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Chapter 3

The Software Revolution

Wael Hamdan/age fotostock/SuperStock

Learning Objectives

After reading this chapter, you should be able to complete the following:

Define a programming language and summarize the five generations of computer languages. Describe how to write a simple program in several different computer languages. Define and describe different operating systems. Explain utility, driver, and an application. Evaluate the importance of open source.

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Introduction In the last chapter, we explored the history and current state of computer hardware. This included the physical devices that make a computer work. But a computer is much more than the technology. Another equally essential component is the software. This includes the instructions, code, or programs that direct a computer to perform useful tasks at your command. In this chapter, we will explore various software applications, including operating systems, types of software, and other specific examples. We will also examine the language of software, which includes programming languages such as BASIC and C++. By the end of the chapter, you will have a good understanding of the importance of software, how a programmer communicates with the computer, what a computer program actually looks like, and the way the computer carries out the instructions. This knowledge will better familiarize you with the software revolution and how it has transformed and continues to transform the computer industry.

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The five generations of programming languages have spanned from 1951 to the present.

3.1 What Is a Programming Language? While computer hardware has continued to evolve and improve over the last several decades, an equally important story is the development of software. Consider the following statistic. In 1981, the software industry had $140 million in sales. Three years later, sales had increased to $1.6 billion (Campbell‐Kelly & Aspray, 1996, p. 260). Today, the sales of video game software and hardware alone were nearly $25 billion in 2011 (Entertainment Software Association, 2012). Computing languages—or ways that humans can tell a computer what to do—make this all possible. Since the middle of the 20th century, there have been five key generations of programming languages, as shown in Figure 3.1. Exploring these developments will enable you to better understand the present state of the software industry.

Figure 3.1: Progression of programming language

The First Generation—Machine Language

First Generation software was developed between 1951 and 1959, and was written in a code known as machine language (Dale & Lewis, 2006, pp. 18–23). We have already described the binary data structure of a computer. This is also called base‐2 (zeros and ones) as compared with our own counting system of base‐10 (numbers 0 through 9). Machine language is a sequence of zeros and ones that symbolize both instructions and data. For example, the code for an addition function might be 100101 (different processors used different coding schemes). To tell a computer to add the numbers 1 and 3, a programmer would enter 100101 000001 000011. Imagine how complex a complicated machine coded program would look. Programmers quickly realized they needed a better way to write programs that would tell the computer what to do. The first advance was the development of assembly language, which used mnemonic codes (three letters that had some relation to the operation). For example, ADD was an addition function, while SUB was a subtraction function) to replace all the zeros and ones (Dale, Weems, & Dale, 1998, p. 7).

The Second Generation—The First High‐Level Languages

Between 1959 and 1965 came the Second Generation. Assembly language was considered a low‐level language in that it did not resemble the normal way we speak or write. Two of the first high‐level computer languages to be developed were Fortran and COBOL. Fortran was a programming language designed for scientists, and its strength was in numerical calculation. COBOL (an acronym for Common Business Oriented Language) was used for business applications. We will learn more about a fundamental flaw in COBOL when we discuss Y2K in a later chapter. This flaw threatened to bring the world to a standstill on New Year's Eve 1999.

The source program is the code a programmer writes in a high‐level language. When finished, the programmer sends it to a compiler that transforms it into the zeros and ones of the machine language, and then it is called the object program. In other words, the process moves from source program to compiler to object program. You can think of the language hierarchy in these terms: human thought (in your mind), natural language (speech and writing), high‐level language (Fortran, COBOL), low‐level language (Assembler), and machine code (binary).

In the midst of these developments, programmers began to specialize in two different directions. Systems programmers concentrated on developing compilers and other tools to convert high‐level languages into machine code. Applications programmers spent all their time developing applications for use on a computer. They did not necessarily concern themselves with how the compiler translated this work into the binary machine code.

The Third Generation—The Era of the Operating System

Third Generation software emerged between 1965 and 1971. This became the era of the operating system. Programmers soon realized that the computer was able to execute codes and instructions much faster than they could develop new programs. There was significant idle time during which the computer just sat there doing nothing. Programmers decided to capitalize on this by developing an operating environment in which the computer could always be performing some type of useful function while it awaited the programmer's next command. Thus, the operating system was born. One example of this is Windows®, and we will discuss the concept of operating systems in detail later in this chapter.

But for now, consider the following types of software and languages that were being written for the computer: machine language, assembly language, high‐level language, systems software, operating systems, and application software. Let's look at how all of these interacted with each other. For example, word processing software (the application) worked within the computer environment (operating system) and was written in a high‐level language like COBOL (the source code) and then compiled down into assembly and machine languages (the object code). These different types of codes, and their interactions, are entirely invisible to users who see

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Programming languages such as HTML can seem like a foreign language, but programmers must be fluent in one or several programming languages. Does learning a programming language appeal to you? Why or why not?

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only a screen on which they can type and edit their words. The software operates in the background, but an extensive team of programmers with diverse skill levels is required to make it all work as simply as possible for the user.

The Fourth Generation—Structured Programming

Fourth Generation software arose between 1971 and 1989, when programmers became tired of some of the limited functionality of Fortran and COBOL. As a result, they developed a new technique called structured programming, which involved writing blocks of code, called subroutines, to handle specific tasks, while the main program simply accessed them when needed. This is also called the top‐down model of programming. Examples of new languages that took advantage of structured programming were Pascal, BASIC (Beginners All‐purpose Symbolic Instruction Code), C, and C++. In the early 1980s, Bell Laboratories developed C++ as an extension of the original C. If you were developing an operating system, you would typically select C or C++ as your language (Deitel & Deitel, 2008).

The Fifth Generation—Object‐Oriented Languages

Today, we are in the midst of the Fifth Generation of computing languages, which began in 1990 and extends to the present. These include object‐oriented languages and also programming designed for the World Wide Web. Programmers use object‐oriented languages to create gigantic programs like those developed by Microsoft®. Their strength is handling objects, such as graphics or an interface. An example of this is the Java computing language. One of its powerful features are small applications, called applets, that perform one specific task. While we will discuss the World Wide Web in later sections, for now, let's simply place it within our timeline of computer languages. In 1990, Tim Berners‐Lee developed HTML (Hypertext Markup Language), which is the protocol that enables Web browsers, such as Netscape Navigator® at the time, or Internet Explorer™, Firefox®, Chrome™, or Safari® to share and display Web pages. It does this through a language that defines Web‐based structures such as titles, headings, paragraphs, hyperlinks, and images. HTML and faster connections to the Internet allowed the development of Web pages that displayed text, graphics, sound, and eventually video in such a way that it did not matter what type of computer was accessing them. The Web pages displayed equally well on a Mac® or a PC. Five years after the development of HTML, James Gosling at Sun Microsystems developed the Java programming language.

Today, Java is one of the primary languages of the Internet (as well as Flash®, Silverlight, and HTML 5). If you met a Web programmer in any part of the world, you might not speak his or her native language, but if you knew one of these languages you would be able to easily discuss programming together. Java is based on C and C++ computer languages, and was created many years after them.

Numerous Web programming languages are in use today, including PHP (for Web servers), MySQL (an open‐source database server), Perl (for text‐processing applications), and ASP.net (Microsoft®'s Web programming language used mostly in corporate environments). JavaScript is the name of the language programmers use to make many websites as powerful as they are. This includes many of the visual effects you see on some sites, as well as the interactivity that responds to the commands and actions of the user.

It is important to understand that programming languages are changing all the time, unlike the English language, which changes only through the addition of new words. The future promises more programming language changes in part because as the hardware evolves, so, too must the languages for communicating and manipulating it. According to a January 2012 InfoWorld article, the following are some of the future programming languages that might become widespread: Dart (created by Google for Web programming), Ceylon (a so‐called Java killer), and Go (an attempt by Google to create a simple and powerful programming language much like C or C++) (McAllister, 2012).

Now that you have an understanding of when some of the most important computing languages were developed, in the next section, we will take a closer look at what some of this code looks like.

Questions to Consider

1.  Why are programming languages important? 2.  What are the five generations of computer software? 3.  What does a compiler do? 4.  What is the difference between machine language and assembly language? 5.  What are some examples of high‐level computing languages? 6.  What was the advantage of structured programming? 7.  What are some examples of structured programming languages? 8.  What are examples of Fifth Generation computing languages?

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3.2 The Basics of Programming Who are these programmers that have to master various types of arcane programming languages? These people are sometimes called computer scientists, and they go to college to study multiple programming languages as well as engineering. This training gives them an understanding of both computer hardware and software. Computer science focuses on the development, analysis, and evaluation of algorithms. An algorithm consists of rules for finding a solution to a problem in a defined number of steps. Think of it like a complete plan of action to achieve a specific goal. Here is an example of an algorithm you might construct to get to work:

Step 1: Get in car.

Step 2: Start car.

Step 3: Check to see if you have gas. If you have gas, go to Step 5. If you do not have gas, go to Step 4.

Step 4: Get gas.

Step 5: Continue drive to work.

In a real algorithm, Step 3 is considered a conditional statement and appears in a triangle box to designate that a decision needs to be made. It is conditional because depending on the answer, the logic goes in a different direction.

Computer scientists are involved in many different activities that include artificial intelligence, networking, human–computer interaction, databases, Web and multimedia design, management information systems, computer security, software engineering, and computational science. It is an exciting and diverse field (Zelle, 2004, pp. 4–5).

Interviews from the Field: Senior Software Developer

What are your primary responsibilities?

I design and implement backend services for our digital content delivery system.

What are the most important skills needed for your job?

Understanding the business problem and translating this knowledge into technical solutions. Designing a system that is robust and scalable, while being maintainable.

What do you like best about your job?

I enjoy interacting with the subject matter experts and seeing their visions realized. I also like seeing my solution in use by the end users.

What got you interested in entering this field?

Solving real, day‐to‐day human problems with computer systems.

What is your educational background?

I majored in Computer Science, which equipped me with analytical thinking and system design skills.

Can you give an example of a project you are working on now?

I provide a common authentication/authorization subsystem for multiple different applications.

Step One in Programming

How do programmers begin their work? The first step is to determine a problem they want a computer to solve. The second step is to work through the algorithm. The third step is to design the flow chart or the general logical procedure that the program will follow. This makes it appear as if intelligent decisions are being made. The final step is to actually write the program on the computer, try it out, and see if it works. If it does not work, then the programmer will begin looking for errors or bugs in the program.

The story of how the term bugs originated is an interesting one. It dates back to Admiral Grace Hopper, who was a programmer for the Mark II computer during the 1940s. Her computer kept failing, and she could not figure out the reason until she discovered an actual moth near a computer relay. She removed the moth, taped it on the wall, and labeled it with a note: "software bug." The term has stuck, and a bug today in computer terminology is an error in the software program (Patton, 2002, p.6). This error could be something as simple as a typo—for example, entering the word "ptint" instead of "print." Or it could be a more complex problem involving faulty logic, in which case a more detailed debugging process that removes the errors is required.

BASIC

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The classic way to demonstrate differences between various programming languages is what is known as the "Hello World!" program. This short and simple program merely instructs a computer to display "Hello World!" on the monitor. The first example is in the BASIC programming language. Remember, BASIC is an acronym for Beginners All‐purpose Symbolic Instruction Code. Elements of this language are still used today with a derivation called Visual Basic. (The newer language called Visual Basic was first developed in 1991 to help programmers develop functions and applications for graphical systems) (Patrick, 2006). The numbers on the left are line numbers for each of the instructions. Only one instruction goes on each line. Each line can be labeled with any whole number, but the numbers typically increase by 10s. Here is the program:

10 Print "Hello World!" 20 End

When you run or execute the above program, the computer displays "Hello World!" on the screen. As you can see, "BASIC" really can be quite "basic."

Looping in BASIC

Now, let's explore a more complex program written in BASIC. Follow along in this logical process, and you will begin to understand some of the power of computer programming. Let's say you want the computer to ask someone their name, and have them tell the computer to count to a certain number. This requires a user input and also a looping function. The program would look like this:

10 PRINT "Hello. What is your name?" 20 INPUT A$ 30 PRINT "What number would you like me to count to?" 40 INPUT B 50 FOR X=1 to B 60 PRINT X 70 NEXT X 80 END

As a note, the dollar sign character in line 20, $, means that the input will be a string, meaning a "string of text." This is the person's name.

In contrast, look at the input command in line 40. This just has the variable B, which means the computer should expect the user to enter a number, and not a string of characters like a person's name.

When you execute the above program, the computer asks for your name and waits until you type it in and press the Enter key. The computer remembers this as the variable A$ (called a string of characters). Then, the computer asks for a number to count to, and again waits until you type in a number and press Enter. The computer remembers this as an integer named B. Then, in lines 50 through 70, the computer initiates a programming loop (lines of programming code that are repeated over and over with different variables). Beginning with the number 1, it travels through the loop B times, which is the number you typed in for the computer to count to. The number X keeps track of where the loop is, and then prints that out. The loop ends when it reaches the number B and then moves on to instruction 80, which tells the computer to end the program. So, if your name happened to be Jane and you wanted the computer to count to 3, the computer would execute the program in this sequence, line by line: 10, 20, 30, 40, 50, 60, 70, 50, 60, 70, 50, 60, 70, 80. This order of instructions executed by the computer is its logic trace. The screen output would appear as follows:

Hello. What is your name? Jane What number would you like me to count to? 3 1 2 3

This is a very simplistic program, but it illustrates some important concepts such as input, output, computer loops, and the sequential nature in which the computer executes a program. In the simplest applications, a computer does one thing at a time, completing each command before moving on to the next one. Although the above example of a computer program was just eight lines long (and referred to as the computer code), more complex programs can number into the hundreds of thousands of lines, with teams of programmers assigned to create different sections or subroutines.

Logic and Branching in BASIC

Let's move to a more advanced example—one that will illustrate the importance of computer logic. This gives the computer the appearance of intelligence. In this example, you will also see a program branch, meaning that, based on the results of a decision (called an if–then statement), the computer jumps to a line number that is not sequential. Here is our task. Consider that you want the computer to ask a user what university she attends. If she says that she goes to School University, the computer will congratulate her. If she types in the name of another university, then the computer will invite her to visit the School University website. How does the computer know how to do this? Here is the program:

10 PRINT "Hello. What university do you attend?" 20 INPUT A$ 30 IF A$="School" THEN GOTO 100 ELSE GOTO 40 40 PRINT "You should check out www.School.edu sometime."

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50 PRINT "Thank you for talking to me." 60 END 100 PRINT "Great! School is a wonderful place to learn!" 110 GOTO 50

Here is what the screen display would look like if you attended School. (The instruction sequence is as follows: 10, 20, 30, 100, 110, 50, 60.)

Hello. What university do you attend? School Great! School is a wonderful place to learn! Thank you for talking to me.

In the above example, the if‐then statement in line 30 represents the logic. If you enter "School," then the logic statement is true, and the program branches to line 100 and runs a short subroutine. If the user does not answer School, then the line 30 logic statement is false and does not branch. It executes the ELSE statement, passes to line 40, and tells the user to check out the School website. Then, the program displays, "Thank you for talking to me," and ends. In this case, the instruction sequence is as follows: 10, 20, 30, 40, 50, 60. Here is what the screen display would look like if you did not enter School:

Hello. What university do you attend? University of Earth You should check out www.School.edu sometime. Thank you for talking to me.

The above program gives the appearance that the computer is intelligent and listening to the user's response. While these are simple text‐based examples, they represent fundamental programming concepts for all software applications. We will now explore examples of modern day software applications and operating systems. Although we will not delve into the extremely complex computer code for these programs, by now you should have a feel for the type of work that goes into making these programs come alive.

Technology Today: Other Uses for Computer Programming

Whenever you work on a computer, you're using some type of programming language. Fortunately, the average computer user doesn't need to speak, understand—or even be aware of—the particular programming language they're using at any given time in order to make a computer do what they want it to do.

Professional computer programmers have created sets of instructions—the software programs that convert the commands you enter with your keyboard or mouse into language the computer understands. As programming languages have become more sophisticated and easier to use (at least by professional programmers), the uses for software have expanded as well.

Intelligent Programs

Programmers are now able to write "intelligent" programs that perform a multitude of tasks. For example, manufacturers increasingly rely on computer programs that employ complex mathematical formulas known as algorithms to create production and delivery schedules that allow them to fulfill customer orders in the most cost‐effective manner.

Researchers at North Carolina State University have written a similar program that allows a car to maneuver through traffic without a driver. This program sorts information captured by onboard cameras and directs the car to a lane of traffic. The program then detects how conditions change as the car travels in order to keep it in the correct lane (North Carolina State University, 2010).

The team that wrote this program envisions it enabling the development of new automotive safety features, such as systems that take over the steering of a car when a driver falls asleep at the wheel or suffers a medical emergency, such as a heart attack that interferes with the ability to drive. This technology also could be used by the military to develop unmanned vehicles that would conduct surveillance and reconnaissance missions or transport materials through hostile areas.

The methods used in computer programming have the potential to bring about improvements in many other areas, including medical science. For example, a team of biologists and biomedical engineers from Boston University and The Massachusetts Institute of Technology applied the principles of computer programming to develop a precise method of counting cells in the human body (Keim, 2009). Although their work is still in its early stages, this team hopes to create what amounts to biomedical machines that can be programmed to locate disease‐carrying cells. Once these infected cells are located, the team hopes to alter their genetic patterns, thus eradicating the disease, through methods that also rely on computer programming principles. One proposed method would be to inject a compound that can cure the disease into another cell, and then program that cell to release the curative compound at the appropriate place and time to eliminate the threat to the damaged cell. Such a solution conceivably could cure a host of life‐ threatening diseases.

Links for More Information

Cellular Counter Brings Computer Programming to Life http://www.wired.com/wiredscience/2009/05/cellcounters/ (http://www.wired.com/wiredscience/2009/05/cellcounters/)

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Motivated by personal tragedy, Sebastian Thrun set a goal of saving a million lives each year. Here he discusses helping to build Google's GPS‐powered driverless car. Do you agree that letting computers take the wheel will reduce traffic deaths?

Computer Program Allows Car to Stay in Its Lane http://www.sciencedaily.com/releases/2010/04/100406093630.htm (http://www.sciencedaily.com/releases/2010/04/100406093630.htm)

TEDTalks: Sebastian Thrun—Google's Driverless Car

Questions to Consider

1.  If you were a computer programmer, how would you choose a computer language to write in? 2.  What is the definition of computer science? 3.  What types of work do computer scientists perform? 4.  What is an algorithm? 5.  What is a computer bug? 6.  Why is the "Hello World!" program significant? 7.  Why is a loop in a computer program important? 8.  What is the function of a branch in a computer program?

TEDTalks: Sebastian Thrun—Google’s Driverless Car

© Films Media Group. All Rights Reserved. Length: 4 mins   

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3.3 Systems Software—The Operating System In this section and the next, you will learn about the three main types of systems software: operating systems, utilities, and device drivers. In general, these are the software programs that define the environment in which you will spend your time using application software such as Word or PowerPoint®. We will conclude this chapter by exploring some basic examples of application software.

What Is an Operating System?

One of the most important types of systems software programs is the operating system (Godbole, 2005, pp. 1–11). This is the set of programs that is sold with a computer and designed to make it easier for you to perform useful functions with it. The operating system has no specific user or function in mind. You may want to use the computer to play games, send email, Skype™, chat, do taxes, post Instagram pictures, develop spreadsheets, update your Facebook status, or write a book. No matter what you choose to do, the operating system is designed to help you access and use the software application that meets your needs. Along with providing a space in which to use these applications, another job of the operating system is security, or making sure that the information developed by one user cannot be found by another. Finally, the operating system is closely tied to the computer's memory. One of its most important jobs is to allocate memory usage in a way that will make the computer operate most effectively. Related to this is the essential role the operating system plays in data storage, as well as file and folder management.

Three main types of operating systems exist today. The first is a stand‐alone operating system that operates on a PC, such as Windows®. The second is a network operating system that manages multiple computers and controls how they share data and communicate with each other. The final type is an embedded operating system, which is found in a variety of applications such as home appliances, factory equipment, environmental monitoring systems, aircraft control panels, automobile dashboards, video game consoles, and so on (Pottie & Kaiser, 2005, p. 1).

How do you start up the operating system? It is as easy as turning on the computer itself. This can be done through a cold boot, which means physically pressing the power button to start your computer. You could also do a warm boot, which is the selection of a restart function in the operating system itself. A warm boot is sometimes used when you have installed new programs and the computer needs a general reset. Note that if you are having problems with Windows® due to a faulty program, or a variety of other hardware reasons, you might want to boot in Windows® Safe Mode. This is a startup that bypasses all of the programs and drivers not critical to Windows® booting.

Once the computer boots, you will see several important things. The first might be a flash screen indicating the name of the computer, such as Dell™ or Apple®, and the type of operating system, such as Windows® 8 or Mac® OS X®. The arrow on the screen is your pointer, which is controlled by the mouse (on a PC), touchpad (on a laptop), or finger (with a tablet). There are also various icons that might represent other parts of the operating system or assorted applications. The task bar, or dock, is often at the bottom of your screen, which is also the place where you can quickly see which programs are active and open.

Early Operating Systems

Just like the five generations of software languages, there have also been generations of operating systems. However, the first generations of computers had no operating systems at all. For example, from 1945 to 1955, when computers were huge mechanical devices, the operating system did not exist, and the machines were very difficult to use as a result.

The second generation, from 1955 to 1965, was the age of the transistor, and again there was no electronic operating system. The computers of this era were batch machines, meaning that the programmer or user created a stack of physical cards with holes in them, and the patterns of holes in these cards told the computer what to do. The so‐called "operating system" at this time was simply the manual process of loading the information from these cards into the computer's memory.

The third generation of operating systems developed between 1965 and 1980, and was defined by the integrated circuit. As we have seen before, these were still mainframe computers dominated by the IBM® 360. These early operating systems were written in assembly language that allowed the user to enter commands into the computer through the keyboard rather than a punched card. The operating systems of this generation also allowed time sharing, in which multiple computer terminals could be attached to the central computer, enabling several people to send commands to the mainframe at the same time.

DOS

The fourth generation of operating systems is where we are today. From 1980 to the present, computers have incorporated Large Scale Integration (LSI) circuits in which thousands of transistors can be placed on a single chip. This development led to the birth of desktop computers. The first operating system for personal computers was the Control Program for Microcomputers, or CP/M, during the 1970s. However, a more significant development was the emergence of DOS, which stands for Disk Operating System. This acronym is important because it relates to our earlier point that operating systems play a central role in managing data and files. The "disks" in this acronym were the physical locations of data storage. "Files" are an individual computer document such as a word processing file, spreadsheet file, or image file.

Originally developed by Seattle Computer for the Intel® 8086, DOS opened up new ways for users to interact with their computers. Bill Gates, Microsoft® founder, who was also operating in Seattle, saw the potential of DOS and acquired the company. In 1981, it became known as MS‐DOS for an IBM® computer, and PC‐DOS for a clone. The final version of MS‐DOS was released in 1994 (Version 6.22).

As mentioned earlier, when DOS users turned on their machines, they saw the command prompt or C prompt, which was C:\ followed by a blinking cursor. (In other words, DOS did not have a Graphical User Interface (GUI) that computer users are accustomed to today.) From there, they typed in commands they wanted the computer to perform. To start a program, they would type "run," followed by the program name. To view a list of all the files in a given folder, users would type the "dir" command. If users had several programs they liked to access, they might write their own program using a simplistic DOS batch file. These commands were often

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Microsoft®'s Windows 95 enabled users to navigate program menus from the Start Button, and allowed desktop organization via shortcuts. How would these features improve productivity?

AP Photo/Robert Sorbo

confusing for the novice to create. They did allow users to personalize their computers by, for example, having the computer display a personal greeting instead of the impersonal C prompt when the machine booted up.

DOS could be frustrating to users who were trying to perform a task as simple as copying a file from one place to another. To copy a document from the computer to a floppy disk, you had to type a command, such as: COPY C:\example.doc A:\example.doc. This meant that you were copying a file from "C," which was the name for the hard drive, to "A," which was the name for the floppy disk. The C hard drive in this example was the source, and the A floppy drive was the destination. Even today, when copying files it is important to think about the source and destination. These letters continue to be important, as they designate the hard drive, the USB drives, or the DVD drives that are connected to the computer.

Windows®

The next stage of operating systems had a Graphical User Interface (GUI). Microsoft® again took the lead here, although the company borrowed heavily from the Macintosh® and also the pioneering work done at Xerox® PARC. Beginning in the 1980s, Microsoft® called its new operating system Windows®. It has had a variety of releases that continue to this day. Versions 1.0, 2.0, and 3.0 were not as commercially successful as later versions. The idea behind them was that instead of running just one program at a time, as with DOS, the user could now have a variety of "windows" open on the screen at any given time. Each window could run a different program, and data could be shared between them. For example, if you were working on a word processing document and were also doing calculations in a spreadsheet, in DOS you would have to work on one document, save the changes, close the program, and then open the other. With Windows®, both programs could remain active, allowing you to copy data from the spreadsheet and paste it into the document that was open in the word processor. This capacity for multitasking and sharing data between programs was a tremendous advance in productivity. The problem, however, was that these early versions of Windows® were quite slow.

How do you control window sizes? Computer monitors are limited in size (even though they are getting larger and larger each day for the desktop), so only a certain number of programs can be easily displayed at one time. If you are working in one program and want that program to fill your monitor screen, you can maximize it. This button is found in the upper right‐hand corner of the window, just to the left of the red X. The red X closes the program, and the maximize button to its left makes the program window fill the entire screen. The button to the left of that (which looks like a minus sign) is the minimize function, which closes the window without terminating the program. The program is still running, and it can be found on the bar, known as the taskbar, on the very bottom of the screen. To resize the window, click the restore down button, which is also to the left of the X. Hover the cursor over the edges of the window, and it changes into a left–right arrow. Now, you can click and drag the edges of the window horizontally. You can do the same vertically as well.

With the release of Windows® 3.1, some of the early visions of GUI became a reality. Then, in 1995, came Windows® 95, which promoted a new feature called the start button. Advertising Windows® 95 with the Rolling Stones' "Start Me Up" as its theme song, Windows® promised—and for the most part delivered—a higher level of performance and user productivity. To launch a program in Windows® 95, users clicked "start" and then scrolled through the various program menus. They could also create an icon for it on their monitor desktop. As one Windows® guide stated, "One of the ideas behind the design of Windows® and of most Windows® applications is that you should treat the screen as you would a desk." On a real desk, people laid papers from different projects on top of each other. Finally, Windows® had provided a way to simulate this type of organization (or in some cases disorganization) on the computer (McBride, 1996, p. 10). This same principle guided later releases of Windows®, including Windows® 98, Windows® ME, Windows® 2000, Windows® XP, Windows® Vista, Windows® 7, and now Windows® 8.

In the fall of 2012, Microsoft® released their latest operating system, called Windows® 8. Code‐named Metro, it focuses on tablets and laptops, as well as the standard desktop PC. For the mobile devices (and even for the desktop), it has a well‐integrated touch system that is not currently featured in Windows® 7.

A Look Further: Windows® 8

To learn more about Windows® 8, visit: http://windows.microsoft.com/en‐us/windows‐8/meet (http://windows.microsoft.com/en‐us/windows‐8/meet)

Navigating Windows®

What are the common features of a Windows® operating system? The start button is still located in the lower left‐hand corner (although it typically no longer says "start") with the four‐panel red, green, blue, and yellow Windows® logo. The Windows® logo used to be four interlocking jigsaw pieces, signifying how each of its main software programs could share data and work together. When you click this button, you will see the quick launch menu of programs most recently accessed on the computer. On the right side of the start menu are links to documents, pictures, music, games, and help.

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Windows® has several standard icons that appear on the monitor, including the recycle bin, where all the deleted files are sent. Once there, they are not actually deleted yet. If you want to retrieve these items from the bin, just double‐click it, and the file(s) can be restored back to the desktop. If you really want to delete files, then periodically right‐click on the recycle bin and empty it.

My Computer is another important icon. Double‐clicking this icon will open up a preview of the various hard drives and external drives located on the computer. Usually, the main hard drive is called the C drive, a convention that goes back to the old C prompt in DOS systems. Under the drive letter is a bar that indicates how much total storage has been used. Other icons here will include any DVD drives that are connected to the computer and also perhaps a recovery drive. If you have a portable flash drive and plug it into a USB port, this is the place where you will access files on it. The operating system will assign it a letter name when you plug in the USB device.

A Look Further: Navigating Windows® 8

Navigating to these features is the same for previous Windows® operating systems. However, the location of these common features differs in Windows® 8. You can learn more about how to use Windows® 8 through the Microsoft® website: http://windows.microsoft.com/en‐US/windows‐8/settings‐search‐shutdown‐basics#1TC=t1 (http://windows.microsoft.com/en‐US/windows‐8/settings‐ search‐shutdown‐basics#1TC=t1)

Mac® OS and Linux®

Up to this point, we have concentrated on the PC side of the operating system, but the Macintosh® has also had significant developments. The first operating system was the "Classic" Mac® OS, which was in use from 1984 to 2001. Unlike IBM® PCs of that era, the Mac® had no command line (C prompt) at all. Instead, it had an entirely graphical interface. In 2001, a major operating system advance came with the Mac® OS X®. Today, this is known as Mac® OS X® Snow Mountain Lion, which is a 64‐bit operating system designed to be easier to use and more stable than Windows®.

Linux® is a third significant operating system. Linus Torvalds developed Linux® in 1991 at the University of Helsinki. This is a version of the UNIX operation system first developed by AT&T programmers at Bell Labs in 1969 and was used primarily to run large, networked computers. One of the important features of Linux® is that it is open source. This means that Torvalds put all of his code online, let people download it for free, and then invited users to suggest and implement programming improvements. Though the number of users that install it is growing, Windows® and OS X® still dominate the market because Linux® is more complicated, and a variety of programs are not written for it. Programs that are not open source, like Windows®, are closed to user access. Only Microsoft® can update the code. This open‐source

approach to software development has been duplicated with applications like the Firefox® Web browser.

A Look Further: Navigating MAC® OS

Go to the Apple® website to learn more about using MAC® OS. http://www.apple.com/findouthow/mac/ (http://www.apple.com/findouthow/mac/)

Questions to Consider

1.  When you use a computer, when do you interact with the operating system? 2.  What is the importance of an operating system? 3.  What does DOS stand for? 4.  What is a computer window? 5.  What are some of the basic features of the Windows® operating system? 6.  What is the purpose of the My Computer icon in the Windows® operating system? 7.  What are some examples of Mac® operating systems?

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3.4 Utilities, Drivers, and Applications Now that we've explored operating systems, it's time to look at other types of software—utilities, drivers, and applications. Most likely, you have the greatest familiarity with applications, as these are the main programs you use to actually do things with a computer. This might include Word for word processing, or even the latest game for enjoyment. A second type of systems software is called drivers that are small programs that enable your software to communicate with the specific hardware you own (such as word processing and your printer). Finally, there are the utilities, which are embedded into every computer and perform vital maintenance and operative functions. Taken together, these applications and systems software (utilities, drivers, and the operating systems we covered in the previous section) play a central role in defining and shaping your overall computing experience.

Utilities

If you think about the utilities in your house, they are the basic components that make it work, such as plumbing, heating, water, electricity, and gas. In a similar way, computer utilities are the software programs that make a computer work. The way to find many of these programs is to click the start button in a Windows® system. This is where you can find a list of important peripherals attached to the computer, and also tools to manage the system. In the "Classic View" of the Control Panel (which is the location where users can control a number of internal computer utilities) are icons to add hardware, to add and remove programs, security, and a firewall, and to select other performance options. Another way to access utilities is to click the start button and then double‐click the Accessories folder. There, you will see another System Tools subfolder. This includes important utilities such as backup, disk cleanup, disk defragmenter, system information, and system restore.

At this point, it is also important to mention that the file structure of all personal computers is hierarchical. To understand what hierarchical means, think of the file structure as a family tree that has multiple levels. To begin with, a file is an individual document. It could be a word processing file, a spreadsheet file, or a presentation file, for example. When you work with computers for a while, you will start to accumulate lots of files. The computer equivalent of a real‐life filing cabinet is used to maintain order. When you have several types of files associated with a particular job or activity, you will want to create a folder. For example, you might create a folder on your hard drive called Introduction to Digital Literacy. In this folder, you would place all of the various files that you created and saved for this class. As time goes by, you will find that you have created many folders. These can also be organized through the creation of subfolders within folders. As you progress through your education, you might create one main folder under your school's name, and then inside that folder would be other subfolders for each class you take. In those folders could be still more folders, or the individual files that you created. This is the hierarchical file structure. It is very important to design an intuitive file management system for yourself. This will keep you organized and efficient. All of these documents should be in one master folder called My Documents, just as all of your images should be stored in My Pictures, and music in My Music.

While you are not required to put your word processing or spreadsheet documents (or any other kind of document) in the My Documents folder, it is simply good organizational practice.

Despite our best efforts to stay organized, sometimes we all misplace a document that we have created. To assist you in such situations, a helpful searching function is built into the operating system. Select the start button again, and a dialog box will appear that says "start search." Begin typing the keywords of the document as best as you can remember them, and various files that match these criteria will appear in the box above the dialog box.

Additional applications are bundled into the operating system. Clicking on Start, All Programs, and Accessories will help you find them. These include a calculator, a notepad, a Paint program, and a variety of games, such as Solitaire. You will also find some important system utilities, such as a disk defragmenter, that you should periodically run to clean up your hard drive and help it operate more efficiently. A disk defragmenter (or defrag) is an important utility that should be run at least once a month. This is necessary because when you delete a file or folder from your computer, you are essentially letting the computer know it can reuse this space as needed, but if you do a lot of deleting, your hard drive will have many small holes and become "fragmented." Disk fragmentation can slow down access time to your data. Running the disk defragmenter eliminates this problem by cleaning up all the holes. Access this utility by selecting Start, All Programs, Accessories, System Tools, and then Disk Defragmenter.

Although they are not technically utility programs, there are fun ways to personalize the computer within the operating system. You can change the wallpaper or the background image on the screen by right‐clicking on the desktop in Windows® and selecting Personalize. To modify the wallpaper, click on Desktop Background and then use the Browse button to find the image you want to use as wallpaper. Double‐click on the image to make it appear in the background behind all of your icons.

Choosing a screen saver, which appears after a certain period of user inactivity on the computer, is another way to personalize the computer. Many years ago, with the older monitors, if one image stayed on the screen for a long period of time, a shadow of the image would actually become burned into the cathode ray tube (CRT) and remain even after the monitor was turned off. To prevent this, programmers began including a screen saver in the operating system. This meant that after a certain amount of time, an animation would take over the screen, such as the famous flying toaster, the Windows® logo, or flying shapes and colors. These animations prevented the screen from burning. When the user wanted to get back to work, any motion of the mouse or press of the keyboard cleared the screen saver and returned the desktop to its previous state. Although monitors no longer burn, today, the screen saver remains as customizable nostalgia.

One other important utility is System Restore. Sometimes, computers have software problems and have been known to have critical errors (in Windows® this is often called

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Screen savers, originally necessary to protect the monitor's computer screen, quickly became a fun way to personalize a computer. Today, users can also add background images to cell phones and tablets.

iStockphoto/Thinkstock

the Blue Screen of Death because your monitor screen will turn blue). To recover from such errors, Windows® will seek to return to the latest restore point when things were working well. System Restore typically creates a new restore point every day, and also updates whenever you add a new program or device. So, if you get a crash, select the restore point that you want to return to by selecting Start, All Programs, Accessories, System Tools, and then System Restore.

The final groups of important utilities are called "Hardware and Sound," and are found in the Control Panel. The hardware side of this enables you to add peripherals to your computer. For example, if you purchase a new printer, you would select Start, Control Panel, Hardware and Sound, and then Add a Printer. You can also adjust your mouse settings, power options for battery usage (if you have a laptop), scanners, cameras, game controllers, and other input devices. The second important feature here is your sound control. In this option, you can adjust your system volume, change system sounds, and manage your audio devices (such as speakers).

Drivers

Another type of systems software is called device drivers. What are these? They are a piece of software—a relatively small computer program—that lets more

advanced applications share data with a piece of hardware. One example is a device driver for Microsoft® Word (the advanced application) to send data to a printer (the hardware).

In the control panel, there is another folder known as the device manager. This helps you manage the various drivers in your computer. Device drivers are an important part of the systems software. Each device driver is written for specific hardware devices, and is unique to that device. For example, if you purchase a new printer, it will come with a DVD that has device drivers on it. These programs need to be installed so the printer will be able to communicate with your PC. Sometimes, hardware devices are called plug and play. This means that once you plug in the peripheral, often through a USB port, the computer will recognize it and begin communicating without the need to install a specific driver. When you no longer need a device, you will want to uninstall it. This is done by going to Control Panel, Programs, and then Uninstall a Program. When you select these options on a PC, you will get a list of all the programs on your computer. Highlight what you no longer want from the list, and then select Uninstall.

Applications

Finally, we have arrived at the real reason we have computers in the first place—applications! There are thousands upon thousands of computer applications, which are programs that you purchase, install, and run on your computer. It would be impossible to cover them all here, but let's explore some general features of applications. These applications can be divided into three main categories: business suites, personal suites, and specialized software. Microsoft® Office is an example of a business suite. In general, a software suite is a group of software programs that are bundled together. A business suite includes software programs designed to improve business productivity. When you purchase it, you will receive several sophisticated software programs such as Word (a word processor that lets you create documents, letters, brochures, flyers, and so on), PowerPoint® (presentation software that lets you create animated slide shows), Excel® (a spreadsheet program that lets you work with numbers in powerful ways), Access® (a database that lets you manage lists of information and related data), and Outlook® (for sending, receiving, and creating email).

A personal suite usually includes less sophisticated programs than the ones previously mentioned, although they perform similar functions. Microsoft® Works, a

personal suite, is less expensive than the Microsoft® Office business suite, but does not provide as many options. While it includes a word processor, a spreadsheet, a database, and a calendar, these do not have the same powerful functions as, for example, Word or Excel®. But the documents they produce are compatible with the complete programs. One of the things that it lacks is presentation software like PowerPoint®.

"Specialized software" is the largest category of applications. These programs might include Internet browsers, business software, and imaging software that allow you to create and manipulate pictures. Although we will discuss the Internet in detail in a later chapter, mentioned here are several important browsing applications you can use. A Web browser enables you to search and view the Internet. These applications include Internet Explorer™ (Microsoft®), Firefox® (Mozilla®), Safari® (Apple®), and Google Chrome™.

You can purchase specialized business applications to help you keep track of your personal finances or even manage an entire company. Quicken® and QuickBooks® are applications best used for personal finance, while much larger and more expensive accounting packages like MAS 90 and MAS 200 can provide all the accounting and inventory software needed by a large organization.

One important aspect of running applications on your computer is that you will often have to update them. Software programs are rarely perfect. When users find bugs, they are reported to the software manufacturer, who issues patches or updates to make the code run better. The version number of the software you are running can indicate whether you have an old copy or the latest version. Often, the software itself will prompt you and ask if you want to update it. The Windows® operating system has automatic system updates to improve performance and security. Another important aspect of running applications is that you will often have many open at the same time. A handy little trick to navigate between them is pressing ALT‐Tab on the keyboard. This will bring up a small window of all running applications and you can select which one you want to bring to the forefront of your monitor.

Collaborative applications are also an important and growing area of software development. One of the best examples of this is Google's Home & Office programs. These include the following free online applications that are easily shared and also able to be synched to all of your devices (so if you make an appointment in Google Calendar on your smartphone, you will also see it when you look at your desktop calendar):

Docs: Create and share your online documents, presentations and spreadsheets.

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An architect uses a CAD application to create detailed plans for a house she is designing. CAD is widely used, from engineers building fighter jets to orthopedic surgeons modeling prosthetic limbs.

Iain Masterton/age fotostock/SuperStock

http://docs.google.com/ (http://docs.google.com/) Calendar: Organize your schedule and share events with friends. http://www.google.com/calendar (http://www.google.com/calendar) Hangouts: IM and call your friends through your computer.  http://www.google.com/hangouts/ (http://www.google.com/hangouts/) Sites: Create websites and secure group wikis. http://sites.google.com/ (http://sites.google.com/)

Other applications are vital to making sure your computer is working at an optimal level. For example, virus protection applications, which require a yearly subscription, prevent your computer from becoming infected (more on this topic later). McAfee® is one well‐known company that offers virus protection software. Spyware is another type of threat from which you'll need protection. These are malicious programs, installed without your consent, that monitor your activity on the computer. This invasion of privacy is often done for marketing purposes. An example of an antispyware program is Spy Sweeper, developed by Webroot®. You can also get all‐in‐ one computer protection like Norton™ 360, which has virus, spyware, browser, and firewall protection, as well as intrusion prevention and inbound and outbound email scanning.

A Look Further: Virus Protection

Every year, PC Magazine published its annual comparison of the best antivirus tools, including free and paid versions. You can read the results here: http://www.pcmag.com/article2/0,2817,2372364,00.asp (http://www.pcmag.com/article2/0,2817,2372364,00.asp)

Computers are a visual medium, and a variety of specialized applications are designed to handle these functions. CAD (Computer Aided Design) is an example of this type of application. One of the best known is AutoCAD® by Autodesk®. This program can create detailed two‐dimensional drawings for architects and engineers, and it also has sophisticated 3‐D rendering capabilities to model real space and enable virtual walkthroughs of buildings before they are built (or machine parts or even the human body). For those interested in art, there are painting programs that enable you to paint without any of the mess. Windows® comes with a Paint program for rudimentary drawing functions, and you can purchase more sophisticated programs such as Photoshop® for painting and image enhancement.

The automobile is another place where computers will gain a greater foothold in the future. As Keith Barry observed in a 2010 article in Car and Driver, "Compared with the electronic wizardry found in our homes and offices, even the most advanced cars built today seem stuck in the Stone Age" (Barry, 2010). This is changing. Many cars now are connected to the Internet and by interfacing with the GPS, provide real‐time information on traffic and other nearby attractions. The most sophisticated computer/car interaction is being worked on at Google. In attempting to create a self‐driving car, they hope to develop personal transportation that reduces accidents, and also improves fuel efficiency (as well as letting everyone in the future have their own personal chauffer).

A Look Further: Self‐Driving Car

You can read about the experience of one journalist riding in a Google self‐driving car here: http://money.cnn.com/2012/05/17/autos/google‐driverless‐car/index.htm (http://money.cnn.com/2012/05/17/autos/google‐driverless‐car/index.htm)

Again, there is virtually no limit to the types of applications that can be installed on a computer. In the next few chapters, we will focus on some of the most important applications you may want to use for school and work, including Word, PowerPoint®, Excel®, and searching applications—the original killer apps. In a later chapter, we will cover Internet applications such as Second Life, email, Twitter, Facebook, Wikipedia, LinkedIn®, and gaming applications.

Interviews from the Field: Interview with a Product and Application Support Administrator

What are your primary responsibilities?

To ensure that customers can receive technical support for proprietary applications in a timely, professional, and educational manner.

What are the most important skills needed for your job?

Interacting with customers requires a communication skill set above all else. Additionally, the ability to listen and analyze data in a

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methodical and logical way are very important skills to have.

What do you like best about your job?

The feeling of leaving a customer satisfied with their technical support experience is what I like most about my job.

What got you interested in entering this field?

Support administration was a natural evolution from my previous role as a Technical Support Representative for a call center. I went from helping with all technical support inquiries to specializing in very specific applications that most valued customers interact with on a daily basis.

What is your educational background and how did it prepare you for your job?

I have a Bachelor of Science in Telecommunications, and a Master of Business Administration (MBA). My Bachelor of Science gave me the technical foundation on which all my jobs have built upon, and the MBA has given me the ability to translate facets of my career into business value.

Can you give an example of a project you are working on now?

Currently, I am working on revising our knowledge systems to make technical support data clearer, more concise, and most of all, easier to access. The end result will be a streamlined knowledge base that will aid in achieving higher customer satisfaction rates with all those that use our proprietary applications.

Apps

While on larger desktop computers, users perform tasks by running massive "programs" (examples here are Word and PowerPoint® for Windows® computers), on smartphones (both Apple® and Android™ systems) these programs are called "apps." A shortened term of the word "application," these are downloaded by the user at an "app store." Apple® users find apps at their App Store™. Android users access apps through Google Play. These apps come in a variety of genres including utilities (such as the Flashlight or a data usage monitor), games (such as Angry Birds™ or Words with Friends), social (Facebook and Twitter), productivity (such as word processing and spreadsheets), and entertainment (such as Pandora® and Netflix).

Questions to Consider

1.  What is the difference between a utility, a driver, and an application? 2.  Why are utilities important? 3.  What can be found in the System Tools subfolder? 4.  Why were screen savers developed? 5.  What is a device driver? 6.  What is a computer application? List some examples.

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3.5 Open Source As mentioned in a previous section, Linux® is an open‐source operating system. This is a very significant development in the history of computing that deserves to be covered in more detail. Specifically, open source means that the code for a piece of software is freely given out to anyone who wants it. For example, if you downloaded an open‐source word processing application, you would get the program as well as the source code. If you are not a programmer, then you would have very little interest in the source code. If you had these skills, however, then the code might be very important to you because it gives you the power to change the program to meet your needs. By opening up source code to the entire world, organizations empower their programmers, allow users to modify and improve the software, and in the end a better product often results (Weber, 2004). We will see a variety of examples of open source in this book (Linux®, Open Office, Wikipedia), but in this section, we will explore some of the general ideas behind open source, as well as its main detractors. For more information, see the Open Source Initiative: http://www.opensource.org/ (http://www.opensource.org/) .

Why Is Open Source Important?

Its proponents argue that open source is important because the most innovative inspirations for the Internet, operating systems, and the software that runs on both have come from the open‐source environment. This concept would have seemed counterintuitive to business leaders as recently as a couple of decades ago, when intellectual property was a secretive and closely guarded commodity. Although there are many who maintain this point of view, there is also a growing open‐source movement that counters this assumption.

To understand open source, you need to know how it is different from the proprietary model, in which software is owned and controlled by its creator. In a traditional software environment, programming instructions are hidden from the user. If you tried to access them (and hackers can break into a program and do this), you would be guilty of a copyright violation. It is illegal to access, copy, modify, or share a piece of proprietary software that is sold for a profit. For example, if a friend wanted a copy of your Microsoft® Word application, you would be breaking the law if you let him copy it onto his computer. This is not the case with an open‐source program.

The Beginnings of Open Source

Up until the 1980s, all software followed the proprietary model. Lots of people were copying or pirating software, but this was against the law. However, some people believed the proprietary model itself was wrong. They said that it deterred intellectual collaboration. They argued that software was an idea, and that preventing people from accessing that idea stifled its natural evolution and potential for growth and improvement. In an attempt to rectify this situation, in 1985, computer scientists at the Massachusetts Institute of Technology (MIT) established the Free Software Foundation (FSF) and the General Public License (GPL).

Copyleft

Open source does have some guidelines associated with it, and the GPL has defined what they are (Dale & Lewis, 2010, p. 236). The FSF also began using a term called copyleft, which is what happens when a user modifies a program and passes along those modifications for free to a friend (notice how "copyleft" is a play on words of the term "copyright"). The motto of open‐source proponents is that "Free software is a matter of liberty, not price." In other words, the FSF argues that we have the right to control the software we bring into our homes. They argue that this is very important because as our society becomes more reliant on computers for every aspect of our lives, we lose our freedom as a society if one or two giant organizations control our software. Peter T. Brown, a former executive director of the Free Software Foundation, said, "The free software movement is one of the most successful social movements to emerge in the past 25 years, driven by a worldwide community of ethical programmers dedicated to the cause of freedom and sharing" (http://www.fsf.org/about (http://www.fsf.org/about) ). Many in the business world realize this is a good way to improve their product and earn a profit. Today, some governments are coming on board with this idea, with Brazil, Thailand, Peru, and even China using the open‐source model to develop software and standards.

Open‐Source Opponents

Not everyone agrees with the open‐source philosophy. Opponents believe that copyrighted materials and closed‐source code protect the programmer, ensure profitability for the organization that takes the business risks to create the product, and ultimately produce a better experience for the user. Microsoft® is leading a charge against the open‐source community, and while they do not want to completely eliminate the practice, they seek instead to limit it. Those who are in this camp support something known as Digital Rights Management or Digital Restrictions Management (DRM). This is the use of digital technologies to protect a variety of different types of intellectual property, which might include anything from personal letters to computer source code. These technologies prevent access to the content in a way that was not intended by the creator. For example, DRM is used within Microsoft® products so users cannot legally access its source code. When you purchase a copy of a Microsoft® product, in reality what you are doing is buying a license to it with rules governed by a contract called the End User License Agreement (EULA). This spells out the terms and restrictions placed upon you for using the license that you purchased (Savage & Vogel, 2009, p. 255). This tension between the open‐ source movement and the proprietary community is ongoing today.

Open Source Software

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Computer developers are excited about Open Source technology in many African countries, using, modifying, and developing free software in an open exchange with the global community. What implications could Open Source have for economic growth in the developing world?

In January 2012, Wikipedia blacked out their English language site for 24 hours in protest of the proposed SOPA and PIPA legislation. What do you think of Wikipedia's protest?

AP Photo/Wikipedia

SOPA and PIPA

Related to these issues are SOPA and PIPA, which have been in the news. Though they sound like they might be the names of twin daughters, in reality they have to do with the open‐source world. SOPA is an acronym for the Stop Online Piracy Act and PIPA is the Protect IP Act. These acts have attracted significant negative attention from major Web entities like Wikipedia. In January 2012, Wikipedia actually blacked out its site for an entire day to protest these acts. It literally went "dark" for 24 hours, and users in the United States could not access its information.

At the heart of the issue, these acts would enable the United States Department of Justice to block users from connecting to foreign Internet sites, which were accused of copyright infringement. The Electronic Frontier Foundation, in December 2011, said, "It's nothing short of a bill to create a U.S. censorship regime, and it's moving fast" (Retman, 2011).

The problem was not the goal to stop copyright infringement. Though the bill's supporters said that they were essential to stop these "rogue" foreign websites, the opponents railed against the vague language of the proposed legislation. This imprecise language, according to SOPA and PIPA opponents, would "create devastating new tools for silencing legitimate speech all around the web" (Electronic Frontier Foundation, n.d.).

How might this happen? Wikipedia relies on user‐generated content. If one of these users posted a link to a blacklisted site, then the Department of Justice would have the authority to shut Wikipedia down. Though Wikipedia theoretically has the resources to prevent this from happening, it could threaten to shut down smaller sites without the funds to protect themselves.

A Look Further: SOPA and PIPA Acts

Do you think these acts will help resolve copyright issues? Why or why not? What other possible solutions to prevent copyright infringement can you think of?

If you want to track the progress of SOPA, visit this site: http://www.govtrack.us/congress/bills/112/hr3261 (http://www.govtrack.us/congress/bills/112/hr3261) 

To track the progress of PIPA, visit this site: http://www.govtrack.us/congress/bills/112/s968 (http://www.govtrack.us/congress/bills/112/s968)

Crowdsourcing

Open Source Software From Title: Linking Africa: The Future Is Digital

© Films Media Group. All Rights Reserved. Length: 2:48   

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While the debate continues, the open‐source philosophy is unquestionably growing stronger. This is exemplified by the increasing number of terms that are linked to the power of open source. Some have called it "mass collaboration," while others call it "crowdsourcing," where the power of the crowd drives the future of business (Howe, 2008). The idea is that sometimes the paid employee is not the best person for a job. Often, the individual who creates the best product is the one who is using it on a daily basis, and the best person to evaluate that effort is not a coworker, but friends who also use the product on a daily basis. The open‐source movement is not restricted to the world of computing. It is the idea behind blogs (which we will discuss later) and the amateurs who write them for free, share their opinions, and report on the news. Crowdsourcing takes advantage of the power of a blogger's followers to further shape and understand the news. Further discussion of the open‐source philosophy can be found in books such as We the Media, which explores grassroots open‐source journalism (Gillmor, 2006); The Pirate's Dilemma, which considers how open‐source and youth culture are reinventing capitalism (Mason, 2008); and The Wisdom of Crowds, which champions the problem‐solving potential of large groups of people (Surowiecki, 2004). Or as the title of another book suggests, We are Smarter than Me (Libert & Spector, 2008). As you progress through this book, you will see how the open‐source philosophy has been extended to encompass more than the source code created by computer programmers.

Questions to Consider

1.  What is open source and why is it important? 2.  How is open source different from proprietary software? 3.  What is the importance of the Free Software Foundation? 4.  What does copyleft mean? 5.  Who are the open‐source opponents, and what is their argument? 6.  What do the acronyms DRM, EULA, SOPA and PIPA mean? Why are they important?

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Summary In this chapter, our focus was on computer software, which is the second half of the PC revolution that we began discussing in the previous chapter. You learned that software is created through a variety of programming languages, and you should now have a feel for what some of these languages look like, as well as some of the basic ways that they can instruct the computer to perform tasks. We also learned about different types of software. Systems software focuses on making the computer function; applications software enables users to perform specialized tasks; and utilities and drivers keep your hardware working together as a single unit. Finally, this chapter introduced two different types of programming environments: open source and proprietary. The next chapter will focus more specifically on applications software.

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Key Ideas

Programming language is the method of communication that lets humans tell computers what to do. These languages have evolved over time. Since 1951, there have been five generations of computer languages. An algorithm is a step‐by‐step logical procedure that enables a computer to perform a task. The algorithm forms the basis of the computer program. There are three types of systems software: operating systems, utilities, and drivers. An operating system consists of programs that define and manage the environment in which you interface and interact with the computer. Examples are Windows® for a PC and OS X® for a Mac®. The file structure of a computer is hierarchical with folders, subfolders, and documents. Applications, including software suites, specialized software, and apps, are the programs that you use to perform tasks on a computer. This includes productivity programs like Word and Excel®, and entertainment programs like games. Open source is software code that is not "owned" (such as Microsoft® owning Word) but is freely given to a community of programmers, with the expectation that they will improve it, and share the improvements with others.

Critical Thinking Questions

1.  Have you ever thought about learning a computer language? If you have, what type of program would you write? What would you like to teach the computer to do specifically for you?

2.  Write an algorithm that defines the choices and things you do on a typical Monday morning from the time you wake up until the time you get to work or school.

3.  Make a list of the operating systems you have used in your lifetime. What have you liked and disliked about each one? If a systems programmer contacted you for feedback, what would you tell him or her you that would like to see done differently?

4.  What are the applications you use most often on your computer? What percentage of time do you spend with productivity (such as Word), entertainment (such as games), and social media (such as Facebook) applications?

5.  Do you use any open‐source programs? If so, which ones? 6.  Where do you stand in the open‐source debate? Do you agree more with the open‐source proponents that argue it is responsible for the most innovative

computer inspirations? Or do you side with the open‐source opponents who believe that copyrighted materials and closed‐source code protect the programmer, and ensure profitability for the organization that takes the business risks to create the product?

Key Terms

Click on each key term to see the definition.

algorithm (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A set of rules for solving a problem through a defined number of steps.

applet (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A small application, designed to be called or used within another application, usually designed to perform one specific task.

applications (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Programs purchased by a user to perform specific functions on a computer, such as a word processing program.

applications programmers (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

People who develop applications for use on computers.

assembly language (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

First‐generation computer language, which used mnemonic codes to replace all the zeros and ones.

BASIC (Beginners All‐purpose Symbolic Instruction Code) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Early programming language.

batch machines (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Early computers that used a stack of physical cards with patterns of holes that told the computer what to do.

10/12/2015 Print

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branch (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A computer programming technique that shifts the program to a nonsequential block of code.

bugs (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Errors interfering with the operation of hardware or software in a computer.

business suite (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A group of programs designed to work together, such as Microsoft® Office, which contains separate applications such as Word, PowerPoint, Excel, and Access.

CAD (Computer Aided Design) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Applications that can create detailed two‐dimensional or three‐dimensional drawings for architects and engineers.

COBOL (Common Business Oriented Language) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A programming language for business applications.

cold boot (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Starting a computer from an "off" position.

compiler (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A program that transforms the source program into the zeros and ones of the machine language.

computer scientists (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

People who study multiple computer languages and who have mastered the hardware and software of computers.

copyleft (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

An open source term that describes what happens when a user modifies a program and passes along those modifications for free to a friend.

debugging (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The process of removing "bugs" or errors from hardware or software in a computer.

desktop (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Items displayed on the monitor screen, including the start button, program and file icons, wallpaper, and task bar.

device driver (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A program that tells your computer how to work with your hardware.

Digital Rights Management or Digital Restrictions Management (DRM) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The use of digital technologies to protect intellectual property.

disk defragmenter (or defrag) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A utility that eliminates discontinuous empty space in the storage to improve a computer's performance.

DOS (Disk Operating System) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

10/12/2015 Print

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Early Windows operating system.

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Terms and restrictions placed upon the user who purchases a license to use a software program.

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Individual computer document such as a word processing file, spreadsheet file, image file, etc.

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The general logical procedure that a computer program will follow.

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A group of files.

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A programming language designed for scientists and used primarily for numerical calculation.

hardware (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Physical devices that make a computer work.

hierarchical (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Treelike organizational structure that includes folders, subfolders, and files.

high‐level computer languages (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Computer programming languages that use commands that resemble natural English.

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The protocol for displaying documents (text, graphics, images, and video) on Internet pages.

if–then statement (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A logic statement that directs the computer to take a specific action if the first part of the condition is true.

integer (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A positive or negative whole number.

Large Scale Integration (LSI) circuits (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Circuit boards in which thousands of transistors can be placed on a single chip.

logic (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Programming decisions that give the computer the appearance of intelligence.

machine language (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A sequence of zeros and ones that symbolize both instructions and data.

maximize window

10/12/2015 Print

https://content.ashford.edu/print/AUINF103.13.2?sections=ch03,ch03introduction,sec3.1,sec3.2,sec3.3,sec3.4,sec3.5,ch03summary,ch03learning,ch04,ch04in... 24/75

(http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Command to make a window fill the entire monitor screen.

minimize window (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Command to move the computer window to the task bar.

My Computer (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Icon that can be used to view a list of the various hard drives and external drives located on the computer.

My Documents (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Place where Windows stores all user documents.

My Music (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Place where Windows stores all user music.

My Pictures (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Place where Windows stores all user images.

object‐oriented language (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A computer language that supports objects such as graphics or a graphical user interface.

object program (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Zeros and ones of the machine language, which the compiler converted from the source program.

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Computer code that users are able to download for free and to which users are encouraged to suggest and implement programming improvements.

operating system (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The operating environment for a computer, which directs the computer to perform essential tasks such as running other applications (at the user's command); it also manages input and output of information, directs communication, and manages storage.

Paint (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A free imaging program bundled with Windows.

personal suite (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A group of programs designed to work together, which are usually less expensive and less sophisticated than a business software suite, although they perform similar functions.

Photoshop® (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

An advanced imaging program used for painting and image enhancement.

plug and play (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A piece of hardware that can be plugged into a USB port and is immediately ready to work, without the need to install a driver.

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10/12/2015 Print

https://content.ashford.edu/print/AUINF103.13.2?sections=ch03,ch03introduction,sec3.1,sec3.2,sec3.3,sec3.4,sec3.5,ch03summary,ch03learning,ch04,ch04in... 25/75

On‐screen arrow whose movement is controlled by a mouse.

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Lines of programming code that are repeated over and over using different variables.

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Software that is owned and controlled by its creator.

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Menu of programs most recently accessed on the computer.

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Place to which deleted files are sent.

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Shutting down and then restarting a computer's operating system without powering down the computer.

restore down (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Command to keep a window open but to reduce it to a previously defined smaller size.

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Animated images that appear on the screen after a certain period of user inactivity on the computer.

software (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Instructions, code, or programs that direct a computer to perform useful tasks at the user's command.

software suites (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Groups of software programs that are bundled together; examples include business suites, personal suites, and specialized software.

source program (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The code a programmer writes in a high‐level language.

specialized software (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The largest category of applications, which includes Internet browsers, business software, and imaging software that allows users to create and manipulate pictures.

start button (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The button in the lower left‐hand corner of the Windows desktop that is designed to help launch programs.

structured programming (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A programming methodology in which blocks of code called subroutines were written to handle specific tasks, while the main program simply accessed them as needed.

subfolder (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A folder within a folder.

10/12/2015 Print

https://content.ashford.edu/print/AUINF103.13.2?sections=ch03,ch03introduction,sec3.1,sec3.2,sec3.3,sec3.4,sec3.5,ch03summary,ch03learning,ch04,ch04in... 26/75

System Restore (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

When a computer shuts down because of a significant problem or critical error, this program can return the computer to a previous configuration in which it was working correctly.

systems programmers (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

People who develop compilers and other tools to convert high‐level languages into machine code; they also work on operating systems.

systems software (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Software programs that define the environment in which application software operates; examples include operating systems, utilities, and device drivers.

taskbar (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A bar at the bottom of the screen that contains the start button, programs running in the background, and the time.

update (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A procedure that replaces a piece of software with the most current version.

utilities (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Software programs that make a computer work.

variables (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Letters in computer code that can take on a variety of different numerical values.

wallpaper (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The background screen of the desktop.

warm boot (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Restarting the computer from an "on" position.

Web Resources

What is the future of operating systems? This article attempts to answer the question: http://www.bizymoms.com/computers‐and‐technology/operating‐system‐ future.html (http://www.bizymoms.com/computers‐and‐technology/operating‐system‐future.html)

A list of free and open‐source software for Windows® can be found at: http://www.opensourcewindows.org/ (http://www.opensourcewindows.org/)

Learn more about computer programming by visiting this site: http://www.bfoit.org/itp/Programming.html (http://www.bfoit.org/itp/Programming.html)

10/12/2015 Print

https://content.ashford.edu/print/AUINF103.13.2?sections=ch03,ch03introduction,sec3.1,sec3.2,sec3.3,sec3.4,sec3.5,ch03summary,ch03learning,ch04,ch04in... 27/75

Chapter 4

Productivity Applications

Superstock/Superstock

Learning Objectives

After reading this chapter, you should be able to complete the following:

Summarize the development of word processing, the importance of Microsoft® Word, and its alternatives. Analyze the key features of PowerPoint® and presentation software. Describe the importance of Microsoft® Excel™ and spreadsheets. Explain how databases work and alternatives to Microsoft® Access®. Evaluate the different types of multimedia applications. Describe mobile applications and their importance.

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Introduction The office of the 1970s was a noisy place. The clickety‐clack sounds made by the fingers of frenetic typists emanated from bulky electric typewriters and calculators with paper tape. Telephones rang loudly and constantly. Metal filing cabinets were continuously opening and closing. The photocopy machine was in constant operation.

A vast army of secretaries, skilled in the use of cumbersome office equipment, served as the communications heart of most organizations. Once upon a time, many thousands of students went to school to learn how to use these machines because they planned for this to be their primary vocation. Skilled typists could earn up to a few dollars per hour in the 1960s or 1970s. They would work for someone they called their "boss," who would handwrite notes or dictate thoughts into a tape recorder. The typist would simply type the words, hand over the paper, and go on to the next typing job.

Today's office is different. Although typing skills have continued to be a vital skill in data entry, the profession of the skilled secretarial typist is essentially extinct. What killed it? The computer and the word processor.

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In the 1970s, word processors were seen as little more than efficient typewriters. Most secretaries who used word processors were women. How do you think the rise of computers changed career opportunities for women?

Monty Fresco/Tom Camp/Hulton Archive/Getty Images

4.1 Word Processing A word processor is a type of application software whose entire function is to enable you to easily compose written ideas on a computer. These documents might take the form of letters, essays, books, poems, short stories, notes, outlines, brochures, or flyers. The ease with which a computer user can write, edit, copy, and paste has made word processing one of the most common and powerful reasons to use a computer. The word processor has transformed the workplace and forever altered how we communicate our thoughts. In this section, you will learn why word processing is so significant. We will begin with a short overview of the word processor. Later, in a tutorial, we will explore some of the main features of Microsoft® Word, the most popular word processing application on the market today.

The first use of the term word processing took place in 1964 when IBM® announced a dramatic new advancement called the Magnetic Tape Selectric Typewriter, which could store keystrokes as they were entered. Although this was a brilliant development, IBM® soon found it was perhaps too brilliant because its operation was so complex that the average typist ignored it (Ceruzzi, 2003, p. 255). Throughout the 1970s, the term "word processing" was not associated with computers at all. Instead, it referred to ways of making these professional typists more efficient. By the end of the decade, the word processor began to be associated with a computerized machine, but it was "dedicated." In other words, a word processor was a computer that could only enable you to do one thing—type. While these dedicated word processors remained popular through the 1980s due to the high cost of personal computers, their dominance did not last. What was responsible for this change? The word processor application that a user could install on any generic computer. As mentioned in Chapter 2, Xerox® PARC was a place of tremendous innovation in the 1970s, and some consider the Bravo text editor to be Xerox®'s most significant achievement. Created by Butler Lampson and Charles Simonyi (who would later become one of the developers of Microsoft® Word), it used a combination of the Alto personal computer and a high‐resolution monitor to display words that users had typed on a keyboard. Simonyi has stated that Microsoft® Word is actually based in part on Bravo because he borrowed several key features such as formatting commands (Haigh, 2006, p. 21).

Apple®'s Electric Pencil

In the late 1970s, Apple® introduced its first word processing program, which was called Electric Pencil. Apple® Writer soon followed, but both programs had significant functional limitations. For example, the display screen was only 40 characters wide, so the user had to actually scroll the screen to the right to read a complete line of text, which might have been 80 characters wide. Also, although lowercase letters could be printed, they could not be displayed on the monitor. Lowercase was indicated on the screen either by inverting the text or by using a different color.

It was not until the 1980s that word processing programs for personal computers began to achieve popularity. The IBM® PC and the Apple® II (and later the Macintosh®) became the primary computers for which programmers created new word processing application software. For the first time, a word processor was no longer a human typist or a dedicated machine. Instead, it became a software program for a personal computer. At this time, the computer spreadsheet was the most popular application (more on this later), but slowly throughout the decade, the word processor gained ground until it became the central reason many people purchased a personal computer. In the meantime, typewriters began collecting more and more dust and eventually disappeared, thus changing the look and the sound of a modern office forever.

Early IBM® Word Processors

By the 1980s, more successful versions of word processors for the IBM® and Apple® appeared, including EasyWriter, MultiMate, Framework, and WordStar. It was during this period that the market for these and other word processing software programs exploded (Haigh, 2006, p. 6). Since the release of Electric Pencil, more than 400 word processors were developed, but most of these disappeared as quickly as they had appeared (Bergin, 2006a, p. 32). Emerging from the pack, WordStar (manufactured by MicroPro) quickly took the lead. Seymour Rubinstein wrote the original 137,000 lines of Assembler language code in about 4 months (a tremendously large programming effort for such a short period of time).

One of the reasons WordStar was so successful was that it was the first WYSIWYG (What You See Is What You Get) commercial software package. WYSIWYG literally means that what you see on the computer screen is exactly what will appear on the printed page. Although WYSIWYG had been a Xerox® PARC innovation in the 1970s, it now was available to anyone with a personal computer. WordStar also was one of the first programs to include a MailMerge function, which enabled the user to insert a separate file of names and addresses into a WordStar document. It was also the first to show page breaks on the screen, provide automatic word wrapping, and allow the user to set the margins.

MicroPro's plan was to make WordStar part of a software suite that would also include CalcStar (a spreadsheet) and DataStar (a database). All three together were sold under the name StarBurst. This became the very first office suite, but after the company hit a high of $72 million in sales in 1984, it started a quick decline. One of the problems was that the original assembly code was for the 8080 processors, and was difficult to transfer to other types of computers. Then, MicroPro released a new version called WordStar 2000, which was not even compatible with the original WordStar. Users had to retype all of their documents if they wanted the new program to work with them.

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The market was ready for a seismic shift, which occurred over the next decade from 1985 to 1995 (Haigh, 2006, p. 38–43). In 1986, because of the problems previously discussed, WordStar essentially collapsed and was replaced by WordPerfect. WordStar had encountered some trouble with retailers, but WordPerfect was much more successful. By the mid‐1980s, Computer Land, then the largest retail chain store for electronics in America, began selling the product. By the early 1990s, WordPerfect had managed to secure 70% of the market because of its ability to work on many different computers and operating systems, as well as its rich list of features (Bergin, 2006b). But a powerful company in Seattle was soon to become the undisputed software king.

Word for Windows®

During the mid‐1990s, all of this upheaval in the word processing industry began to settle on one main program—Word for Windows®. Charles Simonyi, who had developed Bravo for Xerox®, joined Microsoft® in 1981 as its director of development. During this period, Microsoft founders Bill Gates and Paul Allen sought to expand into a new area—applications. Two years later, on November 15, 1983, Microsoft® Word 1.0 (for DOS) hit the shelves. It cost $475, required 128 KB of memory to run, and boasted several interesting features. For the first time, underlined and italics characters could be shown on the monitor, and Microsoft® Word was capable of producing documents that approached typeset quality. The program was further enhanced in 1985 when Word 2.0 came out and supported the Hewlett‐Packard LaserJet printer. Microsoft® released Word 3.0 in April 1986, and it became the fifth highest selling of all software programs that year, although it was still behind WordPerfect. It continued to gain ground in 1987 when version 4.0 came out (with 78,000 lines of code). Word 4.0 included some significant new features such as footnotes, endnotes, a table of contents, text boxes, and line drawings. (In the next sections, we will discuss how to produce each of these features, which are still fundamental performance capabilities of Word.) In 1988, version 5.0 added a Page Preview command, which meant that it was now competing with some desktop publishing software (applications for designing graphics and stylized text) such as PageMaker. Importantly, while the primary focus of all these releases was the IBM® PC, most of these Word versions were also available for the Macintosh®.

Microsoft® released the next version of Word in 1989 for the Windows® operating system. The company developed earlier Word programs for the DOS operating system, but when it combined Word and Windows®, it became the world's number one word processor. Microsoft® also realized continued success with its inclusion of Word as part of its Microsoft® Office suite. With Windows® as the operating system, and Office (which included Word for word processing, Excel® for spreadsheets, and Access® for databases) for productivity applications, the Microsoft® combination ruled the desktop. In 1994, Office was the number one software package in the world. It had $762 million in revenue and controlled 90% of the market (Bergin, 2006b).

Word Alternatives

Microsoft® Word is not the only word processor available today. One that is gaining increasing usage is a product from Google known as Google Docs™. This is a free program, and while it works much the same way as Microsoft® Word, it is based on a fundamentally different philosophy. We will talk more about this later when we discuss "cloud computing." For now, you should know that the main difference is that Microsoft® Word is a program that resides on the actual computer you are using, but when you save your documents with Google Docs™, you are saving them to Google's servers rather than to your own computer. This makes it easy to share a document with other users or to access it from different computers. As long as you have an Internet connection, you can find your Google document. If you do not have an Internet connection, you can still work on a Google Doc™ by using a program called Google Gears. In addition, you no longer have to worry about updating your software, because Google takes care of it on their end. Finally, you do not have to be concerned with backing up your data because Google also makes sure that it will not be lost (Holzner & Holzner, 2009). Table 4.1 lists the file types that can be converted to a Google Doc™.

Table 4.1: Types of files that can be converted to a Google Doc™

Used For File Type

Spreadsheets .xls, .xlsx, .ods, .csv, .tsv, .txt, .tab

Documents .doc, .docx, .html, plain text (.txt), .rtf

Presentations .ppt, .pps, .pptx

Drawings .wmf

OCR .jpg, .gif, .png, .pdf

A Look Further: Using Google Docs™

It is relatively easy to upload and convert to a Google Doc™. The following site describes the process: https://support.google.com/drive/answer/143206?ref_topic=21008&rd=1 (https://support.google.com/drive/answer/143206?ref_topic=21008&rd=1)

1.  Click the "Upload" icon in the top left of your Documents List. 2.  Click "Files. . .", and select the document you would like to upload. 3.  Click "Open." 4.  Check the box next to "Convert documents, presentations, spreadsheets, and drawings to the corresponding Google Docs format" if you

would like to be able to edit and collaborate on the document online. Uploaded document files that are converted to Google documents format cannot be larger than 1 MB.

5.  Click "Start upload." The uploaded file will appear in your Documents List.

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You can also download a Google Doc™ to your computer in the file formats listed in Table 4.2.

Table 4.2: Google Doc™ file formats

Used For File Type

Spreadsheets CSV, HTML, ODS, PDF, XLS, TXT (only for a single sheet)

Documents HTML, RTF, Word, Open Office, PDF, Text file

Presentations PDF, PPTX, TXT

Drawings PNG, JPEG, SVG, PDF

Source: http://support.google.com/docs/bin/answer.py?hl=en&answer=49115  (http://support.google.com/docs/bin/answer.py?hl=en&answer=49115)

Another Microsoft® alternative is Open Office (see openoffice.org (http://www.openoffice.org/) ). It is a free suite of programs developed by Sun Microsystems, and now under the control of the Apache Foundation. The Open Office project itself is known as LibreOffice and includes six main applications for Windows®, Macintosh®, and GNU/Linux®. These applications include: word processing (Writer), spreadsheets (Calc), presentations (Impress), graphics (Draw), mathematical formulas (Math), and database programs (Base). You can download this at http://www.libreoffice.org/ (http://www.libreoffice.org/) . Some Linux® distributions include LibreOffice as the default installed office suite.

Microsoft® Office products are excellent programs used by many people for office productivity. Of course, as Google Docs™ and Open Office demonstrate, other options are available.

Word on the Go

As people now often need to have advanced word processing options associated with their mobile devices (such as smartphones and tablets), new applications attempt to fill this need. Microsoft® has its Microsoft® Office Web Apps (http://office.microsoft.com/en‐us/web‐apps/ (http://office.microsoft.com/en‐us/web‐apps/) ) that use its SkyDrive® to create, edit, store, and share files on the Web through mobile and desktop devices. Word Mobile allows you to achieve much of the same Word productivity on your mobile devices as you can on your desktop.

But this is not the only option. Polaris Office is a dedicated mobile office product designed to use Microsoft® Office documents on the go (http://www.polarisoffice.com/en/default.asp (http://www.polarisoffice.com/en/default.asp) ). Other options include Quickoffice® Pro, which allows you to create, edit, and access all of your Microsoft® Office documents. For the Android™ version, go to: http://www.quickoffice.com/quickoffice_pro_android/. (http://www.quickoffice.com/ quickoffice_pro_android/)

Documents To Go® is another valuable tool. For the iPad version, go to: https://itunes.apple.com/us/app/id317117961?mt=8 (https://itunes.apple.com/us/app/id317117961?mt=8)

Questions to Consider

1.  For what purposes in your work, school, and personal life would you use a word processor? 2.  Why is a word processor important? Why not just use a typewriter? 3.  What were some of the limitations of the early word processors? 4.  What were the names and features offered by some of the early word processors? 5.  When was Word for Windows® first released? What were some of its early features? 6.  What are some alternatives to Word?

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4.2 Presentation Software If you were sitting in a large lecture room a decade or two ago, you may have noticed something that always seemed to present a problem for the teacher. Typically, the standard blackboard was not large enough for everyone to see, so an overhead projector was often brought in. The lecturer might have a stack of preprinted transparencies (ideally, in the right order) and would place each clear sheet on the lighted surface so that the mirror and magnifier projected the image onto the screen. Another tool the lecturer might have used was the slide projector. With this technology, a presenter could have pictures or text converted to small slides that could be arranged in order on a circular carousel. With the carousel loaded on top of the projector, the lecturer used a remote control to advance through the slides during the presentation.

The overhead projector and slide projector were used in classrooms for decades, but in the 1990s, a new software application revolutionized presentations in classrooms and businesses throughout the world. The most popular version today is Microsoft® PowerPoint®, and it gives teachers, students, and other professionals a way to easily use text, graphics, animation, sound, and video to deliver educational and entertaining presentations. According to some estimates, more than 30 million PowerPoint® presentations are created every day (Vander Veer, 2007, p. 2). In this section, you will learn a few PowerPoint® secrets. These tips and techniques will demonstrate how to powerfully make your point to audiences of any size.

First, let's step back for a moment and welcome you to PowerPoint® and discuss in broad terms what PowerPoint® can do for you. This will include a brief background on the software program's evolution, some of the key concepts for making good presentations, and how to avoid the dreaded state of PowerPointlessness (spending lots of time developing a PowerPoint® presentation, only to have it be an ineffective way of conveying your thoughts).

A Brief History of PowerPoint®

In comparison with word processing, presentation software has had a much shorter history. The idea can be traced to Bob Gaskins, who worked for a Silicon Valley software company named Forethought, Inc. in the early 1980s. In 1984, computer programmers Gaskins and Dennis Austin released their first presentation program, called Presenter. However, they soon found that the name was in violation of a copyright, and so they changed it to PowerPoint®. In 1987, they released version 1.0 for the Apple® Macintosh®. This product attracted the attention of Microsoft®, and later that year, Microsoft purchased Forethought and PowerPoint® for $14 million. One year later, Microsoft® released a DOS version of the program for IBM®‐compatible computers. In 1990, PowerPoint® became an integral part of the Microsoft® Office suite of business applications, and it has continued to play a central role in Microsoft®'s desktop application dominance (Bove, 2005, p. 105).

What Can You Do with PowerPoint®?

PowerPoint® is a tool (along with a laptop and a projector) that you can use much like a physical slide projector when giving presentations in front of a group of people or for sharing presentations on the Web. Just as the central component of Word is the document, for PowerPoint® it is a slide.

This software application lets you create electronic slides using many of the techniques you have already learned from your study of Word. PowerPoint® has become so popular for several reasons. The slides can help you convey your point to the audience through the use of multimedia (text, graphics, and sound). It is a very inexpensive way to create custom presentations. Once you purchase the software and the computer (and the projector), the only other cost is your time. You can make as many slides as you like, and you do not have to print them (unless you want to present your audience with handouts), or turn them into transparencies or physical slides. Also, editing is simple. When you are reviewing your slides, if you want to put slide 5 in front of slide 3, you simply drag it with the mouse. If some of the data changed in one of your slides, you do not have to create a new presentation. Instead, just retype and save, and your presentation is up to date for your next appearance.

Another important feature is that PowerPoint® does not limit you to the slides you create. You can easily create links to websites, and if the conference room or classroom where you are giving your presentation has an Internet connection, you can easily show YouTube™ videos or other Web‐based information. Then, when you are done, you can click back into your presentation and see your next slide. Finally, you do not have to be physically present in the room to convey your ideas. If you cannot be somewhere in person, you can always record your voice on the PowerPoint® slides and then post the presentation on a website or email it to anyone who might be interested.

Overcoming PowerPointlessness

While we are looking at the power behind PowerPoint®, it is not enough to simply know how to use PowerPoint®. Many people have sat through PowerPoint® presentations that were so boring and confusing they could be described as "PowerPointless." As Tony Bove said, "The corrupting power of PowerPoint® is so strong that otherwise normally articulate speakers turn into zombies mumbling the bullet points that appear on the slides behind them" (Bove, 2005, p. 104). Here is one worst case example. You may remember the tragic crash of NASA's Columbia space shuttle in 2003. Although the crash was due to faulty foam insulation, the NASA accident report also blamed PowerPoint®. The authors of the report argued that when NASA engineers gave a presentation and talked about the lifethreatening aspects of the foam, they created PowerPoint® slides that were so crammed with information that the message was lost.

How can you overcome these problems? There are three central strategies to make any presentation effective. First, know your audience and work to connect with them by making your presentation relevant to their interests. This might include using pictures of ideas that are directly related to the topic. Second, consider using techniques that will hold the attention of your audience. This cannot be achieved by reading paragraphs of text from a slide. This is a recipe for boredom. Instead, use text to highlight important ideas that are directly related to your central message. Finally, be sure to make your presentation memorable. Try to help your audience remember what you have said by making it entertaining and providing good summarizations (both introduction and conclusion) of your main arguments (Kosslyn, 2007, p. 3).

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A waiting blue screen may cause dread for those who have sat through countless PowerPoint® presentations full of bulleted lists and bar graphs. Have you ever experienced "PowerPointlessness"? What could have been done to make that presentation more effective?

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Constance Staley, a professor of communications at the University of Colorado, offers five other important recommendations to make sure your presentation is not PowerPointless. First, she says to "use your whole brain." This means the design of the PowerPoint® slide is not more important than the content itself. In other words, you should use both the creative and the logical parts of your brain. Second, Staley says to "use color to your advantage." Background colors other than white can create a mood (soft colors are subtle, while bold colors are energetic). But if every slide were a different bright neon color, this could be too much visual stimulation. Third, when you are creating a slide, do not crowd it with text. If your audience is reading, then they are not listening to you. Fourth, the slides should not be more entertaining than you are. The audience is not there expecting to watch a Spielberg film, so avoid special effects that are more flash than substance. Finally, she suggests always using a bibliography. This is an excellent point because the rules of plagiarism also apply to creating PowerPoint® slides (Staley & Lewis, 2010, p. 146). That means put quotation marks around phrases and sentences that are not your own and cite the research in APA format.

How Many Slides?

The final general question you should consider before creating a PowerPoint® presentation is how long it should be. There is no absolute rule for this, because different situations may have specific requirements. But in general, use the 10/20/30 rule. Venture capitalist Guy Kawasaki said that an effective PowerPoint® presentation should have no more than 10 slides, last no more than 20 minutes, and contain no font size smaller than 30 point. He said that 10 slides is a good number because it is hard for people to take in more than 10 ideas at any one time, and that each slide should in theory present one new and important idea to the audience. He thought that 20 minutes was a great length for the presentation itself. Even if you have to give a 30‐minute or an hour presentation, consider the possibility that some of your time could be used for setup, and the remainder could include questions during and after your talk. Finally, the 30‐point font rule limits the amount of text you can put on a slide, and therefore keeps the audience's attention on you (Duarte, 2008, p. 234). One other general PowerPoint® rule is "7 x 7." This means that a presentation should have no more than 7 lines per slide and no more than 7 words per line.

PowerPoint® on the Go

As mentioned in the previous section, Microsoft® has Office Mobile for apps of its main desktop applications designed for smartphones and tablet computers. PowerPoint® Mobile is the name of its presentation app. Microsoft® describes it as follows: "You can open and view Microsoft® PowerPoint® presentations, make small changes, and add notes if you want right on your phone. You can even watch a presentation that's broadcast online. Just go to the Office Hub to get started" (Microsoft® PowerPoint® Mobile, n.d.)

PowerPoint® Alternatives

Just as there are alternatives to Microsoft® Word, the same is true for PowerPoint®. Google has a Web‐based program called Presentation that is its answer to PowerPoint®. In Don't Spend a Dime: The Path to Low‐Cost Computing, James Floyd Kelly suggested Google Presentation as an excellent free alternative to Microsoft® (Kelly, 2009). You access the program from Google Docs™ by selecting the New menu and then choosing Presentation. A toolbar provides presentation functions similar to those of PowerPoint®, and you can place text, images, and videos into each slide in the center of the screen. To get started, visit http://docs.google.com (http://docs.google.com) and set up a Google account if you don't already have one. Then you can begin creating your own presentations. Another interesting feature is that if you are showing your presentation online to people throughout the world, you can chat with the viewers in real time through the Google™ Chat feature. This is something that cannot be done with PowerPoint® alone (Scott, 2008).

Impress is another PowerPoint® alternative. This open‐source presentation package is available for free from Open Office. Unlike Google's Web‐based Presentation, Impress is software that you download and use on your own computer. Its features include 2‐D and 3‐D clip art, fonts, special effects, animation, and drawing tools. It currently lacks predesigned presentation templates like the ones in PowerPoint®, although options can be found online for free (Kelly, 2009).

Finally, Prezi is another example worth considering for your presentation needs. It enables users to store their presentations on the Web, as well as import PowerPoint® slides, YouTube™ videos, images, PDFs, and other documents. Since these presentations are on the Web, they can be shared and edited by multiple people (if desired). A key feature is also the ability to "pan and zoom" around the Prezi canvas. It was initially developed by its cofounder Adam Somlai‐Fischer, an architect who wanted to be able to explore a floor plan of a building and also zoom into rooms and see the detail. PowerPoint® did not have an option that suited him, and thus Prezi was born. Launched in 2009 from Budapest, it established offices in San Francisco later that year. To try it, visit: http://prezi.com/ (http://prezi.com/) .

Questions to Consider

1.  Think of a good PowerPoint® presentation and a poor one that you have sat through. What were the differences between them? 2.  When would PowerPoint® be a useful tool for you? Why not just use physical slides? 3.  Approximately how many new PowerPoint® presentations are created every day? 4.  Who invented PowerPoint®, and what was the program first called? When did Microsoft® release its version of PowerPoint®?

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5.  What are some things you can do on an electronic slide that you cannot do on a physical slide? 6.  What is PowerPointlessness? 7.  What are three general strategies to make a PowerPoint® presentation effective? 8.  What are five main techniques to communicate ideas effectively on each slide? 9.  How many slides should a PowerPoint® presentation contain?

10.  What are some alternatives to PowerPoint®?

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Spreadsheets allow users to perform calculations, analyze various sets of data, and make informed predictions. How could a spreadsheet be useful in your own personal or professional life?

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4.3 Spreadsheets One might think that a software company would seek to avoid a killer application (or a killer app), unless it was up to some deviant behavior. To the contrary, the killer app is a software program that is so good it has no competition. Developing a killer app is the dream of every Silicon Valley entrepreneur because it is an application that makes the computer itself an essential tool. It has the power to reach out to people who have never touched a personal computer before and to give them a compelling reason to purchase one. In other words, the killer application "kills" all its competition and becomes a primary incentive for families and businesses to conclude that they cannot exist without a computer in their home or office. Clearly, this is a powerful software application, but what else would you expect from a killer?

The very first killer app was a spreadsheet, and this software application will be our focus in this section. Basically, a spreadsheet is a giant grid in which you can enter numbers, mathematical formulas, and text to perform useful functions such as sorting, graphing, and calculating. We will begin with an overview of what a spreadsheet can do for you by providing a simple example. Then, we will explore the evolution of the spreadsheet and provide a detailed tour of the most popular spreadsheet in existence today—Microsoft® Excel®.

Cells

As mentioned before, as the document is the central workspace of a word processor and a slide is its counterpart in presentation software, the cell plays this role in spreadsheets. There are three main parts of a spreadsheet that you should understand before we proceed: cells, rows, and columns. When you first open up a spreadsheet (it will be helpful for you to have Excel® open in another window as you read this section), the first thing you will notice is a screen with menu items and icons on the top, and empty white rectangles dominating the screen in the middle. Ignore the menu icons for now and focus on the rectangles; each rectangle is called a cell. You can scroll the screen to the right and down almost as far as you like, and you will see hundreds of thousands of cells. Cells may appear simple and unassuming, but they are powerful tools for entering text, numbers, dates, times, mathematical formulas, or logical statements. We will examine all of these later in this section.

Cell Names

The other important part of the screen is a list with numbers on the left and letters at the top. Let's concentrate on the letters first. Not surprisingly, they begin with A and continue through Z. The sequence does not stop there, however, but begins again at AA and continues for a long time. Beginning at the upper left and moving down the left side of the screen, you will see a list of numbers starting with 1 and extending to well over 50,000. Each cell is given a name based on a combination of these letters and numbers. For example, the first cell in the upper‐left corner is A1. Click on it now with your mouse. Just above it is the Name Box, which displays the name (also known as the coordinates) of the active cell. The Name Box is important because it shows the cell you are actively viewing. Press the down arrow key once and you will highlight cell A2, and again the coordinates of the active cell show up in the Name Box. The cell to the right of A2 is called B2. These names are very important to your understanding of how a spreadsheet works. Continue clicking on a few cells in the spreadsheet grid to make sure you can identify their coordinate names.

Rows and Columns

The second important term to know at this point is row. This is a series of cells (more than one) that extends from the left to the right in a horizontal line. For example, a row of three cells might include C1, D1, and E1. Columns are a similar concept. These are a series of vertical cells that extend up and down (there is no diagonal thinking in a spreadsheet). For example, a column of three cells might be C5, C6, and C7. You can easily remember the difference between a row and a column by envisioning the vertical supports on a building. They extend up and down, just like columns on a spreadsheet. (No need to know the difference between Doric and Ionic columns in Excel®; they are all just columns!) In general terms, when you are not referring to specific cells, a column is an entire letter on a spreadsheet, such as all of the D cells. A row is a complete number, such as all the number 4 cells.

Changing Cell Size

Before we move on, you should take a moment to learn how to resize cells. When you first open Excel®, you will see that all the cells are the same size, but you can make them any size (height and width) you want. Look at the left side of the screen with the numbers. Place your pointer between any two numbers, and it will change shape to two arrows pointing up and down with a horizontal bar in the middle. Click and hold your mouse button, and move your mouse up and down. This is how you change the height of a cell. You can change the width of a cell by following the same procedure with the letters on top. If you want to change the size of an entire column or row, click on a letter or number (or highlight several at once), and those entire rows and columns will change size when you adjust them. You can also change the sizes of multiple rows and columns at the same time. Go ahead and practice changing cell sizes now.

How Does a Spreadsheet Work? A Simple Example

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Before we get into some more advanced concepts, let's put together everything you have learned so far. This simple exercise will demonstrate the power of a spreadsheet. Here is the scenario. We have some money in our pocket, and we want to go to the store and buy some DVDs. How many can we afford? Let's analyze this situation with a spreadsheet.

In cell A1, type the following word: DVDs. In cell B1, enter the number 10, press the Enter key, and then click cell B1 again with your mouse. Now, select the $ in the Number section of the Home Ribbon (yes, Excel® has ribbons, just like Word, and we will tour all of them later). This is called formatting the cell, and by selecting the dollar sign, you are making it a currency. We are letting this information about $10.00 DVDs tell us that there is a special at the local store and that DVDs are on sale for $10.00 each.

Click on cell A2 and enter the following: My funds. Click on B2 and enter the number 50. Repeat the same process that you followed to format the cell to currency. We are letting this information tell us that we have $50.00 to spend at the store. The question is, "How many DVDs can we purchase if we want to spend all of our money on them?" Certainly, you can figure out the answer in your head, but the point is to use a spreadsheet to determine the answer. This will teach you the basic use of a spreadsheet, and then we can move on to explore more advanced features.

How do we figure out the answer to our question using only a spreadsheet? The answer is that you have to enter a formula into a cell. Click on cell A3 and enter =B2/B1. Now press Enter. This divides cell B2 (how much money you have) by B1 (the price of a DVD). The answer, which is shown in cell B3, is 5. But there is still a problem. Excel® thinks that the answer should be a currency, and that this is not correct. It should instead be a general number, so in the Number section of the Home Ribbon, look for the drop box that says Accounting. Click the arrow, and you will see different formatting options for the cell. Select General, and the cell will now display correctly the number 5.

What If?

You may be thinking that you could have just as easily found this answer on a calculator or by dividing in your head. You are correct. But a spreadsheet allows you to do something that an average calculator (or an average mind with more complex numbers) cannot do: perform a basic "What if" analysis. In other words, what if you had more money? What if the price of DVDs changed? How would this change our answer?

Going back to the example above, let's say the price of DVDs has been reduced to $5.00. Go ahead and click on cell B2 and enter the number 5. You do not have to worry about the $ sign because Excel® already knows that the format is currency. When you press Enter, the spreadsheet recalculates itself, and your answer now shows you that you can purchase 10 DVDs. What if you found another $10.00 in your pocket as you were putting on your coat to go to the store? How would that change your situation? Go back to your spreadsheet and change My funds to 60 in cell B2. After you press Enter, you see that you can now purchase 12 DVDs. There are much more complex "What if" questions you can ask of Excel®, but for now, you should understand some of the power of a spreadsheet and also the importance of its automatic recalculation.

Who Uses a Spreadsheet? Everyone

There are uses for spreadsheets in nearly every profession. For example, accountants quickly realized that spreadsheets would be a tremendous way to prepare financial statements and plan budgets. Salespeople could ask "what if" questions about the relationship between sales and advertising dollars. Financial planners could use spreadsheets to track investments and produce graphs that showed the rise and fall of stock prices over time. Another important feature is that Excel® has powerful graphing functions, so these numbers can be represented in bar, line, or pie charts.

But while spreadsheets are a great business tool, this is not the only place they are used. Fantasy sports fans can use spreadsheets to track their players and their statistics over time. You could use a spreadsheet to balance your personal checkbook. The list of uses for spreadsheets is endless, and so, it seemed, were the early customers. Let's now turn to the evolution of the spreadsheet industry, and then we will take a much more detailed tour of Excel® itself. It would be hard to appreciate the significance of this evolution without first having a basic understanding of what a spreadsheet can do. Now that you have some spreadsheet experience, let's see how programmers developed this unique and revolutionary application.

By the 1970s, everyone realized what a powerful tool the computer was for calculating numbers. Its speed and accuracy could find solutions to the most difficult calculations in the blink of an eye. The problem was that in order to take advantage of this power, you basically needed to have a degree in computer science. The average person simply could not sit down at a computer and instantly use it for advanced calculations. But many people began asking, "What if you could develop an application that took advantage of the computer's calculating ability but did not require advanced skills in computer programming?" This was the revolutionary idea that led to spreadsheet software.

VisiCalc and Lotus

In June 1979, Bob Frankston stood up in front of a small group of people at a National Computer Conference in New York to talk about a program that he had just co‐ written called VisiCalc. No one had ever heard of it before, but he confidently promised that "VisiCalc made everyone a programmer." This was the world's first personal‐computer spreadsheet, and it was the beginning of the revolution (Campbell‐Kelly, 2007, p. 6). Visi‐ Calc was advertised as a "Visible Calculator for the Apple II." Almost immediately, people recognized its significance. The first version of VisiCalc for the Apple® required 32 KB of memory and a disk drive, and it cost $249 retail. It was much more limited than the spreadsheets of today. While today's spreadsheets have more than a million rows, VisiCalc had just 254 rows and 63 columns. Despite the early amazement at what this program could do, VisiCalc soon faced an unbeatable competitor named Lotus (Grad, 2007).

Mitch Kapor founded the Lotus Development Corporation with an idea to create addon software for VisiCalc (Kapor, 2007). These were statistical programs called VisiPlot and VisiTrend that worked within the spreadsheet, and by 1982, he had received a sizable sum of money in royalties, enough to actually create a program that would compete with VisiCalc itself. In fact, at this time, he saw that there was no unifying office suite for the software industry. If people wanted a word processor, they

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purchased WordStar. If they wanted a spreadsheet, it was VisiCalc. A program called dBase II filled the database niche. Harvard Graphics was the graphical program of choice. These were all separate programs, from different manufacturers, and they did not talk to each other. What if a single program encompassed all these applications? If such a master program were created, it would make working on a computer as easy as 1, 2, 3. And thus Lotus 1‐2‐3 was born (Campbell‐Kelly, 2007).

The 1, 2, 3 had another meaning—Lotus included three specific types of applications. Number 1 was word processing, 2 was a spreadsheet, and 3 was a database. One of the greatest advances of this program was its incorporation of a macro feature. This important function is built into Word and PowerPoint® today, but Lotus was the first to integrate it into its software. It was revolutionary because a "macro" enabled a user to "record" common keystrokes and then "replay" them with the press of a button. These vastly improved productivity by automating repetitive tasks. Lotus 1‐2‐3's initial release was in January 1983, at a retail price of $495. The software enjoyed phenomenal success throughout the 1980s, but a soon‐to‐be giant also had its eyes on the multiple‐application industry. Bill Gates and Microsoft® were waiting in the wings.

Excel®

The first attempt by Microsoft® in this area was a program known as Multiplan in 1982. Its early versions always lost out in speed competitions with Lotus, and so it remained in the background. One area in which it surpassed Lotus, however, was its compatibility with Apple® products, such as the new Macintosh®. This was a market that Lotus had simply ignored. In 1985, Microsoft® changed the name from Multiplan to Excel® and released a version for the Macintosh® only. While pleased with this success, Microsoft® sought the larger IBM® market and its clones. One of the ways it did this was through an emphasis on the GUI, the graphical user interface. This was also an area that Lotus had neglected. As Lotus was releasing larger and more complex software packages, Excel®, with its GUI simplicity, began to earn converts on IBM® machines. In 1989, Lotus tried to regain the market it was losing with the release of 3.0, but the program was so large it was almost unusable on a computer of this time period. By the early 1990s, Excel® had gained 70% of spreadsheet users, and the days of Lotus were soon numbered. The Windows® revolution sealed Lotus's fate, because Windows® was an operating system for which Lotus as a company was completely unprepared (Campbell‐Kelly, 2007, p. 18). Ironically, despite the emphasis on the GUI, many users still used the same keyboard shortcuts to perform common functions. Even the newer software releases are backward compatible to these old standards.

In April 1997, InfoWorld magazine wrote a comparative review of the new Lotus 1‐2‐3 97 and Microsoft® Excel® 97. The reviewer found that Lotus was "too little too late" and simply not that exciting (Conaster, 1997, p. 102). While Excel® still had some problems of its own, by this time it was poised to own the desktop. Today, spreadsheet users primarily use Excel®.

Excel® on the Go

As mobile applications are evolving quickly, Microsoft® has created an app to use Excel®. Called Microsoft® Excel® Mobile, it enables the use of many of the desktop features on a smartphone or a tablet computer. Microsoft® has had to sacrifice some features in order to condense the application to work in a mobile environment. If there is specific content that is not supported by Excel® Mobile, the user can still open the workbook. Despite some of the limitations, being able to use Excel® in a mobile environment is critical for productivity on the go (Microsoft® Excel® Mobile, n.d.).

Excel® Alternatives

As you might expect, both Google and Open Office have their own versions of Excel®. Like the other examples we have seen, Google's Spreadsheets is Web‐based, and Open Office's Calc is a free open‐source program that you download. The same general benefits regarding these approaches mentioned in the previous sections also apply here. Calc is able to easily open and save files in the Excel® format (.xlsx files are the most current version of Excel® extensions). Most, but not all, of the Excel® functions will work if you open them with Calc. The most common tasks for which people use Calc are to manage household finances and budgets, handle small business accounting and data tasks, and create table data for Web pages (Channelle, 2009).

Google's Spreadsheets does not have nearly the number of advanced features of Excel®. But it does have some interesting features. It includes a chat function, which allows people who are working on the same spreadsheet to talk to each other. Although you can work on the same Excel® spreadsheet as a shared file with others at the same time, this is much easier to accomplish with Google's Spreadsheets. In addition, Google provides a way to easily explore a revision history so that you or a person with whom you are sharing the document can explore what it looked like a few minutes, days, or weeks ago (Lenssen, 2008, p. 54).

Questions to Consider

1.  Why use a spreadsheet instead of a calculator? 2.  Why were spreadsheets initially considered so important? 3.  What was the name of the first spreadsheet program developed for personal computers? 4.  Who founded Lotus Development Corporation? 5.  What did 1‐2‐3 stand for in the name Lotus 1‐2‐3? 6.  What are some ways that you could use a spreadsheet at work, home, and school? 7.  What were some of the reasons that Excel® gained market dominance over Lotus? 8.  What are some alternatives to Excel®?

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Databases allow sorting, organization, and retrieval of large amounts of information that could easily become overwhelming without computers. How could you benefit from databases, either at work or at home?

Jetta Productions/Blend Images/SuperStock

4.4 Databases We all confront data every day of our lives. It may be at work with payroll information, inventories, customers, vendors, or market trends and forecasts. Or the data may be at home, as we compile our holiday card list, update our list of family phone numbers, or keep track of personal assets. The types of data we handle are limitless, and sometimes we might feel overwhelmed by it. However, there is an application program that comes to the rescue and enables you to make sense of it all. It is appropriately called a database, which is a software program that manages a collection of data that have some relationship to each other. The database management system (DBMS) is the software, and the database is the collection of raw data itself.

The Database Table

It is important that each piece of raw data has some relationship to all the other data in the database. For example, if you owned a dance studio it would make little sense to list the names and contact information for the dancers with an inventory of the costumes in the wardrobe closet. This would be counterproductive because there is no relationship between these two sets of data. However, a wardrobe inventory database makes perfect sense, as does a separate one that manages just the names and contact information for the dancers. The same DBMS can be used to manage both collections of data. This is known as a relational database, because the data are organized into tables of information. The database would have different tables with one focusing on the dancers, and the other the wardrobe closet.

A database table looks much like a spreadsheet, with rows that are numbered from 1 to however many items are in the database, and columns that indicate the different categories of information. For the dancers, this would be name, cell phone, home address, emergency contact, and what classes they were taking. For the wardrobe closet this might include clothing item name, size, color, location, and quantity.

Basic Items in a Database

All of the information in a single row is called a record. Each individual column is called a field. Each record also has one primary key, which is typically a unique number that is shared by no other record in the database. In the dance studio example, the cell phone number for the dancers would be a good primary key because all of them would be unique. To enter information, the user enters the data and also edits it in a section of a database called a form. Each form lists all of the fields for just one record at a time. When all the information has been entered, the user can look at the next record or the previous one. These database items can be sorted much like those on a spreadsheet, but there are more advanced ways to explore and analyze data.

How Does a Database Work?

The power of a DBMS lies in the fact that the user can construct queries to ask questions about the data. A query is a specific type of question regarding some aspect of the data that the user wants to know more about. Perhaps the dance studio owner wants to know about one of her dancers named Jane Smith, but she cannot remember her first name. She could enter a query for the last name, Smith, and then the database would return the information for all listed Smiths. Using the information from each record, she can then identify the Smith she is looking for. Next, she could query the wardrobe database to look for the right costume for the upcoming show. The studio owner knows she wants a piece of red clothing in a medium size, so she could create a query with just these two search criteria and receive a list of all matching clothing. The owner would receive this information in a report. A report is a predesigned template that presents only the requested information in an easy‐to‐read format. The database designer creates these forms in collaboration with those who will use the data. This has been a short, simplified, real‐world example of how a database works.

The Use of Spreadsheets and Databases

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This video offers lots of clarifying examples of how and why to use spreadsheets and databases. What is one way that you could employ either a spreadsheet or a database to organize your own work or life?

Interviews from the Field: Senior SQL Server Database Administrator

What are your primary responsibilities?

My primary responsibilities include participating in all aspects of database management including backups, installation, configuration, performance tuning and optimization, database maintenance, troubleshooting, business continuity and disaster recovery, as well as assisting development teams with architecting, designing, and building scalable, effective database solutions. The Database Administrator's main focus is the safety, security, and recoverability of all enterprise data. This includes 24/7 support of critical applications.

What are the most important skills needed for your job?

In‐depth knowledge of at least one relational database management system (RDBMS) platform including performance tuning, security features, and industry best practices.

Strong conceptual, analytical, and problem‐solving skills.

Extensive knowledge of Structured Query Language (SQL).

A working knowledge of server technologies (in my case, Microsoft® Windows® Server).

A good diplomatic approach, as this role almost always bridges a gap between software developers and systems engineers. The database tier is rather flexible, and sometimes developers may choose an approach that would work fine in a development language and which the RDBMS can handle, but may not be the most efficient approach within the RDBMS.

What do you like best about your job?

I love building and planning database solutions, which have expectations of multi‐year availability, and in doing so, being able to prevent designs from getting "lost in translation" from what works for development into the final database solution. I love troubleshooting and finding the answers to the uncommon and rare odd errors and scenarios.

What got you interested in entering this field?

I started in the teleservices department of a company, and after learning a lot about the business, I migrated into a support role in IT. Once in IT, I was able to move around into different roles to find the one I was best at. I tried out Business Analysis, Project Management, Software Developer, and when I finally landed in the role of a DBA, I realized I'd found my niche.

What is your educational background and how did it prepare you for your job?

I actually had no educational background in IT, simply what I knew from playing around on my Tandy computer using MS‐DOS (starting with version 2.11 and up). While I'm a fast learner, I was very lucky to be able to work with an exceptional team of IT professionals who were able to provide me with enough on‐the‐job training as well as other resources I could use to teach myself. Learning the business first also helped me in this growth since I was able to contribute materially while in my trial roles even if I wasn't good at the role specifically.

Can you give an example of a project you are working on now?

The Use of Spreadsheets and Databases From Title: ICT in the Real World: Skills for the Workplac...

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One project we are working on is upgrading our SQL Servers from SQL 2008 R2 to SQL 2012, and part of that includes replacing database mirroring with SQL 2012's Availability Groups. We've recently created a new Data Warehouse on a SQL 2012 virtual cluster. We're also beginning prototyping a series of SQL 2012 clusters for High Availability/Disaster Recovery using Windows® Failover Clustering combined with SQL 2012 Availability Groups for primary and secondary servers in a local data center, a tertiary server for reporting, and a quaternary server in a remote data center for data center‐ level disaster recovery.

Microsoft® Access®

One popular type of database, called Access®, is part of the Microsoft® Office Suite. It is a relational database management system (RDBMS), which means the user can construct a variety of specialized data tables that can be related to other tables. For example, a business manager might put together one database table that consists of employee names and contact information. Another database table might include payroll data (check number, pay date, and amount). The manager using Microsoft® Access® (or another RDBMS) has the ability to construct queries that combine these two tables because the data are related by a common employee name (Groh, 2007). Access® has the common features of all databases described above, but it also includes some important features that make it even more powerful. Access® has a user interface tool called Office Fluent that helps people begin developing databases even if they have little previous experience. It includes a number of predesigned forms and records for purposes such as asset tracking and project tracking. Access® enables users to have field types such as attachments, which allow designers to include links to other key documents within the database. For example, an employee database might include a résumé field that does not contain data but instead provides links to employee résumés.

Alternatives to Access®

As we have seen in the other productivity application sections, alternatives to Microsoft® products are available. One such alternative is a free program called Base, from Open Office. Like Access®, it has all the basic elements of database design, and it integrates with the other Open Office products so you can import data from its Calc spreadsheet. Open Office acknowledges that its Base program is somewhat of a "black sheep" because it does not have the same look as the other programs in its Office Suite. It originally came from a project called HSQLDB (Hyper‐threaded Structured Query Language Database). This is quite a mouthful, and you can see why Open Office selected a more user‐friendly name for it like Base when it incorporated database software into its suite (Channelle, 2009). It is a powerful database that shares the Open Office features of being free and open‐source.

Whatever database you select, it is important to understand that this productivity application can be an important tool to organize massive amounts of data. As some people have suggested, the skillful database user can turn data into information and knowledge.

Questions to Consider

1.  What are some uses for a database at work, home, and school? 2.  Why are databases important? 3.  What is the difference between a DBMS and a database? 4.  What is a database table? 5.  Why is a primary key important? 6.  What is the difference between a field and a record? 7.  What is a query? 8.  What is the difference between a form and a report? 9.  What is the name of the Microsoft® DBMS?

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Design software like Adobe's Photoshop® enables designers in various industries to edit digital images. Here, a designer removes the bend in a banana using the masking and bending tools.

AP Photo/Peter Zschunke

4.5 Multimedia Applications Multimedia is a term you will frequently hear in association with computing applications. At its simplest level, multimedia is a combination of two or more different types of media, including basic text, complex art, sound, video, or animation (Vaughan, 2008, p. 1). Multimedia is what brings the computer to life, making the experience of using it much more powerful and immersive. It enables the computer to be interactive and user‐friendly, and it has almost limitless uses. Multimedia can be found in video games, office presentations, websites, and graphics software. The power of multimedia is that there are numerous applications that everyone can use to develop customized multimedia projects on their own. Multimedia is not just for professionals anymore. In this section, we will be exploring some of the most popular multimedia programs on the market today. Although Microsoft® Office applications such as PowerPoint® (discussed previously in this chapter) are capable of generating multimedia presentations, in the following section, we will explore Adobe® and CAD applications.

Adobe

Much as Microsoft® Office includes a suite of office productivity programs, there are other suites that focus primarily on multimedia. A company called Adobe®, founded by Charles Geschke and John Warnock in 1982, produces one of the most popular suites (http://wwwimages.adobe.com/www.adobe.com/content/dam/Adobe/en/company/pdfs/fast‐facts.pdf (http://wwwimages.adobe.com/www.adobe.com/content/dam/Adobe/en/company/pdfs/fast‐facts.pdf) ).

The selection of a company name had nothing to do with computing. The Adobe Creek flowed behind Warnock's house in Los Altos, California, and the pair thought Adobe would be a good name for their business venture. One of Adobe®'s greatest successes was its creation of the Portable Document Format, or PDF, in 1993. PDF enables users of different software programs to convert their documents to this format, thus enabling anyone to view the same document. Also, PDF files have the same format while printing to paper, no matter what printer is used. Viewing is simple with the free download of Adobe® Reader. Adobe® Acrobat® is the software package used to create and edit PDF documents. The PDF format is so widespread that it is now a government standard (ISO 32000) and approved for the use of governmental, corporate, and private exchange of data in a secure file. Although Adobe® Acrobat® is not primarily a multimedia program, it is a core business of Adobe®.

There are other choices in multimedia besides Adobe®. An easy‐to‐use drawing program can be found bundled with every Microsoft® operating system. Called Paint, it is found under Start, All Programs, Accessories, and then Paint. It can perform basic image editing, drawing, and painting tasks to create files that can then be imported easily to other Microsoft® programs. For operating systems prior to Windows® 7, there was another tool called Microsoft® Photo Editor that performed similar functions. Although these and other options exist, the following sections will focus on Adobe® software products.

Photoshop®

Adobe®'s first major launch of a multimedia program took place in 1990 when it introduced Photoshop®, which quickly became an industry standard for creating and editing digital images. Over the past 20 years, the program has evolved to become more than an image editing tool. It also enables the user to add other creative elements such as digital painting, scrapbooking, 3‐D images, and design. The images can be used anywhere a computer is found today, including the desktop, the laptop, on the Web, or a mobile phone. Photoshop® is used in many different industries, including video game design, the arts, education, and even in Hollywood movies (Perkins, 2009). In 1993, Adobe® launched After Effects® with enhanced video production capabilities.

Flash® and its Mobile Demise

While Photoshop® was becoming an image editing standard in the 1990s, the World Wide Web was growing at an exponential rate. With this growth came an increasing need to create attractive, graphically sophisticated websites. To develop dynamic content within these websites, Adobe® created Adobe® Flash® in 1996. It was considered the "gold standard in multimedia creation" because it can produce animations, multimedia for websites, banner ads, Web‐based tutorials, product presentations, games, and customer service kiosks (self‐standing computers that help customers perform a specific task in a mall, bank, or business). The Flash® Player is a free download that can be used with any Web browser, on a PC or a Mac®. Some have estimated that 98% of all computers can view Flash animations (Vander Veer & Grover, 2007).

Exemplifying how quickly standards can change, the once dominant Flash® is now poised for a demise. In November 2011, Adobe® announced to the news media that it no longer would support Flash® for mobile browsers. Apple®'s mobile products like the iPhone® and iPad® never ran Flash® content because the company believed that HTML5 was superior due to it working across multiple platforms. As one Adobe® manager reported, "Adobe saying that Flash on mobile isn't the best path forward (is not equal to) Adobe conceding that Flash on mobile (or elsewhere) is bad technology . . . Adobe will have to find different ways to meet customers' needs" (Smith, 2011).

Dreamweaver®

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With all of these terrific multimedia tools in place, Adobe® next wanted to create a software package that would put all the pieces together for Internet viewing. In 1997, Adobe® launched Dreamweaver®, which went on to become a leading Web development tool. It integrates with the other Adobe® software programs so you can create an image in Photoshop®, an animation in Flash®, or a PDF with Acrobat® and easily incorporate it on the Web with Dreamweaver®. It can also be used to develop complex databases. Organizations can use this aspect of the program for many purposes, such as putting a dynamic and changing list of products online. Dreamweaver® provides tools to incorporate all of the features you are used to seeing on Web pages, such as mouse rollovers, pop‐up menus, and dropdown boxes. Most importantly, you can do all of these things without having to learn HTML coding, although the underlying code can be seen along with the visual editor (McFarland, 2009).

Computer Aided Design

Numerous other types of multimedia software are available from sources besides Adobe®. AutoCAD® by Autodesk® is one of the most popular. The term CAD is an acronym for Computer Aided Design, which has replaced the drafting tables, T‐squares, compasses, and broken pencil leads that had been the tools of the trade for drafters for centuries. AutoCAD® is used in fields such as interior design, architecture, engineering, mapping, manufacturing, mechanical, and facilities management (Grabowski, 2010). Autodesk® also has another product called Maya®, which focuses on 3‐D animation and modeling. As with other applications, there is an open‐ source program called Blender, which enables 3‐D modeling, shading, animation, and rendering (http://www.blender.org/ (http://www.blender.org/) ).

Speech‐to‐Text

Ultimately, productivity is about effective means of communicating with the computer. While typing and using touch screens or a mouse are good ways to do this, simply talking is most natural for humans. Improvements in voice recognition software are making this a viable option for productivity software. On the desktop, one example is Nuance's Dragon software, which enables users to not just input text with their voice, but also launch applications, send email, open and edit documents, and perform any other task that was normally manipulated by a mouse (http://www.nuance.com/ (http://www.nuance.com/) ).

This is equally, if not more, important in the mobile world today. Apple® has even personalized this by naming theirs Siri® for the iPhone® and iPad®. Android™ users also have speech recognition built into their phones and tablets that controls the device, and also enables users to type and text.

Questions to Consider

1.  What is multimedia? 2.  What year was Adobe® founded? 3.  What does PDF mean? 4.  Which program would you download to view a PDF file? 5.  What program would you use to create a PDF file? 6.  What are some of the functions that Photoshop® can perform? 7.  What are some of the many uses of Flash®? 8.  What is Dreamweaver®? 9.  What are some of the uses of CAD software?

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Many social networking apps are image‐based and phone‐based, such as Instagram, through which users share photos. Instagram images are easily recognized by their signature borders and color filters. What are some pros and cons of sharing photos online?

Rui Vieira/PA Wire/Press Association via AP Images

4.6 Mobile Applications So far in this chapter, we have discussed a variety of mobile applications or "apps" that attempt to duplicate programs originally written for the desktop for smartphones and tablets (this can be found in the Word On the Go, Excel® On the Go, and PowerPoint® On the Go sections). However, there are hundreds of thousands of apps that programmers design specifically for mobile devices. Of course, it would be impossible to discuss all of them here, but suffice it to say mobile apps are ubiquitous. A recent article ("Gartner identifies 10 consumer mobile applications to watch in 2012," 2011) defined some essential trends for 2012 for mobile apps. Some of these included:

1.  Location‐Based Services: These are apps that provide the user information based on their location.

2.  Social Networking: The apps for sharing information with friends (like Facebook, Twitter, Instagram, and Pinterest) are among the fastest growing.

3.  Mobile Search: These are apps that help people search for information based on their location, such as asking a smartphone to tell the user where the nearest pizza shop is.

4.  Mobile Commerce: Apps in this genre let users "check in" to a store they are physically at to gain special information about products.

The bottom line is that mobile apps are everywhere. Just a few examples include:

Dropbox: It is a free service started by two MIT students in 2007 to store videos, images, and documents online to share with others. To learn more, visit: https://www.dropbox.com/about (https://www.dropbox.com/about) Evernote: It is a collection of applications to improve notetaking, communication, and basic personal productivity. Some of these include: Skitch, which is an app for sharing ideas with sketches; Penultimate, which is a handwriting app for the iPad®; and Evernote Web Clipper, which lets users save anything they see online into an Evernote account. For more information, go to: http://evernote.com/corp/ (http://evernote.com/corp/)

To gain a sense of the breadth of these applications, and the best of the various categories, each year the GSMA Global Mobile Awards honors what its judges believe are the best apps in existence. This is a worldwide award program that includes 219 countries, 200 companies, and 800 mobile operators.

Though we sometimes think of apps as a recent development, the GSMA has been granting its awards since 1995. While awards are based on subjective decisions by judges (just like the Academy Awards for films each year), they can be indicators of overall quality. GSMA is valuable in demonstrating trends in mobile applications. In 2012, the winner for the "Best Mobile App for Consumers" was a popular game called Angry Birds™. Explore the website, and check back each year, to see the latest and greatest in the world of mobile applications: http://www.globalmobileawards.com/ (http://www.globalmobileawards.com/) .

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Explore the interaction to learn more about how Americans use common mobile applications.

Technology Today: Ethics and Photojournalism

The field of photography is one area in which it's easy to see the impact computers have had on our everyday lives. Thanks to digital cameras, anyone can shoot, develop, and publish photographs. No special skills or equipment are required.

This is good news for people who merely want to share personal photos with friends and relatives on Facebook or some other social media platform. For people who use photos for business purposes, however, the advent of digital photography can present ethical dilemmas.

In general, these dilemmas revolve around two specific areas: adherence to copyright laws and ethical concerns regarding alteration of photographic images.

Copyright laws give people who create content—such as books, movies, music, or photographs—ownership rights to that content. Anyone wishing to distribute, copy, or adapt content covered by a copyright must first obtain the owner's permission. In most cases, the content owner will expect to receive a fee, known as a royalty, in exchange for allowing someone to use their content.

The desire to protect copyrights and safeguard the corresponding royalties explains why many recording artists supported the actions taken by several large recording companies in suing the creators of websites that allowed users to download original recordings for free.

When it comes to publishing photos on the Internet, there are sites such as Flickr Creative Commons where photographers post photos with the understanding that anyone who publishes one of these photos agrees to identify the creator of the photo. This eliminates concerns over copyright violations.

Complex Issues

Issues surrounding the altering of photos remain complex, however. The rise of digital photography has been accompanied by the emergence of photo‐editing software programs. Adobe® Photoshop® is the best known of these programs, which make it easy not only to crop and size photos but also to completely change them by removing or adding elements with a mere mouse click.

The use of photo‐editing software has become an especially nettlesome issue in the world of journalism, where everything published is expected to be true. Over the past several years, a number of photojournalists have lost their jobs after submitting doctored photos for publication.

In one particularly egregious case, Allan Detrich, a one‐time Pulitzer Prize finalist, resigned his position as staff photographer with the Toledo Blade when his bosses discovered he had submitted nearly 80 doctored images for publication over a 14‐week period. An investigation into Detrich's work

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was launched after questions were raised about a photo that had been published on the newspaper's front page.

Detrich admitted to doctoring the photo and was suspended pending the outcome of the investigation into the rest of his work. He subsequently resigned, but the investigation continued and the discovery of 79 additional doctored photos was revealed (Winslow, 2007).

The investigation also revealed that in most cases the photos had been altered for aesthetic purposes, removing objects to make the photo more appealing to the eye. The problem with that approach is that it didn't give the readers of that newspaper a true picture of what happened at those events, which is what newspapers are expected to provide.

This issue of trust in regard to news photography is so important that the National Press Photographers Association created its Code of Ethics for Photography in the Digital Age in the early 1990s, when programs like Photoshop® were just emerging (National Press Photographers Association, 1991).

Jerry Lodriguss is a veteran professional photographer, having served on the staffs of the New Orleans Times–Picayune and the Philadelphia Inquirer in addition to freelancing for a number of major publications. He sums up the ethical dilemmas surrounding the digital altering of photographs quite nicely on his website (Lodriguss, 2006):

   If your purpose (in altering a photo) is to portray a scene as truthful, then it's not OK.    If your purpose is to create fiction, or "art," then it is OK. You just have to be up front and tell the viewer what you are doing in    either case.

This position is, however, an opinion, and a completely subjective value judgment on my part. Like all ethical judgments, it can be unique and different for each individual.

Links for More Information

All Things Photography http://www.all‐things‐photography.com/photography‐ethics.html (http://www.all‐things‐photography.com/photography‐ethics.html)

National Press Photographers Association (NPPA) https://nppa.org/ (https://nppa.org/)

Questions to Consider

1.  What are some of the main trends for mobile apps? 2.  Why are location‐based apps important? 3.  What are examples of specific social networking apps?

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Summary In this chapter, our goal was to focus on productivity applications for desktop computers and mobile devices. The number of applications available to assist you with your computing needs is almost limitless. In this chapter, we explored the most common, and influential, applications that you should learn how to use. These include software for word processing, presentations, spreadsheets, databases, and multimedia applications. Think of these as your advanced and powerful computer toolkit. Once you learn to master these programs, you will find that many of the tasks you perform in your professional and personal life can be accomplished more efficiently and effectively with the use of these tools. Our other focus in this chapter was on the Microsoft® suite of products in these categories, including Word, PowerPoint®, Excel®, and Access®. Although Microsoft® is a powerful software company, it is not the only one whose products you can use. Therefore, other important alternatives were suggested, such as Open Office. In the next chapter, we will venture from your personal computer to explore the World Wide Web.

10/12/2015 Print

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Key Ideas

While Microsoft® Word is the most popular word processing software today, there are open‐source alternatives. Presentation software has redefined how everyone from students to professors, office workers to CEOs deliver lectures and share information with groups of people. Spreadsheets were the first "killer app," meaning that people deemed the program so valuable that they purchased computers just to use it. Computer databases are an important way to organize, manage, manipulate, access, and share information. Multimedia applications combine two or more different types of media, including basic text, complex art, sound, video, or animation. Mobile applications are essential for accessing and using the power of desktop programs on devices like smartphones and tablets.

Critical Thinking Questions

1.  Have you ever used a typewriter? Imagine trying to replicate some of the work you do on word processing programs today on an old‐fashioned typewriter. What would be easy and difficult to replicate? How might this affect your productivity?

2.  Think about some of the PowerPoint® presentations you have seen. What were elements of the best ones? What made the poor ones so ineffective? 3.  A calculator can perform all of the same arithmetical functions as a spreadsheet. What makes a spreadsheet a more powerful tool? 4.  How would you define the difference between a spreadsheet and a database? Can you think of scenarios in which a spreadsheet would be preferred over a

database? What about a situation that would make a database a better tool than a spreadsheet? 5.  What are some places in your day‐to‐day life where you encounter multimedia? 6.  If you were sitting at a coffee shop with a free hour and the latest smartphone or tablet, which of the mobile applications that we discussed would you most

likely want to use? Of the four trends in mobile applications listed, which categories would your applications fall under: location‐based services, social networking, mobile search, or mobile commerce?

Key Terms

Click on each key term to see the definition.

cell (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A spreadsheet box in which you can enter text, a number, a date, a time, a mathematical formula, or a logical statement.

column (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A series of spreadsheet cells that extend up and down.

database (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A collection of raw data.

database management system (DBMS) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Software used to create a database.

database table (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Resembles a spreadsheet, with rows that are numbered and columns that indicate the different categories of information.

desktop publishing (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Applications for designing graphics and stylized text.

field (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

An individual database column.

form (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The place where users enter information in a database.

killer app (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

10/12/2015 Print

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A software program that is so good it has no competition.

MailMerge (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A word processing function that enables a separate file of names and addresses to be inserted into a document.

multimedia (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A combination of two or more different types of media including basic text, complex art, sound, video, or animation.

name box (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A spreadsheet box that displays the name (also known as the coordinates) of the active cell.

PowerPointlessness (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Spending lots of time developing a PowerPoint® presentation only to have it be an ineffective way of conveying your thoughts.

primary key (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A unique number that is shared by no other record in the database.

query (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A specific type of question asked by a database user.

record (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

All of the information in one database row.

report (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A predesigned database template that presents only the requested information in an easy‐to‐read format.

row (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A series of spreadsheet cells (more than one) that extends from the left to the right in a horizontal line.

slide (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The basic unit of PowerPoint® or other presentation software. Each presentation can contain multiple slides which, taken together, are called a slideshow.

spreadsheet (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A giant computer grid into which you can enter numbers, mathematical formulas, and text in order to perform useful functions such as sorting, graphing, and calculating.

word processor (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A type of application software that enables the user to easily compose written ideas on a computer.

WYSIWYG (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

What You See Is What You Get—in other words, what you see on the computer screen is exactly what will appear on the printed page.

Web Resources

To learn more about Microsoft®'s Digital Literacy curriculum, visit: http://www.microsoft.com/About/CorporateCitizenship/Citizenship/giving/programs/UP/digitalliteracy/eng/default.mspx

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(http://www.microsoft.com/About/CorporateCitizenship/Citizenship/giving/programs/UP/digitalliteracy/eng/default.mspx)

For more information on mobile app trends, see: http://www.gartner.com/technology/mobile/ (http://www.gartner.com/technology/mobile/)

For tips on using PowerPoint® presentations: http://office.microsoft.com/en‐us/powerpoint‐help/powerpoint‐2010‐tips‐and‐tricks‐RZ102673175.aspx (http://office.microsoft.com/en‐us/powerpoint‐help/powerpoint‐ 2010‐tips‐and‐tricks‐RZ102673175.aspx)

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Chapter 5

The Web of Knowledge

iStockphoto/Thinkstock

Learning Objectives

After reading this chapter, you should be able to complete the following:

Explain the key Internet basics. Describe the various aspects of a network and the key networking terms. Summarize the browser wars and the most common browsers. Describe how to build a Web page in six easy steps. List the Web accessibility standards.

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Introduction You are the Internet. While you might think the Internet—officially defined as a vast worldwide connection of computer networks that also link smaller networks—is more about computers than people, this is not necessarily true. Without people, all of these computer connections would be sitting silently, with little meaning or purpose to their existence. The essential ingredient that makes the Internet revolutionary is that people enter into it each day, and they leave a footprint of knowledge and of themselves as they travel through the Web. Each time you purchase a new computer (a desktop computer, a laptop, a cell phone, and so on) and get connected, you create a new link to this worldwide Internet community and become the newest member of the global population. This becomes a window for you to see and communicate with every other online computer user on the planet, and it allows you to make your own contribution to the vast web of knowledge that is now growing at an exponential pace (Okin, 2005, p. 21). This chapter will introduce you to the Internet, discuss the programs you can use to navigate through it on your desktop and mobile devices, and describe how to create your own content. Welcome to the Web of knowledge.

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5.1 Internet Basics Computers during the 1960s had a curious problem. Although the mainframes were growing ever larger and more powerful, and computer languages were enabling programmers to perform more complex computations, there was a significant limitation. It was completely impossible for one computer to talk to another. A message could not be sent between two computers in the same room, let alone two computers in different countries. A computer was an isolated machine, alone and separated from the rest of the world, as were the users. This situation would soon change so dramatically that in the coming decades, nearly every computer in the entire world would become connected to every other computer. This section will discuss how this network became a reality.

ARPAnet

The Internet had its beginnings as the ARPAnet during the 1960s, when the Cold War threat was at its peak. ARPA, the United States Defense Department's Advanced Research Projects Agency, was focused on the nation's computer security. The ARPA network was designed as a way to link computers at laboratories across the country for the purpose of sharing computing resources (Hafner & Lyon, 1996). Once exclusively the domain of scientists at elite universities such as UCLA, MIT, and Stanford, this computer network has now gone mainstream.

While there is some debate about the reasons for developing the ARPAnet, it was first and foremost an excellent idea whose time had come. Computers simply needed to talk to each other, and the technology had advanced to the point where this became possible. But the ARPAnet also had a defense component. The 1960s was the heart of the Cold War period, an era when the Soviet Union and the United States were building massive arsenals of nuclear weapons and pointing them at each other. In a world where nuclear war could easily eliminate an entire city in the blink of an eye, how could a nation ensure communications were maintained in such a doomsday scenario? A communications network that was centralized in one place was vulnerable to attack. But if you could decentralize that network, spreading communications and content among the computers throughout the United States, then command and control could be preserved in a nuclear war (Rabinovitz, 2004, p. 10). We will see how this could happen later in this chapter when we discuss packet switching. Thus, ARPAnet solved a fundamental communications problem for computers, and helped guarantee a secure communications network for the United States during the Cold War. But it also paved the way for an even more revolutionary development.

A Web of Computers

Today, the ARPAnet has disappeared, officially becoming extinct in 1989 when the Internet—which has become a massive public and private web, connecting millions of people together and supplying them with an apparently limitless amount of information—replaced it. The best way to think about the Internet is to use the metaphor of a web. Just as a spider's web is both a random and a defined pattern (with its threads connecting and strengthening itself), the Internet is a connection of computer networks that link to each other all over the world. What are these connections? Instead of the spider's thread, standard copper telephone lines and coaxial cable (the type of wire typically used to receive a television signal) connect the Internet. Newer, faster, and more efficient ways of connecting computers have also been developed in recent years. This includes fiber optic cable and satellite connections. Connections to the Internet now also include the wireless kind, which we will discuss later in this chapter.

Packets

What is being sent through all of these connections? Packets of information. A packet is a small quantity of information represented in binary form as a series of zeros and ones. The way it finds its path from the sender's computer to its destination is through a technique called packet switching. Each message is essentially subdivided into smaller "packets" of data and then "routed" to the next relay point in a communication path, as shown in Figure 5.1. The idea of packet switching and routing actually dates back to the use of telegraphs during the 19th century. If you were on the East Coast and wanted to telegraph a message to the West Coast, there was no direct connection. Telephones did not yet exist. So, the telegraph operator on the East Coast sent the letter through Morse code (a series of dots and dashes, which is eerily similar to binary coding today) to an intermediary, which was the nearest direct connection. This intermediary might be located in Pennsylvania. The information at this switching center forwarded the message on to another center, and eventually the telegraph message found its way to the intended destination on the West Coast. The other interesting aspect of this communication system was that a copy of the message was kept at each of these centers, so if a problem occurred along the way, the operators could backtrack, find the message, and resend. This is technically called Store and Forward Packet Switching (Campbell‐Kelly & Aspray, 1996, pp. 290–292).

Figure 5.1: Packet switching

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Data moves through the Internet with packet switching technology. This allows a message to be sent through the Internet by being broken up into different "packets," which are sent to the same destination via different routes (or nodes).

Nodes

The basis of the telegraph system is exactly the same principle that is used for the Internet. Each computer in the world is not directly connected to every other one. Not only would this be physically impractical, but it also would be impossible to easily add new computers to the system. That's why the ARPAnet designers decided to borrow the old telegraph packet switching principle. There was a backbone of nodes (a node is any device that is connected to the Internet) that acted as automatic packet switching centers. If one of these nodes became busy (or, for example, was eliminated during a disaster such as a nuclear war), then the packets could be easily rerouted along a different path. Sometimes, a long message was broken into several packets that actually traveled through different nodes to eventually reach the destination.

Protocols

This routing system is controlled through established protocols, which refers to the way computers talk to each other (Okin, 2005, p. 20). There are many different Internet protocols, such as those that define how an instant message or email is sent, or how a file is uploaded or downloaded to your computer. One example of this is HTTP (Hypertext Transfer Protocol), which defines how Web content is transmitted. You can see the letters HTTP in front of every Internet browser address line. It is the destination computer's responsibility to receive all of these packets and put them together in the correct order. Users never realize this is happening, and the speed is incredible.

Modems

How do you send and receive these packets of information? By means of a computer modem. The U.S. military made the first modems in the 1950s to communicate data related to air defense. The word itself was a new one that combined the terms modulator and demodulator. Essentially, what a modem does is convert the data you create on your computer (in its digital form of ones and zeros) into sound (electrical impulses). These were originally carried or transmitted through standard telephone lines. The modem also works in the opposite way. It can receive these electrical impulses from the outside world and convert them into digital data that appears as images, text, or numbers on your computer. More recently, modems are being replaced by faster technology that is all digital. There are several types of Internet connections.

Cable Modem

A cable modem is typically the fastest connection, meaning it can transfer more data per second than almost any other type of home Internet connection. An Ethernet wire is connected to the cable modem box, which is then connected via a coaxial cable to the round jack in your wall. Once you set up and pay for an Internet plan through your cable provider, you are ready to access the Internet. This links you to the larger Internet grid that often transmits data through fiber optic cable. If you do not want the cable company involved, you could opt for a DSL or Digital Subscriber Line that connects you to the Internet through standard telephone lines. In a later section, we'll discuss the speed comparison between these options.

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Packet switching allows large amounts of data to travel from one point to another without clogging a network. Used with radio waves and then telephone lines, packet switching ultimately lead to the development of the World Wide Web.

Wi‐Fi

Once you select a cable or DSL connection in your home, you might want to also create a Wi‐Fi connection. The name Wi‐Fi means wireless fidelity and is intentionally similar to the term Hi‐Fi or high fidelity that once described high‐end home stereo systems. With a Wi‐Fi connection in your home, you can connect multiple Internet devices (laptop, smartphone, tablet, or even a game system such as an Xbox® or a Wii™) wirelessly to your main Internet connection. Smartphones will typically connect to a Wi‐Fi zone, as this will reduce their cell tower data usage, which is typically limited each month. More on the topic of wireless Internet connections will be covered later.

Packet Switching

Questions to Consider

1.  Why is the Internet important? 2.  Where is the Internet? 3.  What is a definition of the Internet? 4.  What does ARPA stand for, and what is its relationship to the modern Internet? 5.  What are some of the ways that computers are connected to the Internet? 6.  What is a packet? 7.  What is the difference between a node and a protocol? 8.  What does HTTP stand for? 9.  What is the name of the computer device that is both a modulator and demodulator, and what is its function?

Packet Switching From Title: Virtual World: Quirky Science

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In a client/server network, a powerful computer server controls the individual networked workstations, or clients. Network administrator positions involve working on both servers and clients. Does such a job appeal to you?

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5.2 Networks While in the past, connecting a personal computer to a network might have been a nice feature, today it is essential. Without a network connection, you would not be able to attend online school, chat with your friends, or successfully compete in the workplace. Networks are the lifeblood of computing in the 21st century. Most businesses find them essential for sharing files and information among employees, developing collaborative projects, and sharing the use of applications. The network enables computers to share hardware. For example, instead of having a printer connected to each computer, in a network all the computers can share the same printer. And after the workday is over, you can retreat to a friend's house with your laptop to engage in some multiplayer networked computer games.

In this section, we will look more closely at terms and configurations involving networks. While the Internet is most commonly thought of when people hear the word network, other types of networks also exist. In all forms, however, a network at its most basic level occurs anytime there are two or more computers that are linked together through either a wire (Ethernet) or a wireless connection (Odom, 2004).

Basic Network Terminology

If you have several computers at work or home that are connected together, this is called a local area network (LAN). Computers that are connected together through telephone lines, satellites, and so on, and that are not at the same location are called a wide area network (WAN). The Internet is an example of a WAN, and a group of friends bringing their computers over to your house to connect together and play a game is an example of a LAN. Between these two common types of networks is a metropolitan area network (MAN). These networks include a city, or at least part of it, and are often operated by the government. An intranet provides many of the same functions as the Internet (email, databases, documents, and so on), but is only available to a private group of people with passwords. A large business might have an intranet that is accessible to employees only. An extranet is a network with limited restrictions, such as requiring a user ID and password, but it is used for selected outsiders of a company. That same company might have a Web page that is accessible to everyone. A bus is another important network term. It is found in a LAN network in which every workstation is connected to a main cable. This cable is the bus that shuttles data back and forth. In comparison, a star network is one in which each workstation connects only to the main server.

Network Architecture

The way that computers interact within these networks is called the architecture. There are two main types of computer architecture. The first is called peer‐to‐peer. This means that each computer in the network has the same capabilities and privileges as any other computer. They are all equal in terms of what they can and cannot do. However, the second type is called client/server. You will often find this network architecture in businesses where there is one main computer—a very powerful one—called the server. The individual, less powerful, workstations are the clients. A dedicated server is a computer that does nothing but control the other networked computers, the clients. You might also have a printer server (for controlling how the network users share the printer), a Web server (for hosting your own Web page), or a file server (which specializes in managing all the users' data files). In other words, no one is using any of these servers on their own to run an application like Word or Excel®. The clients are the individual computers at the employees' workstations. These are also sometimes called the users. They will all have limited access to the server and have far less network privileges than the server (Institute for Career Research, 2008, p. 1).

Networking Terms

There are other important networking terms with which you should become familiar. The first is a hub, which is simply a device that shares data with all the other devices connected to it. Some hubs support only a couple of computers, while others might connect 50 or more. Workgroups are subsets of computers within a network that all share the same resources. These are often used today in the home environment. Second, a related device is a switch. This is more intelligent than a hub because it can discern what type of device is attached to it and only send relevant data. For example, in your home you might have a switch for your digital phone and television. The switch would know to send voice data to the telephone only, while the latest digital movie would route to the television. Switches are important because they can send only certain data to a particular node or workstation. This can improve network security because it prevents everyone from sharing the same information (Parsons & Oja, 2010, p. 261). Third, a router can send data from one network to another. You might also see a router and a switch combined together in one device.

Additional terms are associated with Internet networks. These include protocols like HTTP, discussed earlier in this chapter, which is the protocol for Web traffic. In general, the protocols define how one computer talks to another, including computers as different as Macs® and PCs. File Transfer Protocol (FTP) governs how files are shared on the Internet. Simple Mail Transfer Protocol (SMTP) controls the flow of email traffic. Transmission Control Protocol (TCP) controls how data packets are split and then reconnected (recall our packet switching discussion from the previous section). Also, in order for any of the individual terminal computers or personal computers to connect to the Internet, they will need a network interface card. This card plugs into an open socket on the motherboard (the main circuit board on every computer that contains the memory and central processing unit, and controls the input and output devices), and is then connected to a hub or router (Habraken, 2004).

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Finally, you should also be aware of network addressees. An IP address is the actual number that identifies a device (the node) connected to the Internet. This is the way that computers can locate and talk to each other (much like a telephone number). The IP address is assigned by the Internet Service Provider (ISP) that you select (more on this later). A static IP address is one that is unchanging, and every time you log on you have the same IP address. ISPs also issue dynamic IP addresses, which are temporary. This number is assigned to you when you log on, but when you disconnect, another computer is given the address. There are benefits and limitations with both. A static IP address is better for a company's main computer server because it enables faster file transfer. Another benefit of having your own IP address is that you do not risk having it shut down if someone who shared it with you barraged the Internet with spam email. The dynamic IP also has advantages in the security realm because the user has a different IP address every time they connect to the ISP.

Taken together, TCP and IP are known as the Internet protocol suite and identified as TCP/IP. A computer represents all IP addresses in four bytes, or four numbers from 0 to 255 each, separated by dots (this equals 32 bits of information).

A Look Further: Find Your IP Address

A fun way to try this out is to see what your own IP address is if you are connected to the Internet. Open your Web browser and type whatismyipaddress.com and you will see a number that looks like xx.xx.xx.xx (this is sometimes called a dotted quad). This Web page will also tell you the name of your ISP and your city and country. Try it out and see what your IP address is, and find out if the Internet really does know the city and state from which you are connecting.

Technology Today: Network Neutrality

The Internet is quickly evolving into the world's central communications platform. Many people already log onto the Internet not only to receive email but also to listen to music, watch their favorite television programs, download movies, and play video games.

Even as it takes on a central role in our personal lives, the Internet will remain the primary engine‐driving business communication as well. Recognition of the increasingly important role the Internet is playing in society has spurred concern about who should control access to this vital communications pipeline.

Currently, most people gain access to the Internet by opening an account with an Internet Service Provider (ISP), which in most cases is a large cable television or telephone company. For the most part, the ISPs have been allowed to set their own rates for granting customers Internet access.

There were few complaints about this system when the primary means of accessing the Internet was via dial‐up modems that connected strictly through telephone lines and could only transmit limited amounts and types of information. As we moved into the broadband era, and new methods of transmitting data—such as cable modems and DSL (Digital Subscriber Line) technology—allowed for easy transmission of more data, including photos and video, a whole new set of issues emerged.

These issues include the following:

Will ISPs begin to set prices that might prevent some people from being able to afford access to broadband Internet? Will ISPs—particularly cable television companies—block access to content created by companies they view as competitors?

The U.S. Congress was so concerned about these issues that in 2009, it directed the Federal Communications Commission (FCC) to develop a National Broadband Plan to promote a concept known as Network Neutrality—or the idea that every American would have equal access to broadband Internet capabilities. The FCC was a logical choice for developing this plan because the agency oversees the telecommunications sector as well as the radio and television industries.

Content Discrimination or Prudent Network Management?

As the FCC set out to tackle this objective, however, it ran into some unexpected hurdles. The biggest of these hurdles surfaced when the FCC ordered Comcast, a major cable television company and ISP, to stop blocking its customers' access to files from BitTorrent, a popular file sharing site.

BitTorrent allows users to download exceptionally large data files, such as feature‐length movies, and then share those files with other Internet users. Comcast argued that it was blocking BitTorrent downloads because they hogged bandwidth on its network, causing the network to work slower for other customers. It is also important to note that BitTorrent often violates copyright laws.

In ordering Comcast to stop blocking BitTorrent downloads, the FCC said the ISP's actions amounted to discrimination against a certain type of content. Comcast argued that it was practicing "prudent network management" rather than content discrimination. The company took the matter to court and ultimately prevailed when the U.S. Court of Appeals in Washington, DC, ruled that the FCC does not have the authority to tell Comcast how to manage traffic on its network. In essence, the court was saying the FCC does not have the same authority over ISPs that it has over telephone companies (Kang, 2010).

While it was a clear victory for Comcast, this ruling did nothing to resolve the other issues related to Network Neutrality. For instance, public interests groups have joined companies like Google and Amazon.com in arguing that this ruling handcuffs the FCC from stepping in if Comcast decides to prevent its customers from receiving content that doesn't slow network traffic. There is nothing in the ruling about setting prices for broadband access, either.

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Wireless networks have increased access to the Internet in cafés, shops, and public spaces around the globe. Where is the most remote place you've ever logged on?

Mike Theiss/National Geographic Stock

Meanwhile, the FCC has released its National Broadband Plan, a 376‐page document that outlines its vision of an Internet on which all citizens will have easy access to all legal content. It's unlikely that the vision outlined in that document will become reality, however, unless Congress passes new laws that spell out exactly who has the authority to regulate ISPs.

Links for More Information

Net Neutrality Sparks Lots of Talk, Very Little Action http://www.ecommercetimes.com/story/70181.html (http://www.ecommercetimes.com/story/70181.html)

Connecting America: The National Broadband Plan http://download.broadband.gov/plan/national‐broadband‐plan.pdf (http://download.broadband.gov/plan/national‐broadband‐plan.pdf)

Wireless Networks

The dramatic expansion of wireless networks has significantly changed when and how we go online. When you walk into a bookstore or coffee shop, you will often notice that the establishment has a Wi‐Fi network. This is a wireless Internet connection you can log onto with your laptop, smartphone, or tablet. You can also create a Wi‐Fi network at home by using a wireless router. Then you can take your laptop to your backyard and surf the Internet, or log into your classroom. Make sure you set up passwords so neighbors or strangers passing by will not be able to see your private information or log onto your network for free.

To log into a network, each user will need a password. There are levels of password security that are known as strong and weak passwords. A weak password is something a hacker might easily guess, like the first name of your child. A strong password is something that has no relation to you, and that combines different character sets such as numbers, uppercase and lowercase letters, and also special characters such as #$%&. "David" is an example of a weak password. "DaVid39x" is an example of a strong password. A strong password is impossible to guess, making it extremely difficult for an automated hacking program to gain access to your network (Dale & Lewis, 2006, p. 490).

Bandwidth

How fast is your Internet connection speed, and how much data can you send and receive at one time? A high bandwidth means you can share larger amounts of information more quickly. The larger the bandwidth (sometimes called the pipeline), the better. Different types of network connections have different bandwidth capabilities. There are three main types: voiceband, medium band, and broadband (the largest). Just as we saw in regard to measuring the speed of a CPU, there are also measurements for the speed of the dataflow. Bits per second (bps) is the most basic number (Shinder, 2001). Remember, a single letter requires 8 bits to represent it. So, a modem that could transmit 80 bits per second has the capability to send or receive 10 letters each second. Thankfully, modem speeds have increased dramatically since the 1950s.

With increasing speed came new metric terms such as kilobits per second (Kbps, or thousands of bits per second), megabits per second (Mbps, or millions of bits per second), and gigabits per second (Gbps, or billions of bits per second). In the early 1990s, you would have been happy with a modem that enabled you to connect to the Internet at 2400 bps. This meant that it would have taken several minutes to download a single picture. You can check the speed of your current Internet connection at http://www.speedtest.net/ (http://www.speedtest.net/) . This site will test upload speed (how fast you can send data to the Internet) and download speed (how fast you can take data from the Internet to view or save on your computer).

It is not easy to assign a specific speed rate to these individual types of connections. Nevertheless, a cable modem is typically faster than DSL. Though average performances for cable modems are roughly 30 Mbps, this is not always reached. DSL typically cannot go faster than 10 Mbps.

A variety of factors play a role in achieving faster or experiencing slower upload and download speeds. For example, if lots of people that live near you are all accessing the Internet with the same cable modem provider, then speeds for all will decrease. This is called a "shared pipe conduit" for cable modems, and in contrast DSL is not. Your home network might not have the most efficient technology, so speed can bottleneck here. (For more on this, click here (http://compnetworking.about.com/od/dslvscablemodem/a/speedcompare.htm) .)

The choice between cable and DSL is not always up to the consumer. Not all places in the United States, and certainly not the world, have equal coverage with both. Therefore, some people have to select one or the other, or in some cases neither.

A Look Further: Modems

To learn more about modems by reading about their history, visit:

http://www.techradar.com/us/news/internet/getting‐connected‐a‐history‐of‐modems‐657479 (http://www.techradar.com/us/news/internet/getting‐

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As the number of devices that use Wi‐Fi to access the Internet increases, it often makes sense to set up a home wireless network. How many wireless‐ enabled devices do you have in your home?

iStockphoto/Thinkstock

connected‐a‐history‐of‐modems‐657479)

Encryption

Now, you have a sense of the way information is shared online, but sending and receiving data is not the only problem. Few people would want to do this without a way of securing the data and enabling only those intended to access it. You should feel secure in knowing the data you send and receive online is encrypted to help prevent people from eavesdropping or hacking into your information. Encryption is something that people could do to send secret messages. They might establish a code in which 1=a, 2=b, 3=c, etc. So, an encrypted message reading "8, 9" and "13, 1, 18, 11" is decrypted as "Hi Mark." Computers do the same thing with information, though the encryption key is much more sophisticated.

Firewalls

One important concern with networks is access. Unless you are creating a Web page that you want everyone to see, most networks contain data that need to be shielded from the outside world. The main network server also must be protected from outside threats such as viruses, malware, and spam. One of the most important ways to do this is with a firewall. In everyday life, a firewall is a nonflammable wall material that prevents the spread of fires in a building. This is a perfect metaphor for the protection a network needs against the threats it faces from the real world. A computer firewall is a coordinated collection of hardware and software that prevents outsiders from gaining access to your private data and also shields your computer from threats.

A network firewall cannot provide absolute security, but it is one essential tool in helping to prevent the spread of viruses inside a network. The computer firewall achieves this in several ways. First, a firewall is a combination of hardware and software (although in personal computers it might be just software) that examines and filters all of the traffic coming into a server. Based on a series of ever‐changing virus definitions and identified threats, the firewall might decide to block some messages completely. This is also achieved through antivirus appliances and software. Second, the firewall can be set up to prevent users inside the network from accessing certain types of websites (such as games at work). Third, a firewall is where access control policies for a network are defined.

There are both one‐way and two‐way firewalls. The first is a firewall that only allows outbound information. A two‐way firewall can send and receive information. One example of a two‐way firewall is when you are working on your computer and one of your programs alerts you that it needs an update. Instead of doing this without your knowledge (which is what a computer virus might do) the two‐way firewall will ask your permission. This helps ensure that the update is intended and not malicious.

How to Set up a Home Wireless Network

Several decades ago, it was rare for even one home device to be connected to the Internet. Now, many homes have multiple devices that require access. Since it is inconvenient to run cables all over the house, an easier way is to set up a Wi‐Fi network. Then, every device with Wi‐Fi connectivity (and the password) can easily get online, including computers, smartphones, tablets, gaming systems, televisions, and Blu‐ray players. Today, it is truly amazing how many different home devices impact our lives and are wirelessly driven.

Setting up a Wi‐Fi network at home is relatively easy to accomplish and PC Magazine has outlined these 5 key steps (Lynn, 2012):

1.  Connect the wireless router to the Internet. 2.  Access the router's interface. This is done via the computer and a Web browser. 3.  Configure security and IP address. This is done in the router's interface. It is important to have

protection when you create a Wi‐Fi network. The firewall here is called Wi‐Fi Protected Access (WPA). For large businesses, this will include an authentication server, but for the home it might simply be a Pre‐shared Key (PSK). This is a code, or a password, that authorizes and enables each device to work with the network. Without a security setting, then your neighbors can steal your Wi‐Fi signal.

4.  Establish sharing and control. 5.  Set up accounts. This is simply giving people user names and passwords.

You do not need a degree in computer networking to achieve this, but these careers are open for those who enjoy the advanced aspects of networking.

Careers in Networking

Exciting careers are available in many aspects of computing. Networking is one example. If you are interested in this field, you could become a network administrator. This is someone who manages a network for an organization, including all of the client computers and the main server. Someone who manages 200 or less computers is a small‐to‐medium administrator, while large administrators control bigger networks. Network administrators must be able to understand the various database applications that run on the server, such as Oracle and SQL, and email servers, such as Microsoft® Exchange. Their

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duties include restricting or granting access to data on the server, as well as protecting the entire network from outside threats.

An Internet administrator is another career option in networking. These jobs include building Web pages, or managing application protocols for working online. Finally, you might also consider going into end user support, where you would specialize in working on the client side of the computers and determining how they interact with the network (Hallberg, 2005, p. xxii). Often, you will see that those with networking credentials have certifications. Examples are Microsoft® Certified Professional, or Cisco Certified Network Associate. The CISSP, which is the Certified Information Systems Security Professional, and the GIAC, which is the Global Information Assurance Certification, are also in demand.

CompTIA provides vendor‐neutral certifications. It offers many certification exams (for more information click here (http://certification.comptia.org/AboutCompTIA.aspx) ). Some of these certifications include:

CompTIA A+ Certification CompTIA Network + CompTIA Server + CompTIA Security + CompTIA Linux® +

One of the purposes of this section is to give you a better idea about what goes on behind the scenes at your place of business or when you are connected to the Internet. Unless you are one of these professionals, you as a user will rarely notice these activities.

But these are not the only careers available in computing. The Association for Computing Machinery (ACM) is a professional organization that promotes computing. It has a website that lists various careers in fields such as computer engineering, computer science, information systems, information technology, software engineering, and gaming. To learn about what you can do with a background in computing, visit http://computingcareers.acm.org/ (http://computingcareers.acm.org/) .

Interviews from the Field: Software Architect

What are your primary responsibilities?

To design, develop, and implement software applications.

What are the most important skills needed for your job?

An analytical mind, an aptitude for solving problems, and the ability to think abstractly and to break down complex problems into simple units of code. Though somewhat understated, a key component is having the patience and ability to learn from other people's code, as well as an open mind toward suggestions provided by fellow developers.

What do you like best about your job?

It never becomes stale. It is a fast‐moving industry and you are solving new problems every day. To be a good software developer, you constantly need to learn new technologies and find ways to solve hard problems for your customers.

What got you interested in entering this field?

I started programming when I was a kid. I was thrilled to learn that I could create new games when I was tired of the ones I had.

What is your educational background, and how did it prepare you for your job?

I have a bachelor's degree in engineering and a master's degree in business administration and computer science.

Programming is one area where you'd find a lot of well‐respected experts who do not have a formal college degree. You will also see music majors and literature majors doing extremely well in this industry. Partly, it is because there is no other subject that has been so widely discussed and written about on the Web. Having said that, a math or computer science degree definitely helps.

Can you give an example of a project you are working on now?

I am currently working on a project focused on making online textbook publishing easy as well as making reading and learning easy for students.

Questions to Consider

1.  Why would you want to connect your computer to other people's computers? 2.  Why is a network important? 3.  What are three types of networks, and where would you find them? 4.  What are the differences between peer‐to‐peer and client/server network architecture?

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5.  What is the difference between a printer server and a file server? 6.  Why would a workgroup be used in a network? 7.  What is the function of a router? 8.  What are some network protocols and the types of data they control? 9.  What is an IP address?

10.  Which speed is faster: Kbps or Mbps? Why is a large bandwidth important? 11.  What is a firewall? What are some of the important functions it performs? 12.  What is the difference between a strong and a weak password?

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When it was released in 2004, Mozilla's® open‐source browser Firefox® was expected to be the first browser that could compete with Internet Explorer™. Which Web browser do you prefer today, and why?

Chris Ratcliffe/Bloomberg via Getty Images

5.3 The Browser Wars Now that you have a much better understanding of what a network is, in this section we will look at the largest and most well‐known and used network—the Internet. The main way that the Internet is accessed is through an application called the browser. Typically a free program, the browser is the gateway to everything you might want to do online, and as more things are available online to do, the browser is fast becoming the application that is most likely to be on top of your computer. As a result, this is an area that is highly fought over, with some of the largest companies in the world (such as Microsoft® and Google) striving to create the winning browser. These are the browser wars, and they have been fought for the past two decades.

Before Browsers

In the beginning, graphical browsers for the Internet did not exist. The connection speeds were simply too slow, and as a result, everything was simple text. During this period, before the 1990s, people used the Internet in a variety of ways. First, they sent email, but these were all text based, along with emoticons for expressing emotion. Emoticon examples were :) for happy, :( for sad, and :0 for surprised. Combining text characters like this was about as graphically sophisticated as the Internet became. Ironically, these emoticons have returned today as a shorthand way to communicate emotions while texting.

However, there were other ways to use the Internet. People used Telnet to log into other computers and access files and data. Another tool called FTP (File Transfer Protocol), which we saw in an earlier section, allowed people to send files and programs from one computer to another. Usenet was a place where people gathered to exchange information on shared interests, such as dogs, computers, sports, and so on. Listservs were similar, but these were groups people subscribed to, and the information and discussions were emailed to all members.

The final main use of the Internet before the browser was a tool called Gopher. This was an early search‐and‐retrieval aid that navigated computer files to try to find what a user was looking for. But with the invention of the World Wide Web in 1990, the Web browser was on the horizon, and the Gopher would die a relatively quick death.

The First Browsers

As modem speeds began to increase in the early 1990s, many people began to realize there could be a graphical browser that brought images and colors to the Web. The first was Mosaic, developed at the National Center for Supercomputing Applications (NCSA) in 1993. Several of the people who developed Mosaic formed their own company, called Mosaic Netscape. Because of a trademark violation, the name Mosaic was dropped, and the browser became Netscape Navigator®.

Then came Netscape's biggest competitor—a browser called Internet Explorer™. This competitor was significant because Microsoft® developed it. Since Microsoft® had virtual control of the desktop with its Windows® operating system, its browser had a leg up on all its competitors. Its strategy was to simply include Internet Explorer™ with every copy of its operating system, thus placing it on the desktop of every new computer. The "big blue e," which was the icon that launched Internet Explorer™, began appearing on all new computers. This was Microsoft®'s frontal assault in the browser wars. Some companies fought back. Compaq, for example, in August 1995, removed the Internet Explorer™ icon and replaced it with Netscape Navigator®. In response, Microsoft® reduced the price of its software to Compaq with the assurance that Internet Explorer™ would be restored.

Firefox®

Microsoft®'s dominance has not dissuaded other companies from attempting to win a loyal following. Scott Granneman (2005), in a book cleverly titled Don't Click on the Blue e!, discussed many of these efforts. One of the companies with the greatest success has been Mozilla® (it created its name by combining Mosaic‐killer and Godzilla). Mozilla® created an open‐source browser, meaning that its source code was opened to developers and users for free, in the hope that they would write new updates for it and improve it. It was released in June 2002. At the time, it included an email program, an address book, and a Web page editor. But what began to get the most notice was its Web browser. In November 2004, Mozilla released Firefox®, the browser that many thought would be able to compete with Internet Explorer™. In one month's time, 10 million people downloaded Firefox® for free. This represented 5% of the Microsoft® Internet Explorer™ market (Granneman, 2005).

Safari®

In 2003, Apple® joined the browser wars with the release of its application called Safari®. This is the default browser that ships with every Macintosh® computer. Versions for it can also be found on Apple® handheld computing devices such as the iPhone® (which is a phone, Web browser, and music player). Safari®, like Firefox®, is an open‐source program, and it also can run on PCs. Mac® users often install Firefox® even if they like Safari®, because some websites do not work with the Apple® browser, and therefore a backup browser is needed. Safari® is the default browser for the iPad® and the iPhone®, though it also runs on Windows®.

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Opera

One other Web browser that dates back to the mid‐1990s is Opera. It is a Norwegian company that continues to excel in creating powerful Web browsers for nearly any type of device. This includes PC, Macintosh® and it is also considered the world's most popular browser for mobile phones. To learn more about this company, visit http://www.opera.com/ (http://www.opera.com/) .

Dolphin

With the rise of mobile computing, companies are focusing their browser efforts on these platforms. One example is MoboTap, established in 2010. Its first product was the Dolphin Browser, which uses Gesture and voice control (what MoboTap calls Sonar) to enable people to interact with the Web, and even "train" their Dolphin to deliver content in a way that adapts to the user. To learn more about the Dolphin Browser, go to http://dolphin‐browser.com/about/ (http://dolphin‐ browser.com/about/) .

Chrome™

The latest combatant in the browser wars comes from another well‐known company—Google. We will be talking about Google in Chapter 6, but for now, all you need to know is that this company built a strong and profitable reputation with a website that made searching the Internet very effective. Since that time, Google has been expanding its operations into other Internet‐based products, and its Web browser called Chrome™ is one example. Many people have wondered why Google decided to create its own browser (released in 2008), when Firefox®, Internet Explorer™, and Safari® had such devoted followings. Looking to the future, some suggest that what was really behind Google's release of Chrome™ was the company's desire to create a Web‐based operating system. If they could achieve this goal, then there would essentially be no need for Microsoft®. The concept that applications of the future will not reside on your computer but will be located on the Internet is called cloud computing. We will discuss this topic in more detail in the final chapter of this book. Clearly, there may be more to Chrome™ in the coming years than just another browser. When you look at how Google's programmers put Chrome™ together, it is clear that its powerful features may best be realized with its ability to work seamlessly with Web‐based operating systems and applications (Ledford & Davis, 2009).

Common Features of all Browsers

No matter what browser you select, it will have certain features in common with other browsers. The first thing you should notice is the address bar, which begins with the letters http://. This is where you will enter the name of the website you want to visit. Most browsers have what is known as a tabbed browsing feature. This means you can open up several browsing windows at the same time without having to relaunch the program. These tabs are usually found toward the top of the page, just under the address bar. You will likely find a small tab with a + sign on it. This will open a new tab for you, and will let you have, for example, one tab where you link to CNN.com for news, a second for your email, and a third tab to connect to your school. The other common feature of all Web browsers is Bookmarks (called Favorites in Internet Explorer™). If you visit a website you like and want to come back to in the future, you should bookmark it so you do not have to remember its address. You can set your home page to your favorite website so it appears first when you open your browser (select Tools, Options, and Home Page to do this). When you visit other Web pages and enter personal information such as passwords, this information will be stored in your computer's memory.

This information is stored in the memory of the Web page that you visit and your computer, and is called a cookie. A cookie stores information about the client and a website on the person's computer. Having this information helps the server provide user‐specific information on the site or bring up information from one website visit to the next.

The browser history will remember the addresses of all the Web pages you visit to help you track down sites you want to return to in the future. You might want to delete this browsing history, and also wipe clean your cookies. All browsers have the ability to do this, too, typically through the tools and settings options.

Another common feature to browsers is the plug‐in (sometimes called the add‐on or extensions). The plug‐in can install a smaller software program into a larger application. Some browser‐based programs need this extra software to properly run. Programs by Adobe® are one example. Therefore, you will sometimes need to install, and then periodically update your plug‐ins.

A final feature common to Web pages is something called a Web widget. This is programming code that can be embedded into a Web page that you have access to. One example might be the local weather report from the Weather Channel. Instead of actually going to its website, you could embed the Weather Channel widget on your smartphone or tablet home page, or you could even put the widget on your Facebook profile.

A Look Further: Widgets

To get the raw HTML widget code, do the following:

Go to this website: http://www.weather.com/services/oap/weather‐widgets.html/ (http://www.weather.com/services/oap/weather‐ widgets.html/) . Enter your zip code for weather information. Select standard or metric temperature. Choose horizontal or vertical orientation. Pick a theme. Get the code, which is in HTML.

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You should now have a better understanding of the wars that are going on among Web browser applications. In the next section, we will look at how to create the content that all of these browsers are fighting to display. To put all of this development in perspective, you can watch the following short video from StatCounter, which shows the "Evolution of the Worldwide Browser Landscape" from 2008 to 2012: http://youtu.be/jtBlvutR9cU (http://youtu.be/jtBlvutR9cU) .

Questions to Consider

1.  Why does the Internet need Web browsers? Can you surf the Web without one? 2.  What were some of the tools used to explore the Internet before the browser was invented? 3.  When was the first Web browser invented, and what was it called? 4.  What are some of the competing companies in the browser wars? 5.  What is Firefox®? 6.  What is the name of the default Apple® browser? 7.  What may be Google's future plans with its browser? 8.  What are some common features of all Web browsers?

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HTML is the coded programming language that indicates to computers how to display a Web page's information. Have you ever used HTML before?

iStockphoto/Thinkstock

5.4 How to Build a Web Page One of the most powerful features of the Internet is that anyone can build a Web page and put it online. You do not have to possess the skills of a computer programmer or a network administrator. If you have a computer, some software, and an Internet connection, you can design a Web page that is accessible to every other Web‐connected computer in the world. If you possess these skills, your ideas can be just clicks away for anyone to access from the United States to Zimbabwe and all countries in between. Building a Web page can be simpler than you might think, and in this section we will go through the steps required to create one.

Step One: Internet Service Provider

We will assume that you already have a computer and modem if you are reading this section, but it goes without saying that if you want a Web page, you will need both of these. The first step is to find an Internet Service Provider (ISP). An ISP is a company that you choose to provide your connection to the Web. It could be a national provider such as Time Warner Cable, AT&T, Verizon, DirectTV, or you might prefer a local Internet service provider. Various providers offer vastly different connection speeds (a topic we discussed earlier). Other differences between the hosting companies include storage restrictions, access restrictions, support options, and database and email address restrictions. It is important to explore the options and select the ISP that best fits your needs.

Step Two: Web Hosting

Now that you have an ISP, you will need to find a company to host your Web page. You will most likely have to pay the company a hosting fee, and again, there are many companies that offer this service. Your ISP may also provide this service. One popular and low‐cost host is called godaddy.com, and others include Yahoo!®, justhost.com, ipage.com, and hostmonster.com. After you set up an account with a hosting company, this is where you will upload your Web pages. No one who accesses your Web page will know who is actually hosting it, because this information is invisible to the user.

Step Three: Domain Name

What do you want to call your website? You can pick any name you want, but you will need to be creative because you cannot duplicate a name that anyone else has chosen. Website names are like snowflakes; no two are the same. The first thing you will want to do is decide on a Web extension. This is what appears at the very end of the name, after a period. Some common extensions include .com, .edu, .net, .org, .gov, .biz, .info, .name, and .us. You may recognize .com as the best known of these top‐level domains. These extensions have loosely defined meanings: .com and .biz are for businesses, .edu is for educational institutions, .org is often for nonprofit organizations (though this does not always mean that the .org sites are to be trusted), and .us is for the United States. There are hundreds of additional extensions, but these are the most common. In total, the Domain Name System (DNS) represents the system for naming all of the devices that are connected to the Internet.

Now, you will need to secure your Web page name, which is called your domain. To obtain a name, you have to register one. If you were doing this through http://www.godaddy.com/ (http://www.godaddy.com/) (other options are http://doteasy.com (http://doteasy.com) , http://www.register.com (http://www.register.com) , http://www.bluehost.com (http://www.bluehost.com) , and http://www.hostgator.com (http://www.hostgator.com) ), you would select Domains and then Register Domains on its website. Enter the name you would like into the search box, select the preferred extension, and see if it is available. If no one has registered it, you can make it your own by reserving it for a given length of time. Remember, when this time is up, you will have to renew it, or someone else can claim the name. For example, if you selected "digitalliteracyatschool.com," this would become your unique domain name. When you start uploading documents and other HTML pages, such as computerliteracyatschool.com/week1/test.doc, this becomes a URL (uniform resource locator). To find that specific page, users would type this name into the address box of the browsers (you can find it because it starts with http://).

Step Four: Basic HTML

Now the hard work begins. You need to figure out what you want to put online. In this example, we will insert some simple text, but as your skills become more advanced, you can use images, video, data entry screens, and other objects to communicate your vision (or commercial product) to the world. The Web programming language is known at HTML, or Hypertext Markup language. This is the code that tells each computer that is browsing the Web how to display the information on a Web page.

There are two main ways to create an HTML page. You can code it yourself or you can use an HTML editor. Let's discuss the first approach. To code an HTML page yourself, you have to learn a new way to communicate with the computer. Let's look at the Hello World! example from our discussion of programming languages. The HTML for this would be:

<html> <head> </head> <body> Hello World! </body> </html>

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This code tells the computer that you want to display Hello World! in the body of the Web page. If you replaced <body>Hello World!</body> in the example above with <h1>Hello World!</h1> (which is nested between the body tags), then the message would be displayed in a heading style in a different and larger font. There are numerous HTML codes you could use. To put the text in bold, you would use <b>Hello World!</b>. For italics, the HTML tag would be <i>Hello World!</i>. You will notice that each tag appears twice. In the bolding example, the first tag in angled brackets (called a tag), <b>, turns on bold, and the second tag, which is typed with a slash, </b>, turns off the bold.

If you wanted to put a link on your Web page to your school's website, you would enter this in HTML: <a href="http://">Click here to visit my school's site<a/>. Insert the website after the http://. This would show "Click here to visit my school's site" on your Web page, and when someone clicked it with their mouse, they would be taken to the designated Web page. This should give you an example of what the raw Web page codes look like. Of course, using an HTML editor can make this process much easier.

A Look Further: HTML Coding

If you want to see the HTML for any of the Web pages you visit, your Web browser has a "view page source" option, which shows the HTML code. For more on this, see the following.

HTML Tutorial for Beginners: http://www.htmltutorialforbeginners.com/ (http://www.htmltutorialforbeginners.com/)  Learn to create websites by visiting: http://w3schools.com/ (http://w3schools.com/)  The governing body of the Internet: http://www.w3.org/ (http://www.w3.org/)  The "ultimate" HTML resource: http://www.htmlgoodies.com/ (http://www.htmlgoodies.com/)

Step Five: HTML Editors

The easiest way for beginners to create Web pages is to use an HTML editor. Many of these are WYSIWYG (recall that this is an acronym for What You See Is What You Get), which means they have an interface that is much like a word processor. You start with a blank screen and type text wherever you want it, add images, or insert video. Then the computer translates the page into HTML code for you. Microsoft® Word has a basic HTML editor, but it sometimes creates pages that are only compatible with the Internet Explorer™ browser. To overcome this limitation, it is usually better to download your own HTML editor. An excellent—and free—HTML editor is called KompoZer, which is available at http://kompozer.net/ (http://kompozer.net/) .

Once you download and install your HTML editor, you will notice three tabs at the bottom of the screen along with a dropdown box. The dropdown box on the right enables several views such as Normal, HTML Tags, and preview. The Design tab shows whatever option is selected in the dropdown box. The Source tab shows the HTML source code. The Split tab literally splits the screen with the top replicating the design view and the bottom the source code. You enter and edit text just as you would do in Word, using many of the same icons and menu options. Use these when you want to change fonts or make your text bold, italic, underlined, or justified.

Now, let's look at how to insert an image and add a Web link. (Remember, if you want text, just type it in, and what you see is what you get!) First, click on the Image link on the top menu bar. If the image is on your computer, then select the open folder icon to the right of the Image Properties dialog box. Double‐click the image when you find it. Select OK, and then you are done. To enter a Web link, the process is similar. Select the Link option on the top menu bar. In the Link Text section, enter the words you want to display on your Web page, such as "Click here to visit my school's site." Then in the Link Location, enter the actual URL. When you are viewing the Web page online, clicking on the text will take you to your school's site.

After you have finished editing your Web page, save your changes. If you want this to be the home page of the website you are creating, be sure to name the file index.html (or index.htm). This is the first page that will show when someone logs onto your site. It is the landing site, the home page, and the entry point into a website.

It is also worth mentioning that if you are creating basic Web pages, you do not need a dedicated HTML editor. You can also create this code with common text editors like notepad, textpad, and also Word.

The Final Step: FTP Your Website

For the final step, you will use an FTP tool to move the files you created from your computer to the server of the Web host that you selected in step two. It seems that every Web host has a different process for doing this, but all require the same basic steps. First, log onto your account at your Web host. If your host is godaddy.com, you will then select the Hosting Option and click on Manage Account. The Hosting Control Center then opens up, and you should select Your Files. This opens up the File Manager. Select Content and then FTP Client. This FTP Client is for moving files from your computer to the GoDaddy computers. On the left side of the screen, you will see a file listing called Local System. These are the files in your computer right now. On the right side, you will see another file listing called Remote System. These are all the files currently on your Web page. To move the file you just created in KompoZer from your computer to your website, find it in the Local System and single‐ click on the file name. At the bottom of the screen, you will see an arrow pointing to the right. If you hover your mouse pointer over it, the arrow says Upload. Select it to move the file to your Web page. Now your index.htm file is on the host server. It is important to remember that if you included any images on your Web page, you will also have to upload these files to your Web host. To make sure everything has been loaded, open your Web browser and visit your domain name. You, and the rest

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of the world, should now be able to see what you uploaded.

So, now that you have built your website, will people come? Sometimes they need a little help, and if you are selling a product, you might want to pay for advertising. At the very least, you should add your site to the Google database. Likely, Google would find you eventually, but to facilitate this process go to http://www.google.com/addurl (http://www.google.com/addurl) . Enter your website address and some brief comments, and then you will be part of the Google world. To see how the site is doing as far as Web traffic, you will need something called analytics, which are website statistics on the amount of traffic or visitors you are getting. Google has its own product to assist, called Google Analytics™, available at http://www.google.com/analytics (http://www.google.com/analytics) . Other options exist such as Analytics SEO (http://www.analyticsseo.com/ (http://www.analyticsseo.com/) ), which is a toolkit of options for monitoring website performance. Another option is Alexa (http://www.alexa.com (http://www.alexa.com) ), which provides information about websites, including who owns them and how popular they are.

Since you have completed the tutorial for the Internet and the World Wide Web, you should have a much better understanding of where the Internet came from, how to connect to it, and the significance of a network. You should also be familiar with the various application programs for browsing the Web, along with the basic steps required to develop your own Web page.

WordPress and Blogger

If building a website from scratch is beyond what you want to do, you can also create a Web presence much more easily with Web applications like WordPress. An excellent step‐by‐step guide can be found here: http://codex.wordpress.org/New_To_WordPress_‐_Where_to_Start (http://codex.wordpress.org/New_To_WordPress_‐ _Where_to_Start) . As of August 2012, it was the home of 421,000 bloggers, and one of the best features is that it is a free service. WordPress is supported by ads in the free versions, but it is a simple way to build Web pages and publish content for the world to see.

Another option is blogger.com. This is a Web‐based tool that lets users publish blogs quickly and efficiently. Users get control of the location of a blog, and full editorial features, without having to learn how to program in HTML or other scripting code. See http://www.blogger.com/home (http://www.blogger.com/home) .

Questions to Consider

1.  What are the basic steps involved in building a Web page? 2.  What is an ISP? 3.  What services does a Web host provide? 4.  What are some examples of Web extensions? 5.  What is a Web domain? 6.  What does URL stand for, and what purpose does a URL serve? 7.  What basic HTML codes would you use to make the words Hello World! appear on a Web page? 8.  What is the value of an HTML editor? 9.  How do you send your Web page files from your computer to the Web host?

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5.5 Accessibility and Usability We often take our own health and well‐being for granted. And, we are sometimes unaware of the struggles and difficulties others face in performing simple daily tasks that we accomplish without even thinking. If you are fortunate to have a strong body, with all your senses working in peak condition, then you can essentially go anywhere, do what you want, and learn anything you like. But not everyone has this luxury, and as a society, we are now helping those with disabilities to overcome their limitations. Certainly, you have noticed examples of this as you go about your life. There are handicapped parking spaces located close to buildings. Crosswalks have both audio and video signals to tell pedestrians when they can walk. Television programs have Closed Caption options for those who are hearing impaired. Office buildings often post their signs with a Braille translation underneath (patterns of raised bumps that correspond to letters of the alphabet) for those who are visually impaired. Ramps now let those in wheelchairs easily enter and exit buildings and public spaces.

But how accessible are the Internet and computers? Have they been designed with inclusivity in mind, or are those who have physical handicaps prevented from accessing information and using computers for other tasks? Fortunately, over the past decade, important strides have been made to open up the World Wide Web to larger numbers of people and to make computers easier for everyone to use. In this section, we will explore some of these developments that are designed to improve accessibility, which means increasing the number of disabled and able‐bodied people who can use computers and the Internet, and also usability, which means improving the efficiency and value of what these people find when they use computers and go online.

The Web and the Visually Impaired

In the mid‐1990s, when the visual Internet began evolving from its all‐text‐based past with new graphical browsers, most people were thrilled with the new opportunities. However, for the visually impaired it was a different story. They had been using email for years with a text reader that converted the words to sounds with a voice synthesizer. But when the Web began including pictures instead of text, many of their sources for information went blank. One visually impaired person described how cumbersome it was. To begin with, this person would hear the computer say, "Welcome to. . .," followed by the name of the website. This was fine, but as soon as a picture appeared on the screen, the synthesizer would say something cryptic like, "image. . .link. . .link. . .link" (Sreenivasan, 1996). With more websites becoming image‐based by the late 1990s, it became clear that something had to be done.

Web Accessibility Standards

Advocacy groups such as the Web Standard Project's Accessibility Task Force and the World Wide Web Consortium have been instrumental in the development of solutions for these problems. They have strongly argued that the HTML code itself should have embedded in it the information that makes the Internet available to all. This does not detract from the Web experience for those without visual impairments, because the markup, or descriptive text, is hidden from them. Websites that are in compliance with these accessibility standards do not sacrifice any of the flash and visual excitement of other sites. They simply are enhanced with information that is available for those who need it. Since the Internet is inherently a democratic storehouse of information, ensuring that it is accessible for all is essential to attaining its full potential. The Web Accessibility Initiative developed the first set of fourteen standards in 1999 that include the following guidelines from http://www.w3.org/TR/WAI‐WEBCONTENT/ (http://www.w3.org/TR/WAI‐WEBCONTENT/) :

1.  Provide equivalent alternatives to auditory and visual content. 2.  Don't rely on color alone. If color is the only way to define a piece of information, those who are blind will be at a disadvantage. 3.  Use markup and style sheets and do so properly. 4.  Clarify natural language usage. 5.  Create simplified tables that can be easily described with text. 6.  Ensure that pages featuring new technologies transform gracefully. 7.  Ensure user control of time‐sensitive content changes. 8.  Ensure direct accessibility of embedded user interfaces. 9.  Design for device‐independence.

10.  Use interim accessibility solutions so that technologies that assist a disadvantaged reader and older browsers will operate correctly. One example is that some of the older screen readers interpret a list of consecutive links as one link.

11.  Use W3C technologies and guidelines. 12.  Provide context and orientation information. 13.  Provide clear navigation mechanisms. 14.  Ensure that documents are clear and simple.

The eleven authors of a book published in 2007 called Web Accessibility, Web Standards and Regulatory Compliance simplified what these 14 points meant for the Web designer and the disabled user (Thatcher et al., 2007). Ultimately, the goal was for all pictures to have text equivalents so that visually impaired people could access them; all audio on a website to be subtitled, with a transcription available for those who have difficulty hearing; all links to be organized so as to make them navigable by those with motor disabilities; and all sites to be organized so that they could be understood by those with learning disabilities (Thatcher et al., 2007, p. xxxvi).

Mobile Websites

In terms of accessibility, mobile websites are also gaining significant popularity. Since smartphones typically have very small screens, often Web pages designed for large computer monitors are difficult to interact with. As a result, Web designers redesign these pages and optimize them for smaller screens. There are thousands of these and if you are looking for them, a good place to start is eboogie.com, which lists movie‐friendly websites.

The eboogie.com site breaks mobile websites into the following categories: news, weather, sports, search, entertainment, social media, travel, financial, technology,

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reference, pest control, and food and drink.

The Technology of Accessibility

In addition to accessibility standards, technological development has expanded the learning frontiers for those who are disabled. One example is the Kurzweil readers and educational systems. Raymond Kurzweil is a brilliant engineer who invented the first OCR (optical character recognition) software and the first print‐to‐speech software for the visually impaired. Kurzweil's technology goes well beyond assisting only visually impaired people, to helping anyone who is considered a "struggling reader" for any number of reasons, including not having English as a first language. Since the Internet is mostly in English, this can be a significant barrier to usability. Other issues involve those who have ADD, dyslexia, arthritis, or other physical or learning disorders. The Kurzweil system overcomes these difficulties by reading the Web content to the user and even creating audio files that can be sent to an iPod® or other music player.

This technology has made rapid gains. Kurzweil himself noted that in the 1980s, the musician Stevie Wonder paid more than $100,000 for an early version of a Kurzweil reading system that was about the size of a small spaceship. Today, these devices have shrunk in size to versions that can be held in your hand, with prices between $1,000 and $2,000 (Reiff, 2007, p. 134). The latest version is the Kurzweil National Federation of the Blind Reader. This handheld device is placed over any type of print, ranging from a business card to a restaurant menu to a document from a computer.

Other recent software packages have a voice feature. For example, Adobe® has what it calls the Read Out Loud PDF. Microsoft® includes Narrator with its Windows® operating system to access this. Table 5.1 lists some common keyboard shortcuts that will read aloud information.

Table 5.1: Common keyboard shortcut functions

Keyboard shortcut Function

Ctrl+Shift+Enter Get information about the current item.

Ctrl+Shift+Spacebar Read the entire selected window.

Ctrl+Alt+Spacebar Read the items that are selected in the current window.

Insert+Ctrl+G Read a description of the items that appear next to the currently selected element.

Ctrl Stop Narrator from reading text.

Insert+Q Move the cursor backward to the beginning of any preceding text that has different formatting. For example, the cursor moves from a bold word to the beginning of a non‐bold word that precedes it.

Insert+W Move the cursor to the beginning of any text that follows it that has different formatting. For example, the cursor moves from a bold word to the beginning of a non‐bold word that follows it.

Insert+E Move the cursor back to the beginning of any text that has the same formatting. For example, the cursor moves from the middle of a bold word to the beginning of that word.

Insert+R Move the cursor to the end of any text that has the same formatting. For example, the cursor moves from the middle of a bold word to the end of that word.

Insert+F2 Select all of the text that has the same formatting as the character at the cursor.

Insert+F3 Read the current character.

Insert+F4 Read the current word.

Insert+F5 Read the current line.

Insert+F6 Read the current paragraph.

Insert+F7 Read the current page.

Insert+F8 Read the current document.

Source: http://windows.microsoft.com/is‐IS/Windows7/Hear‐text‐read‐aloud‐with‐Narrator  (http://windows.microsoft.com/is‐IS/Windows7/Hear‐text‐read‐aloud‐with‐Narrator)

The iPad® and the iPhone® also have special VoiceOver features for the visually impaired. Apple® describes it as the "world's first gesture‐based screen reader, enabling you to enjoy the fun and simplicity of iPhone® even if you can't see the screen." It works like this. By touching any part of the screen the VoiceOver (available in many languages) will tell you what is there. As you drag your finger, you will hear exactly what is nearby to gain an audible and physical sense of the information. Once it is activated, you would tap a button to hear a description of it, and double‐tap to carry out the command (http://www.apple.com/asia/accessibility/ios/voiceover/ (http://www.apple.com/asia/accessibility/ios/voiceover/) ).

Many Web browsers include options to read text out loud. For example, Google's Chrome™ has a feature called ChromeVox, which is a screen reader that lets visually impaired people use the Chrome™ browser (https://chrome.google.com/webstore/search/chromevox (https://chrome.google.com/webstore/search/chromevox) ).

Privacy

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There is an implicit trust that users have when browsing the Internet and engaging in interactions that their communications are private (unless made with your real name in a social network). For example, if you purchase a book with your credit card from Amazon.com you trust that no one else will eavesdrop on the transaction and use your credit card numbers for their gain.

The most basic element of privacy is to not leave a trace of where you go on the computer you use every day. Of course in many instances you will want the computer to know where you have been so it can remember your user name and password. But, for example, what if you were shopping for a gift for a loved one on a shared PC? Then you would want to hide your activity.

One way to do this is InPrivate Browsing, which blocks the browser from remembering browsing history, temporary Internet files, form data, cookies, and user names and passwords. InPrivate Browsing is initiated by pressing Ctrl+Shift+P. To end the session, simply close the browser. The Chrome™ Web browser calls this function Incognito, which can be started by clicking the wrench icon in the corner and selecting "New incognito window." A new window with an icon of a man in glasses, trench coat, and hat (a stereotypical spy) appears while the incognito mode is on. Mobile phones also have this option and in 2011, Firefox® was the first mobile Web browser to offer a Do Not Track feature. It is important to remember that even if you turn on one of these modes, the websites you visit know you were there. Finally, a key point about security is in the website URL name itself. While sometimes you will see HTTP, often you will see HTTPS. The "S" stands for "Secure" and this prevents a third party from hacking into transactions on the Web. This was initially popular for Web payments, but has since expanded into other areas.

Questions to Consider

1.  Can everyone use the Internet? Why is it important that everyone, regardless of his or her physical ability or disability, be able to use the Internet?

2.  What is the difference between accessibility and usability? 3.  What were some of the early problems visually impaired people faced when using a graphical Web browser? 4.  What are some advocacy groups that have pushed for Web accessibility standards? 5.  Why is Web page markup information important? 6.  What are some suggestions made by the Web Accessibility Initiative? 7.  Who is Raymond Kurzweil?

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Summary In this chapter, our goal was to focus on the World Wide Web and the millions of computers that are connected together to form the Internet. You learned some important Internet basics, such as how all of these computers are networked together and the way data is shared between them. These connections take place behind the scenes, so to speak, as users access the Internet through their browsers. We looked at the main types of browser software that can be used to access the wealth of online knowledge. Access is an important theme, and equality of access, made possible through the Web Accessibility Standards, attempts to ensure that everyone has an equal opportunity to get online and use what is there. Finally, we provided step‐by‐step guidance on how to build your own Web page, should you want to make your presence felt online.

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Key Ideas

In a remarkably short period of time—from the 1960s to the early 21st century—computers went from isolated machines to nearly all of them being connected to each other. Networks are the lifeblood of computing in the 21st century because they enable computer users to share data and applications, interact with friends and colleagues, and collaborate with employers, teachers, and other students. The main way users access the Internet is through a program called a browser. Web pages contain the content on the Internet, and one of their most powerful features is that anyone can build one. It is essential that the Internet is accessible to everyone, including those with sight, hearing, and mobility disabilities.

Critical Thinking Questions

1.  Think about the different places where you access the Internet (school, work, home, library, coffee shop, etc.). What types of technology do you use to connect in each of these places? How is speed different? Do you change the way you use the Internet depending on the location, such as more social applications in a coffee shop?

2.  What are the various network architectures you encounter in a typical day? How often are you "wired" versus "wirelessly" connecting to data? 3.  If you were given a free network certification class, which one would you sign up for and why? 4.  What browser do you use? As an experiment, after reading the chapter, try downloading one of the browsers mentioned with which you have the least

experience. Use it exclusively for a couple of days. What features do you like most and least about it compared to your current browser? 5.  If you were given the time, equipment, and the knowledge for how to build a Web page, what would you choose to design? Who would use it? 6.  Have you ever considered how difficult it might be to explore the Internet if you were blind? Think for a moment how you might perform your favorite online

task if you were blind, deaf, or physically disabled. Would it change the frequency or ways that you interact?

Key Terms

Click on each key term to see the definition.

accessibility (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Ensuring the capacity of disabled and able‐bodied people to use computers and the Internet.

analytics (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Statistics on the amount of traffic and visitors to a website.

bandwidth (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The amount of information that can be transferred on a network at any given time (also called the pipeline).

bits per second (bps) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Basic term for transmission speed.

browser (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Program that serves as the gateway to everything you might want to do online.

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A cable that shuttles data back and forth in a LAN network where every workstation is connected to a central computer.

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A modem that uses a cable Ethernet wire to transfer data.

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Network architecture in which a powerful computer is the server, and the individual, less powerful workstations are the clients.

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10/12/2015 Print

https://content.ashford.edu/print/AUINF103.13.2?sections=ch03,ch03introduction,sec3.1,sec3.2,sec3.3,sec3.4,sec3.5,ch03summary,ch03learning,ch04,ch04in... 72/75

A piece of information or text that is stored on a computer by the Web browser.

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A computer that does nothing but control the other computers, or clients, in the network.

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The name of a website.

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The four numbers, separated by periods, that are found in every IP address.

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Speed with which you can take data from the Internet and view or save it on your computer.

dynamic IP address (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Temporary IP address.

emoticons (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Text characters that are used to express emotion, such as :) for happy.

extranet (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A public network with limited restrictions.

File Transfer Protocol (FTP) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Protocol that governs the ways files are shared on the Internet.

firewall (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A coordinated collection of both hardware and software that prevents access to private data and also shields computers from threats.

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Code that tells a computer how to display the information from a website.

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Protocol that defines how information is displayed on a Web page.

hub (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A device that connects at least two nodes (or workstations) to a network.

Internet (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A vast worldwide collection of computer networks.

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Internal network that provides many of the same functions as the Internet (email, databases, documents, and so on) but is available only to a private group of people with passwords.

10/12/2015 Print

https://content.ashford.edu/print/AUINF103.13.2?sections=ch03,ch03introduction,sec3.1,sec3.2,sec3.3,sec3.4,sec3.5,ch03summary,ch03learning,ch04,ch04in... 73/75

IP address (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The actual number that identifies a device (node) connected to the Internet.

local area network (LAN) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Several computers at work or at home that are connected together.

markup (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Hidden descriptive Web text.

metropolitan area network (MAN) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Network that includes a city, or at least part of it, and is often operated by the government.

modem (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Device that converts the data you create on your computer (in its digital form of ones and zeros) into sound (electrical impulses).

motherboard (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The main circuit board on every computer that contains the memory and central processing unit, and also controls the input and output devices.

network (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Anytime there are two or more computers that are linked together through either a wire (such as an Ethernet) or a wireless connection.

network interface card (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Circuit board that enables individual terminal computers or personal computers to connect to the Internet.

node (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Any device that is connected to the Internet.

packet (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A small quantity of information represented by binary information (zeros and ones).

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The way that data finds its path from the sender's computer to its destination (also known as store and forward packet switching).

peer‐to‐peer (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Network in which each computer has the same capabilities and privileges as any other computer.

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Software that can be added to a larger system to increase its capabilities.

protocols (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

The way that computers talk to each other.

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10/12/2015 Print

https://content.ashford.edu/print/AUINF103.13.2?sections=ch03,ch03introduction,sec3.1,sec3.2,sec3.3,sec3.4,sec3.5,ch03summary,ch03learning,ch04,ch04in... 74/75

Sends data from one network to another.

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Protocol that controls the flow of email traffic.

star network (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A network configuration in which each workstation connects only to the main server.

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Unchanging IP address.

strong password (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A password unlikely to be discovered by a hacker.

switches (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Controls that allow only certain data to be sent to a particular node or workstation; this can improve network security by preventing everyone from sharing the same information.

Transmission Control Protocol (TCP) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Protocol that controls how data packets are split and then reconnected.

upload speed (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Speed with which you can send data to the Internet.

URL (Uniform Resource Locator) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Address of a website.

usability (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Efficiency and value of what people find when they use computers and go online.

weak password (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

A password that might be easily guessed by a hacker.

Web extension (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Letters that appear at the very end of a Web address after the period; examples of extensions are .com, .edu, .net, .org, .gov, .biz, .info, .name, and .us.

wide area network (WAN) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Computers that are connected through telephone lines, satellite, and so on, and are not at the same location.

Wi‐Fi (wireless fidelity) (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Technology for connecting computers to the Internet without wires.

workgroups (http://content.thuzelearning.com/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover/books/AUINF103.13.2/sections/cover#)

Subsets of computers within a network that all share the same resources.

10/12/2015 Print

https://content.ashford.edu/print/AUINF103.13.2?sections=ch03,ch03introduction,sec3.1,sec3.2,sec3.3,sec3.4,sec3.5,ch03summary,ch03learning,ch04,ch04in... 75/75

Web Resources

Learn more about The Wi‐Fi Alliance® by visiting: http://www.wi‐fi.org/ (http://www.wi‐fi.org/)

For additional information about firewalls, link to: http://www.howstuffworks.com/firewall.htm (http://www.howstuffworks.com/firewall.htm)

For more information about wireless security, go to: http://compnetworking.about.com/od/wirelesssecurity/tp/wifisecurity.htm (http://compnetworking.about.com/od/wirelesssecurity/tp/wifisecurity.htm)

To learn more about the difference between circuit and packet switching, visit: http://www.youtube.com/watch?v=Dq1zpiDN9k4 (http://www.youtube.com/watch?v=Dq1zpiDN9k4)