Solution Manual for Systems Analysis and Design, 7th Edition, Alan Dennis

Solution Manual for Systems Analysis and Design, 7th Edition, Alan Dennis
Solution Manual for Systems Analysis and Design, 7th Edition, Alan Dennis
Solution Manual for Systems Analysis and Design, 7th Edition, Alan Dennis

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5. Chapter 1 The Systems Analyst and IS Development
1-2
Business Need: Increase efficiency in storing, updating, and retrieving information
on employee injury claims.
Business Requirements: Automated system which allows for electronic submission
of reports via a secure web site.
Business Value: Reduce response time for employee inquiries, increase effectiveness
of storing, updating, and retrieving employee injury claims. Reduce storage costs
of paper files.
Special Issues: Must have someone who understands how to create and maintain a
secure web site. Must have resources to migrate paper files to data storage. Must
work within HIPAA guidelines to ensure that medical documents are treated
according to regulations.


Answer to Your Turn 1-4: Too Much Paper, Part 2
1. Issues arising from digital signatures and electronic documents typically focus on
establishing validity for signatures and originators. As these issues can be
overcome using certificates and encryption, they don’t necessarily affect the
project feasibility. However, they do need to be addressed.
2. Answers will vary. The project champion, organizational management, and
perhaps most importantly a subset of the stakeholders must believe in and show
support for the project. One solution would be to plan and provide for sufficient
training that demonstrates how their jobs might be easier to accomplish with the
automated system.

Answer to Your Turn 1-5: Discovering Visible Analyst - Lesson 1
Student answers and experiences will vary based on the adoption of the software
package, Visible Analyst. It is highly recommended that a CASE tool be used for
modeling throughout this course.

Answer to Concepts in Action 1-A: Managerial Causes of IT Failures
Qantas provides for an “ice-breaker” discussion topic for the first class. Perhaps group
the students and have them discuss this company and then provide for class discussion
about the importance of IT project success.

Answer to Concepts in Action 1-B: BPI on the Farm
Efficiency gains are mentioned in this Concept in Action. What are the drawbacks to this
scenario? Is it as easy as it seems? Issues such as Wi-Fi coverage on a farm, perhaps
even cellular coverage can come into play as can weather, dust, and other issues inherent
with a farming enterprise.

6. Chapter 1 The Systems Analyst and IS Development
1-3

Answer to Concepts in Action 1-C: Interview with Don Hallacy, President,
Technology Services, Sprint Corporation
This is an opportune time to identify the responsibilities of the differing roles that an
analyst serves.

Answer to Concepts in Action 1-D: Carlson Hospitality
Carlson Hospitality can use the information from the survey to determine whether the
one-point increase in market share revenue ($20 million per point) will offset costs
associated with increasing the level of services to high-quality customers which would
result in a 10% increase in customer satisfaction.

Answer to Concepts in Action 1-E: Return on Investment
1. One method for determining a return on investment is to complete a Cost-Benefit
Analysis using the Present Value Method. Many of the costs for server
virtualization are associated with the initial construction: physical manipulation of
the servers and software licensing. The ongoing costs of labor in updating and
accessing tables would be relatively small. Using this type of analysis would
allow the project sponsors to show how the benefits of the virtualization would be
realized on a long term basis.
2. Implementing a major change to a system should certainly include a systems
analyst. Systems analysts typically have a broad view of the system, and would be
able to ascertain how virtualizing the servers will affect the whole system.


Answers to End of Chapter Questions
1. List and describe the six general skills all project team members should have?

[1] Technical skills (knowledge of how to employ technology in development system
solutions). [2] Business skills (knowledge of how to apply IT to business problems to
achieve a valuable solution). [3] Analytical skills (ability to solve complex
problems). [4] Interpersonal skills (oral and written communication skills with both
technical and non-technical audiences). [5] Management skills (ability to manage
others and cope with an uncertain environment). [6] Ethical skills (ability to deal
with others honestly and ethically).

2. What are the major roles on a project team?

7. Chapter 1 The Systems Analyst and IS Development
1-4
Business analyst – emphasis on the business issues addressed by the system: value of
new system; identification of problems and opportunities; revision of business
processes and policies.
Systems analyst – emphasis on IS issues of the system: how IT can be used to
support business processes; design of new business process and IS; and enforcement
of IS standards.
Infrastructure analyst – technical issues associated with integrating new system
components to existing technical infrastructure.

Requirements analyst – eliciting the requirements of the new system from all
stakeholders. They understand the business well, are excellent communicators, and
are highly skilled in obtaining system requirements.
Change management analyst – emphasis on facilitating organizational adaptation to
new system. Helping to identify and overcome resistance to change and assuring
adequate training and documentation of new system.
Project manager – ensuring that progress is made on the project; time schedules and
budgets are met; supervision of project team; and manage relations with project
sponsor and users.

3. Compare and contrast the role of a systems analyst, business analyst, and
infrastructure analyst.

These three roles emphasize different perspectives on the system. The business
analyst represents the sponsor/users interests, while the systems analyst knows how to
apply IS to support business needs. Together, the systems analyst and the business
analyst can design a system that conforms to the IS standards while adding value to
the business. The infrastructure analyst has more technical knowledge and provides
the team with technical constraints, or identifies infrastructure changes that the new
system will require.

4. Compare and contrast the role of requirements analyst, change management analyst,
and project manager.

These three roles also emphasize different perspectives on the system. The
requirements analyst focuses on eliciting the requirements from the system
stakeholders. The change management analyst focuses on people and managing
issues surrounding the installation of the system. The project manager ensures that
the project is completed on time and within budget and that the system delivers the
expected value to the organization.

5. Describe the major phases in the systems development life cycle (SDLC).

The planning phase focuses on determining if there is justification to build an
information system and developing a plan to accomplish the development project.
The analysis phase is focused on understanding the existing situation and determining
the needs and requirements expected from the new system. The design phase refines

8. Chapter 1 The Systems Analyst and IS Development
1-5
the system requirements (from analysis) and develops specifications for how the new
system will fulfill those requirements. The implementation phase involves
constructing (or installing) the new system, testing, converting, training, and
providing support for the new system.

6. Describe the principal steps in the planning phase. What are some major
deliverables?

Step 1 – Project Initiation: the project sponsor works with the IS department to
develop a preliminary assessment of the project’s feasibility. It is important to make
an initial evaluation of the project’s value (is it worth doing; is it technically possible
for us; will it be used?). The system request and the results of the feasibility analysis
are usually presented to management for approval. If the project is accepted, we
move to:

Step 2 – Project Management: the project work plan is created, project staffing is
determined, and project management controls and procedures are established. These
elements comprise the project plan.

The deliverables in the planning phase include the feasibility analysis and the project
plan.

7. Describe the principal steps in the analysis phase. What are some major
deliverables?

Step 1 – Analysis Strategy: based on the nature of the project, the project team will
formulate the approach that will be used to develop the requirements for the new
system. The strategy usually includes the following steps:

Step 2 – Analyze the current system: gather information from the project sponsor and
users of the current system regarding its strengths and weaknesses. Use the problems
identified to formulate objectives for the new system.

Step 3 – Create new system concept: based on the gathered information, develop a
general concept of the new system, including functions and capabilities it will have.

Step 4 – Modeling activities: express ideas for the new system’s processing and data
requirements with process models and data models.

Step 5: Prepare and present system proposal: assemble the analysis results, system
concept, process model and data model into a proposal for the new system. Project
sponsor and/or approval committee will determine if system has enough merit to
continue development.

9. Chapter 1 The Systems Analyst and IS Development
1-6
The primary deliverable for the analysis phase is the system proposal, which
combines the information generated during this phase into a document that expresses
the initial conceptual design for the new system and the basis for the design decisions.

8. Describe the principal steps in the design phase. What are some major deliverables?

Step 1 – Design Strategy: based on the nature of the project, the project team will
determine the appropriate means of developing the system (in-house custom
development, purchase of pre-written software, or outsourcing development to a 3rd
party. Following this, the steps below outline the various design tasks that must be
performed:

Step 2 – Design the system architecture: describe the basic hardware, software, and
networking that will be used in the new system.

Step 3 – Design the user interface: the overall structure of the system, the user’s
navigation through the system; the inputs and outputs of the system, and the
appearance of the screens are designed.

Step 4 – Design the database and/or files: develop specifications for the data storage
structures that will be implemented for the new system.

Step 5: Design the programs: develop plans and outlines for each program that will
be written to implement the functions and capabilities of the new system.

The primary deliverable for the design phase is the system specification, which
combines all the design specifications mentioned above. The system specification is
the basis for the construction work that will be performed by the programmers.

9. Describe the principal steps in the implementation phase. What are some major
deliverables?

Step 1 – Build the system: programs are written and tested, and various infrastructure
components are installed. Testing is conducted to verify system performance.

Step 2 – Train the users: develop and conduct training programs so that end users are
thoroughly familiar with the new system’s functions and work procedures.

Step 3 – Convert to the new system: transition from the old system and procedures to
the new system and procedures.

Step 4 – Support the new system: evaluate the development process for lessons
learned from this project, and establish methods for identifying and implementing
change to the new system as needed.

10. Chapter 1 The Systems Analyst and IS Development
1-7
The primary deliverables for the Implementation phase includes the completed and
documented programs, users manuals and procedures manuals, training materials, and
plans for system support.

10. Which phase in the SDLC is most important?

While each phase is important to the overall systems analysis, special attention must
be given to the planning and analysis phase. The planning phase is intended to
determine the feasibility of a project and to create a project plan. If the feasibility
analysis is poorly done or misunderstood or the project is ill-planned, then the chance
of success is extremely low. Similarly, if the analysis phase is shortened or omitted
altogether, then the requirements of the system will not be fully defined and may
result in either a system that does not address business needs or one that does not get
completed due to continuous rework.

11. What does gradual refinement mean in the context of SDLC?

Generally, the clarity of understanding and the depth of detail of the new system are
gradually refined during the phases of the SDLC. Initially, the requirements are only
vaguely understood. This understanding is improved during the Analysis phase.
Further detail is developed during Design, and then is fully expressed during
Implementation.

12. Describe the four steps of business process management (BPM). Why do companies
adopt BPM as a management strategy?

BPM is a methodology used by organizations to continuously improve end-to-end
business processes. It follows a cycle of systematically creating, assessing, and
altering said processes. The four steps of BPM are:

Step 1: defining and mapping the steps in a business process,

Step 2: creating ways to improve on steps in the process that add value,

Step 3: finding ways to eliminate or consolidate steps in the process that don’t add
value, and

Step 4: creating or adjusting electronic workflows to match the improved process
maps.

By studying and improving their underlying business processes, organizations can
achieve several important benefits, including: enhanced process agility, improved
process alignment, and increased process efficiencies.

13. Compare and contrast BPA, BPI, and BPR. Which is most risky? Which has the
greatest potential value?

11. Chapter 1 The Systems Analyst and IS Development
1-8

The three techniques applied within BPM for business processes are that of
Automation (BPA), Improvement (BPI), and Reengineering (BPR). It is entirely
possible that all three of these techniques could be used on the same project
depending on the scope and impact the planned change will have on the steps of
BPM.

As a rule, when technology is applied to a process to enhance agility and provide
more ability for change the project would be a BPA. When a process incorporates
industry “best practices” or perhaps finds ways to eliminate or consolidate steps in the
process it would be termed BPI. The BPR technique changes the fundamental way in
which the organization operates. In effect, BPR makes major changes to take
advantage of new ideas and new technology.

BPR is considered to contain the most amount of risk of the three techniques due to
the significant organizational and operational changes that result.

The answers can certainly vary with regard to greatest potential. In many cases it will
be a “hybrid” blend of all three that could hold the most potential for the organization.

14. Give three examples of business needs for a system.

• To maintain or improve the competitive position.
• To perform a business function more efficiently.
• To take advantage of a new business opportunity.

15. Describe the roles of the project sponsor and the approval committee.

The project sponsor is the individual or department responsible for initiating a
systems request. Typically during the Planning phase the project sponsor works with
the IT department to conduct a feasibility analysis. The approval committee (or
steering committee) then evaluates the systems request along with the results of the
feasibility study to determine whether or not to approve the request.

16. What is the purpose of an approval committee? Who is usually on this committee?

The approval committee generally serves as the decision making body regarding
investments in information systems projects. This committee generally has a broad
organizational representation and therefore can avoid allocating resources that will
serve only narrow organizational interests. The approval committee commonly has
project oversight responsibilities as well; monitoring project performance after the
project has been accepted. The composition of the approval committee will vary
from organization to organization, but generally consists of high-level managers from
throughout the organization. The committee is often chaired by the CIO.

17. Why should the system request be created by a businessperson as opposed to an IS
professional?

12. Chapter 1 The Systems Analyst and IS Development
1-9

Usually, the system request originates with a businessperson because the need for the
system or system improvement is recognized in the business unit. It is unlikely the IS
professionals in the organization will be able to recognize all the business needs and
opportunities for systems and improvements in the business units since they are not
involved directly in those areas. Also, the businessperson will have a much better
idea of the value of the proposed system or improvement, and therefore is in a better
position to create a meaningful system request.

18. What is the difference between intangible value and tangible value? Give three
examples of each.

Tangible value represents the system benefits that are quantifiable and measurable.
Intangible value represents benefits that are real, but are difficult to quantify and
measure. Examples of tangible benefits might be increased sales, reduced operating
costs, and reduced interest costs. Examples of intangible value might include
increased customer satisfaction, improved decision making, improved problem
recognition.

19. What are the purposes of the system request and the feasibility analysis? How are
they used in the project selection process?

The purpose of the system request is to initiate a systems project. The system request
pulls together preliminary ideas on the reason for the system and its expected value to
the organization. The feasibility analysis represents a more detailed investigation into
the proposed system outlined in the system request. The system analyst and the
project sponsor work together to more fully develop the objectives of the system and
to understand its potential costs and benefits to the organization. The system request
and the feasibility analysis are the key inputs used by the approval committee in
determining if the proposed system has enough merit to move into the analysis phase.

20. Describe two special issues that may be important to list on a system request.

Any special circumstances that could affect the outcome of the project must be clearly
identified. Examples of special issues that may be important to include are:
environmental factors that should be considered (e.g., new governmental reporting
requirements); competitive factors (e.g., IS-enabled systems introduced or anticipated by
competitors); externally imposed deadlines that cannot be altered (e.g., completion by the
start of the next fiscal year); mandated technologies.

21. Describe the three dimensions of feasibility analysis.

Technical feasibility looks at the capability of the organization to successfully
develop the proposed system. Included in this assessment are the project size, the
types of technologies to be used in the project, and the amount of prior experience
with that technology and the business application. Economic feasibility addresses the

13. Chapter 1 The Systems Analyst and IS Development
1-10
economic justification of the project. Here, we attempt to determine if the value of
the project’s benefits justifies investing in the project’s estimated costs.
Organizational feasibility evaluates whether the system is likely to be accepted and
used by the organization. Included in this assessment will be the strength of the
sponsor’s and management’s support for the project and the enthusiasm or resistance
of the users for the project.

22. What factors are used to determine project size?

Some factors that can be used to determine project size include: the number of
people on the project team, the expected time to complete the project, the
breadth/scope of the project, the number of distinct features to be included in the
system, the degree of integration required between the system and existing systems.

23. Describe a “risky” project in terms of technical feasibility. Describe a project that
would NOT be considered “risky.”

A project that would be technically risky would be one that is large in scale, utilizes
technology that we have little or no experience with, and is for a business area that is
new and unfamiliar to the organization. A project that would not be considered
technically risky would be one that is small in scale, uses technology that is well-
understood, and is for a business area that is very familiar to the users and developers.

24. What are the steps for assessing economic feasibility? Describe each step.

To assess economic feasibility, one should:
1. Identify costs and benefits of the proposed system. List tangible costs and
benefits, including one-time and recurring costs.
2. Assign values to the costs and benefits. Work with business users and IT
professionals to quantify each of the costs and benefits. Try to estimate intangible
costs and benefits as well.
3. Determine the cash flow of the project over the analysis period. Project the costs
and benefit annually over the analysis period, usually 3-5 years.
4. Determine the project’s net present value. Calculate the present value of each
year's costs and benefits, using the appropriate required rate of return for the
project. Subtract the cumulative PV of costs from the cumulative PV of benefits
to determine the project's net present value. If it is a positive number, the project
is considered acceptable.
5. Determine the project’s return on investment. Use the ROI formula to calculate
the return the organization will get on its investment in the project. ROI = (Total
benefits - Total costs) / Total costs.
6. Calculate break-even point. Determine the point in time when the project has
generated enough cash flow to recapture its cost.
7. Graph break-even point. Plot the yearly costs and benefits on a line graph. The
point of intersection is the break-even point.

14. Chapter 1 The Systems Analyst and IS Development
1-11
25. List two intangible benefits. Describe how these benefits can be quantified.

One example of an intangible benefit is reduced response time to address customer
requests. Estimating the increase in the number of customers that could be served
and the average revenue gained per customer could approximate the value of this
benefit. So, if we currently have 1000 customers, the average revenue per customer
is $100, and by reducing our response time we can increase the number of customers
served by 30%, then our benefit will be $30,000 (300 add’l customers @ $100).

A second example of an intangible benefit is improved customer satisfaction.
Determining how much repeat business we lose from dissatisfied customers could
approximate the value of this benefit. The amount of repeat business lost could be
determined through customer satisfaction surveys or marketing research. Assume we
currently have 1000 customers, each customer brings in average revenue of $100, and
we currently lose the repeat business of 10% of our customers due to dissatisfaction.
If an improvement in customer satisfaction resulted in losing only 5% of repeat
business, then the value of that benefit would be $5,000 (50 customers retained
@$100).

26. List two tangible benefits and two operational costs for a system. How would you
determine the values that should be assigned to each item?

Two tangible benefits are: an increase in sales and a decrease in uncollectible
accounts receivable. The best way to measure these benefits is to go to the business
people who understand these areas and ask them for reasonable estimates. The sales
and marketing managers and the accounts receivable managers will be in the best
position to determine these values.

Operational costs are the ongoing costs associated with the new system, and are fairly
easy to determine objectively. One common operational cost is that of maintenance
agreements for new hardware, which can be determined by contacting hardware
vendors about the costs of their maintenance contracts. Another common operations
cost is that of new employees that will be needed to run the new system. Salaries and
benefits for new employees can be determined by checking local and regional salary
and wage surveys for the type of employee needed.

27. Explain how an expected value can be calculated for a cost or benefit. When would
this be done?

An expected value consists of a combining set of possible outcomes along with the
associated probability of each outcome. For example, the Production department may
estimate possible increases in costs for parts based on economic indicators. They
estimate that there is a 40% chance the costs will increase to $300,000, a 25% chance
the costs will increase to $400,000 and a 35% chance the costs will increase to
$350,000. Overall the expected value of the rise in costs would be estimated to be
$342,500 = ($300,000 * .40) + ($400,000 * .25) + ($350,000 * .35).

15. Chapter 1 The Systems Analyst and IS Development
1-12

Estimating the expected value of a cost or benefit would be done when assigning
costs and benefits when determining economic feasibility.

28. Explain the net present value and return on investment for a cost-benefit analysis.
Why would these calculations be used?

The net present value (NPV) method compares the present values of the project’s
cash inflows and outflows. If the present value of the benefits (inflows) is equal to or
greater than the present value of the costs (outflows), then the project is considered
economically justifiable. NPV has the advantage of including a required rate of
return in the calculation, so the NPV figure captures the costs associated with tying
up money in the project. NPV also explicitly considers the timing of the cash flows
throughout the system life. The return on investment (ROI) method simply compares
the total net cash flows from the project with the total outflows in aggregate. While
this ROI number gives some sense of how much money the project generates in
comparison to its total cost, it omits any consideration of the timing of the cash flows
and the time value of money. The ROI method, while simple to compute, is flawed in
many ways and should not be used as the only economic indicator of a project’s
merit.

29. What is the break-even point for the project? How is it calculated?

The break-even point is the point in time when the project has generated enough cash
flow to recapture its cost. The year in which the project breaks even is the first year
in which the cumulative NPV is a positive number. The exact point during that year
at which break even occurs is calculated by: (Yearly NPV (for first positive year) -
Cumulative NPV at that year) / Yearly NPV (for the first positive year)

30. What is stakeholder analysis? Discuss three stakeholders that would be relevant for
most projects.

Stakeholder analysis is a systematic process that identifies all parties that will be
affected by a new information system, and attempts to estimate the consequences of
the project for each stakeholder group. A major goal of stakeholder analysis is to
ensure that the consequences of a new system are considered for all parties that will
be affected by the system. The most common stakeholders to consider for most
systems projects are the system champion, the system users, and the organization’s
management. The system champion is the person or group who initiates the project
and provides support for it. The users are the individuals who will work with the
system once it is implemented. The organization management commits resources to
the project and has an interest in seeing those resources be used to improve the
functioning of the organization.

16. Chapter 1 The Systems Analyst and IS Development
1-13
Solutions to End of Chapter Exercises

A. Go to www.bls.gov and perform a search for “systems analyst.” What is the
employment outlook for this career? Compare and contrast the skills listed with the
skills that were presented in this chapter.

Student answers will vary. The search returned more than 8,500 responses from the
bls website. This is an eye opening exercise for all students to complete. These skills
are consistent with those presented in this chapter.

B. Think about your ideal analyst position. Write a job posting to hire someone for that
position. What requirements would the job have? What skills and experience would
be required? How would the applicants demonstrate that they have the appropriate
skills and experience?

Student answers will vary, depending on their preferences regarding being a systems
analyst, business analyst, infrastructure analyst, or change management analyst. Try
to verify that the student has correctly associated the skills needed with the type of
analyst position for which they aspire. Demonstration of skills and experience should
come from prior actual positions held, responsibilities and accomplishments in those
positions, and references.

C. Locate a news article in an IT trade web site (e.g., Computerworld.com,
InformationWeek.com) about an organization that is implementing a new computer
system. Describe the tangible and intangible value that the organization seeks from
the new system.

Students' answers will vary. Verify that the tangible examples are easy to quantify
and measure. Verify that the intangible value examples represent those benefits that
are more difficult to quantify (e.g., customer goodwill or repeat business).

D. Car dealers have realized how profitable it can be to sell automobiles by using the
Web. Pretend that you work for a local car dealership that is part of a large chain
such as CarMax. Create a system request you might use to develop a Web-based
sales system. Remember to list special issues that are relevant to the project.

System Request

Sponsor: Sales Manager.
Business Need: Increase sales, increase market share, broaden geographic reach to
potential customers.
Business Requirements: Web-based access to vehicle inventory including pictures.
Search capabilities. Ability to process requests for more information about a
vehicle.

17. Chapter 1 The Systems Analyst and IS Development
1-14
Business Value: Increase sales by 4%; increase market share by 1.5%; broaden reach
to customers within 250 mile radius of dealership.
Special Issues: Must have someone who will keep Web-site content up to date
constantly. Who will handle customer inquiries? How will this person be
compensated? Will the compensation of our current sales force be affected?
How will the sales force feel about this new system? Will having our own Web-
based sales system affect our participation in the CarMax chain?

E. Think about your own university or college and choose an idea that could improve
student satisfaction with the course enrollment process. Currently, can students
enroll for classes from anywhere? How long does it take? Are directions simple to
follow? In online help available? Next, think about how technology can help support
your idea. Would you need completely new technology? Can the current system be
changed?

Create a system request that you could give to the administration that explains the
sponsor, business need, business requirements, and potential value of the project.
Include any constraints or issues that should be considered.

On most campuses this is a “hot topic” which would make this an excellent exercise
to complete on the classroom whiteboard as a way of introducing the system request
form and how to complete it.

F. Think about the idea that you developed in Exercise E to improve your university or
college course enrollment process. List three things that influence the technical
feasibility of the system, the economic feasibility of the system, and the organizational
feasibility of the system. How can you learn more about the issues that affect the
three kinds of feasibility?

Technical Feasibility – Student responses will vary
Economic Feasibility – The cost associated with such a system will be a large
unknown for the students. They might not realize that the existing system is
probably a part of a much larger and very expensive enterprise system.
Organizational Feasibility – Understanding the organizational makeup is paramount.
Is the current system free standing within the college or university, or is it a part
of a system-wide (multi-campus operation?)


G. Amazon.com was very successful when it decided to extend its offerings beyond books
to many other products. Amazon.com was unable to compete successfully with
eBay.com’s auction site, however, and eventually abandoned its own auction site.
What feasibility factors probably had the most significance in this failure? Explain.

Most certainly it was Economic. The company lost vast sums of money annually.
Technically it was not a challenge to compete, Organizationally, Amazon did not
want to lose, but finally Economically it had to be abandoned.

18. Chapter 1 The Systems Analyst and IS Development
1-15

H. Interview someone who works in a large organization and ask him or her to describe
the approval process that exists for approving new development projects. What do
they think about the process? What are the problems? What are the benefits?

Students' answers will vary.

I. Reread the “Your Turn 1-2” box (Implementing a Satellite Data Network). Create a
list of the stakeholders that should be considered in a stakeholder analysis of this
project.

A list of stakeholders would include the project sponsor (also known as project
champion), managers in the organization (particularly inventory), and users at the
regional and national headquarters.

Answers to Textbook Minicases
1. The purpose of this minicase is to encourage students to recognize the value of the
structure of the four phases of the SDLC to smaller projects, even end-user computing
projects such as this. This minicase provides an opportunity for the class to be divided
into small groups, each responsible for one of the main sections of the minicase, and then
have the small groups present and discuss their answers.

A. Planning:
i. What is the purpose of the Planning Phase for a project such as this?
In a smaller, end-user computing situation, the Planning phase ensures that the project scope
is understood prior to “diving in” to the project work. A system request may not be formally
prepared, but the business purpose of the project and the value to the business should be
articulated. Feasibility should be considered for any project. Technical feasibility evaluation
should encourage the developer to identify places where he/she might need assistance from
the IS professionals. Economic issues and organizational feasibility concerns should help
determine if the project has enough value to justify the time and costs, and organizational
feasibility assessment should help alert the developer to organizational acceptance issues.
While a formal project plan may not be required, it is important to organize the project and
lay out the timetable for work on the project. If additional help will be needed, the individuals
who can provide that help must be lined up at the appropriate time.

ii. What are the typical outcomes of the Planning Phase?
Typically, the Planning phase produces a System Request, preliminary Feasibility
Assessment, and Project Plan, including workplan and staffing plan. The main point of the
planning phase is to more thoroughly understand the project, verify that it has value and is
worth doing, and be prepared to tackle the project.

iii. How did not doing this step affect Megan’s project outcome?
Megan did not adequately appreciate the scale of the project she was taking on. Her
approach, “…set up the basics for the system and then tweak it around until I got what I
wanted…” demonstrates that a haphazard attitude toward such a project results in a poor
outcome. She also did not adequately understand the interests and reactions of her assistant
and the members of her sales staff.

B. Analysis:

19. Chapter 1 The Systems Analyst and IS Development
1-16
i. What is the purpose of the Analysis Phase?
The purpose of the Analysis Phase is to develop a thorough understand of the functional
requirements of the new system. In other words, we should clearly know what things the new
system needs to provide to its users.

ii. What is the key outcome produced during the Analysis Phase?
The Analysis Phase produces the System Proposal, which is documents the functional
requirements of the system in clear, unambiguous terms.

iii. In what ways do you think this project was hurt by not going through a typical
Analysis Phase?
Megan had a list of things she thought would be useful in the new system, but she did not take
the time and effort to understand the details of the features she had identified. She also did
not apparently talk to any of the ultimate users of the system: her assistant and the members of
her sales staff. If she had taken the time to involve these individuals, she could have gotten a
much better grasp of the features and functions that they really need, and they would have had
the benefit of contributing their ideas to the system’s requirements.

C. Design:
i. What is the purpose of the Design Phase?
The Design Phase allows the developer a chance to consider options for implementing the
system. The make versus buy decision is considered along with a detailed assessment of the
alternatives. If any custom development is undertaken, the work that will be done is carefully
laid out using various design tools.

ii. How do you think this project could have been improved by going through a typical
Design Phase?
Megan was given some advice on the development environment to use (WordPress). This
may or may not have been good advice. If a more careful Design process had been followed,
Megan could have done an assessment of all her options. For example, there may be a
software product that she could have purchased that would have been suitable for her
purposes that would have been far easier for her, rather than the setup involved with a
WordPress site. If she chose to move ahead with the WordPress platform, she could have
been better prepared if she had worked on the design of each of the site features prior to
implementation in Word Press.

iii. Do you think Megan’s assistant and sales force members could have helped at all
during the design phase? If so, how?
At the very least, Megan could have met with her assistant and sales force members and
discussed the design for the main system features. Their ideas and reactions probably would
have led to a much better outcome for the project.

D. Implementation:
i. What type of work is done in the Implementation Phase for a project like this?
Implementation involves the construction of the system, testing of the system, training of the
users, developing documentation, putting the system into production, and maintaining the
system.

ii. What is usually done during the Implementation Phase to ensure that the users of the
system are satisfied with it?
Training and final testing are activities that enable the users to be able to use the system and
to be satisfied that the system performs as it should.

20. Chapter 1 The Systems Analyst and IS Development
1-17
iii. Megan’s approach to “construction” was to throw something together and “tweak it
around.” How do you think that approach contributed to the problems she is now
experiencing with her project?
As the answers to the previous sections make clear, Megan’s haphazard approach to the
project was a significant factor in the poor outcome of this project. Even projects that seem
simple and small in scope benefit from an orderly, well-thought-out approach. Many end-user
computing projects like this end up wasting a lot of time and resources. Knowing and
following an orderly development project that is based on the SDLC should greatly enhance
the chances of a successful project that provides value to the business and provides useful
features for the users.

2. Student answers may vary; A sample answer is provided below:
 What is your specific objective for this Internet system? (There is a big difference
between a web site that advertises and promotes products versus one that enables
order entry).
 What specific things do you want customers to be able to do via the web site?
(Review products; see store locations; search for products; place orders; process
credit card payments; track order status; track shipment).
 How were the revenue estimates you gave developed? How accurate do you feel
your estimates are?
 What budget are you considering for this project?
 What outside help will we be able to utilize in this project?
 Do you foresee an adverse response by the store owners, perhaps a feeling that this
will take sales away from them?
 Are there any other adverse consequences we should anticipate from this system?

3. Students’ spreadsheets may differ; the following sample suggests an appropriate format:
Decker Company Revenue Estimates
New
Response
Time
Service
Calls per
Truck per
'Week
Increase
in Service
Calls
Average
Revenue
per Call
Revenue
Increase
per Truck
per Week
Annual
Revenue
Increase
Likelihood
Estimate
Expected
Annual
Revenue
2 hours 20 8 150 1200600,000 20%120,000
3 hours 18 6 150 900450,000 30%135,000
4 hours 16 4 150 600300,000 50%150,000
Total Expected Value: 405,000


4. As the numbers indicate, this would not be an economically feasible project for a number
of reasons. It would take more than the projected 4- year life span to breakeven on the
initial investment, the return on investment is a very low number (-1), and the net present
value is currently projected as a number less than zero.

21. Chapter 1 The Systems Analyst and IS Development
1-18
Supplemental Minicase
1. Refer to Minicase 2 in Chapter 1 of the textbook. Harry has met with Bill and determined
that Bill would like a system that allows customers to browse through products on-line, find
store locations nearest them, and also place orders for products with credit card payments.
Based on this scope, Harry is preparing an assessment of the feasibility of this system to
present to the Board of Directors. He is working on the technical feasibility issues currently.
Prepare a summary of the technical risks that appear to be associated with this proposed
system.

Answer:
 This business application is new to the organization. No one has experience or
understands Internet-based commerce. Many businesses are doing this, so we are not
breaking new ground; we just don’t have any in-house expertise in this type of business
venture.
 We do not have any in-house experience with the technologies associated with Internet-
based commerce. No one on staff has done anything like this before. Given the short
time frame, it will be difficult for the existing staff to get up to speed on the needed
technology and determine how to use it effectively for this project.
Client Server System
2005 2006 2007 2008 Total
Benefits
Increased Sales 30,000 33,000 36,300 39,930
Reduced Inventory 15,000 15,000 15,000 15,000
Total Benefits 45,000 48,000 51,300 54,930 199,230
Present Value Total Benefits 41,284 40,401 39,613 38,914 160,212
Development Costs
Systems Analysts 40,000
Programmer Analysts 35,000
GUI Designer 8,000
Telecommunications Specialist 2,500
System Architect 5,000
Database Specialist 675
System Librarian 3,750
Development Training 14,000
Hardware 18,700
Software 15,650
Total Development Costs 143,275
Operational Costs
Labor: Programmer Analysts 8,750 9,100 9,643 9,843
Labor: System Librarian 300 312 325 337
Hardware Maintenance 995 995 995 995
Software Maintenance 525 525 525 525
Preprinted Forms 3,300 3,300 3,300 3,300
Total Operational Costs 13,870 14,232 14,788 15,000 57,890
Total Costs 143,275 13,870 14,232 14,788 15,000 201,165
Total Benefits - Total Costs (143,275) 31,130 33,768 36,512 39,930 (1,935)
Cumulative Cash Flow (143,275) (112,145) (78,377) (41,865) (1,935)
Present Value Total Costs 143,275 12,725 11,979 11,419 10,626 190,024
NPV (PV Total Benefits - PV Total
Costs (29,812)
ROI -1% (-1,935/201,165)
Breakeven Point = not realized
within this schedule

22. Chapter 1 The Systems Analyst and IS Development
1-19
 We have a very small IS staff who are currently kept busy maintaining our existing
systems. Given this small staff, this is a sizeable project for us to undertake.

This project represents a very high technical risk for this IS department. Point out that this is
an ideal situation to outsource or hire consultants to do. Technically, our current staff is
probably incapable of developing this system in a timely manner.

2. Jay Martin, the director of Marketing at Pier Systems, Inc., requested a new system be
developed to assist his sales staff in more effectively managing their customer contacts. As a
side benefit of this system, Jay will receive detailed information about each salesperson’s
daily productivity, including number of customer contacts, time spent per contact, orders
placed per contact, and revenues generated per contact. This detailed information about sales
staff productivity has not been previously available to Jay.

Jay has been a strong and vocal advocate of this new system, although he has heard some
grumbling in the sales staff ranks about it. The sales staff has enjoyed considerable
autonomy in the way they conduct their work day, and this system will provide a much
clearer picture of how each salesperson spends his/her time. Other top managers have
expressed interest in the system, although much managerial attention has been focused
recently on the implementation of a major new computer-based manufacturing and
production system, which has been far behind schedule and plagued with problems. Based
on his discussions with his IS contact, Jay feels certain this system is technically and
economically viable. How would you assess the Organizational Feasibility of this system?

Answer: The project has an enthusiastic and committed project champion. Organizational
management is supportive, but their attention is on another project that has not gone well. It
does not seem likely that organizational management will provide more that modest support
and enthusiasm for this project, as their energy is diverted toward the other implementation
under way. The end user support is very questionable. The material provided does not really
reveal the benefits that the sales staff will gain directly. The end users will have to be
handled very carefully to gain their support and diminish their fears about this new system.
All in all, the organizational feasibility risk of this system seems quite high at this time.


Experiential Exercises
1. Purpose: To help students gain an appreciation of the terms phase, step, technique,
and deliverable, and how those terms relate to understanding a process of significant
length and complexity.

Divide class into groups of 3. Each group will address the same task. The task is to
discuss the experience of being a student at your institution, from pre-admission to
graduation, in terms of phases, steps, techniques, and deliverables. Precede the group
work with a general discussion of these terms.

Although answers will vary, phases may include pre-admission to the institution,
enrollment as student, pre-professional study, admission to professional program,
professional study, and graduation. Steps may be courses of study to follow, course

23. Chapter 1 The Systems Analyst and IS Development
1-20
sequences and prerequisites, general education requirements, professional program
requirements, etc. Techniques may include such things as study habits, research
methods, speed reading classes, study groups, etc. Deliverables will be course
requirements (papers, projects, exams), course grades, transcripts, certificates, and
diplomas.

After each group has developed its ideas, class discussion should focus on comparing
results and clarifying the meaning of each term through the examples presented.

2. Purpose: To help students understand and appreciate the role of the project sponsor
in an IS development project.

Assign students to identify a person in an organization who has initiated and
sponsored the development of an information system application. This person will
generally be a business-oriented manager rather than an IS staff member. Either
singly or with a partner, the students should arrange an interview with this person to
discuss their experiences as a project sponsor. [As an alternative, the instructor may
arrange for a person who has served as a project sponsor to visit a class session and
be interviewed by the entire class about his/her experiences in the project sponsor
role.]

It may be helpful to ‘force’ students to develop a list of interview topics before
undertaking the interview. Have the students prepare an interview agenda for your
approval prior to the interview. Questions should be targeted toward understanding
the project, the circumstances that motivated the project, and the involvement the
sponsor had throughout the development process.

Students should prepare a written summary of their interview, and/or make a class
presentation of their interview results. If class presentations are made, class
discussion should focus on identifying common themes or similarities between the
interviewees, and also identifying significant areas of difference.

3. Purpose: to help students understand the difference between tangible and intangible
values.

The following 2 exercises come from CIO Magazine. The purpose is to show that everything
can be measured - even intangibles.

Exercise 1: Is it logical to say that more X (an intangible) is better than less, but it is in no
way different or observable? Then in what way is X "better?" If you believe X is a good
thing, then you must also believe that it is somehow different from not having X. And if
it is different in a way that is relevant, then it must be observable. So ask what the
observable consequence is. Once you have identified an observable consequence,
thinking of a way to measure it is pretty easy.

Exercise 2: Create a thought experiment in which you imagine you have cloned an entire
organization into twin organizations, A and B. The two are identical in every way except
for one thing: Organization A has more of intangible X than organization B. Now,

24. Chapter 1 The Systems Analyst and IS Development
1-21
imagine that you are an objective observer standing outside these organizations looking
in. What do you imagine you observe to be different between A and B? If X is such a
desirable thing, then there has to be some difference. What is it? Are certain things
getting done cheaper or faster? Are the customers of A likely to come back for more
business than the customers of B? Is employee turnover lower? Are mistakes of some
type less frequent? Just think it through-and be specific.

4. Purpose: to help students understand the different roles played on a systems
development project team.

Have students undertake a Web search for job descriptions similar to Business
Analyst, Systems Analyst, Project Manager, Technical Specialist (equivalent to
Infrastructure Analyst). Have students develop a summary list of job responsibilities,
qualifications, and experience required for each job category. Class discussion
focuses on developing a “master list” for each job category, and comparing and
contrasting the positions.

25. Random documents with unrelated
content Scribd suggests to you:

26. – Jön – mondta.
A folyosón újra hallatszott a tipegő lábak kis nesze. Az ajtón kis
bekopogtatás. Rá Szedlák válasza. Azután halk, gonosz kis nevetés,
és az ajtó alatt ismét betolódott egy papírlap.
A herceg ekkor nem bírta tovább. Felrántotta az ajtót és
hatalmas keze a rémülten felszökő Félixkének épen a nyakát ragadta
meg.
– Patkány! – mondta magánkívül. – Patkány.
Félixke fuldokolva ficánkolt a keze között és az arca elkékült. A
herceg undorodva dobta el magától.
– Hogy merted ezt…?
Félixke fuldokolva és tántorogva próbált megszökni. A herceg
nyugodtabb lett.
– Megállj – mondta.
Félixke megállott.
– Mióta csinálod ezt? – kérdezte a herceg.
Félixke hazudni készült, de a herceg felemelte a kezét. Félixke
rémülten válaszolt:
– Mióta kint vagyunk… A nagy tengeren.
– Azóta minden délután ide jössz!…
Félixke rémülten mondta:
– Nem, nem, néha a matrózokhoz megyek.
A herceg elhülve nézett rá:
– Azoknak is…? – szólt elakadó lélegzettel.

27. Félixke nem tudta, mit feleljen. Vacogó foggal állott és dideregve
húzta össze magát. A herceg nézte és nagy szomorúság jött rá.
– Miért teszed ezt? – kérdezte csendesen és szomorú útálattal.
– Én nem tudom, – felelte didergő gyorsasággal védekezve
Félixke – egyszerre eszembe jutott… és… Kellett… Nem tudtam
abbahagyni. De előbb csak magamnak csináltam…
– Azután egyszer megpróbáltad itt bedugni.
– Igen…
– És attól fogva mindennap?
– Igen…
– És nevettetek?
– I… igen…
– És a matrózokat is elláttad?
– I… igen…
– Egész nap ezt csináltad… Rajzoltál, azután ide-oda futkároztál.
– I… igen…
A herceg töprengve nézte Félixkét.
– Takarodj be ide – mondta azután neki.
Beküldte a szalónba és mindakét ajtót rácsukta. Azután indult a
hálószoba felé. Szedlák halkan utánaszólt:
– A gótikus menyasszonyi ládában.
A herceg belépett a hálószobába. Annie ébredőben volt; félig
levetkőzve, álmosan nyújtózkodott az ágyon és bámulva nézett a
hercegre. A herceg odalépett a gótikus menyasszonyi ládához és
megpróbálta kinyitni. Annie ijedten ült fel az ágyon. A gótikus

28. menyasszonyi láda be volt zárva, de a kulcs benne volt. A herceg
kinyitotta és kutatva nézett bele.
Első pillantásra megtalálta azt, amit keresett: húsz-harminc
telerajzolt papírlapot egymásra rakva. Kivette őket. Annie rémülten
mozdult meg, a herceg azonban hangtalanul végignézte az egész
gyüjteményt. Végignézte; a torkát lassan szorongatta az undor, és
egyszerre úgy érezte, hogy az ájulás kerülgeti a felindulástól és az
iszonyattól. A rajzok tökéletesek voltak a maguk nemében; egy
dühödt fantázia gondolta ki őket; és az a nő, aki rajtuk szerepelt,
kezdett Annie lenni. A férfi előbb bizonytalanul ingadozott a herceg
és Ridarsky között. A nő azután egészen Annie lett; és a férfi
egészen Vannoni.
A herceg letette a rajzokat és ájuldozva szorította a szemére és a
homlokára a kezét. Annie ekkor megszólalt.
– Kérlek, – mondta bizonytalanul – ez egy kis alávalóság
Félixkétől, de tragikusan úgy-e nem kell venni, hiszen olyan
tehetséges…
A herceg ekkor elvette a kezét a homlokáról. Annie felnézett
beesett szemére, elakadt a szava, elpirult, keservesen sírni kezdett
és kétségbeesve dugta el a fejét a párnáiba.
A herceg szótlanul nézte vonagló testét, azután kezébe fogta a
rajzokat és kiment. Lement a legénység nagy hálóhelyiségébe.
Meglepetve fogadták.
– Hallom, – mondta a herceg – hogy ilyen piszok nálatok is van.
Rakjátok most rögtön csomóba és égessétek el.
A matrózok meglepetve néztek össze és egyik-másik lassan
megmozdult. De a mozgásuk nagyon lassú volt, közben összenéztek,
vonogatták a vállukat és az egyikük végre megszólalt:
– Miért égetnők el tulajdonképen?
A herceg meglepetve nézett rá és nyugodtan felelte:

29. – Mert piszok.
A matrózok vonogatták a vállukat.
– De mink mulatunk vele – mondta Brattlie.
– Rögtön elégetni! – kiáltott rájuk a herceg.
Ekkor Szolgarov szólalt meg.
– Az igaz, hogy piszok, – mondta csendes fanatizmussal – de ha
nekik tetszik a piszok, akkor senkinek sincs joga eltiltani őket tőle.
– Mink nem vagyunk öreg emberek, – mondta Brattlie.
A herceg elsápadva nézett rá.
– Hadd mulassunk mink is, – folytatta kihívóan Brattlie, –
nemcsak…
A herceg szemében olyan villámfény gyulladt ki, hogy Brattlienak
torkán akadt a szó. A hercegnek az az érzése volt, hogy ezt az
embert meg kell ölnie. Ez az ember egy nevet akart mondani. Hadd
mulassunk mink is, nemcsak… Nemcsak: ki? Annie, aki a képeken
mulat? Vannoni, aki Annieval mulat?
Brattlie zavarodottan és morogva állott előtte, a herceget szörnyű
megszégyenülés rohanta meg, sápadtan körűlnézett, bizonytalanul
mozdult meg, tétován emelte fel a kezét a rajzokkal és elment.

31. X.
Ez volt az utazás kilencedik napja. A tizedik napon a herceg forró
ingerültséggel ébredt, nyugtalanul ugrott ki az ágyából és lázasan
bolyongott ide-oda a hajón. Tíz óra tájban nem bírta ki tovább.
Hivatta Szedlákot.
– Szedlák, – mondta neki lesütött szemmel – milyen ember ez a
Vannoni?
Szedlák elgondolkozva nézett maga elé, azután gyanakodva
tekintett a hercegre és készült rá, hogy közömbösen és tagadóan
rázza meg a fejét.
– Én – mondta – nem tudom.
De a herceg beesett szemének egy lázas tekintete felrebbent rá;
Szedláknak erre nedves lett a szeme és újra kezdte a mondatot.
– Én ezt tudom róla. Azért állott tengerésznek, hogy kétezer
frankot összegyüjtsön. Földet akar venni otthon Dalmáciában. A
kétezer frankja már kétszer együtt volt, de a hajó, amelyen szolgált,
ekkor nagy kikötőbe ért, és ő mindakétszer elitta, elkártyázta,
eldőzsölte a pénzt. A kétezer frankért nyugodtan megölne egy
embert. Most se gondol soha másra…
Habozott, tovább mondja-e. De a herceg szeme felrebbent rá, és
ő tovább mondta:
– Nem akar ez most se énekelni. Nem kell ennek szinészet…
Lesütötte a szemét és nagyon halkan befejezte:

32. – Nem kell ennek szinészet. Nem kell ennek asszony. A kétezer
frankot szeretné megszerezni valahogyan… Azért jár énekelni.
Lesütött szemmel hallgatott. A herceg elfordított fejjel ült. Sokáig
maradtak így hangtalanul, dermedt csendben, a herceg azután
bágyadtan mondta:
– Köszönöm Szedlák.
Szedlák elment. A herceg bágyadtan és lázasan bolyongott a
hajón. A Serpolette frissen suhant előre a tengeren, de ő fülledtnek
érezte a hajó levegőjét és szinte fuldoklott benne.
Tizenegy óra tájban nem bírta tovább és lement az ebédlőbe. Az
ebédlőasztalon még ott volt a reggeli; az asztal mellett Annie ült és
kártyázott Félixkével. Mikor a herceg belépett, Félixke rózsás arca
elsápadt és a kártya remegni kezdett a kezében. Annie is meglepetve
és elfogódva nézett a hercegre, de igyekezett nyugodt maradni.
– Kártyázunk, – mondta mosolyogva és zavarodottan.
A herceg hallgatott.
– Durákot játszunk, – folytatta Annie.
A herceg nem szólt.
– A Polarics-házban szoktuk mindig, – mondta Annie
mentegetőzve.
A herceg még mindig hallgatva állott. Annie erre letette a kártyát:
– Ez volt az utolsó parti.
Kiküldte Félixkét és felállott. A herceg ekkor egy lépést tett előre.
– Azért jöttem, – mondta remegő hangon – hogy megmondjam
neked, hogy te a szabadságodat nekem nem adtad el és hogy…
Lassan közelebb ment hozzá. Meg akart állni azon a helyen, ahol
beszélni kezdett, de akarata ellenére megmozdult és lassan odaért

33. az Annie közvetlen közelébe. Itt beletekintett az Annie arcába. Az
Annie puha és gödrös arca még zsíros volt az éjszakától, felfelé hajló
kis orra fénylett a mosdatlanságtól. A hercegben lángoló düh
gyulladt fel. Egy haragos mozdulattal félbeszakította azt a mondatot,
amelyet elkezdett és haragos útálattal kérdezte:
– De miért jársz te mindennap délig mosdatlanul és fésületlenül
és piszkos pongyolában?
Annie ijedten bámult rá.
– Ez is a Polarics-házban volt szokás? – mondta a herceg.
Annie elpirult.
– Nem kell lenézni a Polarics-házat – felelte harciasan. – Ott is
nagyon tisztességes emberek laktak.
Elhallgatott és aztán harciasan hozzátette:
– Igenis a Polarics-házban volt szokás, mert ott dolgozniok kellett
az embereknek.
A herceg szótlanul nézte az Annie fejét, a szétomlott szőke haját
és a karcsú puha nyakát. Annie feszült figyelemmel vizsgálta a
herceg tekintetét és óvatosan előrehajolt feléje. A herceg lázas,
szürke szeme azonban lassan elborult. Anniet nézte még, de már
nem látta.
… Egy óriási sárga házat látott. Három emelet. Sötét lépcsőház.
Rengeteg sok lakás. A nyitott folyosókon gyerekek és asszonyok. Egy
nagyvárosi ház: a Polarics-ház. Érezte az ízét és a szagát, és szinte
fuldoklott tőle. És belátott a lakásokba, és a szíve riadtan kezdett
verni.
– Hány éves korodig voltál otthon a… Polarics-házban? –
kérdezte rekedten Annietól.
Annie álmélkodva nézett rá.

34. – Ti… tizen…
– Az igazat mondd! – kiáltott rá a herceg.
– Tizennyolc éves koromig, – mondta elsápadva Annie.
– És azután rögtön… szerződtél vidékre.
– Igen.
– Ahhoz az igazgatóhoz…?
– Ahhoz.
A herceg vérbeborult szemmel nézett rá.
– De nem igaz, – mondta reszketve – hogy az volt az első.
– De igaz.
– Ne hazudj.
Annie védekezve és tiltakozva emelte fel a kezét. A herceg
megragadta a csuklóját. Annienak kibuggyant a könny a szeméből.
– A kezem! – mondta sziszegve. – Fáj.
– Ne hazudj – kiáltott a herceg. – Nem az volt az első.
Annie kétségbeesve igyekezett kiszabadulni. A herceg ekkor a
másik kezét rátette a torkára.
– Ne hazudj – kiáltotta. – Nem az volt az első?
– Nem – mondta fuldokolva Annie.
A herceg eleresztette a torkát és lihegve kérdezte:
– Ki…?
Annie levegő után kapkodott és el akart fordulni. A herceg
felemelte a kezét.

35. – Ki…?
– Egy… egy szobaur.
– A Polarics-házban.
– Ott.
– Hogy hívták?
– Nem emlékszem. Egy jogász.
A herceg dühe elmult. A keze bénultan esett le. Mit akart? Mit
csinált? Miért tette ezt? Nem ezért jött ide… milyen forró téboly
rohanta meg? Miért vájkál a multban? A multjára féltékeny ennek az
asszonynak, mikor…!
Megbénulva, sápadtan és szégyenkezve állott. Annie csendesen
zokogott előtte. A herceg azután egy zavarodott mozdulatot tett és
menni készült. Annie ekkor odavetette magát a mellére.
– Ne bánts engem, – kiáltotta zokogva – mikor én ugyis olyan
boldogtalan vagyok.
A herceg felemelte a kezét, hogy lefejtse magáról. De amint a
testén érezte az Annie meleg testét, egyszerre tikkadt és esztelen
vágy rohanta meg. Felemelt karjával magához szorította Anniet és
visszafojtott és felszabadult vággyal remegve kereste az Annie ajkát.
Annie szomjasan nyújtotta feléje a száját. A herceg azonban az
Annie félig lehunyt szemében ekkor az örömnek és a diadalnak egy
villanását látta. Erre a józanságnak egy jéghideg hulláma futott végig
a testén, borzongva kibontakozott és ellökte magától Anniet.

37. XI.
A következő nap a tizedik nap volt, amelyet a Serpolette az
óceánon megtett. Ezen a napon Annie lázasan járt-kelt és háromszor
is közeledett a herceg felé, hogy megszólítsa. De csak negyedszerre
merte megszólítani.
– Arra akarlak megkérni, – mondta alázatosan, – engedd meg,
hogy néha veled legyek.
A herceg nem nézett rá.
– Nem hiszem, – felelte lesütött szemmel és fanyarul, – hogy
helyes volna, ha… Én nem volnék mulatságos társaság a számodra.
– De igen… de ha én kívánom… ha én kérlek rá.
A herceg fanyarul rázta a fejét.
– De ha én szeretném. Csak melletted akarok lenni. Csak azt
engedd meg, hogy néha ideszaladjak.
A herceg megrázta a fejét.
– De miért? – kiáltotta Annie kétségbeesve. – Mikor mondom,
hogy nekem kellemes volna.
– De énnekem – felelte fanyarul a herceg – nem.
Annie elsápadt, könnyes szemmel megfordult és elment.
Tétovázva és lázasan bolyongott a hajón ide-oda. Néha leült pár
percre, azután zaklatottan tovább ment.
Délután a herceg Vannonival találkozott a folyosón.
– Már vége az énekleckének, Vannoni? – kérdezte tőle.

38. A dalmata a vállát vonogatta:
– Nem lesz több éneklecke – mondta zavarodottan.
– Nem… lesz…?
– Nem. A nagyságos asszony azt mondta… fárasztja… Beszünteti.
– Hm… Jól van Vannoni.
A dalmata elment és a herceg elgondolkozva nézett utána. Egész
nap töprengve járt-kelt és éjjel nem tudott aludni. Másnap korán kelt
és pihentebbnek és nyugodtabbnak érezte magát, mint az elmult
napokban. Korán délelőtt azonban meglátta Félixkét átszáguldani a
fedélzeten.
– Hová megy? – kérdezte tőle.
Félixke sápadtan állott meg.
– Vannonit keresem – felelte remegve.
– Miért? Minek?
– Annie küldött…
A herceg meglepetve nézett az órájára.
– Annie már felkelt?
– Már régen.
– No és…?
– És üzeni Vannoninak, hogy jőjjön, mert ma délelőtt is lesz
énekóra.
A herceg megdöbbenve bámult Félixkére. Félixke dideregve állott
előtte. A herceg azután legyintett, hogy elmehet, és Félixke
boldogan elszáguldott.

39. A Serpolette símán és gyorsan úszott előre a nagy vízen, de a
fedélzeten a napok még lassabban teltek, mint eddig. A hajó
levegője fülledt volt, és az emberek szorongva és bágyadtan jártak-
keltek rajta. Az órák olyan lassan vánszorogtak, mintha fájt volna
előrehaladniok. Mindenki úgy érezte, hogy történnie kell valaminek,
hogy rögtön történik valami; de az órák vánszorogva haladtak előre,
és nem történt semmi.
Eltelt az utazás tizedik napja. Azután eltelt a tizenegyedik nap is.
Ekkor estefelé nyugtalan lett a tenger. A herceg tíz óra tájban
lefeküdt, de nem tudott aludni. Lüktető homlokkal fetrengett az
ágyán és sajgó szemmel próbálta az álmot magára kényszeríteni.
Tizenegy óra után halk kopogtatás hallatszott az ajtaján. A herceg
felugrott és kinyitotta az ajtót. Szedlák állott az ajtóban és
csendreintően emelte fel a kezét.
– Mi az Szedlák? – kérdezte meglepetve a herceg.
– Kérem fenségedet, – mondta suttogva Szedlák, – jőjjön ki ide a
folyosóra.
A herceg ruhát vett magára és kiment.
– Miért van itt ilyen sötétség? – kérdezte halkan a herceg.
– Én csavartam le a lámpát, hogy bennünket ne lehessen látni.
Egy negyedóra hosszat vártak meglapulva a folyosón. Ekkor a
folyosó végén halk és óvatos mozgás támadt; de a mozgás
nemsokára megszünt. Ismét csend lett. A herceg meg akart
mozdulni, de Szedlák visszatartotta.
– Megnézem, ki az.
– Még egy kis türelmet kérek, fenség.
Ujabb, hosszú negyedórát vártak, ekkor a folyosó végén megint
mozgás támadt. Két meztelen könnyű talp mozgott óvatosan előre. A
lépései neszét alig lehetett hallani. De hirtelen két másik lábnak egy

40. dühös toppanása hangzott fel, a két meztelen láb megállott; a
folyosó végén felcsavarta valaki a villamoslámpát és a villamoslámpa
fényében ott állott a meglepett Vannoni, aki meztelen könnyű lábbal
lopózkodott előre és Ridarsky, aki a sötétségben várt rá és most
elébe toppant.
Vannoni meg volt lepetve, de nem volt megijedve. Ridarsky
sápadt volt és reszketett a dühtől.
– Mit keresel te itt? – rivalt rá recsegve, de halkan Vannonira.
Vannoni vonogatta a vállát.
– Mit keresel itt bitang? – mondta sziszegve Ridarsky.
Vannoni összevonta feketén ívelt, nagy szemöldökét.
– Mi köze ahhoz magának? – kérdezte fenyegetően.
– Majd megmutatom neked, hogy mi közöm…! Itt nincs helyed;
ide nem szabad jönnöd; és eltakarodol innen.
A Vannoni fekete szeme szikrákat szórt:
– Magának nem szabad idejönnie, – felelte kihívóan. – Magának
nincs itt helye. A hajóhídon a helye.
– Takarodj innen!
– Takarodj te…!
Ridarsky felhördülve nyúlt a zsebébe a revolveréért. Vannoni egy
villámgyors mozdulatot tett és a lámpafény megcsillant a magasra
emelt késén. Ridarsky hátraugrott és felemelte a revolverét.
De ekkor közéjük lépett a herceg. Mindaketten meghökkenve és
elfogódva bámultak fel magas alakjára, és az egyik kéz reszketve
eresztette le a revolvert, a másik reszketve eresztette le a kést. A
herceg arca égett a szégyenkezéstől.
– Te, – mondta Vannoninak – takarodj a helyedre.

41. Vannoni rögtön megfordult és elment.
– És ön, – mondta Ridarskynak a herceg – ön… ön is… menjen a
helyére.
Ridarsky sápadtan állott előtte. Hideg szeme körül mély karikák
voltak; a szemét lesütötte; vékony szája összecsukva vonaglott.
Megmozdult, hogy elinduljon. De nem tudott elindulni. Sápadtan és
remegve állott és vékony szája kínosan vonaglott, mintha egy
hangos kiáltást szorítana vissza. A herceg figyelmesen nézte sápadt
arcát.
– Induljon már – mondta neki csendesen. – Nagy tenger van és a
hajónak nincs vezetése. Szégyen, hogy valaki, aki katona volt,
elhagyja az őrhelyét. Ezért bomlik fel minden fegyelem a hajón.
– A fegyelem nem azért bomlik fel, hanem…
Ridarsky hevesen és kihívóan akart válaszolni. De azután
abbahagyta ezt a mondatot és összecsukta a száját. Összecsukott
szája kínosan vonaglott egy ideig. Azután felnézett a hercegre. Hideg
szeme szenvedve és elborultan feküdt a mély karikák között; a szája
még egyszer megvonaglott, azután kitört rajta az a hangos kiáltás,
amelyet visszaszorított.
– Mit bánom én! – jajdult fel halkan. – De én… én őt nem
engedem…!
– Ön…
– Én – őt – nem – engedem… És ha ön nem vigyáz rá, – én – őt
– nem…
– Önnek nincs joga rá, hogy…
Ridarskynak ekkor újra megvonaglott a szája és az ajkán szinte
sírva buggyant ki:
– Ne engedje őt…! Ne hagyja őt…!

42. A herceg álmélkodva és megdöbbenve bámult a Ridarsky arcába.
Ridarsky szégyenkezve, sápadtan és vonagló szájjal állott előtte egy
ideig, azután gyorsan megfordult és elment.

44. XII.
Az utazás tizenkettedik napja bágyadt, fáradt és szorongó nap
volt. A Serpolette utasai kerülték egymást, és ha véletlenül
találkoztak, nem mertek egymásra nézni. Az éneklecke elmaradt,
Annie időről-időre bement a hálószobájába sírni; Ridarsky
feketekarikás szeme sötéten kereste meg néha Vannonit, a herceg
pedig nézte a nyugtalan tengert.
A hosszú nap így eseménytelenül telt el. Másnap Félixke már
korán reggel száguldott Vannonihoz, és a Vannoni énekleckéje már
délelőtt is két óra hosszat tartott. Az éneklecke délután újra
kezdődött és most már véget sem akart érni. Ridarsky feketekarikás
szeme szenvedve tapadt a lépcsőre, nem látja-e rajta feljönni
Vannonit. A szeme belevakult a meredt nézésbe, és kábultan és
remegve kétszer is otthagyta a hajóhidat, hogy egy percre
odalopózzék az ebédlő ajtaja elé.
A tenger nyugtalan volt; korán jött az alkonyat, és sötét lett, mire
Vannoni feljött a lépcsőn a fedélzetre. Nem lehetett látni az arcát,
nem lehetett tudni, mi történt vele és mi fog vele történni. Ekkor a
herceg is ott állott már Ridarsky mellett a hajóhídon. A tenger
zúgott, a hajó bukdácsolva haladt előre, és ők hallgatva álltak
egymás mellett. Ridarsky feketekarikás szeme néha gyorsan, ijedten,
könyörögve és kérdően siklott fel a herceg arcára, a herceg azonban
mozdulatlanul állott és lesütötte a szemét. A hajó küzködve haladt
előre, lassan beborította őket az óceán zúgó éjszakája, és ők
mozdulatlanul és hangtalanul állottak egymás mellett a hajóhídon.
Az órák múltak és a szótlanság és a mozdulatlanság kezdett
elviselhetetlenné lenni. Alattuk recsegve és zúgva sírt a hajó teste,
és a figyelő fül szenvedve erőlködött, hogy e mögött a hang mögött

45. más hangokat is meghalljon. Ki sír itt még? Ki jár itt könnyü
léptekkel a hajó testében? A herceg lesütött szemmel állott és
összeszorította a fogát. Mindegy, hogy mi történik a síró hajóban és
a zúgó éjszakában. Történjék meg, aminek meg kell történnie. De a
sötétség, a zúgás és a sírás és a feketén hömpölygő órák olyan
elviselhetetlenné lettek, hogy a mikor tíz óra tájban Ridarsky lihegve
fordult feléje és feljajdulva akart megszólalni, ő már felkapta a fejét
és elhárító mozdulatot tett a kezével:
– Várjon – mondta. – Mindjárt visszajövök.
Az ingadozó hajón tántorogva haladt előre és megkereste
Szedlákot.
– Szedlák, – mondta neki lesütött szemmel és lázasan – maga
most felkeresi Vannonit.
Szedlák tisztán, komolyan és szótlanul állott előtte.
– Hallotta Szedlák? – kérdezte a herceg.
– Hallottam, fenség.
– Felkeresi és megmondja neki… Elvisz neki kétezer frankot…
Hallja Szedlák, amit mondok?
– Hallom, fenség.
– Elviszi neki a pénzt, a pénz az övé, azzal a feltétellel, hogy a
lábát ide be nem teszi, soha semmiképen, éneklecke nincs, ha hívják
akkor sem szabad jönnie, nem szabad mutatkoznia, és amikor
kikötőbe érünk… Akkor ő rögtön veszi a cókmókját és itthagyja a
hajót.
A herceg lesütött szemmel és lázasan beszélt. Szedlák hallgatott.
– Értette Szedlák?
– Értettem, fenség.

46. – Hát… hát akkor menjen Szedlák.
Szedlák szó nélkül megfordult és elment. A herceg dobogó szívvel
várta. Szedlák azután visszajött.
– Beszélt vele Szedlák?
– Beszéltem, fenség.
– Belemegy?
– Bele.
– A pénzt megkapta?
– Meg.
A herceg ránézett Szedlákra, de a Szedlák komoly és sötét
tekintete előtt zavarodottan sütötte le a szemét. Szótlanul állottak; a
herceg menni készült, de ekkor kinyílott a szalón ajtaja és Annie
nézett ki a folyosóra.
– Mit csinálsz te itt? – kérdezte a hercegtől meglepetve.
– És te? – válaszolta a herceg.
– Én… én csak néztem, ki beszélget itt.
– És miért nem alszol?
– Nem tudok a vihartól. Te egész éjjel a hajóhídon maradsz?
– Valószinüleg.
– No… jó éjszakát.
– Jó éjszakát.
Az ajtó becsukódott, a herceg ránézett Szedlákra, mélyen elpirult
és szégyenkezve sietett vissza a hajóhídra.

47. A tenger másnap bömbölve hajtotta előre a Serpoletteet. A vihar
egyre nőtt, a gép lihegve dolgozott, és a hajón megnehezült az élet.
Félixke ismét megbetegedett és kegyetlenül szenvedett, de az Annie
parancsa már korán reggel kihajtotta a vackából. Szenvedve, ijedten
kapaszkodva, néhol négykézláb csúszva kereste fel Vannonit és
idézte Annie elé. Vannoni azonban nem jött. Azt üzente, hogy nem
mehet, mert mindenkinek dolga van. Annie rögtön visszaűzte
Félixkét hozzá azzal az üzenettel, hogy őt a kapitány mindenkorra
szabadságolta, ő tehát ilyenkor is jöhet. Vannoni erre azt felelte,
hogy most nincs kedve énekelni. Félixke szenvedve, vergődve elvitte
ezt az üzenetet Annieig, de a keserves utat rögtön újra meg kellett
tennie. Annie azt üzente vele Vannoninak, hogy ha énekelni nincs is
kedve, azért mégis jőjjön, ő fontos dolgokról akar vele beszélni…
A Serpolette bukdácsolva, nyögve és lihegve haladt előre és a
bezárt hajóban sápadtan, betegen és szenvedve hordta az
üzeneteket Félixke. Nem cikázott ide-oda, mint rendesen;
verejtékezve és nyögve járt-kelt és amikor Annie délután újra
átkergette Vannonihoz, akkor egy lépcső aljában a gyomrára és a
fejére szorította a kezét, leült és sírt…
Szerencséjére ekkortájt Vannoninak elfogyott a türelme és a
harmadik délutáni üzenetre ezt válaszolta:
– Mondd meg az asszonyodnak, hogy hagyjon békében. Ne
járjatok a nyakamra. Ha még egyszer jössz, kiruglak.
Félixke ezt elmondta Annienak, Annie erre bement a
hálószobába, lefeküdt és zokogott. Igy eltelt a délután; eltelt az
utazás tizennegyedik napja; éjszaka a tenger nyugodtabb lett. A
Serpolette gyorsan siklott előre és reggel befutott az amerikai
kikötőbe.

49. XIII.
A tenger csendes volt, mint egy rossz nő, aki jóságot játszik. A
Serpolette leeresztette a horgonyát és nyugodtan feküdt a napfényes
kikötőben.
A kirakodás még meg sem kezdődött, Vannoni már összeszedte a
holmiját és készült partra menni. Szolgarov feltartóztatta.
– Hová mégy? – kérdezte fenyegetően. – Miért mégy?
– El az utamból, futóbolond – felelte dühösen Vannoni. – Miattam
nem kell forradalmat csinálnod.
A hátára kapta a cókmókját és két perc múlva már el is tűnt a
kikötő raktárai között. Ridarsky beesett szemmel nézett utána,
azután nyugtalanul és kérdő tekintettel nézett a hercegre, később
elfordította a hercegtől a tekintetét és magába sülyedve bámult ide-
oda, mintha csodálkoznék a maga szenvedésén.
Még korán reggel volt, amikor a kirakodás megkezdődött. A
munka rendetlenül, de zajosan és jókedvüen folyt, és a lármájára
Annie is feljött a fedélzetre. Ujra meg újra idegesen rezzent össze a
fedélzet lármájától és álmatlan és lázas szemmel nézte sorra a
dolgozó matrózokat. Álmatlan és lázas szeme lassankint nagyra nyílt,
és rémület és csodálkozás jelent meg benne. Rémülten és
csodálkozva fordult meg és elsietett. Helyette nemsokára Félixke
jelent meg a fedélzeten, rózsásan és virgoncan cikázott ide-oda a
matrózok között és halkan kérdezősködött Vannoni után. Megtudta
mi történt Vannoval, fürgén elszaladt és helyette ismét Annie sietett
fel a fedélzetre. Kigyulladt arccal, legörbült szájjal állott meg a
herceg előtt és kétségbeesett és harcias mozdulattal kapta fel
szétzilált szőke fejét. A herceg csendesen és búsan nézett le rá és

50. mozdulatlanul várt. Annie belenézett a herceg mély és lágy szürke
szemébe és a torkán akadt a már-már kimondott szó. A szája nyitva
maradt, a keze leesett, azután bizonytalan és kapkodó mozdulatot
tett, az arca elsápadt, úgy tetszett, sírva fog fakadni; de nem sírt,
hanem pár másodpercnyi szótlan remegés után megfordult és
lesietett a hálószobájába.
A hálószobában magához rendelte Félixkét, azután Szedlákot és
csomagolni kezdett. Behozatta a kofferjeit és ingerülten, lázasan és
rendetlenül gyűrte beléjük a holmiját. A csomagolás sokáig tartott. A
herceg nem tudott róla semmit, de Ridarsky, aki idegesen figyelve
végigment a folyosón, bejelentette neki.
– Csomagoltat – mondta bevezetés nélkül, halkan és magánkívül.
A herceg ránézett és nem felelt.
– De partra akar szállni – folytatta Ridarsky kétségbeesve.
A herceg nem válaszolt. Ridarsky erre sarkon fordult, lement a
szobájába és sietve becsomagolta a holmiját. Félóra mulva fent volt
a fedélzeten és vonagló szájjal várta Anniet.
Annie azonban nem jött. Dühödten csomagolt, a ruháit
kiméletlenül gyűrte a kofferekbe, de a mozgása lassanként
elbágyadt, a karja lehullott és egy félig becsomagolt koffer előtt
egyszerre sírva fakadt.
– Elég volt – mondta Félixkének.
Félixke bámulva nézett rá.
– Nem megyünk partra? – kérdezte gyorsan. – Attól félsz, nem
találod? Én megkeresem.
– Takarodj! – kiáltotta Annie.
Kikergette Szedlákot is. Szedlák szótlanul kiment. Kint Ridarskyval
találkozott. Ridarsky meg akarta szólítani, de Szedlák hidegen,
komolyon és idegenül nézett rá és Ridarsky erre Félixkéhez fordult.

51. – Nem jön még? – kérdezte reszketve.
– Nem, – felete Félixke. – Nem megyünk partra. Itt maradunk.
A Ridarsky összeszorított hideg szája erre még kínosabban
kezdett vonaglani, mint eddig. Lesütött szemmel fordult el Félixkétől,
bizonytalanul támolygott ide-oda egy ideig, azután leült, a kezébe
hajtotta a fejét és sokáig ült úgy mozdulatlanul. Amikor felkelt,
halálos sápadtság volt az arcán. Odament a herceghez.
– Én – mondta halkan – mégis elmegyek. Ennek végét vetem.
A herceg szótlanul bólintott.
– Rögtön partra szállok – folytatta Ridarsky. – A… a holmimért
majd elküldök.
A herceg ismét bólintott, Ridarsky megfordult és pár perc mulva
eltűnt azon az úton, amelyen pár órával előtte Vannoni elment. A
herceg elgondolkozva nézett utána, de egyszerre felrezzent. A
Szedlák tekintetét érezte magán. Szedlák fekete ruhájában, fehér
hajjal, tiszta arccal állott előtte és komoly, kérdő, alázatos és mégis
sürgető tekintettel nézte őt.
– Akar valamit Szedlák? – kérdezte a herceg.
– Nem, fenség, semmit.
Szedlák továbbment és a kirakodás folytatódott; de Szedlák
nemsokára megint előkerült valahonnan és alázatos, kérdő és
sürgető tekintete újra meg újra felkereste a herceget. A kirakodás
munkája este abbamaradt, a hajó mozdulatlanul feküdt a kikötőben
és a herceget még mindig ingerelte és nyugtalanította a Szedlák
néma, kérdő és komoly tekintete. De azután egészen besötétedett.
Szedlák nem mutatkozott és a herceg egyedül maradt a fedélzeten.
A kikötő levegője nehéz volt és fullasztó, és ő vágyódva, de
szorongva nézte a partot és a távoli város fényét. Partra szállni…! De
minek? Itt maradni?… Meddig?

52. Rémülten nézett körül a sötét hajón és halálos csüggedtséget
érzett. – Most mit? – Most hová?

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