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August 3rd, 2017 
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Information System Management
PART B 1
- Describe to a Business person the multiplicity of a relationship between two classes.
Multiplicity describes the variety of figures of products that are used to define an object with some choices. For instance the business production, the number of goods created.
- Why are assumptions important to a structural model?
Assumptions are vital as they are able to bring about comprehension of the model. They moreover are able to make sure that the model is displayed in the best manner hence making it possible for a person to see the figures and comprehend what is taking place (Petter et al 2008, 236–263). Additionally, it has the ability to show if the assumptions are shown in the model.
- What is an association class?
An association class is a connection that exists between an association and a class. It brings forth the idea that two objects are connected as one. It is beneficial in that it is a great way of trimming things, for instance, the association that exists between a subject and topic and students and university.
This brings forth the idea of an association. The identifications of every topic is acquired and known through the subject and the course being taken. The absence of the associate classes the identifications will not be known. The same rule is used when we speak of a student in a university without knowing this information it will be hard to know this information in terms of what course they take.
- Contrast between the following set of terms: object, class, method, attribute, super class, subclass, concrete class, abstract class
Object: (it connects precise things to their part) an object is something that one is able to acquire, one is able to direct it with varied messages and it will respond (Doll, and Torkzadeh 1998, 175). How it behaves relies on the present inner condition of the object that may vary for instance as a composition of the objects respond to getting the message. (An object is an aspect of things which sharp boundaries and meaning for use). An object is composed of; A state, tendency, and identity.
Class: every object is instance of a certain class. Class description of objects with the same features, processes, techniques, connections and semantics.
The main objective of a class is to state the collection of methods, processes and features that completely define the model and tendency of objects.
Method/ process/ messages: classes are composed of processes that one invokes from sets of other classes. It displays what takes place to the precise time or the manner that it is bound to take place.
This is an instance of the class order the process is composed of aspects like computation of revenue, totals among others.
Attribute: defines the information that is composed in an object of the class. They are composed in the centre section of a class.
Superclass: (inheritance) the tendency of a class to acquire the operability of a superclass and then include a new process by itself. The superclass has the most of the features that can be applied in the subclass.
Concrete class: the classes applied to bring about examples are called concrete classes and they are examples and contain data.
Abstract class: they are called placeholders to keep data which is seen in the sub. It keeps data at the highest point and is the ability in oo model.
An instance is provided below
Here the Position is an abstract class that offers the connection that User desires to apply. ConcretePositionA and ConcretePositionB are concrete applications of the Position. PositionBAdaptee is a pre-existing concrete class that offers some or the whole of the operability offered by the ConcretePositionB, though it does not offer the connection that the User requires. ConcretePositionB, we are able to bring about an example of PositionBAdaptee in ConcretePositionB, we able to bring about an example of PositionBAdaptee in ConcretePositionB, and the equating of the conditions and tendencies of the prior in the application of the latter that offers the needed connection to the User
- Draw the relationships that are described by the following business rules. Include the multiplicities for each relationship.
- Give two examples of aggregation, generalizations, and association relationships. How is each type of association depicted on class diagram?
An aggregation is a unique form of association in with objects that are combined or configures jointly to bring about a more complicated object. An aggregation defines a group of objects and the manner that one interacts. Aggregation safeguards the integrity of combination of objects by describing a single point of management, called the aggregate, in an object that shows the assembly. Aggregation similarly applies the management object to choose the manner the assembled objects react to changes or guidelines that may impact the acquisition.
For instance a subject is comprised of a number of topics.
Composition: Composition is a form if association that is the same as aggregation only that the place where the composite object has the only duty for the disposition of the component sections. The connections that exists in the composite and the component is a rigid one it “has a” connection, since the composite object acquires possession of the component (Choe 1996, 220). This therefore states that the composite is charged with the formation and removal of the parts. An object might just be a section of the composite, or the reference and duty of the component section which has to be passed to another object. Composite includes force coverage, as its sections normally are part of the composite object.
A composition connection arises as a rigid line with diamond on the association end, while it is interfaced to the overall or composite, classifier.
When one generalises, one starts with a subclass and advanced a superclass. When one is keen they tend to begin with superclass and advance a subclass.
As shown in the diagrams below, the generalisation connection is shown in the diagram editor as a rigid line with passage through it that is directed from the child structure to the parent one.
An association is a connection of two classifiers like classes or use case which defines the cause for the connection and the policies that guide the connection.
An association shows the structural connection which interfaces the classifiers. For instance the features, associations state the aspects of classifiers (Burton and Straub 2006, 223). Like in the connection that is there between the classes, one is able to apply the associations to display the design choices that are formed of the classes in the application which is composed of data and displays the classes that have to be distributed (Thong et al 1994, 220). One is able to apply the association’s mobility aspect to bring about the manner the object of a class acquires availability to an object of some other class or reflective connection to an object of a class.
The name of the association defines the form of connection between the classifiers and ought to be a verb or phrase. An association is shown on the bold line in the classifiers.
Associations in UML are able to be applied in a number of methods: Multiplicity, Aggregation, and Generalisation/Composition.
- Draw a use-? case diagram and a set of activity diagrams for an online university registration system.
The system ought to make it possible for the staff of every department to assess the courses there by the varied departments, include and eliminate the courses and alter the data regarding them.
It ought to allow the students to assess the accessible courses, include and remove courses that are in the timetables and asses the courses that they are in (Myers et al 1997, 18).
The department staff ought to have the ability to print a number of reports regarding the courses and the students that are in them.
The system ought to make sure that the students do not take a big portion of the courses and that the students that have no fees are not allowed to register. (Assumption is that the registration office can access the finance records and not alter anything).
Figure for Adding Course
- Create a set of detail use-?case descriptions for the online university registration system.
Scenario-View courses available
Task Sequence
- Enter log in information, name and Password
- Find the course subject
- Select course and look if it is present.
- Find if the needs are met
- Include the course
- Look and assess the courses enrolled for.
Alternatives
- If a student has not ID or password they system resets or creates a new user account.
- If there lacks accessibility select other course or enquire to be included in the waiting list.
Pre-Condition: registration, genuine student, fees reading, number of courses are not excess (Rai et al 2002, 59).
Post-Condition: seen courses that are present and have include or removed them.
- ATMs-?There are numerous examples of UML models of ATMs available on the internet. Find examples of these-? including structural and behavioural aspects-? and bring them along to next week’s session. Be prepared to explain how they were developed, any assumptions made, and how they inter-?
UML diagrams are advanced to assist help the creators and users to comprehend what is needed of the model and the manner it is to be created. It is like a planning and going according to the needs so as to get the system advanced in the best manner (Mcgill et al 2003, 30). For instance, the manner an ATM machine operates; it applies UML figures to display the manner that it operates based on the model, clients and banks. A class figure is applied to get a general look at the aspects. An instance is shown below.
Advancing to the application of the case figure, that is quite precise. The Case figure is applied to define the operability of the model in a flat manner (Weill and Vitale 1999, 614). This means that it shows the attributes of the model, UCDs may be applied to display the present operability, like below is a precise duty undertaken by the process.
Moreover, in the figure above a precise class in depth and the process that it applies. They describe the varied forms of an object. The forms are then altered by the happenings. The charts are vital to form responsive models. The charts state the tendency of management from one form to another. The states are described as an aspect that an object is present and it alters when an action is motivated. Hence the most vital chart figure is to create a lifetime of the object form start to the end.
Shifting from the state figure to display a precise duty an activity figure is applied to show the procedures application. An activity figure is applied so as to show the process of activities. The figures display the work tendency with information of the choice paths that are there in the activities composed in the activity. They may be applied to show in the case of parallel processing may take place in the use of certain activities. The activity figure is vital for business forms where they are applied in depth.
Ultimately, the sequence figures display the manner the flow is undertaken, the manner the activities happen. The sequence figures are applied to display the manner the objects are handled in a certain case. A vital feature of the figure is that it uses time from the highest point to the least point: the process begins from high to low.
PART B2 ISM LEEDS MET LIBRARY
LAYOUT
- Class diagram – for the library and why you done it
Introduction:
This section will look at the class diagram regarding the library and the varied resources that are involved in it. In the varied aspects of the library, there are varied attributes that are used to describe the diagram.
Description:
Class diagram – for the library
Diagram
Conclusion
In this diagram I did not allocate the correct names which are necessary. This is necessary so as to make reference to it. A good instance is in the resources offered by the library. The people that go to the library may not acquire resources needed only just the online ones. The diagram has however displayed that the visitors can acquire the resources, only if the naming was changed to ‘library resource’ this would help to mean just a single resource.
Use case diagram – for 3-4 non-trivial use cases – in the system senior
4 different diagrams
Introduction:
This section will look at the use case diagrams that are applicable in stating the duties carried out by the librarian, student and the reservation process involved. The use case will show the activities involved in a clear manner.
Description:
Use case diagram – for 3-4 non-trivial use cases – in the system senior – 4 different Use case diagram
Use Case Diagram (Case 1): Librarian Duties
Conclusion:
In this diagram I applied the case diagram to show the work done by the librarian. They are able to able to undertake a number of duties like looking at records. If the learner requires assistance they can look into the catalogue among others.
Use Case Diagram (Case 2): Student Undertakings
Conclusion:
The use case is different from the one of the librarian and goes through what the student does in the library. It displays how the student undertakes processes like reserving boos, allocation of books and looking if they can be gotten. The student has to be registered and the right pin is used to acquire their information. The returning off books means computing the fines if any.
Use Case Diagram (Case 3): Reservation Process
Conclusion:
The use case diagram above shows the process of reserving a book and the procedures taking place.
- – State Diagrams – for 3 non – trivial classes/objects – for a practical class
3 different State diagrams.
Introduction:
The diagram are used to state the resources that are available in the library, this include the books, users and the librarian (Sabherwal et al 2006, 1850). The processes in the library are undertaken by these aspects.
State Diagrams – for 3 non – trivial classes/objects – for a practical class
State Diagrams (State Diagram 1- Book)
Conclusion
The diagram displays the tendency of a book and the probable forms present. If the book is there it can be acquired and placed in reserve. If it is fined, it will be computed and returned in final form.
State Diagrams (State Diagram 2- User)
Conclusion
The diagram displays the tendency a user is able to undertake and probable forms experienced in its application.
State Diagrams (State Diagram 3- Librarian)
Conclusion
The diagram displays the tendency of a librarian and the probable forms that they may experience in the library.
- One Activity Diagram – more than 1 class a verb – e.g. taking a book out.
Introduction:
The Activity diagram is used to show the process that takes place in the library. Of focus is the allocation of a book. The diagram shows the process that takes place in the allocation of a book.
Activity Diagram (Activity Diagram 1; Allocation of a Book)
Diagram:
Conclusion:
The diagram shows the procedures needed so as to allocate a book and if not genuine other steps are offered.
- One Sequence Diagram –one practical order
Introduction:
This section looks at the process of the allocation of a book in the library. This is a common process that is followed and is quite complicated. The diagram simplifies the process.
Use Case Diagram (Sequence Diagram 1: Allocation of a Book)
Diagram:
Conclusion:
This diagram displays the processes that are involved in the object and the manner they are applied.
Bibliography
Burton-Jones A. and Straub D. 2006. Re-Conceptualizing system usage: an approach and empirical test. Information Systems Research 17(3), 220–246.
Choe, JM. 1996. The relationships among performance of accounting information systems, influence factors, and evolution level of information systems. Journal of Management Information Systems 12(4), 215–239.
Doll, WJ and Torkzadeh, G. 1998. Developing a multidimensional measure of system-use in an organizational context. Information & Management 33(4), 171–185.
Mcgill T, Hobbs V. and Klobas J. 2003. User-developed applications and information systems success: a test of DeLone and McLean’s model. Information Resources Management Journal 16(1), 24–45.
Myers BL, Kappelman LA. and Prybutok VRA. 1997. Comprehensive model for assessing the quality and productivity of the information systems function: toward a contingency theory for information systems assessment. Information Resources Management Journal 10(1), 6–25.
Petter, S., DeLone, W. and McLean, E. 2008. Measuring information systems success:
models, dimensions, measures, and interrelationships. European Journal of Information Systems 17, 236–263.
Rai A, Lang SS. and Welker RB. 2002. Assessing the validity of IS success models: an empirical test and theoretical analysis. Information Systems Research 13(1), 5–69.
Sabherwal R, Jeyaraj A. and Chowa C. 2006. Information systems success: individual and organizational determinants. Management Science 52(12), 1849–1864.
Thong Jyl, Yap C-S and Raman KS. 1994. Engagement of external expertise in information systems implementations. Journal of Management Information Systems 11(2), 209– 231.
Weill P. and Vitale M. 1999. Assessing the health of an information systems portfolio: an example from process engineering. MIS Quarterly 23(4), 601–624.
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