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IS 362 Applied Database Management
DeWispelare, Aaron R.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

IS 362 Applied Database Management

Semester

S2T 2013 DL

Faculty

DeWispelare, Aaron R.

Title

Professor of Computer Science & Mathematics/Adjunct Faculty

Degrees/Certificates

Ph.D. Systems Engineering, University of Virginia
M.S. Systems and Electrical Engineering, Air Force Institute of Technology
M.B.A.; B.S., Mechanical Engineering;  B.S. Electrical Engineering

Office Location

San Antonio, TX

Office Hours

8:00 - 12:00 M-W--F

Daytime Phone

830-981-2357

Other Phone

210-416-5292

E-Mail

aaron.dewispelare@park.edu

adewisp@gvtc.com

Semester Dates

S2T 2013 March 18, 2013 to May 12, 2013

Class Days

Online

Class Time

Online

Prerequisites

IS 361

Credit Hours

3


Textbook:

Hoffer, Jeffrey A., Ramesh, V., Topi, Heikki, Modern Database Management, Eleventh Edition, Prentice Hall, 2013; ISBN-13: 9780132662253

Textbooks can be purchased through the MBS bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
IS362 Applied Database Management: This course builds on the Data Management Concepts course and focuses on the creation, administration and use of databases. This course assumes knowledge of database system concepts. The student learner will be introduced to application program development in a database environment with emphasis on setting up, modifying, and querying a database. 3:0:3 Prerequisite: IS361

Educational Philosophy:

Each week we will focus on the various aspects of applying database technology from the initial steps in designing a database to the developing and populating of a normalized database to the implementing of forms and reports to utilize a database. The course will be conducted through a combination of reading assignments, with associated topical weekly discussion questions which are posted on the appropriate public discussion threads, periodic homework assignments mixed with the applied database development assignments which are submitted to the appropriate private drop boxes, and a proctored comprehensive final exam. This course will build on the concepts covered in IS361. 


Learning Outcomes:
  Core Learning Outcomes

  1. Explain and apply the fundamentals of Structured Query Language (SQL).
  2. Use SQL to create the tables, build report forms and create queries for updating and displaying data within a database.
  3. Utilize SQL to build queries to extract data from multiple tables based on selection criteria.
  4. Design and build a relational database.
  5. Assess the duties of the database administrator.
  6. Identify the creation and use of metadata and data dictionaries.
  7. Identify the issues surrounding design of an effective database solution such as concurrency, efficiency, management of and security.
  8. Use Case Tool(s) to design database schemas.
  9. Describe the role of web-enabling databases, object-oriented database, and relational database.


Core Assessment:

Class Assessment:
 Core Assessment:

The core assessment for this course is a final exam which counts for 20% of the grade. Questions on the final exam will be developed to test at least eight of the eight course core objectives. Correspondence between core learning outcomes and the sample final exam artifact are as follows:

Class Assessment:

Evaluation Criteria for Grading

Weekly Activities to Submit Via Dropbox

  • 1.0Project Assignments. To earn full credit, each submission must –
  • 1.1 Address all aspects/parts of the project assignment(s).
  • 1.2 Show a thorough understanding of assignment(s) posed in your answer/position.
  • 1.3 Exhibit critical thinking and analytical skills in supporting your answer/position.
  • 2.0 In answering the assignment(s), ensure you follow guidelines stated in the assignment(s).
  • 2.1 Answer/position should be between 100 and 200 words in length.
  • 2.2 Formatting must conform to APA style.
  • 2.3 All answers/positions must be supported by appropriate academic references (worth 20 - 40% of each activity). See the course FAQs on how to properly cite and complete citations from various sources including the text book and the student’s own personal experiences.
  • 2.4 Use American Standard English with correct grammar, punctuation, sentence structure, and spelling.
  • 3.0 Activities must be submitted via Dropbox.
  • 3.1 Activities must be submitted as an attachment to the Dropbox in MS Word, and the student must identify themselves by name on each sheet of any attachment.
  • 3.2 Activities must be submitted on due date or late penalty will be imposed (50% penalty for each day late).
  • 1.0 Homework. To earn full credit, each submission must –
  • 1.1 Address all aspects/parts of the homework problems.
  • 1.2 Show a thorough understanding of homework problems in your answers.
  • 1.3 Exhibit critical thinking and analytical skills in supporting your answers.
  • 2.0 In responding to the homework problems, ensure you follow guidelines stated in the homework problems.
  • 2.1 Answers should include appropriate diagrams as stated in the problems.
  • 2.2 All answers must be supported by appropriate academic references (worth 20 -40% of each activity) including those for the homework problems from the text book. See the course FAQs on how to properly cite and complete citations from various sources including the text book and the student’s own personal experiences.
  • 2.3 Use American Standard English with correct grammar, punctuation, sentence structure, and spelling.
  • 3.0 Homework problems must be submitted via Dropbox or fax for hand drawn diagrams.
  • 3.1 Homework problems must be submitted as an attachment to the Dropbox in MS Word or scanned and saved as jpg or pdf for hand drawn diagrams, and the student must identify themselves by name on each sheet of any attachment or fax.
  • 3.2 Homework problems must be submitted on due date or late penalty will be imposed (50% penalty for each day late).

Weekly Discussion Participation

  • 1.0 Discussion. To earn full credit, a discussion topic, issue, or question  which you discuss must –
  • 1.1 Respond directly to all parts of the discussion topic, issue, or question. You can respond independently, or piggy back off another student’s comments, but you must address all parts of the discussion topic yourself. 
  • 2.0 Clearly and concisely summarize your answer/position.
  • 2.1 Demonstrate critical thinking, be logical, and support arguments with evidence. All answers/positions must be supported by appropriate academic references (worth 20 - 40% of each activity). See the course FAQs on how to properly cite and complete citations from various sources including the text book and the student’s own personal experiences.
  • 3.0 Be approximately 100 - 200 words in length.
  • 3.1 Post to the Discussion Forum by the due date or late penalty will be imposed (50% penalty for each day late).
  • 3.2 Use American Standard English with correct grammar, punctuation, sentence structure, and spelling.
  • 4.0 I typically will infrequently join the discussions so as not to intimidate or otherwise bias or constrain the flow of the discussions  until toward the end of the discussion or in weekly feedback to the students.

Grading:

Overall Course Grading

  • The exam will count 20% of your total grade. You will know in advance the standards for each assignment. My goal is to give prompt, clear, and useful feedback to help you become a better writer and thinker. You will be able to track your average exactly throughout the course. Each student is responsible for:
    • Completing Weekly Reading Assignments.
    • Completing Weekly assigned Activities (Project Assignments and Homework), and submitting them to the instructor.
    • Participating in the weekly on-line Discussion.
    • Completing a Final Proctored Examination.

Assignments % of Grade

    • Weekly Tasks (15 tasks, 790 points total) 79%
      •  (Weekly Tasks consist of Discussion Participation and Weekly Activities [Project Assignments and Homework Problems])
    • Obtaining a Procter by the end of week 4 of the term (10 points) 1%
    • Proctored Final Examination (200 points) 20%

Guidelines for selecting an acceptable proctor can be found at the Park University Web Site. For proctored examinations, photo identification is required at the time of the test. A proctor request form will be made available to you during the first weeks of class so that you can send your requested proctor to me for approval. Failure to take a final proctored exam (or submit your final project for some online graduate courses) will result in an automatic "F" grade. I will give 10 points to students who have arranged for a proctor by the end of week 4.  

Course Grading Scale - the total of all points received (total of all weekly assignments and final exam) will determine the student's letter grade as follows:

A =

90- 100%

B =

80-89.9%

C =

70-79.9%

D =

60-69.9%

F =

< 60%


Late Submission of Course Materials:

Submission of Late Work: There is a late submission penalty of 50% of the assignment value for each day late - see the course FAQs for more information on this policy.

Make-up Work: Because solutions to most of the assignments are published weekly along with submission critiques in order to provide rapid feedback, the nature of this course does not lend itself to any make-up work or any extra credit work.

Classroom Rules of Conduct:
 


Academic Honesty

Academic integrity is the foundation of the academic community.  Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. 

Definitions

Academic dishonesty includes committing or the attempt to commit cheating, plagiarism, falsifying academic records, and other acts intentionally designed to provide unfair advantage to the students.

  • Cheating includes, but is not limited to, intentionally giving or receiving unauthorized aid or notes on examinations, papers, laboratory reports, exercises, projects, or class assignments which are intended to be individually completed.  Cheating also includes the unauthorized copying of tests or any other deceit or fraud related to the student's academic conduct.
  • Plagiarism involves the use of quotation without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignments (any portion of such) prepared by another person, or incorrect paraphrasing.
  • Falsifying academic records includes, but is not limited to, altering grades or other academic records.
  • Other acts that constitute academic dishonesty include:
    • Stealing, manipulating, or interfering with an academic work of another student or faculty member.
    • Collusion with other students on work to be completed by one student.
    • Lying to or deceiving a faculty member.

Procedure

In the event of alleged academic dishonesty, an Academic Dishonesty Incident Report will be submitted to an Online Academic Director who will then investigate the charge.  Students who engage in academic dishonesty are subject to a range of disciplinary actions, from a failing grade on the assignment or activity in question to expulsion from Park University.  Park University's academic honesty policy and related procedures can be found in full in the 2008-2009 Park University Undergraduate and Graduate Catalogs.

 


Attendance

Professors are required to keep attendance records and report absences throughout the term. Excused absences can be granted by the instructor for medical reasons, school sponsored activities, and employment-related demands including temporary duty. The student is responsible for completing all missed work.  Any student failing to attend class for two consecutive weeks, without an approved excuse from their instructor, will be administratively withdrawn and notified via email that you have been withdrawn and a grade of "WH" will be recorded.

An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term.  PLEASE NOTE:  Recording of attendance is not equivalent to participation.  Participation grades will be assigned by each individual instructor according to the criteria in the Grading Policy section of the syllabus.

For more details on Park University on page 100 of the Park University Undergraduate Catalog or page 14 of the Park University Graduate Catalog.

Students are expected to spend a substantial amount of time online and offline each week including but not limited to responding to the weekly conference discussions, sending/receiving Email, reading and viewing online lectures, completing online quizzes and tests, and conducting research over the World Wide Web.  A rule of thumb is that you should spend a minimum of approximately 4-5 hours per week online reviewing course content, and engaging in the conference discussion and an additional 4-6 hours per week on readings, preparing assignments, or examinations.


Course Topic/Dates/Assignments:
                                                Course Schedule

Week 1: Database Fundamentals Review

Readings:

  • Text: Read Chapter 1

Overview

  • Week 1, we begin with a review of the overview of the database domain, the technology engine of the modern world. Chapter 1 reviews database concepts and terms, as well as a brief history of database models used over the last 30 years. Chapter 1 continues with coverage of the steps taken in a database development and compares them with the steps for a typical software development effort. We see our first database application toward the end of Chapter 1 for the Pine Valley Furniture Company, which includes examples of database tables implemented in Microsoft (MS) Access (a popular PC based Database Management System [DBMS]). The associated course wed site home units contain the definition of the course content and description of the administration of the course. The class individual project is introduced in week 1 as well.

Class Activities/Weekly Tasks:

  • (See topics for details): Discussion Topic Thread Participation and Activity Project Assignment Introduction.

Week 2: Advanced Data Modeling/Entity-Relationship Diagrams

Reading

  • Text: Read Chapters 2 and 3, and Appendix A.

Overview

  • In week 2, we review with Entity-Relationship (E-R) diagrams introduced in Chapter 2 and continue with this data modeling tool by introducing the Enhanced Entity-Relationship (EER) model which provides for supertype and subtype entities to help simplify many data models with similar attributes in Chapter 3.We reinforce the concept that E-R diagrams provide for an efficient graphical tool to document a database data logical model. Examples of notation conventions and their presentation in common software tools are illustrated in Appendix A.

Class Activities/Weekly Tasks

  • (See topics for details): Discussion Topic Thread Participation and Activity Homework Problems.
  • If you have not completed the Proctor Final Exam request, please complete and submit your request this week.

Week 3: Client/Server Architectures and Topics in Physical Data Modeling

Reading

  • Text: Read Chapters 5 and 8.

Overview

  • During Week 3, we shift from logical modeling involving data and its structure constrained by business rules to physical modeling where we focus on how we will preparing to implement the database. Chapter 5 looks at providing estimates of volatile and persistent memory sizes of a data repository, and estimates of performance response for typical database activities. Also discussed are ways of increasing response time performance. Chapter 8 continues physical database design by considering the network environment in which the database will be implemented. The first consideration here is the type of architecture (i.e. client/server) in which to host the database. Various client/server architectures are examined ranging from file servers to the popular two and three tier designs. Chapter 8 includes a discussion of popular application interfaces for databases. Additionally, Chapter 8 discusses the web based po pular implementation of a client/server architecture for hosting a database. Several application examples are provided for the internet environment associated with databases. 

Class Activities/Weekly Tasks

  • (See topics for details): Discussion Topic Thread Participation and Activity Project Assignment.

Week 4: Advanced Structured Query Language (SQL)

Reading

  • Text: Read Chapters 6 and 7.

Overview

  • During Week 4, we review basic Structural Query Language (SQL) as the direct database interface for relational databases as covered in Chapter 6, and expand the querying portion to multiple tables as covered in Chapter 7. The data definition language (DDL) and data control language (DCL) are reviewed, and the data manipulation language (DML) is explored in more detail so that the student is conversant in complex querying in SQL. Chapter 7 ends with a discussion of useful current and proposed programming constructs like triggers and routines, and illustrates ways SQL can be integrated with other programming languages.

Class Activities/Weekly Tasks

  • (See topics for details): Discussion Topic Thread Participation and Activity Homework Problems.

Week 5: Data Quality in Data Repositories

Reading

  • Text: Read Chapters 9 and 10.

Overview

  • During Week 5, we examine the topic of data quality for all types of databases from transaction processing to data marts and warehouses. In Chapter 9, we review one of the newest data repositing concept, data warehousing. The need for this structure, and its attendant advantages are covered in exploring the popular star schema architecture. We continue the discussion of data warehousing by introducing the concept of data marts, and data mining and visualization, and the extract, transform, and load (ETL) process. Chapter 10 introduces the extremely important topic of data quality. Having accurate, consistent, and available data is the lynch pin of any database. Aspects of data quality are explored for all types of databases (transaction processing, data stores, etc.). We continue with concepts involved in data warehousing data quality especially with respect to the extract, transform, and load (ETL) process where issues associated with asymmetric data quality from various data sources must be addressed.

Class Activities/Weekly Tasks

  • (See topics for details): Discussion Topic Thread Participation and Activity Project Assignment.

Week 6: Distributed Databases and Data Administrations Issues

Reading

  • Text: Read Chapters 11 and 12. Chapter 12 (only an initial part of each chapter is present in our text), and read the remaining part of Chapter 12 on the publisher’s student resources web site at ( http://wps.prenhall.com/bp_hoffer_mdm_11/230/58943/15089539.cw/index.html ) - select the tab labeled “Chapters 12 – 14” located on the left side of the screen. Then select from among the links to navigate to Chapters 12, 13 or 14. The complete version of Chapters 12, 13, and 14 are found through these links). Chapter 12 can also be found in its entirety under “Doc Sharing” Chapter 13 and chapter 14.

Overview

  • During Week 6, we review part of Chapter 11 and examine the function of data stewardship and its two components, data administration (DA) and database administration (DBA). The programmatic tasks associated with designing and maintaining a database such as determining requirements for data security, privileges of use, data update timing, back-up schedules, etc. are appropriately handled by a data user representative, the data administrator. The DBMS tasks associated with implementing and operating a database such as installing a DBMS, upgrading software, loading/importing data, implementing security policy, performing back-ups, etc. are appropriately performed by a DBA. We introduce new topics from Chapter 11 focusing on data security. Additionally, the topics of database deadlocking, and recovery are covered. Our attention shifts to Chapter 12 where we cover topics associated with distributed databases as an alternative to a centralized database. Because a distributed database is a single logical database that is spread physically across computers in multiple locations that are connected by a network, there are significant issues and associated pros and cons associated with both a homogeneous distributed database and a heterogeneous distributed database which are examined. 

Class Activities/Weekly Tasks

  • (See topics for details): Discussion Topic Thread Participation and Activity Project Assignment.

Week 7: Object-Oriented Databases and Interactions with Relational Databases

Reading

  • Read Chapters 13 and 14 (only an initial part of each chapter is present in our text), and read the remaining part of Chapter 13 on the publisher’s student resources web site at ( http://wps.prenhall.com/bp_hoffer_mdm_11/230/58943/15089539.cw/index.html ) - select the tab labeled “Chapters 12 – 14” located on the left side of the screen. Then select from among the links to navigate to Chapters 12, 13 or 14. The complete version of Chapters 12, 13, and 14 are found through these links). Chapters 13 and 14 can also be found in their entirety under “Doc Sharing” Chapter 13 and chapter 14.

Overview

  • In week 7, we turn our attention toward object oriented databases as an alternative to relational databases. We start with a review of Chapter 13 which introduces the alternative database model of the object-oriented (OO) model. We compare the OO model with models covered earlier in course, and examine the provided examples of OO databases. We find that there is a challenge that has developed, which is centered on establishing a convenient persistent memory store for all object contained data from modern OO applications. We address this challenge and continue with the new topics introduced in Chapter 14 associated with the dilemma of efficient coexistence of modern OO development of the user interface and processing layers and the need for persistent convenient storage of the data carried by objects in a relational database – the object-relational mismatch which is often called the “data impedance mismatch.” Four modern approaches to deal with this “impedance mismatch” are covered along with pros and cons of each and examples.

Class Activities/Weekly Tasks

  • (See topics for details): Discussion Topic Thread Participation and Activity Project Assignment.

Week 8: Advanced Topics in Databasing

Reading

  • Assigned in class.

Overview

  • Coverage of one or more advanced topics will be presented to the student (such as trends in local caching, new types of databases like key/value stores, internet facing, and attribute oriented).
  • The student will take a timed and proctored final exam. It is the student’s responsibility to schedule the proctored exam with the appropriate official proctor, and the student is encouraged to do so at the earliest opportunity. The completed exams are due to me by Friday of the eighth week of the term at 5:00 PM Eastern Time. This will be a timed closed book and closed notes comprehensive proctored exam covering all material presented in the course.

Class Activities/Weekly Tasks

  • (See topics for details): Activity Project Assignment and the proctored Final Exam.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2012-2013 Undergraduate Catalog Page 97

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2012-2013 Undergraduate Catalog Page 95

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools.

Park University 2012-2013 Undergraduate Catalog Page 98
Additional Online note:    1. Work missed through unexcused absences must also be made up within the late submission rules, but unexcused absences may carry further penalties.  2. The only grounds for a "Contract for Incomplete" will be a personal (student only) unavoidable and properly documented medical emergency.

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:

Bibliography:

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:3/2/2013 9:36:49 AM