# Complete Easy Step By Step Computer Assignment WORD, EXCEL, POWERPOINT

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Please see attachment and complete all steps…

CS165 – Microsoft Office
Final Project Instructions
Part A:
For first part of the final assignment, you will be creating a Word document,
and Excel spreadsheet, and a PowerPoint presentation. Within these files,
course.
Using the provided Microsoft Word file, you will be using various
formatting and insertion techniques to make this document more visually
appealing and useful. Perform the following tasks on this file:
● Apply an appropriate Title style to the document title
● Use Heading styles on the various subtitles
with the topic in the document. Resize the picture as needed to have it
fit logically.
● Change the line spacing in the document to 1.5
● Convert the bolded text in the Multiple Intelligences section to a
numbered list
● Insert a 2×4 table in the Overview section and enter the following
information:
Group
25-29
13%
30-39
19%
40-99
19%
● Merge the two cells in the first row.
● Use the Find and Replace feature to find all instances of the word
pedagogy and replace it with instruction
● Be sure your name shows in the File Properties as the Author and
name the file LastnameFirstname_WordFinal
Using the provided Microsoft Excel file, you will be utilizing many of the
features learned this term to bring it more to life and make it more useful for
an end user. Perform the following tasks for this file:
● Enter the following values below in cell range F3:H5

90
14.99
1349.10
8
3.79
30.32
100
9.99
999.00
○ Adjust column widths as needed
Apply the SUM function in cells F33 and H33. Use F3:F32 and
Merge and center the text in cell A1 across Columns A through E and
Apply the Heading 4 cell style to the column headings in Row 2
Add the word “Total” to cells E33 and G33 (to the left of the SUM
function, total amount shown)
Apply the Total Cell style to the cell range E33:H33
Apply the Currency [0] number format to cell ranges F3:H5
Apply the Comma [0] number format to the cell range F7:H32
Insert a Clustered Column Chart, to the right of the data set columns,
that displays the total sales for any orders placed between 01/2015 and
05/2015. Set a Chart Title that makes sense for the data.
In Rows 34, 35 and 36 enter the labels Average, Max, Min
respectively. In columns F, G, and H use the corresponding Average,
Max, & Min functions accordingly for rows 3 through 32.
Rename the worksheet from Sheet 1 to DataSet
Insert a 3-D Pie Chart using the cell range H3:H33 and use the Move
Chart feature to move it to a new worksheet of its own. Label the new
sheet PieChart. Add a title that makes sense for the data.
Be sure your name shows in the File Properties as the Author and
name the file LastnameFirstname_ExcelFinal
Starting with a blank Microsoft PowerPoint presentation, apply the different
steps below to change the visual layout and flow of the presentation.
Perform the following tasks for this file:
● Apply the “Organic” theme to the presentation
● On slide 1, set the Title to “PowerPoint Basics” and the subtitle to
“CS165 Final Project”
● Insert a second slide be sure the slide layout is set to “Title and
Content.”
○ Insert an Online picture in the content area of slide 2 by doing a
search for “Photography” and choosing a picture that matches
the topic. Resize the picture to fit the space accordingly.
○ Add a “Fly In” Animation to the inserted picture with settings
“From Bottom-Left and for a duration of “1 Second.”
● Insert a third slide and set the slide layout to “Two Content.”
○ Add the title “How to use Bullet Points and SmartArt” to the
third slide.
○ In the left pane add the following content for 3 bullet points:
■ How Much Content is Too Much?
■ Selecting the Right Graphics
○ In the right pane, add a SmartArt Graphic of your choice, in
which you will display keywords from each of the bullet points
will best display this.
● Insert a fourth slide and set the slide layout to “Title and Content.”
○ Add the title “Creating tables in PowerPoint”
○ In the Content section, add a 2×4 table, and populate it with the
same content used in the Word table created earlier
○ Format the top row with a “Circle” Bevel effect and the bottom
two rows with a “Cool Slant” Bevel effect.
● Apply the “Wipe” Transition effect to all slides
● Be sure your name shows in the File Properties as the Author and
name the file LastnameFirstname_PowerPointFinal
***NOTE: Part B of this project continues on the next page***
Part B
Once you have completed building your project in Microsoft Office, you
will now use G Suite to demonstrate your ability to work with collaborative
features.
Part A.
● Select the picture you inserted and right-click to insert a link to a
website that might be relevant to the topic of adult learners.
● Select two areas in your document where you made changes to the
formatting or content during Part A, highlight those areas, and leave a
● Use the Word Count tool to find the number of words in the
document, and type the total word count at the bottom of the
document.
● Format your word count total with:
○ Font size: 24
○ Font color: purple
○ Font: Cambria
○ Bold and underline
● Share your document by selecting “Anyone with a grantham.edu
address can EDIT, and copy and paste the link into the bottom of
● Insert a new row underneath the column headers in row 2
● In A3, use the NOW function to display the current date in month,
day, year format (e.g. 07-04-2016).
● Use conditional formatting to turn any total sales above \$1,000
(column G) green.
● Use conditional formatting to turn any orders placed with Vance
(column C) purple.
● Format the totals column with a solid green column border.
● Set all 2015 sales data in columns A through G as protected, and set
your spreadsheet to provide a warning if someone tries to edit the
data.
● Share your document by selecting “anyone with a grantham.edu
address can EDIT”, and copy and paste the link into the bottom of
Slide 4”
● Highlight the text you just typed and create a slide-to-slide link to
Slide 4
● Create a new slide (slide 5)
● On slide 5, import a YouTube video that gives tips on creating good
presentations or speaking skills
● Share your document by selecting “anyone with a grantham.edu
address can EDIT”, and copy and paste the link into the bottom of
(excerpted from Wikipedia for the purpose of editing)
Overview
Typical adult learning theories encompass the basic concepts of behavioral change and
experience. From there, complexities begin to diverge specific theories and concepts in an
eclectic barrage of inferences. Up until the 1950s basic definitions of learning were built around
the idea of change in behavior (Merriam and Caffarella, 1999). After this point more
complexities were introduced “such as whether one needs to perform in order for learning to
have occurred or whether all human behavior is learned ” (Merriam and Caffarella, 1999, p.
249).
Jean Piaget states that there are “four invariant stages of cognitive development that are age
related” (Merriam & Caffarella, 1999, p. 139). According to the authors, Piaget contends that
normal children will reach the final stage of development, which is the stage of formal
operations, between the age of twelve and fifteen. As cited by Merriam and Caffarella (1999),
Arlin (1975, 1984), established from the work of Gruber (1973)on the development of creative
thought in adults, has attempted to identify a fifth stage of development, in addition to Piaget’s
formal operations. “She [Arlin] contends that formal thought actually consists of two distinct
stages, not one, as Piaget proposed” (p. 141). Arlin (1975) proposes that Piaget’s fourth stage,
formal operations, be renamed the problem-solving stage. According to Merriam and Caffarella
(1999), Arlin’s hypothesized fifth stage was the problem-finding stage. This stage focuses on
problem discovery. Though Arlin’s proposed fifth stage produced more questions than answers,
it opens the door to understanding the learning needs of adults; to be approached as thinkers.
According to a literature review by Ross (2002), humanism, personal responsibility orientation,
behaviorism, neobehaviorism, critical perspectives, and constructivism are all important facets
of, and perspectives on, adult learning theory. The most common treatments of the research of
these areas of self-directed adult learning are learning projects, qualitative studies, and
quantitative measures. Collins (1991) explores adult learning as the interactive relationship of
theory and practice. In basic terms, the adult learner studies a particular theory and then puts it
into practice when presented with the opportunity to do so. Thus, the understanding of an adult
learning theory can prompt practice and practice can prompt adult learning theory revision.
Andragogy
Knowles (1968) popularized this European concept over thirty years ago. Andragogy, (andr ‘man’), contrasted with pedagogy, means “the art and science of helping adults learn” (Knowles,
1980, p. 43). Knowles labeled andragogy as an emerging technology which facilitates the
development and implementation of learning activities for adults. This emerging technology is
based on six andragogical assumptions of the adult learner:
1. Need to Know: Adults need to know the reason for learning.
2. Experience: Adults draw upon their experiences to aid their learning.
3. Self Concept: Adult needs to be responsible for their decisions on education,
involvement in planning and evaluation of their instruction.
assumption of new social roles.
5. Orientation: As a person learns new knowledge, he or she wants to apply it
immediately in problem solving.
6. Motivation (Later added): As a person matures, he or she receives their
motivation to learn from internal factors.
These six assumptions dovetail with the thoughts and theories of others. Merriam and Caffarella
(1999) point to three keys to transformational learning: experience, critical reflection and
development. The aspect of experience (the second assumption to andragogy) seems like an
important consideration in creating an effective learning opportunity for adults. The learning
opportunity needs to be relevant and applicable to a person’s set of experiences. Argote,
McEvily, and Reagans (2003) point to experience as an important factor in one’s ability to
“Within companies, instructional methods are designed for improving adult learners’ knowledge
and skills. It is important to distinguish the unique attributes of adult learners so as to be better
able to incorporate the principles of adult learning in the design of instruction” (Yi, 2005, p. 34).
Within this context, adult learning is aimed at not only improving individual knowledge and
skill, but ultimately it is the goal to improve the organizational performance by transfer of
learning directly to work applications. Yi suggest three methods to foster learning in adult
organizations: Problem-Based Learning which seeks to increase problem-solving and critical
thinking skills; Cooperative Learning, which builds communication and interpersonal skills; and
Situated Learning, which targets specific technical skills that can be directly related to the field
of work (Yi, 2005). Each of these methods support the assumptions about how adults learn;
specifically they are more self-directed, have a need for direct application to their work, and are
able to contribute more to collaborative learning through their experience.
Multiple Intelligences
Howard Gardner represents those theorists who have dismissed the idea of one type of
intelligence as typically measured by today’s psychometric instruments. He posited that there
were seven (later eight) types of intelligences (Gardner, 1993):
Linguistic intelligence, Logical-mathematical intelligence, Spatial intelligence or the ability
to form a mental model of the spatial world and to maneuver within it using this model,
Musical intelligence, Bodily-kinesthetic intelligence, or the ability to solve problems using
one’s body as performed by athletes, dancers and other craftspeople, Interpersonal
intelligence which is the ability to understand other people, Intrapersonal intelligence
which is the ability to understand one’s self.
Gardner (1993) maintains that the first two are the types of intelligence commonly measured by
IQ tests, and which are commonly accepted as “intelligence.”
Gardner later added an eighth intelligence to his taxonomy, Naturalist Intelligence, which he
defined as “expertise in the recognition and classification of the numerous species — the flora
and fauna — of his or her environment” (Gardner, 1999, p. 48) Sternberg’s Triarchic Theory can
be viewed as an interpretation of intelligence as information processing. Li (1996) provides us
with a useful summary of Sternberg’s theory. He tells us that: “In Sternberg’s general theory,
there are three subtheories: the componential subtheory, the experiential subtheory and the
contextual subtheory, each divided into subdomains of concern. The contextual subtheory deals
with the context of intelligence. Intelligence in the real world requiring adaptation, selection,
and/or shaping the environment. Measurement of contextual intelligence would relate to the
issue of social perception, culture fairness, and cultural relativeness. The experiential subtheory
deals with the issue of novelty and automatizing of processing. It is related to the notion of
learning and the dynamic interplay between controlled and automated processing in the
competition for cognitive resources. Finally, there is the componential subtheory, which is
subdivided into (a) metacomponents, (b) performance components, and (c) knowledge
acquisition components, which are directly related to learning” (p. 38)
This assignment uses material excerpted from the Wikipedia article
Note: You will not need to do anything with this text box until the G Suite portion of your final
project.
Paper Orders by Region
OrderDate
Region
Rep
Paper Code
Units
1/6/15 Central
Halpert
B10
1/23/15 Central
Halpert
E5
2/9/15 Central
Halpert
A7
2/26/15 Central
Halpert
E12
3/15/15 Central
Halpert
A1
56
4/1/15 Central
Halpert
C4
60
4/18/15 Central
Schrute
D2
75
5/5/15 Central
Schrute
E12
90
5/22/15 Central
Schrute
B10
32
6/8/15 Central
Schrute
D4
60
6/25/15 Central
Schrute
A7
90
7/12/15 East
Vance
B10
29
7/29/15 East
Vance
E12
81
8/15/15 East
Vance
C4
35
9/1/15 East
Vance
G109
9/18/15 East
Howard
C3
16
10/5/15 East
Howard
D4
28
10/22/15 East
Howard
D4
64
11/8/15 East
Howard
E5
15
11/25/15 West
Bernard
A7
96
12/12/15 West
Bernard
A2
67
12/29/15 West
Bernard
C3
74
1/15/16 West
Bernard
D4
46
2/1/16 West
Bernard
E2
87
2/18/16 West
Hudson
C4
4
3/7/16 North
Hudson
E12
7
3/24/16 North
Hudson
C4
50
4/10/16 North
Hudson
B10
66
4/27/16 North
Hudson
C4
96
5/14/16 North
Hudson
A2
53
2
Unit Cost
Total
2.99
167.44
4.99
299.4
1.99
149.25
4.99
449.1
1.99
63.68
8.99
539.4
4.99
449.1
1.99
57.71
19.99
1,619.19
4.99
174.65
125
250
15.99
255.84
8.99
251.72
8.99
575.36
19.99
299.85
4.99
479.04
1.29
86.43
15.99
1,183.26
8.99
413.54
15
1,305.00
4.99
19.96
19.99
139.93
4.99
249.5
1.99
131.34
4.99
479.04
1.29
68.37