Chapter 5 Database Processing Case Exercise Jason C

Chapter 5 Database Processing - Case & Exercise Jason C. H. Chen, Ph. D. Professor of MIS School of Business Gonzaga University Spokane, WA 99258 USA chen@gonzaga. edu Dr. Chen, Management Information Systems 1

Part I Dr. Chen, Management Information Systems 2

In-class exercise UYK (p. 195) UYK#5(5 -1, 5 -2, 5 -3); p. 195 Dr. Chen, Management Information Systems 3

5 -1. Draw an entity-relationship diagram that shows the relationships among a database, database applications, and users. mandatory many (e. g. , GU students, faculty, staff etc. ) Dr. Chen, Management Information Systems (e. g. , Zag. Web, Blackboard, Bookstore, Library, etc. ) mandatory one (e. g. , GU database) 4

5 -2. Consider the relationship between Adviser and Student in Figure 5 -19. Explain what it means if the maximum cardinality of this relationship is (A: S – Advisor: Student) • a. N: 1 – An advisor is assigned one student; a student is assigned many advisors. • b. 1: 1 – An advisor is assigned one student; a student is assigned one advisor • c. 5: 1 – An advisor is assigned one student; a student is assigned no more than five advisors • d. 1: 5 – An advisor is assigned no more than five students; a student is assigned one advisor Dr. Chen, Management Information Systems 5

3. Identify two entities in the data entry form in Figure 528. What attributes are shown for each? What do you think are the identifiers? Fig 5 -28 Dr. Chen, Management Information Systems 6

5 -3. Identify two entities in the data entry form in Figure 5 -28. What attributes are shown for each? What do you think are the identifiers? • Entities (or Tables/Files): – Employee; Class • Employee attributes: – Employee Number, First Name, Last Name, Email • Class attributes: – Course Name, Course Date, Instructor, Remarks • Employee identifier (key): – Employee Number • Class identifier (key): – Course Name & Course Date – Why two fields? And what is it called? – Composite Key Dr. Chen, Management Information Systems 7

SO WHAT? (p. 171) Not What the Data Says. . . • IN-CLASS GROUP EXERCISE • #1, 2, 3 Dr. Chen, Management Information Systems 8

So What? Not What the Data Says. . . • Subjective: • Small, nonrandom sample. • Called four different sales reps who can’t get any prospects to bite. • Objective: • Same month historical data, seasonal data comparisons. • How to recognize and minimize bias? • Use non-routine cognitive skills. Dr. Chen, Management Information Systems 9

1. Do you want to be Jeremey or Neil? Justify your answer. • Neil. He has made a very positive impression on his boss Sarah and Jeremey looks a little foolish. Neil was able to provide answers to important questions that are based on solid data, not just anecdotes. • Neil’s abilities will get noticed at the executive meeting and I expect doors will open for him. Dr. Chen, Management Information Systems 10

2. What skills and abilities will you need to be Neil? • Neil anticipated the questions that needed to be asked to evaluate the promotional campaign, understood the approach needed to answer those questions, and then embarked on the analysis needed to produce the answers he sought. • This required critical thinking and analytical skills along with an understanding of databases and database queries. Dr. Chen, Management Information Systems 11

3. List specific sales data you need to provide answers as Neil does. • September sales for current year • September sales in prior years • Current September sales from new customers (new customer record added to database in September). • September sales that used coupon (from the promotional campaign). Probably identified in sales record as a discount or coupon field. Dr. Chen, Management Information Systems 12