed to allow instructors and students to cover all the material they need to in order to meet the cur-
riculum requirements of their courses no matter how the courses are structured. Microsoft Office 2016: In
Practice teaches the marketable skills that are key to student success. McGraw-Hill’s Custom Publishing
site, Create, can further tailor the content material to meet the unique educational needs of any school.

Integrated with Technology

Our text provides a fresh and new approach to an Office applications course. Topics integrate seam-
lessly with SIMnet with 1:1 content to help students practice and master concepts and skills using
SIMnet’s interactive learning philosophy. Projects in SIMnet allow students to practice their skills and
receive immediate feedback. This integration with SIMnet meets the diverse needs of students and
accommodates individual learning styles. Additional textbook resources found in SIMnet (Resources
and Library sections) integrate with the learning management systems that are widely used in many
online and onsite courses.

Reference Text
In addition to providing students with an abundance of real-life examples and practice projects, we
designed this text to be used as a Microsoft Office 2016 reference source. The core material, unclut-
tered with exercises, focuses on real-world use and application. Our text provides clear step-by-step
instructions on how readers can apply the various features available in Microsoft Office in a variety of
contexts. At the same time, users have access to a variety of both online (SIMnet) and textbook practice
projects to reinforce skills and concepts.

xx Preface
 instructor walkthrough
Textbook Learning Approach
Microsoft Office 2016: In Practice uses the T.I.P. approach:
• Topic
• Instruction
• Practice

Topic
• Each Office application section begins with foundational skills and builds to more complex topics
as the text progresses.
• Topics are logically sequenced and grouped by topics.
• Student Learning Outcomes (SLOs) are thoroughly integrated with and mapped to chapter
content, projects, end-of-chapter review, and test banks.
• Reports are available within SIMnet for displaying how students have met these Student Learning
Outcomes.

Instruction (How To)

• How To guided instructions about chapter topics provide transferable and adaptable instructions.
• Because How To instructions are not locked into single projects, this textbook functions as a
reference text, not just a point-and-click textbook.
• Chapter content is aligned 1:1 with SIMnet.

Practice (Pause & Practice and End-of-Chapter Projects)

• Within each chapter, integrated Pause & Practice projects (three to five per chapter) reinforce
learning and provide hands-on guided practice.
• In addition to Pause & Practice projects, each chapter has 10 comprehensive and practical
practice projects: Guided Projects (three per chapter), Independent Projects (three per chapter),
Improve It Project (one per chapter), and Challenge Projects (three per chapter). Additional
projects can also be found in the Library or Resources section of SIMnet.
• Pause & Practice and end-of-chapter projects are complete content-rich projects, not small
examples lacking context.
• Select auto-graded projects are available in SIMnet.

Instructor Walkthrough xxi

Chapter Features
All chapters follow a consistent theme and instructional methodology. Below is an example of
chapter structure.

Main headings are organized according to the Student Learning Outcomes (SLOs).

A list of Student Learning Outcomes begins each chapter. All

chapter content, examples, and practice projects are orga-
nized according to the chapter SLOs.

The Case Study for each chapter is a scenario that establishes the theme for the entire chapter.
Chapter content, examples, figures, Pause & Practice projects, SIMnet skills, and projects
throughout the chapter closely related to this case study content. The three to five Pause &
Practice projects in each chapter build upon each other and address key case study themes.

xxii Instructor Walkthrough

How To instructions
enhance transferability of
skills with concise steps and
screen shots.

How To instructions are easy-to-follow concise steps. Screen shots and other figures fully illustrate
How To topics.

Students can complete hands-on exercises

in either the Office application or in SIMnet.

Confirming Pages

Pause & Practice 1-1: Create a business let-
ter in block format with mixed punctuation.
Pause & Practice 1-2: Edit the business letter
using copy, paste, and Format Painter. Modify
the font, font size, color, style, and effects of
selected text.
Pause & Practice 1-3: Finalize the business
letter by modifying line spacing and paragraph
spacing, changing paragraph alignment, trans-
lating text, using research and proofing tools,
and adding document properties.

Pause & Practice projects, which each cover two to three of the student learning outcomes in the
chapter, provide students with the opportunity to review and practice skills and concepts. Every
chapter contains three to five Pause & Practice projects.
MORE INFO
Appendix B (online resource) contains examples of business documents.
More Info provides readers with
additional information about chapter
SLO 1.1 Creating, Saving, and Opening Documents content.
In Microsoft Word, you can create a variety of document types. Your creativity and knowledge
of Word enables you to create, edit, and customize high-quality and professional-looking docu-
ments. You can create Word documents from a new blank document, from existing Word tem-
plates, or from existing documents. Word allows you to save documents in a variety of formats.
Instructor Walkthrough xxiii
Create a New Document
All new documents are based on the Normal template (Normal.dotm). When you create a
new Word document, a blank document displays in the Word window. This document has
Another Way notations teach alter-
native methods of accomplishing
the same task or feature such as
keyboard shortcuts.
Marginal notations present additional information and alternative methods.

End-of-Chapter Projects
Ten learning projects at the end of each chapter provide additional reinforcement and practice for
students. Many of these projects are available in SIMnet for completion and automatic grading.

• Guided Projects (three per chapter): Guided Projects provide guided step-by-step instructions to
apply Office features, skills, and concepts from the chapter. Screen shots guide students through the
more challenging tasks. End-of-project screen shots provide a visual of the completed project.
• Independent Projects (three per chapter): Independent Projects provide students further
opportunities to practice and apply skills, instructing students what to do, but not how to do it.
These projects allow students to apply previously learned content in a different context.
• Improve It Project (one per chapter): In these projects, students apply their knowledge and skills
to enhance and improve an existing document. These are independent-type projects that instruct
students what to do, but not how to do it.
• Challenge Projects (three per chapter): Challenge Projects are open-ended projects that encourage
creativity and critical thinking by integrating Office concepts and features into relevant and engaging
projects.

Appendix
• Office 2016 Shortcuts: Appendix A covers the shortcuts available in Microsoft Office and within each
of the specific Office applications. Information is in table format for easy access and reference.

xxiv Instructor Walkthrough

Another random document with
no related content on Scribd:
thought that the first cause of the universe can be apprehended by
faith alone. For all knowledge is capable of being taught; and what is
capable of being taught is founded on what is known before. But the
first cause of the universe was not previously known to the Greeks;
neither, accordingly, to Thales, who came to the conclusion that
water was the first cause; nor to the other natural philosophers who
succeeded him, since it was Anaxagoras who was the first who
assigned to Mind the supremacy over material things. But not even
he preserved the dignity suited to the efficient cause, describing as
he did certain silly vortices, together with the inertia and even
foolishness of Mind. Wherefore also the Word says, “Call no man
master on earth.”[27] For knowledge is a state of mind that results
from demonstration; but Faith is a grace which from what is
indemonstrable conducts to what is universal and simple, what is
neither with matter, nor matter, nor under matter. But those who
believe not, as to be expected, drag all down from heaven, and the
region of the invisible, to earth, “absolutely grasping with their hands
rocks and oaks,” according to Plato. For, clinging to all such things,
they asseverate that that alone exists which can be touched and
handled, defining body and essence to be identical: disputing against
themselves, they very piously defend the existence of certain
intellectual and bodiless forms descending somewhere from above
from the invisible world, vehemently maintaining that there is a true
essence. “Lo, I make new things,” saith the Word, “which eye hath
not seen, nor ear heard, nor hath it entered into the heart of man.”[28]
With a new eye, a new ear, a new heart, whatever can be seen and
heard is to be apprehended, by the faith and understanding of the
disciples of the Lord, who speak, hear, and act spiritually. For there
is genuine coin, and other that is spurious; which no less deceives
unprofessionals, that it does not the money-changers; who know
through having learned how to separate and distinguish what has a
false stamp from what is genuine. So the money-changer only says
to the unprofessional man that the coin is counterfeit. But the reason
why, only the banker’s apprentice, and he that is trained to this
department, learns.
 Now Aristotle says that the judgment which follows knowledge is
in truth faith. Accordingly, faith is something superior to knowledge,
and is its criterion. Conjecture, which is only a feeble supposition,
counterfeits faith; as the flatterer counterfeits a friend, and the wolf
the dog. And as the workman sees that by learning certain things he
becomes an artificer, and the helmsman by being instructed in the
art will be able to steer; he does not regard the mere wishing to
become excellent and good enough, but he must learn it by the
exercise of obedience. But to obey the Word, whom we call
Instructor, is to believe Him, going against Him in nothing. For how
can we take up a position of hostility to God? Knowledge,
accordingly, is characterized by faith; and faith, by a kind of divine
mutual and reciprocal correspondence, becomes characterized by
knowledge.
Epicurus, too, who very greatly preferred pleasure to truth,
supposes faith to be a preconception of the mind; and defines
preconception to be a grasping at something evident, and at the
clear understanding of the thing; and asserts that, without
preconception, no one can either inquire, or doubt, or judge, or even
argue. How can one, without a preconceived idea of what he is
aiming after, learn about that which is the subject of his
investigation? He, again, who has learned has already turned his
preconception[29] into comprehension. And if he who learns, learns
not without a preconceived idea which takes in what is expressed,
that man has ears to hear the truth. And happy is the man that
speaks to the ears of those who hear; as happy certainly also is he
who is a child of obedience. Now to hear is to understand. If, then,
faith is nothing else than a preconception of the mind in regard to
what is the subject of discourse, and obedience is so called, and
understanding and persuasion; no one shall learn aught without
faith, since no one [learns aught] without preconception.
Consequently there is a more ample demonstration of the complete
truth of what was spoken by the prophet, “Unless ye believe, neither
will ye understand.” Paraphrasing this oracle, Heraclitus of Ephesus
says, “If a man hope not, he will not find that which is not hoped for,
seeing it is inscrutable and inaccessible.” Plato the philosopher, also,
in The Laws, says, “that he who would be blessed and happy, must
be straight from the beginning a partaker of the truth, so as to live
true for as long a period as possible; for he is a man of faith. But the
unbeliever is one to whom voluntary falsehood is agreeable; and the
man to whom involuntary falsehood is agreeable is senseless;[30]
neither of which is desirable. For he who is devoid of friendliness, is
faithless and ignorant.” And does he not enigmatically say in
Euthydemus, that this is “the regal wisdom?” In The Statesman he
says expressly, “So that the knowledge of the true king is kingly; and
he who possesses it, whether a prince or private person, shall by all
means, in consequence of this act, be rightly styled royal.” Now
those who have believed in Christ both are and are called Chrestoi
(good),[31] as those who are cared for by the true king are kingly. For
as the wise are wise by their wisdom, and those observant of law are
so by the law; so also those who belong to Christ the King are kings,
and those that are Christ’s Christians. Then, in continuation, he adds
clearly, “What is right will turn out to be lawful, law being in its nature
right reason, and not found in writings or elsewhere.” And the
stranger of Elea pronounces the kingly and statesmanlike man “a
living law.” Such is he who fulfils the law, “doing the will of the
Father,”[32] inscribed on a lofty pillar, and set as an example of divine
virtue to all who possess the power of seeing. The Greeks are
acquainted with the staves of the Ephori at Lacedæmon, inscribed
with the law on wood. But my law, as was said above, is both royal
and living; and it is right reason. “Law, which is king of all—of mortals
and immortals,” as the Bœotian Pindar sings. For Speusippus,[33] in
the first book against Cleophon, seems to write like Plato on this
wise: “For if royalty be a good thing, and the wise man the only king
and ruler, the law, which is right reason, is good;”[34] which is the
case. The Stoics teach what is in conformity with this, assigning
kinghood, priesthood, prophecy, legislation, riches, true beauty,
noble birth, freedom, to the wise man alone. But that he is
exceedingly difficult to find, is confessed even by them.
 CHAPTER V.
HE PROVES BY SEVERAL EXAMPLES THAT THE GREEKS DREW FROM THE
SACRED WRITERS.

Accordingly all those above mentioned dogmas appear to have

been transmitted from Moses the great to the Greeks. That all things
belong to the wise man, is taught in these words: “And because God
hath showed me mercy, I have all things.”[35] And that he is beloved
of God, God intimates when He says, “The God of Abraham, the
God of Isaac, the God of Jacob.”[36] For the first is found to have
been expressly called “friend;”[37] and the second is shown to have
received a new name, signifying “he that sees God;”[38] while Isaac,
God in a figure selected for Himself as a consecrated sacrifice, to be
a type to us of the economy of salvation.
Now among the Greeks, Minos the king of nine years’ reign, and
familiar friend of Zeus, is celebrated in song; they having heard how
once God conversed with Moses, “as one speaking with his
friend.”[39] Moses, then, was a sage, king, legislator. But our Saviour
surpasses all human nature. He is so lovely, as to be alone loved by
us, whose hearts are set on the true beauty, for “He was the true
light.”[40] He is shown to be a King, as such hailed by
unsophisticated children and by the unbelieving and ignorant Jews,
and heralded by the prophets. So rich is He, that He despised the
whole earth, and the gold above and beneath it, with all glory, when
given to Him by the adversary. What need is there to say that He is
the only High Priest, who alone possesses the knowledge of the
worship of God?[41] He is Melchizedek, “King of peace,”[42] the most
fit of all to head the race of men. A legislator too, inasmuch as He
gave the law by the mouth of the prophets, enjoining and teaching
most distinctly what things are to be done, and what not. Who of
nobler lineage than He whose only Father is God? Come, then, let
us produce Plato assenting to those very dogmas. The wise man he
calls rich in the Phædrus, when he says, “O dear Pan, and whatever
other gods are here, grant me to become fair within; and whatever
external things I have, let them be agreeable to what is within. I
would reckon the wise man rich.”[43] And the Athenian stranger,[44]
finding fault with those who think that those who have many
possessions are rich, speaks thus: “For the very rich to be also good
is impossible—those, I mean, whom the multitude count rich. Those
they call rich, who, among a few men, are owners of the possessions
worth most money; which any bad man may possess.” “The whole
world of wealth belongs to the believer,”[45] Solomon says, “but not a
penny to the unbeliever.” Much more, then, is the scripture to be
believed which says, “It is easier for a camel to go through the eye of
a needle, than for a rich man”[46] to lead a philosophic life. But, on
the other hand, it blesses “the poor;”[47] as Plato understood when
he said, “It is not the diminishing of one’s resources, but the
augmenting of insatiableness, that is to be considered poverty; for it
is not slender means that ever constitutes poverty, but
insatiableness, from which the good man being free, will also be
rich.” And in Alcibiades he calls vice a servile thing, and virtue the
attribute of freemen. “Take away from you the heavy yoke, and take
up the easy one,”[48] says the Scripture; as also the poets call [vice]
a slavish yoke. And the expression, “Ye have sold yourselves to your
sins,” agrees with what is said above: “Every one, then, who
committeth sin is a slave; and the slave abideth not in the house for
ever. But if the Son shall make you free, then shall ye be free, and
the truth shall make you free.”[49]
And again, that the wise man is beautiful, the Athenian stranger
asserts, in the same way as if one were to affirm that certain persons
were just, even should they happen to be ugly in their persons. And
in speaking thus with respect to eminent rectitude of character, no
one who should assert them to be on this account beautiful would be
thought to speak extravagantly. And “His appearance was inferior to
all the sons of men,”[50] prophecy predicted.
Plato, moreover, has called the wise man a king, in The
Statesman. The remark is quoted above.
These points being demonstrated, let us recur again to our
discourse on faith. Well, with the fullest demonstration, Plato proves,
that there is need of faith everywhere, celebrating peace at the same
time: “For no man will ever be trusty and sound in seditions without
entire virtue. There are numbers of mercenaries full of fight, and
willing to die in war; but, with a very few exceptions, the most of
them are desperadoes and villains, insolent and senseless.” If these
observations are right, “every legislator who is even of slight use,
will, in making his laws, have an eye to the greatest virtue. Such is
fidelity,”[51] which we need at all times, both in peace and in war, and
in all the rest of our life, for it appears to embrace the other virtues.
“But the best thing is neither war nor sedition, for the necessity of
these is to be deprecated. But peace with one another and kindly
feeling are what is best.” From these remarks the greatest prayer
evidently is to have peace, according to Plato. And faith is the
greatest mother of the virtues. Accordingly it is rightly said in
Solomon, “Wisdom is in the mouth of the faithful.”[52] Since also
Xenocrates, in his book on “Intelligence,” says “that wisdom is the
knowledge of first causes and of intellectual essence.” He considers
intelligence as twofold, practical and theoretical, which latter is
human wisdom. Consequently wisdom is intelligence, but all
intelligence is not wisdom. And it has been shown, that the
knowledge of the first cause of the universe is of faith, but is not
demonstration. For it were strange that the followers of the Samian
Pythagoras, rejecting demonstrations of subjects of question, should
regard the bare ipse dixit[53] as ground of belief; and that this
expression alone sufficed for the confirmation of what they heard,
while those devoted to the contemplation of the truth, presuming to
disbelieve the trustworthy Teacher, God the only Saviour, should
demand of Him tests of His utterances. But He says, “He that hath
ears to hear, let him hear.” And who is he? Let Epicharmus say:

“Mind sees, mind hears; all besides is deaf and blind.”[54]

Rating some as unbelievers, Heraclitus says, “Not knowing how to

hear or to speak;” aided doubtless by Solomon, who says, “If thou
lovest to hear, thou shalt comprehend; and if thou incline thine ear,
thou shalt be wise.”[55]
 CHAPTER VI.
THE EXCELLENCE AND UTILITY OF FAITH.

“Lord, who hath believed our report?”[56] Isaiah says. For “faith
cometh by hearing, and hearing by the word of God,” saith the
apostle. “How then shall they call on Him in whom they have not
believed? And how shall they believe on Him whom they have not
heard? And how shall they hear without a preacher? And how shall
they preach except they be sent? As it is written, How beautiful are
the feet of those that publish glad tidings of good things!”[57] You see
how he brings faith by hearing, and the preaching of the apostles, up
to the word of the Lord, and to the Son of God. We do not yet
understand the word of the Lord to be demonstration.
As, then, playing at ball not only depends on one throwing the ball
skilfully, but it requires besides one to catch it dexterously, that the
game may be gone through according to the rules for ball; so also is
it the case that teaching is reliable when faith on the part of those
who hear, being, so to speak, a sort of natural art, contributes to the
process of learning. So also the earth co-operates, through its
productive power, being fit for the sowing of the seed. For there is no
good of the very best instruction without the exercise of the receptive
faculty on the part of the learner, not even of prophecy, when there is
the absence of docility on the part of those who hear. For dry twigs,
being ready to receive the power of fire, are kindled with great ease;
and the far-famed stone[58] attracts steel through affinity, as the tear
of the Succinum drags to itself twigs, and amber sets chaff in motion.
And the substances attracted obey them, attracted by a subtle spirit,
not as a cause, but as a concurring cause.
There being then a twofold species of vice—that characterized by
craft and stealth, and that which leads and drives with violence—the
divine Word cries, calling all together; knowing perfectly well those
that will not obey; notwithstanding then since to obey or not is in our
own power, provided we have not the excuse of ignorance to
adduce. He makes a just call, and demands of each according to his
strength. For some are able as well as willing, having reached this
point through practice and being purified; while others, if they are not
yet able, already have the will. Now to will is the act of the soul, but
to do is not without the body. Nor are actions estimated by their issue
alone; but they are judged also according to the element of free
choice in each,—if he chose easily, if he repented of his sins, if he
reflected on his failures and repented (μετέγνω), which is (μετὰ ταῦτα
ἔγνω) “afterwards knew.” For repentance is a tardy knowledge, and
primitive innocence is knowledge. Repentance, then, is an effect of
faith. For unless a man believe that to which he was addicted to be
sin, he will not abandon it; and if he do not believe punishment to be
impending over the transgressor, and salvation to be the portion of
him who lives according to the commandments, he will not reform.
Hope, too, is based on faith. Accordingly the followers of Basilides
define faith to be, the assent of the soul to any of those things, that
do not affect the senses through not being present. And hope is the
expectation of the possession of good. Necessarily, then, is
expectation founded on faith. Now he is faithful who keeps inviolably
what is entrusted to him; and we are entrusted with the utterances
respecting God and the divine words, the commands along with the
execution of the injunctions. This is the faithful servant, who is
praised by the Lord. And when it is said, “God is faithful,” it is
intimated that He is worthy to be believed when declaring aught.
Now His Word declares; and “God” Himself is “faithful.”[59] How,
then, if to believe is to suppose, do the philosophers think that what
proceeds from themselves is sure? For the voluntary assent to a
preceding demonstration is not supposition, but it is assent to
something sure. Who is more powerful than God? Now unbelief is
the feeble negative supposition of one opposed to Him; as incredulity
is a condition which admits faith with difficulty. Faith is the voluntary
supposition and anticipation of pre-comprehension. Expectation is an
opinion about the future, and expectation about other things is
opinion about uncertainty. Confidence is a strong judgment about a
thing. Wherefore we believe Him in whom we have confidence unto
divine glory and salvation. And we confide in Him, who is God alone,
whom we know, that those things nobly promised to us, and for this
end benevolently created and bestowed by Him on us, will not fail.
Benevolence is the wishing of good things to another for his sake.
For He needs nothing; and the beneficence and benignity which flow
from the Lord terminate in us, being divine benevolence, and
benevolence resulting in beneficence. And if to Abraham on his
believing it was counted for righteousness; and if we are the seed of
Abraham, then we must also believe through hearing. For we are
Israelites, who are convinced not by signs, but by hearing.
Wherefore it is said, “Rejoice, O barren, that barest not; break forth
and cry, thou that didst not travail with child: for more are the children
of the desolate than of her who hath an husband.”[60] “Thou hast
lived for the fence of the people, thy children were blessed in the
tents of their fathers.”[61] And if the same mansions are promised by
prophecy to us and to the patriarchs, the God of both the covenants
is shown to be one. Accordingly it is added more clearly, “Thou hast
inherited the covenant of Israel,”[62] speaking to those called from
among the nations, that were once barren, being formerly destitute
of this husband, who is the Word,—desolate formerly,—of the
bridegroom. Now the just shall live by faith,“[63] which is according to
the covenant and the commandments; since these, which are two in
name and time, given in accordance with the [divine] economy—
being in power one—the old and the new, are dispensed through the
Son by one God. As the apostle also says in the Epistle to the
Romans, “For therein is the righteousness of God revealed from faith
to faith,” teaching the one salvation which from prophecy to the
Gospel is perfected by one and the same Lord. “This charge,” he
says, “I commit to thee, son Timothy, according to the prophecies
which went before on thee, that thou by them mightest war the good
warfare; holding faith, and a good conscience; which some having
put away, concerning faith have made shipwreck,”[64] because they
defiled by unbelief the conscience that comes from God. Accordingly,
faith may not, any more, with reason, be disparaged in an offhand
way, as simple and vulgar, appertaining to anybody. For, if it were a
mere human habit, as the Greeks supposed, it would have been
extinguished. But if it grow, and there be no place where it is not;
then I affirm, that faith, whether founded in love, or in fear, as its
disparagers assert, is something divine; which is neither rent
asunder by other mundane friendship, nor dissolved by the presence
of fear. For love, on account of its friendly alliance with faith, makes
men believers; and faith, which is the foundation of love, in its turn
introduces the doing of good; since also fear, the pædagogue of the
law, is believed to be fear by those, by whom it is believed. For, if its
existence is shown in its working, it is yet believed when about to do
and threatening, and when not working and present; and being
believed to exist, it does not itself generate faith, but is by faith tested
and proved trustworthy. Such a change, then, from unbelief to faith—
and to trust in hope and fear, is divine. And, in truth, faith is
discovered, by us, to be the first movement towards salvation; after
which fear, and hope, and repentance, advancing in company with
temperance and patience, lead us to love and knowledge. Rightly,
therefore, the Apostle Barnabas says, “From the portion I have
received I have done my diligence to send by little and little to you;
that along with your faith you may also have perfect knowledge. Fear
and patience are then helpers of your faith; and our allies are long-
suffering and temperance. These, then,” he says, “in what respects
the Lord, continuing in purity, there rejoice along with them, wisdom,
understanding, intelligence, knowledge.” The forementioned virtues
being, then, the elements of knowledge; the result is that faith is
more elementary, being as necessary to the Gnostic,[65] as
respiration to him that lives in this world is to life. And as without the
four elements it is not possible to live, so neither can knowledge be
attained without faith. It is then the support of truth.
 CHAPTER VII.
THE UTILITY OF FEAR. OBJECTIONS ANSWERED.

Those, who denounce fear, assail the law; and if the law, plainly
also God, who gave the law. For these three elements are of
necessity presented in the subject on hand: the ruler, his
administration, and the ruled. If, then, according to hypothesis, they
abolish the law; then, by necessary consequence, each one who is
led by lust, courting pleasure, must neglect what is right and despise
the Deity, and fearlessly indulge in impiety and injustice together,
having dashed away from the truth.
Yea, say they, fear is an irrational aberration,[66] and perturbation
of mind. What sayest thou? And how can this definition be any
longer maintained, seeing the commandment is given me by the
Word? But the commandment forbids, hanging fear over the head of
those who have incurred[67] admonition for their discipline.
Fear is not then irrational. It is therefore rational. How could it be
otherwise, exhorting as it does, Thou shalt not kill, Thou shalt not
commit adultery, Thou shalt not steal, Thou shalt not bear false
witness? But if they will quibble about the names, let the
philosophers term the fear of the law, cautious fear, (εὐλάβεια,)
which is a shunning (ἔκκλισις) agreeable to reason. Such Critolaus of
Phasela not inaptly called fighters about names (ὀνοματομάχοι). The
commandment, then, has already appeared fair and lovely even in
the highest degree, when conceived under a change of name.
Cautious fear (εὐλάβεια) is therefore shown to be reasonable, being
the shunning of what hurts; from which arises repentance for
previous sins. “For the fear of the Lord is the beginning of wisdom;
good understanding is to all that do it.”[68] He calls wisdom a doing,
which is the fear of the Lord paving the way for wisdom. But if the
law produces fear, the knowledge of the law is the beginning of
wisdom; and a man is not wise without law. Therefore those who
reject the law are unwise; and in consequence they are reckoned
godless (ἄθεοι). Now instruction is the beginning of wisdom. “But the
ungodly despise wisdom and instruction,”[69] saith the Scripture.
Let us see what terrors the law announces. If it is the things which
hold an intermediate place between virtue and vice, such as poverty,
disease, obscurity, and humble birth, and the like, these things civil
laws hold forth, and are praised for so doing. And those of the
Peripatetic school, who introduce three kinds of good things, and
think that their opposites are evil, this opinion suits. But the law given
to us enjoins us to shun what are in reality bad things—adultery,
uncleanness, pæderasty, ignorance, wickedness, soul-disease,
death (not that which severs the soul from the body, but that which
severs the soul from truth). For these are vices in reality, and the
workings that proceed from them are dreadful and terrible. “For not
unjustly,” say the divine oracles, “are the nets spread for birds; for
they who are accomplices in blood treasure up evils to
themselves.”[70] How, then, is the law still said to be not good by
certain heresies that clamorously appeal to the apostle, who says,
“For by the law is the knowledge of sin?”[71] To whom we say, The
law did not cause, but showed sin. For, enjoining what is to be done,
it reprehended what ought not to be done. And it is the part of the
good to teach what is salutary, and to point out what is deleterious;
and to counsel the practice of the one, and to command to shun the
other. Now the apostle, whom they do not comprehend, said that by
the law the knowledge of sin was manifested, not that from it it
derived its existence. And how can the law be not good, which trains,
which is given as the instructor (παιδαγωγός) to Christ,[72] that being
corrected by fear, in the way of discipline, in order to the attainment
of the perfection which is by Christ? “I will not,” it is said, “the death
of the sinner, as his repentance.”[73] Now the commandment works
repentance; inasmuch as it deters[74] from what ought not to be
done, and enjoins good deeds. By ignorance he means, in my
opinion, death. “And he that is near the Lord is full of stripes.”[75]
Plainly, he, that draws near to knowledge, has the benefit of perils,
fears, troubles, afflictions, by reason of his desire for the truth. “For
the son who is instructed turns out wise, and an intelligent son is
saved from burning. And an intelligent son will receive the
commandments.”[76] And Barnabas the apostle having said, “Woe to
those who are wise in their own conceits, clever in their own
eyes,”[77] added, “Let us become spiritual, a perfect temple to God;
let us, as far as in us lies, practise the fear of God, and strive to keep
His commands, that we may rejoice in His judgments.” Whence “the
fear of God” is divinely said to be the beginning of wisdom.[78]
 CHAPTER VIII.
THE VAGARIES OF BASILIDES AND VALENTINUS AS TO FEAR BEING THE
CAUSE OF THINGS.

Here the followers of Basilides, interpreting this expression, say,

“that the Prince,[79] having heard the speech of the Spirit, who was
being ministered to, was struck with amazement both with the voice
and the vision, having had glad tidings beyond his hopes announced
to him; and that his amazement was called fear, which became the
origin of wisdom, which distinguishes classes, and discriminates,
and perfects, and restores. For not the world alone, but also the
election, He that is over all has set apart and sent forth.”
And Valentinus appears also in an epistle to have adopted such
views. For he writes in these very words: “And as[80] terror fell on the
angels at this creature, because he uttered things greater than
proceeded from his formation, by reason of the being in him who had
invisibly communicated a germ of the supernal essence, and who
spoke with free utterance; so also among the tribes of men in the
world, the works of men became terrors to those who made them,—
as, for example, images and statues. And the hands of all fashion
things to bear the name of God: for Adam formed into the name of
man inspired the dread attaching to the pre-existent man, as having
his being in him; and they were terror-stricken, and speedily marred
the work.”
But there being but one First Cause, as will be shown afterwards,
these men will be shown to be inventors of chatterings and chirpings.
But since God deemed it advantageous, that from the law and the
prophets, men should receive a preparatory discipline by the Lord,
the fear of the Lord was called the beginning of wisdom, being given
by the Lord, through Moses, to the disobedient and hard of heart.
For those whom reason convinces not, fear tames; which also the
Instructing Word, foreseeing from the first, and purifying by each of
these methods, adapted the instrument suitably for piety.
Consternation is, then, fear at a strange apparition, or at an
unlooked-for representation—such as, for example, a message;
while fear is an excessive wonderment on account of something
which arises or is. They do not then perceive that they represent by
means of amazement the God who is highest and is extolled by
them, as subject to perturbation and antecedent to amazement as
having been in ignorance. If indeed ignorance preceded amazement;
and if this amazement and fear, which is the beginning of wisdom, is
the fear of God, then in all likelihood ignorance as cause preceded
both the wisdom of God and all creative work, and not only these,
but restoration and even election itself. Whether, then, was it
ignorance of what was good or what was evil?
Well, if of good, why does it cease through amazement? And
minister and preaching and baptism are [in that case] superfluous to
them. And if of evil, how can what is bad be the cause of what is
best? For had not ignorance preceded, the minister would not have
come down, nor would have amazement seized on “the Prince,” as
they say; nor would he have attained to a beginning of wisdom from
fear, in order to discrimination between the elect and those that are
mundane. And if the fear of the pre-existent man made the angels
conspire against their own handiwork, under the idea that an
invisible germ of the supernal essence was lodged within that
creation, or through unfounded suspicion excited envy, which is
incredible, the angels became murderers of the creature which had
been entrusted to them, as a child might be, they being thus
convicted of the grossest ignorance. Or suppose they were
influenced by being involved in foreknowledge. But they would not
have conspired against what they foreknew in the assault they
made; nor would they have been terror-struck at their own work, in
consequence of foreknowledge, on their perceiving the supernal
germ. Or, finally, suppose, trusting to their knowledge, they dared
(but this also were impossible for them), on learning the excellence
that is in the Pleroma, to conspire against man. Furthermore also
they laid hands on that which was according to the image, in which
also is the archetype, and which, along with the knowledge that
remains, is indestructible.
To these, then, and certain others, especially the Marcionites, the
Scripture cries, though they listen not, “He that heareth me shall rest
with confidence in peace, and shall be tranquil, fearless of all
evil.”[81]
What, then, will they have the law to be? They will not call it evil,
but just; distinguishing what is good from what is just. But the Lord,
when He enjoins us to dread evil, does not exchange one evil for
another, but abolishes what is opposite by its opposite. Now evil is
the opposite of good, as what is just is of what is unjust. If, then, that
absence of fear, which the fear of the Lord produces, is called the
beginning of what is good,[82] fear is a good thing. And the fear
which proceeds from the law is not only just, but good, as it takes
away evil. But introducing absence of fear by means of fear, it does
not produce apathy by means of mental perturbation, but moderation
of feeling by discipline. When, then, we hear, “Honour the Lord, and
be strong: but fear not another besides Him,”[83] we understand it to
be meant fearing to sin, and following the commandments given by
God, which is the honour that cometh from God. For the fear of God
is Δέος [in Greek]. But if fear is perturbation of mind, as some will
have it that fear is perturbation of mind, yet all fear is not
perturbation. Superstition is indeed perturbation of mind; being the
fear of demons, that produce and are subject to the excitement of
passion. On the other hand, consequently, the fear of God, who is
not subject to perturbation, is free of perturbation. For it is not God,
but falling away from God, that the man is terrified for. And he who
fears this—that is, falling into evils—fears and dreads those evils.
And he who fears a fall, wishes himself to be free of corruption and
perturbation. “The wise man, fearing, avoids evil: but the foolish,
trusting, mixes himself with it,” says the Scripture; and again it says,
“In the fear of the Lord is the hope of strength.”[84]
 CHAPTER IX.
THE CONNECTION OF THE CHRISTIAN VIRTUES.

Such a fear, accordingly, leads to repentance and hope. Now

hope is the expectation of good things, or an expectation sanguine of
absent good; and favourable circumstances are assumed in order to
good hope, which we have learned leads on to love. Now love turns
out to be consent in what pertains to reason, life, and manners, or in
brief, fellowship in life, or it is the intensity of friendship and of
affection, with right reason, in the enjoyment of associates. And an
associate (ἑταῖρος) is another self;[85] just as we call those, brethren,
who are regenerated by the same word. And akin to love is
hospitality, being a congenial art devoted to the treatment of
strangers. And those are strangers, to whom the things of the world
are strange. For we regard as worldly those, who hope in the earth
and carnal lusts. “Be not conformed,” says the apostle, “to this world:
but be ye transformed in the renewal of the mind, that ye may prove
what is that good, and acceptable, and perfect will of God.”[86] from
ἕτερος.]
Hospitality, therefore, is occupied in what is useful for strangers;
and guests (ἐπίξενοι) are strangers (ξένοι); and friends are guests;
and brethren are friends. “Dear brother,”[87] says Homer.
Philanthropy, in order to which also, is natural affection, being a
loving treatment of men, and natural affection, which is a congenial
habit exercised in the love of friends or domestics, follow in the train
of love. And if the real man within us is the spiritual, philanthropy is
brotherly love to those who participate, in the same spirit. Natural
affection, on the other hand, is the preservation of good-will, or of
affection; and affection is its perfect demonstration;[88] and to be
beloved is to please in behaviour, by drawing and attracting. And
persons are brought to sameness by consent, which is the
knowledge of the good things that are enjoyed in common. For
community of sentiment (ὁμογνωμοσύνη) is harmony of opinions
(συμφωνία γνωμῶν). “Let your love be without dissimulation,” it is
said; “and abhorring what is evil, let us become attached to what is
good, to brotherly love,” and so on, down to “If it be possible, as
much as lieth in you, living peaceably with all men.” Then “be not
overcome of evil,” it is said, “but overcome evil with good.”[89] And
the same apostle owns that he bears witness to the Jews, “that they
have a zeal of God, but not according to knowledge. For, being
ignorant of God’s righteousness, and seeking to establish their own,
they have not submitted themselves to the righteousness of God.”[90]
For they did not know and do the will of the law; but what they
supposed, that they thought the law wished. And they did not believe
the law as prophesying, but the bare word; and they followed
through fear, not through disposition and faith. “For Christ is the end
of the law for righteousness,”[91] who was prophesied by the law to
every one that believeth. Whence it was said to them by Moses, “I
will provoke you to jealousy by them that are not a people; and I will
anger you by a foolish nation, that is, by one that has become
disposed to obedience.”[92] And by Isaiah it is said, “I was found of
them that sought me not; I was made manifest to them that inquired
not after me,”[93]—manifestly previous to the coming of the Lord;
after which to Israel, the things prophesied, are now appropriately
spoken: “I have stretched out my hands all the day long to a
disobedient and gainsaying people.” Do you see the cause of the
calling from among the nations, clearly declared, by the prophet, to
be the disobedience and gainsaying of the people? Then the
goodness of God is shown also in their case. For the apostle says,
“But through their transgression salvation is come to the Gentiles, to
provoke them to jealousy,”[94] and to willingness to repent. And the
Shepherd, speaking plainly of those who had fallen asleep,
recognises certain righteous among Gentiles and Jews, not only
before the appearance of Christ, but before the law, in virtue of
acceptance before God,—as Abel, as Noah, as any other righteous
man. He says accordingly, “that the apostles and teachers, who had
preached the name of the Son of God, and had fallen asleep, in
power and by faith, preached to those that had fallen asleep before.”
Then he subjoins: “And they gave them the seal of preaching. They
descended, therefore, with them into the water, and again ascended.
But these descended alive, and again ascended alive. But those,
who had fallen asleep before, descended dead, but ascended alive.
By these, therefore, they were made alive, and knew the name of the
Son of God. Wherefore also they ascended with them, and fitted into
the structure of the tower, and unhewn were built up together: they
fell asleep in righteousness and in great purity, but wanted only this
seal.”[95] “For when the Gentiles, which have not the law, do by
nature the things of the law, these having not the law, are a law unto
themselves,”[96] according to the apostle.
As, then, the virtues follow one another, why need I say what has
been demonstrated already, that faith hopes through repentance,
and fear through faith; and patience and practice in these along with
learning terminate in love, which is perfected by knowledge? But that
is necessarily to be noticed, that the Divine alone is to be regarded
as naturally wise. Therefore also wisdom, which has taught the truth,
is the power of God; and in it the perfection of knowledge is
embraced. The philosopher loves and likes the truth, being now
considered as a friend, on account of his love, from his being a true
servant. The beginning of knowledge is wondering at objects, as
Plato says in his Theætetus; and Matthew exhorting in the
Traditions, says, “Wonder at what is before you;” laying this down
first as the foundation of further knowledge. So also in the Gospel to
the Hebrews it is written, “He that wonders shall reign, and he that
has reigned shall rest.” It is impossible, therefore, for an ignorant
man, while he remains ignorant, to philosophize, not having
apprehended the idea of wisdom; since philosophy is an effort to
grasp that which truly is, and the studies that conduce thereto. And it
is not the rendering of one[97] accomplished in good habits of
conduct, but the knowing how we are to use and act and labour,
according as one is assimilated to God. I mean God the Saviour, by
serving the God of the universe through the High Priest, the Word,
by whom what is in truth good and right is beheld. Piety is conduct
suitable and corresponding to God.
 CHAPTER X.
TO WHAT THE PHILOSOPHER APPLIES HIMSELF.

These three things, therefore, our philosopher attaches himself to:

first, speculation; second, the performance of the precepts; third, the
forming of good men;—which, concurring, form the Gnostic.
Whichever of these is wanting, the elements of knowledge limp.
Whence the Scripture divinely says, “And the Lord spake to Moses,
saying, Speak to the children of Israel, and thou shalt say to them, I
am the Lord your God. According to the customs of the land of
Egypt, in which ye have dwelt, ye shall not do; and according to the
customs of Canaan, into which I bring you, ye shall not do; and in
their usages ye shall not walk. Ye shall perform my judgments, and
keep my precepts, and walk in them: I am the Lord your God. And ye
shall keep all my commandments, and do them. He that doeth them
shall live in them. I am the Lord your God.”[98] Whether, then, Egypt
and the land of Canaan be the symbol of the world and of deceit, or
of sufferings and afflictions; the oracle shows us what must be
abstained from, and what, being divine and not worldly, must be
observed. And when it is said, “The man that doeth them shall live in
them,”[99] it declares both the correction of the Hebrews themselves,
and the training and advancement of us who are nigh:[100] it
declares at once their life and ours. For “those who were dead in
sins are quickened together with Christ,”[101] by our covenant. For
Scripture, by the frequent reiteration of the expression, “I am the
Lord your God,” shames in such a way as most powerfully to
dissuade, by teaching us to follow God who gave the
commandments, and gently admonishes us to seek God and
endeavour to know Him as far as possible; which is the highest
speculation, that which scans the greatest mysteries, the real
knowledge, that which becomes irrefragable by reason. This alone is
the knowledge of wisdom, from which rectitude of conduct is never
disjoined.