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Using MIS
David M. Kroenke
Randall J. Boyle
N i N t h E d i t i o N
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10 9 8 7 6 5 4 3 2 1
Relevant 21
Just Barely Sufficient 21
Worth Its Cost 21
• Ethics Guide: Ethics and Professional Responsibility 22
Q1-7 2026? 24
• Security Guide: Passwords and Password Etiquette 26
• Guide: Five-Component Careers 28
Case Study 1: zulily 33
Q2-9 2026? 69
• Security Guide: Evolving Security 70
• Guide: Egocentric Versus Empathetic Thinking 72
Case Study 2: Eating Our Own Dog Food 76
Q4-5 What Are the Differences Between Native and Web Applications? 137
Developing Native Applications 137
Developing Web Applications 138
Which Is Better? 140
Q4-7 What Are the Challenges of Personal Mobile Devices at Work? 146
Advantages and Disadvantages of Employee Use of Mobile Systems at Work 146
Survey of Organizational BYOD Policy 147
Q5-5 How Are Data Models Used for Database Development? 178
What Is the Entity-Relationship Data Model? 178
Q5-7 How Can Falcon Security Benefit from a Database System? 187
Q6-1 Why Is the Cloud the Future for Most Organizations? 205
What Is the Cloud? 205
Why Is the Cloud Preferred to In-House Hosting? 208
Why Now? 209
When Does the Cloud Not Make Sense? 209
Q7-4 How Do CRM, ERP, and EAI Support Enterprise Processes? 260
The Need for Business Process Engineering 260
Emergence of Enterprise Application Solutions 261
Customer Relationship Management (CRM) 261
Enterprise Resource Planning (ERP) 263
• So What? Workflow Problems 264
• Ethics Guide: Dialing for Dollars 266
Enterprise Application Integration (EAI) 269
Q8-4 How Do (Some) Companies Earn Revenue from Social Media? 307
You Are the Product 307
Revenue Models for Social Media 308
Does Mobility Reduce Online Ad Revenue? 309
• Ethics Guide: Synthetic Friends 310
Q9-2 What Are the Three Primary Activities in the BI Process? 340
Using Business Intelligence to Find Candidate Parts 341
Q10-6 How Can Data Safeguards Protect Against Security Threats? 406
Q12-5 What Are the Keys for Successful SDLC Projects? 477
Create a Work Breakdown Structure 477
Estimate Time and Costs 477
Create a Project Plan 478
Adjust Plan via Trade-offs 480
Manage Development Challenges 481
Q12-6 How Can Scrum Overcome the Problems of the SDLC? 483
What Are the Principles of Agile Development Methodologies? 483
• So What? Using This Knowledge for Your Number-One Priority 484
What Is the Scrum Process? 485
How Do Requirements Drive the Scrum Process? 487
xxii Contents
In Chapter 1, we claim that MIS is the most important class in the business curriculum. That’s a
bold statement, and every year we ask whether it remains true. Is there any discipline having a
greater impact on contemporary business and government than IS? We continue to doubt there
is. Every year brings important new technology to organizations, and many of these organizations
respond by creating innovative applications that increase productivity and otherwise help them
accomplish their strategies.
Over the past year, we’ve seen the largest IPO in history ($25 billion) come from e-commerce
giant Alibaba. Amazon revealed that it’s using an army of Kiva robots to increase productivity in
its fulfillment centers by 50 percent. And we’ve seen an unprecedented flurry of IoT smart devices
aimed at personal, home, and automobile automation services hit the market. It seems like every
industry is running full tilt toward the smart door. Technology is fundamentally changing the
way organizations operate. It’s forcing them to be more productive, innovative, and adaptable.
Even innovations that we’ve known about for several years took big leaps forward this year.
MakerBot made huge strides in 3D printing by introducing new composite filaments that can
print materials that look just like wood, metal, and stone—not just plastics. Mercedes-Benz was
the hit of CES 2015 when it debuted its new driverless F 015 car with saloon-style doors, complete
touch-screen interface, and front-room seating. And Google announced it was deploying 25 of its
driverless cars around Mountain View, California, starting in summer 2015.
Large-scale data breaches were a major problem again this year. eBay, Home Depot, JP
Morgan Chase, and Anthem all suffered enormous data losses. Sony Pictures lost more than 100
TB of confidential corporate data, and Apple lost hundreds of explicit celebrity photos to hackers.
And these are just a fraction of the total number of organizations affected this year.
In addition, normal revisions were needed to address emergent technologies such as cloud-
based services, mobile devices, innovative IS-based business models like that at zulily, changes in
organizations’ use of social media, and so on.
More sophisticated and demanding users push organizations into a rapidly changing future—
one that requires continual adjustments in business planning. To participate, our graduates need
to know how to apply emerging technologies to better achieve their organizations’ strategies.
Knowledge of MIS is critical. And this pace continues to remind us of Carrie Fisher’s statement
“The problem with instantaneous gratification is that it’s just not fast enough.”
1 Updated industry statistics throughout the chapter 6 Updated statistics and AWS offerings
1 New Q1-1 covering the Information Age, Digital 7 Updated ERP vendor rankings and comments
Revolution, and power of exponential change 7 Added new technology as a fifth implementation
1 New discussion about the forces pushing digital challenge
change: Bell’s Law, Moore’s Law, Metcalfe’s Law, 7 Added discussion of the effect of mobility, security
Nielsen’s Law, and Kryder’s Law threats, and the Internet of Things on enterprise
1 New Q1-2 looking at the way changes in technology applications in a new 2026? discussion
will affect student’s future job security 8 New Ethics Guide: Synthetic Friends
1 New statistics about projected technology job 8 New Security Guide: Digital Is Forever
growth from BLS 8 New discussion about the use of social media in
1 Combined discussion about MIS, IS, and IT recruiting
1 Updated 2026? discussion in Q1-7 8 Expanded discussion of social capital using a
2 New Falcon Security chapter introduction YouTube channels example
2 New Security Guide: Evolving Security 8 Updated social media statistics throughout the
chapter
2 Updated terms Microsoft Lync to Skype for
Business, Google Grid to Google Drive, Microsoft 9 Included latest CEO surveys on the importance
Web Apps to Microsoft Office Online, SkyDrive to of BI
OneDrive, Hotmail to Outlook.com 9 Replaced predictive policing example with reporting
2 Updated instructions and images for Google Drive application in medicine
3 New Falcon Security chapter introduction 9 Updated parts analysis example to remove AllRoad
Parts and keep the example anonymous
3 New So What? Feature: Driving Strategy
9 New So What? exercise about BI for securities
3 New Security Guide: Hacking Smart Things trading
3 New five forces, value chain, and business process 9 Updated Web trends, HD Insight description, and
examples using Falcon Security 2026? discussion
3 Updated statistics in the chapter and Amazon case 10 New So What? Feature: New from Black Hat 2014
study
10 New Security Guide: EMV to the Rescue
4 New Falcon Security chapter introduction
10 New discussion of notable APTs
4 New So What? Feature: New from CES 2015
10 Updated security statistics and figures throughout
4 New Ethics Guide: Free Apps for Data the chapter
4 Updated industry statistics throughout 10 New discussion of ransomware
4 New discussion about augmented reality hardware 10 New discussion of recent large-scale data breaches
4 Updated developments in 3D printing, self-driving 11 New Security Guide: Selling Privacy
cars, and IoT
11 New Ethics Guide: Privacy Versus Productivity: The
4 Updated terms Internet Explorer to Edge, Windows BYOD Dilemma
8 to Windows 10
11 Updated IS jobs, descriptions, and salary data
5 New Falcon Security chapter introduction
12 New So What? Feature: Using This Knowledge for
5 New justification for learning database technology Your Number-One Priority
5 Updated E-R notation for minimum cardinality to 12 Revised 2026? discussion
conform to contemporary usage
Appl Ex New exercise using open source software
5 New Q5-7 about the possibility of Falcon Security (LibreOffice)
maintaining video metadata in a database
Appl Ex New exercise using software to compress and
5 New discussion of NewSQL and in-memory DBMS encrypt files (7-Zip)
5 New Collaboration Exercise International New discussion of localization using IBM’s Watson
6 New Falcon Security chapter introduction Dimension
6 New So What? Feature: Net Neutrality Enabled International Expanded discussion of EU’s “right to be forgotten”
Dimension law
6 New Security Guide: From Anthem to Anathema
Preface xxv
Chapters 1 through 6 begin with a new discussion of Falcon Security, a privately owned
company that provides surveillance and inspection services for companies using flying drones.
Chapters 7–12 continue to be introduced by PRIDE Systems, a cloud-based virtual exercise com-
petition and healthcare startup. In addition to motivating the chapter material, both case scenar-
ios provide numerous opportunities for students to practice one of Chapter 1’s key skills: “Assess,
evaluate, and apply emerging technology to business.”
This edition continues to have a focus on teaching ethics. Every Ethics Guide asks students to
apply Immanuel Kant’s categorical imperative, Bentham and Mill’s utilitarianism, or both to the busi-
ness situation described in the guide. We hope you find the ethical considerations richer and deeper
with these exercises. The categorical imperative is introduced in the Ethics Guide in Chapter 1 (pages
22–23), and utilitarianism is introduced in the Ethics Guide in Chapter 2 (pages 58–59).
As shown in Table 1, additional changes were made to every chapter, including six new
Security Guides, six new So What? Features, three new Ethics Guides, and updates to chapter
cases. Additional figures, like the one showing mobile ad spending in Chapter 8, were added
to make the text more accessible. Numerous changes were made throughout the chapters in
an attempt to keep them up to date. MIS moves fast, and to keep the text current, we checked
every fact, data point, sentence, and industry reference for obsolescence and replaced them as
necessary.
To reiterate the preface of earlier editions, we believe it is exceedingly important to make these
frequent adaptations because of the delays associated with a 2-year revision cycle. Text materials
we develop in April of one year are published in January of the next year and are first used by
students in September—a minimum 17-month delay.
For some areas of study, a year and a half may not seem long because little changes in that
amount of time. But in MIS, entire companies can be founded and then sold for billions of dol-
lars in just a few years. YouTube, for example, was founded in February 2005 and then sold in
November 2006 to Google for $1.65B (21 months). Facebook started in 2004 and currently
(2015) has a market capitalization exceeding $212B. MIS changes fast—very fast. We hope this
new edition is the most up-to-date MIS textbook available.
Importance of MIS
As stated, we continue to believe we are teaching the single most important course in the business
school. The rationale for this bold statement is presented in Chapter 1, starting on page 1. In brief,
the argument relies on two observations.
First, processing power, interconnectivity of devices, storage capacity, and bandwidth are all
increasing so rapidly that it’s fundamentally changing how we use digital devices. Businesses are
increasingly finding—and, more importantly, increasingly required to find—innovative applica-
tions for information systems. The incorporation of Facebook and Twitter into marketing systems
is an obvious example, but this example is only the tip of the iceberg. For at least the next 10 years,
every business professional will, at the minimum, need to be able to assess the efficacy of proposed
IS applications. To excel, business professionals will also need to define innovative IS applications.
Further, professionals who want to emerge from the middle ranks of management will, at
some point, need to demonstrate the ability to manage projects that develop these innovative in-
formation systems. Such skills will not be optional. Businesses that fail to create systems that take
advantage of changes in technology will fall prey to competition that can create such systems. So,
too, will business professionals.
The second premise for the singular importance of the MIS class relies on the work of Robert
Reich, former Secretary of Labor for the Clinton administration. In The Work of Nations,1 Reich
identifies four essential skills for knowledge workers in the 21st century:
• Abstract thinking
• Systems thinking
xxvi Preface
• Collaboration
• Experimentation
For reasons set out in Chapter 1, we believe the MIS course is the single best course in the
business curriculum for learning these four key skills.
Falcon Security
The chapters in Parts 1 and 2 are introduced with dialogue from key players at Falcon Security, a
privately owned company that provides surveillance and inspection services for companies using
flying drones. We wanted to develop the case around an interesting business model that students
would want to learn more about. Drones get a lot of attention in the press, but students may not
know a lot about how they’re used in business. Drones are getting cheaper and easier to fly and
have a lot more functionality than they did just a few years ago. It’s likely that students will see
drones deployed widely during their careers.
Preface xxvii
PRIDE Systems
The Performance Recording, Integration, Delivery, and Evaluation (PRIDE) system was first developed
for the sixth edition. In that version, it was an embryonic, entrepreneurial opportunity that used mobile
devices, data-gathering exercise equipment, and the cloud to share integrated data among healthcare
providers, heart surgery patients, health clubs, health insurance companies, and employers.
PRIDE is a real-world prototype developed for the owner of a health club who wanted to con-
nect the workout data of his club members to their workout data at home and to their employers,
insurance companies, and healthcare professionals. PRIDE is written in C#, and the code runs
against an Azure database in the cloud. The PRIDE system uses the Windows Phone emulator
that is part of Visual Studio. PRIDE was going to be ported to iOS and Android devices after dem-
onstrating feasibility and after the club owner obtained financing.
As reflected in the PRIDE case, the developers realized it was unlikely to succeed because, as
Zev says in Chapter 7, “Doctors don’t care about exercise.” Dr. Flores was too busy as a cardiac
surgeon to make his startup a success. Therefore, he sold it to a successful businessman who
changed the staff and the strategy and repurposed the software. All of this is described at the
start of Chapter 7.
The Ethics Guide in Chapter 1 introduces the categorical imperative, and the guide in
Chapter 2 introduces utilitarianism. If you choose to use these perspectives, you will need to as-
sign both of those guides.
2026?
Every chapter concludes with a question labeled “2026?” This section presents our guesses about
how the subject of that chapter is likely to change between now and 2026. Clearly, if we had a
crystal ball that would give good answers to that question, we wouldn’t be writing textbooks.
However, we make what we believe is a reasonable stab at an answer. You will probably have
different ideas, and we hope students will have different ideas as well. The goal of these sections is
to prompt students to think, wonder, assess, and project about future technology. These sections
usually produce some of the most lively in-class discussions.
Using that philosophy, every chapter in this text begins with a list of questions. Each major
heading in the chapter is one of those questions, and the Active Review at the end of each chapter
provides students a set of actions to take in order to demonstrate that they are able to answer the
questions. Since learning this approach from Professor Svinicki, we have used it in our classes and
have found that it works exceedingly well.
Instructor Resources
At the Instructor Resource Center, www.pearsonhighered.com/irc, instructors can easily register to
gain access to a variety of instructor resources available with this text in downloadable format. If
assistance is needed, a dedicated technical support team is ready to help with the media supple-
ments that accompany this text. Visit http://247.pearsoned.com for answers to frequently asked
questions and toll-free user support phone numbers.
The following supplements are available with this text:
• Test Bank
• TestGen® Computerized Test Bank
• PowerPoint Presentation
xxx Preface
• Communication Abilities
• Ethical Understanding and Reasoning Abilities
• Analytic Skills
• Use of Information Technology
• Dynamics of the Global Economy
• Multicultural and Diversity Understanding
• Reflective Thinking Skills
These seven categories are AACSB Learning Standards. Questions that test skills relevant to these
standards are tagged with the appropriate standard. For example, a question testing the moral
questions associated with externalities would receive the Ethical Understanding tag.
Acknowledgments
First, we wish to thank Earl McKinney, professor of information systems at Bowling Green
University and author of Processes, Systems, and Information, for many hours of insightful conver-
sation about the role of processes in this MIS course as well as for his deep insights into the theory
of information. We also thank David Auer of Western Washington University for help with data
communications technology and Jeffrey Proudfoot of Bentley University for his insights on infor-
mation security.
Many thanks as well to Jeff Gains of San Jose State University for helpful feedback about prior
editions of this text; Jeff ’s comments have strongly influenced revisions for years. Also, a special
thanks to Harry Reif at James Madison University for most insightful observations about ways to
improve this text.
At Microsoft, we are grateful for the help of Randy Guthrie, who supports MIS professors in
many ways, including facilitating use of DreamSpark as well as giving many presentations to
students. Also, we thank Rob Howard for conversations and consulting about SharePoint and
SharePoint Designer and Steve Fox for helpful conversations about both SharePoint and Microsoft
Preface xxxi
Azure. Regarding our SharePoint program, a very special thanks to David Auer of Western
Washington University and Laura Atkins of James Madison University, who serve as the com-
munity proctors for our SharePoint MIS community site, which enables dozens of professors and
hundreds of students to learn how to use SharePoint. Our SharePoint solution is hosted by NSPI
in Atlanta, Georgia.
Thanks to Neil Miyamoto, co-owner of The Firm (http://thefirmmpls.com/), for the ideas be-
hind the PRIDE case. Additionally, we thank Don Nilson, a certified scrum master, for essential
ideas and guidance on the new material on agile development and scrum.
Laura Town is the development editor on all of our MIS books, and we continue to be grate-
ful for her support, knowledge, expertise, and great attitude through thick and thin! The textbook
industry is undergoing dramatic changes at this time, and Laura’s knowledge, guidance, and wis-
dom on the textbook production process are most appreciated.
We would like to thank those who contributed to the development of our excellent Instructor
Resources: Instructor’s Manual, Roberta M. Roth; PowerPoints, Steve Loy; and Test Bank, Katie
Trotta/ANSR Source. We would also like to express our thanks to the following authors for
creating a superb set of resources for our MyLab: Roberta M. Roth, University of Northern Iowa;
J. K. Sinclaire, Arkansas State University; Melody White, University of North Texas; and John
Hupp, Columbus State University.
Pearson Education is a great publishing company, chock-full of dedicated, talented, and cre-
ative people. We thank Karalyn Holland for taking over production management of a complex set
of texts and doing it so efficiently and willingly. We also thank Janet Slowik, art director, and her
team for redesigning this book so beautifully. Finally, we thank Sue Nodine of Integra-Chicago for
managing the production of the book.
No textbook makes its way into the hands of students without the active involvement of a dedi-
cated and professional sales force. We thank the Pearson sales team and especially Anne Fahlgren,
the marketing manager for this text. Thanks also goes to our former, and now happily retired, edi-
tor Bob Horan for his years of friendship, support, and wise counsel. Finally, like so many authors in
college publishing, we owe tremendous thanks to our current editor, Nicole Sam. Nicole continues
to provide us with the skilled guidance necessary to make these texts a great success.
David Kroenke
Randy Boyle
Dennis Adams, University of Houston, Main Ozden Bayazit, Central Washington University
Heather Adams, University of Colorado Jack Becker, University of North Texas
Hans-Joachim Adler, University of Texas, Dallas Paula Bell, Lock Haven University
Mark Alexander, Indiana Wesleyan University Kristi Berg, Minot State University
Paul Ambrose, University of Wisconsin, Whitewater Doug Bickerstaff, Eastern Washington University
Craig Anderson, Augustana College Hossein Bidgoli, California State University, Bakersfield
Michelle Ashton, University of Utah James Borden, Villanova University
Laura Atkins, James Madison University Mari Buche, Michigan Technological University
Cynthia Barnes, Lamar University Sheryl Bulloch, Columbia Southern University
Reneta Barneva, SUNY Fredonia Thomas Case, Georgia Southern University
Michael Bartolacci, Penn State Lehigh Valley Thomas Cavaiani, Boise State University
xxxii Preface
Vera Cervantez, Collin County Community College Richard Herschel, St. Joseph’s University
Siew Chan, University of Massachusetts, Boston Vicki Hightower, Elon University
Andrea Chandler, independent consultant Bogdan Hoanca, University of Alaska Anchorage
Joey Cho, Utah State University Richard Holowczak, Baruch College
Jimmy Clark, Austin Community College Walter Horn, Webster University
Tricia Clark, Penn State University, Capital Campus Dennis Howard, University of Alaska Anchorage
Carlos Colon, Indiana University Bloomington James Hu, Santa Clara University
Daniel Connolly, University of Denver Adam Huarng, California State University, Los Angeles
Jeff Corcoran, Lasell College John Hupp, Columbus State University
Jami Cotler, Siena University Brent Hussin, University of Wisconsin
Stephen Crandell, Myers University Mark Hwang, Central Michigan University
Michael Cummins, Georgia Institute of Technology James Isaak, Southern New Hampshire University
Mel Damodaran, University of Houston, Victoria Wade Jackson, University of Memphis
Charles Davis, University of St. Thomas Thaddeus Janicki, Mount Olive College
Roy Dejoie, Purdue University Chuck Johnston, Midwestern State University
Charles DeSassure, Tarrant County College Susan Jones, Utah State University
Carol DesJardins, St. Claire Community College Iris Junglas, University of Houston, Main
Dawna Dewire, Babson College George Kelley, Erie Community College-City Campus
Michael Doherty, Marian College of Fond du Lac Richard Kesner, Northeastern University
Mike Doherty, University of Wyoming Jadon Klopson, United States Coast Guard Academy
Richard Dowell, The Citadel Brian Kovar, Kansas State University
Chuck Downing, University of Northern Illinois Andreas Knoefels, Santa Clara University
Dave Dulany, Aurora University Chetan Kumar, California State University, San Marcos
Charlene Dykman, University of St. Thomas Subodha Kumar, University of Washington
William Eddins, York College Stephen Kwan, San Jose State University
Lauren Eder, Rider University Jackie Lamoureux, Central New Mexico Community College
Kevin Elder, Georgia Southern Statesboro Yvonne Lederer-Antonucci, Widener University
Kevin Lee Elder, Georgia Southern University Joo Eng Lee-Partridge, Central Connecticut State University
Sean Eom, Southeast Missouri State University Diane Lending, James Madison University
Patrick Fan, Virginia Polytechnic Institute and State University David Lewis, University of Massachusetts, Lowell
Badie Farah, Eastern Michigan University Keith Lindsey, Trinity University
M. Farkas, Fairfield University Stephen Loy, Eastern Kentucky University
Lawrence Feidelman, Florida Atlantic University Steven Lunce, Midwestern State University
Daniel Fischmar, Westminster College Efrem Mallach, University of Massachusetts
Robert W. Folden, Texas A&M University Purnendu Mandal, Marshall University
Charles Bryan Foltz, University of Tennessee at Martin Ronald Mashburn, West Texas A&M University
Jonathan Frank, Suffolk University Richard Mathieu, James Madison University
Jonathan Frankel, University of Massachusetts, Boston Harbor Sathasivam Mathiyalakan, University of Massachusetts,
Linda Fried, University of Colorado, Denver Boston
William H. Friedman, University of Central Arkansas Dan Matthews, Trine University
Sharyn Gallagher, University of Massachusetts, Lowell Ron McFarland, Western New Mexico University
Gary Garrison, Belmont University Patricia McQuaid, California Polytechnic State University,
Beena George, University of St. Thomas San Luis Obispo
Biswadip Ghosh, Metropolitan State College of Denver Stephanie Miserlis, Hellenic College
Dawn Giannoni, Nova Southeastern University Wai Mok, University of Alabama in Huntsville
Ernest Gines, Tarrant County College Janette Moody, The Citadel
Steven Gordon, Babson College Ata Nahouraii, Indiana University of Pennsylvania
Donald Gray, independent consultant Adriene Nawrocki, John F. Kennedy University
George Griffin, Regis University Anne Nelson, Nova Southeastern University
Randy Guthrie, California Polytechnic State University, Pomona Irina Neuman, McKendree College
Tom Hankins, Marshall University Donald Norris, Southern New Hampshire University
Bassam Hasan, University of Toledo Margaret O’Hara, East Carolina University
Preface xxxiii
Ravi Patnayakuni, University of Alabama, Huntsville Glenn Smith, James Madison University
Ravi Paul, East Carolina University Stephen Solosky, Nassau Community College
Lowell Peck, Central Connecticut State University Howard Sparks, University of Alaska Fairbanks
Richard Peschke, Minnesota State University, Mankato George Strouse, York College
Doncho Petkov, Eastern Connecticut State University Gladys Swindler, Fort Hays State University
Olga Petkova, Central Connecticut State University Arta Szathmary, Bucks County Community College
Leonard Presby, William Paterson University of New Jersey Robert Szymanski, Georgia Southern University
Terry Province, North Central Texas College Albert Tay, Idaho State University
Uzma Raja, University of Alabama Winston Tellis, Fairfield University
Adriane Randolph, Kennesaw State University Asela Thomason, California State University, Long Beach
Harry Reif, James Madison University Lou Thompson, University of Texas, Dallas
Karl Reimers, Mount Olive College Anthony Townsend, Iowa State University
Wes Rhea, Kennesaw State University Goran Trajkovski, Towson University
Frances Roebuck, Wilson Technical Community College Kim Troboy, Arkansas Technical University
Richard Roncone, United States Coast Guard Academy Jonathan Trower, Baylor University
Roberta Roth, University of Northern Iowa Ronald Trugman, Cañada College
Cynthia Ruppel, Nova Southeastern University Nancy Tsai, California State University, Sacramento
Bruce Russell, Northeastern University Betty Tucker, Weber State University
Ramesh Sankaranarayanan, University of Connecticut William Tucker, Austin Community College
Eric Santanen, Bucknell University David VanOver, Sam Houston State University
Atul Saxena, Mercer University Therese Viscelli, Georgia State University
Charles Saxon, Eastern Michigan University Linda Volonino, Canisius University
David Scanlan, California State University, Sacramento William Wagner, Villanova University
Herb Schuette, Elon University Rick Weible, Marshall University
Ken Sears, University of Texas, Arlington Melody White, University of North Texas
Robert Seidman, Southern New Hampshire University Robert Wilson, California State University, San Bernardino
Tom Seymour, Minot State University Elaine Winston, Hofstra University
Sherri Shade, Kennesaw State University Joe Wood, Webster University
Ganesan Shankar, Boston University Michael Workman, Florida Institute of Technology
Emily Shepard, Central Carolina Community College Kathie Wright, Salisbury University
Lakisha Simmons, Indiana State University James Yao, Montclair State University
David Smith, Cameron University Don Yates, Louisiana State University
EN d NotEs
1. Robert B. Reich, The Work of Nations (New York: Alfred A. Knopf, and case studies in this text support that approach if you choose it. See
1991), p. 229. the article titled “How the Flipped Classroom Is Radically Transforming
2. Some instructors take the next step and replace their lectures with their Learning” on www.thedailyriff.com for more about this technique.
own recorded PowerPoints, in what is coming to be known as flipping 3. Marilla Svinicki, Learning and Motivation in the Postsecondary Classroom
the classroom. The So What? features, guides, collaboration exercises, (Bolton, MA: Anker Publishing, 2004).
Another random document with
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DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
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.