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TA B L E O F C O N T E N T S
CLOSING CASE STUDY TWO: GOOGLE AND APPLE CLOSING CASE STUDY TWO: THE BUSINESS OF SOCIAL
KNOW WHERE YOU ARE, MAYBE 29 MEDIA AND MAKING THE ROI CASE 60
KEY TERMS AND CONCEPTS 30 KEY TERMS AND CONCEPTS 61
SHORT-ANSWER QUESTIONS 31 SHORT-ANSWER QUESTIONS 62
ASSIGNMENTS AND EXERCISES 31 ASSIGNMENTS AND EXERCISES 62
vii
viii Table of Contents
INTRODUCTION 128
ASSIGNMENTS AND EXERCISES 92
E-COMMERCE BUSINESS MODELS 128
DISCUSSION QUESTIONS 93
Business to Business (B2B) E-Commerce 129
Chapter Projects 94 Business to Consumer (B2C) E-Commerce 130
Table of Contents ix
FIND CUSTOMERS AND ESTABLISH RELATIONSHIPS 137 The Selfsourcing Process 171
The Advantages of Selfsourcing 172
Business to Consumer 137
Potential Pitfalls and Risks of Selfsourcing 173
Business to Business 139
Which Applications for IT to Offload 173
MOVE MONEY EASILY AND SECURELY 140 The Right Tool for the Job 174
CLOSING CASE STUDY TWO: THE MOBILE CLOSING CASE STUDY ONE: THE GOOD-ENOUGH
COMMERCE EXPLOSION 153 TECHNOLOGY ECONOMY 186
SUMMARY: STUDENT LEARNING OUTCOMES REVISITED 345 SUMMARY: STUDENT LEARNING OUTCOMES REVISITED 383
KEY TERMS AND CONCEPTS 346 KEY TERMS AND CONCEPTS 384
Decision Analysis with Spreadsheet Software LANs, WANs, and MANs 414
SUMMARY: STUDENT LEARNING OUTCOMES REVISITED F.18 EXTENDED LEARNING MODULE H 436
KEY TERMS AND CONCEPTS F.19 Computer Crime and Digital Forensics
SHORT-ANSWER QUESTIONS F.19 INTRODUCTION 437
SUMMARY: STUDENT LEARNING OUTCOMES REVISITED G.20 DEVELOPING YOUR JOB SEARCH E-PORTFOLIO I.17
KEY TERMS AND CONCEPTS G.21 Self-Promotion I.18
Give Them What They Want I.18
SHORT-ANSWER QUESTIONS G.21
The Shape of an E-Portfolio I.19
ASSIGNMENTS AND EXERCISES G.22 E-Gallery I.20
xiv Table of Contents
Information Technology Skills You PRESENTING INFORMATION IN LISTS AND TABLES L.25
Should Pursue K.18 Working with Lists L.25
MARKETING K.19 Working with Tables L.26
Working with Cells L.28
Typical Job Titles and Descriptions K.19
Information Technology Skills You FORMATTING PAGES L.30
Should Pursue K.20
Setting Page Properties L.31
PRODUCTION AND OPERATIONS MANAGEMENT K.22 Themes L.32
Typical Job Titles and Descriptions K.22 SUMMARY: STUDENT LEARNING OUTCOMES REVISITED L.34
Information Technology Skills
You Should Pursue K.24 KEY TERMS AND CONCEPTS L.34
REAL ESTATE AND CONSTRUCTION MANAGEMENT K.24 ASSIGNMENTS AND EXERCISES L.35
Typical Job Titles and Descriptions K.25
Information Technology Skills You EXTENDED LEARNING
Should Pursue K.25 MODULE M (on OLC)
The Ninth Edition of Management Information Systems for the Information Age pro-
vides you the ultimate in flexibility to tailor content to the exact needs of your MIS or IT
course. The nine chapters and thirteen Extended Learning Modules may be presented
in logical sequence, or you may choose your own mix of technical topics and business/
managerial topics.
The nine chapters form the core of material covering business and managerial topics,
from strategic and competitive technology opportunities to the organization and man-
agement of information using databases and data warehouses. If you covered only the
chapters and none of the modules, the focus of your course would be MIS from a busi-
ness and managerial point of view.
The thirteen Extended Learning Modules provide a technical glimpse into the world
of IT, covering topics ranging from building a Web site, to computer crimes and digital
forensics, to how to use Microsoft Access. If you chose only the modules and none of the
chapters, the focus of your course would be on the technical and hands-on aspects of IT.
At the beginning of each chapter (and in the Instructor’s Manual for each chapter),
we include our recommendations concerning which modules to cover immediately after
covering a given chapter. For example, Module H on computer crime and digital foren-
sics follows logically after Chapter 8 on protecting people and information. But you can
cover Chapter 8 and omit Module H—that’s completely up to you. On the other hand,
you can omit Chapter 8 and cover Module H—you have flexibility to do what suits your
needs and the needs of your students.
You can easily select a course format that represents your own desired blend of top-
ics. While you might not choose to cover the technologies of networks, for example,
you might require your students to build a small database application. In that case, you
would omit Module E (Network Basics) and spend more time on Module C (Designing
Databases and Entity-Relationship Diagramming) and Module J (Implementing a
Database with Microsoft Access).
On the facing page, we’ve provided a table of the chapters and the modules. As you
put your course together and choose the chapters and/or modules you want to cover, we
would offer the following:
• Cover any or all of the chapters as suits your purposes.
• Cover any or all of the modules as suits your purposes.
• If you choose a chapter, you do not have to cover its corresponding module.
• If you choose a module, you do not have to cover its corresponding chapter.
• You may cover the modules in any order you wish.
Please note that your students will find Modules F, G, I, K, L, and M on the Web site
that accompanies the textbook at www.mhhe.com/haag. Also, to better serve a large and
diverse market, we have provided two versions of Module D (Decision Analysis with
Spreadsheet Software) and two of Module J (Implementing a Database with Microsoft
Access). In the book, these two modules cover Office 2010 Excel and Access. However,
if you’re using a previous iteration of Microsoft Office, you can teach Excel and Access
using the versions of Modules D and J found on the Web site, as they teach Excel and
Access using Office 2007.
xvi
Preface xvii
The unique organization of this text gives you complete flexibility to design your
course as you see fit.
• Management focus—By focusing on the chapters, your class will take a managerial
approach to MIS.
• Technical focus—If hands-on, technical skills are more important, focus your MIS
course on the modules.
Organization—The Haag Advantage
The separation of content between the chapters and the Extended Learning Modules is
very simple. We can sum it up by saying:
• The chapters address what you want your students to know.
• The modules address what you want your students to be able to do.
Together, both combine to provide a well-balanced repository of important infor-
mation aimed at developing a prospective business professional equipped with both
foundational knowledge and application experience, ready to take on today’s highly
competitive job market.
Each chapter and module contains full pedagogical support:
• Student Learning Outcomes
• Summary
• Key Terms and Concepts p g
ing in some way that information. Of course, what it contains is really up to you and your
needs.
• Short-Answer Questions DATA WAREHOUSES SUPPORT DECISION MAKING, NOT TRANSACTION
PROCESSING In an organization, most databases are transaction-oriented. That is,
• Assignments and Exercises most databases support online transaction processing (OLTP) and, therefore, are opera-
tional databases. Data warehouses are not transaction-oriented: They exist to support
decision-making tasks in your organization. Therefore, data warehouses support only
online analytical processing (OLAP).
Southeast
on the business and Territory
technology. #1 #2 #3 #4
PRODUCT LINES
ure C.3 A
ding an Entity-
tionship (E-R)
gram provides a
xviii
Preface xix
SDLC STEP
PLANNING ANALYSIS DESIGN DEVELOPMENT TESTING IMPLEMENTATION MAINTENANCE
Business
process
expert Engage your students in active
Liaison
to the participation by assigning any
customer
Quality of the over 175 assignments,
control
analyst
exercises, homework, and
Manager
of other
people in-class breakout activities.
Some can be used in class and
4. CONSTRUCTION AND THE SDLC The systems Fill in the following chart listing some of the
development life cycle is often compared to
the activities in the construction industry.
activities performed in building a house and
how they relate to the different SDLC steps.
others require outside class
work.
SDLC Activities for Building a Home
Planning
Case Studies
CHAPTER ONE
OUTRAGEOUS The Information Age in Which You Live
INDUSTRY Changing the Face of Business
TRANSFORMATION
OUTRAGEOUS INDUSTRY newspapers and magazines, music, movies, the
TRANSFORMATION: CELL PHONES local news, education, financial services. The list
Each chapter begins with DOOM PHONE REVENUES FOR HOTELS goes on and on.
As a future business leader, you don’t need
a one-page Outrageous Think about the title of this case. It’s not the typi-
cal opening case study you’ve come to expect in
to focus on how cell phones work. Rather, you
need to focus on how and why people use cell
Industry Transformation and textbooks. This is about the outrageous, yes, lit-
erally outrageous, transformations that are being
phones. The same is true for all the new tech-
nologies. You don’t really need to “pop the
caused by information technology. Newspaper hood” and learn all about the engine of tech-
an accompanying graph, subscriptions are declining rapidly, as is revenue for nology. Rather, you need to focus on the per-
print advertising in magazines; people are build- sonal and business uses of technology. That’s
highlighting how technology ing homes without land-based phone lines; movie the knowledge you need to effectively build
rentals largely happen online, not at a local video business strategy that incorporates technology.
is transforming online
industries.
CHAPTER TWO
Major Business Initiatives
Gaining Competitive Advantage with IT
OUTRAGEOUS INDUSTRY Will there be a need for travel agents? Sure. Some
TRANSFORMATION: DEATH will survive and even thrive by focusing on the
OF A TRAVEL AGENT personal touch, what many people call customer
experience management. Others will also survive
In Chapter 1, we explored the extent to which by focusing on specific niches, say perhaps excur-
cell phones are transforming (i.e., wiping out) sions to the north and south poles. (This is a form
in-room phone revenues for hotels. Hotels are of focus as described in Porter’s three generic strat-
often considered broadly within the context of egies from Chapter 1.) It’s rather like hotels losing
the travel and leisure industry segment. So, let’s in-room telephone charge revenue; they figure
stay within that industry and explore another out how to make up that lost revenue elsewhere.
technology-enabled transformation. Technology is certainly a game changer. Some
Up through the mid-1990s, airline reserva- businesses will win, others will lose. The winners
tions systems were closely guarded barriers to work diligently to build strategies and major
entry. If you wanted to book a flight, you had business initiatives around the use of technology.
haa7685X_ch01_002-033.indd 3 11/18/11 5:22 PM
one of two options: (1) call an airline directly, or That’s our focus in this chapter.1
(2) call or visit a travel agent. The travel agency
industry flourished during this time. By offering 200,000
hotel reservations, rental cars reservations, cruise 180,000 Peak:171,600
bookings, and much more, the local travel agent 160,000
became a friendly, one-stop shop for many peo- 140,000
ple’s vacationing needs. 120,000
xx
Preface xxi
Student Learning Outcome—“tell them Describe the decision support role of specialized analytics like predictive analytics and text
analytics.
Describe the role and function of an expert system in analytics.
what you’re going to tell them, tell them, Explain why neural networks are effective decision support tools.
and then tell them what you told them.” Define genetic algorithms and the types of problems they help solve.
SHORT-ANSWER QUESTIONS
1. What are the four basic principles that apply to 7. What impact does Frame Relay have
1. Summary of Student Learning Outcomes you. How many ISPs offer telephone modem
access? Is DSL available to you? Is it available
to anyone in your area? Does your cable
life, in terms of the four principles of computer
security. If you have a job in addition to being
a student, write about computer security in
company offer a cable modem? If your school your workplace. If you don’t work outside the
2. Closing case studies and discussion has residence halls, does it offer network
connections? Compare each available service
classroom, write about how computer security
affects you at school and in your personal life.
on price, connection speed, and extras like You may be surprised at how many things
out to your home and help you if you’re banking, grades, e-mail, timesheets, library and
PROJE C TS
ASSIGNMENTS AND EXERCISES
Group PROJECTS 1. FINDING FREE IMAGES AND BACKGROUNDS many ways in which you can combine HTML
ON THE WEB To insert and use images and tags to create a powerful presentation. One
CASE 1: backgrounds, you don’t necessarily need to such way is to create a list (either numbered
ASSESSING THE VALUE OF CUSTOM ER RELATIONSHIP scan them yourself. Literally thousands of Web or unnumbered) of useful links. Go to the
M ANAGEM ENT
sites provide free images and backgrounds. Web and find five job databases (Monster.
TR EVO R TO Y AUTO M ECHANICS Below, we’ve listed two. com is one). Now create a small Web site that
provides links to those five Web sites. You are
Trevor Toy Auto Mechanics is an automobile repair shop in Phoenix, Arizona. Over the past • Animated GIFs—www.webdeveloper.com/
few years, Trevor has seen his business grow from a two-bay car repair shop with only one other to present those links in the form of a list.
animations/
employee to a 15-bay car repair shop with 21 employees. • Free Graphics—www.freegraphics.com/ 3. MAKE MODIFICATIONS TO FIGURE F.1 Figure F.1
Trevor wants to improve service and add a level of personalization to his customers. However, on page F.3 contains some very interesting
Trevor has no idea who his best customers are, the work that is being performed, or which Connect to the sites above as well as three
others that you can find and answer the information, but it does not include any links
mechanic is responsible for the repairs. Trevor is asking for your help. He has provided you with
a spreadsheet file, TREVOR.xls, that contains a list of all the repairs his shop has completed following questions: to other related Web sites and it contains only
over the past year including each client’s name along with a unique identifier. The spreadsheet one image. You have two tasks here. First,
A. How do you download an image?
file contains the fields provided in the table below. connect to NASA’s site at www.nasa.gov,
B. Do you have to register at the site first
download another astronomy image, and
before downloading images?
Column Name Description insert it into Figure F.1. To download an image,
C. What categories of images can you find?
simply right click on the image and choose
A CUSTOMER # A unique number assigned to each customer D. Because there are so many sites offering Save Picture As . . . Your second task is to
B CUSTOMER NAME The name of the customer free images, why would anyone want to provide links to the main Web site for each
scan their own? of the six listed states. So, the state names of
C MECHANIC # A unique number assigned to the mechanic who
completed the work 2. BUILD A NUMBERED LIST OF LINKS In this Arizona, California, Kansas, Oregon, Nevada,
D CAR TYPE The type of car on which the work was completed module, we demonstrated to you how to and Georgia should all be links that will take
E WORK COMPLETED What type of repair was performed on the car th i i it t h t t ’
opportunity.
Connect to several Web sites that offer computer statistics and resources and answer the follow-
ing questions for each.
haa7685X_gp_286-321.indd 286 A. What categories of personal technologies are covered? 12/19/11 4:52 PM
The electronic commerce projects appear immediately following Chapter 9. These projects each have a singular focus and can be applied to many different
chapters and modules. Each chapter starts by identifying which electronic projects are most appropriate to use. The Instructor’s Manuals for the modules
identify the most appropriate ones as well. As a quick reference, please refer to the table below.
CHAPTER
1 2 3 4 5 6 7 8 9
CHAPTER/MODULE
1 2 3 4 5 6 7 8 9 D C/J
1. Assessing the Value of Information X X X X
2. Analyzing the Value of Information X X X
3. Executive Information System Reporting X X X X
4. Building Value Chains X X X
5. Using Relational Technology to Track Projects X X X
6. Building a Decision Support System X X
7. Advertising with Banner Ads X X X
8. Assessing the Value of Outsourcing Information X X X X
Technology
9. Demonstrating How to Build Web Sites
10. Making the Case with Presentation Software X
11. Building a Web Database System X X X
12. Creating a Decision Support System X X X X
13. Developing an Enterprise Resource Planning System X X X X X X
14. Assessing a Wireless Future X X
15. Evaluating the Next Generation X X X
16. Analyzing Strategic and Competitive Advantage X X X
17. Building a Decision Support System X X
18. Creating a Financial Analysis X X
19. Building a Scheduling Decision Support System X X X
20. Creating a Database Management System X X
21. Evaluating the Security of Information X X
22. Assessing the Value of Supply Chain Management X X X X
xxiii
xxiv Preface
INSTRUC TO R ’ S MANUAL
The Instructor’s Manual is provided to you in an effort to help you prepare for your class
presentations. In its new format, you will find a separate box for each PowerPoint slide.
In that box, you will find an overview of the slide and a list of key points to cover. This
presentation enables you to prepare your class presentation by working solely with the
Instructor’s Manual because you also see the PowerPoint slide presentations. We’ve also
provided embedded links within each Instructor’s Manual document to the various in-
text pedagogical elements.
• The Global and Industry Perspectives boxes—how to introduce them, key
points to address, possible discussion questions to ask, etc.
At the beginning of each Instructor’s Manual document you’ll find other useful informa-
tion including the appropriate author to contact if you have questions or comments, a list
of the Group Projects that you can cover, and a list of any associated data files.
We’ve provided the Instructor’s Manual files in Word format and placed them on the
text’s Web site.
T E S T BANK
For each chapter and module, there are approximately 125 multiple-choice, true/
false, and fill-in-the-blank questions aimed at challenging the minds of your students.
McGraw-Hill’s EZ Test is a flexible and easy-to-use electronic testing program. The pro-
gram allows instructors to create tests from book-specific items. It accommodates a wide
range of question types and instructors may add their own questions. Multiple versions
of the test can be created and any test can be exported for use with course manage-
ment systems such as WebCT, BlackBoard, or PageOut. The program is available for
Windows and Macintosh environments.
POWER PO I NT P R E S E NTAT I O NS
The PowerPoint presentations are ready for you to use in class. In preparing to use these,
you simply work through the Instructor’s Manual which includes thumbnails of each
slide and important points to cover. Of course, we realize that you’ll probably want to
customize some of the presentations. So, we’ve made available to you most of the images
and photos in the text. You can find these on the text’s Web site at www.mhhe.com/haag.
Another random document with
no related content on Scribd:
Herttua de Troncantique ja markiisitar de Souchevieille katselivat
ja kuuntelivat hetkisen sanaakaan hiiskahtamatta, mutta olihan heillä
sentään silmät nähdä ja korvat kuulla tuo kahden yhdistetyn
sydämen lempeä salaisuus.
*****
*****
Kukkiin oli prinsessa kiihkeästi mieltynyt. Niitä piti linnassa olla niin
yksinkertaisimpia lajeja kuin uhkeimpiakin. Luonnontutkija olisi
hänen puistossaan havainnut edustajia koko kuningaskunnan
kukkamaailmasta sekä lisäksi muiden maiden kiinnostavimmista
lajeista.
*****
*****
*****
Prinsessa polki jalkaa, huutaen että ritari oli tolvana, että kaikki
ihmiset olivat liittoutuneet häntä ärsyttääksensä ja että hän oli
onnettomampi kuin tiellä tallattavat kivet. Mutta huonosta tuulestansa
huolimatta hän suostui noudattamaan kuninkaan kehoitusta, jonka
tämä turhaan oli uudistanut alinomaa ainakin jo kahden kuukauden
aikana, luvaten valita puolisoksensa jonkun noista kosijoista, jotka
hänen välinpitämättömyytensä saattoi epätoivoon.
Helmi tunsi heti tuon miehen. Hän oli ainoa olento, joka oli
rohjennut lausua prinsessalle nuhteen sanan vasten kasvoja ja
puhutella häntä melkein käskevään sävyyn.
*****
Helmi huudahti, että jos niin oli, silloin ei hän välittänyt olla
prinsessa ja asua norsunluulinnassa, ei halunnut katsella
hoviväkensä tekopyhiä kasvoja. Ottaen mukaansa ainoastaan
vanhan imettäjättärensä ja muutamia uskollisia palvelijoita hän
asettui asumaan omistamaansa pieneen linnaan, joka sijaitsi metsän
reunassa maalla, monen tunnin matkan päässä pääkaupungista.
Siellä hän vietti yksinäistä elämää, kirjansa ja harppunsa huvinaan,
omistaen rukoukselle linnanherrattaren juhlallisessa rukoustuolissa
enemmän aikaa kuin koskaan norsunluulinnassa elellessään.
Maallisista asioista ei hän enää välittänyt.