Microsoft Office 2003 - Arizona Western College



Computer Concepts

Chapter Ten: Information Systems Analysis and Design

A Guide to this Instructor’s Manual:

We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom activities and a cohesive chapter summary.

This document is organized chronologically, using the same heading in blue that you see in the textbook. Under each heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section (if any), Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the software.

In addition to this Instructor’s Manual, our Instructor’s Resources CD also contains PowerPoint Presentations, Test Banks, and other supplements to aid in your teaching experience.

For your students:

Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with the latest in technology news. Direct your students to , where they can download the most recent CourseCast onto their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida State University Computer Science Department where he is responsible for teaching technology classes to thousands of FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent news and information for CourseCasts so your students can spend their time enjoying technology, rather than trying to figure it out. Open or close your lecture with a discussion based on the latest CourseCast.

Table of Contents

|Chapter Objectives |2 |

|Section A: Information Systems |2 |

|Section B: Systems Analysis |6 |

|Section C: System Design |9 |

|Section D: Implementation and Maintenance |11 |

|Section E: Corporate Data Security |14 |

|Glossary of Key Terms |17 |

Chapter Objectives

Students will have mastered the material in Chapter Ten when they can:

• List ten information systems that you’ve used.

• Describe how information systems help organizations fulfill their missions, deal with threats, and take advantage of opportunities.

• Explain the differences between strategic, tactical, and operational planning. Provide an example of how a computer system might be used for each type of planning.

• Explain the differences between structured, semi-structured, and unstructured problems. Provide an example of each type, and describe how an information system might contribute to solving the problems.

• Using your own examples, discuss the ways in which an organization can respond to opportunities and threats.

• Contrast and compare the characteristics of transaction processing systems, management information systems, decision support systems, and expert systems.

• List the phases of the SDLC and the tasks that occur in each phase. Identify three development methodologies that systems analysts might use to complete the SDLC.

• For each letter of the PIECES framework, create your own example of a problem that a systems analyst might discover in an obsolete information system.

• List and briefly describe three tools used for project scheduling and then list and describe four documentation tools used in the analysis phase of the SDLC. Draw a DFD showing the flow of data (ingredients) when you make a grilled cheese sandwich.

• Explain the advantages and disadvantages of centralized processing and distributed processing.

• List and describe four software alternatives that systems analysts might consider for a new information system.

• Describe the five types of testing used during the implementation phase.

• Use your own words to describe the advantages and disadvantages of direct, parallel, phased, and pilot conversions.

• List and define at least four quality-of-service metrics.

• List and describe eight threats that could cause information systems to fail.

• Explain how organizations can protect the data stored on their information systems.

SECTION A: INFORMATION SYSTEMS (556)

Information Systems in Organizations (556)

LECTURE NOTES

• Review the basic concepts about organizations as described on page 556.

• Use Figure 10-2 to explain that organizational personnel are typically depicted by a pyramid-shaped organizational chart.

• Compare and contrast strategic and tactical planning. Point out that strategic planning is deciding “what” an organization will do; tactical planning emphasizes “how” a goal will be achieved. Strategic usually refers to long term where tactically is based on a day to day basis.

• Explain that while it is tempting to try to assign a specific type of information system to each level of management, e.g., executive managers use decision support systems, whereas middle managers use MIS systems, this is not true in practice.

• Review structured, semi-structured, and unstructured problems. Unstructured problems often require human intuition and are not supported by information systems, though decision support and MIS systems might provide some relevant information. Semi-structured problems are best supported by a DSS which can be queried “on the fly” for data relevant to the decision. Structured problems are usually supported by a well-designed MIS.

TEACHER TIP

You might illustrate the concepts in this section using a well-known business such as Target or Macy’s. Most management textbooks include cases about real organizations such as these, so this information is easy to find. Show your students how you can quickly gain an understanding of a business by finding the answers to the questions in the above bulleted list.

FIGURES

• Figure 10-1, Figure 10-2, Figure 10-3

CLASSROOM ACTIVITIES

1. Assign a Project: Have students write a paragraph comparing and contrasting structured, semi-structured, and unstructured problems.

2. Quick Quiz:

• A(n) ___________ describes an organization’s goals and the way in which those goals will be accomplished. (Answer: mission statement.)

• A(n) ____________ depicts the hierarchy of employees in an organization. (Answer: organizational chart.)

• True/False: An unstructured problem is an everyday, run-of-the-mill, routine problem. (Answer: False.)

Transaction Processing Systems (559)

LECTURE NOTES

• Emphasize that one business may use multiple methods of transaction processing.

• Use Figure 10-5 to review the basic functions of a transaction processing system.

TEACHER TIP

To make your explanation of a transaction processing system more concrete, you might trace a sample transaction through the system. For example, you could use the payment of a telephone bill; the customer writes a check and sends it, along with the statement stub, back to the phone company. At the phone company, the check is received and entered into the transaction processing system. The payment data is stored on disk. A phone company employee can display the payment data if, for example, you call and want to know if the payment was received. Each day, the company can print a list of payments received from all customers.

FIGURES

• Figure 10-4, Figure 10-5

CLASSROOM ACTIVITIES

1. Assign a Project: Ask students to draw a diagram illustrating a transaction processing system.

2. Quick Quiz:

• In an information system context, a(n) _________ is an exchange between two parties that is recorded and stored in a computer system. (Answer: transaction.)

• What does TPS stand for? (Answer: Transaction processing system.)

• True/False: Most modern transaction processing systems use batch processing. (Answer: False.)

Management Information Systems (561)

LECTURE NOTES

• Explain that the major function of an MIS is to produce detail, summary, and exception reports for routine and structured decisions.

• Use Figure 10-6 to review the goals of an MIS.

• Explain the difference between management information systems and transaction processing systems.

TEACHER TIP

You might want to provide examples of the use of each type of report listed on page 561. For example, name a type of business and determine what kinds of reports would be generated.

FIGURES

• Figure 10-6, Figure 10-7, Figure 10-8

CLASSROOM ACTIVITIES

1. Class Discussion: Ask students to compare and contrast an MIS and a TPS. What are the characteristics of each? How is each used in a business setting? Have any students worked with either one?

2. Quick Quiz:

• A(n) ______ report is a customized report, generated to supply specific information not available in scheduled reports. (Answer: ad hoc.)

• What type of report contains information that is outside normal or acceptable ranges? (Answer: Exception.)

• True/False: An MIS is the same thing as a TPS. (Answer: False.)

Decision Support Systems (562)

LECTURE NOTES

• Explain that the main purpose of a DSS is to help decision makers with non-routine decisions.

• Use Figure 10-9 in your discussion of the process.

• Emphasize that a DSS does not actually make a decision—it only provides data that a manager can use to reach a decision.

TEACHER TIP

You might want to provide some examples of non-routine decisions:

• Deciding on a location for a new retail outlet

• Deciding whether to add a new product line

• Deciding if it is necessary to lay off employees during a recession

FIGURES

• Figure 10-9

CLASSROOM ACTIVITIES

1. Class Discussion: Ask students to brainstorm scenarios in which a DSS would be useful. Do any students have experience using one?

2. Quick Quiz:

• A(n) ______________ helps people make decisions by directly manipulating data, analyzing data from external sources, generating statistical projections, and creating data models of various scenarios. (Answer: decision support system.)

• What does EIS stand for? (Answer: Executive information system.)

• True/False: A decision model is a numerical representation of a realistic situation. (Answer: True.)

Expert Systems and Neural Networks (564)

LECTURE NOTES

• Use Figure 10-11 to review the characteristics of an expert system.

• Explain that an expert system captures the knowledge of a human expert as a series of rules called a knowledge base. Using an inference engine, which is part of the expert system software, the expert system evaluates the rules in the knowledge base and makes a decision or recommendation.

• Point out that although expert systems are sometimes used by managers, these systems are often used by workers and function as manager-surrogates.

• Distinguish between an expert system and an expert system shell. An expert system includes the rules necessary to make a decision. An expert system shell is a software package used to create an expert system. It is called a “shell” because it is empty, so to speak, until the rules for the knowledge base are entered.

• Explain that expert systems have become increasingly “intelligent” through the use of fuzzy logic and neural networks. Fuzzy logic allows expert systems to provide solutions to imprecise data with a level of confidence, and a neural network simulates the processing of a human brain and allows an expert system to establish its own rules.

FIGURES

• Figure 10-10, Figure 10-11

CLASSROOM ACTIVITIES

1. Assign a Project: Have students find a mission statement, organizational chart, and goals of the company they work for. If the students do not work, then use the college’s structure. Have them document their findings in a Word document and submit their assignment.

2. Quick Quiz:

• Any organization that seeks profit by providing goods and services is called a(n) ________. (Answer: business.)

• True/False: Transaction processing collects and holds a group of transactions for processing. (Answer: True.)

• ________ plan an organization’s long-range goals for profitability, market share, and membership levels.

a. Tactical planners

b. Executive managers

c. Operational planners

d. Organizational planners

(Answer: B.)

SECTION B: SYSTEMS ANALYSIS (566)

System Development Life Cycle (566)

LECTURE NOTES

• Explain that the SDLC is an outline of a process that helps develop successful systems, and is divided into five phases: planning, analysis, design, implementation, and maintenance.

• Contrast the modified waterfall SDLC to the iterative SDLC.

• Explain that the SDLC is truly a decision making process similar to that of many other functional areas of business.

FIGURES

• Figure 10-13

CLASSROOM ACTIVITIES

1. Quick Quiz:

• A(n) _____________ accounts for overlap between SDLC phases. (Answer: modified waterfall SDLC.)

• What does SDLC stand for? (Answer: System development life cycle.)

• True/False: An iterative SDLC depicts phases as repeating as necessary. (Answer: True.)

Planning Phase (567)

LECTURE NOTES

• Use Figure 10-14 to illustrate the activities a project team performs during the planning phase of an information system project.

• Explain that the PIECES acronym, described in Figure 10-17, is a useful tool in identifying specific problems within an information system.

TEACHER TIP

Consider using the following examples to classify the portion of PIECES under which the problem falls:

• When employees submit reimbursement for travel expenses, they must send a form to the department head for approval, then the form is forwarded to accounts payable, and finally to payroll where it is entered into the computer for payment in the next pay period. Employees sometimes wait for two months while the form goes to each office. (Performance—processing takes too long)

• During registration week, a list of full courses is printed only every other day so students have difficulty planning their schedules. (Information—not up-to-date)

• When a credit card holder charges less than $20, the credit card company loses money because it earns 60 cents, but it costs the credit card company 90 cents in phone charges and employee time. (Economics—costs too much to process a transaction)

• When students register late for a class they first must go to the scheduling office to find out if there is space in the class. If space is available, the student must get the instructor’s signature, and then return to the scheduling office to officially add the class. (Control—the employees in the scheduling office do not have authority to add students)

• People applying for driver’s licenses in some U.S. territories are frustrated because they have to wait in line to purchase the form, then they must fill out the form and take it to another line to get it stamped and make an appointment to take the driver’s test. (Efficiency—too many lines, people, and time required to process a driver’s license application)

FIGURES

• Figure 10-14, Figure 10-15, Figure 10-16, Figure 10-17, Figure 10-18, Figure 10-19, Figure 10-20

CLASSROOM ACTIVITIES

1. Group Activity: Divide the class into two groups and assign each group a fictional organization for whom they will be creating an information system. Have them determine what type of information system would be useful to their organization and work through the planning phase activities, as listed in Figure 10-14.

2. Quick Quiz:

• A(n) __________ uses bars to show the timing of development tasks as they occur over time. (Answer: Gantt chart.)

• Each letter of PIECES, as in the PIECES framework, stands for what? (Answer: A potential problem or Performance, Information, Economics, Control, Efficiency, Service.)

• True/False: Structured methodology focuses on the processes that take place within an information system. (Answer: True.)

LAB ACTIVITY

Refer students to the New Perspectives Web site for a Student Edition Lab titled “Project Management”. In the Project Management Student Edition Lab, you will learn about the following topics:

• Introduction to project management software

• Entering project tasks to determine scope

• Developing the project schedule

• Entering cost and human resource information

• Communicating project information

Analysis Phase (571)

LECTURE NOTES

• Use Figure 10-21 to discuss the steps in the analysis phase.

• Explain the purpose and importance of system requirements if it is explained that they can serve as a checklist for success.

• Emphasize that to be successful, the new system should meet or exceed all the requirements.

• Explain that at the end of the Analysis phase, a System Requirements Report is produced. Figure 10-22 provides an overview of a typical report.

FIGURES

• Figure 10-21, Figure 10-22

CLASSROOM ACTIVITIES

1. Group Activity: Divide the class into the same two groups as in the previous group activity and have them work through the analysis phase activities as listed in Figure 10-21. Since this is a fictitious scenario, students will have to make up information to base decisions upon. Make sure their choices are appropriate for the organizations they’re creating the information system for.

2. Quick Quiz:

• __________ are the criteria for successfully solving problems identified in an information system. (Answer: System requirements.)

• System requirements are incorporated into what type of documents? (Answer: System Requirements Report.)

• True/False: The goal of the analysis phase is to produce a list of requirements for a new or revised information system. (Answer: True.)

Documentation Tools (572)

LECTURE NOTES

• Explain that data flow diagrams (DFDs) are structured documentation tools that sketch what happens to data in an information system.

• Emphasize that end users who understand DFDs can much more easily communicate with analysts to discuss their information system needs.

• Be sure students understand that DFDs are NOT flow charts. Several of your students are likely to have worked with flow charts and will assume that DFDs are the same. Point out that DFDs focus on data, whereas flow charts focus on processes.

• Show an example, such as the DFD in Figure 10-24, and point out that this type of diagram shows what happens to data in an information system.

• Explain the symbols used on DFDs as shown in Figure 10-23.

• Walk through a DFD to show what it tells us about an information system.

• Explain that in contrast to structured documentation tools like DFDs, object-oriented design tools provide blueprints for creating data objects and the routines that allow people to interact with those objects.

• Explain the symbols used in UML diagrams as shown in Figures 10-26 and 10-27.

• Walk through a UML diagram to show what it tells us about an information system.

TEACHER TIP

Consider having students diagram how the current system for your sample project works. If students have already worked through the Working with DFDs Lab, they can create a data flow diagram, using Figure 10-24 as a model.

FIGURES

• Figure 10-23, Figure 10-24, Figure 10-25, Figure 10-26, Figure 10-27, Figure 10-28

LAB ACTIVITY

The New Perspectives Lab “Working with DFDs” deals with issues that relate to this section of the textbook. You might want to go through the lab during class time if you have a computer with a projection device. Or, assign this lab for students to do on their own.

CLASSROOM ACTIVITIES

1. Class Discussion: Have the students select a small business in their area and list the steps in the business operation. How can it be automated? Document the current system and determine the PIECES framework to classify problems. Discuss how automated process and activities differ based upon the size of the organization. What is different? What considerations need to be made?

2. Quick Quiz:

• An outline of a process that helps develop successful information systems is known as a/an ________. (Answer: System Development Life Cycle, SDLC)

• True/False: System requirements are the criteria for successfully solving the problem or problems identified in an information system. (Answer: True.)

• The goal of the ________ phase is to produce a list of requirements for a new or revised information system.

a. design

b. planning

c. implementation

d. analysis

(Answer: D.)

SECTION C: SYSTEM DESIGN (576)

Design Phase (576)

LECTURE NOTES

• Explain that in the design phase of the SDLC, the project team identifies potential solutions, and then selects the best of those solutions.

• Emphasize that the selection process takes into consideration the costs and benefits of each potential solution.

FIGURES

• Figure 10-29, Figure 10-30, Figure 10-31

TEACHER TIP

You might also want to talk about one of the major decisions that must be made in the design phase: whether to build custom software or buy commercial software. Build vs Buy can allow for a great discussion.

CLASSROOM ACTIVITIES

1. Group Activity: Divide the class into the same two groups as in the previous group activities and have them work through the design phase activities as listed in Figure 10-29.

2. Quick Quiz:

• In __________ processing, data is processed on a centrally located computer. (Answer: centralized.)

• True/False: An application development tool is essentially a type of software construction kit containing building blocks that can be assembled into a software product. (Answer: True.)

Evaluation and Selection (579)

LECTURE NOTES

• Refer to Figure 10-32 to explain how you can use a spreadsheet to create a decision table that compares potential solutions.

• Refer to Figures 10-33 and 10-34 for examples of an RFP and an RFQ.

TEACHER TIP

Consider using the following analogy to help students understand this section: When an architect designs a house, she finds out what the family needs (i.e., play space for young children, a home office, etc.). This is analogous to the system requirements—if these requirements are met, the family should be happy with their new home. These requirements, however, are not an appropriate plan for the construction workers who build the home, so the architect must also create detailed blueprints showing dimensions, electrical and plumbing plans, exterior elevations, etc. These detailed blueprints are analogous to application specifications.

FIGURES

• Figure 10-32, Figure 10-33, Figure 10-34

CLASSROOM ACTIVITIES

1. Group Activity: Divide the class into the same two groups as in the previous group activities and have them create decision support worksheets using Microsoft Excel. Direct them to use Figure 10-32 as a guide in creating their worksheets.

2. Quick Quiz:

• A(n) __________ is a document that describes the information system problem and the requirements for the solution. (Answer: request for proposal or RFP.)

• A(n) __________ is a request for a formal price quotations on a list of hardware and software. (Answer: request for quotation or RFQ.)

• True/False: A spreadsheet can be used to produce a decision support worksheet. (Answer: True.)

LAB ACTIVITY

Refer students to the New Perspectives Web site for a Student Edition Lab titled “Advanced Spreadsheets.” In the Advanced Spreadsheets Student Edition Lab, you will learn about the following topics:

• Sorting and filtering lists and creating subtotals

• Using conditional formatting, data validation, Goal Seek, and macros

• Creating PivotTables

• Protecting and documenting a worksheet

Application Specifications (581)

LECTURE NOTES

• Explain that application specifications are often very detailed, as shown in Figure 10-35.

• Discuss why application specifications are critical in ensuring that the development process is efficient.

FIGURES

• Figure 10-35

CLASSROOM ACTIVITIES

1. Class Discussion: Ask your students if they can come up with another analogy for the system Design phase of a project, other than the blueprint analogy provided at the beginning of Section C. How about the process of convincing your parents to buy you a car, and choosing the correct car? Many of them probably went through this type of process when choosing what college to go to? What factors did they consider and what assisted in that final decision? Can students compare these processes to a typical system design process?

2. Quick Quiz:

• In the _____ phase, the project team must figure out HOW the new system will fulfill the requirements specified in the Systems Requirements Report. (Answer: Design.)

• True/False: An information system can be designed for distributed processing in which data is processed on a centrally located computer. (Answer: False.)

• A type of software construction kit containing building blocks that can be assembled into a software product is called a(n) _________.

a. commercial software

b. turnkey software

c. application development tool

d. application software

(Answer: C.)

SECTION D: IMPLEMENTATION AND MAINTENANCE (583)

Implementation Phase (583)

LECTURE NOTES

• Refer to Figure 10-36 to discuss the activities in the implementation phase.

• Note that users are formally introduced to the project when the team tests applications, but are often involved from the start because they help to define the initial problem.

FIGURES

• Figure 10-36

CLASSROOM ACTIVITIES

1. Quick Quiz:

• During the __________ of the SDLC, the project team supervises the tasks necessary to construct the new information system. (Answer: implementation phase.)

• True/False: During the implementation phase, new hardware is purchased, installed, and tested to ensure that it operates correctly. (Answer: True.)

Development and Testing (583)

LECTURE NOTES

• Point out that creating the software for an information system might involve creating new software using a programming language or software development tool.

• Explain that software customization involves modifying a commercial application to meet the needs of your system.

• Discuss the pros and cons of each approach.

• Explain that application testing is an umbrella term that encompasses three other types of testing: unit, integration, and system.

• Compare and contrast unit testing, which checks a single module, and integration testing, which ensures that modules interact correctly.

• Discuss system testing, which ensures that all hardware and software components (and perhaps procedures and data) work correctly.

• Point out that unit, integration, and system testing all occur in the construction phase.

• Be sure students understand this testing process, which checks the integrity of the program components, functionality, and hardware.

• Make sure students understand that this testing does not find all “bugs” in the use of the program.

FIGURES

• Figure 10-37

CLASSROOM ACTIVITIES

1. Class Discussion: Ask the two groups to describe the type of testing that would be required on the information systems they’re designing.

2. Quick Quiz:

• __________ is the process of modifying a commercial application to reflect an organization’s needs. (Answer: Software customization.)

• True/False: A rigorous testing phase is not the only way to determine whether a new information system works. (Answer: False.)

• Which of the following is a type of testing that occurs during the implementation phase?

a. Application

b. Unit

c. Integration

d. All of the above

(Answer: D.)

Documentation and Training (585)

LECTURE NOTES

• Explain that system documentation is for programmers, designers, and analysts who must maintain and update the information system.

• Explain that user documentation is for users who will work with the system to perform tasks.

• Discuss the procedure handbook, a reference guide to system functions. If you have examples of procedure handbooks, allow your students to view them. Discuss the different sections, and the information covered. Have students evaluate the layout of the manual. Which sections are most helpful to a first-time user? Which layouts are most user-friendly? Are there any design alterations that would make the handbook more helpful to users?

TEACHER TIP

If possible, bring samples of system and user documentation to class in both printed and electronic forms for students to examine and compare.

TEACHER TIP

If you have examples of procedure handbooks, allow your students to view them. Discuss the different sections, and the information covered. Have students evaluate the layout of the manual. Which sections are most helpful to a first-time user? Which layouts are most user-friendly? Are there any design alterations that would make the handbook more helpful to users?

FIGURES

• Figure 10-38

Conversion and Cutover (585)

LECTURE NOTES

• Discuss the different methods of conversion, and the pros and cons of each.

• Emphasize the amount of planning and risk that accompanies a system conversion. You may wish to recount your experiences with large system conversions to convey the enormity of the task to your students.

FIGURES

• Figure 10-39

CLASSROOM ACTIVITIES

1. Assign a Project: Have students write a paragraph describing and comparing system, direct, parallel, phased, and pilot conversion.

2. Quick Quiz:

• __________ refers to the process of deactivating an old information system and activating a new one. (Answer: System conversion.)

• A new or upgraded information system undergoes a final test called __________. (Answer: acceptance testing.)

• True/False: There are several strategies for converting to a new system. (Answer: True.)

Maintenance Phase (587)

LECTURE NOTES

• Make sure students understand that once a new system is in place, system maintenance is ongoing.

• Students may be surprised to learn that 70% of an information system department budget is spent on costs related to system maintenance.

• Explain that in most IS departments, entry level positions are usually assigned maintenance duties: modifying code to add features, fixing bugs, and optimizing modules that require enhanced performance.

• Emphasize that 90 percent of programming jobs available today require the ability to maintain programs and systems. Advise students that this is a very lucrative field.

TEACHER TIP

If your school has one or more staff members assigned to technical support, consider having someone speak to the class about the specifics of his or her job. If not, you may wish to ask a system operator from a local business to speak to the class.

FIGURES

• Figure 10-40, Figure 10-41, Figure 10-42, Figure 10-43

CLASSROOM ACTIVITIES

1. Assign a Project: Have the students select an application that they are familiar with and write a one-to-two page documentation manual that will instruct others in how to use the application.

2. Quick Quiz

• After unit and integration testing are completed, ______ testing ensures that all hardware and software components work together correctly. (Answer: system.)

• True/False: User documentation describes how to interact with the system to accomplish specific tasks. (Answer: True.)

• Which conversion method avoids some of the risk of direct conversion, because the old system remains in service while some or all of the new system is activated:

a. direct conversion

b. pilot conversion

c. parallel conversion

d. phased conversion

(Answer: C.)

SECTION E: CORPORATE DATA SECURITY (590)

Information System Data Vulnerabilities (590)

LECTURE NOTES

• Review the threats to information systems listed on pages 590-591.

TEACHER TIP

Ask students to recall memorable examples of the threats listed in the text. Students may recall particularly virulent viruses like the Melissa or Michelangelo viruses or the various security breaches experienced by corporations and universities in 2005.

FIGURES

• Figure 10-44

CLASSROOM ACTIVITIES

1. Assign a Project: Ask students to make a list of the most common threats to data stored on corporate information systems.

Information System Data Security (592)

LECTURE NOTES

• Review the four categories of countermeasures detailed in this section.

• Explain the role of a data center in minimizing risks to information systems.

• Emphasize the importance of having a disaster recovery plan.

TEACHER TIP

As a possible exercise, present students with a series of items (e.g., antispyware) and ask students to classify the items.

FIGURES

• Figure 10-45, Figure 10-46

CLASSROOM ACTIVITIES

1. Class Discussion: Arizona has become a popular location for data centers. Ask students to think of reasons why this is.

2. Quick Quiz:

• A(n) __________ is a specialized facility designed to hold and protect computer systems and data. (Answer: data center.)

• A(n) __________ is a step-by-step plan that describes the methods used to secure data against disaster and explains how an organization will recover lost data if and when a disaster occurs. (Answer: disaster recovery plan.)

• True/False: Disaster recovery plans should only take into account catastrophic occurrences, not day-to-day events. (Answer: False.)

Corporate Identity Theft (594)

LECTURE NOTES

• Explain corporate identity theft.

• Discuss how corporate identity theft affects consumers.

• Review the guidelines for dealing with corporate identity theft listed on page 595.

TEACHER TIP

If possible, show an example of a phishing e-mail, to demonstrate the negative impact of such a message on the legitimate corporate brand. Of the negative repercussions from corporate identity theft (undermined customer confidence, overwhelmed customer service, bad publicity, and lost revenue), how many of these outcomes can students anticipate from the e-mail you display for discussion?

FIGURES

• Figure 10-47

CLASSROOM ACTIVITIES

1. Assign a Project: Ask your students if they can find two corporate disaster recovery plans online. Ask them to compare the two plans. What are the similarities and differences? Which one seems more comprehensive? Why? To what degree does the nature of the business impact the content of the plan?

2. Quick Quiz:

• True/False: The biggest North American blackout in history was the result of a security breach. (Answer: False.)

• All of the following are categories of proactive measures to protect an information system from threats EXCEPT _________.

a. deterrent

b. turnkey solution

c. detection activity

d. corrective procedure

(Answer: B.)

Glossary of Key Terms

• acceptance testing (586)

• actors (573)

• ad hoc report (561)

• analysis phase (571)

• application development tool (578)

• application specifications (581)

• application testing (584)

• batch processing (560)

• business (556)

• CASE tool (computer-aided software engineering tool) (574)

• centralized processing (577)

• change requests (582)

• class diagram (573)

• commit (560)

• data center (592)

• data flow (572)

• data flow diagram (DFD) (572)

• data store (572)

• decision model (562)

• decision query (562)

• decision support system (DSS) (562)

• decision support worksheet (579)

• design phase (576)

• detail reports (560)

• Direct conversion (586)

• disaster recovery plan (593)

• distributed processing (577)

• enterprise computer system (559)

• exception report (561)

• executive information system (EIS) (562)

• expert system (564)

• expert system shell (564)

• external entity (572)

• external information (559)

• feature creep (582)

• fuzzy logic (564)

• Gantt chart (570)

• help desk (588)

• implementation phase (583)

• inference engine (564)

• information engineering methodology (570)

• information system (556)

• integration testing (584)

• internal information (559)

• iterative SDLC (566)

• joint application design (JAD) (567)

• knowledge base (564)

• knowledge engineering (564)

• maintenance phase (587)

• management information system (561)

• managers (557)

•

• mission statement (556)

• modified waterfall SDLC (566)

• neural network (565)

• nonprofit organization (556)

• object-oriented methodology (570)

• OLTP system (online transaction processing system) (560)

• online processing (560)

• operational planning (557)

• organization (556)

• organizational chart (557)

• parallel conversion (586)

• PERT (Program Evaluation and Review Technique) (570)

• phased conversion (586)

• PIECES framework (569)

• pilot conversion (586)

• planning phase (567)

• procedure handbook (585)

• process (572)

• Project Development Plan (567)

• project management software (571)

• quality of service (Qos) (587)

• quality of service metric (587)

• request for proposal (RFP) (580

• request for quotation (RFQ) (580)

• rollback (560)

• scheduled reports (561)

• semi-structured problem (558)

• sequence diagram (574)

• software customization (583)

• strategic planning (557)

• structured methodology (570)

• structured problem (558)

• success factors (571)

• summary report (561)

• System conversion (586)

• system development life cycle (SDLC) (566)

• system documentation (585)

• system operator (588)

• system requirements (571)

• System Requirements Report (572)

• system testing (584)

• systems analysis and design (566)

• systems programmer (588)

• tactical planning (557)

• test area (584)

• transaction (559)

• transaction processing system (TPS) (559)

• turnkey system (578)

• UML (Unified Modeling Language) (573)

• unit testing (584)

• unstructured problem (558)

• use case diagram (573)

• user documentation (585)

• waterfall SDLC (566)

• WBS (work breakdown structure) (570)

• workers (557)

Top of Document

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download