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![preFaCe xxi
5. Success in systems analysis and design requires not only skills in methodolo-
gies and techniques, but also project management skills for managing time,
resources, and risks. Thus, learning systems analysis and design requires a
thorough understanding of the process as well as the techniques and deliver-
ables of the profession.
Given these themes, this textbook emphasizes the following:
• A business, rather than a technology, perspective
• The role, responsibilities, and mind-set of the systems analyst as well as the sys-
tems project manager, rather than those of the programmer or business manager
• The methods and principles of systems development, rather than the specific
tools or tool-related skills of the field
DistinCtive feAtures
The following are some of the distinctive features of Modern Systems Analysis and
Design:
1. This book is organized in parallel to the Hoffer, Ramesh, and Topi database
text, Modern Database Management, Twelfth Edition (2016), which will facili-
tate consistency of frameworks, definitions, methods, examples, and nota-
tions to better support systems analysis and design and database courses
adopting both texts. Even with the strategic compatibilities between this text
and Modern Database Management, each of these books is designed to stand
alone as a market leader.
2. The grounding of systems development in the typical architecture for systems
in modern organizations, including database management and web-based
systems.
3. A clear linkage of all dimensions of systems description and modeling—pro-
cess, decision, and data modeling—into a comprehensive and compatible set
of systems analysis and design approaches. Such a broad coverage is necessary
so that students understand the advanced capabilities of the many systems de-
velopment methodologies and tools that are automatically generating a large
percentage of code from design specifications.
4. Extensive coverage of oral and written communication skills, including sys-
tems documentation, project management, team management, and a variety
of systems development and acquisition strategies (e.g., life cycle, prototyp-
ing, object orientation, Joint Application Development [JAD], systems reengi-
neering, and Agile Methodologies).
5. Consideration of standards for the methodologies of systems analysis and the
platforms on which systems are designed.
6. Discussion of systems development and implementation within the context
of change management, conversion strategies, and organizational factors in
systems acceptance.
7. Careful attention to human factors in systems design that emphasize usability
in both character-based and graphical user interface situations.
8. Visual development products are illustrated and the current limitations tech-
nologies are highlighted.
9. The text includes a separate chapter on systems maintenance. Given the type
of job many graduates first accept and the large installed base of systems, this
chapter covers an important and often neglected topic in systems analysis and
design texts.](https://image.slidesharecdn.com/4184-240816134501-ab49e204/85/978-0134204925-Modern-Systems-Analysis-and-Design-all-chapter-instant-download-19-320.jpg)
![bottle—a fault common with the wealthy in Persia—no vices such as
are usual in the Persians of towns.
We stayed with him four days; the first morning some fifty horses
were paraded for our inspection, for our host bred very fine animals,
and among other taxes had to find yearly three fine beasts fit for the
royal stables. As we sat at a window just raised from the ground, the
entire string were led or ridden past us; but as the clothing was on,
one could not see much of them.
This clothing consists of a perhan (shirt) of fine woollen blanketing,
which envelops the whole body of the animal, being crossed over the
chest, but all above the withers is bare. Over this is the jūl, or day
clothing; this the horse wears summer and winter, save during the
midday time in summer, when he is either naked or has only the
perhan on. The jūl is of the same shape as the perhan, but is of
coarser texture and lined with felt. Over the jūl is the nammad,[13] or
outer felt.
This is a sheet of felt half or three-quarters of an inch thick, and so
long that it can be drawn over the horse’s head and neck while the
quarters are still well covered, thus completely enveloping the animal
in a warm and waterproof covering, and enabling him to stand the
cold of winter in the draughty stables of the caravanserai, or even, as
is frequently required, to camp out. (During all the summer months in
Persia the horses sleep outside.)
This nammad is held in its place by a long strip of broad cotton
webbing, which is used as a surcingle, and usually, except at night,
the part of the nammad used to cover the neck is doubled down over
the animal’s body.
As the procession went by we gave free vent to our admiration; as
Pierson acknowledged, he had never seen such a collection of
horses. I, too, was surprised. Some dozen of the finer animals were
stripped, and as we admired each, the usual empty compliment of
“Peishkesh-i-shuma” (“A present to you”) was paid us.
The quail-shooting was good fun; we marched through the green
wheat in a row of some ten, horses and servants following, and the](https://image.slidesharecdn.com/4184-240816134501-ab49e204/85/978-0134204925-Modern-Systems-Analysis-and-Design-all-chapter-instant-download-34-320.jpg)
978-0134204925 Modern Systems Analysis and Design all chapter instant download
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- 3. Systems Analysis and Design (9th Edition) Kenneth E. Kendall https://ebookmass.com/product/systems-analysis-and-design-9th- edition-kenneth-e-kendall/ Modern Control: State-Space Analysis and Design Methods Arie Nakhmani https://ebookmass.com/product/modern-control-state-space- analysis-and-design-methods-arie-nakhmani/ (eBook PDF) Systems Analysis and Design 10th by Kenneth E. Kendall https://ebookmass.com/product/ebook-pdf-systems-analysis-and- design-10th-by-kenneth-e-kendall/ eTextbook 978-1285856872 C# Programming: From Problem Analysis to Program Design https://ebookmass.com/product/etextbook-978-1285856872-c- programming-from-problem-analysis-to-program-design/ Applied Power Quality: Analysis, Modelling, Design and Implementation of Power Quality Monitoring Systems Sarath Perera https://ebookmass.com/product/applied-power-quality-analysis- modelling-design-and-implementation-of-power-quality-monitoring- systems-sarath-perera/
- 5. vii Preface xix Part One Foundations For systems development An Overview Of PArt One 2 1 the Systems Development environment 3 Learning Objectives 3 Introduction 3 A Modern Approach to Systems Analysis and Design 5 Developing Information Systems and the Systems Development Life Cycle 6 A Specialized Systems Development Life Cycle 12 The Heart of the Systems Development Process 13 The Traditional Waterfall SDLC 15 Different Approaches to Improving Development 16 Case Tools 16 Agile Methodologies 17 eXtreme Programming 19 Object-Oriented Analysis and Design 20 Our Approach to Systems Development 22 Summary 23 Key Terms 23 Review Questions 24 Problems and Exercises 24 Field Exercises 25 References 25 2 the Origins of Software 26 Learning Objectives 26 Introduction 26 Systems Acquisition 26 Outsourcing 27 Sources of Software 28 Choosing Off-the-Shelf Software 34 Validating Purchased Software Information 37 Reuse 37 Summary 40 Key Terms 40 Contents
- 6. viii Contents Review Questions 41 Problems and Exercises 41 Field Exercises 41 References 41 BeC Case: the origins oF soFtware 43 Case Questions 43 3 Managing the Information Systems Project 44 Learning Objectives 44 Introduction 44 Pine Valley Furniture Company Background 44 Managing the Information Systems Project 46 Initiating a Project 50 Planning the Project 53 Executing the Project 58 Closing Down the Project 62 Representing and Scheduling Project Plans 63 Representing Project Plans 64 Calculating Expected Time Durations Using PERT 65 Constructing a Gantt Chart and Network Diagram at Pine Valley Furniture 66 Using Project Management Software 69 Establishing a Project Start Date 70 Entering Tasks and Assigning Task Relationships 70 Selecting a Scheduling Method to Review Project Reports 71 Summary 72 Key Terms 73 Review Questions 74 Problems and Exercises 74 Field Exercises 76 References 76 appendix: object-oriented analysis and design 78 Learning Objectives 78 Unique Characteristics of an OOSAD Project 78 Define the System as a Set of Components 78 Complete Hard Problems First 78 Using Iterations to Manage the Project 80 Don’t Plan Too Much Up Front 80 How Many and How Long Are Iterations? 81 Project Activity Focus Changes Over the Life of a Project 83 Summary 83 Review Question 83 Problems and Exercises 83 BeC Case: managing the inFormation systems 84 Case Questions 84
- 7. Contents ix Part twO planning An Overview Of PArt twO 86 4 Identifying and Selecting Systems Development Projects 87 Learning Objectives 87 Introduction 87 Identifying and Selecting Systems Development Projects 88 The Process of Identifying and Selecting IS Development Projects 89 Deliverables and Outcomes 93 Corporate and Information Systems Planning 94 Corporate Strategic Planning 95 Information Systems Planning 97 Electronic Commerce Applications: Identifying and Selecting Systems Development Projects 104 Internet Basics 104 Pine Valley Furniture WebStore 105 Summary 106 Key Terms 106 Review Questions 107 Problems and Exercises 107 Field Exercises 108 References 108 BeC Case: identiFying and seleCting systems development projeCts 110 Case Questions 110 5 Initiating and Planning Systems Development Projects 111 Learning Objectives 111 Introduction 111 Initiating and Planning Systems Development Projects 111 The Process of Initiating and Planning Is Development Projects 112 Deliverables and Outcomes 113 Assessing Project Feasibility 114 Assessing Economic Feasibility 115 Assessing Technical Feasibility 123 Assessing Other Feasibility Concerns 126 Building and Reviewing the Baseline Project Plan 127 Building the Baseline Project Plan 127 Reviewing the Baseline Project Plan 132 Electronic Commerce Applications: Initiating and Planning Systems Development Projects 137 Initiating and Planning Systems Development Projects for Pine Valley Furniture’s WebStore 137 Summary 139 Key Terms 139
- 8. x Contents Review Questions 140 Problems and Exercises 140 Field Exercises 141 References 141 BeC Case: initiating and planning systems development projeCts 143 Case Questions 143 Part three analysis An Overview Of PArt three 146 6 Determining System requirements 147 Learning Objectives 147 Introduction 147 Performing Requirements Determination 147 The Process of Determining Requirements 148 Deliverables and Outcomes 149 Traditional Methods for Determining Requirements 150 Interviewing and Listening 150 Interviewing Groups 154 Directly Observing Users 155 Analyzing Procedures and Other Documents 156 Contemporary Methods for Determining System Requirements 161 Joint Application Design 162 Using Prototyping During Requirements Determination 165 Radical Methods for Determining System Requirements 167 Identifying Processes to Reengineer 168 Disruptive Technologies 168 Requirements Determination Using Agile Methodologies 169 Continual User Involvement 169 Agile Usage-Centered Design 170 The Planning Game from eXtreme Programming 171 Electronic Commerce Applications: Determining System Requirements 173 Determining System Requirements for Pine Valley Furniture’s WebStore 173 Summary 176 Key Terms 176 Review Questions 177 Problems and Exercises 177 Field Exercises 178 References 179 BeC Case: determining system requirements 180 Case Questions 181
- 9. Contents xi 7 Structuring System Process requirements 182 Learning Objectives 182 Introduction 182 Process Modeling 182 Modeling a System’s Process for Structured Analysis 183 Deliverables and Outcomes 183 Data Flow Diagramming Mechanics 184 Definitions and Symbols 184 Developing DFDs: An Example 186 Data Flow Diagramming Rules 189 Decomposition of DFDs 190 Balancing DFDs 193 An Example DFD 195 Using Data Flow Diagramming in the Analysis Process 198 Guidelines for Drawing DFDs 198 Using DFDs as Analysis Tools 200 Using DFDs in Business Process Reengineering 201 Modeling Logic With Decision Tables 203 Electronic Commerce Application: Process Modeling Using Data Flow Diagrams 206 Process Modeling for Pine Valley Furniture’s WebStore 207 Summary 208 Key Terms 209 Review Questions 210 Problems and Exercises 210 Field Exercises 216 References 216 appendix 7a object-oriented analysis and design: use Cases 217 Learning Objectives 217 Introduction 217 Use Cases 217 What Is a Use Case? 217 Use Case Diagrams 218 Definitions and Symbols 219 Written Use Cases 222 Level 223 The Rest of the Template 223 Electronic Commerce Application: Process Modeling Using Use Cases 225 Writing Use Cases for Pine Valley Furniture’s Webstore 227 Summary 230 Key Terms 230 Review Questions 230 Problems and Exercises 230 Field Exercise 231 References 231 HOOSIER BURGER
- 10. xii Contents appendix 7B: object-oriented analysis and design: activity diagrams 232 Learning Objectives 232 Introduction 232 When to Use an Activity Diagram 235 Problems and Exercises 235 Reference 236 appendix 7C: object-oriented analysis and design 237 Learning Objectives 237 Introduction 237 Dynamic Modeling: Sequence Diagrams 237 Designing a Use Case with a Sequence Diagram 239 A Sequence Diagram for Hoosier Burger 242 Summary 244 Key Terms 244 Review Questions 244 Problems and Exercises 244 Field Exercise 245 References 245 appendix 7D: Business process modeling 246 Learning Objective 246 Introduction 246 Basic Notation 246 Business Process Example 250 Summary 251 Key Terms 251 Review Questions 251 Problems and Exercises 251 Field Exercises 252 References 252 BeC Case: struCturing system proCess requirements 253 Case Questions 254 8 Structuring System Data requirements 255 Learning Objectives 255 Introduction 255 Conceptual Data Modeling 256 The Conceptual Data Modeling Process 257 Deliverables and Outcomes 258 Gathering Information for Conceptual Data Modeling 259
- 11. Contents xiii Introduction to E-R Modeling 261 Entities 261 Attributes 263 Candidate Keys and Identifiers 264 Other Attribute Types 265 Relationships 266 Conceptual Data Modeling and the E-R Model 267 Degree of a Relationship 268 Cardinalities in Relationships 270 Naming and Defining Relationships 271 Associative Entities 272 Summary of Conceptual Data Modeling with E-R Diagrams 274 Representing Supertypes and Subtypes 274 Business Rules 275 Domains 276 Triggering Operations 278 Role of Packaged Conceptual Data Models: Database Patterns 279 Universal Data Models 279 Industry-Specific Data Models 279 Benefits of Database Patterns and Packaged Data Models 279 Electronic Commerce Application: Conceptual Data Modeling 280 Conceptual Data Modeling for Pine Valley Furniture’s WebStore 280 Summary 284 Key Terms 284 Review Questions 285 Problems and Exercises 286 Field Exercises 288 References 289 appendix: object-oriented analysis and design: object modelling—Class diagrams 290 Learning Objectives 290 Introduction 290 Representing Objects and Classes 290 Types of Operations 291 Representing Associations 292 Representing Associative Classes 294 Representing Stereotypes for Attributes 295 Representing Generalization 295 Representing Aggregation 298 An Example of Conceptual Data Modeling at Hoosier Burger 299 Summary 302 Key Terms 302
- 12. xiv Contents Review Questions 303 Problems and Exercises 303 References 304 BeC Case: struCturing system data requirements 305 Case Questions 306 Part FOur design An Overview Of PArt fOur 310 9 Designing Databases 311 Learning Objectives 311 Introduction 311 Database Design 311 The Process of Database Design 312 Deliverables and Outcomes 314 The Relational Database Model 317 Well-Structured Relations 317 Normalization 318 Rules of Normalization 319 Functional Dependence and Primary Keys 319 Second Normal Form 320 Third Normal Form 320 Transforming E-R Diagrams Into Relations 321 Represent Entities 322 Represent Relationships 322 Summary of Transforming E-R Diagrams to Relations 326 Merging Relations 326 An Example of Merging Relations 326 View Integration Problems 327 Logical Database Design for Hoosier Burger 328 Physical File and Database Design 331 Designing Fields 331 Choosing Data Types 332 Controlling Data Integrity 333 Designing Physical Tables 334 Arranging Table Rows 337 Designing Controls for Files 341 Physical Database Design for Hoosier Burger 342 Electronic Commerce Application: Designing Databases 343 Designing Databases for Pine Valley Furniture’s WebStore 344 Summary 346 Key Terms 347 Review Questions 348 Problems and Exercises 348 Field Exercises 349 HOOSIER BURGER HOOSIER BURGER
- 13. Contents xv References 350 BeC Case: designing dataBases 351 Case Questions 352 10 Designing Forms and reports 353 Learning Objectives 353 Introduction 353 Designing Forms and Reports 353 The Process of Designing Forms and Reports 355 Deliverables and Outcomes 356 Formatting Forms and Reports 360 General Formatting Guidelines 360 Highlighting Information 362 Color versus No Color 364 Displaying Text 365 Designing Tables and Lists 365 Paper versus Electronic Reports 369 Assessing Usability 371 Usability Success Factors 371 Measures of Usability 372 Electronic Commerce Applications: Designing Forms and Reports for Pine Valley Furniture’s Webstore 373 General Guidelines 373 Designing Forms and Reports at Pine Valley Furniture 373 Lightweight Graphics 374 Forms and Data Integrity Rules 374 Stylesheet-Based HTML 375 Summary 375 Key Terms 376 Review Questions 376 Problems and Exercises 377 Field Exercises 377 References 378 BeC Case: designing Forms and reports 379 Case Questions 379 11 Designing Interfaces and Dialogues 381 Learning Objectives 381 Introduction 381 Designing Interfaces and Dialogues 381 The Process of Designing Interfaces and Dialogues 381 Deliverables and Outcomes 382 Interaction Methods and Devices 382 Methods of Interacting 382 Hardware Options for System Interaction 390
- 14. xvi Contents Designing Interfaces 392 Designing Layouts 392 Structuring Data Entry 395 Controlling Data Input 397 Providing Feedback 398 Providing Help 400 Designing Dialogues 403 Designing the Dialogue Sequence 404 Building Prototypes and Assessing Usability 405 Designing Interfaces and Dialogues in Graphical Environments 407 Graphical Interface Design Issues 407 Dialogue Design Issues in a Graphical Environment 409 Electronic Commerce Application: Designing Interfaces and Dialogues for Pine Valley Furniture’s Webstore 409 General Guidelines 410 Designing Interfaces and Dialogues at Pine Valley Furniture 411 Menu-Driven Navigation with Cookie Crumbs 411 Summary 412 Key Terms 412 Review Questions 413 Problems and Exercises 413 Field Exercises 414 References 414 BeC Case: designing interFaCes and dialogues 415 Case Questions 416 12 Designing Distributed and Internet Systems 417 Learning Objectives 417 Introduction 417 Designing Distributed and Internet Systems 417 The Process of Designing Distributed and Internet Systems 417 Deliverables and Outcomes 418 Designing LAN and Client/Server Systems 419 Designing Systems for LANs 419 Designing Systems for a Client/Server Architecture 421 Cloud Computing 425 What Is Cloud Computing? 425 Managing the Cloud 429 Service-Oriented Architecture 432 Web Services 433 Designing Internet Systems 434 Internet Design Fundamentals 435 Site Consistency 436 Design Issues Related to Site Management 438
- 15. Contents xvii Electronic Commerce Application: Designing a Distributed Advertisement Server for Pine Valley Furniture’s Webstore 441 Advertising on Pine Valley Furniture’s WebStore 441 Designing the Advertising Component 442 Designing the Management Reporting Component 443 Summary 444 Key Terms 444 Review Questions 446 Problems and Exercises 446 Field Exercises 447 References 448 BeC Case: designing distriButed and internet systems 449 Case Questions 449 Part FIve implementation and maintenanCe An Overview Of PArt five 452 13 System Implementation 453 Learning Objectives 453 Introduction 453 System Implementation 454 Coding, Testing, and Installation Processes 455 Deliverables and Outcomes from Coding, Testing, and Installation 455 Deliverables and Outcomes from Documenting the System, Training Users, and Supporting Users 457 Software Application Testing 457 Seven Different Types of Tests 458 The Testing Process 461 Combining Coding and Testing 463 Acceptance Testing by Users 463 Installation 464 Direct Installation 464 Parallel Installation 465 Single-Location Installation 466 Phased Installation 466 Planning Installation 467 Documenting the System 468 User Documentation 468 Training and Supporting Users 470 Training Information Systems Users 470 Supporting Information Systems Users 471 Support Issues for the Analyst to Consider 473
- 16. xviii Contents Organizational Issues in Systems Implementation 474 Why Implementation Sometimes Fails 475 Security Issues 477 Electronic Commerce Application: System Implementation and Operation for Pine Valley Furniture’s Webstore 478 Developing Test Cases for the WebStore 478 Alpha and Beta Testing the WebStore 480 WebStore Installation 480 Project Closedown 481 Summary 481 Key Terms 482 Review Questions 483 Problems and Exercises 483 Field Exercises 484 References 484 BeC Case: system implementation 485 Case Questions 485 14 Maintaining Information Systems 486 Learning Objectives 486 Introduction 486 Maintaining Information Systems 486 The Process of Maintaining Information Systems 487 Deliverables and Outcomes 488 Conducting Systems Maintenance 489 Types of Maintenance 489 The Cost of Maintenance 490 Managing Maintenance 492 Role of Automated Development Tools in Maintenance 497 Website Maintenance 497 Electronic Commerce Application: Maintaining an Information System for Pine Valley Furniture’s Webstore 499 Maintaining Pine Valley Furniture’s WebStore 499 Cannot Find Server 499 Summary 500 Key Terms 501 Review Questions 502 Problems and Exercises 502 Field Exercises 502 References 503 glossary oF terms 504 glossary oF aCronyms 511 index 512
- 17. xix DesCriPtiOn Modern Systems Analysis and Design, Eighth Edition, covers the concepts, skills, meth- odologies, techniques, tools, and perspectives essential for systems analysts to suc- cessfully develop information systems. The primary target audience is upper-division undergraduates in a management information systems (MIS) or computer informa- tion systems curriculum; a secondary target audience is MIS majors in MBA and MS programs. Although not explicitly written for the junior college and professional development markets, this book can also be used by these programs. We have over 55 years of combined teaching experience in systems analysis and design and have used that experience to create this newest edition of Modern Systems Analysis and Design. We provide a clear presentation of the concepts, skills, and tech- niques that students need to become effective systems analysts who work with others to create information systems for businesses. We use the systems development life cycle (SDLC) model as an organizing tool throughout the book to provide students with a strong conceptual and systematic framework. The SDLC in this edition has five phases and a circular design. With this text, we assume that students have taken an introductory course on computer systems and have experience designing programs in at least one program- ming language. We review basic system principles for those students who have not been exposed to the material on which systems development methods are based. We also assume that students have a solid background in computing literacy and a gener- al understanding of the core elements of a business, including basic terms associated with the production, marketing, finance, and accounting functions. new tO the eighth eDitiOn The following features are new to the Eighth Edition: • New material. To keep up with the changing environment for systems develop- ment, Chapter 12 has undergone a complete and thorough revision. While cloud computing is introduced in Chapter 2, it is given extensive coverage in the revised Chapter 12. Service-oriented architecture has been reintroduced to the book in the version of Chapter 12. Other new material includes expan- sions of two of the appendices to Chapter 7. The appendices on activity dia- grams and on Business Process Management Notation now include additional text and figures. Throughout the book figures, tables, and related content have been updated and refreshed. • Updated content. Throughout the book, the content in each chapter has been updated where appropriate. We have expanded our coverage of multiple top- ics in Chapter 2. Examples of updates in other chapters include revising the information on the information services (IS)/information technology job market in Chapter 1. Another example is Chapter 13, where we have updated and extended the section on information systems security. All screenshots come from current versions of leading software products. We have also made a special effort to update our reference lists, purging out-of-date material and including current references. Preface
- 18. xx preFaCe • Dropped material. In our efforts to keep the book current and to streamline it, the coverage of some things was dropped from this edition. Chapter 1 no lon- ger includes Rapid Application Development. Chapter 12 no longer covers data warehouses or data marts. Chapter 13 no longer includes a section on Electronic Performance Support Systems. • Organization. We have retained the organization of the book first introduced in the Sixth Edition. We have 14 chapters and 6 appendices. The first appen- dix follows Chapter 1. Four appendices follow Chapter 7, including the new one on business process modeling. The sixth appendix follows Chapter 8. This streamlined organization worked well in the Sixth and Seventh Editions, so we decided to continue with it. • Approach to presentation of object-oriented material. We retain our approach to object-orientation (OO) from the last edition. Brief appendices related to the object-oriented approach continue to appear immediately after related chapters. The OO appendices appear as follows: Chapter 3 features a spe- cial OO section on IS project management. Chapter 7 now has three OO appendices: one on use cases; one on sequence diagrams; and one about activity diagrams. (The fourth appendix to Chapter 7 is about Business Process Management Notation, which is not part of UML, although it is governed by the Object Management Group (OMG).) Chapter 8 has a special section on object-oriented database design. The rationale for this organization is the same as in the past: to cleanly separate out structured and object-oriented approaches so that instructors not teaching OO can bypass it. On the other hand, instructors who want to expose their students to object-orientation can now do so with minimal effort devoted to finding the relevant OO material. • Updated illustrations of technology. Screen captures have been updated through- out the text to show examples using the latest versions of programming and Internet development environments (including the latest versions of.NET, Visio, and Microsoft Office) and user interface designs. Many references to websites are provided for students to stay current with technology trends that affect the analysis and design of information systems. themes of Modern Systems Analysis and Design 1. Systems development is firmly rooted in an organizational context. The suc- cessful systems analyst requires a broad understanding of organizations, orga- nizational culture, and organizational operations. 2. Systems development is a practical field. Coverage of current practices as well as accepted concepts and principles is essential in a textbook. 3. Systems development is a profession. Standards of practice, a sense of con- tinuing personal development, ethics, and a respect for and collaboration with the work of others are general themes in the textbook. 4. Systems development has significantly changed with the explosive growth in databases, data-driven systems architectures, rapid development, the Inter- net, and Agile Methodologies. Systems development and database manage- ment can be and should be taught in a highly coordinated fashion. The text is compatible with the Hoffer, Ramesh, and Topi database text, Modern Database Management, Eleventh Edition, also published by Pearson. The proper linking of these two textbooks is a strategic opportunity to meet the needs of the IS academic field.
- 19. preFaCe xxi 5. Success in systems analysis and design requires not only skills in methodolo- gies and techniques, but also project management skills for managing time, resources, and risks. Thus, learning systems analysis and design requires a thorough understanding of the process as well as the techniques and deliver- ables of the profession. Given these themes, this textbook emphasizes the following: • A business, rather than a technology, perspective • The role, responsibilities, and mind-set of the systems analyst as well as the sys- tems project manager, rather than those of the programmer or business manager • The methods and principles of systems development, rather than the specific tools or tool-related skills of the field DistinCtive feAtures The following are some of the distinctive features of Modern Systems Analysis and Design: 1. This book is organized in parallel to the Hoffer, Ramesh, and Topi database text, Modern Database Management, Twelfth Edition (2016), which will facili- tate consistency of frameworks, definitions, methods, examples, and nota- tions to better support systems analysis and design and database courses adopting both texts. Even with the strategic compatibilities between this text and Modern Database Management, each of these books is designed to stand alone as a market leader. 2. The grounding of systems development in the typical architecture for systems in modern organizations, including database management and web-based systems. 3. A clear linkage of all dimensions of systems description and modeling—pro- cess, decision, and data modeling—into a comprehensive and compatible set of systems analysis and design approaches. Such a broad coverage is necessary so that students understand the advanced capabilities of the many systems de- velopment methodologies and tools that are automatically generating a large percentage of code from design specifications. 4. Extensive coverage of oral and written communication skills, including sys- tems documentation, project management, team management, and a variety of systems development and acquisition strategies (e.g., life cycle, prototyp- ing, object orientation, Joint Application Development [JAD], systems reengi- neering, and Agile Methodologies). 5. Consideration of standards for the methodologies of systems analysis and the platforms on which systems are designed. 6. Discussion of systems development and implementation within the context of change management, conversion strategies, and organizational factors in systems acceptance. 7. Careful attention to human factors in systems design that emphasize usability in both character-based and graphical user interface situations. 8. Visual development products are illustrated and the current limitations tech- nologies are highlighted. 9. The text includes a separate chapter on systems maintenance. Given the type of job many graduates first accept and the large installed base of systems, this chapter covers an important and often neglected topic in systems analysis and design texts.
- 20. xxii preFaCe PeDAgOgiCAl feAtures The pedagogical features of Modern Systems Analysis and Design reinforce and apply the key content of the book. three illustrative fictional Cases The text features three fictional cases, described below. Pine Valley Furniture (PVF): In addition to demonstrating an electronic business- to-consumer shopping website, several other systems development activities from PVF are used to illustrate key points. PVF is introduced in Chapter 3 and revisited throughout the book. As key systems development life cycle concepts are presented, they are applied and illustrated with this descriptive case. For example, in Chapter 5 we explore how PVF plans a development project for a customer tracking system. A margin icon identifies the location of the case segments. Hoosier Burger (HB): This second illustrative case is introduced in Chapter 7 and revis- ited throughout the book. HB is a fictional fast-food restaurant in Bloomington, Indiana. We use this case to illustrate how analysts would develop and implement an automated food-ordering system. A margin icon identifies the location of the case segments. Petrie Electronics: This fictional retail electronics company is used as an extended project case at the end of 12 of the 14 chapters, beginning with Chapter 2. Designed to bring the chapter concepts to life, this case illustrates how a company initiates, plans, models, designs, and implements a customer loyalty system. Discussion ques- tions are included to promote critical thinking and class participation. Suggested solutions to the discussion questions are provided in the Instructor’s Manual. end-of-Chapter Material We developed an extensive selection of end-of-chapter materials that are designed to accommodate various learning and teaching styles. • Chapter Summary. Reviews the major topics of the chapter and previews the connection of the current chapter with future ones. • Key Terms. Designed as a self-test feature, students match each key term in the chapter with a definition. • Review Questions. Test students’ understanding of key concepts. • Problems and Exercises. Test students’ analytical skills and require them to apply key concepts. • Field Exercises. Give students the opportunity to explore the practice of sys- tems analysis and design in organizations. • Margin Term Definitions. Each key term and its definition appear in the mar- gin. Glossaries of terms and acronyms appear at the back of the book. • References. References are located at the end of each chapter. The total num- ber of references in this text amounts to over 100 books, journals, and web- sites that can provide students and faculty with additional coverage of topics. using this text As stated earlier, this book is intended for mainstream systems analysis and design courses. It may be used in a one-semester course on systems analysis and design or over two quarters (first in a systems analysis and then in a systems design course). Be- cause this book text parallels Modern Database Management, chapters from this book and from Modern Database Management can be used in various sequences suitable for your curriculum. The book will be adopted typically in business schools or depart- ments, not in computer science programs. Applied computer science or computer technology programs may also adopt the book. HOOSIER BURGER
- 21. preFaCe xxiii The typical faculty member who will find this book most interesting is someone who • has a practical, rather than technical or theoretical, orientation; • has an understanding of databases and the systems that use databases; and • uses practical projects and exercises in their courses. More specifically, academic programs that are trying to better relate their systems analysis and design and database courses as part of a comprehensive understanding of systems development will be especially attracted to this book. The outline of the book generally follows the systems development life cycle, which allows for a logical progression of topics; however, it emphasizes that various approaches (e.g., prototyping and iterative development) are also used, so what appears to be a logical progression often is a more cyclic process. Part One provides an overview of sys- tems development and previews the remainder of the book. Part One also introduces students to the many sources of software that they can draw on to build their systems and to manage projects. The remaining four parts provide thorough coverage of the five phases of a generic systems development life cycle, interspersing coverage of alternatives to the SDLC as appropriate. Some chapters may be skipped depending on the orienta- tion of the instructor or the students’ background. For example, Chapter 3 (Managing the Information Systems Project) can be skipped or quickly reviewed if students have completed a course on project management. Chapter 4 (Identifying and Selecting Sys- tems Development Projects) can be skipped if the instructor wants to emphasize systems development once projects are identified or if there are fewer than 15 weeks available for the course. Chapters 8 (Structuring System Data Requirements) and 9 (Designing Databases) can be skipped or quickly scanned (as a refresher) if students have already had a thorough coverage of these topics in a previous database or data structures course. The sections on object orientation in Chapters 3, 7, and 8 can be skipped if faculty wish to avoid object-oriented topics. Finally, Chapter 14 (Maintaining Information Systems) can be skipped if these topics are beyond the scope of your course. Because the material is presented within the flow of a systems development proj- ect, it is not recommended that you attempt to use the chapters out of sequence, with a few exceptions: Chapter 9 (Designing Databases) can be taught after Chapters 10 (Designing Forms and Reports) and 11 (Designing Inferfaces and Dialogues), but Chapters 10 and 11 should be taught in sequence. the suPPleMent PACkAge: www.PeArsOnhighereD.COM/hOffer A comprehensive and flexible technology support package is available to enhance the teaching and learning experience. All instructor supplements are available on the text website: www.pearsonhighered.com/hoffer. instructor resources At the Instructor Resource Center, www.pearsonhighered.com/irc, instructors can easily register to gain access to a variety of instructor resources available with this text in downloadable format. If assistance is needed, our dedicated technical support team is ready to help with the media supplements that accompany this text. Visit http://247.pearsoned.com for answers to frequently asked questions and toll-free user support phone numbers. The following supplements are available with this text: • Instructor’s Manual • Test Bank • TestGen® Computerized Test Bank • PowerPoint Presentation
- 22. xxiv preFaCe ACknOwleDgMents The authors have been blessed by considerable assistance from many people on all aspects of preparation of this text and its supplements. We are, of course, respon- sible for what eventually appears between the covers, but the insights, corrections, contributions, and prodding of others have greatly improved our manuscript. Over the years, dozens of people have reviewed the various editions of this textbook. Their contributions have stimulated us, frequently prompting us to include new topics and innovative pedagogy. We greatly appreciate the efforts of the many faculty and prac- ticing systems analysts who have reviewed this text. We extend a special note of thanks to Jeremy Alexander, who was instrumental in conceptualizing and writing the PVF WebStore feature that appears in Chapters 4 through 14. The addition of this feature has helped make those chapters more modern and innovative. We would also like to thank Jeff Jenkins, of Brigham Young University, for his help with the Visual Basic screenshots in the current edition. We also wish to thank Atish Sinha of the University of Wisconsin–Milwaukee for writing the original version of some of the object-oriented analysis and design ma- terial. Dr. Sinha, who has been teaching this topic for several years to both under- graduates and MBA students, executed a challenging assignment with creativity and cooperation. We are also indebted to our undergraduate and MBA students, who have given us many helpful comments as they worked with drafts of this text, and our thanks go to Fred McFadden (University of Colorado, Colorado Springs), Mary Prescott (Univer- sity of South Florida), Ramesh Venkataraman (Indiana University), and Heikki Topi (Bentley University) for their assistance in coordinating this text with its companion book, Modern Database Management, also by Pearson Education. Finally, we have been fortunate to work with a large number of creative and insightful people at Pearson, who have added much to the development, format, and production of this text. We have been thoroughly impressed with their com- mitment to this text and to the IS education market. These people include: Nicole Sam (Acquisitions Editor), Neeraj Bhalla (Senior Sponsoring Editor), Olivia Vignone (Editorial Assistant), Ilene Kahn (Project Manager). We would also like to thank George Jacobs and the crew at Integra Software Services, Inc. The writing of this text has involved thousands of hours of time from the authors and from all of the people listed previously. Although our names will be visibly associated with this book, we know that much of the credit goes to the individuals and organizations listed here for any success it might achieve. It is important for the reader to recognize all the individuals and organizations that have been committed to the preparation and production of this book. Joseph S. Valacich, Tucson, Arizona Joey F. George, Ames, Iowa
- 23. 1 Part One Foundations for Systems Development Chapter 1 The Systems Development Environment Chapter 2 The Origins of Software Chapter 3 Managing the Information Systems Project
- 24. 2 OVERVIEW You are beginning a journey that will enable you to build on every aspect of your education and experi- ence. Becoming a systems analyst is not a goal; it is a path to a rich and diverse career that will allow you to exercise and continue to develop a wide range of talents. We hope that this introductory part of the text helps open your mind to the opportunities of the systems analysis and design field and to the engaging nature of systems work. Chapter 1 shows you what systems analysis and design is all about and how it has evolved over the past several decades. As businesses and systems have become more sophisticated and more complex, there has been an increasing emphasis on speed in systems analysis and design. Systems development began as an art, but most businesspeople soon realized this was not a tena- ble long-term solution to developing systems to support business processes. Systems development became more structured and more like engineering, and managers stressed the importance of planning, project manage- ment, and documentation. Now we are witnessing a reaction against excesses in all three of these areas, and the focus has shifted to agile development. The evo- lution of systems analysis and design and the current focus on agility are explained in Chapter 1. It is also important, however, that you remember that systems analysis and design exists within a multifaceted orga- nizational context that involves other organizational members and external parties. Understanding systems development requires an understanding not only of each technique, tool, and method, but also of how these elements complement and support each other within an organizational setting. As you read this book, you’ll also discover that the systems analysis and design field is constantly adapting to new situations due to a strong commitment to con- stant improvement. Our goal in this book is to provide you with a mosaic of the skills needed to work effectively in any environment where you may find yourself, armed with the knowledge to determine the best practices for that situation and argue for them effectively. Chapter 2 presents an introduction to the many sources from which software and software components can be obtained. Back when systems analysis and design was an art, all systems were written from scratch by in- house experts. Businesses had little choice. Now there is little excuse for in-house development, so it becomes crucial that systems analysts understand the software industry and the many different sources of software. Chapter 2 provides an initial map of the software indus- try landscape and explains most of the many choices available to systems analysts. Chapter 3 addresses a fundamental characteristic of life as a systems analyst: working within the frame- work of projects with constrained resources. All systems- related work demands attention to deadlines, working within budgets, and coordinating the work of various people. The very nature of the systems development life cycle (SDLC) implies a systematic approach to a project, which is a group of related activities leading to a final deliverable. Projects must be planned, started, executed, and completed. The planned work of the project must be represented so that all interested parties can review and understand it. In your job as a systems analyst, you will have to work within the schedule and other project plans, and thus it is important to understand the man- agement process controlling your work. Finally, Part I introduces the Petrie Electronics case. The Petrie case helps demonstrate how what you learn in each chapter might fit into a practical organi- zational situation. The case begins after Chapter 2; the remaining book chapters through Chapter 13 each have an associated case installment. The first section intro- duces the company and its existing information systems. This introduction provides insights into Petrie, which will help you understand the company more completely when we look at the requirements and design for new systems in later case sections. Part One Foundations for Systems Development
- 25. 3 Information systems analysis and design is a complex, challenging, and stimulating organizational process that a team of business and systems professionals uses to develop and maintain computer-based information systems. Although advances in information technology continually give us new capabilities, the analysis and design of information systems is driven from an organi- zational perspective. An organization might consist of a whole enterprise, specific departments, or individual work groups. Organizations can respond to and antici- pate problems and opportunities through innovative use of information technology. Information systems analysis and design is therefore an organizational improvement process. Systems are built and rebuilt for organizational benefits. Benefits result from adding value during the process of creating, producing, and supporting the organization’s products and services. Thus the analy- sis and design of information systems is based on your understanding of the organization’s objectives, struc- ture, and processes, as well as your knowledge of how to exploit information technology for advantage. In the current business environment, the Internet, especially the World Wide Web, has been firmly inte- grated into an organization’s way of doing business. Although you are probably most familiar with marketing done on the web and web-based retailing sites, such as eBay or Amazon.com, the overwhelming majority of busi- ness use of the web is business-to-business applications. These applications run the gamut of everything busi- nesses do, including transmitting orders and payments to suppliers, fulfilling orders and collecting payments from customers, maintaining business relationships, and establishing electronic marketplaces where businesses can shop online for the best deals on resources they need for assembling their products and services. Although the Internet seems to pervade business these days, it is important to remember that many of the key aspects of business—offering a product or service for sale, collecting payment, paying employees, maintaining supplier and cli- ent relationships—have not changed. Understanding the business and how it functions is still the key to successful systems development, even in the fast-paced, technology- driven environment that organizations find themselves in today. Careers in information technology (IT) present a great opportunity for you to make a significant and visible impact on business. The demand for skilled informa- tion technology workers is growing. According to the US Bureau of Labor Statistics, the professional IT workforce will grow by more than 22 percent between 2010 and 2020 (Thibodeau, 2012). The fastest growth will come for software developers (32 percent) and database adminis- trators (31 percent). One particular aspect of the infor- mation technology industry, cloud computing, created almost 14 million technology and related jobs between 2012 and 2015 (McDougall, 2012). Annual revenues from 1.4 describe the Agile Methodologies and eXtreme Programming, and 1.5 explain object-oriented analysis and design and the Rational Unified Process (RUP). Learning Objectives After studying this chapter, you should be able to 1.1 define information systems analysis and design, 1.2 describe the information systems development life cycle (SDLC), 1.3 explain computer-aided software engineering (CASE) tools, The Systems Development Environment 1 Chapter Introduction
- 26. 4 Part I Foundations For systems development cloud computing will be over $1.1 trillion (USD) starting that year. And the growth will be global, with the number of cloud computing jobs in Brazil increasing by 186 percent, the number of jobs in China and India almost doubling, and growth in cloud-related jobs increasing by 66 percent in the United States. (See more about cloud computing in Chapter 2.) With the challenges and opportunities of dealing with rapid advances in technology, it is difficult to imagine a more exciting career choice than information technology, and systems analysis and design is a big part of the IT landscape. Furthermore, analyzing and designing information systems will give you the chance to understand organizations at a depth and breadth that might take many more years to accomplish in other careers. An important (but not the only) result of systems analysis and design is application software, software designed to support a specific organizational function or process, such as inventory management, payroll, or market analysis. In addition to application software, the total information system includes the hardware and systems software on which the application software runs, documentation and training materi- als, the specific job roles associated with the overall system, controls, and the people who use the software along with their work methods. Although we will address all of these various dimensions of the overall system, we will emphasize application soft- ware development—your primary responsibility as a systems analyst. In the early years of computing, analysis and design was considered an art. Now that the need for systems and software has become so great, people in industry and academia have developed work methods that make analysis and design a disciplined process. Our goal is to help you develop the knowledge and skills needed to under- stand and follow such software engineering processes. Central to software engineer- ing processes (and to this book) are various methodologies, techniques, and tools that have been developed, tested, and widely used over the years to assist people like you during systems analysis and design. Methodologies are comprehensive, multiple-step approaches to systems devel- opment that will guide your work and influence the quality of your final product— the information system. A methodology adopted by an organization will be consis- tent with its general management style (e.g., an organization’s orientation toward consensus management will influence its choice of systems development methodol- ogy). Most methodologies incorporate several development techniques. Techniques are particular processes that you, as an analyst, will follow to help ensure that your work is well thought out, complete, and comprehensible to others on your project team. Techniques provide support for a wide range of tasks, includ- ing conducting thorough interviews to determine what your system should do, plan- ning and managing the activities in a systems development project, diagramming the system’s logic, and designing the reports your system will generate. Tools are typically computer programs that make it easy to use and benefit from techniques and to faithfully follow the guidelines of the overall development methodology. To be effective, techniques and tools must both be consistent with an organization’s systems development methodology. Techniques and tools must make it easy for systems developers to conduct the steps called for in the methodology. These three elements—methodologies, techniques, and tools—work together to form an organizational approach to systems analysis and design (see Figure 1-1). Although many people in organizations are responsible for systems analysis and design, in most organizations the systems analyst has the primary responsibil- ity. When you begin your career in systems development, you will most likely begin as a systems analyst or as a programmer with some systems analysis responsibilities. The primary role of a systems analyst is to study the problems and needs of an orga- nization in order to determine how people, methods, and information technology can best be combined to bring about improvements in the organization. A systems analyst helps system users and other business managers define their requirements for new or enhanced information services. As such, a systems analyst is an agent of change and innovation. Information systems analysis and design The complex organizational process whereby computer-based information systems are developed and maintained. Application software Computer software designed to support organizational functions or processes. Systems analyst The organizational role most responsible for the analysis and design of information systems.
- 27. ChaPter 1 the systems development environment 5 In the rest of this chapter, we will examine the systems approach to analysis and design. You will learn how systems analysis and design has changed over the decades as computing has become more central to business. You will learn about the systems development life cycle, which provides the basic overall structure of the systems development process and of this book. This chapter ends with a discussion of some of the methodologies, techniques, and tools created to support the systems development process. A MoDErn ApproACh To SySTEMS AnAlySiS AnD DESign The analysis and design of computer-based information systems began in the 1950s. Since then, the development environment has changed dramatically, driven by organizational needs as well as by rapid changes in the technological capabilities of computers. In the 1950s, development focused on the processes the software performed. Because computer power was a critical resource, efficiency of process- ing became the main goal. Computers were large, expensive, and not very reliable. Emphasis was placed on automating existing processes, such as purchasing or paying, often within single departments. All applications had to be developed in machine language or assembly language, and they had to be developed from scratch because there was no software industry. Because computers were so expensive, computer memory was also at a premium, so system developers conserved as much memory as possible for data storage. The first procedural, or third-generation, computer programming languages did not become available until the beginning of the 1960s. Computers were still large and expensive, but the 1960s saw important breakthroughs in technology that enabled the development of smaller, faster, less expensive computers—minicomputers—and the beginnings of the software industry. Most organizations still developed their applications from scratch using their in-house development staff. Systems development was more an art than a science. This view of systems development began to change in the 1970s, however, as organizations started to realize how expensive it was to develop custom- ized information systems for every application. Systems development came to be more Methodologies Tools Techniques FIgure 1-1 An organizational approach to systems analysis and design is driven by methodologies, techniques, and tools Sources: Top: Mitarart/Fotolia; Left: Lev/Fotolia; Right: PaulPaladin/Fotolia
- 28. 6 Part I Foundations For systems development disciplined as many people worked to make it more like engineering. Early database management systems, using hierarchical and network models, helped bring discipline to the storage and retrieval of data. The development of database management systems helped shift the focus of systems development from processes first to data first. The 1980s were marked by major breakthroughs in computing in organizations, as microcomputers became key organizational tools. The software industry expanded greatly as more and more people began to write off-the-shelf software for microcom- puters. Developers began to write more and more applications in fourth-generation languages, which, unlike procedural languages, instructed a computer on what to do instead of how to do it. Computer-aided software engineering (CASE) tools were developed to make systems developers’ work easier and more consistent. As com- puters continued to get smaller, faster, and cheaper, and as the operating systems for computers moved away from line prompt interfaces to windows- and icon-based interfaces, organizations moved to applications with more graphics. Organizations developed less software in-house and bought relatively more from software vendors. The systems developer’s job went through a transition from builder to integrator. The systems development environment of the late 1990s focused on systems integration.Developersusedvisualprogrammingenvironments,suchasPowerBuilder or Visual Basic, to design the user interfaces for systems that run on client/server platforms. The database, which may be relational or object-oriented, and which may have been developed using software from firms such as Oracle, Microsoft, or Ingres, resided on the server. In many cases, the application logic resided on the same server. Alternatively, an organization may have decided to purchase its entire enterprise-wide system from companies such as SAP AG or Oracle. Enterprise-wide systems are large, complex systems that consist of a series of independent system modules. Developers assemble systems by choosing and implementing specific modules. Starting in the middle years of the 1990s, more and more systems development efforts focused on the Internet, especially the web. Today there is continued focus on developing systems for the Internet and for firms’ intranets and extranets. As happened with traditional systems, Internet developers now rely on computer-based tools to speed and simplify the development of web-based systems. Many CASE tools directly support web application develop- ment. More and more, systems implementation involves a three-tier design, with the database on one server, the application on a second server, and client logic located on user machines. Another important development is the move to wireless system components. Wireless devices can access web-based applications from almost any- where. Finally, the trend continues toward assembling systems from programs and components purchased off the shelf. In many cases, organizations do not develop the application in-house. They don’t even run the application in-house, choosing instead to use the application on a per-use basis by accessing it through the cloud. DEvEloping inForMATion SySTEMS AnD ThE SySTEMS DEvElopMEnT liFE CyClE Most organizations find it beneficial to use a standard set of steps, called a systems development methodology, to develop and support their information systems. Like many processes, the development of information systems often follows a life cycle. For example, a commercial product follows a life cycle in that it is created, tested, and introduced to the market. Its sales increase, peak, and decline. Finally, the product is removed from the market and replaced by something else. The systems development life cycle (SDLC) is a common methodology for systems development in many orga- nizations; it features several phases that mark the progress of the systems analysis and design effort. Every textbook author and information systems development organi- zation uses a slightly different life-cycle model, with anywhere from 3 to almost 20 identifiable phases. Systems development life cycle (SDLC) The traditional methodology used to develop, maintain, and replace information systems. Systems development methodology A standard process followed in an organization to conduct all the steps necessary to analyze, design, implement, and maintain information systems.
- 29. ChaPter 1 the systems development environment 7 The life cycle can be thought of as a circular process in which the end of the useful life of one system leads to the beginning of another project that will develop a new version or replace an existing system altogether (see Figure 1-2). At first glance, the life cycle appears to be a sequentially ordered set of phases, but it is not. The specific steps and their sequence are meant to be adapted as required for a project, consistent with management approaches. For example, in any given SDLC phase, the project can return to an earlier phase if necessary. Similarly, if a commer- cial product does not perform well just after its introduction, it may be temporarily removed from the market and improved before being reintroduced. In the SDLC, it is also possible to complete some activities in one phase in parallel with some activities of another phase. Sometimes the life cycle is iterative; that is, phases are repeated as required until an acceptable system is found. Some people consider the life cycle to be a spiral, in which we constantly cycle through the phases at different levels of detail (see Figure 1-3). However conceived, the systems development life cycle used in an organization is an orderly set of activities conducted and planned for each development project. The skills required of a systems analyst apply to all life-cycle models. Software is the most obvious end product of the life cycle; other essential outputs include documentation about the system and how it was devel- oped, as well as training for users. Every medium to large corporation and every custom software producer will have its own specific life cycle or systems development methodology in place Design Implementation Planning Maintenance Analysis FIgure 1-2 Systems development life cycle Design Implementation Planning Maintenance Go/No Go Axis Analysis FIgure 1-3 Evolutionary model
- 30. 8 Part I Foundations For systems development Disposition Operation and Maintenance Implementation Integration and Test Development Design Requirements Analysis Planning System Concept Development Initiation FIgure 1-4 U.S. Department of Justice’s systems development life cycle (Source: Diagram based on http://www. justice.gov/archive/jmd/irm/lifecycle/ch1. htm#para1.2) (see Figure 1-4). Even if a particular methodology does not look like a cycle, and Figure 1-4 does not, you will probably discover that many of the SDLC steps are performed and SDLC techniques and tools are used. Learning about systems anal- ysis and design from the life-cycle approach will serve you well no matter which systems development methodology you use. When you begin your first job, you will likely spend several weeks or months learning your organization’s SDLC and its associated methodologies, techniques, and tools. In order to make this book as general as possible, we follow a rather generic life-cycle model, as described in more detail in Figure 1-5. Notice that our model is circular. We use this SDLC as one example of a methodology but, more important, as a way to arrange the topics of systems analysis and design. Thus, what you learn in this book, you can apply to almost any life cycle you might follow. As we describe this SDLC throughout the book, you will see that each phase has specific outcomes and deliverables that feed important information to other phases. At the end of each phase, a systems development project reaches a milestone and, as deliverables are produced, they are often reviewed by parties outside the project team. In the rest of this section, we provide a brief overview of each SDLC phase. At the end of the section, we summarize this discussion in a table that lists the main deliverables or outputs from each SDLC phase. The first phase in the SDLC is planning. In this phase, someone identifies the need for a new or enhanced system. In larger organizations, this recognition may be part of a corporate and systems planning process. Information needs of the orga- nization as a whole are examined, and projects to meet these needs are proactively identified. The organization’s information system needs may result from requests to deal with problems in current procedures, from the desire to perform additional Planning The first phase of the SDLC in which an organization’s total information system needs are identified, analyzed, prioritized, and arranged. Top to bottom: haveseen/Shutterstock; Kruwt/Fotolia; Bedrin/Shutterstock; Pressmaster/Shutterstock; pilotl39/ Fotolia; Sozaijiten; Elnur/Fotolia; rtguest/Shutterstock; michaeljung/ Shutterstock; AleksaStudio/Shutterstock
- 31. ChaPter 1 the systems development environment 9 tasks, or from the realization that information technology could be used to capitalize on an existing opportunity. These needs can then be prioritized and translated into a plan for the information systems department, including a schedule for developing new major systems. In smaller organizations (as well as in large ones), determination of which systems to develop may be affected by ad hoc user requests submitted as the need for new or enhanced systems arises, as well as from a formalized informa- tion planning process. In either case, during project identification and selection, an organization determines whether resources should be devoted to the development or enhancement of each information system under consideration. The outcome of the project identification and selection process is a determination of which systems development projects should be undertaken by the organization, at least in terms of an initial study. Two additional major activities are also performed during the planning phase: the formal, yet still preliminary, investigation of the system problem or opportu- nity at hand and the presentation of reasons why the system should or should not be developed by the organization. A critical step at this point is determining the scope of the proposed system. The project leader and initial team of systems analysts also produce a specific plan for the proposed project the team will follow using the remaining SDLC steps. This baseline project plan customizes the standardized SDLC and specifies the time and resources needed for its execution. The formal definition of a project is based on the likelihood that the organization’s information systems department is able to develop a system that will solve the problem or exploit the opportunity and determine whether the costs of developing the system outweigh the benefits it could provide. The final presentation of the business case for proceeding with the subsequent project phases is usually made by the project leader and other team members to someone in management or to a special management committee with the job of deciding which projects the organization will undertake. The second phase in the SDLC is analysis. During this phase, the analyst thor- oughly studies the organization’s current procedures and the information systems used to perform organizational tasks. Analysis has two subphases. The first is require- ments determination. In this subphase, analysts work with users to determine what the users want from a proposed system. The requirements determination process usually involves a careful study of any current systems, manual and computerized, that might be replaced or enhanced as part of the project. In the second part of analysis, analysts study the requirements and structure them according to their Analysis The second phase of the SDLC in which system requirements are studied and structured. Design Implementation Chapters 9–12 Chapter 13 Planning Chapters 4–5 Maintenance Chapter 14 Analysis Chapters 6–8 FIgure 1-5 SDLC-based guide to this book
- 32. 10 Part I Foundations For systems development interrelationships and eliminate any redundancies. The output of the analysis phase is a description of (but not a detailed design for) the alternative solution recom- mended by the analysis team. Once the recommendation is accepted by those with funding authority, the analysts can begin to make plans to acquire any hardware and system software necessary to build or operate the system as proposed. The third phase in the SDLC is design. During design, analysts convert the description of the recommended alternative solution into logical and then physi- cal system specifications. The analysts must design all aspects of the system, from input and output screens to reports, databases, and computer processes. The analysts must then provide the physical specifics of the system they have designed, either as a model or as detailed documentation, to guide those who will build the new sys- tem. That part of the design process that is independent of any specific hardware or software platform is referred to as logical design. Theoretically, the system could be implemented on any hardware and systems software. The idea is to make sure that the system functions as intended. Logical design concentrates on the business aspects of the system and tends to be oriented to a high level of specificity. Once the overall high-level design of the system is worked out, the analysts begin turning logical specifications into physical ones. This process is referred to as physical design. As part of physical design, analysts design the various parts of the system to perform the physical operations necessary to facilitate data capture, processing, and information output. This can be done in many ways, from creating a working model of the system to be implemented to writing detailed specifica- tions describing all the different parts of the system and how they should be built. In many cases, the working model becomes the basis for the actual system to be used. During physical design, the analyst team must determine many of the physi- cal details necessary to build the final system, from the programming language the system will be written in, to the database system that will store the data, to the hardware platform on which the system will run. Often the choices of language, database, and platform are already decided by the organization or by the client, and at this point these information technologies must be taken into account in the physical design of the system. The final product of the design phase is the physical system specifications in a form ready to be turned over to programmers and other system builders for construction. Figure 1-6 illustrates the differences between logi- cal and physical design. The fourth phase in the SDLC is implementation. The physical system speci- fications, whether in the form of a detailed model or as detailed written specifi- cations, are turned over to programmers as the first part of the implementation phase. During implementation, analysts turn system specifications into a working system that is tested and then put into use. Implementation includes coding, test- ing, and installation. During coding, programmers write the programs that make up the system. Sometimes the code is generated by the same system used to build the detailed model of the system. During testing, programmers and analysts test individual programs and the entire system in order to find and correct errors. During installation, the new system becomes part of the daily activities of the orga- nization. Application software is installed, or loaded, on existing or new hardware, and users are introduced to the new system and trained. Testing and installation should be planned for as early as the project initiation and planning phase; both testing and installation require extensive analysis in order to develop exactly the right approach. Implementation activities also include initial user support such as the final- ization of documentation, training programs, and ongoing user assistance. Note that documentation and training programs are finalized during implementation; documentation is produced throughout the life cycle, and training (and educa- tion) occurs from the inception of a project. Implementation can continue for as long as the system exists, because ongoing user support is also part of implemen- tation. Despite the best efforts of analysts, managers, and programmers, however, Design The third phase of the SDLC in which the description of the recommended solution is converted into logical and then physical system specifications. Logical design The part of the design phase of the SDLC in which all functional features of the system chosen for development in analysis are described independently of any computer platform. Physical design The part of the design phase of the SDLC in which the logical specifications of the system from logical design are transformed into technology-specific details from which all programming and system construction can be accomplished. Implementation The fourth phase of the SDLC, in which the information system is coded, tested, installed, and supported in the organization.
- 33. Another random document with no related content on Scribd:
- 34. bottle—a fault common with the wealthy in Persia—no vices such as are usual in the Persians of towns. We stayed with him four days; the first morning some fifty horses were paraded for our inspection, for our host bred very fine animals, and among other taxes had to find yearly three fine beasts fit for the royal stables. As we sat at a window just raised from the ground, the entire string were led or ridden past us; but as the clothing was on, one could not see much of them. This clothing consists of a perhan (shirt) of fine woollen blanketing, which envelops the whole body of the animal, being crossed over the chest, but all above the withers is bare. Over this is the jūl, or day clothing; this the horse wears summer and winter, save during the midday time in summer, when he is either naked or has only the perhan on. The jūl is of the same shape as the perhan, but is of coarser texture and lined with felt. Over the jūl is the nammad,[13] or outer felt. This is a sheet of felt half or three-quarters of an inch thick, and so long that it can be drawn over the horse’s head and neck while the quarters are still well covered, thus completely enveloping the animal in a warm and waterproof covering, and enabling him to stand the cold of winter in the draughty stables of the caravanserai, or even, as is frequently required, to camp out. (During all the summer months in Persia the horses sleep outside.) This nammad is held in its place by a long strip of broad cotton webbing, which is used as a surcingle, and usually, except at night, the part of the nammad used to cover the neck is doubled down over the animal’s body. As the procession went by we gave free vent to our admiration; as Pierson acknowledged, he had never seen such a collection of horses. I, too, was surprised. Some dozen of the finer animals were stripped, and as we admired each, the usual empty compliment of “Peishkesh-i-shuma” (“A present to you”) was paid us. The quail-shooting was good fun; we marched through the green wheat in a row of some ten, horses and servants following, and the
- 35. birds got up in every direction, a very large bag being made, though probably as many more were lost in the high wheat. The peculiar cry of the bird resounded in every direction. Several princes were among the guests of Mahommed Houssein Khan, and he and his sons showed us and them the greatest kindness and attention. In the afternoon suddenly arrived Suleiman Mirza (literally Prince Solomon), a near relative of the king, who was returning from a pilgrimage to the burial-place of the saints at Kerbela, near Baghdad. This man was quite a Daniel Lambert, moving with difficulty, very old, but of a very merry disposition; a good deal of joking took place after his arrival. PERSIAN BAND. After an apparently interminable Persian dinner, which consisted of some hundred plats, among which may be favourably mentioned the pillaws of mutton or fowls, boiled and smothered in rice, in rice and orange-peel, in rice and lentils, in rice and haricots, in rice and
- 36. “schewed,” a herb somewhat resembling fennel; the fizinjans of fowls and boiled meats; also partridges boiled and served with the concentrated juice of the pomegranate and pounded walnuts; kabobs of lamb and antelope; a lamb roasted whole, stuffed with dates, pistachios, chestnuts, and raisins; salt fish from the Caspian; extract of soup with marrow floating in it; dolmas, or dumplings, made of minced meat and rice, highly flavoured and wrapped in vine leaves and fried; rissoles; wild asparagus boiled; new potatoes, handed round cold, and eaten with salt; while roast quails, partridges, and doves were served with lettuces, drenched with honey and vinegar. Each guest was supplied with a loaf of flat bread as a plate, and another for eating. We sat on the ground, some twenty in all, round a huge tablecloth of red leather, if I may use that expression, for a large sheet of leather laid on the ground. Suleiman Mirza, as the king’s relative, occupied the place of honour. On the other hand of our host sat Pierson, and I next him, while Abu Seif Mirza, as a prince, took his position by right on the other side of the great man, and was by him punctiliously addressed as prince, and generally treated as one. Huge china bowls of sherbet were placed down the centre of the sūfrah (tablecloth), and in each bowl was an elaborately-carved wooden spoon, which were used indiscriminately; these spoons held a gill, and were drunk from, no glasses being used. During the time the dinner was progressing little conversation took place, everybody being engaged in eating as much of as many dishes as possible. But a band of villagers played the santūr, a sort of harmonicon; the tūmbak, or small drum, played on with the tips of the fingers—there were two tūmbak players; the neh or flute, or, more properly speaking, reed; and the deyeereh, literally circle, a kind of large tambourine, played, like the tūmbak, with the tips of the fingers. As soon as every one had (literally) eaten his fill, Suleiman Mirza, the king’s relative, rose, and we all got up.
- 37. In lieu of grace each man said, “Alhamdillilah!” (“Thank God!”) and from politeness most of the guests eructated, showing that they were thoroughly satisfied. This ceremony is common through the East, and it is considered the height of rudeness to the host to abstain from it. Coffee was now handed round, and pipes were brought. A singer, too, commenced a ditty, which he shouted as do costermongers when crying their wares in England; he put his hand to the side of his mouth to increase the sound, his face became crimson with his efforts, the muscles and veins stood out in relief on his neck, and his eyes nearly started from their sockets. He frequently paused to take breath, and ceased amid loud applause. The singing and music were kept up till a late hour. Politeness prevented our retiring, but we longed for rest; and on Pierson’s being tormented into a long disquisition on magic, he seized the opportunity to get away by stratagem. Telling the fat prince that, as he insisted on seeing the magic of the West, he would gratify him, he placed the old gentleman on a mattress, and putting four princes (he insisted on royal blood), standing each on one leg at the four corners, with a lighted lamp in each hand, he gravely assured them that we should retire and perform an incantation, while, if no one laughed or spoke, on our return the lights would burn blue. We got to bed, barricaded ourselves in our room, and tried to sleep. After some few minutes, loud shouts announced the discovery of the ruse, and a party arrived to bring us back, but too late, for we had retired. Next morning I was asked to see some of the ladies of the family. So little does this village khan observe the Mahommedan rule of veiling the women, that I was allowed to pass my whole morning in his anderūn. My host’s wife, a huge woman of five-and-forty in appearance, but in reality about thirty-five, was intent on household cares; she was making cucumber-jam. The cucumber having been cut into long slices the thickness of an inch, and the peel and seeds removed, had been soaked in lime-water some month; this was kept frequently changed, and the pieces of cucumber were now quite transparent. They were carefully put in a simmering stew-pan of strong syrup, which was placed over a wood fire, and, after cooking
- 38. for a quarter of an hour, the pieces of cucumber were carefully laid in an earthen jar, and the syrup poured over them, spices being added. I fancy that about a hundredweight of this preserve was made that morning. When cold the cucumber was quite crisp; the result satisfied our hostess, and she presented me with a seven-pound jar. Our host’s young son, a youth of seventeen, caused considerable commotion among the two or three negresses by his efforts to get his fingers into the cooling jam-pots; while his two sisters, nice- looking girls of fifteen and sixteen, tried to restrain his fancy for preserves in vain. We all laughed a great deal, and mother and daughters were full of fun, while the grinning negresses thoroughly enjoyed the noise and laughing. Not having seen a woman’s face for three months, these girls seemed to me perhaps better looking than they really were, but I confess returning to the outer regions of the berūni with regret; and Pierson envied my good fortune in having, as a medico, had a glimpse of Persian home-life which he could never hope for. Really the patient was, as it often is, a mere excuse for entertaining so strange a being as a Feringhi, and getting thus a good look at him. We went out twice after antelope, which we hunted with relays of dogs; but as we were not successful, there is little to tell. We returned to Hamadan, regretting the end of a very pleasant visit. On our arrival a grateful patient among the Armenians sent me eighty kerans (three pounds ten) in a little embroidered bag. As the woman could ill afford it, I told her that I would accept the bag as a keepsake, and returned the money. So unheard-of a proceeding astonished the Armenian community, and the priest, a wealthy old sinner, saw his way, as he thought, to a stroke of business. I had treated him, too, and he brought me a similar sum in a similar bag. Great was his disgust when I thanked him for the money and politely returned the bag, and he confided to my servant that, had he thought this would have been the result, he would never have paid a farthing. One day a villager brought us two large lizards, some three feet from snout to the tip of the tail, and we secured them for a couple of
- 39. kerans. They ran about the place for a week or two, interfering with no one, but did not get tame. The dogs chased them when they were not on the face or top of a wall, and they at first used to bolt; but after a time they stood still, allowed the dog to get within range, and then —thwack—the tail was brought down with tremendous force, and the dog retired howling. After a day or two no dog would go near the lizards. They were uninteresting as pets, and as Pierson once got a severe blow on the shin from one he stumbled over in the dark, we sent them away. They were huge beasts, of a yellow-ochre colour, and lived on flies and chopped meat; they were never seen to drink. I purchased about this time a talking lark: he seemed the ordinary lark such as we see in England; “torgah” is the Persian name. The bird never sang, but said very plainly, “Bebe, Bebe Tūtee,” which is equivalent to “Pretty Polly”—being really “Lady, lady parrot;” he varied occasionally by “Bebe jahn” (“Dear lady”). The articulation was extremely clear. There are many talking larks in Persia. The bazaar or shopkeeper class are fond of keeping larks, goldfinches, and parrots, in cages over their shops. Sitting, too, on our roof, we could see the pigeon-flying or kafteh- bazi. A pigeon-fancier in Persia is looked upon as a lūti (blackguard), as his amusement takes him on the roofs of others, and is supposed to lead to impropriety; it being considered the height of indecency to look into another’s courtyard. The pigeons kept are the carrier, which are very rare; the tumbler, or mallagh (mallagh, a summersault), and the fantail, or ba-ba-koo. The name exactly represents the call of the fantail. It was this bird which was supposed to bring the revelations to the prophet Mahommed, and consequently keeping a fantail or two is not looked on as discreditable. They are never killed. These fantails do not fly with the rest, keeping in the owner’s yard and on the roof. The yahoo is the other ordinary variety, and is only valued for its flesh, being bred, as we breed fowls, by the villagers. It has a feathered leg, and will not fly far from home. The pigeons are flown twice a day, in the early morning and evening, and it is a very pretty thing to watch.
- 40. The owner opens the door and out fly all the pigeons, perhaps thirty, commencing a circular flight, whose circles become larger and larger. The fancier watches them eagerly from his roof, and when he has given them a sufficient flight and there are none of his rival’s birds in view, he calls and agitates a rag affixed to a long pole. This is the signal for feeding, and the weaker birds generally return at once to their cupboard, the stronger continue their flight, but lessen the diameter of the circle, and one by one return, the best birds coming back last. As they come over the house they commence to “tumble” in the well-known manner, falling head over heels as if shot; some birds merely make one turn over, while others make twenty. It is a very curious and a very pretty sight. The birds are extremely tame, and settle on the person of the fancier. Hitherto there has been nothing more than a flight of pigeons, but in the afternoon, about an hour or two hours before sunset, the real excitement commences. Up goes a flight of some twenty pigeons, they commence to make circles; no sooner does their course extend over the house of a rival fancier than he starts his birds in a cloud, in the hope of inveigling an outlying bird or two into his own flock; then both owners call, whistle, and scream wildly, agitating their poles and flags. The rival flocks separate, but one bird has accompanied the more successful fancier’s flight. As it again passes over the house of the victimised one, he liberates two of his best birds; these are mixed with the rest, but ere they have completed half a circle they, with the lost one, rejoin their own flight. Their delighted owner now calls down his birds, and in a few moments envelops a pair of his rival’s in a crowd of his own. Then again commence the cries, the whistlings, the agitating flags, and the liberation of single or pairs or flights of birds. As one of Mr. A.’s birds is being convoyed towards B.’s roof with a pair of his, Mr. C. envelops the three in a cloud of pigeons, and the whole flock alight—C.’s flight in his own dovecot, and A.’s bird and B.’s pair, as timid strangers, on a neighbouring wall; A. and B. vainly screaming while their two flocks keep circling high in air. C., B., and A. simultaneously run over roofs and walls to get near the birds. But B.
- 41. and A. have a long way to travel, while happy C. is close by; he crouches double, and carrying in one hand a kind of landing-net, makes for the birds; in his bosom is a fantail pigeon, in his left hand some grain. Artful B. throws a stone and his two birds rise and fly home, and with a fancier’s delight he watches C.; but A. is too far off for this manœuvre, and hurries over roof after roof. Too late! C. has tossed his fantail down near A.’s bird, the fantail, struts about calling “Ba-ba-koo, ba-ba-koo!” The prize has his attention taken and stoops to peck the seed that C. has tossed over a low wall. As he does so C.’s landing-net is on him, the fantail flies lazily home, and C., shouting and brandishing his capture, makes the best of his way to the roof of his own premises. Then the flights begin again, rival fanciers from distant roofs liberate their flocks, flags are waved, and the drama, with endless variations, is repeated. Once a fancier always a fancier, they say. A. repairs to C.’s house to buy back his bird at six or more times its intrinsic value, for to leave a bird in the hands of a rival fancier might cost the man his whole flock on a subsequent occasion, the captured birds, of course, acting as the best of decoys. The favourite birds are ornamented with little rings or bracelets of silver, brass, or ivory, which are borne like bangles on the legs (the mallagh, or tumbler, has no feathers on the leg) and rattle when the bird walks; these bangles are not ransomed, but remain lawful prize. As the colours of the birds are very different, one soon recognises the individual birds of one’s neighbours’ collections, and the interest one feels in their successes and defeats is great. Our high roof, towering over most others, made us often sit and watch the pigeon- flying; and the circling birds as they whirred past us, flight after flight, against the blue, cloudless sky near sunset, was a sight worth seeing. The fanciers were many of them old men, and some actually lived on the ransom exacted from the owners of their captives. These pigeon-fanciers had a slang of their own, and each coloured bird had a distinctive name. So amused were we that I ordered my groom to buy a flight of pigeons and commence operations; but Syud Houssein, the British Agent, pointed out that it
- 42. would be infra dig. to engage in a practice that was considered incorrect. It is strange that sporting, or what is called sporting, generally leads, even in the East, to blackguardism. Card-playing, too, is only indulged in by the less reputable of the community; there is only one game, called Ahs an Ahs; it is played with twenty cards—four kings, four soldiers (or knaves), four queens (or ladies), four latifeh (or courtesans), and four ahs (or aces). This latter is shown generally by the arms of Persia, “the Lion and Sun.” The lion is represented couchant regardant, bearing a scimitar, while the sun (“kurshid,” or head of glory) is portrayed as a female face having rays of light around it; this is shown as rising over the lion’s quarters. There is only this one game of cards played with the gungifeh (or cards); they can hardly be called cards, as they are made of papier-maché an eighth of an inch thick, and elaborately painted. As much as ten tomans can be given for a good pack. European cards are getting generally used among the upper classes, who, under the name of bank or banco, have naturalised the game of lansquenet. But as Persians have an idea that all is fair at cards, like ladies at round games, they will cheat, and he who does so undetected is looked on as a good player (“komar-baz zereng,” clever gamester). Chess (“shahtrenj”) is much played by the higher classes, but in the Indian manner, the pawn having only one square to pass and not two at the first, as with us. Backgammon, too, is in great vogue; the dice, however, are thrown with the hand, which leads to great “cleverness,” an old hand throwing what he likes; but as the usual stakes are a dinner or a fat lamb, not much harm is done. The lower orders have a kind of draughts played on a board (marked somewhat similar to our Fox and Geese), and at each angle of which is placed a mor (seal), i. e. piece. This game is generally played on a brick or large tile, the board being chalked, the pieces stones; they are moved from angle to angle. I never could fathom how it is played, the rules being always different and seemingly arbitrary.
- 43. Another game is played on a wooden board or an embroidered cloth one; this is an ancient one called takht-i-pul. I have a very old embroidered cloth forming the board, the men being of carved ivory, given me by Mr. G⸺, of the Persian Telegraph Department, but I never could find two Persians who agreed as to the rules. Pitch-and- toss is constantly engaged in by the boys in the bazaar. Rounders (a bastard form of it) are played by the Ispahan boys, and they also play at a species of fives. Marbles are unknown, but I have seen the primitive game of “bonse,” which is played by our boys with “bonses” (large marbles), large pebbles being the substitutes for the bonses in Persia, as they are with street-boys here. Wrestling is in great favour; the gymnasia (Zūr Khana) are frequented by the youth and manhood of all ranks, who meet there on an equality. Wrestling bouts are common among the boys and youths on every village maidān. In each gymnasium (Zūr Khana, literally “house of force”) the professional “pehliwan,” or wrestlers, practise daily; and gymnastics, i. e. a course of attendance at a gymnasium, are often prescribed by the native doctor. Generally an experienced and retired pehliwan acts as “lanista,” and for a small fee prescribes a regular course of exercises. Dumb-bells are much used; also a heavy block of wood, shield-shape, some two feet by three, and three inches thick, with an aperture in the middle, in which is placed a handle. The gymnast lies on his back, and holding this in one hand makes extension from side to side; a huge bow of thick steel plates, with a chain representing the string, is bent and unbent frequently. But the great and most favourite implements are the clubs (what we call Indian clubs); these the professional athlete will use of great size and weight; and after going through the usual exercises will hurl them, together or alternately, to a great height, and unfailingly catch them. The wrestling is carried on, as a rule, good-temperedly; but when done by professionals for reward, awkward tricks are employed,
- 44. such as suddenly thrusting the fingers into the eye of the adversary, and others still more dangerous. As a preventive against these, the wrestler always wears knee breeches of stiff horsehide, some of which are beautifully embroidered with blue thread; all above the waist and below the knee being bare. A good deal of time is, as a rule, lost in taking hold and clappings of hands, and then generally the bout commences with one hand grasping the adversary’s, while the other clutches the body. The object is not a clean throw, but to make the knees of the opponent touch the ground, and consequently agility tells more than strength and size. The pairs are always made with regard to skill, size and weight being little considered. The gymnasia are merely darkened rooms (for coolness), with a sunken ring in the centre, where the wrestling takes place. The floor is nearly always of earth only, to render falls less severe. A Persian has no idea of the use of his fists. When a street-fight takes place, the combatants claw and slap at each other, and end by clutching each other’s “zūlf” (long love-locks, which most wear), or beards, or clothing. Then comes a sort of wrestle, when they are generally separated. Every great personage retains among his favoured servants a few pehliwans or wrestlers; and among the artisans many are wrestlers by profession, and follow at the same time a trade.
- 45. CHAPTER IX. KERMANSHAH. Leave for Kermanshah, marching—Detail of arrangements—Horse feeding— Peculiar way of bedding horses—Barley—Grape feeding—On grass— Nawalla—Colt, Anecdote of—Horses, Various breeds of—Turkomans— Karabagh—Ispahan cobs—Gulf Arabs—Arabs—Rise in price of horses— Road cooking—Kangawar temple—Double snipe—Tents—Kara-Su River— Susmanis—Sana—Besitūn—Sir H. Rawlinson—Agha Hassan—Istikhbal— Kermanshah—As we turn in another turns out—Armenians—Their reasons for apostatising—Presents of sweetmeats. On Pierson’s return to Hamadan, I gladly prepared to start with him for Kermanshah. My traps were not numerous—a folding-table, four chairs, a tressel bedstead, and two bullock-trunks, formed one load; and my bedding in a case, made of carpet, bound with leather, and surmounted by my head-man, another; my groom was perched on a third, sitting on the clothing of the two horses, and carrying their head and heel ropes and the stable spade, with which their bed of “pane” (dried horse-dung) is prepared at night, and the copper bucket for watering them. The cook, with all his batterie de cuisine, had the fourth, and Ramazan and the contents of the dispensary took two more. I think another was charged with bottled beer, and of course we each rode our horses. The stages were:— Farsakhs. Assadabad or Seydabad 7 Kangawar 5 Sana 6 Besitūn 4 Kermanshah 6 Or miles, 112; farsakhs, 28.
- 46. An hour’s riding took us clear of the vineyards of Hamadan, and we passed over grassy downs with patches of desert till we got to the commencement of the Seydabad Pass. This, though it would be looked on as a tremendous matter in England, is nothing difficult to get over when there is no snow, and an hour’s smart climb brought us to the top. The descent on the other side was much longer, and we made the seven farsakhs, about twenty-eight miles, in nine hours’ continuous marching. The road was very bad, being full of loose stones the whole of the way from the commencement of the ascent. We put up at the “chupper-khana;” as this was my first experience of marching, I may as well detail our arrangements. As soon as we had cleared the top of the pass, the servants pushed on with those loads that it was needful to unpack, while we came on slowly with the mules; the grooms, too, went on as smartly as possible; my fellow had my other horse led in a halter. As it got to nearly sunset (we had started very late, as is always the case in a first stage), we cantered gently in to the post-house. Our grooms were at the door ready to take our horses, and we found the dirty little mud room swept, carpeted, a fire lighted, and the entrance curtained with a tent door; the chairs and table had been put out, and the kalians got under weigh. Our servants had tea ready, and we were quite prepared to rest and be thankful. Our books and pipes had been put handy in our bedding, and were laid out for us. Half-an-hour after sunset the groom came to say he was going to feed the horses. We go into the yard, into which our room opens, and find Pierson’s stud of Gods on one side, my two on the other, each tethered by double head-ropes to a mud manger, which is constructed in the wall, and secured by heel-ropes of goats’ hair tied to pins of iron a foot long, firmly driven into the ground. The horses had been carefully dry-rubbed and clothed, the nammads, or felt coverings, drawn over their necks, for it was chilly, and the beds of “pane” laid for them.
- 47. The Persians use no straw for making beds for their horses, as it is too valuable; but they utilise the dung, which is carefully dried in the sun and then stored, as bedding; this is very dry, clean, and soft, and quite without smell. When thus dried, it is called “pane.” It is laid a foot deep all round the standing of the horse, and the edges carefully smoothed (as a gardener in England smooths his flower- beds) by the grooms. The horses, well aware that it is feeding-time, and having been watered some ten minutes before (they had been walked about for half-an-hour to cool them on arrival—a thing a Persian never omits), now commenced neighing, playfully biting and letting out at each other as far as their heel-ropes would permit. Pierson’s head-groom measured out in handfuls the allowance of barley for each beast, and it was poured into a nosebag filled with “kah,” or chaff, and then affixed to the animal’s head, that not a grain might be lost. When we had seen this done, and noticed that each horse fed well, we left, our place being taken by the head-servant, who stayed till the barley was eaten; for in those days we could not trust our grooms, who would always steal the barley if they could. Oats are not used in Persia, though there are many salt-marshes in the country where they would grow well. Barley is the only food for horses, the allowance being from seven to ten pounds of barley for the animal’s two feeds; generally seven pounds are not exceeded. (It must be remembered that the general run of animals is much smaller than that of English horses, fourteen hands being the usual height, and fifteen being an unusually large beast.) This allowance is divided into two feeds, five pounds at night and two in the morning. This, with as much as he chooses to consume of wheat or barley straw, broken in pieces two inches long (“kah”), is all the animal has from one end of the year to the other; no hay is given, but for a month the horse is put on an entire diet of young green barley-grass, of which he will eat two hundred and fifty pounds a day. Prior to being put on this diet, which is termed full grass, he has a larger and larger proportion administered with his chaff; this mixture is called “teleet.” The barley-grass is cut by the grooms, by tearing handfuls of it against a curved toothed sickle fixed upright in a piece of wood, and
- 48. is given from two to four inches long. As the horse is given “teleet,” his grain is diminished, and, when he is on full grass, stopped altogether; as he gets more and more grass, his teeth get blunt, and do not break the grain, and on leaving off grass his barley has to be soaked. A horse on grass cannot do any serious work, and the gentlest canter will put him in a lather. Of course it is very difficult to march a horse when on grass, and in Persia it can only be had in the spring; and unless he is going from a country where the season is early to one where it is late, the animal has to do without grass altogether, or even to march on “teleet”—a very dangerous thing, as he will often break down. The Persians are very fond of seeing their horses fat, particularly the townsmen, so that these latter will keep their beasts on entire grass for two months, and on “teleet” seven months in the year, giving clover, too, mixed with the “kah,” when they can get it. The result is an animal bursting with fat, very irritable and restive, but who can do no work. To old horses “nawallah,” or balls of dough made of barley flour and water, are given; the animals take to this, which is the usual camel food, and will look fat and work well when they have not a tooth in their heads. During the only grape season that I was in Hamadan, the fruit was so cheap that we put our horses on a diet of it for a week. Hasseens, or earthen pans of tile, were affixed to the wall in the mangers, and the horses grew extremely fat on a diet of grapes alone. Persian horses, like Persian women, age early; possibly they are ridden too young; the two-year-old is often put to hard work, and an animal of nine is an old horse. The young colt of two is termed a no zin, or newly fit for the saddle. On one occasion I had removed a tooth for the Zil-es-sultan, the Governor of Ispahan (the king’s eldest son). As it came out at once he was much pleased, and gave me an order on his master of horse for an “asp-i-no zin,” “a horse just ready for the saddle,” meaning a two-year-old.
- 49. I sent over the order, and to my disgust got back an eight-months- old colt. This, of course, was of comparatively little value. I did not like to complain, for “one must not look a gift-horse in the mouth,” and the master of horse was an acquaintance, and the prince’s maternal uncle. I had recourse to stratagem, being put on my mettle by ironical questions from my Persian friends, as to whether I had ridden my horse, etc. The prince was about to review the troops, and I sent a polite message to the master of the horse, asking the loan of a Persian saddle, for, said I, “I want to ride out on my new horse, and to thank the prince for his present.” This brought the master of the horse (“mir-achor,” or “lord of the manger”) to my house to call on his dear friend the English doctor. Pipes were smoked, tea drunk, and then I was asked why I wanted a Persian saddle. “You see, the prince’s present has been probably only used to a Persian saddle, having been just broken in, and I have none.” “But, dear doctor sahib, he is not fit to ride, he is eight months old.” “Oh, my friend, you, as the mir-achor, are far too good a servant of his Royal Highness to give me other than his order said, a horse fit for the saddle—the order said so, so he must be fit for the saddle. I ride him out to the review to-morrow, and shall thank the prince.” The mir-achor sighed, and with a half-wink said, “I see you don’t like the colt, I shall send you another; in fact, some to choose from.” “Many, many thanks, let them be good, or I shall surely ride out on the one I have; and in case I don’t take any of those you send, don’t forget the saddle.” The mir-achor left, and in an hour sent me over three full-grown but worthless brutes to choose from. I sent them back, telling his servants that I would send for the saddle their master would lend me. The grooms returned with a full-grown horse of considerable value, which I took, and returned the worthless eight-months-old colt.
- 50. I was duly felicitated on my action by my Persian friends, and was told that I had behaved in a very diplomatic way. The horses most in use in Persia are, in the north, the Turkoman, rarely seen south of Teheran, and despised in Fars—a tall, ungainly animal, sometimes over sixteen hands, with no barrel, heavy head, but great stride and endurance. These Turkomans, when one is on them, give the idea of riding on a gate, there is so little between the knees. They will get over, at a jog or loose canter, one hundred miles a day, and will keep it up for ten days. Their gallop is apparently slow, but, from the length of stride, they get over a great deal of ground. They are, however, not sure-footed, and quite useless on bad roads and hilly country, having a tendency to fall. I have never seen a Persian of condition ride a Turkoman horse himself, though many great personages keep several for show, on which they mount servants. In their own plains, and for the long expeditions for plunder (“chuppaos”) made by the Turkomans, they are doubtless invaluable; they are able to go without water for three days, and to subsist on the hardest and scantiest fare, and after the severe training they undergo previous to these expeditions, they will get over an amount of ground that no other breed could hope to cover. Their paces are rough and uncomfortable. They vary in price from kerans three hundred to kerans five thousand; the usual price is four hundred to six hundred for a good one. The mane is in some cases almost wanting, and what there is is generally removed by a knife, and the stubble burnt off by a hot iron, or by means of gunpowder or depilatory. This gives the breed an unearthly and incomplete appearance. The tail, too, is very slenderly provided with hair. The “Karabagh”—also used in the north and towards the Caspian; he is seldom seen south of Teheran—is a miniature edition of the English hunter: big-boned and clean-limbed, he stands fourteen and a half to sixteen hands; the latter is, however, an unusual size; he is generally evil-tempered, but is up to hard work, and always has a black mark running from the mane to the insertion of the tail; his mane is thick, so is his tail; his head is heavy. Many big horses are
- 51. produced in Teheran from the mixture of the Turkoman and Karabagh, but they are leggy, and retain the tendency of the Turkoman to fall on stony ground. They are called “Yamūt;” the price is two hundred and fifty to five hundred kerans. There is an underbred look about both species. Ispahan produces a peculiar kind of cob, with great weight-bearing powers, short-legged, big barrelled, never exceeding fourteen hands, often less. These animals are taught to amble, and are capable of carrying heavy men or heavier loads. The neck is generally very short and thick. Often very full of go, they are seldom fast, but have much bottom, are very hardy, and stand exposure and hard work. They have a clumsy appearance, enormous manes and tails, and often a good deal of long hair under the jaw; all have huge ears and coarse coats; the colour is generally grey; their appetites are enormous, and they eat more than larger horses. Price, from one hundred and twenty to four hundred kerans. This, I am convinced, is the natural horse of Persia. The horses of Shiraz, or “Gulf Arabs” as they are called in India, because they are shipped from the Persian Gulf for the Indian market, are the result of cross-breeding from big Persian mares by the smaller and better-bred Arab horse. They are practically the best horses in the country, quite free from vice, fast, and with most of the good points of the Arab, particularly the small head. In the good ones the forehead (brow) is always very convex, never flat. The ears are small and carried well. The tail is carried, as the Persians put it, like a flag, the tail-bone very short and straight. Among the natives, if the tail is carried at all on one side, and not well up, it considerably detracts from the animal’s value. They frequently dock the tail-bone, but the hair is never shortened. Grey is the usual colour; though there are many chestnuts and bays, I never saw a black. The barrel and chest are very large, and the body short and compact; they have magnificent shoulders, and are full of bottom. The better ones are not at all goose-rumped, which all other breeds in Persia, except Arabs, are, while the hoofs are large and healthy. These horses are always full of spirit, and willing, their faults being that they are a little delicate, and dainty feeders; they are very sure-footed, going at full
- 52. speed over the roughest ground or loose stones. They all pull, and, from the severe nature of the Persian bit, are hard-mouthed, till they have been ridden on the snaffle for some months. Many have a tendency to shy, but no other vices; they stand fourteen and a half to fifteen hands, and cost from five hundred to two thousand kerans. The real Arabs, which come from Baghdad and the frontier, in the Kermanshah Province, are too well known to need description, and are all that the heart could desire, save as to size. They stand thirteen three to fourteen two, seldom more, and cost from five hundred kerans up to anything. In the last fifteen years the price of horses has gone up from fifty to eighty per cent.; this is due to the steady drain for the Indian market, and also to the famine, when thousands were starved to death and thousands more killed and eaten, and to opium-growing in lieu of corn. When I first came to Persia a fair yabū, or pony, could be got for one hundred and twenty kerans; they cost now (1883) two hundred to two hundred and forty. Horses in proportion. But the Gulf Arabs are very cheap in Teheran, which is by far the best place to buy horses in. To return. We have smoked and chatted till eight o’clock, when our dinner is put on the table—soup, tinned fish, a leg of mutton, potatoes, a custard-pudding; these have been properly cooked, and are served hot. Save the eggs and the milk for the custard, we brought all these good things from Hamadan, and the cook deserves great credit, for his kitchen has been merely a corner of the post-house yard, his range three or four bricks, and he has roasted his leg of mutton in a saucepan, and sent it to table with delicious gravy; and thus we fare daily while on the road. Some men, even when marching, insist on a hot breakfast on the road itself, of three or four courses, but this is only needful when there are ladies. Dinner over, kalians and coffee are brought. Our beds are made one on each side of the fireplace, but not on the ground, for we have tressel bedsteads, and ten sees us fast asleep.
- 53. A fertile plain brings us, next morning’s stage, to Kangawar, a large and prosperous village. Here the climate grows warmer. It is a very well-watered district, and the people seem well-to-do. In fact, in Persia, wherever there is water there is prosperity. There is the ruin here of a temple said to have been erected to Diana; nothing seems to be known about it, and it is only memory that tells me that some authority gives it as a temple to Diana. However, the four stone columns, minus their capitals, are still standing; they are united by a mud wall, and form part of a villager’s house. In the swamp in front of the village we go out for snipe; Pierson gets three brace and one double snipe. I manage to get a teal, which I pot from behind some reeds, the snipe being as yet too much for me. I also shoot several snippets, but am disappointed when Pierson tells me to throw them away. I have one cooked in defiance—it is uneatable. We stop two days in Kangawar, and live in a tent. This is a very comfortable one, with double walls, the property of Government, made, so a label on it says, at the school at Jubbulpoor. It is constructed, so another label tells me, for two subalterns. It has a passage a yard wide between the walls, which keeps it cool in summer. We find it chilly at night, and as we have no stove we are unable to light a fire. The second day Pierson gets several double snipe, and I get very wet. On our next march we come upon the Kara-Su (black water) River, and see a valley teeming with bird-life—herons, ducks, geese, what appear to be black swans, cormorants, cranes of various colours, from the big white “leg-leg” with black wings, to small and graceful ones of pure white; mallards, teal, and widgeon. They unfortunately are on the other side of the river, which is unfordable here, in a swamp which extends for miles. As we near Sana we see a man and woman seated on a mound commanding the road, under a big green cotton umbrella, near a grove. The woman, gaily dressed, with her face painted and without any veil, her hair in long tails, strung with coins, importunately