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Analysis and Design in a Changing

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vi CONTENTS
Pa r t T W O Systems Analysis Activities

2 Investigating System Requirements 37
Overview 38
The RMO Consolidated Sales and Marketing System Project 39
Systems Analysis Activities 42
What Are Requirements? 45
Stakeholders 47
Information-Gathering Techniques 50
Models and Modeling 58
Documenting Workflows with Activity Diagrams 60
Chapter Summary 63
Key Terms 63
Review Questions 64
Problems and Exercises 64
Case Study 65
Running Case Studies 66
Further Resources 68
3 Identifying User Stories and Use Cases 69

Overview 70
User Stories and Use Cases 71
Use Cases and the User Goal Technique 73
Use Cases and Event Decomposition 74
Use Cases in the Ridgeline Mountain
Outfitters Case 80
Chapter Summary 87
Key Terms 88
Review Questions 88
Case Study 90
4 Domain Modeling 93
Overview 94
“Things” in the Problem Domain 94
The Entity-Relationship Diagram 100
The Domain Model Class Diagram 103
The State Machine Diagram—Identifying Object Behavior 114
Chapter Summary 122
Key Terms 123
Review Questions 123
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
CONTENTS vii

Case Study 126
5 Use Case Modeling 131

Overview 132
Use Case Descriptions 133
Activity Diagrams for Use Cases 137
The System Sequence Diagram—Identifying Inputs and Outputs 139
SSD Notation 140
Use Cases and CRUD 146
Integrating Requirements Models 148
Chapter Summary 149
Key Terms 149
Case Study 151
Online Chapter B The Traditional Approach to Requirements OL-19

Overview OL-20
Traditional and Object-Oriented Views of Activities and Use Cases OL-21
Data Flow Diagrams OL-21
Documentation of DFD Components OL-38
Locations and Communication through Networks OL-47
Chapter Summary OL-50
Key Terms OL-50
Review Questions OL-50
Problems and Exercises OL-51
Case Study OL-51
Further Resources OL-52
Pa r t T h r ee Essentials of Systems Design

6 Foundations for Systems Design 157
Overview 159
What Is Systems Design? 159
Design Activities 163
System Controls and Security 168
Chapter Summary 179
viii CONTENTS
Key Terms 180

Case Study 181
7 Defining the System Architecture 185

Overview 186
Anatomy of a Modern System 187
Architectural Concepts 195
Interoperability 201
Architectural Diagrams 201
Describing the Environment 203
Designing Application Components 208
Chapter Summary 213
Key Terms 213
Case Study 214
8 Designing the User Interface 217

Overview 218
Understanding the User Experience and
the User Interface 219
Fundamental Principles of User-Interface Design 223
Transitioning from Analysis to User-Interface Design 232
User-Interface Design 237
Designing Reports, Statements, and
Turnaround Documents 245
Chapter Summary 251
Key Terms 251
Case Study 253
9 Designing the Database 257

Overview 258
Databases and Database Management Systems 258
CONTENTS ix
Database Design and Administration 260

Relational Databases 263
Distributed Database Architectures 279
Protecting the Database 284
Chapter Summary 286
Key Terms 287
Case Study 289
Pa r t f o u r System Development and Project Management

10 Approaches to System Development 295
Overview 296
The System Development Life Cycle 297
Methodologies, Models, Tools, and Techniques 301
Agile Development 304
The Unified Process, Extreme Programming, and Scrum 307
Chapter Summary 319
Key Terms 319
Case Study 321
11 Project Planning and Project Management 325

Overview 326
Principles of Project Management 327
Activities of Core Process 1: Identify the Problem and Obtain Approval 335
Activities of Core Process 2: Plan and Monitor the Project 345
Chapter Summary 356
Key Terms 357
Case Study 360
x CONTENTS
Online Chapter C Project Management Techniques OL-53

Overview OL-54
Calculating Net Present Value, Payback Period, and Return on Investment OL-55
Understanding PERT/CPM Charts OL-58
Building the Project Schedule with Microsoft Project OL-62
Project Management Body of Knowledge (PMBOK) OL-70
Chapter Summary OL-77
Key Terms OL-77
Review Questions OL-78
Problems and Exercises OL-78
Case Study OL-81
Pa r t F I V E Advanced Design and Deployment Concepts

12 Object-Oriented Design: Fundamentals 365
Overview 366
Object-Oriented Design: Bridging from Analysis to Implementation 367
Steps of Object-Oriented Design 374
Design Classes and the Design Class Diagram 376
Designing with CRC Cards 382
Fundamental Principles for Good Design 388
Chapter Summary 393
Key Terms 393
Case Study 394
13 Object-Oriented Design: Use Case Realization 397

Overview 398
Object-Oriented Design with Interaction Diagrams 399
Use Case Realization with Communication Diagrams 401
Use Case Realization with Sequence Diagrams 408
Developing a Multilayer Design 417
Updating and Packaging the Design Classes 424
Design Patterns 427
Chapter Summary 434
Key Terms 434
CONTENTS xi
Case Study 440

14 Deploying the New System 443

Overview 444
Testing 446
Deployment Activities 454
Managing Implementation, Testing,
and Deployment 460
Putting It All Together—Rmo Revisited 471
Chapter Summary 474
Key Terms 474
Case Study 475
Index 479
features
Systems Analysis and Design in a Changing World, Seventh Edition, was written and
developed with instructor and student needs in mind. Here is just a sample of the unique
and exciting features that help bring the field of systems analysis and design to life.
The innovative text organization starts with a complete

beginning-to-end system development example, moves
immediately to systems analysis models and techniques, and
brief contents then moves to systems design concepts emphasizing system
architecture, user-interface design, and database design.
Analysis and much of design is covered in the first nine chap-
Pa r t O N E Introduction to System Development
1 From Beginning to End: An Overview of Systems
Analysis and Design 3
ters. Next, the text focuses on managing system development
Online Chapter A The Role of the Systems Analyst OL-1 projects, including project planning and project management,
Pa r t t W O Systems Analysis Activities
2 Investigating System Requirements 37
after the student has a chance to learn what is involved in
3
4
Identifying User Stories and Use Cases 69
Domain Modeling 93
system development. Finally, the text covers detailed object-
5
Online Chapter B
Use Case Modeling 131
The Traditional Approach to Requirements OL-19
oriented design techniques and deployment topics.
Pa r t t h r E E Essentials of Systems Design
6 Foundations for Systems Design 157
7 Defining the System Architecture 185
8 Designing the User Interface 217
9 Designing the Database 257
Pa r t f O u r System Development and Project Management

10
11
Approaches to System Development
Project Planning and Project Management 325
295
The text uses a completely updated integrated case study
of moderate complexity—Ridgeline Mountain Outfitters
Online Chapter C Project Management Techniques OL-53
Pa r t f I V E Advanced Design and Deployment Concepts

12 Object-Oriented Design: Fundamentals 365 (RMO)—to illustrate key concepts and techniques. In addi-
tion, a smaller RMO application—the Tradeshow System—is
13 Object-Oriented Design: Use Case Realization 397
14 Deploying the New System 443
iv
Index 479 used in Chapter 1 to introduce the entire system development
process.
17204_fm_ptg01_i-xxviii.indd 4 17/12/14 10:32 PM
10 PAR T 1 ■
Intr odu ctio
n to Sys tem
Dev elop men
t
13
Figure 1-6 and Des ign
RMO win s Ana lysi s
ter catalog of Sys tem
Ove rvie w
to End : An
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nt
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System Visi tem
System deshow Sys
Tradeshow RMO Tra
Figure 1-8 nt new
ume products,
Vision Doc rce for new
Description rmation sou oor clothing
and
Problem ortant info
ome an imp iders of outd tion
ws have bec ition to the
large prov ture informa
Trade sho ics. In add RMO to cap
new fabr It is imp ortant for nt to obtain
fashions,
and providers. also importa
are man y smaller is in prog ress. It is e.
fabrics, ther
e
trade sho
w purchas
rs while the that RM O plans to trad e
e sup plie ucts while at the
about thes ndise prod obtained
cific mercha ucts can be
about spe of the prod
information tographs tly facilitat
ed.
if quality pho pages is grea
Additionally, of onli ne product so field purchasing
the creation deploye d
show, then eloped and specific
em be dev pliers and
a new syst e about sup
ended that home offic
It is recomm dly with the able equipm
ent.
e more rapi loyed on port
communicat uld be dep
agents can system sho
rest . This
of inte
2016 WINTER
products
abilities rs)
System Cap able of: aler (supplie
turer/wholes
CATALOG
uld be cap the manufac

system sho tion about other key
2016 WINT The new ing informa ntatives and
ng and stor s represe
ER CATALO • Coll ecti
information
about sale
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Figure 1-7 • Coll ecti
RMO onli plier
home pag ne ordering for each sup )
e personnel products of products
tion about ading stoc
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ng informa
• Collecti (and/or uplo
products
pictures of without con
nection
• Taking
as a stand-alone smi tting data
ning ) and tran
• Functio i (Internet
ting via Wi-F transmitting
data
• Connec phone and
ting via tele
• Connec ide the follo
wing
em will prov
Business
Benefits ent of this new syst
deploym
ted that the e office,
It is anticipa es and hom
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s benefits to betw een trade sho ision s
ines order dec
bus munication purchase onnel,
e timely com speed of their key pers
• Increas quality and pliers and
roving the about sup
thereby imp information
and current with supplie
rs
thereby
n correct munication products,
• Maintai rapid com about new
litat ing and ima ges
thereby faci information
and rapid pages catching
• Maintai
n correct logs and Web e, thereby
ment of cata merchandis
the develop rs for new
facilitating hase orde
ing of purc availability
e the plac up product
• Expedit and speeding
e rapi dly
trends mor
customers t tea m
to go online the projec
abbreviate to make pur abi lities,
d versions. chases, so system cap
RMO pro Figure RMO con the list of
duces its ow 1-7 shows the RM tinues Based on
to offer a n line of out O online ord to produce and ma n system. tems:
complete door clothin ering hom il informatio sub sys
clothi ng sou range of clo e page. these two
rced from thing in its g and spo
rtswear. Ho identifies system
sourced thr other ven retail out wever, ation Sub informatio
n
ough vendor dors. Fur
thermore
lets, it also
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plier Inform system maintain
s. , most acc ation Sub l collect and people who work
for
ess ories sold
of
■ Pro
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■ Trade Sh are ation Sub the contac n about the
ows r Inf orm salers and e informatio lud ing de-
To keep its The Supplie ure rs or whole system will captur , inc
product line ma nuf act Sub ole sal ers
purchasin
g agents atte innovative and resp about the ormation urers or wh
Produc t Inf d by the ma nufact
nd appare ons
l and access ive to consumer dem them. The
duc ts offere hs.
ory trade
shows aro
and, RMO’s var iou s pro tions and photograp
crip
und the wo
rld tailed des
xii
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features
Figure 2-1 CHA PTE R
Proposed
The planned RMO application architecture provides for rich

application 2 ■ Inve stig
architecture atin g Sys tem Req
for RMO
(partial) uire men ts 41
Supply Cha
examples—a Web-based component, a wireless smartphone/

in Manage
Suppliers ment (SCM
)
Consolidate
Warehouse d Sales and
s Marketing
System
tablet application, and a client/server Windows-based com-

(CSMS)
Shipments
; ©Kurhan/
©L Barnwell/
Shipments
ponent. All RMO applications described are integrated and
rstock.com
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strategically planned. The Supply Chain Management System
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already exists, ready for integrating the Tradeshow System

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and the new Consolidated Sales and Marketing System.
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re purcha ce in each ebook and
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mendation
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Sales subsys systems:
catalog, pur
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s, and pay
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ns as search
m online. ing the onl
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is the system development project described in Chapter 2 and
used throughout the text for examples and explanations. It is
acc pper. The However,
of animated essories that go wit system it has
models wil h the purcha will provide specifi many
items and l be availab sed c sugges-
acc le to help the item. Images and
information essory packages wil videos
l look togeth customer see how
strategically important to RMO, and the company must inte-
to shoppers various
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ratings and about related purcha tem will also
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ssages to ask will permit shoppers ing. Finally
■ The
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and allowin
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their
tem will per particular merchand friends by
form all the ise
grate the new system with legacy systems and other planned
shipments
. In additio
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systems. There are four subsystems, and the requirements and

n, as part to trac k the status ks of ship
make com of order fulf of -
me
experience nts about particular illment, cus their orders and
. They ma merchand tomers can
attractiven y also ma ise and the rate and
ess of the ke sug ir overall
Web site and gestions directly
design models are shown in detail. UML diagrams are used
■ The sho
Customer
Acc the qua to RMO abo pping
tomer exp ount lity of the ut the
erience. Cu subsystem provides service the
y received.
tion. They stom serv
also can “lin ers can view and ma ices that enhance the
k up” with
friends wh
intain their
o are also
account info -
customers
cus
rma-
to share
throughout for examples and exercises.
17204_ch
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86 PAR T 2 ■
Sys tem s Ana
lysi s Act iviti
es
Figure 3-1
4 Use cases
involving s Des ign
the custom als of Sys tem
er service T 3 ■ Ess enti
representat
ive and store 240 PAR
sales repr
esentative
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s subsystem
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Learning ®
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xiii
217-256.in
08_rev03_
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features
The text describes both predictive and adaptive
approaches to the SDLC and recommends Agile,
iterative development for most projects. The SDLC
used in the text features a generic, condensed ver- ■ Design A CH AP TE R
c tivities 6 ■ Fo un
da tio ns fo r Sy
ste ms
sion of the Unified Process SDLC taught as an Agile Figure 6-
De sig n
163
3
shor t intr identif ie s the ac
approach that emphasizes iterations and core de- od tiv
instructio uc tion to each of ities of system s
de
n on the
specific co these desig n ac tiv sig n. Th is sect io
velopment processes. Core development processes later in th
Systems
e text. ncepts an iti
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r each de
n prov id
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de sig sign activ ation and
and iterations are emphasized over phases to reduce deployed
have been
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n involves
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specifyin
te ch nolo
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the confusion that ordinarily occurs when students n. ring syste
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n of all th pa rt of th
nment. So
me
ill work
much mor of the de ta ils m
when
in paralle e other pa e final so e detail is ay
are taught “phases” and then told to use iterations. compone
l. For exam
nts, softw ple, the
rts. Thus
database
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de
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r-
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Project planning and project management are em- gy
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ethods, an
of the de
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phasized throughout, and the book focuses more on major de
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sig
a networ tion component
k. W
decisions n decisions are m hen an iterative
s and ho
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w those stem func the
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are revisit ad
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LC is us
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Copyright 20163_2Cengage
93-324.ind
Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s).
d 300
ev0
04_ch10_rhas deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.
Editorial172review
features
Each chapter provides a
chapter outline, states
clear learning objectives,
g User St or ies and includes an opening
Identifyin es
case study.
and Use Cas

a p t e r three
ch
tives
g Objec
L e arnin chapter, you should be able to:
ing this
After read
and 132
user stories PA RT 2 ■
w hy identifying nctional Sy ste ms
Expla in
e ke y to defining fu An aly sis
Ac tiv iti es
is th
use cases
requireme
Write user
nt s
stories with
accept an ce Opening case
cri teria
ntifying ElEctron
s for ideEl ics Un
o technique ectronics limitEd
OutLine Describ e th e tw bu ys elec Unlimited is a : intEgra
chap terUse Cases
tronic eq warehou ting th
e ca se s se lls it us
nt ify to e uipment sing dist
rib E sUpp
us ue to ide
Ca reta ile rs fro m various utor that ly cha
goal te chniq na da . It has op th ro ug ho ut su ppliers an ve ry closely in
and th e us er les er th e Un d w
User Stories Apply , Housto at ions and ite d St at languages ith the new
chnique n, Ba w ar es ob
er Goal Te Minneapoto ltimore, ehouses an d and fram ject-orie
and the Us ca se s techniq ue lis . Its At lan ta, Ne in Lo s Ange W illiam is jus ew or ks.” nted programm
Us e Case s mpositionretailers, such ascustomers range frow York, Denver, an - t getti ing
co mp osition event deco “T his w
ay of thin ng warmed up.
Apply the
De electronic Ta m d
and Event s stores. rget, to medium large nationwid objects king ab
Use Cases
is very in
ntain ify us e cases Mostthlar e us e -sized in
de
e te nt teresting, out a system
th e Ridg eline Mou ide nt
and pusurpos r
ppelyfochain
ge retaile
rs have
pe ndent w
yo u le ar
ith the obje ”
ct-orient he adds. “It is als rms of
in te
in e notation
Use Cases Describe th
on proces s. Information
sing inter
moved
systems toward integrated
ne ed
ably first d in yo ur prog ra programming te consis-
o
Ca se learned m m in g
Outfitters dia gr am chains w
an
nal data;
ho
used to
be veloped to think cl as se s. chniques
case grac and
tor su
ated by
t su ppliers to w ever, toda fo cu sed screens
fo
ab out ob Yo u prob
s
am ne by pply chain be come pa y, th es on th e screen r th e je ct s w -
case diagr system. rt of a to e retail , such as user interface. Al hen you de -
Draw use
ed to co In ta down bo
supply ch mmunicate betw other words, th lly inte - xe butto
events th s, are objects. Ea ns, text boxes, controls
l the
subs ys te m ain m ore effic ee n co mpanies e sy stems at activate ch has its an d drop -
To maintain ien
t. to make “How its progra ow
tributor, its the analysts does this apply m functio n set of trigger
Electronic position as a le asks. to our sit ns.”
link with s ad
its supplie Unlimited has to ing wholesale di “Y ou ju
uation?”
one of th
equipmen rs (the m convert its s- explains.” st ex te nd th at e
t) an sy
ing a com and its customer ufacturers of the stem to th
and empl You think of such ou ght proc es s,”
pl s (the reta electronic
technique etely new syst ilers). It is de problem
oy ee s as object th in gs as purcha W illi am
s to prov em that velop do s, to se
niques fa id uses ob - m ain objec o. or
cilitate sy e these links. O ject inter face ts to diffe We can call themders
predefin stem -to bject-orie -oriented analysis
objects,
such as rentiate the
ed -s nt them fro
developm components an ystem interface ed tech - ,w wind
methods e have to find ou ows and butto m user-
ent proc d object s by usin as t ns .
developm es s to acce g so ciated w all the trigg Du ring
ent staff s. Fortunately,32m le ra te the “A nd how ith ea ch bu er ev ents and
oriented members AM
any
de 12/14 10:
06/ha
ve experie of the system “You co do we do that?” siness object.”
niques an velopment and nce with build a be ntinue with yo anothe
d mod are ea ob tter unde ur fact-fi r analyst asks.
William Jo els to the system ger to apply the ject- says . “T rstandin nding ac
nes is ex de te he g tiv
ment to
th plaining velopmen
t project. -
ch w ith each w ay the prob le of each use case ities and
trained in e group of syst objec other in m do m ain ,” W illiam
this appr ems analy t-oriented develo identif y
th the use
case de ob je ct s intera ct
“We’re
de
oach. sts who
are bein
p- ties as th e initiating activ termines
ve e ity how you
69-092.ind
d 69 using ob lo
ject-orie ping m os t of ou
g is that yo messages betw . We refer to th
u ee os
17204_ch0
3_ptg01_0 complex
ity
nted prin
cip
r new sy
st just proc need to think in n objects. The e activi-
ity, makes of the new syst les,” he tells th em s by an objec
esses. So
metimes
terms of
objects
trick y pa
rt
em, along em. “T he
develop the object-orient t.
functions I will say, ‘I am a
, it helps instead
requirem ed approa with its interactiv an
m
purchase e to pretend I am
of
ents. Th
e object-o ch a natural way - to do?’ Af d services are
riented m to ter you ge other ob order object. Wha
odels tra and it is t the hang jec ts go t
ck en
ments un lightening to se of it, it w ing to ask me
fold as yo e orks ve
u develo how the system ry well,
p the dia re quire -
grams.”
■ Overvie
w
The mai
n object
st andi ng ive of de
us fin ing re
the system er s’ ne ed s, how qu irem
w ill be us the bu sin ents in system
Chapter ed to su es s proc developm
2, system ppor t th es se ent
requirem develope
rs os e bu sin s are ca rr ie d ou is under-
ents for use a set es s proc t, and ho
the syste a new sy of m odels to es se s. A s in w
m develo stem. Th di sc dicated
understa pment pr is activity is over and in
ocess. Th un
nd
findi ng ac ing requ ires the e first ste a key part of syste derstand the
tivities ar fact-fi nd p in the ms analys
ing sk ill proc is
must prec
ede unde
e also ca
lled di sc s you lear ess for developing in
ned in C
The mod rstand
els introdu ing.
over y ac
tiv ities, hapter 2. this
functiona and obvi Fa ct-
l require ced in ously, di
in users’ ments: th Chapters 3 and scover y
work. Us e use case 4 focus on
developm er stories s and the two prim
ent. Use ar problem ary aspe
cases are e sometimes used domain ct
classes in s of
identified in place volved
by using of use ca
the user ses with
goal tech Agile
17204_ch0
5_ptg01_1
nique an
d the xv
31-154.ind
d 132
06/12/14
12:32 PM
features
372 PART 5 ■ Advanced Design and Deployment Concepts
Figure 12-3 Analysis models to design models to programming models
Analysis Models Design Models Programming Models
Information about Problem domain

Design class diagram
Things class diagram
Object-oriented
program classes
Use case Communication with methods
descriptions diagrams
System sequence Sequence

Information about
diagrams diagrams
Process Flow and
Flow of Execution
Activity diagrams CRC cards
Margin definitions of key terms Figure 12-4 Student class example with domain class and design class
are placed in the text when a Domain diagram Student Design class diagram Student
term is first used. Each chapter Student Student
Elaborated
includes extensive figures and

studentID -studentID: integer {key}
name -name: string attributes
address -address: string
dateAdmitted -dateAdmitted: date
illustrations designed to clarify

lastSemesterCredits -lastSemesterCredits: number
lastSemesterGPA -lastSemesterGPA: number
totalCreditHours -totalCreditHours: number
totalGPA
and summarize key points and

-totalGPA: number
major -major: string
+createStudent (name, address, major): Student
to provide examples of UML

+createStudent (studentID): Student
+changeName (name)
+changeAddress (address)
+changeMajor (major) Method signatures
diagrams and other deliverables +getName ( ): string

+getAddress ( ): string
© Cengage Learning ®
+getMajor ( ): string
produced by an analyst.
+getCreditHours ( ): number
+updateCreditHours ( )
+findAboveHours (int hours): studentArray
72 PAR T 2 ■ 17204_ch12_rev03_363-396.indd 372 06/12/14 10:35 AM

Sys tem s Ana
lysi s Act ivit
ies
acceptance
criteria
be present features that
in the final must
be satisfied system for A final par
the user to nt
t of a user t Ma nag eme
features tha story is the and Pro jec
t
mentation. must be present for ac ceptanc Dev elo pm ent
the e criteria. T 4 ■ Sys tem
They focus 330 PAR
For examp on functio user to be satisfied These ind
icate the ject
le, the fol nality, not with the res pment pro
teller makin lowing are on features ulting imple tem develo
the or user-in ers in a sys
g a deposi
t”: acceptanc
e criteria terface des - Figure 11-
2 Stakehold Oversight
committee
1. Custo for the use ign.
mer lookup r story “b
2. It would must be by ank
nam
3. Any che be nice to display pho e or by account nu
ck hold req to and sig mber.
4. Curre nature of
nt balance uirements must be customer.
and new bal indicated. External
The progra ance must rs
mmer an be displayed stakeholde
tat ion s of .
the use r an alyst uses the accept Client
appropria d to ver ify ance criter
te level of the use r is ia to cla rify
the accept analysis. lookin g at the
anc
tract bet we e criteria are used
When the
user story the use r sto expec-
en for is im plemented ry at an
projec t. Fig the developers and testing. Some con and refine
ure 3-1 sho the users sider it mu d,
fir st user ws tw tha t lim its contro ch lik e a con-
sto o user sto
story is for ry is for the ba nk rie s ha nd
wr itten on
versy later
in the
a shipping tel ler exa index car
for RMO. clerk respo mple jus t ds. The
nsible for dis cus sed
shipping . The oth
the items er user
on a new nager
Figure 3-1 order Project ma
Two user
acceptanc stories wit
e criteria h User
User
User Story
As a teller, I wan
t to make a dep
osit to quickly serv
Acceptance Cri e more custom Internal staff
teria: ers. rs Technical
stakeholde Subcontrac
tor
1. Customer er
lookup must be er Team lead
2. Nice to disp by name or by Team lead
®
acco
Learning
lay photo and sign unt number.

3. Any check ature of custom
hold requirement er.
4. Current bala s must
© Cengage
nce and new bala be indicated.

nce must be disp
layed.
Member
Member
Member t
Member ortant par
Member tee is an imp with the
ht commit ng
and oversig s. Sim ila rly, worki
the client ctors is an
tion with ponsibilitie subcontra
Communica nager’s external res hnical staff, and any The project man-
jec t ma ernal tec bilities. ly.
of the pro mbers, int al responsi wing proper
User Story s, team me er’s intern ation is flo t.
team leader t of a project manag external communic a development projec
par
important ure that all internal
and olved in
As a shipping cler
ens ups of people inv
details are ava k, I want to ship an order ager must s gro
ilable. as accurately as 2 dep icts the variou
possible as soon Figure 11- ony is the level
Acceptance Cri as the order nt and Cerem on project management t. Level of
teria: Manageme
1. Available ord ■ Project a heavy im
pact
ed for a giv
en projec
entation gen i-
er-
er details must dim ens ion that has ceremony, requir of do cum
2. Portable disp pop up on the scre Another
, sometime
s called amou nt projec t’s dec
lay and scan dev en when availab asu re of the lity of the conducted
3. Sort the item ice would cut tim le. r of formality ceremony is a me ns, and the forma on es, are
rigo or tio all ter
s by
4. Indicate num bin location.
e in half. alit y or cer
emony the formality of specif ica ticula rly sm und the wa
Level of form meetings and producin
g
traceability . Some projec ts, par the ha llway or aro dels are
ber of items in al ated, the ses in detailed mo
available. stock for each item of holding form tation ing pro ces ngs occ ur tions, and on a
and docu men sion-mak ony. Me eti l specifica y together
5. Recommend mark backorder deta iled
low cerem on, forma work closel projects, usu-
ship for those not wit h ver y ent ati usu all y
6. Print out ship per based on weight, size , and itten docum velop ers and users tem. Other ng s
cooler. Wr . De elop the sys h ceremony. Me eti
ping label for sele location. mi nimum s and dev hig nd as,
cted shipper. kept to a requirement are exe cuted with ipa nts , age
to define cif ic pa rtic ented with an
daily basis re comple
x ones,
edu le, with spe do cum
ger , mo d sch ma lly
ally lar predef ine ns are for
held on a Specificatio
are often -th rough.
and follow
minutes,
xvi
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03_ptg01
_069-092
.indd 72
10:34 AM
06/12/14
06/12/14
10:32 AM
330
-362.indd
11_r ev03_325
Copyright 2016 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic
17204_ch rights, some third party content may be suppressed from the eBook and/or eChapter(s).
features
CHA PTE R
CHAPTER S 12 ■ Obj ect
-Or ien
ummary ted Des ign
: Fun dam ent
als 393
The ultim
ate responsi
write com bil
puter sof tw ity of system develo
lem . Th is are that sol pers is to
End-of-chapter material includes a

cha ves a busin is refined
develop the pter foc use s on ho ess and expand
solution sys w to con fig prob- developed ed
the det ail
s of the new tem —t hat is, ho ure and . One metho as the sequence dia
collabora grams are
bridge tha w to te is to use d of determining wh
detailed summary, an indexed list t puts busin sys tem . System design
(CRC) car cla ich objects
the progra
mmers can
ess requir s design is
ement s in the ds. For sim ss responsibility col
ter ma y be sufficient ple use cas laboration
becomes the use ms that to write cod es, a set of CRC car
solution sys to wr ite the sof tw cases, oth
of key terms, and ample review Using all tem. are that er intera e. For mo ds
re comple
architect ura the requirement s One reason ction diagrams are x use
l design , mo that we sug normally
the model objec t-orie dels as well as the of design
, rat gest a mo used.
s so progra that the fin her tha n jus t sta rti re formal
questions.
nted design
tiv e of ob mm
jec t-o rie nte ing can proceed. extend s al system ng to wr ite system
methods The objec tai nable. is much mo code is
wit hin ind d des ign is to det - De sig
systems. Som n as a rigorous
re robust
and ma in-
implement ividua l cla erm ine the e fundam act ivity bu
the sses ild s
case-driven, use cases. The pro that are needed to sidered as
a system is
ental princi
ples should bet ter
in that it is cess of des cal ide as developed be con-
Th e pro don ign is use- are ; spe cifically, tw
divided int ces s of ob jec t-o rie
e one use
case at a has low cou coupli ng and coh
esion . A goo o criti-
o two major nte d de sig time. classes has
pling bet we
en the cla d system
diagram (D areas: dev n can be high cohesi sses, and
CD) and eloping a is “protect on. Anoth each of the
use case via identi design cla ion from er importa
an interactio fying the methods ss par ts of the sys var iat ion s,” me nt principle
ally develo n diagram. for each tem should an ing tha
ped in tw Th e DC tig htly couple t some
based on
the doma
o steps. A
first-cut DC D is usu- less stable d to other be protec ted from
in model pa rts of the and not
class diagra D is created op er ent ail
and subjec
t to change system tha
m, but the s lea rni ng . Being a t are
n it good design and fol low good devel-
. ing the pri
nciple s of
KEy Term
S
Each chapter also includes a collection boundary
class-level
or view cla
ss
of problems and exercises that involve class-level

cohesion
attribute
method
data access
entity cla
ss
class
object res
ponsibility
additional research or problem solv-
indirectio
controller n persistent
class instantiatio class
coupling n protectio
method sig n from var
iations
ing, an end-of-chapter case study, four CRC (class
collabora
responsibili
tion) cards
ty
navigation
object-orie
nature
visibility
separatio
stereotyp
n of respo
e
nsibilities
running cases that create challenging

nted desig visibility
n
and integrated course assignments, RE viEw Qu

eSTionS
and a list of further resources. 1. Describe
in your ow
oriented pro
gram works
n words ho
w an objec
t-
2. What is . 7. What do
instantiatio we mean
3. List the n? by use-case-
models tha 8. Explain driven des
systems des t are used for ob in your ow ign?
ign. ject-oriente and why it n words wh
4. Explain d is importa at coupling
how doma 9. Explain nt. means
design cla in classes what cohesi
sses. are different important. on means
from and why it
5. What is 10. Comp is
150 PAR the dif are and con
T 2 ■ Sys tem diagram and ference between a cohesion. trast the ide
s Ana lysi s a sequence system seq as of coupli
Act ivit ies 6. In your diagram? uence ng and
own words 11. What
14. What object-orie , list is protectio
are two wa nted design the flow of steps for important n from var
in detailed iations, and
sequence ys to show . doing des why is it
diagram? repetition 12. What ign?
15. What on a is meant by
18. List the it importa objec
are the thr
ee types of primary ste Ac tiv itie s nt in detaile t responsibility, and
sequence
diagram? frames use 19. What ps for dev tem s An aly sis d design? why is
RT 2 ■ Sys
17204_ch
16. What d on a are the wo eloping an 12_rev03
_363 PA.indd
is the sym rds includ SSD. 15 4 -396
acronym? ed in the CR
393
cess:
bol for a tru ified Pro
a sequence UD
ces tional Un , 2005.
ResouR
e/false con 20. What
17. Expla
diagram? dition on is the purpo uc hte n, The Ra Addison-Wesley
FuRTheR
se of using Kr d ed.).
in what par
ameters of technique? the CRUD Philippe uction (3r tterns:
a message d Ivar An Introd L and Pa
are. 21. Identi
fy the mo augh, an plying UM riented Analysis
dels explain s Rumb nguage rman, Ap Object-O (3rd ed.). 06/12/14 10:36 AM
their relati ed in this och, Jame deling La Craig La uction to Process
Problem onship to
one anothe chapter and Grady Bo , The Unified Mo , 1999. An Introd
n and the
Un ified
s AND exer r. Jacobson . Addison-Wesley
ide and S. R. Willi
ams, and Desig ll, 2005. Superstruc
-
1. After rea
ding the fol
c ises CHAPTER 5 User Gu
■ Use
Doke, J.
W.tzinger,
Case ModelingSa151
tion Deve
lopment
Using Pren tic e Ha
nageme
nt Group,
UM L 2.0
lowing: lowing nar E. Reed riente d Applica 2002. Object Ma ification. 2004.
a. Develop
rative, do
the fol- 4. Develop an SSD based on the narrative and your Object-O approaches
interview. Determine the development Te chnolog
y,
ian Lyons, ture Spec
ur se Br
an
b. Complete activity diagram for the inform Java . Co us Penker, hn Wiley &
ati activity diagram for problem 1. that the company uses. Many companies ksso n, Magn
still it. Jo
a fully dev each scenar current and on to make sure the ns-Erik Ericombined L 2 Toolk
tion for eac eloped use io. the policy 5. pre
Develop
miumsanare SSD based on the narrative or your use traditional structured
Hatechniques Fado, UM
Qualit y Bu
h scenario. case descri
p- Th e customer is in for ce. activity diagram for problem 2. and David . In other
with some object-oriented development. Guide to
the
ild and giv es the ns , 20 04 d: A Brief .).
ing Supply vehicle ide Sostructured, whereas
customers
: contracto has two kin car to be add ntification number
make, mo
del, ayea
6. Locate company
r, in your area that develops
companies, some projects are
er, UM L Distille Language (3rd ed
ds of wl out what deling
Sales to eac
h are slightl
rs and the
general pub tion, and ed. Th e cle
(V IN )
software.of Consulting
the companies or companies Martin Fo
other projects are object oriented. Find
Ob jec t Mo
rk enters thi ardfor require-
A contracto y different
.
lic.
are valid.
the system
ensures tha s
withinf orm
a large
a- staff of information systems pro-
kinds of modeling the company Standdoes
es ley , 2004.
to the che r buys ma t ments specification. CompareAd dison
your -W with
findings
ckout desk ter ials by taking Ne xt, the the giv en
customer fessionals tend to be more rigorous in their
enters the for contra them of coverage
des ire selects the data the techniques taught in this chapter.
con ctors. The The clerk d and the typesto system development. Set up an
approach
The system tractor’s name into clerk enters the amount of
each.
displays the the system records it inf
tion, includ contracto . and valida ormation, and the sys
ing curren r’s inform against the tes the req tem
then opens t credit sta a- policy lim uested am
up a new nding. Th ount
tor. Next,
chased. Th
tick
the clerk sca et (sale) for the con rk
ns
e cle
trac-
age s hav e bee
total covera n entered, the system CASE STUDY
its. Af ter all the cov
er-
e system fin in each item to be ge against ensures the
and adds pu oth er cars on all oth er ranges,
the item to ds the price of the item r- must identi the policy. Finally, including
purchase, the ticket. fy all the the custom
the At the end age of tim drivers and TheEyesHaveIt.com er Book Exchange notice that the book has been shipped. After the seller re-
The system clerk indicates the of the e the the percen ceives notice that a listed book has been sold, the seller
the contra
compares end
the total am of the sale. to be added, y drive the car. If TheEyesHaveIt.com t- Book Exchange is a type of e-busi-
cto the n another use a new dri ver must notify the buyer via e-mail within 48 hours that the
ou
acceptable, r’s current credit lim nt against driver —is
inv oke casness
e— Adexchangeisthat does business entirely on the Internet. purchase is noted. Shipment of the order must be made
an electron
finalizes the
sale. The
it and, if it
is At the end d. d new
The company acts as a clearinghouse for buyers and sell- within 24 hours after the seller sends the notification e-
ic system cre of the pro
tractor’s cre ticket for the items, ate dates the
policy cess, the ers of used books.
dit and the con s amount, and , calculates a new
system up- mail. The seller sends a notification to the buyer and The-
the sale. Som limit is reduced by - prints the premi To offer
um
books for sale, a person must register with EyesHaveIt.com when the shipment is made.
e con tra cto the am ou to be ma upd ate
of their pu nt iled to the d policy sta
TheEyesHaveIt.com. The person must provide a current
rchases, so rs like to keep a rec of 3. Given the policy ow tement After receiving the notice of shipment, TheEyesHaveIt.
details be they reques ord following ner. physical address and telephone number as well as a cur- com maintains the order in a shipped status. At the end of
printed. Ot t that tick tions for the list of
printout. hers aren’t et rent e-mail address. The system then maintains an open
interested previous car classes and associa- each month, a check is mailed to each seller for the book
A sale to in a the precon insurance account for this person. Access to the system as a seller is orders that have remained in a shipped status for 30 days.
ditions and system, list
into the cas the general public is case Add
a new veh
postcondit through
ions for thea secure, authenticated portal. The 30-day waiting period exists to allow the buyer to no-
h register, simply ent icle to an usecan list books on the system through a special
printed as and a pap ered Classes in existing po A seller tify TheEyesHaveIt.com if the shipment doesn’t arrive for
the er ticket is the system
be made by items are identified inc lud e:
licy. form. The form asks for all the pertinent informa-
Internet some reason or if the book isn’t in the same condition as
cash, check, . Pay ■ Policy
must enter
the or credit car ment can ■ Insure
tion about the book: its category, its general condition, and advertised.
the cash reg type of payment to d. The cle dPerson the asking price. A seller may list as many books as de-
rk If they want, buyers can enter a service code for the
ister balanc ensure tha ■ Insure
dVehicle
For credit t
card payme es at the end of the ■ Cover
sired. The system maintains an index of all books in the seller. The service code is an indication of how well the
credit car nts, the sys shift. age system so buyers can use the search engine to search for
d voucher tem ■ Stand seller is servicing book purchases. Some sellers are very
that the cus pri nts a ard Coverage books. The search engine allows searches by title, author,
2. Based on tomer mu coverages (lists stand active and use TheEyesHaveIt.com as a major outlet for
the st sign.
an activity following narrative ■ Stand
with prices
by rating
ard ins
category,
uranceand keyword. selling books. Thus, a service code is an important indica-
dia , develop ardVehicle
tion for the gram or a fully dev either
ever made) (lists all typ category) People who want to buy books come to the site and tor to potential buyers.
use case of eloped des es of veh
search
existing po Add a new crip- iclesfor the books they want. When they decide to buy, For this case, develop these diagrams:
licy in a car vehicle to Re they must open an account with a credit card to pay for the
A custom ins urance sys an lat ion ships in the
company er calls a tem. sys tem books. The system maintains all this information on secure 1. A domain model class diagram
and gives clerk at the ■ Policy include:
his policy insurance has Insure servers. 2. A list of uses cases and a use case diagram
enters this number. Th ■ Policy dPersons
informati e clerk has Ins (on e-t o-m When a purchase is made, TheEyesHaveIt.com sends 3. A fully developed description for two use cases:
the basic ins on, and the ■ Vehic uredVehicle any)
urance po system dis le has Coverages s (on e-to-man Add a seller and Record a book order
licy. The cle plays ■ Cover (one-to-m anye-mail
) notice to the seller of the book that was chosen
rk then che age is a typ any)as well as payment information. It also marks the book as 4. An SSD for each of the two use cases: Add a seller
cks ■ Vehic e of Stand
le is a Sta ardCoverage sold. The system maintains an open order until it receives and Record a book order
ndardVehic
le
17204_ch
05_ptg01
_131-154
.indd 150
12:35 PM
RUnning CasE sTudIEs 06/12/14
Community Board of Realtors®

06/12/14
4 PM 12:3
The Multiple Listing Service system has a number of 1. For the use case Add agent to real estate office, 154
.indd
131-154
use cases, which you identified in Chapter 3, and three write a fully developed use case description. _ptg01_
xvii
17204_ch05
key domain classes, which you identified in Chapter 4: Also develop an activity diagram and draw
RealEstateOffice, Agent, and Listing. an SSD. Review the case materials in previous
17204_ch05_ptg01_131-154.indd 151 06/12/14 11:32 AM

PREFACE
When we wrote the first edition of this textbook, the world of system devel-
opment was in a major transition period—from structured methodologies to
object-oriented methodologies. We were among the first to introduce a compre-
hensive treatment of object-oriented methodologies, and Systems Analysis and
Design in a Changing World, Seventh Edition, continues to be the leader in
teaching UML and object-oriented techniques.
However, change continues. Today, many new initiatives and trends have
become firmly embedded in the world of system development. First and fore-
most is the ubiquitous access to the Internet throughout the global economy.
The resulting explosion of connectivity means that project teams are now dis-
tributed around the world. In addition, large providers (such as Microsoft) and a
proliferation of small providers now contribute to a wonderfully rich and varied
software development environment.
In order to manage system development teams in today’s distributed, fast-
paced, connected, ever-changing environment, the techniques for software de-
velopment and the approach to project management have expanded. Along with
the foundational project management principles, additional approaches and
philosophies provide new, success-oriented methodologies, such as Agile itera-
tive, incremental development approaches. These are thoroughly covered in this
edition.
Even though Systems Analysis and Design in a Changing World, Seventh
Edition, continues to be the leader in its field, with thorough treatment of such
topics as user stories, use cases, object-oriented modeling, comprehensive project
management, the Unified Modeling Language, and Agile techniques, it was time
to take another step forward in textbook design. This edition uses an innovative
approach to teaching systems analysis and design, taking advantage of the new
teaching tools and techniques that are now available. As a result, not only is sys-
tems analysis and design easier to learn by using this approach, it is also easier
to teach. It brings together the best approaches for teachers and students.
In this edition, we accomplish four major new objectives. First, we teach all
the essential principles of system development—principles that must be followed
in today’s connected environment. Second, we teach and explain the new meth-
odologies and techniques that are now available because of widespread connec-
tivity. Third, we have organized and revamped the textbook so that it teaches
these new concepts in a new way. Fourth, we created a set of short videos that
explain key concepts and walk the reader through UML diagrams to help with
understanding complex modeling.
For example, Chapter 1 presents a complete iteration in the development
of a new system. Students get to see that complete iteration—from beginning
to end (through implementation and testing)—before having to learn abstract
xviii
PREFACE xix
principles or memorize terms. Also, the newly written running cases through-
out the book focus on current issues of communication and connectedness
and take the students through all aspects of system development. We have also
expanded the Instructor’s Materials and enhanced the aids available through
CourseMate, our online resource. Additional online chapters are also available
to enhance and extend the learning experience.
Finally, we updated and enhanced the set of over 30 short videos that ex-
plain key concepts in the text. These videos have been very well received and are
even better with the new edition. These videos are useful for blended and online
classes as well as traditional classes. The videos range from 3 to 10 minutes,
and provide just-in-time explanations for often difficult to understand concepts,
such as iterative development and Agile development, and illustrate important
techniques such as identifying user stories and use cases. Most importantly, the
videos show by demonstration how to read and interpret important UML mod-
els such as the domain model class diagrams, use case diagrams, sequence dia-
grams, and package diagrams. Understanding detailed UML models is finally
possible in a way no other text can match.
We are excited about this new approach. The time is right for new materials
and new tools for teaching systems analysis and design. Instructors will find this
textbook intuitive, powerful, and easy to use. Students will find it engaging and
empowering. Many concepts are presented so the students can teach themselves,
with coaching and direction provided by the professor. It will be an rewarding
experience to teach and learn with this textbook.
■■ Innovations
This edition is innovative in many respects. It includes key concepts from tra-
ditional and object-oriented approaches, covers the use case-driven approach
(with UML modeling being detailed in depth), emphasizes Agile and iterative
development, and incorporates the latest concepts in Agile project management.
Also, the material is completely reorganized to better support learning systems
analysis and design.
■■ Coverage of Object Orientation and Traditional Analysis

and Design
This textbook is unique in its integration of key systems-modeling concepts that
apply to the traditional structured approach and the object-oriented approach—
user goals and events that trigger system use cases, plus classes of objects/data
entities that are part of the system’s problem domain. We devote one chapter
to identifying user stories and use cases and another chapter to modeling key
objects/entities, including coverage of entity-relationship diagrams, while em-
phasizing UML domain model class diagrams. After completing these chap-
ters, instructors can cover structured analysis and design by including an online
chapter, or they can focus on object-oriented analysis and design by using the
chapters in this textbook. It is assumed from the beginning that everyone should
understand the key object-oriented concepts. The traditional approach isn’t dis-
carded; key structured concepts are still included. But these days, most instruc-
tors are emphasizing the object-oriented approach.
■■ Full Coverage of UML and the Object-Oriented Approach

The object-oriented approach presented in this textbook is based on the Unified
Modeling Language (UML 2.0) from the Object Management Group, as origi-
nated by Grady Booch, James Rumbaugh, and Ivar Jacobson. A model-driven
approach to analysis starts with user stories and use cases and then defines
problem domain classes involved in the users’ work. We include requirements
xx PREFACE
modeling with use case diagrams, domain modeling, use case descriptions, ac-
tivity diagrams, and system sequence diagrams. The FURPS+ model is used to
emphasize functional and nonfunctional requirements.
Design principles and design patterns are discussed in depth, and system
architecture is modeled by using UML component diagrams and package dia-
grams. Detailed design models are also discussed in detail, with particular at-
tention given to use case realization with CRC cards, sequence diagrams, and
design class diagrams.
■■ Project Management Coverage

Many undergraduate programs depend on their systems analysis and design
course to teach project management principles. To satisfy this need, we cover
project management by taking a four-pronged approach. First, specific project
management techniques, skills, and tasks are included and highlighted through-
out this book. This integration teaches students how to apply specific project
management tasks to the various activities of the system development life cycle
(SDLC), including iterative development. Second, complete coverage of project
planning and project management is included in a separate chapter. Third, we
include a 120-day trial version of Microsoft Project Professional in the back of
this book so students can obtain hands-on experience with this important tool.
Fourth, a more in-depth treatment of project management techniques and prin-
ciples is provided in an online chapter on this book’s Web site. This information
is based on the Project Management Body of Knowledge (PMBOK), as devel-
oped by the Project Management Institute—the primary professional organiza-
tion for project managers in the United States.
■■ Organized for More Effective Learning

This edition’s innovative and entirely new organization starts with a complete
beginning-to-end example of system development, moves immediately to sys-
tems analysis models and techniques, and then proceeds to system design con-
cepts, emphasizing system architecture, user interfaces, and database design.
The student sees analysis and much of design covered in the first nine chap-
ters. Next, the text focuses on managing system development projects, including
A gile development, after the student has had a chance to understand what is
actually involved in system development. Finally, the text covers detailed design
topics and deployment topics, going into more depth about such contemporary
approaches as the Unified Process, Extreme Programming, and Scrum.
■■ CourseMate Companion Web Site

Cengage Learning’s Systems Analysis and Design in a Changing World, Sev-
enth Edition, CourseMate brings course concepts to life with interactive learn-
ing, study, and exam preparation tools that support the printed textbook. Watch
student comprehension soar as your class works with the printed textbook and
the textbook-specific Web site. CourseMate goes beyond the book to deliver
what you need! Learn more at cengage.com/coursemate.
❚❚ Engagement Tracker
How do you assess your students’ engagement in your course? How do you know
your students have read the material or viewed the resources you have assigned?
How can you tell if your students are struggling with a concept? With CourseMate,
you can use the included Engagement Tracker to assess student preparation and en-
gagement. Use the tracking tools to see progress for the class as a whole or for indi-
vidual students. Identify students at risk early in the course. Uncover which concepts
are most difficult for your class. Monitor time on task. Keep your students engaged.
PREFACE xxi
❚❚ Interactive Teaching and Learning Tools

CourseMate includes interactive teaching and learning tools:
■■ Quizzes
■■ Case projects
■■ Flash cards
■■ Short videos on concepts, techniques, and models
■■ PowerPoint presentations
These assets enable students to review for tests, prepare for class, and ad-
dress the needs of students’ varied learning styles.
❚❚ Interactive E-Book
In addition to interactive teaching and learning tools, CourseMate includes an
interactive e-book. Students can take notes, highlight, search for, and inter-
act with embedded media specific to their book. Use it as a supplement to the
printed text or as a substitute—the choice is your students’ with CourseMate.
■■ Organization and Use

Systems Analysis and Design in a Changing World, Seventh Edition, includes
this printed textbook, a complete e-book, and supporting online chapters. The
current printed textbook provides a focused presentation of those topics that are
essential and most important for information systems developers. The online
chapters extend those concepts and provide a broader presentation of several
topics. The online chapters may be integrated into the course or simply used as
additional readings as prescribed by the instructor.
There are three major subject areas discussed in this book: systems analy-
sis, systems design, and project management. There are additional subject areas,
which are no less important but aren’t discussed in as much depth. These include
systems implementation, testing, and deployment. In addition, we have taken
an approach that is quite different from other texts. Because students already
have a basic understanding of systems analysis and design from Chapter 1, we
immediately present in-depth concepts related to systems analysis and design.
We present approaches to development and project management topics later in
the text. This allows students to learn those project management concepts after
understanding the elements of systems analysis and design. We think it will be
more meaningful for students at that point in the course.
■■ Part 1: Introduction to System Development

Part 1, comprising Online Chapter A and Chapter 1, presents an overview of
system development. Online Chapter A, “The Role of the Systems Analyst,”
describes basic systems concepts and the role of the systems analyst in system
development projects. Chapter 1 begins by briefly explaining the objectives of
systems analysis and systems design. Then, it provides a detailed, concrete ex-
ample of what is required in a typical software development project. Many stu-
dents who take a programming class think that programming is all you need
to develop software and deploy a system. This chapter and the rest of the book
should dispel that myth.
■■ Part 2: Systems Analysis Tasks

Chapters 2 through 5 cover systems analysis in detail. Chapter 2 discusses sys-
tem requirements, analysis activities, and techniques for gathering information
about the business problem. Developing the right system solution is possible only
xxii PREFACE
if the problem is accurately understood. Chapter 2 also explains how to identify

and involve the stakeholders and introduces the concept of models and mod-
eling. Chapters 3 and 4 teach modeling techniques for capturing the detailed
requirements for the system in a useful form. When discussing an information
system, two key concepts are particularly useful: the user stories/use cases that
define what the end users need the system to do and the data entities/domain
classes that users work with while carrying out their work tasks. These two
concepts—user stories/use cases and data entities/domain classes—are impor-
tant no matter what approach to system development is being used. Chapter 5
presents more in-depth requirements models, such as use case descriptions, ac-
tivity diagrams, system sequence diagrams, and CRUD analysis.
Online Chapter B, “The Traditional Approach to Requirements,” presents
the traditional, structured approach to developing systems. To those instructors
and students who desire to learn about data flow diagrams and structured Eng-
lish, this chapter provides an in-depth presentation.
All these modeling techniques provide in-depth analysis of user needs and
allow the analyst to develop requirements and specifications. Again, the purpose
of systems analysis is to thoroughly understand and specify the user’s needs and
requirements.
■■ Part 3: Essentials of Systems Design

Part 3 provides the fundamental concepts related to systems design and design-
ing the user experience. Chapter 6 provides broad and comprehensive coverage
of important principles of systems design, including design activities and the
crucial issues of system controls and security that all students should under-
stand. It serves not only as a broad overview of design principles but also as a
foundation for later chapters that explain the detailed techniques, tasks, skills,
and models used to carry out design.
Chapter 7 provides a comprehensive overview of system architecture and
is a new chapter that consolidates material previously spread out in multiple
chapters. Chapter 8 presents additional design principles related to the user ex-
perience. Designing the user interface is a combination of analysis and design.
It is related to analysis because it requires heavy user involvement and includes
specifying user activities and desires. On the other hand, it is a design activity
because it is creating specific final components that are used to drive the pro-
gramming effort. The screens and reports and other user interaction compo-
nents must be precisely designed so they can be programmed as part of the final
system. Chapter 9 provides a compact and integrated coverage of designing the
database.
■■ Part 4: Projects and Project Management

By this point, students will have a basic understanding of all the elements of
system development. Part 4 brings together all these concepts by explaining
more about the process of organizing and managing development projects.
Chapter 10 describes different approaches to system development in today’s en-
vironment, including Agile development and several widely used development
methodologies—the Unified Process, Extreme Programming, and Scrum. It is
an important chapter to help you understand how projects actually get executed.
Chapter 11 extends these concepts by teaching foundation principles of
project planning and project management. Every systems analyst is involved in
helping organize, coordinate, and manage software development projects. In
addition, most good students will eventually become team leaders and project
managers. The principles presented in Chapter 11 are essential to a successful
career.
PREFACE xxiii
Online Chapter C, “Project Management Techniques,” goes into more de-

tail regarding the tools and techniques used by systems analysts and project
managers to plan and monitor development projects. For those instructors and
students who would like to learn specific project management skills, this is an
important chapter.
■■ Part 5: Advanced Design and Deployment Concepts

Part 5 goes into more depth with respect to systems design, specifically object-
oriented software design, and other important issues related to effective and suc-
cessful system development and deployment.
Chapters 12 and 13 explain in detail the models, skills, and techniques used
to design software systems. As mentioned earlier, systems design is a fairly com-
plex activity, especially if it is done correctly. The objective of these two chapters
is to teach the student the various techniques—from simple to complex—that
can be used to effectively design software systems.
Chapter 14 describes the final elements in system development: final testing,
deployment, maintenance, and version control.
■■ Designing Your Analysis and Design Course

There are many approaches to teaching analysis and design courses, and the
objectives of the course differ considerably from college to college. In some ac-
ademic information systems departments, the analysis and design course is a
capstone course in which students apply the material learned in prior database,
networking, and programming courses to a real analysis and design project. In
other information systems departments, analysis and design is used as an intro-
duction to the field of system development and is taken prior to more specialized
courses. Some information systems departments offer a two-course sequence
emphasizing analysis in the first semester and design and implementation in the
second semester. Some information systems departments have only one course
that covers analysis and design.
The design of the analysis and design course is complicated even more by
the choice of emphasizing some traditional and some object-oriented content—
again, depending on local curriculum priorities. Additionally, the more iterative
approach to development in general has made choices about sequencing the anal-
ysis and design topics more difficult. For example, with iterative development, a
two-course sequence can’t be divided into analysis and then design as easily.
The objectives, course content, assignments, and projects have many varia-
tions. What we offer below are some suggestions for using this textbook in vari-
ous approaches to the course.
■■ UML and Object-Oriented Analysis and Design Course

This is the course we designed the printed textbook to support, so all the printed
chapters but none of the online chapters are included. Note that object-oriented
design is included in detail. The course covers object-oriented analysis and de-
sign, user and system interface design, database design, controls and security,
and implementation and testing. It is usually assumed that the projects will use
custom development, including Web development. The course emphasizes itera-
tive development with three-layer architecture, project management, informa-
tion gathering, and management reporting. One-semester courses are usually
limited to completing some prototypes of the user interface to give students
closure. Sometimes, this course is spread over two semesters, with some imple-
mentation of an actual system in the second semester for a more complete devel-
opment experience. Iterative development is emphasized.
xxiv PREFACE
A suggested outline for a course emphasizing object-oriented development is:

Online Chapter A: The Role of the Systems Analyst (optional)
Chapter 1: From Beginning to End: An Overview of Systems Analysis and
Design
Chapter 2: Investigating System Requirements
Chapter 3: Identifying User Stories and Use Cases
Chapter 4: Domain Modeling
Chapter 5: Use Case Modeling
Chapter 6: Foundations for Systems Design
Chapter 7: Defining the System Architecture
Chapter 8: Designing the User Interface
Chapter 9: Designing the Database
Chapter 10: Approaches to System Development
Chapter 11: Project Planning and Project Management
Chapter 12: Object-Oriented Design: Fundamentals
Chapter 13: Object-Oriented Design: Use Case Realization
Chapter 14: Deploying the New System
■■ Traditional Analysis and Design Course

A traditional systems analysis and design course provides coverage of activities
and tasks by using structured analysis, user and system interface design, database
design, controls and security, and implementation and testing. It is usually as-
sumed that the project will use custom development, including Web development.
The course emphasizes the SDLC, project management, information gathering,
and management reporting. One-semester courses are usually limited to complet-
ing some prototypes of the user interface to give students closure. Sometimes,
this course is spread over two semesters, with some implementation of an actual
system in the second semester for a more complete development experience.
For this approach to the analysis and design course, a reasonable outline
would omit chapters and sections detailing object orientation but include the
online chapters on the role of the systems analyst and on traditional structured
analysis. However, object-oriented concepts are introduced throughout the text,
so students will still be familiar with them. Additionally, because of the amount
of material to cover, the online chapter detailing project management, financial
feasibility, and scheduling might be omitted.
A suggested outline for a course emphasizing the traditional structured ap-
proach is:
Online Chapter A: The Role of the Systems Analyst
Design
Online Chapter B: The Traditional Approach to Requirements
Chapter 9: Designing the Database
■■ In-Depth Analysis and Project Management

Some courses cover object-oriented systems analysis methods in more depth
and briefly survey structured analysis—with not much about object-oriented
PREFACE xxv
design—while emphasizing project management. Sometimes, these courses are

graduate courses; sometimes, they assume design and implementation are cov-
ered in more technical courses. In some cases, it might be assumed that packages
are likely solutions rather than custom development, so defining requirements
and managing the process are more important than design activities. The online
chapters covering the role of the systems analyst, the traditional approach to
structured analysis, and project management would be included.
A suggested outline for a course emphasizing object-oriented analysis, with
in-depth coverage of project management, is:
Online Chapter A: The Role of the Systems Analyst
Design
Chapter 5: Use Case Modeling
Online Chapter B: The Traditional Approach to Requirements
Online Chapter C: Project Management Techniques
■■ Available Support
Systems Analysis and Design in a Changing World, Seventh Edition, includes
teaching tools to support instructors in the classroom. The ancillary materials
that accompany the textbook include an Instructor’s Manual, solutions, test
banks and test engine, PowerPoint presentations, and figure files. Please contact
your Cengage Course Technology sales representative to request the Teaching
Tools CD-ROM if you haven’t already received it. Or go to the Web page for
this book at login.cengage.com to download all these items.
■■ The Instructor’s Manual

The Instructor’s Manual includes suggestions and strategies for using the text,
including course outlines for instructors that emphasize the traditional struc-
tured approach or the object-oriented approach. The manual is also helpful for
those teaching graduate courses on analysis and design.
■■ Solutions
We provide instructors with answers to review questions and suggested solutions
to chapter exercises and cases. Detailed traditional and UML object-oriented
models are included for all exercises and cases that ask for modeling solutions.
■■ ExamView
This objective-based test generator lets the instructor create paper, LAN, or
Web-based tests from test banks designed specifically for this Course Technol-
ogy text. Instructors can use the QuickTest Wizard to create tests in fewer than
five minutes by taking advantage of Course Technology’s question banks or in-
structors can create customized exams.
xxvi PREFACE
■■ Plug and Play!

Jump-start your course with customizable, text-specific content within your
Course Management System!
■■ Jump-start—Instructors simply load a WebTutor cartridge or e-Pack into
their Course Management System.
■■ Content—Students have access to text-specific content, media assets, quiz-
zing, Web links, discussion topics, interactive games and exercises, and
more.
■■ Customizable—Instructors can easily blend, add, edit, reorganize, or delete
content.
Whether you want to Web-enable your class or put an entire course online,
WebTutor delivers! Visit academic.cengage.com/webtutor to learn more.
❚❚ Product Description
WebTutor and WebTutor Toolbox products are Course Cartridges and e-Packs
that provide content natively on a Course Management System (WebCT, Black-
Board, Angel, D2L, and eCollege). The purpose of the product is to provide elec-
tronic solutions in an easy-to-use format with little up-front costs to instructors.
■■ For more information on how to bring WebTutor to your course, instruc-
tors should contact their Cengage Learning sales representative.
■■ PowerPoint Presentations
Microsoft PowerPoint slides are included for each chapter. Instructors might use
the slides in a variety of ways, such as teaching aids during classroom presen-
tations or as printed handouts for classroom distribution. Instructors can add
their own slides for additional topics they introduce to the class.
■■ Figure Files
Figure files allow instructors to create their own presentations by using figures
taken directly from this text.
■■ Credits and Acknowledgments

We have been very gratified as authors to receive so many supportive and en-
thusiastic comments about Systems Analysis and Design in a Changing World.
Students and instructors in the United States and Canada have found our text
to be the most up-to-date and flexible book available. The book has also been
translated into many languages and is now used productively in Europe, Austra-
lia, New Zealand, India, China, and elsewhere. We truly thank everyone who
has been involved in all the editions of our textbook, particularly Lori Bradshaw
who managed the development of the seventh edition.
We also want to thank all the reviewers who worked so hard for us—
beginning with an initial proposal and continuing throughout the completion
of all seven editions of this text. We were lucky enough to have reviewers with
broad perspectives, in-depth knowledge, and diverse preferences. We listened
very carefully, and the text is much better as a result of their input. Reviewers
for the various editions include:
Rob Anson, Boise State University
Marsha Baddeley, Niagara College
Teri Barnes, DeVry Institute—Phoenix
Robert Beatty, University of Wisconsin—Milwaukee
PREFACE xxvii
James Buck, Gateway Technical College

Anthony Cameron, Fayetteville Technical Community College
Genard Catalano, Columbia College
Paul H. Cheney, University of Central Florida
Kim Church, Oklahoma State University
Jung Choi, Wright State University
Jon D. Clark, Colorado State University
Mohammad Dadashzadeh, Oakland University
Lawrence E. Domine, Milwaukee Area Technical College
Gary Garrison, Belmont University
Cheryl Grimmett, Wallace State Community College
Jeff Hedrington, University of Phoenix
Janet Helwig, Dominican University
Susantha Herath, St. Cloud State University
Barbara Hewitt, Texas A&M University
Ellen D. Hoadley, Loyola College in Maryland
Jon Jasperson, Texas A&M University
Norman Jobes, Conestoga College—Waterloo, Ontario
Gerald Karush, Southern New Hampshire University
Robert Keim, Arizona State University
Michael Kelly, Community College of Rhode Island
Rajiv Kishore, The State University of New York—Buffalo
Rebecca Koop, Wright State University
Hsiang-Jui Kung, Georgia Southern University
James E. LaBarre, University of Wisconsin—Eau Claire
Ingyu Lee, Troy University
Terrence Linkletter, Central Washington University
Tsun-Yin Law, Seneca College
David Little, High Point University
George M. Marakas, Indiana University
Roger McHaney, Kansas State University
Cindi A. Nadelman, New England College
Bruce Neubauer, Pittsburgh State University
Michael Nicholas, Davenport University—Grand Rapids
Mary Prescott, University of South Florida
Alex Ramirez, Carleton University
Eliot Rich, The State University of New York—Albany
Robert Saldarini, Bergen Community College
Laurie Schatzberg, University of New Mexico
Deborah Stockbridge, Quincy College
Jean Smith, Technical College of the Lowcountry
Peter Tarasewich, Northeastern University
Craig VanLengen, Northern Arizona University
Bruce Vanstone, Bond University
Haibo Wang, Texas A&M University
Terence M. Waterman, Golden Gate University
Introduction to System
Development
Part ONE
Online Chapter A
The Role of the Systems Analyst
Chapter 1
From Beginning to End:
An Overview of Systems Analysis
and Design
From Beginning to End:
An Overview of Systems
Analysis and Design
Chapter ONE
Learning Objectives
After reading this chapter, you should be able to:
Describe the purpose of systems analysis and

design when developing information systems
Explain the purpose of the system development
Chapter Outline life cycle (SDLC) and identify its six core
processes
Software Development and Systems Analysis
Explain how information system methodologies
and Design
provide guidelines for completing the six core
The System Development Life Cycle (SDLC) processes of the SDLC
Iterative Development Describe the characteristics of Agile
Introduction to Ridgeline Mountain Outfitters methodologies and iterative system
(RMO) development
Developing RMO’s Tradeshow System Based on the Ridgeline Mountain Outfitters

Tradeshow System example:
Where You Are Headed—The Rest of This Book Describe how the six core processes of
the SDLC are used in each iteration
Identify key documents used in planning
a project
Identify key diagrams used in systems
analysis and systems design
4 PART 1 ■ Introduction to System Development
■■ Software Development and Systems Analysis

and Design
You have grown up in a world of ubiquitous computing, where computers are
everywhere and are increasingly characterized by mobility, communication, and
connectivity. You use smartphones, laptops, notepads, and wearable devices
throughout the day. Some of you have already developed your own application
software or have friends who have written applications for these devices. Some
of you have taken programming classes; others have taught yourself how to
write computer application programs. In one way or another, you are certainly
interested in building computer applications and information systems.
Although you are most likely more familiar with your mobile devices, there
is much more to building information systems than just that. Information sys-
tems exist to support all aspects of business organizations and have done so for
centuries. The ancient Mesopotamians conducted business and had accounting
information systems 3,000 years ago—using clay tablet technology. Electronic
computers have been a part of these information systems only for the last
50 years. The technology changes, but information systems have a long history.
information system a set of interrelated An information system is a set of interrelated components that collect,
components that collect, process, store, and process, store, and provide as output the information needed to complete busi-
provide as output the information needed to
ness tasks. The information system always includes people who operate the sys-
complete business tasks
tem and carry out some of the work. In Mesopotamia, people did just about all
of the work required. Now, of course, electronic computing devices do most of
the work, although not all. If you are at the library typing in some search terms
using the online catalog, you are part of the information system—the part that
supplies the input and consumes the output. If you are using your bank’s online
information system, you are part of the information system—the part that se-
lects which account to use to pay a specific bill.
More recently, another term has been used to refer to an information
computer application or app a computer system—a computer application. A computer application is a computer soft-
software program that executes on a comput- ware program that executes on a computing device to carry out a specific func-
ing device to carry out a specific function or
tion or set of related functions. Sometimes, computer application is shortened
set of related functions
to app (such as an iPhone app or an Android app). Many people use the terms
information system and computer application interchangeably, but remember
that an information system includes people and their manual procedures and an
application usually refers just to the software.
Consider the information system your university or college uses to support
students. It is an elaborate system that likely integrates admissions, financial
aid, course scheduling, and even individual course support. You probably access
this information system through the network using a desktop workstation at
home or in a computer lab, a wireless notebook computer, an iPad or tablet, an
iPhone or an Android phone, and even a wearable device such as a smartwatch
or Google Glass. There might be an app that connects to the system seamlessly
from your device, or you might connect through a browser on your desktop,
notebook, or other devices. Figure 1-1 shows a variety of devices all connecting
to the same University Student Support System.
Each information system (or app) was conceived and built to satisfy some
need. When the information system is completed, it is used productively to sat-
isfy that need. Our purpose here is to describe the process by which an informa-
tion system is created from perceived need through actual use. As noted in this
chapter’s title, systems analysis and systems design are key components of this
process.
systems analysis those system
development activities that enable a person Systems analysis consists of those activities that enable a person to under-
to understand and specify what the new stand and specify what the new system should accomplish. The operative words
system should accomplish here are understanding and specifying. Systems analysis is more than a brief
CHAPTER 1 ■ From Beginning to End: An Overview of Systems Analysis and Design 5
Figure 1-1 A variety of devices all

connected to the same information
system
University
Student
Support Database
System
statement of the problem. For example, a customer management system must

track customers, register products, monitor warranties, and track service levels,
among many other functions—all of which have many details. Systems analysis
describes in detail what a system must do to satisfy the need or solve the problem.
systems design those system Systems design consists of those activities that enable a person to describe
development activities that enable a person in detail how the information system will actually be implemented to provide
to describe in detail how the resulting infor-
the needed solution. In other words, systems design describes how the system
mation system will actually be implemented
will actually work. It specifies in detail all the components of the solution sys-
tem and how they work together. See Figure 1-2 to help distinguish between
analysis and design.
Systems analysis and design plays an integral role in the development of in-
formation systems. To illustrate, consider an analogous situation: the art and
Figure 1-2 Systems analysis

versus systems design
Systems analysis
What is required for the new
system to solve the problem
System design
How the system will operate
to solve the problem
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)
The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.
NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.
MAKONDE LOCK AND KEY AT JUMBE CHAURO

This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]
MODE OF INSERTING THE KEY
With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
“We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
BRAZIER
Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT
SMOOTHING WITH MAIZE-COB
CUTTING THE EDGE

FINISHING THE BOTTOM
LAST SMOOTHING BEFORE

BURNING
FIRING THE BRUSH-PILE

LIGHTING THE FARTHER SIDE OF
THE PILE
TURNING THE RED-HOT VESSEL
NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK
DRAWING THE BARK OFF THE LOG
REMOVING THE OUTER BARK

BEATING THE BARK
WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT
MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN

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eTextbook 978-1305117204 Systems

Analysis and Design in a Changing

Pa r t T W O Systems Analysis Activities

3 Identifying User Stories and Use Cases 69

Problems and Exercises 124

5 Use Case Modeling 131

Online Chapter B The Traditional Approach to Requirements OL-19

Pa r t T h r ee Essentials of Systems Design

Key Terms 180

7 Defining the System Architecture 185

8 Designing the User Interface 217

9 Designing the Database 257

Database Design and Administration 260

Pa r t f o u r System Development and Project Management

11 Project Planning and Project Management 325

Online Chapter C Project Management Techniques OL-53

Pa r t F I V E Advanced Design and Deployment Concepts

13 Object-Oriented Design: Use Case Realization 397

Case Study 440

14 Deploying the New System 443

The innovative text organization starts with a complete

Pa r t f O u r System Development and Project Management

Pa r t f I V E Advanced Design and Deployment Concepts

uld be cap the manufac

The planned RMO application architecture provides for rich

examples—a Web-based component, a wireless smartphone/

tablet application, and a client/server Windows-based com-

ponent. All RMO applications described are integrated and

already exists, ready for integrating the Tradeshow System

Buyers Phone Sale

systems. There are four subsystems, and the requirements and

of the Fill diagram iler

Figure problem icient co ea

g User St or ies and includes an opening

and Use Cas

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Analysis Models Design Models Programming Models

Information about Problem domain

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term is first used. Each chapter Student Student

includes extensive figures and

illustrations designed to clarify

and summarize key points and

+createStudent (name, address, major): Student

to provide examples of UML

diagrams and other deliverables +getName ( ): string

72 PAR T 2 ■ 17204_ch12_rev03_363-396.indd 372 06/12/14 10:35 AM

lay photo and sign unt number.

nce and new bala be indicated.

End-of-chapter material includes a

of problems and exercises that involve class-level

running cases that create challenging

and integrated course assignments, RE viEw Qu

RUnning CasE sTudIEs 06/12/14

Community Board of Realtors®

17204_ch05_ptg01_131-154.indd 151 06/12/14 11:32 AM