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Systems Analysis and Design 10th Edition Harry J.
Rosenblatt Digital Instant Download
Author(s): Harry J. Rosenblatt
ISBN(s): 9781285171340, 1285171349
Edition: 10
File Details: PDF, 112.00 MB
Year: 2013
Language: english
 i ii

BRIEF CONTENTS
PHASE I : SYSTEMS PLANNING I
Chapter I Introduction to Systems Analysis and Design 2
Chapter 2 Analyzing the Business Case 48
Chapter 3 Managing Systems Projects 88
PHASE 2: SYSTEMS ANALYSIS 129
Chapter 4 Requirements Modeling 130
Chapter 5 Data and Process Modeling 178
Chapter 6 Object M odeling 224
Chapter 7 Development Strategies 258
PHASE 3: SYSTEMS DESIGN 297

Chapter 8 User Interface Design 298

Chapter 9 Data Design 346
Chapter I 0 System Architecture 404
PHASE 4: SYSTEMS IMPLEMENTATION 447
Chapter I I Managing Systems Implementation 448
PHASE 5: SYSTEMS SUPPORT AND SECURITY 503
Chapter 12 Managing Systems Support and Security 504
THE SYSTEMS ANALYST'S TOOLKIT 561
Toolkit Part A Communicatio n Tools 562
Toolkit Part B CASE Tools 582
Toolkit Part C Financial Analysis Tools 600
Toolkit Part D Internet Resource Tools 620
Glossary/Index 649

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iv

TABLE OF CONTENTS
Networic Adml nistra tion
PHASE I: SYSTEMS PLANNING Web Support
28
2~
Q uality Assurance (QA) 2~

'Chapter I Case in l'l>int 1.3: What Should Lisa Do? 29

The Systems Analyst 29
Introduction to Systems Analysis Role
Knowledge, Skills, and Education
2~
30
and Design Certification 31
Career Opportunities 31
Objectives 2
Case in l'l>int 1.4: Just-in-Time Airfreight, Inc. 32
Int roduction 2
A Question of Et hics 33
Preview Case: Mountain View College Bookstore 3 Chapter Summary 33
Video Learning Sessions: Welcome Key Terms 36
and Introduction 4
Chapter Exercises 37
What Is Information Technology? 4
Welcome to the 2 1st Century: The IT jo umey Continues 4
Apply Your Knowledge 38
Systems Analysis and Design s Case Studies 40
What Does a Systems Analyst Do ~ 6 Chapter Case: Hudson Kayak Adventures 40
Continuing Case: Personal Trajncr, lnc. 41
Case in l'l>int 1.1: Cloud Nine Financial Advisors 6 Capstone Case: New Ccnwry Wellncss Group 42
Informatio n System Components 6 CASE TooiWorkshop 44
Hardware 7
Software 7 MIS CourseMate Features 45
Data 7
PI'OCcss.es 8
People 8 Chapter 2
Business in t he 2 1st Century 9
The Internet Model ~ Analyzing the Business Case
B2C (Business-to-Cof\Sumcr) ~
B28 (Business-to-Business) 10 Objectives 48
What's Next? 10
Introd uction 48
Modeling Business O perations 13
Business Profiles 13 Preview Case: Mountain View College Bookstore 49
Business Processes 13 A Framework for IT Systems Development 50
Business Information Systems 14 Strategic. Planning Overview 50
Enterprise Computing IS What Is SVI/OT Analysis? 51
Transaction PI"OCcssing IS Case in l'l>int 2.1: Lo Carb Meals 52
Business Support 16 Strategic. Planning for IT Projects 52
Knowledge Management 16 A New Ro le for the IT Department 54
User Productivity 17
Systems lntcgntion 17 Case in l'l>int 2.2: Attaway Airlines, Part One 54
What Information Do Users Need? 18 What Is a Business Case? 54
Top Managers 18 Information Systems Projects 55
Middle Managers and Knowledge Worirers 18 Main Reasons for Systems Projects 55
Supervisors and Team l eaders I~
Operational Employees I~
Case in l'l>int 2.3: Trent College 56
Factors That Affect Systems Pro;ects 56
Systems Development Tools 19 Internal Factors 57
Modeling I~ External Fac.tors 58
Prototyping 20 Evaluation of Systems Requests
Computer.Aided Systems Engineer ing (CASE) Tools 20
59
Systems Request Forms 5~
Systems Development Methods 21 Systems Review Committee 60
Structured Analysis 22
Overview of Feasibility 61
Object-Oriented Analysis 24 Oper ational Feasibility 62
Agile Methods 25
Technical Feasibility 62
Other Development Methods 26
The Informat ion Technology Department 27 Video Leaming Session: Payback Analysis 63
Ec.onomic Feasibility 63
Application D evelopment 27
Sc.hedule Feasibility 64
Case in l'l>int 1.2: Global Hotels and
Momma's Motels 28 Evaluat ing Feasibility 64
Systems Support and Security 28 Setting Priorities 64
User Support 28 Factors That Affect Pr iority 64
Database A dministration 28 Discretionary and Nondiscretionary Projcc.ts 65

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 Table of Con t ents v

Case in Point 2.4: Attaway Airlines, Part Two 65 Project Management Examples l OS
PERT/CPM Example 105
Preliminary Investigatio n Overview 66
Interaction with Managers and Users 66 Project Management Software 107
Planning the Preliminary Investigation 66
Case in Point 3.3: Census 20 I 0 I II
Step I: Understand the Problem or Opportunity 66
Step 2: Define the Projcc.t Scope and Constraints 67 Risk Management II I
Step 3: Perform Fact-Finding 68 Steps in Risk Managemen t Ill
Step 4: M alyzc Project Usability, Cost. Benefit, and Schedule Data 73 Risk Management Software 11 2
Step 5: Evaluate FeasibiUcy 73 Managing for Success 113
Step 6: Present Result s and Recommendations to Management 74 Business Issues 11 3
A Question of Ethics 75 Budget Issues 11 3
Schedule Issues 11 4
C hapter Summary 75
Case in Point 3.4: Spring Forward Products I 14
~Th~s 76
T he Bottom Line 114
C hapter Exercises 77
A Question of Et hics I IS
Apply Your Knowledge 78
Chapter Summary l iS
Case St ud ies 80
Chapter case: Town of Eden Bay 80 Key Terms I 17
Continuing Case: Personal Trainer, Inc.. 82 Chapter Exercises 118
Capstone Case: New CenturyWcllncss Group 83
Apply You r Knowledge I 19
CASE Tool Workshop 84
Case Studies 12 1
MIS CourseMate Features 85 Chapter Case: Town of Eden Bay (P>rt 2) 12 1
Continuing Case: Personal Trajner. lnc. 122
Capstone Case: New C enwry Welfne,ss Group 123
Chapter 3 CASE Tool Workshop 124
MIS CourseMate Features
Managing Systems Projects 125

Objectives 88 PHASE 2: SYSTEMS ANALYSIS

Introduction 88
Preview Case: Mountain View College Bookstore 89 Chapter 4
Overview of Project Management 90
W hat Shapes a Project~ 90 Requirements Modeling
W hat Is a Project Triangle ~ 90
W hat Docs a Project Manager Do! 91 Objectives 130
Step I: Create a Work Breakdown Structure 92 Introduction 130
W hat Is a Gantt Chart~ 92
Preview Case: Mountain View College Bookstore 13 1
Video Learning Session: Work Breakdown Structures 92 Systems Analysis Phase Overview 132
W hat Is a PERT/CPM Chan:1 ~3
Systems Analysis Activities 132
W hich Type of Chart Is Be tter~ 93
Systems Analysis Skills 133
Identifying Tasks in a Work Breakdown Structure 94
Team-Based Techniques:}AD, RAD. andAgile Methods 133
Case in Point 3. 1: Parallel Services 95 133
Factors Affecting D uration 96
Joint Application Development
U ser Involvement IH
Case in Point 3.2: Sunrise Software 97 JAD Participants and Roles IH
D isplaying the Woric Breakdown Structure 97 JAD Advantages and Disadvantages 135
Video Learning Session: Task Patterns 98 Rapid Applicatio n Development 135
RAD Phases and Activitie,s 136
Step 2: Identify Task Patterns 98
W hat Arc Task Patterns? 98 RAD Objectives 137
How Do I Usc Task Boxes to Create a Model~ 98 RAD Advantages and Disadvantages 137
W hat Are the Majn Types of Task Pattems? 99 Agile Methods 137
How Do I Identify Task Patterns? 100 Agile Method Advantages and D isadvantages 138
How Do I Woric W it h Complex Task Patterns~ I 00
Case in Point 4.1: North Hills College 139
Video Learning Session: Critical Path Analysis I0 I
Modeling Tools and Techniq ues 139
Step 3: Calculate the Critical Path I 02
Video Learning Session: Functional
W hat Is a C ritical Path ~ 102
How Do I calculate the Critical Path? 102
Decomposition Diagrams 140
Functional D ecomposition Diagrams 140
Project Monitoring a nd Control I 03 Business Process Modeling 140
Monitoring and Control Techniques 103 Data Flow D iagrams 14 1
Main{.ajning a Schedule 103 U nified Modeling Language 14 1
~~~ng 104 System Requirements Checklist 143
Proj ect Status Meetings I 04 Output Examples 143
Proj ect Status Reports I 04 Input Examples IH

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 vi Table of C ontent s

Process Examples 144 Step I: Draw a Context Diagram 188

Performance Examples 144
Video Learning Session: DFD Diagram 0 189
Conuol Examples 144
Step 2: Draw a Diagram 0 OFD I~
Future Growth, Costs, and Benefits 145 Step 3: Draw the l ower-l evel Diagrams 1 ~2
Scalability 145 197
Case in Point 5. 1: Big Ten University
Total Con of Ownership 145
Data Dictionary 197
Fact-Finding 146 Using CASETools for Documentation 1 ~8
Fact-Finding Over view 146 Documenting the Data Elements 1 ~8
Who,W hat.Wher e , When, How, and Why? 147
Documenting the Data Flows 200
The Zachman Framework 148 Documenting the Data Stores 201
Int erviews 148 Documenting the Proc.csses 202
Step I: Deter mine the People to Interview 1 4~ Documenting the Entities 203
Step 2: Establish O bjectives for the lntcrYicw 1 4~ Documenting the Records 203
Step 3: Develop Interview Q uestions 1 4~ Data Dictionary Reports 203
Step 4: Prepare for the Interview I SO
Process Descript ion Tools 204
Step 5: Conduct the Interview I 5I
Modular Design 204
Step 6: Document the Interview I 52 Structured Eoglish 205
Step 7: Evaluate the Interview I 53
Video Learning Session: Decision Tables 206
Case in Point 4.2: Deep River College 153 Decision Tables 206
Unsuccessful Interviews I 53
Case in Point 5.2: Rock Solid Outfitters (Part I) 210
Case in Point 4.3: FastPak Overnight Package System 154 Decision Trees 2 10
Other Fact- Finding Techniq ues 154
Case in Point 5.3: Rock Solid Outfitters (Part 2) 210
Document Review I 54
Obser vation I 54 Logical versus Physical Models 21 I
Ques-tionnaires and Surveys I 56 Sequence of Models 2 11
Sampling I SB Four. Model Approach 2 11
Research I SB Case in Point 5.4: Tip Top Staffing 21 I
Interviews versus Questionnaires I 5~
A Questio n of Ethics 212
Case in Point 4.4: CyberStuff 160
Chapter Summary 212
Documentation 160
The Need for Recording the Facts 160 Key Terms 213
Software Tools 160 Chapter Exercises 214
Informatio n Management Software 162 Apply You r Knowledge 215
Preview of Logical Modeling 164 Case Stud ies 217
A Question of Ethics 164 Chapter Case: College Driver Insurance 2 17
Continuing Case: Personal Trajner, lnc.. 2 17
C hapter Summary 165 Capnone Case: New Centur y WeUness GI'Oup 2 18
Key Terms 166 CASETooiWorkshop 219
C hapter Exercises 167 MIS CourseMate Features 220
Apply Your Knowled ge 168
Case St udies
Chapter case: Town o f Eden Bay (Part 3)
170
170 Chapter 6
Continuing case: Personal Trainer, Inc. 170
Capstone Case: New CenturyWcllncss Group 1n Object Modeling
CASE Tool Workshop 173
Objectives 224
MIS CourseMate Features 174
Introd uction 224
Preview Case: Mountain View College Bookstore 225
Chapter 5 Overview of Object-Oriented A nalysis 226
Data and Process Modeling Video Learning Session: Object-Oriented
Concepts and Terms 226
O bj ect-Oriented Terms and Concepts 226
Objectives 178
O bjects 227
Introduction 178 Attributes 22~
Methods 230
Preview Case: Mou ntain View College Bookstore 179 Messages 23 1
Overview of Data and Process Modeling Tools 180 Classes 232
Data Flow Diagrams 180 Relationships Among Objects and C lasses 234
O bj ect Relationship Diagram 234
Video Learning Session: DFD Symbols and Diagrams 180
DFD Symbols 180 Object Modeling with the Unified Modeling Language 235
Creating a Set of DFDs 186 Video Learning Session: Object-Oriented
Video Learning Session: DFD Context Diagrams 186 Diagrams and Models 235
Guidelines for Dr awing DFDs 186
Usc Case Modeling 235
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 Table of Con t ents vii

Case in Point 6.1: Hilltop Motors 237 Step 4: Per form Cost-Beneftt Analysis 280
Usc Case Diagrams 237 Step 5: Prepare a Recommendation 28 1
Class Diagrams 238 Step 6: Implement the Solution 28 1
Case in Point 6.2: Train The Trainer, Inc. 240 Case in Point 7.3: Doug's Sporting Goods 281
Sequence Di-agrams 240 Completion of Systems Analysis Tasks 28 1
State Transition Diagrams 241
System Requirements D ocument 28 1
Case in Point 6.3: TraveiBiz 242 Pr esentation to Management 282
Activity Diagrams 2 42
Transition to Systems Design 283
Business Proces:s Modeling 242
Pr eparing for Systems D esign 283
CASETools 244 Logical and Physical Design 283
Organizing t he Object Model 244 Case in Point 7.4: Downtown! 284
Case in Point 6.4: Cyber Associates 244 A Question of Ethics 284
A Question of Ethics 244 Chapter Su mmary 284
C hapter Summary 245 Key Ter ms 286
Key Terms 247 Chapter Exercises 287
C hapter Exercises 248 Apply You r Knowledge 288
A pply Your Knowled ge 249 Case Studies 290
Case Stud ies 251 Chapter Case: C.mpus Bikes (Part 2) 2~0
Chapter case: Campus Bikes 25 1 Continuing Case: Personal Trajner. lnc. 2~ 1
Continuing Case: Personal Trainer, Inc. 25 1 Capnone Case: New Cenwry Welfncss Group 2~ 1
Capstone Case: New CenturyWellncss Group 252 CASE Tool Workshop 293
CASE Tool Worksho p 253 MIS CourseMate Features 294
MIS CourseMate Features 254
PHASE 3: SYSTEMS DESIGN
Chapter 7
Development Strategies Ch ter 8
Objectives 258 User Interface Design
Introduction 258 Objectives 298
Preview Case: Mou ntain V iew College Bookstore 259 Intr oduction 298
Development Strategies Overview 260
Preview Case: Mountain View College Bookstore 299
The Impact of the Internet 260
Systems Design Phase Overview 300
Software as a Servkc 260 Will It Succeed? 300
Tradit ional vs. Web-Based Systems Development 261
Evolving Trends: Web 2.0 and Cloud Computing 262 Chapter Overview 30 1
Outsou rcing 263 What Is a User Interface? 302
The Growth of Outsourcing 263 H uman-Computer Interaction 30 3
OutsOurcing Fees 264 Case in Point 8. 1: Casual Observer Software 305
OutsOurcing Issues and Concems 26S
Offshore OutsOurcing 265 Seven Habits of Successful Interface Designers 305
Un derstand the Business 305
Case in Point 7.I: Turnkey Services 266 Maximize Graphical Effectiveness 30 5
In-House Software Development Options 266 Think Uke a U ser 306
Make or Buy Decision 266 U sc Models and Prototypes 306
Developing Software In-House 268 Focus on Usability 306
Purchasing a Software Package 269 Invite Feedback 306
CustOmizing a Software Package 270 Document Everything 307
Cr eating U ser Applications 270 A Handbook for User Interface Design 307
The Systems Analyst's Role 271 RULE I: Cr eate an Interlace That Is Easy
to l earn and U sc 307
Case in Point 7.2: Sterling Associates 273
RULE 2: Enhance User Productivity 307
A nalyzing Cost and Benefits 273 RULE 3: Provide Users wit h H elp and Feedback 308
Video Learning Session: Retum on Investment (ROJ) 274 RULE 4: Cr eate an Attractive l ayout and Design 3 10
Finand aJ Analysis Tools 274 RU LE 5: Enhance the Interface 3 II
RULE 6: Focus on Data Entry Screens 3 13
Video Learning Session: Net Present Value (NPV) 274 RULE 7: U sc Vall dation Rules 3 16
Cost-Benefit Analysis Checklist 274 RULE 8: Reduce Input Volume 3 18
The Software Acquisition Process 275 Case in Point 8.2: Boolean Toys 319
Step I: Evaluate the Information System Requirements 275
Step 2: Identify Potential Vendors or O utsourcing Source Document and Form Design 319
Options 278 Printed Output 320
Step 3: Evaluate the Aftematives 278 Over view of Report D esign 32 1
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 v iii Table of C ontent s

Types of Reports 322 Case in Point 9. 1: TopText Publishing 365

User Involvement 322
Data Normalization 365
Report Design Principles 322
Standard Notation Format 365
Case in Point 8.3: Lazy Eddie 325 Video Learning Session: First Normal Form 366
Case in Point 8.4: Trustworthy Insurance Company 325 First Normal Form 366
Technology Issues 325 Video Leaming Session: Second Normal Form 368
Output Technology 325 Second Normal Form 368
Input Technology 328
Video Leaming Session:Third Normal Form 370
Security and Cont rol Issues 329 Third Normal Form 370
Output Security and Co ntrol 3 2~
Input Scc.urity and ContrOl
Two Real-World Examples 372
330
Example I :Crossroads College 3n
Where Do We Go from Here? 331 377
331
Case in Point 9.2: CyberToys
Modular Design Example 2: Magic Majntcnance
331
377
Prototyping
Case in Point 9.3: DotComTools 378
A Question of Ethics 333
Working with a Relatio nal Database 379
Chapter Summary 333 37~
Quen ion I
Key Terms 335 Question 2 380
Chapter Exercises 336 Question 3 380
Apply Your Knowledge 337 Should You Use Codes? 38 1
Overview of Codes 381
Case Studies 339 Typos of Codes 381
Chapter case: Tools 4 U 33~ Designing Codes 383
Continuing case: Personal Trainer, Inc. 3 3~
Continuing case: Pci"Sonal Trainer, Inc. 340 Data Storage a nd Access 384
Capstone Case: New CcnturyWcllncss Group Tools and Techniques 384
340
Logical ver sus Physical Storage 387
CASE Tool Workshop 341 Data Coding 388
MIS CourseMate Features 342 Data Cont rol 389
Case in Point 9.4: SoccerMom 390
Chapter 9 A Question of Et hics 39 1
Chapter Summary 39 1
Data Design Key Terms 393
Objectives 346 Chapter Exercises 394
Int roduction 346 Apply Your Knowledge 395
Case Studies 397
Preview Case: Mou ntain View College Bookst ore 347
Chapter Case: Scenic Routes 3~7
Data Design Concept s 348 Continuing Case: Personal Trajner, lnc.. 3~7
Data Structures 348 Capstone Case: New Century Wellncss GI'OUp 3~8
Mario and Danica: A Data Design Example 348
CASE Tool Workshop 399
Is Fife Processing Still Important! 350
The Database Environment 350 MIS CourseMate Featu res 400
DBMS Components 351
Interlaces for Users. Database Administrators,
and Related Systcnu 351 Chapter 10
Data Manipulation language 353
Schema 353 System Architecture
Physical Data Repository 353
354 Objectives 404
Web-Based Data Design
Overview 354 Introduction 404
Connecting to the Web 354
Data Security 356 Preview Case: Mountain View College Bookstore 405
Data Design Terms 356 Architecture Checklist 406
Dcfl niti ons 356 Corporate Organization and Cult ur e 406
Key F;olds 356 Enter prise Resource Planning (ERP) 406
Referential Integrity 35~ Case in Point I 0.1 : ABC Systems 407
Video Learning Session: Entity-Relationship Initial Cost and TCO 407
ScalabUity 4~
Diagrams 359
Web Integration 4~
Ent ity-Relationship D iagrams 360 Legacy Systems 4 10
Drawing an ERD 360 Processing Options 4 10
Types of Relationships 361 Secur ity Issues 4 10
Cardinality 362 Corporate Portals 4 11

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 Table of Contents ix

System Architecture: Then and Now 411 Preview Case: Mountain View College Bookstore 449
Mainframe AI"Chitcc.ture 411 Software Q uality Assurance 450
l m~ct of the Personal Cotnputer 412 450
Software Engineering
N ccwork Evolution 412 lntemational Organization for Standardization (ISO) 45 1
Client/Server Designs 413 Overview of Application Development 452
Overview 413 452
Review the System Design
The Client's Role 414 Application Development Tasks 453
Client/Server Tiers 414 454
Systems Development Tools
Middlcware 416 Project Management 455
Cost-Benefit Issues 416
Performance Issues 416 Video Learning Session: Structure Charts 456
The Impact of the Internet 417 Structured Application Development 456
Cloud Computing 418 Structure Charu 456
Web2.0 4" Cohesion and Coupling
Drawing a Svucture Chart
457
4 5~
E-Commerce Architecture 419
In-House Solutions 420 Object-Oriented Application Development 461
Characteristics of Ob;ect-Oriented Application Development 46 1
Case in point I 0.2: Small Potatoes, Inc. 420 462
Implementation of Obiett-Oriented Designs
Packaged Solutions 421 462
Object-OI'icnted Cohesion and Coupling
Sci'Vicc PI'OViders 421
Agile Application Development 462
Processing Methods 421 An Extreme Programming (XP) Example 463
Online Processing 422 465
The Future of Agile Development
Batch Processing: Still W ith
Us After All These Years 423 Coding 465
Real-World Examples 423 Programming Environments 465
Generating Code 466
Case in point I 0.3: R/Way Trucking Company 424 Unit Testing 466
Network Models 425 Case in Point 11.1: Your Hove, lnc. 467
The OSI Model 425 Integration Testing 467
N ccworkTopology 425 System Testing 468
Network Devices 428
Modeling Tools 42~ Case in Point 11.1: WebTest, Inc. 469
Wireless Networks 429 Documentation 469
W ireless Network Standards 430 Program Doc.umentation 46~

W ireless Network Topologies 430 System Documentation 470

W ireless Trends 43 1 Oper ations Documentation 470
User Documentation 47 1
Case in point I 0.4: Spider IT Services 432
Management Approval 474
Systems Design Completion 432
System Design Specification 432 System Installation and Evaluation 475
User Approval 433 Operational and Test Environments 475
Presentations 434
Training 476
A Question of Ethics 434 Training Plan 476
C hapter Summary 435 Vendor Training 477
Webinars, Pod casts, and Tutorials 478
Key Terms 437 Outside Training Resoui'Ces 478
C hapter Exercises 438 Training Tips 47~
lnteracti...e Training 47~
Apply Your Knowledge 439
Data Conversion 484
Case Studies 441 484
Chapter case: Precision Consulting 441 Data Conversion Strategies
Continuing Cas.e: Pcr"Sooai Traincr, Inc.. 441
Data Conver sion Security and Controls 484
Capstone Case: New CcnturyWcllncss Group 442 System Changeover 484
CASE Tool Workshop Direct Cutover 485
443 Parallel Operation 485
MIS CourseMate Features 444 Pilot Operation 486
Phased Operation 486
PHASE 4: SYSTEMS Case in Point 11.3: Global Cooling 487
IMPLEMENTATION Post-Implementation Tasks 487
Post-Implementation Evaluation 487
Case in Point 11.4: Yorirtown Industries 4~9
Final Report to Management 48~

A Question of Ethics 490

Managing Systems Implementation Chapter Summary 490
Objectives 448 Key Terms 492
Introduction 448 Chapter Exercises 493

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 X Table of C ontent s

A pply Your Knowled ge 494 Case in Point 12.4: Chain Link

Case St udies 496 Consulting, Inc. 540
Chapter case: W hite Diamond Glass 496 Backup and Recovery 540
Continuing case: Per"Sonai Trainer, Inc. 496 Backup Policies 54 1
Capstone Case: New CenturyWcllncss Group 497 Business Continuity Issues 542
CASETooiWorksho p 498 Fut u re Challenges and Opportunities 542
MIS CourseMate Features 499 System O bsolescence 543
Trends and Predictions 5+1
Strategic Planning for IT Profes:sionals 5+1
PHASE 5: SYSTEMS SUPPORT IT Credentials and Certification 546
AND SECURITY Crit ical Thinking Skills 546
A Questio n of Ethics 547
'

Chapter 12 Chapter Summary

Key Terms
548
550
Managing Systems Support Chapter Exercises 552
and Secunty Apply You r Knowledge 553
Case Studies 555
Object ives 504 Chapter Case: Best of the Best! (BoB) 555
Int roduct ion 504 Continuing Case: Personal Trainer, Inc. 556
Capstone Case: New Century WeiJness Group 556
Preview Case: Mou ntain View College CASE Tool Workshop 557
Bookstore 449
MIS CourseMate Featu res 558
Overview 506
User Support
User Training
506
506
THE SYSTEMS ANALYST'S
Service Desks 506 TOOLKIT
OutsOurcing Issues 508
Maintenance Tasks
Col'l"cc.tivc Maintenance
508
50'1
Toolkit Part A
Adaptive Maintenance 5I I
Perfective Maintenance 511 Communication Tools
Preventive Maintenance 5 12
Object ives 562
Case in Point 12.1: Outback Outsourcing, Inc. 512
Introd uction 562
Mainten ance Management 5 12
The Maintenance Team 5 12 P review Case: Mountain View College
Bookstore 563
Case in Point 12.2: Brightside Insurance, Inc. 514
Maintenance Requests 5I5 Successful Communicat ion Strategies 564
Establishing Prio rities 5 16 Why,Who,What,Whon, and How 564
Confl.guration Management 5 16 Cultural Context 564
Maintenance Releases 5 17 Know Your Subject 565
Version Control 5 17 W r itten Communicat ions 565
Baselines 5 18 W riting Style and Readability 565
System Performance Management 5 19 f .Mail, Memos, and Letter'$ 566
Fault Management 5 1~ Social Media at Wor k 567
Perlorrnance and Workload Measur ement 5 1~ Netiquette 56~
Capacity Planning 52 1 Workgroup Software 570
System Maintenance Tools 523 Reports 570

System Securky Overview 524 O ral Communicatio ns 572

System Secur ity Concepts 524 Define the Audience 5n
Risk Management 524 Define the Objectives 573
Anacker Profiles and Attacks 526 Organize the Presentation 573
Define Any Technical Ter ms 5 73
Security Levels 526 Prepare Presentation Aids 573
Physical Security 527 Practice 575
Case in Point 12.3: Outer Banks County 530 The Presentation 575
Network Security 531 Online Presentations 576
Application Security 535
Managing Your Communication Skills 577
File Secur ity 536
User Security 537 Toolkit S ummary 578
Procedural Secur ity 540 Key Ter ms 579
Toolkit Exercises 580

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 Table of Con t ents xi

Toolkit Part B Toolkit Part D

CASE Tools Internet Resource Tools
Objectives 582 Objectives 620
Introduction 582 Introduction 620
Preview Case: Mountain View College Preview Case: Mountain View
Bookstore 583 College Bookstore 62 1
Overview of CASE Tools 584 Overview 622
CASETools History 5SS Planning an Internet Research St rategy 622
The Marketplace for CASE Tools 58S Step I, Review Your Jnfonnation Requirements 622
CASE Terms and Concepts 586 Step 2. Usc the Proper Search Tools and Techniques 622
Repository 586 Step 3. Evaluate the Resufts 623
Individual Tools 586 Step 4. Consider Copyright and Data Integrity Issues 623
DEVELOPMENT ENVIRONMENTS 589 Search Basics 624
Integrated Development Envii"'nmcnu 58~
Search Engines 625
AppUcation Life Cycle Management Environments 58~
Search Engine Concepts 625
Pros and Cons of Integrated Development Tools 5'10 Search Techniques 626
CASE Tool Examples 591 Online Tutorials 627
Visible Analyst 5~1 Advanced Search Techniques 628
Rational Software 5'n Search Chcckl ~ t 62~

CASE Tool Trends 593 Subject Directories 630

New Products and Fcaw res 5 ~4 A Subject Dir ectory Example 630
Method-Specific CASE Tools 5~4 Advantages and Disadvantages of Subject Directories 632
Toolkit Summary 595 The Invisible Web 632
Invisible W eb Examples 632
Key Terms 597 Navigation Tools for the InvisibleWeb 633
Toolkit Exercises 598 Internet Communication Channels 634
Social Networking 635
Toolkit Part C Forums
Newsletters, Slogs, Po.dcasu,and W ebcasts
63 5
636
RSS Feeds 636
Financial Analysis Tools Webinars 637
Majling lists 637
Objectives 600 Web.Based Discussion Groups 637
Chat Rooms 638
Introduction 600
Instant Messaging and Text Messaging 638
Preview Case: Mountain View Information Technology Community Resources 639
College Bookstore 601 Cor porate Resources 641
Describing Costs and Benefits 602 Govcmment Resourc.es 641
Cost C lassifications 602 Per sonal and Profe,ssional Resources 641
Managing Information Systems Costs and Charges 604 Online Learning Resources 642
Benefit Classifications 605 Toolkit Summary 644
Cost-Benefit Analysis 605 Key Terms 646
Video Learning Session: Payback Analysis 605 Toolkit Exercises 647
Payback Analysis 606
Glossary/Index 649
Using a Spreadsheet to Comput e Payback Analysis 608
Video Learning Session: Retum on Investment 609
Return on Investment Analysis 610
Using a Spreadsheet to Comput e RO I 6 11
Video Learning Session: Present Value Analysis 612
Present Value Analysis 612
Using a Spreadsheet to Calculate Present Value 614
Toolkit Summary 616
Key Terms 617
Toolkit Exercises 618
Questions 618
Proj ects 618

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 xii

PREFACE
The Shelly Cashman Series®offers the finest textbooks in computer education. We are
proud that our previous editions of Systems Analysis and Design have been so well
received by instructors and students. Systems Analysis and Design, Tenth Edition
continues with the innovation, quality, and reliability you have come to expect from
the Shelly Cashman Series.

Ove rview
Systems Analysis and Design, Tenth Edition includes exciting Video Learning Sessions,
developed to maximize the learning experience. The Video Learning Sessions combined with
the text offer an interactive, multimedia approach to information systems development.
Many two- and four-year colleges and schools use this book in information systems, com-
puter science, and e-commerce curriculums. The textbook emphasizes the role of the sys-
tems analyst in a dynamic, business-related environment.
Facing a challenging global marketplace, companies need strong IT resources to sur-
vive and compete effectively. Many of today~s students will become the systems analysts,
managers, and IT professionals of tomorrow. This textbook will help prepare them for
those roles.
Using this book, students learn how to translate business requirements into informa-
tion systems that support a company's short- and long-term objectives. Case studies and
assignments teach analytical and problem-solving skills. Students learn about traditional
structured analysis, object-oriented concepts, and agile methods. Extensive end-of-chapter
exercises emphasize critical-thinking skills.
The Tenth Edition introduces several major new end-of-chapter features, including
the Critical Thinking Challenge, a new set of Video Learning Session tasks, a new
CASE Tool Workshop, and new Chapter Exercises. This edition also includes significant
updates on topics such as cloud computing, Web 2.0, client/server architecture,
e-commerce, wireless standards, and much more.

Objectives of This Textboo k

Systems Analysis and Design, Tenth Edition is intended for a three credit-hour introduc-
tory systems analysis and design course. This textbook is designed to:
• Enhance critical thinking skills with the new Critical Thinking Challenge feature at
the end of each chapter. The scenario-based tasks and sample answers help students
develop perception, organization, analysis, problem-solving, and decision-making
skills they can take to the workplace.
• Explain systems analysis and design using an appealing full-color format, numerous
screen shots and illustrations, and an easy-to-read style that invites students to learn.
• Introduce project management concepts early in the systems development process,
with a new chapter that expla ins project management tools and techniques.
• Challenge students with a Question of Ethics mini-case in each chapter that asks
them to respond to real-life ethical issues in an IT environment.
• Provide multi-method coverage, including a comparison of structured, object-
oriented, and agile systems development methods.
• Expla in how IT supports business requirements in today's intensely competitive
environment, and describe major IT developments and trends.

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 Preface xi i i

Video Learning Sessions

Eighteen mu ltimedia Video Learning Sessions describe key systems analysis skills and
concepts and provide students with a self-paced, interactive learning tool that reinforces
the text. The sessions provide step-by-step explanations that a re easy to follow and
understand.
• The new Training Tasks accompanying each Video Learning Session requ ire soft
skills an d meta cogniti on where students must use what they have learned to
create tra ining materia ls for others.
• The Your T urn feature accompanying every Video Learning Session challenges e ........""'"~...- . . .
students to apply thei r skills and check their work against sample answers. This
hands-on practice can help students better handle actua l assignments and tasks.
• The Video Learning Sessions oifer a self-paced multimedia format that students
can review at thei1· convenience. Topics include concepts that students often
struggle to understand. Especially in an online envi ronment, a self-paced video
can he a welcome learning partner for an ind ividual student.
• Topics include DFDs, object-o riented analysis, functional decomposition
diagrams, structure charts, data normal ization, entity-relationship diagrams,
decision tables, financial tools, and project management.
• Instructors may use the Video Learning Sessions as classroom presentations,
distance-education support, student review tools, and exam preparation.

Other New and Updated Features in This Text

Systems Analysis and Design, Tenth Edition offers these exciting new and expanded
features:
• New Critical Thinking Challenge feature helps students practice critical thin king
skills, first by trying Practice Tasks and viewing sample answers, and then by
completing the Cha llenge Tasks. These tasks can help students develop percep-
tion, organ ization, analysis, problem-solving, and decision-making skills that they
will need in the workplace.
• New set of Video Learn ing Session Training Tasks provides added value for this
key feature, and challenges students to develop training materia ls in a real-life
context.
• New CASE Tool Workshop featu re focuses on basic CASE skills that students can
practice, using Visible Analyst® or another tool.
• New end-of-chapter content includes a major revision of Chapter Exercises, Apply
Your Knowledge, and all Case Studies.
• New coverage of cloud computing, \XIeb 2.0, client/server architecture,
e-commerce, wireless standards, and much more.
• Updated Management Info rmation Systems CourseMate \XIeb site for Systems
Analysis and Design, Tenth Edition avail able for a fully digital course solu-
tion. CourseMate prov ides one location for all interactive activiti es, Video
Learning Sessions, an d an interacti ve e -hook. EngagementTracker provides the
ab ility to assess student understand ing of concepts through the interactive
actt vltles.

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 xiv Preface

Organizat ion of This Textboo k

Systems Analysis and Design, Tenth Edition, contains 16 learning units in twelve chap-
ters and a four-part Systems Analyst's Toolkit that teaches valuable cross-functional skills.
Chapter 1 -Introduction to Systems Analysis and Design Chapter 1 provides an up-
to-date overview of IT issues, major trends, and various systems development approaches,
including structured, object-oriented, and agile methods. The chapter emphasizes the
important role of systems analysis and design in supporting business objectives.
Chapter 2- Analyzing the Business Case Chapter 2 offers a business-related starting
point for successful systems analysis. Topics include strategic planning, review of
systems requests, how to conduct a feasibility study, and the steps in a preliminary
investigation.
Chapter 3 -Managing Systems Projects Chapter 3 explains project management,
cost estimating, and change control for information systems. This chapter includes
hands-on skills that systems analysts can use to create Gantt charts and PERT charts.
Chapter 4- Requirements Modeling Chapter 4 describes fact-finding techniques and
team-based modeling methods, including JAD and RAD, that systems analysts use to
model and document a new system.
Chapter 5 - Data and Process Modeling Chapter 5 explains how systems analysts
create a logical model for the new system by using data flow diagrams and process
description tools, including structured English, decision tables, and decision trees.
Chapter 6 - Object Modeling Chapter 6 explains object-oriented tools and techniques,
including usc case diagrams, class diagrams, sequence diagrams, state-transition diagrams,
activity diagrams, and the Unified Modeling Language.
Chapter 7- Development Strategies Chapter 7 focuses on software acquisition
options, including outsourcing and offshore outsourcing options, application service
providers, and other trends that view software as a service rather than a product.
Chapter 8 - User Interface Design Chapter 8 highlights output and report design, the
interaction between humans and computers, including usability issues, graphical screen
design, input issues, and data entry guidelines.
Chapter 9- Data Design Chapter 9 describes data design terms, concepts, and skills
including entity-relationship diagrams, cardinality, data normalization rules, data warehous-
ing, data mining, a comparison of logical and physical records, and data control measures.
Chapter 10- System Architecture Chapter 10 explains the elements of system architec-
ture, with emphasis on RFID, ERP, supply chain management, client/server architecture,
and network topology, including wireless networking standards and trends.
Chapter 11 - Managing Systems Implementation Chapter 11 includes coverage of
application development and implementation topics, including structure charts,
documentation techniques, system testing, user training, data conversion, changeover
methods, and post-implementation evaluation.
Chapter 12- Managing Systems Support and Security Chapter 12 describes user sup-
port, maintenance techniques, and factors that indicate the end of a system's useful life. This
chapter explains IT security concepts, techniques, and tools, and specifically addresses six
security levels: physical, network, application, file, user, and procedural security. Chapter 12
also describes risk management, data backup and disaster recovery, and explains future chal-
lenges and opportunities that IT professionals will face in a dynamic workplace.
Toolkit Part A- Communication Tools Part A of the Toolkit describes oral and writ-
ten communication tools that can make a systems analyst more effective. Topics include
guidelines for successful communications, tips for better readability, how to organize and
plan a presentation, effective speaking techniques, and managing communication skills.
Toolkit Part B - CASE Tools Part B of the Toolkit focuses on computer-aided soft-
ware engineering (CASE) tools that systems analysts use to document, model, and
develop information systems. Examples of several popular CASE tools are provided,
along with sample screens that show CASE tool features.

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 Preface XV

Toolkit Part C- Financial Analysis Tools Part C of the Toolkit explains various tools
that systems analysts use to determine feasibility and evaluate the costs and benefits of
an information system. Specific tools include payback analysis, return on investment
(ROI), and net present value (NPV).
Toolkit Part D -Internet Resource Tools Part D of the Toolkit explains Internet-
based information gathering strategies. Topics include search engines, subject directories,
the invisible Web, advanced search techniques, Boolean logic and Venn diagrams. This
Toolkit Part also discusses social networking, newsgroups, newsletters, blogs, podcasts,
RSS feeds, Webinars, mailing lists, Web-based discussion groups, chat rooms, instant
messaging, and online learning opportunities.

FOR THE STUDENT

The Shelly Cashman Series wants you to have a valuable learning experience that will
provide the knowledge and skills you need to be successful. With that goal in mind, we
have included many activities, games, and learning tools, that we hope you will find
interesting, challenging, and enjoyable. For example, because a picture is worth a thou-
sand words, each systems development phase begins with an eye-catching Dilbert© car-
toon and a multi-color Gantt chart that provides a "You are Here" roadmap.

Chapter Learning Tools and H ow They Will H elp You

Dilbert A Dilbert© cartoon
BEATf> M E. NEV ER ASK
introduces each systems HOW DOES MY 1 DIDN 'T EVEN A QUESTION
PROJECT FIT I N TO YOU DON 'T THAT'&
development phase. If you've OUP. COMPAN Y'&
KNOW WE HAD
A STP.A TEGY. WANT TO
OVERALL STP.A TEGY?
been in situations like these, the HEAR THE
\ r--.. ANSWEP..
cartoon rna y be familiar. If not, ) )
you'll be prepared when they do
happen.

Preview Case Each chapter begins with a Preview Case. Within each case, Tina and
David show you how they develop a new system for a college bookstore. They discuss
key points, and offer a realistic preview.

Toolkit Time These notes, appearing in the margins throughout the book, direct
you to the Toolkit following Chapter 12, where you can find further information
on certain topics. The Toolkit covers communications, CASE tools, financial
analysis, and internet resources.
I
Case In Point Each chapter includes four brief cases that focus on key issues.
CASE IN POINT
'

A Question of Ethics A realistic ethical issue is presented at the end of each

chapter. These examples force you to examine your reactions and how you would
respond to common workplace situations.

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 xvi Preface

End-of-Chapter Exercise s
Chapter Exercises Your answers to the ten Questions will show
Chapter Exercises that you understand the key points. Four Discussion Topics and
fou r Projects offer opportun ities to dig deeper and learn even more.

Apply Your Knowledge Includes four mini-cases focusing on key

Apply Your Knowledge concepts and skills from the chapter. The cases a re brief and to the
point, with four tasks for you to perform.

Case Studies Includes a Chapter Case, a Continuing Case, and a

Case Studies Capstone Case. You will work on one or more case studies and
apply the skills and knowledge you learned in the chapter.

CASE Tool Workshop In this hands-on feature, you will use a

CASE Tool Workshop CASE tool. To perform the tasks, you need access to Visible
Analyst ® or a similar tool.

MIS CourseMate Online Case Simulation Includes realistic emails,

SCR voice mails, and tasks. In th is simulation, you act as an entry-level
IT team member. You will work with your supervisor and help her
develop a new information system.

MIS CourseMate Critical Thinking Challenge Allows students to

Critical Thinking Challenge focus on critical th inking skills wh ile considering realistic scenarios
and roles a systems analyst may face. You will perform Practice
Tasks and check you r answers, then work on Challenge Tasks that
requ ire critical thinking skills.

MIS CourseMate Video Learning

VtdC'O Lurmlll S C'uioll Sessions Includes 18 Video Learn ing Sessions,
P;)yb)tl.: An.1lyus
complete with practice an d train ing tas ks. You
a«-
II }'Ou h•o>t •11 MIS Cout•...._. <odt , ,00. Cllll ~ ••t- ll¥t Vtd.O ~~~~
Soeu - whelp )'Oil II"'C::erltM"d I)'JI~ms d-lop- ,...,m:;,
(Ofl(tpU ~nd )'Our "-'Ill.
You~-1\ wAidl tilt HUIOM Oil )'O'I"«<Mp!.Ur Or Mobil doYIC... Ild ~IM,....MIId.<>t <tfl"f
will learn key skills and concepts by watching
'.,d.O U attytifM.TO IOIJ <>ftU.d>e ..S c:.o...-wM~tt. tiU M www.«:n~...,._ ,(Of'I'I,JOu
- veue • Jwd- . a«01.1nund tiler~ l"tl:llltr dwl>o<lt.
these streaming videos on your computer. You
Th4 $4Uiotl <1 ~ p~fbadl -'fW.¥oull .....-,, hC>w ~ taiCIIIn•lhto ~k P'rlod for
• proJeet ..W !\ow ~ 1M • 'f"ad>h..t Ul dtl;...,;11• • pt<ljeet'l; plfbadl p.ttiOd
can pause, rewind, or replay at any time, and then
perform Your Turn tas ks to practice your skills.

MIS CourseMate Learn It Online Includes Chapter Reinforcement

Learn It Online Questions, Flash Cards, Practice Tests, and various games, such as
Who Wants To Be a Computer Genius?, Wheel of Terms, and the
Crossword Puzzle Challenge. You can use this featu re to apply your
knowledge and practice you r skills.

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I 9781285171340_ FMJndd 16 1116113 3:00PM I

 Preface xvii

Additional SupportTools
These additional tools can enhance your learning experience:

GLOSSARY/INDEX This edition of the textbook includes a glossary/index feature to

assist your understanding of key terms and phrases, or to use as a quick reference tool.

MANAGEMENT INFORMATION SYSTEMS COURSEMATE MIS CourseMate with

eBook for Systems Analysis and Design, Tenth Edition keeps today's students engaged
and involved in the learning experience. MIS CourseMate includes an integrated,
multimedia rich and interactive eBook, along with a variety of interactive learning
tools, including quizzes and games, exercises, web links, videos, and other resources
that specifically reinforce and build on the concepts presented in the chapter. These
interactive activities are tracked within CourseMate's Engagement Tracker, making it
easy to assess students' retention of concepts. All of these resources on the MIS
CourseMate for Systems Analysis and Design enable students to become more
comfortable using technology and help prepare students to use the Internet as a tool to
enrich their lives. To sign in to MIS CourseMate www.cengagebrain.com you first must
create a student account and then register this book, as described at www.cengage.com/
ctlstudentdownloads.

FORTHEINSTRUCTOR
The Shelly Cashman Series is dedicated to providing you all of the tools you need to
make your class a success. Information on all supplementary materials is available
through your Course Technology representative or by calling one of the following
telephone numbers: Colleges, Universities, Continuing Education Departments, Post-
Secondary Vocational Schools, Career Colleges, Business, Industry, Government, Trade,
Retailer, Wholesaler, Library, and Resellers, call Cengage Learning at 800-354-9706;
K-12 Schools, Secondary and Vocational Schools, Adult Education, and School Districts,
call Cengage Learning at 800-354-9706. In Canada, call Nelson Cengage Learning at
800-268-2222.

Instructor Resources
The Instructor Resources for this textbook include both teaching and testing aids, and
are available for download by logging in at login.cengage.com. The Instructor Resources
include:
• Instructor's Manual Includes lecture notes summarizing the chapter sections, fig-
ures and boxed elements found in every chapter, teacher tips, classroom activities,
lab activities, and quick quizzes in Microsoft Word files.
• Syllabus Easily customizable sample syllabus that covers policies, assignments,
exams, and other course information. Also included is a Microsoft Project file used
to create the five Phase Opener Gantt charts. An instructor can use this project file
to create a visual syllabus that could include additional tasks, quizzes, and projects.
The file also can be used to track class progress through the course. Instructors are
welcome to distribute this file to students, and show them how to manage tasks,
resources, and deadlines for team projects that might be assigned.
• PowerPoint Presentations A multimedia lecture presentation system provides
slides for each chapter, based on chapter objectives.
• Figure Files Illustrations for every figure in the textbook in electronic form.
• Solutions to Exercises Includes solutions for end-of-chapter exercises, including
Critical Thinking Challenge Practice and Challenge Task solutions, chapter
reinforcement exercises, and extra case studies.

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I 97812851713·~0_FM.Incld 17 1116/13 3:o3 PM I

 xviii Preface

• Test Bank & Test Engine Test Banks include 112 questions for every chapter, and
feature objective-based and critical thinking question types, page number references,
and figure references when appropriate.
• Additional Activities for Students The forms that students can use to complete the
Case Studies are included. Two additional case studies are also provided for every
chapter, to be assigned as homework, extra credit, or assessment tools. Chapter
Reinforcement Exercises, which are true/false, multiple-choice, and short answer
questions that help students gain confidence in the material learned are included,
as are the Your Turn Practice Tasks and sample solutions.
• Additional Faculty Files A copy of the powerful CASE tool, Visible Analyst -
Student Edition, is provided for instructor evaluation. Several sample solutions to
case study tasks also are included. To install this program, you follow a simple
registration process that entitles you to use the software and obtain support.
Detailed instructions are provided on the Instructor Companion Site. Also
included are Word document versions of the e-mail and voice mail messages
posted for students on the SCR Web site and the Interview Summaries for the
New Century Case Study.

SOFTWARE BUNDLING OPPORTUNITIES Systems Analysis and Design, Tenth

Edition can be bundled with several popular software programs:
• Visible Analyst Student Edition Whether you are designing e-business applica-
tions, developing a data warehouse, or integrating legacy systems with new enter-
prise applications, Visible Analyst is a valuable software based learning tool that
helps students become more marketable with its advanced, affordable, and easy
to use modeling capabilities. Visible Analyst was recently awarded the "Best
Systems Analysis & Design Modeling Tool" by the Indian Education Ministry.
Key users include: Business Analysts who analyze the organization and design of
businesses or government departments and assess business models and their inte-
gration with technology; other professions that use systems analysis and design
methods and techniques include Systems Analysts, Database Engineers, Computer
Scientists, and Software Engineers. Visible Analyst is a separate software tool
available individually as a Student Edition or as a University Edition with concur-
rent floating licenses for college or university computer labs. For more informa-
tion about Visible Analyst, please visit: www.visible.com/Modeler/index.htm or
contact [email protected].
• Microsoft Visio The advanced d iagramming tools of Visio 2010 help you sim-
plify complexity with dynamic, data-driven visuals and new ways to share on the
Web in real time. Start by building your diagram with professional-looking tem-
plates and modern, pre-drawn shapes. Then, easily link your d iagram to popula r
data sources (such as Excel). You'll see data automatically refresh right within
your diagram, reflected in vibrant visuals such as icons, symbols, colors, and bar
graphs. Finally, with just a few clicks, publish your data-linked diagram to
SharePoint, and provide access to others on the Web, even if they don't have
Visio. Together, simplicity, data-driven shapes, and Web sharing make Visio 2010
one of the most powerful ways to see and understand important information.

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I 97812851713·~0_FM.Incld 18 1116/13 3:o3 PM I

 Preface xix

• Microsoft Project Microsoft® Project 2010 delivers powerful, visually enhanced

ways to effectively manage a wide range of projects and programs. From meeting
crucial deadlines to selecting the right resources and empowering your teams,
Project 2010 offers easier and more intuitive experiences to help you simply be
more productive and realize amazing results.

AUTHOR'S NOTE
As an instructor and a longtime member of the Shelly Cashman Series team, I want this
book to be student-friendly, easy to use, and focused on basic skills rather than the latest
trend or silver bullet.
Our main goal is to help students learn how to perform systems analysis and design
tasks. However, most entry-level IT positions are not filled on the basis of technical
knowledge alone, because employers can teach new employees much of what they need
to know. Instead, companies tend to seek highly motivated candidates with strong com-
munication, interpersonal, and critical thinking skills. For that reason, the book offers
many features and practice tasks that can help students develop "soft skills" that they
can bring to the workplace.
To instructors who adopted this book, I know you had many other choices, and I
sincerely appreciate your confidence. Together we can make a difference, and provide an
outstanding learning experience for our students. Thank you.

ACKNOWLEDGMENTS
First and foremost, special thanks to Deb Kaufmann, our development editor. Deb's
insight and suggestions were extremely valuable. Thanks also to Professor Tim Burns,
who teaches at Ramapo College of New Jersey, and to Ron Sa villa, my former student
at Central Piedmont Community College and a senior network technician. Tim and Ron
reviewed the prior edition, and their unique perspectives helped shape the new book.
Finally, sincere thanks to the instructors and students who offered feedback and
comments. You said you wanted more interactive content and learning tools, updated
end-of-chapter material, and several new features. We hope you will continue to offer
suggestions, and we certainly will continue to listen carefully.

ABOUT OUR COVERS

The Shelly Cashman Series is continually updating our approach and content to reflect the
way today's students learn and experience new technology. This focus on student success
is reflected on our covers, which feature real students from the University of Rhode Island
using the Shelly Cashman Series in their courses, and reflect the varied ages and back-
grounds of the students learning with our books. When you use the Shelly Cashman
Series, you can be assured that you are learning computer skills using the most effective
courseware available.

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I 97812851713·~0_FM.Incld 19 1116/13 3:o3 PM I

PHASE

HOW DOES 1'1Y IlEA TS 1'1£. NEVEl\ ASK

1 OION'T EVEN A QUESTION
PROJECT FIT I NTO KNOW WE MAO IF YOVOON'T THAT 'S
OUI\ COMPANY'S A STRATEGY. WANT TO WHYI
OVEI\ALL STI\ATEGYl HEAl\ THE NEVEl\
~ r---.. ANSWEI\. SAY "MOW
) AI\E Yovl

As the Dilbert cartoon suggests, it is always a good idea to know whether a project fits the
company's overall strategy. You w ill learn mor e about the relationship between systems projects
and corporate strategies in the systems plan ning phase.

Systems planning is the fir st of five phases in the systems development life cycle. After an
introduction to systems analysis and design, you w ill leam how systems projects get started, how
to evaluate a proj ect proposal to determine its feasibility, and how to use project management
tools and techniques. The deliverable for this phase is the preliminary investigation report.

• - 0

•
•
• Syatema ~'tAMing
CNj>llt 1: fntlod\l(lioft
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• S~ltm Ana.':r ~
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1116/13 9 :25AM I
 Introduction to
Systems Analysis
and Design
Chapte r I is the first of three chapters in the systems
planning phase. This chapter describes the role of
information technology in today's dynamic business
environment. In this chapter, you will learn about the
development of information systems, systems analysis and
design concepts, and various systems development
methods. This chapter also describes the role of the
information technology department and its people.

OBJECTIVES The headlines in Figure 1·1 offer dramatic examples

When you finish this chapter, you will be of how information technology affects our society.
able to: Companies use information as a weapon in the bat·
de to increase productivity, deliver quality products
• Describe the impact of information and services, maintain customer loyalty, and make
technology sound decisions. In a global economy with intense
• Define systems analysis and design and the competition, information technology can mean the
role of a systems analyst difference between success and failure.

• Define an information system and describe

its components
• Explain how to use business profiles and
models
WeChoose? 1
-
• Explain Internet business strategies and
relationships, including B2C and B2B
Social Media
Explodes!
• Identify various types of information systems
and explain who uses them
Another Run
• Distinguish among structured analysis, Five More States Ban
for Apple?
object-oriented analysis, and agile methods
• Explain the waterfall model, and how it has
evolved
• Discuss the role of the information
technology department and the systems FIGURE 1- 1 These headlines show the eno rmous impact of
analysts who work there information t echnology on our lives.
@ Ccnti:te leam.:ng 20 14

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Another Random Scribd Document
with Unrelated Content
344), and probably represents the five days' work which constituted
the corve'e (Wilcken, u. s. p. 338). In two papyri in the Louvre of the
36th year of Amasis (535 B.C.) this corve'e is mentioned as p nbe n
hte ' the compulsory nbe ' (Corpus Papyrorum, Louvre, no. 14, pi.
xv, 11. 14, 15, and no. 15, pi. xvi, 1. 7), a tax on land the payment
of which has to be specifically provided for in agreements relating to
the transfer of land. Even at that early date it would seem that the
corve'e could be commuted for a money payment. It was certainly
so in Ptolemaic and Roman times, when the tax in money form was
known in Greek as XW/^TIKOV (Wilcken, u.s. p. 338), and in
demotic it is the tax we have here, in D 37, as nbe. That these are
the same is evident from the amount of the tax, which for the
The text on this page is estimated to be only 25.07%
accurate

28 II. DEMOTIC TEXTS was the peculiar sum of 6 dr. 4

obols annually (Wilcken, «. s. p. 334, Pap. Brit. Mus. ii, p. 107, iii, p.
55, Pap. Tebtunis, ii, p. 188), thus distinguishing this tax from all
others. In our ostracon (037) the payment, it is true, is only 5 dr. 4
obols, but in D 52 and in D 69 the payments, though paid by
instalments, in each case amount together to 6 dr. 4 obols.
Conclusive evidence, however, is furnished by Mr. Milne's Dendera
ostraca, since out of twenty-nine «fc-ostraca (unpublished) twenty-
four are for precisely 6 dr. 4 obols and three of the remainder are for
exactly half the amount. 4 This reading of the demotic word is
uncertain. Dr. Griffith in his Cat. Rylands Demotic Papyri, iii, p. 400,
suggests qt (?) with doubt ; but as this may lead to confusion with
the silver kite, I have preferred to use the Greek o/?oAos in a
bracket, seeing that there is no doubt as to the meaning. OSTR. D
52 (PL I). TAX RECEIPT. 1. a.'n Py-k s Hns-tef-nht a p shn 2. n n bt-2
pr ss 26 4 n >bt-3 pr ss 3 hr p ht cpe.t sttr i.t a qt'i.t a sttr i.t wth (?)
bt-4 sm ss 3 hr p nbe qt i| (o/J.) 4! a qt | (o/3.) 5.t 9. a qt i| (o/3.)
4!
The text on this page is estimated to be only 23.80%
accurate

TAX RECEIPT 29 Item, on day 35, for the silver (of the)
poll(-tax) i stater = i kite = i stater refined (?) (silver) again. Item,
Pharmuthi day 19, for the silver of the poll(-tax) i stater = i kite = i
stater refined (?) (silver) again. Item, Pachons day 26, for the
apomoira i kite = \ kite = I kite again. Item, the bath(-tax) i kite = J
kite = i kite again. Item, Mesore day 3, for the dyke-tax ij kite 4|
obols = J kite 5 obols 2 = i£ kite 4^ obols again. Item, day 24, for
the dyke-tax i kite 5^ obols = \ kite 1% obols3 = i kite 5^ obols
again/ 1 A.D. 38. 2 Strictly 5j obols, but the scribes often neglect
small fractions in these equivalences. 3 Strictly 2| obols. OSTR. D 4
(PL VIII). RECEIPT FOR ARREARS OF TAXES. 1. Ws-h s Hry 2. Ns-
Mn s Pa-by 3. n nt z n Pa-Zme 4. s Pa-Wn wn . . . . Pr-co 5. i a | a i
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3o //. DEMOTIC TEXTS I can only suggest — but with great

diffidence— that it may be a writing of pr, corn, with a ' prosthetic
alif to represent the initial vowel of e&p* (e&pe, e&pi), pi. e&pHire.
3 * Treasury ' is not, perhaps, the most appropriate word, but it is
the customary translation bt-3 pr ss 18 hn p wbt(?) 6. sh hsp 35 5bt-
3 pr ss 18 ' Weser-he, son of Erieus, (and) Zminis, son of Pa-by, say
to Psenapathes, son of Zminis : there is .... of the King (artaba ?) i =
J = i again, which thou hast paid to the treasury of the King in the
City (Thebes), in year 35, Phamenoth day 18, among the . . . ,1.
Written year 35, Phamenoth day 18.' 1 This ostracon is of exactly
the same date and in the same handwriting as D 4, see notes there.
The givers of the receipt are the same, but the individual to whom
the document is given is different and also the subject of the
receipt* What wbt (or wb* ?) is, I cannot guess.
The text on this page is estimated to be only 24.66%
accurate

TAX RECEIPT 31 OSTR. D 28 (PL II). TAX(?) RECEIPT. 1 .

a.5n Pa-Mnt s P-msh a p r 2. Pr-co (.w.s. n t (?) nsytykwn n hsp 2,t
3. hr Zme yt (?) | & a yt (?) i £ a yt(?) | & bt-. .] >h ss 2 i *
Pamonthes, son of Pempsais, has paid to the royal thesaurus for the
..... -1 of year i for J£me barley (?) (artaba) J ^ := barley (?) \ •£$
= barley (?) § -fa again by the measure of the oiphi.2 Written in
year 3 of Domitian, who is august3 [month- . . of] verdure,4 day 21.'
1 This should be the name of a tax or other reason for payment The
reading of the demotic word (which is obviously a Greek word
transliterated) is certain except for the second letter s. Demotic ns is
the customary transliteration of £ and the word which naturally
suggests itself is tyriKov. There is some obscurity attaching to this
tax which rarely occurs under this name (see note in Pap. Tebt. ii, p.
335), the usual word being ^vrrjpd, but both taxes were paid in
money, whereas here the payment is made in corn of some kind ;
for though there is some doubt about the symbol for ' barley ', the
reference to the measure of the oiphi and the payment into the Oya-
avpos /?a originally ' protect ', seems in Ptolemaic times to have
come to mean simply * sacred ' when applied to divine beings. In
the bilingual inscriptions it is used as the equivalent of iepos
(Brugsch, Wtb. 1061). The formula nt hw is found on the cartouche
of Domitian and many other Roman emperors, and presumably
represents o-e/fooros (Augustus). On Greek ostraca Domitian is
usually qualified as 6 Kvptos or Kcucrap 6 4 i.e. a month between
Thoth and Choiak inclusive. OSTR. D 19 (PL II). RECEIPT FOR RENT.
1. a.5n P-me s Hr-Mnt hn p shn 2. a.'r-f n t qnb.t (?) n p tme n p wh
(?) 5s 3. n p wh (?) 5Mn P-^he n hsp 22 m (?) sh wy mbh
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32 //. DEMOTIC TEXTS 4. 'Mn-R'-nsw^ntr-w rtb sw 50 a sw

25 a sw 50 cn 5. n p qws n hmt n h.t-ntr N e-w swt 6. st §p 5p sh
Ns Z-hr 7. sh hsp 22 5bt-i pr ss 24 8. s~P-hl-Hns hr-f (?) < Pmois,
son of Harmonthes, has paid under (?) the (contract of) lease which
he made with the council (?) of the village of " The old Estate (?)"2
on the estate (?) of Amon3 (called) Pois,4 in year aa,5 by deed of
cession6 before Amonrasonther,7 50 artabas of wheat = 25 (artabas
of) wheat = 50 (artabas of) wheat again by the bronze xofo-
measure 8 of the temple of Thebes, they being delivered.9 They are
received by reckoning (?).10 Written by Ns . . . ., (son of) Teos.
Written in year 22, Tybi day 24, by ...... son of Pkhelkhons, on his
account (?).' 1 Sethe, A. Z. xlix. 15. His arguments for this reading
seem to me convincing. 2 The reading and meaning of wh are
doubtful. The word occurs frequently in place-names. Spiegelberg
reads it hr ( face ', ' aspect ', and gives references (Rec. trav. xxxi,
pp. 98 and 104, n. xxix) to its use with the words 'North' and ' South
'. But this meaning does not satisfy other contexts, and the sign may
equally well be read wh, possibly with a meaning akin to oviog '
dwell, dwellingplace ', though as it is here applied to a landed
property containing a village, it must have a wider significance than
a mere house or group of houses. This village is named also in D 24
and D 100. 3 This property of the great Temple of Amon at Thebes
is mentioned on other documents, viz. Pap. dem. Berlin 3116, col. 6,
1. 21, and Ostr. Louvre 9086 (Revillout, Melanges, p. 80), and
another unnumbered (ibid. p. 191, p wfi(?) *hy)> and Pap. dem.
Brussels 5 (Spiegelberg, Demot. Pap. Mus. Roy. du Cinquantenaire,
pp. 20 and 24, note 21 tp *hy only). 4 Pois is the Greek form of the
demotic p *hy given by the Pap. Casati 14/5 (Bibl. nat. no. 5, only in
the genitive TTWCWS). It means 'the stables', no doubt large
erections for the great herds of cattle belonging to the Temple. Cf.
Spiegelberg. Pap. Reinach, p. 196. In Peyron, Pap. gr. Taurin, ii, p.
45, we have TTOCVTTWIS, perhaps p wh (hr ?) n p *hy. Cf.
Phtlologus, Ixiii, p. 530. 5 Judging by the writing I think the date is
probably late Ptolemaic, but as several kings reigned twenty-two
years and over, it is not possible to be more precise. 6 See Griffith,
Cat. Rylands Demot. Pap. iii, p. 255. 7 i. e. confirmed by oath in the
great Temple of Amon at Karnak. 8 Cf. Griffith, u. s. p. 397 ; also
Spiegelberg, Pap. Reinach, 39, 4/1 4 (he reads hnwsl), Ostr. Louvre
9083, 9066 (Revillout, Melanges,^. 92, no). M. Revillout was the first
to read the word as kos (= qws}. As to the ' bronze ' measure, see
Pap. Hibeh, i, p. 229.
The text on this page is estimated to be only 24.43%
accurate

RECEIPT FOR RENT 33 9 ' They ', i. e. ( the wheat ' ; suit
probably implies actual delivery at the cost of the tenant, cf.
Spiegelberg, u.s. p. 183. 10 The exact significance of this frequently
recurring sentence is not clear. The full phrase is st sp n >/ and
seems to mean that the amount has been received after being
counted or measured. OSTR. D 45 (PL V). RECEIPT FOR RENT. 1. >n
Hrklts 2. s 'Rystypws 3. hr p sm pe-f (?) km n t mrwt 4. 'py nt sh wy
mbh 5Mn-Rc-nsw-ntr-w 5. p ntr (o hnc pe-f 5rp a wc km 6. 5rp 2 hr
pe-f km 7. n p 5br (?) rt 5rp f 8. a >rp 2| st 3p n (?) 5p g. sh . . . . s
Hf-Hns hsp 15 a hsp 12 10. >bt-i ^h (?) ss 25 sh Hr . . . -Hns 1 1.
sh Wn-nfr s Hr sh Z-hr Hf-Hns ' Herakleitos,1 son of Aristippus, has
paid for the rent 2 of his garden in the corn-land 3 of Ophi,4 which
was conveyed5 before Amonrasonther the great god, together with
his wine(-tax ?) for a garden 2 (keramia of) wine 6 for his garden
(and) for the .... (of) the produce half a (keramion of) wine, making
a J (keramia of) wine. They are received by reckoning (?). Written
by .... son of Khapokhonsis, year 15 = year* i a,7 Thoth (?) day 35.
Written by Horus, (son of) ... -khons. Written by Onnophris, son of
Horus. Written by Teos, son of Khapokhonsis. 1 Or Heraklides. 2 Cf.
Spiegelberg, Pap. Reinach^ pp. 181-2, 240. If further proof were
required that sm = fK6piov, it is given by a bilingual in this
collection, G. 131, where the two words correspond. 8 Cf. Griffith,
Cat. Rylands Pap. in, p. 266, n. 15. 4 i. e. the modern Karnak.
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34 //. DEMOTIC TEXTS 5 Usually sh wy means a deed

conveying all the property in the land possessed by the owner. Here
it seems to be a lease. 6 For this use of >rp as a measure of wine,
cf. Rosetta, 1. 18. 7 This double date applies to the regnal years of
Cleopatra III and Alexander I — IO2 B. C. OSTR. D 216 (PL V).
RECEIPT FOR RENT. 1. Thwt-stm s 2. By- of the Greek tax-collectors'
receipts (Wilcken, Griech. Ostr. i, p. 6 1 sq.). OSTR. D 49 (PL XI).
NOTICE OF PAYMENT OF RENT. y 1. Ssnq s Pa-^Mn p nt z n P-hb 2.
s P-sr-Mnt te-y mh p hwe Hr-nht 3. n t t.t I n p yh tkm a.5r-k t (?)
wp.t hr zz 4. p rrP n t msh n hsp 10 hr T-sr.t-^Mn-htp (?) 5. ta Ns-
Mn e-y st ty . . . . a hn 6. hsp 9 sh Ssnq s Pa-'Mn n hsp 9 >bt-3 sm
ss 19 * Sheshonk, son of Pamounis, saith to Phibis, son of
Psenmonthes, I am paying the surplus of Ho-nekht1 for the quarter
share of the land
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NOTICE OF PAYMENT OF RENT 35 (under) oil-crop, of

which thou doest the work,2 on the canal3 of the Crocodile for year
10 on behalf of Senamenothis (?), the daughter of Zminis. I will
discharge (?) 4 this .... until year 9. Signed Sheshonk, son of
Pamounis, in year gf Epiphi day 19.' 1 The name of a farm — more
clearly written in D 107 (pi. XI). Perhaps it should be read wh-nht,
cf. D 1 9, note 2 above. The farm was probably worked in common
by Sheshonk and Phibis under a farming agreement such as we have
in Griffith, Cat. Rylands Pap. nos. xxvi, xxxiv (and see reffs. there,
pp. 155-6). 2 i. e. in the full phrase / wp.t wyf (eienovoei) ' tillage '.
It means here the work on the crop, not ' work on the canal ', the hr
zz refers to the locality of the farm. 8 The word m*, the old word for
a canal (Griffith, u. s. p. 170, n. 3, and p. 299, n. 7), is only known
to me in published demotic documents in the compound me-wr =
/xotpis (Griffith, u. s. and p. 423 ; Spiegelberg, A. Z. xliii. 84) and
once alone (Spiegelberg, Demot. Pap.Mus. Roy. du Cinquantenaire,
no. 4, 1. 3). It seems to have survived chiefly in place-names. In this
collection, besides the present instance, we have in D 35 / m? t zl* '
the canal of the Scorpion', D 147^ m* u Hr-p-K(f) 'the canal of
Horus-the-bull '. From the context it seems usually, however, to
denote a tract of land named after the canal bounding it (?). ' The
crocodile ' has the feminine article and must refer to a crocodile-
goddess, cf. D 22, note 4. 4 lit. ' avert '. The meaning of this phrase
is probably ' I will be responsible for the payment of rent till the end
of year 9, if you do the work on the land*. 5 Phibis, son of
Psenmonthes, occurs on a number of these ostraca, including D 6
below, and as he is doubtless the same person in both, it is likely
that this is the ninth year of Augustus. OSTR. D 107 (PL XI).
RECEIPT FOR RENT. 1. [a.Jn P-hb s P-sr-Mnt 2. hn p hwe Hr-nht 3. p
yh tkm a 5r-f h-zz 4. t msh hr hsp ic.t tkm 5. 1 2 hr t t5.t e p yh rn-f
6. e-f sp 5p sh Nht-Mnt 7. s Hf-Hns n hsp lo.t 5bt-i §m ss 25 ' Phibis,
son of Psenmonthes, has paid from among the surplus of Ho-nekht 1
the land (under) oil crop which he worked2 on the Crocodile3 on
account of year 10, oil (artabas) 12 for the Jth share of the land
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36 II. DEMOTIC TEXTS named. It is received by reckoning

(?). Signed Nekhthmonthes, son of Khapokhonsis, in year 10,
Pachons 25.' 1 Cf. D 49, note i. 2 V-^here is evidently equivalent to
>r t wp.t in D 49. 3 = the place known as the ' Canal of the
Crocodile ' in D 49. This ostracon is much abbreviated and would be
unintelligible without D 49. Note the writing h-zz for hr-zz. OSTR. D
55 (PL IX). RECEIPT FOR A TAX(?). 1. E-f-cnh s Wm-p-mw (?) 2. p
nt z n Py-k s E-f-c[nh] 3. wn sttr 2.t p ms sp n [5p ?] 4. hn pe-k t'y
(?) n hsp 16 . . . ' Apynkhis, son of Wem-pmou (P),1 saith to Pikos,
son of Apynkhis : there are 2 staters (and) the interest received by
reckoning (?) for thy tax(?)2 of year 16 . . . .' 1 The name is
incomplete owing to the left-hand corner of the ostracon having
been broken away; but it can hardly be anything else. The tip of the
determinative of mw ' death ' remains. The name, which is new to
me, means ' Death has consumed ' and is parallel to Sy-p-mw (O-
ICTT/AOVS) * Death is sated ' (cf. Griffith, Cat. Rylands Pap. iii, p.
131, n. 7). The name P-sr-p-mw * the child of death ' occurs on an
ostracon (D 81) in this collection.. 2 This seems to be the same word
as in Brugsch, A. Z. xxix. 67-8, and Spiegelberg, Rec. trav. xxxi. 102
; cf. Id., Pap. Reinach^ pp. 181-2. It is written very like sm 'rent',
but the determinative is different. Here I think it is the silver
determinative. OSTR. D 56 (PL IX). RECEIPT FOR MONEY. 1 . Pa-Mnt
s Pa-p-zyt sme a 2. Pa-Zme s Py-k wn krkr 5 3. erme p . . . . sp n >p
hr P-'swr 4. s P-sr-'Np 5. sh n hsp 29 >bt-i pr ss 14
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RECEIPT FOR MONEY 37 ' Pamonthes, son of Papzoit,1

sends greeting to Pasemis, son of Pikos. There are 5 talents and the
. . . . 2 received by reckoning (?) for Pesuris, son of Psenenupis.
Written in year 39, Tybi day 14.' 1 lit. * he of the olive tree ', a name
I have not met elsewhere. 2 This word begins with w ; the gender
prevents it being wz.t ' interest ', It may be the same as the obscure
word in 1. 5 of D 61 (wbtl]. OSTR. D 22 (PI. II).
ACKNOWLEDGEMENT OF WHEAT-LOAN (?). 1. hsp 18 >bt-i sm ss 12
2. Pa-Mnt s P-sr-'Mn-'py p nt z 3. n P-si°Mn s My-hs wn nte-k 4. rtb
n sw 22^ a c-y nte-y 5. t sp-w a p qws n Mn-k-Rc (?) 6. s (?) Pa-Mnt
p srtyqws erme 7. ne-w hwe-w hr (?) wn n yh a-te-k n-y 8. hn p
gsrrP n t 9. msh.t n hsp 18 10. n htr 't mn * Year 18, Pachons day
12, Pamonthes, son of Psenamenophis, saith to Psenamounis, son of
Miusis, there are (belonging) to thee 1 22^ artabas of wheat in my
charge and I will cause them to be received at the \ovsmeasure of
Menkere(?),2 son(?) of Pamonthes, the strategus, together with
their interest (?) 3 according to (?) (the) list of fields which thou
gavest me in the " canal-land (?) of the Crocodile"4 in the year 18
compulsorily without delay.' 1 i.e. 'I owe thee', cf. Spiegelberg, Pap.
Reinach, p. 199. 2 For corn-measures known by the names of
individuals cf. Cat. Greek. Pap. Brit. Mus. ii, p. 257. The reading of
the name Menkere (only the final syllable is doubtful) I owe to Dr. F.
LI. Griffith. Nothing else is known of this strategus unless, as Dr.
Griffith suggests, he be the same as Menkere, the father of Hamsauf
(?), whose tomb-papyrus (' Book of the Dead ') we have in the
Rhind papyrus (ed. H. Brugsch, 1865). Menkere is there called
governor (hieratic wr, demotic *o * great one ') of Hermonthis, but
his father's name is not given, only that of his mother. His son was
born in the thirteenth year of Ptolemy Neos Dionysos,
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38 //. DEMOTIC TEXTS 69-8 B. c. ; and if the eighteenth

year of the ostracon be taken to refer to the same king (64-3 B. c.),
I should not be inclined to contradict it on palaeographical grounds,
though it could perhaps be earlier. 3 The meaning of hw is uncertain.
The word itself is very general, ' excess, addition/ It might mean
cost of carriage, or in connexion with the measurement (cf.
Spiegelberg, Pap. Reinach, 1/13, p. 176), but is more likely interest
on the loan (Spiegelberg, Pap. Strassb. no. 44/5, Pap. Berlin, no.
3103/7, Rec. trav. xxxi, p. 92, and Griffith, Cat. Rylands Pap. no. xxi,
1. n). 4 The word gsm? is obscure. It has the determinative of water,
and being written out alphabetically it suggests a foreign word. It
possibly might stand for xdo-fjia, though the transliteration of x ^7 8
^s unusual. But it may also be a demotic writing for a hieroglyphic
*-j— ( ^ ' side of a canal ' (for m* — J^, see D 49, note 3 above),
and be equivalent to Tre/otxw/xa ' land bounded by a dyke or canal
', Pap. Tebt. i, p. 80. The ' canal-land (?) of the Crocodile (fern.) ' is a
place-name, the crocodile being no doubt a local goddess ; with t-
msh.t, cf. Lake Timsah. See also D 175, note i, p. 54 infra. OSTR. D.
24 (PL II). ACKNOWLEDGEMENT OF RECEIPT OF WHEAT. 1 . Twt s
Se-ny p mr pr-st.t (?) 2. n pr 5Mn n s 2-n sme a n rt-w n 3. t sme.t
wn rtb n sw 35 a sw 1 7! a sw 35 cn 4. e-te s n-y Ns-Mn s P-a.te-
'Mn-nsw-tw Z-hr s Mnhs 5. n shn-w n p wh (?) >s n hsp 30 hn pe
>p 6. n s 2-n st sp n 'p 7. Sh hsp 30 ^bt-2 sm ss 2 'Totoes, son of
Shenai,1 the chief baker2 oi the Temple of Amon, of the second 3
phyle, greets the bailiffs of the stock-farm (?).4 There are5 35
artabas of wheat = 17! (artabas of) wheat = 35 (artabas of) wheat
again, which Zminis, son of Petamestous, and Teos, son of Menhes,6
the collectors 7 of " The Old Estate (?) ",8 gave to me for year 30 in
my account of the second phyle. They are received by reckoning (?).
Written in year 30, Payni day 2.' 1 The literal meaning of the name
as written is ' These have departed ', but what the mythological
reference is, I do not know. Perhaps the Greek transcription is o-
evat^s (Cat. Greek Pap. Brit. Mus. iii, p. 164 — a woman's name
there). 2 The same title is found in Pap. Dem. Berlin, 3116, col. 2, 1.
18, with the
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ACKNOWLEDGEMENT OF RECEIPT OF WHEAT 39 Greek

equivalent dpTo/c[o7ros] in Pap. Casati, vi, 1. i, and in Petrie,
Denderah, pi. XXVI. A 28, 29, lit. 'overseer of the fire-chamber ', i. e.
kitchen or bakery. The reading of this last may perhaps be e-st.t (?),
cf. Spiegelberg, Cat. Cairo Dem. Pap. no. 30801. 1 The numeral is
written with the old form of the ordinal numbers, cf. Griffith, Cat.
Rylands Pap. p. 417. In what sense Totoes belonged to the second
phyle is not clear, probably not as Chief Baker (cf. Otto, Priester u.
Tempel im Hellenistischen Aegypten, i. 283), but he may have been
priest as well, though it does not seem probable in so large an
institution as the Temple of Amon at Thebes. * This word occurs
again on two other ostraca in this collection (D 78, D 157) and Ostr.
Louvre 9083 (Revillout, Melanges, p. 92). Perhaps it is only a variant
of the word smyme.t which is found on an ostracon at Cairo (A. Z.
xxix. 70), and which Brugsch translates Gehoft ' farm-buildings ',
deriving it doubtless from which is found on the Pianchi stela with
the meaning ' stables ' n or ' stud-farm', cf. Brugsch, Wtb. 1390,
Suppl. 1186. 5 i. e. 'I have in my charge ', * I account for '. The
rent-collectors of the village which was on the estate of the Temple
(p. 32 supra) would ordinarily hand over the rents, which were paid
in kind, to the Temple-bailiffs ; but in this instance they handed
these 35 artabas direct to the Chief Baker for his use, and hence he
addresses this ostracon to the bailiffs. 6 These two officials are
named also on D 100 and the former of them on D 103 also. On D
100 the name Menhes is clearly written in its more familiar form
Menkhes. 7 Cf. Spiegelberg (A. Z. xlii. 57), who takes the shn to
have been 'finance officials ', perhaps taxation officials,
corresponding to the Xoycvrat who were the ordinary tax-collectors
of Ptolemaic times (Grenfell and Hunt, Fayum Towns, p. 323). Here
they are clearly collectors of rents or other dues belonging to the
Temple. 8 Cf. p. 32 supra, D 19 and notes 2, 3 ibid. OSTR. D 51 (PL
II). ACKNOWLEDGEMENT OF RECEIPT OF WHEAT. •%/ 1. Ssnq s Hr
2. s Ssnq n nt z n P-sr-Mnt (?) 3. s P-sr-'MrPpy wn rtb sw if n p qws
4. n 29 e-te-k s n-n hr P-a.te-'Mn (?) p mr sn Mnt 5. p hm-ntr 2-n hn
n sw a.te-f n-n n p hc Mnt 6. hsp 9 st sp n 'p sh n hsp 9 ^bt-i sm ss
26 4 Sheshonk son of Hor (?), [and X.] son of Sheshonk, say unto
Psenmonthes son of Psenamenophis : there are J ij artabas of wheat
by the
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4o //. DEMOTIC TEXTS 29-Xo£s measure 2 which thou hast

given to us on behalf of Petamounis (?), the chief priest3 of Montu
(and) second prophet, among the wheat which he gave us for the
festival of Montu 4 of the 9th year. They are received by reckoning
(?). Written in year 9, Pachons day 21.' 1 i. e. ' we have '. 2 The
artaba varied in size locally and hence was frequently defined. What
was the meaning of this particular measure, which occurs frequently,
is obscure. It is discussed in Griffith, Cat. Rylands Pap. iii, p. 397,
and references given there. 8 The mr-sn is represented in the
Canopus and Rosetta decrees by dpx^pevs, and etymologically by
the word Aeo-ows. He was administrator as well as chief priest of
the temple and was elected annually (Arch. f. Papyrusforschung, ii,
p. 122 ; cf. Griffith, u. s. p. 65, note 3). 4 There is, as far as I know,
no record of the date of the annual feast of Montu at Thebes. From
this it would appear that it was possibly in Pachons. OSTR. D 100
(PI. II). ACKNOWLEDGEMENT OF RECEIPT OF WHEAT. i. Se-ny s
Hns-p-hrt p gwt n pr Mnt nb 2 s tp p nt z n Ns-Mn s P-a.te-^Mn-
nsw-tw 3. Z-hr s Mnh n shn-w n p wh (?) 5s wn rtb 4. n sw 10 a sw
5 a sw 10 cn e.te-tn n-y hr 5. p fy pr Mnt nb . . . . s tp 6. st sp 5p 7.
sh n hsp 30 5bM sm ss 21 'Shenai, son of Khespokhrates, the gwt1
of the temple of Montu, lord of .... 2 (of) the first phyle saith to
Zminis, son of Petamestous, (and) Teos, son of Menkhes,3 the
collectors of " The Old Estate " : there are 10 artabas of wheat = 5
(artabas of) wheat = 10 (artabas of) wheat again, which you have
given me on account of the bread-rations4 (of) the temple of Montu,
lord of .... (for) the first phyle. They are received by reckoning (?).
Written year 30, Pachons day 21.' 1 Cf. Spiegelberg in A. Z. xxxvii.
36. The meaning is uncertain ; from similar hieroglyphic titles
Spiegelberg thought it might mean a workman, but in demotic
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ACKNOWLEDGEMENT OF RECEIPT OF WHEAT 41 at any

rate the title is always associated with a temple or a god. In his later
Cat. Demotic Papyri at Cairo (no. 3 1 080) Spiegelberg translates it '
to-Priester ', and as its holder is described as belonging to a phyle (D
103 below), he was probably a priest. 2 Montu is usually ' lord of
Wese (Karnak) ' or ' of Hermonthis ', or rarely ' of Totun ' (Cat. Dem.
Papyri Cairo, u. s.), but I cannot read any of these in the present
signs. 3 See D 24 and notes 6 and 7, p. 39, supra. For the 'Old
Estate', cf. D 19, note 2 (p. 32). 4 Cf. D 31, note 6, infra, p. 52.
OSTR. D 103 (PL II). ACKNOWLEDGEMENT OF RECEIPT OF WHEAT.
1. Se-ny s Hns-p-hrt p gwt n pr 2. Mnt s . . . . p nt z n Ns-Mn s P-
a.te-^Mn-nsw-tw 3. [p] shn n (?) t (?) my.t rs n hsp 30 wn rtb n sw
5^ ~ 4. [a sw] 2| | -— a rtb n sw 5! ~ cn e.te-k [n-y] 5. [hr p] fy n
pr Mnt nb . . . 6. sh hsp 30 5bt-4 pr (?)... ' Shenai, son of
Khespokhrates,1 the gwt of the temple of Montu, (of the) .... phyle 2
saith to Zminis, son of Petamestous,3 the collector of the Southern
Island 4 for year 30 : there are 5^ T^ artabas of wheat [= wheat
(artabas)] 2f J^ = 5iT^ artabas of wheat again, which thou hast
given [to me on account of the] bread-rations (?) 5 of the temple of
Montu, lord of .... Written in year 30, Pharmuthi (?)....' 1 Cf. D ioo,
supra, p. 40. 2 In D ioo Shenai is said to belong to the first phyle.
Here the reading looks like ' fifth phyle ', but the number is faint,
and I do not venture to insert it. It would be unprecedented to find a
man belonging to two phylae in succession (cf. Otto, Priester u.
Tempel, i. 31) except in the circumstances arising out of the
formation of the fifth phyle (Canopus decree), and the date does not
allow of that explanation here; but see P.SJB.A. xxxi. 219, where a
priest appears to belong to two phylae at once. A few months only
separate this ostracon and D ioo. 3 Cf. D 24. 4 Not referred to
elsewhere, I believe. 5 Cf. D 31, note 6, p. 52 infra. G
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42 //. DEMOTIC TEXTS OSTR. D 135 (PL V). ORDER TO

DELIVER WHEAT. 1. a.nw a p gy n t rtb n sw 2 2. Py-k s My a h p
tbhe nte-y 3. t.t-f (?) n-t.t-k SoOrjvai TTLKCDTL ras Svo apra/3(as) '
See a to the giving 2 of two artabas of wheat (to) Pikos, son of
Moui, according to the petition which I have received (?) from thee.
(Greek) 3 To be given to Pikos, the two artabas/ 1 The old form of
imperative retained in the Coptic 3 Vm^ actio dandi : so far only the
Bohairic form -xm^ seems to have occurred (Peyron). 3 Mr. Milne
has kindly read the Greek. There is room for the two missing letters
at the end, and possibly a trace of them exists. OSTR. D 12 (PL III).
LAND MEASUREMENT. 1 . hsp 1 1 .t ">bt-4 'h ss 20 n hy-w n P-twl
2. n P-si°Np s Py-k erme (?) pe-f 're nt hn 3. p yh cS-">hy mh-i n rs
* Year 1 1, Khoiak day 20, the measurements of Ptollis for (?)
Psenenupis,
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LAND MEASUREMENT 43 son of Pikos, and (?) his

companion, which are in the first field of Asychis on the South.1 =
total (?)2M (arura)3 its adjacent (?) 4 (piece) i ^4 = total (?)«
(arura) East (?)... i-TT §1 = total (?) £f (arura) its adjacent (?)
(piece) tl H = total (?) A (arura).' 1 This system of recording land
measurements has been explained by Kenyon in his Cat. Greek Pap.
Brit. Mus. ii, p. 129. The dimensions of the sides of each plot are
written round a line representing the plot. The unit of measurement
is the h.t= 100 cubits linear*, or should be, strictly speaking, as the
scribe employs the fractions of the arura here and in all the
instances I have met with, the arura having a set of symbols for its
fractions distinct from those for ordinary fractions, which should
properly be used for those of the h.t. Since the arura was i oo xi oo
cubits, or a square h.t, it comes to the same thing for practical
purposes, though it is logically indefensible, if he says \ (ar.) x-| (ar.)
= J arura, when he means -| (h.t) x \ (h.f) = J arura. It is only a
substitution of the symbols he is working with. The area is obtained
by multiplying together the means of the two opposite numbers.
When the two opposite sides of a plot have the same length, the
figure is written out once and a dot placed on the other side of the
line. Other examples of land measurement may be found in Cat.
Greek Pap. u. s. and Pap. Tebt. no. 87 (Greek), in Brugsch,
Thesaurus, iii-567 (hieroglyphic), Hall, Greek and Coptic Ostraca, p.
128 (Coptic), and in demotic, in this collection are several examples.
2 A symbol having a strong likeness to the fraction f (ar.) followed by
a dot comes in each case between the preposition a (' amounting to
') and the result. It must stand for ' total ' or * superficies '. 3 None
of the fractions are carried beyond the nearest -^. Strictly the first
result should be T%, i.e. TJg more than is set down. The second
result is overstated by TJ^, the third by T|^, and the fourth is
understated by -£$. On other ostraca the measurements are carried
down to ^ arura. 4 This is speculative : I cannot read it. * This h.t,
the linear measurement, must not be confused with the mh ty or
square cubit, a unit of surface. This ht is a different word altogether.
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44 //. DEMOTIC TEXTS 5 Against each of the first three

measurements some notes are recorded in the margin; but as I do
not feel at all sure of their reading, I give them under reserve here.
To the first: sp . . . . mh 5o(?) n ht 'remainder .... 50 square cubits',
and below it a st \ J ....'= -| arura', which I take to mean that 50
square cubits have for some reason or other been omitted from the
measurement and also f ar. of land unfit to be included owing to it
being desert, saltmarsh, &c., indicated by the word I cannot read. To
the second : sp a mh 80 (?) ' remainder So (?) cubits ' and . . . . st \
^ ' . . . . arura ^ '. To the third : sp . . . . mh 80 (?) ' remainder ....
80 (?) cubits '. OSTR. D 23 (PI. IV). ALLOTMENT (?) OF LAND. 1.
a.rh-w a P-sr-Mnt s P-hb st 3 a st i| a st 3 cn 2. sh uje which is
found followed by e in the same sense, e.g. Z. 419, qcooTit ^^p -
xenKcogT irrregen^ n^pcouje eneTejULTTOTroTWig CCWTJUL ' for
he knows that the fire of Gehenna will be meted out to those who
have refused to hearken'. The derivation of pu>uje is unknown and
may come from this special use of rh. (The
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ALLOTMENT OF LAND 45 other verb pcoiye 'to see to V

consider', js associated withr$ by Brugsch, Wtb. p.868, and by
Griffith, Cat. Ry lands Pap. iii. 367, but this word, whether it have the
same origin or not, has become differentiated in meaning.) Dr.
Griffith has kindly referred me to what is perhaps a similar use of the
word rh in earlier times, Beni-Hasan, i, p. 59, where Chnemhotep
relates how the king 'came .... and caused one city to know its
boundary with another city, establishing their landmarks as heaven,
reckoning their waters (r$ mw-sn) according to that which was' in
the writings ', &c., i. e. allotting their rights in the water for irrigation
purposes. Probably the sense is approximately the same here, and
these ostraca may refer to rectifications of boundaries of land
disturbed by the inundation. The amount of land is sometimes so
small as to exclude the idea that they can be allotments of kleroi or
of farms to royal georgoi. This ostracon is one of a considerable
group. Revillout has published four examples from the Louvre, nos.
8007, 9070, 9083, and 9152 (Melanges, pp. 108, 97, 92, 99), but I
cannot agree with many of his readings. There are sixteen examples
in this collection, and five others, unpublished, are known to me.
They usually state that so much land has been adjudged (?) to X.
This formula is expanded in Louvre 9083, 9152 to 'there has been
adjudged (?) to the (land-) measurements' (a n hy) of X, &c., and in
D 41 here we have 'there has been adjudged (?) for the
compensation of the measurements (n p >s n hy-w) of the year 23
of Caesar to X '. In Louvre 9070 we read ' There have been
adjudged (?) to X for the tillage (wp.t ivy
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46 II. DEMOTIC TEXTS OSTR. D i (PL IV). ALLOTMENT (?)

OF LAND. 1. a.rh-w 'Pwlnys s Th5m 2. rtb sw 10 (?) -J- Zme q st 3 a
st i| a st 3 cn 3. sh S-ws(r) s bt-2 pr 4. sh Hr-s-'S s Hns-te-f-nht a q
st 3 5. a st i| a st 3 cn n hsp 35 6. sh P-sr-Hr s P-sr-Hns a q st 3 a st
if a st 3 Mn->py s Hr-Thwt st 3 8. a st if st 3 cn a h p nt hry 'There
have been adjudged (?) (to) Apollonius, the son of Teham l 2 (in)
Jeme high-land 3 aruras = ij aruras = 3 aruras again. Written by
Senwosre, son of Ankh-Hapi, year 35 Mechir. (2nd hand) Written by
Harsiesis, son of Khons-tef-nekht, for high-land 3 aruras = i| ar. = 3
ar. again in the year 35. (3rd hand) Written by Psenuris, son of
Psenkhonsis, for high-land 3 aruras = i-| ar. = 3 ar. again. (4th hand)
Written by Psenamenophis, son of Harthotes, 3 aruras = i-|ar. ( = )
3 ar. again according to the above.' 1 The final letter of this name
may perhaps be n instead of m ; if so, it could represent ®eW. 2
The words rtb sw 10 (?) J, ' ioj (?) artabas of wheat ', look as though
they had been inserted later, probably after the ostracon was signed.
It may represent a rent reserved on the land allotted, but if so, it is a
very high one. Cf. D 44, note 2, p. 49 infra. 3 Cf. Spiegelberg, Pap.
Elephantine, p. 15, note ii. OSTR. D 25 (PI. IV). ALLOTMENT (?) OF
LAND. 1. arh-w a P-hr s Ns-ne-w-hmn-'w Zme 2. q st i|-J-£ a st \\-h-
h a st if * f6- sh S-ws(r) s
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