资源说明：chapter 1: Who Needs a database narrative Sharon, a student at a community college, applies to become a tutor for database-related subjects at the school. She discovers they use spiral notebooks and spreadsheets to manage the tutoring information. She suggests to the supervisor that they could benefit from a database and offers to build it. The supervisor agrees to the project. Sharon interviews her and gets a sense of what the overall database will entail and drafts a statement of scope. She and the supervisor discuss the statement and make some modifications. outcomes • Define relational databases • Understand the position of relational databases in the history of databases • Identify major relational database management systems • Identify main characteristics of relational databases • Understand SQL’s role in relational database • Recognize some indications of where a database could be useful • Define a statement of scope for a given database scenario chapter 2: Gathering information narrative Now that she has the scope of the database, Sharon begins to gather information about the data the database will need to capture and process. First, she looks at the spiral notebooks that have been used to schedule tutoring sessions. She also looks at the spreadsheets the supervisor develops for reports and other related documents. Then she arranges an interview with several of the tutors and an additional interview with the supervisor, and creates a questionnaire for students who use the tutoring services. Finally, she spends an afternoon in the computer lab, observing how students schedule tutoring and how the actual tutoring sessions go. outcomes • Review documents to discover relevant entities and attributes for database • Prepare interview questions and follow up • Prepare questionnaires • Observe work flow for process and exceptions xiv Preface chapter 3: requirements and business rules narrative Having gathered all this information, Sharon must figure out what to do with it. She searches through her notes for nouns and lists them. Then she looks at the lists to see if there are additional topics, or subjects. Then she groups which nouns go with which topics. For each topic area, Sharon identifies some candidate keys. Next, she looks through her notes to determine what the business rules of the tutoring program are. She lists the rules and makes notes for further questions. The rules seem complex, and Sharon remembers something from a systems analysis class about UML diagrams called Use Case diagrams. She uses these diagrams to graphically show how each actor—tutor, student, and supervisor—interacts with the database. outcomes • Use nouns from notes and observations to discover database elements • Group elements into entities and attributes • Define business rules • Develop Use Case diagrams to model requirements chapter 4: database design narrative Sharon is ready to design the database. She looks at her topics lists and diagrams an initial set of entities, using Visio. She analyses the relationships among the entities, adding linking tables wherever she finds a many-to-many relation. Then she adds the other items from her list to the appropriate entities as attributes. For each attribute, she assigns a data type. She reviews the design to ensure that she has captured all the data and the business rules. outcomes • Use the database modeling template in Microsoft Visio • Create entities and add attributes • Determine the appropriate relationship between entities • Resolve many-to-many relationships with a linking table chapter 5: Normalization and design review narrative Now, with the help of an instructor, Sharon checks to make sure the database conforms to the rules of normalization. She reviews the database thus far with her supervisor. outcomes • Evaluate entities against first three normal forms • Adjust the relational diagram to reflect normalization chapter 6: Physical design narrative Sharon builds a prototype of the database, creating all the tables and setting up the relationships. When she has it set up, she enters 5 or 10 rows of sample data so she can test the database. outcomes • Implement a physical design of the database based on the logical ERDs • Choose appropriate data types for columns • Enter sample data into tables chapter 7: sql narrative Sharon writes some SQL queries to see if she can get the needed information out of the database. She tests for database requirements. Preface xv outcomes • Name the main events in the development of SQL • Run SELECT queries with a variety of criteria • Join two or more tables in a query • Use the aggregate functions COUNT, AVG, SUM, MIN, and MAX • INSERT, UPDATE, and DELETE records • Use SQL to test business rules chapter 8: is it secure? narrative In this chapter, Sharon looks at the security needs of the database. It is important to give everyone the access that they require to do the things they need to do. But it is also important to protect the database objects and data from either accidental or intentional damage. Sharon discovers that security is complex and requires careful planning. outcomes • Analyze security needs and restrictions for users of the database • Analyze threats to database integrity • Understand the concepts of authentication and authorization • Create logins and users • Create roles appendixes a: using microsoft access with the book A quick overview of using Microsoft Access instead of SQL Server with the book. It looks at each chapter and shows how you would use Access and what adjustments you will need to make to the practices and scenarios. b: sql server express An overview of how to use the SQL Server Management Studio to create and access databases in SQL Server Express. c: visio An overview of the Visio environment, with a special focus on the database templates. D: common relational patterns A review of some of the most common relational patterns students will encounter in database design such as the Master/Detail relation, weak entities, linking tables, and so on. glossary of terms Glossary of all vocabulary terms.

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