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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 ■
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xii
17204_ch
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06/12/14
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features
Figure 2-1 CHA PTE R
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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
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to shoppers various
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17204_ch
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86 PAR T 2 ■
Sys tem s Ana
lysi s Act iviti
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sales repr
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10:36 AM
17204_ch
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xiii
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08_rev03_
06/12/14
10:31 AM 17204_ch
features
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ad ite ra chap en
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on a mor about the U P late tive SDLC is calle ra tiv e life cycle. be devel-
e ra ite ay
learn mor d concept to an ite ways based on an A n increment m . As each
A relate ent is al . rations
crements three ite
developm built in small in ire two or m, in effe ns
ct, is
me nt an SDLC In cr ementa l ste m is ay re qu Th e sy ste io
tal deve lop
ns of the at the sy n or it m e whole. that port n
incremen
that comple
tes por tio
iterations, idea is th a sin gle iteratio tegrated with th is ap proach is n be gi
ch oss in in of th s ca
app roa
sm all increm
ent s acr
ate d into the op ed with m pl et ed , it is e ad va ntage so th e busines
system in
being int egr t is co n. Th oner
with each
increment incremen an organic fashio s’ ha nds much so oach, is
ple ted n” in us er e ap pr
whole as it
is com “grow into the rativ
on an ite e suggests, pro-
stem get possible. so based
of the sy nefits as early as hich is al eleton, as the na
m only
accruing
be ncept, w but with
ot he r related co on. A walking sk of the new system
Yet an ki ng sk elet
em en ta tion
a developm
ent
of a wal nt-to-bac
k impl
skele ton te system the idea
walking the comple mplete fro
ch in which vides a co
xiv approa
structure
is built but
with bar e-bones
06/12/14
11:12 AM
functionality
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
17204_ch
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
Another random document with
no related content on Scribd:
“May I ask if my learned friend has any evidence to back up that
suggestion?” Sir Richard Tester asked quietly.
But Mr. Ruggles made no answer.
“The insinuation is in keeping with the rest of the case—
groundless,” Sir Richard continued.
“The bail will be as before,” the magistrate announced abruptly.
And John Gaunt, who stood in the dock, drew a deep breath of
relief.
CHAPTER XXXV
W HEN Lady Mildred was told that her sister had gone away in
the motor-car without leaving any message, she at once
jumped to the conclusion that her journey was to London. She had
been aware that Lady Ethel had been very anxious, and it was
natural to think that she might go to see John Gaunt with the idea of
affecting a reconciliation between herself and her husband.
The week’s solitude had somewhat softened her feelings, but
there still remained some bitterness. And perhaps, too, jealousy that
Gaunt would not make a sacrifice to retain her love.
But when the afternoon came to an end, she began to wait with
impatience her sister’s return, and her restlessness increased with
each passing hour. When at last the sound of the car could be heard
she ran eagerly to meet her.
“Where have you been? Why did you not tell me you were going?”
she demanded impetuously.
Lady Ethel smiled a little wanly as she threw off her furs.
“I have been to London. But let us go to your room, dear.”
The sisters did not speak again until they were alone and there
was great anxiety in Lady Mildred’s eyes.
“I have seen your husband.”
“Tell me at once. Why do you hesitate?” Lady Mildred cried
vehemently.
“It is difficult to explain what happened. It was as I thought. Your
letter has wounded him deeply, and I am afraid that you must go to
him, if you wish to be forgiven.”
“Forgiveness!” Lady Mildred repeated scornfully.
“Yes. You, I think, are in the wrong. If you take my advice you will
order the car and go to London at once. You would get there by ten
o’clock.”
“Why should I go to him? It is I who have been wronged, and he
must come to me.”
“If that is your state of mind, then I fear that you will remain apart.
It is a pity, for I am convinced that you are both passionately in love
with one another. Pride is responsible for the ruin of many lives, and
I pray you not to be stupid, dear,” Lady Ethel said gently.
Lady Mildred was silent, and it was evident that she was struggling
with herself. It was strange to find that her sister’s sympathy was so
decidedly in favor of her husband, and she began to wonder if, after
all, she herself might be to blame. But the scene in court came back
to her mind, and she could hear the counsel’s words as he described
the charge against Gaunt.
And while she fought with her pride, she was conscious that her
love for John Gaunt was burning fiercely, and that if he were to
appear she would receive him with widely opened arms.
“I went to Park Lane, and no one was there,” Lady Ethel continued
quietly. “I chanced to pass your husband’s room and I saw many
trunks there, so I imagine that he is going away.”
Lady Mildred drew a quick breath, and a look of fear crept into her
eyes when she remembered the talk in the library.
Could John be going to the Congo? Was it possible that they were
about to carry out the mad scheme that they discussed?
“Ethel, you must come back with me,” she cried eagerly.
“I am very tired, but I will gladly come,” Lady Ethel answered, and
all the listlessness vanished in an instant.
“Give orders for the car, and I will see about the packing. Baby will
stay here with nurse.”
“You are going to John?”
“Yes. Yes. I have been a fool, and I see it for the first time. You are
right, Ethel. There is only one thing that matters.”
“Love,” Lady Ethel repeated softly, and the color came to her
cheeks.
Half an hour later the sisters were driving back to London, and the
chauffeur had received instructions to travel as quickly as possible.
Now and then the car swayed ominously, but neither of them noticed
the tremendous rate at which they were going. Lady Mildred began
to tell of Gaunt’s plans to hold up the Congo Free State, and her
story was listened to with intense eagerness.
“Is Mr. Drake going?” she asked in a low voice.
“Yes, and his brother. It is a curious business for a parson to join
in.”
“Mildred, I warn you to prepare yourself for a disappointment if you
think that you will be able to persuade your husband to back out of it.
He loves you passionately; but there are some things that have more
weight with him than love.”
“I don’t think he will go, if I can only see him,” Lady Mildred
answered confidently.
The conversation languished and they were both relieved when at
last the car stopped at their house in Park Lane.
“Is your master in?” Lady Mildred demanded of the footman.
“No, my lady. He left a couple of hours ago,” was the answer.
She entered quickly and ran up to her room in the hope that there
might be a letter for her, but there was nothing there.
“I will ask the servants if there is any message. You had better rest
quietly; you look ill,” Lady Ethel said and hastened away.
She returned in a few minutes, and her face was grave as she sat
down by her sister.
“He has gone, and has left no message at all. I have been to his
rooms, and the trunks are not there,” she announced.
“What does it mean?” Lady Mildred asked hoarsely. “Do you think
that he can already have started?”
“No, but we must be very careful what we say. We must be loyal to
John, and we must not arouse any suspicion among the servants.”
“It is nearly eleven o’clock—too late to do anything to-night,” Lady
Mildred said miserably.
There was a knock at the door and Lord Lynton came in hurriedly.
“Have you any idea where Gaunt is?” he asked anxiously.
“No. Haven’t you seen him?”
“I have been dining with Sir Keith Hamilton, and afterwards he
talked to me very plainly. It appears that he has formed a great liking
for Gaunt, and he expressed his opinion very forcibly about this
police court business. He is convinced that Gaunt played no
unworthy part in that Marillier affair, and that the whole thing is a put
up job on the part of the Baron. I chanced to say that I had taken up
rather a strong attitude, and he promptly told me that I was a fool,
advising me to go and make my peace at once.”
“And I have come on a like errand, but I am afraid that we are too
late,” Lady Mildred said brokenly, and tears forced themselves to her
eyes.
“Surely there ought to be no difficulty in finding him,” the Earl said
decidedly.
“Perhaps he has already left the country?” Lady Ethel broke in.
“No, that’s impossible, for he is on bail,” Lord Lynton replied.
“Bail would not prevent him from going. I think I ought to tell you
——”
But Lady Mildred pulled her sister up sharply.
“We have no right to tell John’s secrets to any one. Perhaps we
are worrying ourselves about nothing. There may be news in the
morning,” she said hopefully, but there was no hope in her heart.
The morning came and the sisters breakfasted at an early hour.
But there was no letter.
“Shall we call at the Carlton? Captain Drake was staying there,”
Lady Ethel suggested, and they visited the hotel, only to find that he,
too, had left on the previous evening.
“I believe that he has gone to the Congo,” Lady Mildred cried
vehemently when they were once more in the car.
Next they visited Gaunt’s office in the city, where they were
received by Mr. Foster, the secretary, who could give them no
information.
“Mr. Gaunt has ceased to come here, my lady. In a couple of
months’ time the office will be finally closed.”
“When did you last see Mr. Gaunt?” Lady Mildred asked eagerly.
“Yesterday, but I have no idea where he is at present.”
“Cannot you tell me if he is going abroad?” she persisted.
“No, my lady. I have no information at all. It is not Mr. Gaunt’s
custom to tell me of his movements, unless he thinks it necessary for
me to know,” Mr. Foster answered with a smile.
They returned straight to Park Lane, for that was the most likely
place at which they would receive news, but when evening came
Lady Mildred was convinced that her suspicions were correct, and
she grew utterly despondent. It was revealed to her how great was
her love for her husband now that she believed that he had gone
deliberately into danger. All the dreadful things that she had heard of
West Africa came rushing to her mind, and she grew desperate
when she realized that he had left her with anger in his heart. And
she broke down completely, sobbing piteously; in vain Lady Ethel
strove to comfort her.
“I love him—oh, so much—and it is my fault that we quarreled. I
should have known that he would not do so dreadful a thing as that
wicked barrister charged him with. What shall I do? I must see him,”
Lady Mildred cried passionately.
“Perhaps he has only gone into the country for a rest,” her sister
suggested. “I don’t think that he could have left for the Congo without
saying a word.”
“You don’t understand John. It was my lack of trust, and that cruel,
cruel letter that hurt him. What a fool I have been.”
The morning came, bringing no news, and they wandered listlessly
about the house. Suddenly Lady Ethel gave a cry, and almost
fiercely clutched her sister’s arm.
“Did you not say that they intended to stop at the Canary Islands?
To-day is Saturday, and the Union-Castle Liner sails. Let us go to
Waterloo and see if John or one of the Drakes is there,” she cried
impetuously.
The car was ordered at once, and upon arriving at the station they
found the boat train drawn up, and by the bustle around it was
evidently soon to start. They walked eagerly along closely examining
each carriage, but saw no signs of either of them.
A warning whistle, and the train moved away.
“Of course they could join the Saxon at Southampton, for John
would not wish to be seen. Could we get there in time?” Lady
Mildred cried excitedly.
“At any rate we can try,” Lady Ethel answered eagerly. And then
began a mad race to the port. She urged the chauffeur to full speed,
and the powerful car tore along the road. Once or twice a policeman
held up a warning hand, but they went on heedlessly until they
reached the dock gates.
“Has the Saxon sailed?” they asked anxiously.
“Just about starting,” was the answer.
Now their progress was tantalizingly slow, and when at last the
wharf came in sight, they saw that the ropes had been thrown off
and that the big liner was moving towards Southampton water.
But Lady Mildred’s eyes were fixed on the upper deck, and she
could just make out the figure of a man leaning against the rails.
There were field-glasses in the car, and with trembling fingers she
focused them.
“It is John, and we are too late,” she said with a gasp.
But she would not give way, and turned to her sister her face white
and her lips trembling.
“Our yacht the Heron is lying here. She can be commissioned in a
few days,” she said very quietly.
“What are you going to do?” Lady Ethel asked in wonder.
“Follow them,” she answered curtly.
“And I will go with you,” Lady Ethel said in a low voice, but her
eyes were shining brightly.
CHAPTER XXXVI
T HERE was a feeling of constraint when Gaunt led Edward Drake

from the room after the latter’s interview with Lady Ethel.
“I am afraid that I came in at a rather inopportune moment, but this
is not the time for love-making,” Gaunt remarked kindly.
Half an hour later they were with Captain Armstrong, who had just
arrived from Newcastle to make final arrangements.
“We can sail in a couple of days,” the captain remarked cheerfully.
“And if we leave by the Saxon on Saturday, you can pick us up at
Las Palmas. With the superior speed of the Esmeralda you ought to
arrive about the same time we do,” Gaunt remarked.
“She did twenty-five knots in her last trial,” the captain answered
complacently.
“You are quite satisfied with the men you have got?”
“Yes, but I have had to be very cautious, for there are one or two
naval men at Elswick who have been mighty curious. I must say that
Señor Alvarez has played the game skillfully, for they all think that I
have entered the San Salvador navy. But I shall be glad when we
are outside British waters.”
“Then you had better get away as soon as possible. Of course you
must not come into Las Palmas harbor?” Gaunt asked.
“No, for one doesn’t generally go to South America via the
Canaries. I intend to lie a few miles off, and I shall come ashore in
the pinnace. I suppose I shall find you at the Santa Catalina Hotel?”
“Yes. Captain Drake will be with us, and he will look after the men
who are already there.”
They dined at the Carlton Hotel, and Captain Armstrong was in the
highest spirits, in contrast to the others. The meal had just come to
an end, and they had lighted their cigars when Edward Drake gave a
significant look at Gaunt. The latter turned round and saw that the
Baron de Croiseuil was seating himself at a table on the other side of
the room.
“It is as well that he should see me here. Hang it, I’ll go over and
speak to him,” Gaunt said suddenly, and immediately hastened
across the room.
“Good-evening, Baron,” he said suavely, and took a chair on the
other side of the table.
For once in his life the Baron lost his composure, and flushed
hotly.
“You have done your worst and have failed,” Gaunt continued
quietly.
“Not quite, for I have effectually closed your mouth, my friend. It
was very painful to me—the necessity of taking these proceedings.
But still, it is possible to end them. One word, and Mr. Ruggles will
explain that a dreadful mistake has been made,” the Baron said
coolly, after a supreme effort at self-control.
“I do not intend to say that word. You have done your worst. You
have put forward a false charge in an infamous way. You have
attempted to ruin me utterly. And do you think that I am the man to
take it lying down? No, my friend. It soon will be my turn,” Gaunt said
grimly.
“You can do nothing, and I am still willing to be friends.”
“Friends!” Gaunt cried contemptuously. “Such canaille as you, my
friend! I would prefer an out and out Apache. But I won’t detain you
from your dinner. Au revoir, Baron.”
And he was immediately ashamed of the outbreak, for he had
done no good save to relieve his feelings. He did not realize that he
had made the Baron thoroughly uncomfortable.
It was decided that they should leave Gaunt House that night and
go straight to Winchester, and there await the wire from Captain
Armstrong to the effect that the Esmeralda was about to sail.
The next day such a message came.
“You have still time to motor to Lynton House,” Edward Drake
suggested as they were getting ready to start for Southampton,
where they intended to stay the night.
“I have told you that I won’t discuss my wife with you,” Gaunt
answered coldly.
“You are very hard, and I think you will regret it. Try to put yourself
in her place. She was sorely tried,” Drake protested quietly.
In reply Gaunt took his wife’s letter from his pocket.
“Read that, and if you are a man you will understand.”
And Drake knew that it was hopeless to make another effort at
reconciliation. But that night was a very miserable one for all three of
them. Each was thinking of the woman that he loved, and
remembering that in the morning they sailed upon a desperate
adventure from which they might never return.
Passages had been booked under fictitious names, and they went
aboard the Saxon just before sailing time. However, there was
considerable delay, and they knew no peace until the last rope had
been thrown ashore.
And then Gaunt turned to Drake.
“We have started for good or ill,” he said with unwonted solemnity.
“It is for good, and God is with us,” Edward Drake answered
reverently.
And then he gave a cry.
“There is a motor-car with two ladies.”
Gaunt strained his eyes towards the shore and his face became
very white when he recognized his wife. He did not move his eyes
from the place where Lady Mildred stood, but his face did not soften.
The liner cleared the point, and began to travel more quickly, so that
in a very few minutes the wharf disappeared from view.
And then he turned away with a sigh and walked to the cabin
which had been reserved for him on the deck. There was a cold wind
blowing, and he closed the door; not till then did the mask fall from
his face. Love tugged at his heart, and he would have given all he
possessed to be face to face with his wife. His anger vanished,
never to return, and his longing for her came back with
overwhelming force. Now he blamed himself bitterly that he had not
gone to her before his departure, for now, many weary weeks must
elapse before he could see her again.
He sat there thinking deeply—of the vow he had made—his
crusade against the rulers of the Congo—and his wife. There was a
knock at the door, and the steward entered to unpack his trunk. Still
he did not move until the bugle sounded the hour for dressing.
Almost mechanically he put on his evening clothes, and went
down to the saloon, where the passengers were busily looking for
their places at the table. Edward Drake and his brother were already
there, but the meal was a very silent one, for each was busy with his
thoughts.
After dinner Gaunt and Edward Drake went to the comfortable
smoking-room on deck, and lighted their cigars.
“Now there can be no turning back,” Edward Drake remarked.
“Do you wish to?” Gaunt demanded abruptly.
“No. Except that I was sorry to leave England without obtaining the
answer to a question which I had asked.”
“I suppose you refer to the time when I interrupted you. I am very
sorry. Drake, you are a good fellow, and I could not wish a woman a
better husband.”
“Thank you,” Drake answered simply. “At one time I never dreamt
of telling Lady Ethel of my love. My brother Lindsay is my rival, and I
thought that I must leave the way clear to him. But love can be
selfish, and I intend to fight for my happiness. But it is hardly credible
that she can care for me.”
“You never can tell where a woman’s feelings are concerned.”
“Lady Ethel was with your wife on the wharf. I am sorry that they
did not come a quarter of an hour earlier. Lady Mildred will be very
miserable.”
“And so will her husband. But we won’t talk of it, Drake. I have
made up my mind to think of one thing, and one thing alone—the
Congo. This may be a rash adventure of ours, but it shall not fail
from any lack of energy on my part. And here’s luck to it,” Gaunt
remarked as he raised his glass to his lips.
As they steamed down the channel the weather grew so rough
that many of the passengers were confined to their cabins. But they
had determined to make no acquaintances, and kept themselves
strictly to themselves, so they were rather glad than otherwise. Upon
reaching the bay of Biscay, as is often the case, the sea was
smoother and they were able to spend more time in the open air. It
was not until the fourth day that anything of moment happened. It
was just after twelve o’clock that they saw smoke on the horizon,
and soon they could make out a steamer that was traveling very
rapidly.
“Looks like one of our small cruisers,” the first officer remarked to
them.
And it was not until the war-ship was but some two or three miles
astern that they knew that she was the Esmeralda.
“She is flying the San Salvador flag,” the officer remarked.
Gaunt ran for his glasses, and fixed them on the vessel of which
he was the temporary owner and his heart beat more rapidly as he
noticed her workmanlike appearance.
“She is doing well over twenty knots, and I should say she carries
turbines. A smart little ship,” the friendly officer continued.
The Esmeralda was quickly overhauling them, and soon signal
flags fluttered on the Saxon which were answered by the cruiser.
“What does she say?” Gaunt asked quickly.
“Only her name. She is not very communicative, and is evidently in
a hurry.”
The smoke was belching from her stacks and she seemed to spurt
forward so that the Saxon was rapidly left behind.
It was late at night when they reached Las Palmas, and they went
ashore at once, to be driven along pebbly streets to the Santa
Catalina Hotel. Immediately upon their arrival Captain Drake left to
visit the men who had already arrived and were awaiting them.
He ascertained from the officer who had been placed in charge
that there had been no mishap, and that they were ready to embark
at any moment.
Breakfast had been ordered for an early hour in the morning, and
they had not been at the table very long before Captain Armstrong
joined them.
“Everything all right?” asked Gaunt.
“Couldn’t be better,” the captain answered briskly. “I have a good
lot of men and they are shaping well. Haven’t had trouble of any
kind.”
“Good. Let us get breakfast over for we mustn’t stay here a
moment longer than we can help.”
Tugs had been chartered, and by eleven o’clock the whole party
had left the harbor. There had been many inquiries from the officials
of the port, which Captain Armstrong had deftly turned aside.
An hour later they reached the Esmeralda; the men were quickly
got on board and the tugs returned to Las Palmas.
Gaunt and the Drakes stood on the quarter-deck and looked
around curiously. Yes. Captain Armstrong had done wonders in the
short time at his disposal.
Six inch guns stared at them from squat turrets, and Edward
Drake looked at Gaunt with something akin to awe.
“I am beginning to realize what it means. Maybe death, but life for
the natives of the Congo,” he said in a low voice.
An order from the bridge and the flag of San Salvador was
lowered. Then an ensign took its place, which was white with a red
cross.
“She is doing close on twenty-five knots,” Captain Armstrong
remarked as he joined them, and there was a look of pride on his
face.
But no one answered, and the men looked at one another.
And Edward Drake sighed.
CHAPTER XXXVII
L ADY MILDRED did not enter the car until the Saxon had
disappeared, and to her sister’s surprise her face was almost
cheerful.
“Captain Samson lives in Southampton and I am going to see him
at once.”
“You really intend to go to the Congo?” Lady Ethel asked quickly.
“Yes, and shall start as soon as possible. The Heron is at
Summers and Payne’s yard, and we will go there and find out
Captain Samson’s address.”
An hour later they were in the house of the captain of Gaunt’s
yacht, and Lady Mildred at once came to the point.
“Captain, how soon can the Heron start on a long voyage?” she
asked.
“A matter of a fortnight, my lady. The engineer is tinkering with his
turbines and has got ’em to pieces,” Captain Samson replied.
“What is the shortest time, working night and day?” she insisted.
“It might be managed in a week, my lady,” the captain answered
reflectively.
“It must be quicker than that, captain. We will sail on Friday next.
Tell the steward to lay in stores for a long voyage, and the bunkers
must be filled up.”
“May I ask where we are going, my lady?”
“First of all to the Canary Islands. See the engineer and have the
work started at once. I shall be at the Station Hotel on Thursday
night, and I shall expect you there. Good-bye, captain.”
And with a cheerful nod Lady Mildred left him and gave the
chauffeur orders to drive back to London.
“I don’t understand you,” Lady Ethel said timidly. “A couple of
hours ago you were utterly miserable, while now you seem almost
happy.”
“I am not sure that I understand myself. I am only thinking that in a
week or two I shall see John. I have no fear how he will receive me,
for I’ve no pride left, and I am prepared to go on my knees and ask
his forgiveness for that cruel letter,” Lady Mildred said earnestly.
“I shall be glad to come with you, dear.”
“I am not sure that I ought to take you, for we cannot catch them
up until they are in the Congo, and there may be danger.”
“I am not afraid,” Lady Ethel answered quickly.
During the next few days they were busy making preparations for
the voyage, and it was not until Thursday that anything of importance
happened. It chanced that they lunched at the Carlton Hotel and
upon reaching the streets they heard the name of Gaunt being
shouted by the newspaper boys.
“Disappearance of John Gaunt. Bail estreated.”
And they read an account of the proceedings at the police court.
Mr. Ruggles, K. C., had been in great form and took full advantage of
the position.
“Listen to this,” Lady Mildred cried, and proceeded to read from
the paper. “The court was crowded this morning at the adjourned
hearing of the charge of murder brought by the Congo government
against Mr. John Gaunt. The magistrate took his seat and the name
of the millionaire was called, but there was no answer. At first it was
believed that he had been delayed by some accident, but when half
an hour had passed, it was murmured that he had left the country.
The magistrate adjourned the court for an hour, and when he again
sat the police gave evidence to the effect that Mr. Gaunt had not
been seen for some few days. Inquiries at his office and at Park
Lane gave no information, and it is assumed that, for some purpose
of his own, he has left the country. Mr. Ruggles proceeded to
address the court: ‘I must remind your Worship that I anticipated this
event and strongly urged that bail should not be allowed. In spite of
my urging you gave him his freedom, of which he appears to have
taken full advantage. I apply to your Worship to grant a warrant for
his arrest.’
“‘Have you anything to say?’ the magistrate asked of Sir Richard
Tester.
“‘No, your Worship. I can only think that some accident has
happened to my client.’
“‘We understand the warrant has been signed and is in the hands
of the police.’”
“They will have to go a long way to execute it,” Lady Mildred
remarked with a smile.
“You do not seem very distressed,” Lady Ethel answered drily.
Her answer was a laugh, and they alighted from the car to be met
by Lord Lynton, who was just coming out of the house.
“I see you have heard the news,” he remarked with a glance at the
paper which she still held in her hand. “I suppose the next we shall
hear will be of his arrest.”
“I don’t think so,” Lady Mildred answered. “Come into the house,
Geoffrey. I want to talk to you.”
Lord Lynton followed to her room, and it was evident that he was
very curious.
“You have not the air of a wife who has just heard that the police
are after her husband,” he remarked drily.
“Geoffrey, give me your word of honor that you will not breathe a
word of what I tell you,” she said earnestly.
“I can keep a secret. It is my business,” he answered.
“Well then, John has gone back to the Congo. Ethel and I are
going to follow him in the Heron. We sail to-morrow.”
“The devil you are!” he blurted out.
“Yes, and I think it would be as well if you came with us.”
“You may as well tell me the whole story.”
“Very well, but remember that it is in confidence,” she answered,
and proceeded to relate all that had happened.
He listened in open-eyed amazement, and when she had finished
he had lost some of his wonted composure.
“It is pure madness, and the man must be stopped,” he said hotly.
“Remember your promise,” she said warningly.
“Of course I will, but the thing is stupendous. It may cause a
European war.”
“Will you come with us? We need not consider Europe. I am only
thinking of my husband.”
“Yes. I will come if I can get leave of absence. When do you
leave?”
“We shall motor to Southampton in a couple of hours’ time.”
“I will be back before that,” he answered, and hastened away.
Sir Keith Hamilton did not keep him waiting very long, and
received him pleasantly.
“I suppose you have come about your brother-in-law. I shall not be
altogether sorry if he has left the country and doesn’t return,” Sir
Keith remarked drily.
“I have come to ask leave of absence for an indefinite time,” Lord
Lynton answered, and his voice was very grave.
“For what purpose?”
“To accompany my sister on her yacht.”
“A pleasure trip?”
“Not exactly, sir. In fact I am bound to silence.”
“I see. Does this voyage concern Gaunt?”
“I can say that our destination is the Congo,” the Earl announced
slowly.
“May I ask if Gaunt will be on board?”
“He will not. But please don’t cross-examine me, sir. I am in a
difficult position, and I must keep my promise.”
“Yes, that is necessary,” Sir Keith said reflectively. “You can have
your leave.”
“Thank you, sir. May I ask if you have confidence in my
judgment?”
“Yes—to a degree,” was the cautious answer.
“I can tell you nothing, but I would suggest that the first cruiser
squadron of the Atlantic fleet be sent to the Canary Islands for a few
weeks.”
“That is a large order,” Sir Keith said with a smile, but his eyes
were filled with curiosity.
“The squadron is now at Gibraltar. You know I would not suggest
this without a weighty reason. Admiral Stretton is a fine sailor, and
something of a diplomatist, I believe.”
The foreign secretary’s eyes did not leave the Earl’s face, and it
was a long time before he spoke.
“I think I may venture to say that the squadron will cruise in the
direction of the Canaries. May I understand that you will
communicate with me when you are at liberty to do so?”
“Yes, sir. At the first opportunity.”
“You can tell me nothing further?”
“I am not sure that I have not already said too much. I am very
anxious, and my responsibility is great.”
“May I ask if Gaunt has already gone to the Congo?” Sir Keith said
quietly.
“I cannot tell you, sir.”
“Do you anticipate international trouble? I must admit that you
have made me rather anxious. Cannot you give any further

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eTextbook 978-1305117204 Systems

Analysis and Design in a Changing

978-0134204925 Modern Systems Analysis and Design

eTextbook 978-1285856872 C# Programming: From Problem

Policy, Program and Project Evaluation: A Toolkit for

eTextbook 978-1285866345 Organization Theory and Design

Systems Analysis and Design 12th Edition Scott Tilley

eTextbook 978-0205252572 Public Policy Analysis

eTextbook 978-1259546945 Management: Leading &

Policy, Program and Project Evaluation: A Toolkit for

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-

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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

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and Use Cas

Figure 12-3 Analysis models to design models to programming models

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Activity diagrams CRC cards

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includes extensive figures and

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