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Using MIS
David M. Kroenke
Randall J. Boyle

N i N t h E d i t i o N

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Library of Congress Cataloging-in-Publication Data

Kroenke, David M.
Using MIS / David Kroenke, Randy Boyle.—9 Edition.
pages cm
Revised edition of the authors’ Using MIS, 2015.
ISBN 978-0-13-410678-6—ISBN 0-13-410678-4
1. Management information systems. I. Boyle, Randall. II. Title.
III. Title: Using management information systems.
HD30.213.K76 2017
658.4’038011—dc23
2015030057

10 9 8 7 6 5 4 3 2 1

ISBN 10: 0-13-410678-4

ISBN 13: 978-0-13-410678-6
 To C.J., Carter, and Charlotte
—David Kroenke

To Courtney, Noah, Fiona, and Layla

—Randy Boyle
Brief Contents
Describes how this course teaches four key
skills for business professionals. Defines MIS,
information systems, and information.
Describes characteristics, criteria for success,
Part 1: Why MIS? 1 and the primary purposes of collaboration.
Discusses components of collaboration IS and
1 The Importance of MIS 3 describes collaboration for communication
and content sharing. Illustrates use of Google
Drive, SharePoint, and other collaboration
2 Collaboration Information Systems 37 tools.
Describes reasons why organizations create
3 Strategy and Information Systems 83 and use information systems: to gain competi-
tive advantage, to solve problems, and to sup-
port decisions.
Describes the manager’s essentials of hard-
Part 2: Information Technology 113 ware and software technology. Discusses open
source, Web applications, mobile systems, and
BYOD policies.
4 Hardware, Software, and Mobile Systems 115 Explores database fundamentals, applica-
tions, modeling, and design. Discusses the
entity-relationship model. Explains the role
5 Database Processing 161 of Access and enterprise DBMS products.
Defines BigData and describes nonrelational
6 The Cloud 203 and NoSQL databases.
Explains why the cloud is the future. Describes
basic network technology that underlies the
cloud, how the cloud works, and how organiza-
Part 3: Using IS for Competitive Advantage 247 tions, including Falcon Security, can use the
cloud. Explains SOA and summarizes funda-
mental Web services standards.
7 Processes, Organizations, and Information Systems 249 Discusses workgroup, enterprise, and inter-
enterprise IS. Describes problems of informa-
tion silos and cross-organizational solutions.
8 Social Media Information Systems 291 Presents CRM, ERP, and EAI. Discusses ERP
vendors and implementation challenges.
9 Business Intelligence Systems 335 Describes components of social media IS
(SMIS) and explains how SMIS can contribute
to organizational strategy. Discusses the theory
of social capital and how revenue can be gen-
Part 4: Information Systems Management 383 erated using social media. Explains the ways
organizations can use ESN and manage the
risks of SMIS.
10 Information Systems Security 385 Describes business intelligence and knowledge
management, including reporting systems,
data mining, and social media-based knowl-
11 Information Systems Management 427
edge management systems.
Describes organizational response to infor-
12 Information Systems Development 455 mation security: security threats, policy, and
safeguards.
Describes the role, structure, and function of
The International Dimension 502 the IS department; the role of the CIO and CTO;
outsourcing; and related topics.
Application Exercises 520 Discusses the need for BPM and the BPM pro-
cess. Introduces BPMN. Differentiates between
Glossary 538 processes and information systems. Presents
SDLC stages. Describes agile technologies and
Index 555 scrum and discusses their advantages over the
SDLC.
 ConTenTS

Part 1: Why MIS?

1: The IMPorTanCe of MIS 3

Q1-1 Why Is Introduction to MIS the Most Important Class in the

Business School? 5
The Digital Revolution 5
Evolving Capabilities 6
Moore’s Law 6
Metcalfe’s Law 7
Other Forces Pushing Digital Change 8
This Is the Most Important Class in the School of Business 8

Q1-2 How Will MIS Affect Me? 9

How Can I Attain Job Security? 9
How Can Intro to MIS Help You Learn Nonroutine Skills? 9
What Is the Bottom Line? 12

Q1-3 What Is MIS? 13

Components of an Information System 14
Management and Use of Information Systems 14
Achieving Strategies 15

Q1-4 How Can You Use the Five-Component Model? 16

The Most Important Component—You 16
All Components Must Work 16
• So What? Biggest IPO Ever: Alibaba 17
High-Tech Versus Low-Tech Information Systems 18
Understanding the Scope of New Information Systems 18
Components Ordered by Difficulty and Disruption 18

Q1-5 What Is Information? 19

Definitions Vary 19
Where Is Information? 19

Q1-6 What Are Necessary Data Characteristics? 20

Accurate 20
Timely 21
xii Contents

Relevant 21
Just Barely Sufficient 21
Worth Its Cost 21
• Ethics Guide: Ethics and Professional Responsibility 22

Q1-7 2026? 24
• Security Guide: Passwords and Password Etiquette 26
• Guide: Five-Component Careers 28
Case Study 1: zulily 33

2: CollaboraTIon InforMaTIon SySTeMS 37

Q2-1 What Are the Two Key Characteristics of Collaboration? 39

Importance of Effective Critical Feedback 40
Guidelines for Giving and Receiving Critical Feedback 40
Warning! 41

Q2-2 What Are Three Criteria for Successful Collaboration? 42

Successful Outcome 42
Growth in Team Capability 43
Meaningful and Satisfying Experience 43

Q2-3 What Are the Four Primary Purposes of Collaboration? 43

Becoming Informed 44
Making Decisions 44
Solving Problems 46
Managing Projects 46

Q2-4 What Are the Requirements for a Collaboration Information

System? 48
The Five Components of an IS for Collaboration 48
Primary Functions: Communication and Content Sharing 49

Q2-5 How Can You Use Collaboration Tools to Improve Team

Communication? 49

Q2-6 How Can You Use Collaboration Tools to Manage Shared

Content? 53
Shared Content with No Control 54
Shared Content with Version Management on Google Drive 55
• Ethics Guide: I Know What’s Better, Really 58
Shared Content with Version Control 60

Q2-7 How Can You Use Collaboration Tools to Manage Tasks? 62

Sharing a Task List on Google Drive 62
• So What? Augmented Collaboration 63
Sharing a Task List Using Microsoft SharePoint 64
 Contents xiii

Q2-8 Which Collaboration IS is Right for Your Team? 66

Three Sets of Collaboration Tools 66
Choosing the Set for Your Team 67
Don’t Forget Procedures and People! 68

Q2-9 2026? 69
• Security Guide: Evolving Security 70
• Guide: Egocentric Versus Empathetic Thinking 72
Case Study 2: Eating Our Own Dog Food 76

3: STraTeGy and InforMaTIon SySTeMS 83

Q3-1 How Does Organizational Strategy Determine Information

Systems Structure? 85

Q3-2 What Five Forces Determine Industry Structure? 86

Q3-3 How Does Analysis of Industry Structure Determine Competitive

Strategy? 87
• Ethics Guide: Yikes! Bikes 88

Q3-4 How Does Competitive Strategy Determine Value Chain

Structure? 90
Primary Activities in the Value Chain 90
Support Activities in the Value Chain 91
Value Chain Linkages 91

Q3-5 How Do Business Processes Generate Value? 92

Q3-6 How Does Competitive Strategy Determine Business Processes

and the Structure of Information Systems? 94

Q3-7 How Do Information Systems Provide Competitive

Advantages? 95
Competitive Advantage via Products 95
• So What? Driving Strategy 96
Competitive Advantage via Business Processes 97
How Does an Actual Company Use IS to Create Competitive Advantages? 98
How Does This System Create a Competitive Advantage? 100

Q3-8 2026? 101

• Security Guide: Hacking Smart Things 102
• Guide: Your Personal Competitive Advantage 104
Case Study 3: The Amazon of Innovation 108
xiv Contents

Part 2: Information Technology

4: hardWare, SofTWare, and MobIle

SySTeMS 115

Q4-1 What Do Business Professionals Need to Know About Computer

Hardware? 117
Hardware Components 118
Types of Hardware 118
Computer Data 119

Q4-2 How Can New Hardware Affect Competitive Strategies? 121

Internet of Things 121
Self-driving Cars 123
3D Printing 125

Q4-3 What Do Business Professionals Need to Know About Software? 127

What Are the Major Operating Systems? 127
Virtualization 130
Own Versus License 132
What Types of Applications Exist, and How Do Organizations Obtain Them? 132
What Is Firmware? 133

Q4-4 Is Open Source Software a Viable Alternative? 134

Why Do Programmers Volunteer Their Services? 134
How Does Open Source Work? 134
• So What? New from CES 2015 135
So, Is Open Source Viable? 137

Q4-5 What Are the Differences Between Native and Web Applications? 137
Developing Native Applications 137
Developing Web Applications 138
Which Is Better? 140

Q4-6 Why Are Mobile Systems Increasingly Important? 140

• Ethics Guide: Free Apps for Data 142
Hardware 144
Software 144
Data 145
Procedures 145
People 145

Q4-7 What Are the Challenges of Personal Mobile Devices at Work? 146
Advantages and Disadvantages of Employee Use of Mobile Systems at Work 146
Survey of Organizational BYOD Policy 147

Q4-8 2026? 148

• Security Guide: Anatomy of a Heartbleed 150
• Guide: Keeping Up to Speed 152
Case Study 4: The Apple of Your i 157
 Contents xv

5: daTabaSe ProCeSSInG 161

Q5-1 What Is the Purpose of a Database? 163

Q5-2 What Is a Database? 165

Relationships Among Rows 166
Metadata 167
• Ethics Guide: Querying Inequality? 168

Q5-3 What Is a Database Management System (DBMS)? 170

• So What? Not What the Data Says . . . 171

Q5-4 How Do Database Applications Make Databases More

Useful? 172
Traditional Forms, Queries, Reports, and Applications 174
Browser Forms, Reports, Queries, and Applications 175
Multi-user Processing 177

Q5-5 How Are Data Models Used for Database Development? 178
What Is the Entity-Relationship Data Model? 178

Q5-6 How Is a Data Model Transformed into a Database Design? 181

Normalization 182
Representing Relationships 183
Users’ Role in the Development of Databases 185

Q5-7 How Can Falcon Security Benefit from a Database System? 187

Q5-8 2026? 188

• Security Guide: Theft by SQL Injection 190
• Guide: Immanuel Kant, Data Modeler 192
Case Study 5: Searching for Pianos . . . 196

6: The CloUd 203

Q6-1 Why Is the Cloud the Future for Most Organizations? 205
What Is the Cloud? 205
Why Is the Cloud Preferred to In-House Hosting? 208
Why Now? 209
When Does the Cloud Not Make Sense? 209

Q6-2 What Network Technology Supports the Cloud? 209

• Ethics Guide: Cloudy Profit? 210
What Are the Components of a LAN? 212
Connecting Your LAN to the Internet 214

Q6-3 How Does the Cloud Work? 215

An Internet Example 215
Carriers and Net Neutrality 216
xvi Contents

Internet Addressing 216

Processing on a Web Server 218
Service-Oriented Architecture (SOA) 219
Protocols Supporting Web Services 222

Q6-4 How Do Organizations Use the Cloud? 225

Cloud Services from Cloud Vendors 225
Content Delivery Networks 226
Using Web Services Internally 227

Q6-5 How Can Falcon Security Use the Cloud? 227

SaaS Services at Falcon Security 227
PaaS Services at Falcon Security 228
IaaS Services at Falcon Security 228

Q6-6 How Can Organizations Use Cloud Services Securely? 229

Virtual Private Networks (VPNs) 229
Using a Private Cloud 230
Using a Virtual Private Cloud 231

Q6-7 2026? 232

• So What? Net Neutrality Enabled 233
• Security Guide: From Anthem to Anathema 236
• Guide: Is It Spying or Just Good Management? 238
Case Study 6: FinQloud Forever . . . Well, at Least for the Required
Interval . . . 243

Part 3: Using IS for Competitive

advantage

7: ProCeSSeS, orGanIzaTIonS, and

InforMaTIon SySTeMS 249

Q7-1 What Are the Basic Types of Processes? 251

How Do Structured Processes Differ from Dynamic Processes? 252
How Do Processes Vary by Organizational Scope? 252

Q7-2 How Can Information Systems Improve Process Quality? 255

How Can Processes Be Improved? 256
How Can Information Systems Improve Process Quality? 256

Q7-3 How Do Information Systems Eliminate the Problems of

Information Silos? 257
What Are the Problems of Information Silos? 257
How Do Organizations Solve the Problems of Information Silos? 259
An Enterprise System for Patient Discharge 259
 Contents xvii

Q7-4 How Do CRM, ERP, and EAI Support Enterprise Processes? 260
The Need for Business Process Engineering 260
Emergence of Enterprise Application Solutions 261
Customer Relationship Management (CRM) 261
Enterprise Resource Planning (ERP) 263
• So What? Workflow Problems 264
• Ethics Guide: Dialing for Dollars 266
Enterprise Application Integration (EAI) 269

Q7-5 What Are the Elements of an ERP System? 270

Hardware 271
ERP Application Programs 271
ERP Databases 271
Business Process Procedures 272
Training and Consulting 272
Industry-Specific Solutions 274
Which Companies Are the Major ERP Vendors? 274

Q7-6 What Are the Challenges of Implementing and Upgrading

Enterprise Information Systems? 275
Collaborative Management 275
Requirements Gaps 275
Transition Problems 276
Employee Resistance 276
New Technology 276

Q7-7 How Do Inter-enterprise IS Solve the Problems of Enterprise

Silos? 277

Q7-8 2026? 278

• Security Guide: One-Stop Shopping 280
• Guide: ERP and the Standard, Standard Blueprint 282
Case Study 7: A Tale of Two Interorganizational IS 288

8: SoCIal MedIa InforMaTIon SySTeMS 291

Q8-1 What Is a Social Media Information System (SMIS)? 294

Three SMIS Roles 294
SMIS Components 296

Q8-2 How Do SMIS Advance Organizational Strategy? 298

Social Media and the Sales and Marketing Activity 299
Social Media and Customer Service 300
Social Media and Inbound and Outbound Logistics 300
Social Media and Manufacturing and Operations 300
Social Media and Human Resources 301

Q8-3 How Do SMIS Increase Social Capital? 301

What Is the Value of Social Capital? 302
xviii Contents

How Do Social Networks Add Value to Businesses? 303

Using Social Networking to Increase the Number of Relationships 303
• So What? Facebook for Organizations . . . and Machines 304
Using Social Networks to Increase the Strength of Relationships 305
Using Social Networks to Connect to Those with More Resources 306

Q8-4 How Do (Some) Companies Earn Revenue from Social Media? 307
You Are the Product 307
Revenue Models for Social Media 308
Does Mobility Reduce Online Ad Revenue? 309
• Ethics Guide: Synthetic Friends 310

Q8-5 How Do Organizations Develop an Effective SMIS? 312

Step 1: Define Your Goals 313
Step 2: Identify Success Metrics 313
Step 3: Identify the Target Audience 314
Step 4: Define Your Value 314
Step 5: Make Personal Connections 315
Step 6: Gather and Analyze Data 315

Q8-6 What Is an Enterprise Social Network (ESN)? 315

Enterprise 2.0 316
Changing Communication 316
Deploying Successful Enterprise Social Networks 317

Q8-7 How Can Organizations Address SMIS Security Concerns? 318

Managing the Risk of Employee Communication 318
Managing the Risk of Inappropriate Content 319

Q8-8 2026? 321

• Security Guide: Digital Is Forever 324
• Guide: Developing Your Personal Brand 326
Case Study 8: Sedona Social 330

9: bUSIneSS InTellIGenCe SySTeMS 335

Q9-1 How Do Organizations Use Business Intelligence (BI) Systems? 337

How Do Organizations Use BI? 338
What Are Typical BI Applications? 339

Q9-2 What Are the Three Primary Activities in the BI Process? 340
Using Business Intelligence to Find Candidate Parts 341

Q9-3 How Do Organizations Use Data Warehouses and Data Marts to

Acquire Data? 346
Problems with Operational Data 347
Data Warehouses Versus Data Marts 349
• Ethics Guide: Unseen Cyberazzi 350

Q9-4 How Do Organizations Use Reporting Applications? 352

Basic Reporting Operations 352
 Contents xix

RFM Analysis 352

Online Analytical Processing (OLAP) 353

Q9-5 How Do Organizations Use Data Mining Applications? 356

Unsupervised Data Mining 356
Supervised Data Mining 357
Market-Basket Analysis 357
Decision Trees 359

Q9-6 How Do Organizations Use BigData Applications? 360

MapReduce 360
• So What? BI for Securities Trading? 361
Hadoop 362

Q9-7 What Is the Role of Knowledge Management Systems? 363

What Are Expert Systems? 364
What Are Content Management Systems? 365
What Are the Challenges of Content Management? 365
What Are Content Management Application Alternatives? 366
How Do Hyper-Social Organizations Manage Knowledge? 367
Hyper-Social KM Alternative Media 367
Resistance to Knowledge Sharing 368

Q9-8 What Are the Alternatives for Publishing BI? 368

Characteristics of BI Publishing Alternatives 368
What Are the Two Functions of a BI Server? 369

Q9-9 2026? 370

• Security Guide: Semantic Security 372
• Guide: Data Mining in the Real World 374
Case Study 9: Hadoop the Cookie Cutter 379

Part 4: Information Systems

Management

10: InforMaTIon SySTeMS SeCUrITy 385

Q10-1 What Is the Goal of Information Systems Security? 388

The IS Security Threat/Loss Scenario 388
What Are the Sources of Threats? 389
What Types of Security Loss Exist? 390
Goal of Information Systems Security 392

Q10-2 How Big Is the Computer Security Problem? 393

Q10-3 How Should You Respond to Security Threats? 394

Q10-4 How Should Organizations Respond to Security Threats? 396

• So What? New from Black Hat 2014 397
xx Contents

Q10-5 How Can Technical Safeguards Protect Against Security

Threats? 399
Identification and Authentication 399
• Ethics Guide: Securing Privacy 400
Single Sign-on for Multiple Systems 402
Encryption 402
Firewalls 403
Malware Protection 404
Design for Secure Applications 406

Q10-6 How Can Data Safeguards Protect Against Security Threats? 406

Q10-7 How Can Human Safeguards Protect Against Security

Threats? 407
Human Safeguards for Employees 407
Human Safeguards for Nonemployee Personnel 409
Account Administration 410
Systems Procedures 411
Security Monitoring 412

Q10-8 How Should Organizations Respond to Security Incidents? 413

Q10-9 2026? 414

• Security Guide: EMV to the Rescue 416
• Guide: Phishing for Credit Cards, Identifying Numbers, Bank Accounts 418
Case Study 10: Hitting the Target 422

11: InforMaTIon SySTeMS

ManaGeMenT 427

Q11-1 What Are the Functions and Organization of the IS

Department? 429
How Is the IS Department Organized? 430
Security Officers 431
What IS-Related Job Positions Exist? 431

Q11-2 How Do Organizations Plan the Use of IS? 433

Align Information Systems with Organizational Strategy 433
• So What? Managing the IS Department 434
Communicate IS Issues to the Executive Group 435
Develop Priorities and Enforce Them Within the IS Department 435
Sponsor the Steering Committee 435

Q11-3 What Are the Advantages and Disadvantages of

Outsourcing? 435
• Ethics Guide: Privacy Versus Productivity: The BYOD Dilemma? 436
Outsourcing Information Systems 438
International Outsourcing 439
What Are the Outsourcing Alternatives? 440
What Are the Risks of Outsourcing? 440
 Contents xxi

Q11-4 What Are Your User Rights and Responsibilities? 443

Your User Rights 443
Your User Responsibilities 444

Q11-5 2026? 444

• Security Guide: Selling Privacy 446
• Guide: Is Outsourcing Fool’s Gold? 448
Case Study 11: iApp$$$$ 4 U 452

12: InforMaTIon SySTeMS

develoPMenT 455

Q12-1 How Are Business Processes, IS, and Applications

Developed? 457
How Do Business Processes, Information Systems, and Applications Differ and
Relate? 458
Which Development Processes Are Used for Which? 459

Q12-2 How Do Organizations Use Business Process Management

(BPM)? 460
Why Do Processes Need Management? 461
What Are BPM Activities? 462

Q12-3 How Is Business Process Modeling Notation (BPMN) Used to

Model Processes? 463
Need for Standard for Business Processing Notation 464
Documenting the As-Is Business Order Process 465

Q12-4 What Are the Phases in the Systems Development Life

Cycle (SDLC)? 467
Define the System 468
• Ethics Guide: Estimation Ethics 470
Determine Requirements 472
Design System Components 474
System Implementation 474
Maintain System 476

Q12-5 What Are the Keys for Successful SDLC Projects? 477
Create a Work Breakdown Structure 477
Estimate Time and Costs 477
Create a Project Plan 478
Adjust Plan via Trade-offs 480
Manage Development Challenges 481

Q12-6 How Can Scrum Overcome the Problems of the SDLC? 483
What Are the Principles of Agile Development Methodologies? 483
• So What? Using This Knowledge for Your Number-One Priority 484
What Is the Scrum Process? 485
How Do Requirements Drive the Scrum Process? 487
xxii Contents

Q12-7 2026? 489

• Security Guide: Psst. There’s Another Way, You Know . . . 492
• Guide: The Final, Final Word 494
Case Study 12: When Will We Learn? 499

The International Dimension 502

Application Exercises 520
Glossary 538
Index 555
PrefaCe

In Chapter 1, we claim that MIS is the most important class in the business curriculum. That’s a
bold statement, and every year we ask whether it remains true. Is there any discipline having a
greater impact on contemporary business and government than IS? We continue to doubt there
is. Every year brings important new technology to organizations, and many of these organizations
respond by creating innovative applications that increase productivity and otherwise help them
accomplish their strategies.
Over the past year, we’ve seen the largest IPO in history ($25 billion) come from e-commerce
giant Alibaba. Amazon revealed that it’s using an army of Kiva robots to increase productivity in
its fulfillment centers by 50 percent. And we’ve seen an unprecedented flurry of IoT smart devices
aimed at personal, home, and automobile automation services hit the market. It seems like every
industry is running full tilt toward the smart door. Technology is fundamentally changing the
way organizations operate. It’s forcing them to be more productive, innovative, and adaptable.
Even innovations that we’ve known about for several years took big leaps forward this year.
MakerBot made huge strides in 3D printing by introducing new composite filaments that can
print materials that look just like wood, metal, and stone—not just plastics. Mercedes-Benz was
the hit of CES 2015 when it debuted its new driverless F 015 car with saloon-style doors, complete
touch-screen interface, and front-room seating. And Google announced it was deploying 25 of its
driverless cars around Mountain View, California, starting in summer 2015.
Large-scale data breaches were a major problem again this year. eBay, Home Depot, JP
Morgan Chase, and Anthem all suffered enormous data losses. Sony Pictures lost more than 100
TB of confidential corporate data, and Apple lost hundreds of explicit celebrity photos to hackers.
And these are just a fraction of the total number of organizations affected this year.
In addition, normal revisions were needed to address emergent technologies such as cloud-
based services, mobile devices, innovative IS-based business models like that at zulily, changes in
organizations’ use of social media, and so on.
More sophisticated and demanding users push organizations into a rapidly changing future—
one that requires continual adjustments in business planning. To participate, our graduates need
to know how to apply emerging technologies to better achieve their organizations’ strategies.
Knowledge of MIS is critical. And this pace continues to remind us of Carrie Fisher’s statement
“The problem with instantaneous gratification is that it’s just not fast enough.”

Why This Ninth Edition?

The changes in this ninth edition are listed in Table 1. Substantial changes were made in Chapter 1
to strengthen the argument that MIS is the most important course in the business curriculum. The
chapter now looks at the Digital Revolution and the exponential change happening to technology. It
discusses how digital devices are changing due to increased processing power (Moore’s Law), connec-
tivity (Metcalfe’s Law), network speed (Nielsen’s Law), and storage capacity (Kryder’s Law). It then
gives examples of how new technology creates entirely new types of businesses and forces existing
businesses to change the way they operate.
Chapter 1 also includes new salary data projections from the Bureau of Labor Statistics
through 2022. These salary projections cover pay ranges for typical information systems jobs,
general business occupations, and managerial-level positions.
xxiii
xxiv Preface

Table 1: ChanGeS In The nInTh edITIon

Chapter Change Chapter Change
1 New Falcon Security Part 1 introduction 6 Added discussion of new net neutrality regulations
1 New Falcon Security chapter introduction 6 Added discussion about personal area networks
1 New So What? Feature: Biggest IPO Ever: Alibaba (PANs) and Bluetooth

1 Updated industry statistics throughout the chapter 6 Updated statistics and AWS offerings

1 New Q1-1 covering the Information Age, Digital
Revolution, and power of exponential change
1 New discussion about the forces pushing digital
change: Bell’s Law, Moore’s Law, Metcalfe’s Law,
Nielsen’s Law, and Kryder’s Law
1 New Q1-2 looking at the way changes in technology
will affect student’s future job security
1 New statistics about projected technology job
growth from BLS
1 Combined discussion about MIS, IS, and IT
1 Updated 2026? discussion in Q1-7
2 New Falcon Security chapter introduction
7 Updated ERP vendor rankings and comments
7 Added new technology as a fifth implementation
challenge
7 Added discussion of the effect of mobility, security
threats, and the Internet of Things on enterprise
applications in a new 2026? discussion
8 New Ethics Guide: Synthetic Friends
8 New Security Guide: Digital Is Forever
8 New discussion about the use of social media in
recruiting
8 Expanded discussion of social capital using a
YouTube channels example

2 New So What? Feature: Augmented Collaboration 8 Expanded discussion of mobile ad spending

2 New Security Guide: Evolving Security
2 Updated terms Microsoft Lync to Skype for
Business, Google Grid to Google Drive, Microsoft
Web Apps to Microsoft Office Online, SkyDrive to
OneDrive, Hotmail to Outlook.com
2 Updated instructions and images for Google Drive
8 Updated social media statistics throughout the
chapter
9 Included latest CEO surveys on the importance
of BI
9 Replaced predictive policing example with reporting
application in medicine

3 New Falcon Security chapter introduction 9 Updated parts analysis example to remove AllRoad
Parts and keep the example anonymous
3 New So What? Feature: Driving Strategy
9 New So What? exercise about BI for securities
3 New Security Guide: Hacking Smart Things trading
3 New five forces, value chain, and business process 9 Updated Web trends, HD Insight description, and
examples using Falcon Security 2026? discussion
3 Updated statistics in the chapter and Amazon case 10 New So What? Feature: New from Black Hat 2014
study
10 New Security Guide: EMV to the Rescue
4 New Falcon Security chapter introduction
10 New discussion of notable APTs
4 New So What? Feature: New from CES 2015
10 Updated security statistics and figures throughout
4 New Ethics Guide: Free Apps for Data the chapter
4 Updated industry statistics throughout 10 New discussion of ransomware
4 New discussion about augmented reality hardware 10 New discussion of recent large-scale data breaches
4 Updated developments in 3D printing, self-driving 11 New Security Guide: Selling Privacy
cars, and IoT
11 New Ethics Guide: Privacy Versus Productivity: The
4 Updated terms Internet Explorer to Edge, Windows BYOD Dilemma
8 to Windows 10
11 Updated IS jobs, descriptions, and salary data
5 New Falcon Security chapter introduction
12 New So What? Feature: Using This Knowledge for
5 New justification for learning database technology Your Number-One Priority
5 Updated E-R notation for minimum cardinality to 12 Revised 2026? discussion
conform to contemporary usage
Appl Ex New exercise using open source software
5 New Q5-7 about the possibility of Falcon Security (LibreOffice)
maintaining video metadata in a database
Appl Ex New exercise using software to compress and
5 New discussion of NewSQL and in-memory DBMS encrypt files (7-Zip)
5 New Collaboration Exercise International New discussion of localization using IBM’s Watson
6 New Falcon Security chapter introduction Dimension
6 New So What? Feature: Net Neutrality Enabled International Expanded discussion of EU’s “right to be forgotten”
Dimension law
6 New Security Guide: From Anthem to Anathema
 Preface xxv

Chapters 1 through 6 begin with a new discussion of Falcon Security, a privately owned
company that provides surveillance and inspection services for companies using flying drones.
Chapters 7–12 continue to be introduced by PRIDE Systems, a cloud-based virtual exercise com-
petition and healthcare startup. In addition to motivating the chapter material, both case scenar-
ios provide numerous opportunities for students to practice one of Chapter 1’s key skills: “Assess,
evaluate, and apply emerging technology to business.”
This edition continues to have a focus on teaching ethics. Every Ethics Guide asks students to
apply Immanuel Kant’s categorical imperative, Bentham and Mill’s utilitarianism, or both to the busi-
ness situation described in the guide. We hope you find the ethical considerations richer and deeper
with these exercises. The categorical imperative is introduced in the Ethics Guide in Chapter 1 (pages
22–23), and utilitarianism is introduced in the Ethics Guide in Chapter 2 (pages 58–59).
As shown in Table 1, additional changes were made to every chapter, including six new
Security Guides, six new So What? Features, three new Ethics Guides, and updates to chapter
cases. Additional figures, like the one showing mobile ad spending in Chapter 8, were added
to make the text more accessible. Numerous changes were made throughout the chapters in
an attempt to keep them up to date. MIS moves fast, and to keep the text current, we checked
every fact, data point, sentence, and industry reference for obsolescence and replaced them as
necessary.
To reiterate the preface of earlier editions, we believe it is exceedingly important to make these
frequent adaptations because of the delays associated with a 2-year revision cycle. Text materials
we develop in April of one year are published in January of the next year and are first used by
students in September—a minimum 17-month delay.
For some areas of study, a year and a half may not seem long because little changes in that
amount of time. But in MIS, entire companies can be founded and then sold for billions of dol-
lars in just a few years. YouTube, for example, was founded in February 2005 and then sold in
November 2006 to Google for $1.65B (21 months). Facebook started in 2004 and currently
(2015) has a market capitalization exceeding $212B. MIS changes fast—very fast. We hope this
new edition is the most up-to-date MIS textbook available.

Importance of MIS
As stated, we continue to believe we are teaching the single most important course in the business
school. The rationale for this bold statement is presented in Chapter 1, starting on page 1. In brief,
the argument relies on two observations.
First, processing power, interconnectivity of devices, storage capacity, and bandwidth are all
increasing so rapidly that it’s fundamentally changing how we use digital devices. Businesses are
increasingly finding—and, more importantly, increasingly required to find—innovative applica-
tions for information systems. The incorporation of Facebook and Twitter into marketing systems
is an obvious example, but this example is only the tip of the iceberg. For at least the next 10 years,
every business professional will, at the minimum, need to be able to assess the efficacy of proposed
IS applications. To excel, business professionals will also need to define innovative IS applications.
Further, professionals who want to emerge from the middle ranks of management will, at
some point, need to demonstrate the ability to manage projects that develop these innovative in-
formation systems. Such skills will not be optional. Businesses that fail to create systems that take
advantage of changes in technology will fall prey to competition that can create such systems. So,
too, will business professionals.
The second premise for the singular importance of the MIS class relies on the work of Robert
Reich, former Secretary of Labor for the Clinton administration. In The Work of Nations,1 Reich
identifies four essential skills for knowledge workers in the 21st century:

• Abstract thinking
• Systems thinking
xxvi Preface

• Collaboration
• Experimentation

For reasons set out in Chapter 1, we believe the MIS course is the single best course in the
business curriculum for learning these four key skills.

Today’s Role for Professors

What is our role as MIS professors? Students don’t need us for definitions; they have the Web for
that. They don’t need us for detailed notes; they have the PowerPoints. Consequently, when we at-
tempt to give long and detailed lectures, student attendance falls. And this situation is even more
dramatic for online courses.
We need to construct useful and interesting experiences for students to apply MIS knowledge
to their goals and objectives. In this mode, we are more like track coaches than the chemistry pro-
fessor of the past. And our classrooms are more like practice fields than lecture halls.2
Of course, the degree to which each of us moves to this new mode depends on our goals, our
students, and our individual teaching styles. Nothing in the structure or content of this edition
assumes that a particular topic will be presented in a nontraditional manner. But every chapter
contains materials suitable for use with a coaching approach, if desired.
In addition to the chapter feature titled So What?, all chapters include a collaboration exercise
that students can use for team projects inside and outside of class. As with earlier editions, each chap-
ter contains three guides that describe practical implications of the chapter contents that can be used
for small in-class exercises. Additionally, every chapter concludes with a case study that can be the
basis for student activities. Finally, this edition contains 39 application exercises (see page 520).

Falcon Security and PRIDE Cases

Each part and each chapter opens with a scenario intended to get students involved emotionally,
if possible. We want students to mentally place themselves in the situation and to realize that this
situation—or something like it—could happen to them. Each scenario sets up the chapter’s con-
tent and provides an obvious example of why the chapter is relevant to them. These scenarios help
support the goals of student motivation and learning transfer.
Furthermore, both of these introductory cases involve the application of new technology to
existing businesses. Our goal is to provide opportunities for students to see and understand how
businesses are affected by new technology and how they need to adapt while, we hope, providing
numerous avenues for you to explore such adaptation with your students.
In developing these scenarios, we endeavor to create business situations rich enough to real-
istically carry the discussions of information systems while at the same time simple enough that
students with little business knowledge and even less business experience can understand. We
also attempt to create scenarios that will be interesting to teach. This edition introduces the new
Falcon Security case and continues the PRIDE Systems case from the eighth edition.

Falcon Security
The chapters in Parts 1 and 2 are introduced with dialogue from key players at Falcon Security, a
privately owned company that provides surveillance and inspection services for companies using
flying drones. We wanted to develop the case around an interesting business model that students
would want to learn more about. Drones get a lot of attention in the press, but students may not
know a lot about how they’re used in business. Drones are getting cheaper and easier to fly and
have a lot more functionality than they did just a few years ago. It’s likely that students will see
drones deployed widely during their careers.
 Preface xxvii

Falcon Security is considering strengthening its competitive advantage by 3D printing

its own drones. Buying fleets of drones is expensive, and the drones become outdated quickly.
However, were the company to do so, it would be changing its fundamental business model, or at
least adding to it. Making drones would require Falcon Security to hire new employees, develop
new business processes, and potentially develop a new IS to support the custom-built drones. All
of this is good fodder for Chapter 3 and for underlining the importance of the ways that IS needs
to support evolving business strategy.
Ultimately, Falcon Security determines that it does not want to become a drone manufac-
turer. It could print some drone parts, but not enough to make it cost effective. The company
would still have to buy a lot of expensive component parts to assemble an airworthy drone,
something it’s not sure it can do consistently. Falcon decides to focus on its core strength of
providing integrated security services.
Students may object that, in studying Falcon Security, they devoted considerable time to an
opportunity that ultimately didn’t make business sense and was rejected. But this outcome is at
least as informative as a successful outcome. The example uses knowledge of processes as well as
application of business intelligence to avoid making a serious blunder and wasting substantial
money. Falcon Security didn’t have to open a factory and 3D-print a fleet of custom-built drones
just to find out it would be a mistake. It could make a prototype, analyze the costs and benefits,
and then avoid making the mistake in the first place. The very best way to solve a problem is not
to have it!

PRIDE Systems
The Performance Recording, Integration, Delivery, and Evaluation (PRIDE) system was first developed
for the sixth edition. In that version, it was an embryonic, entrepreneurial opportunity that used mobile
devices, data-gathering exercise equipment, and the cloud to share integrated data among healthcare
providers, heart surgery patients, health clubs, health insurance companies, and employers.
PRIDE is a real-world prototype developed for the owner of a health club who wanted to con-
nect the workout data of his club members to their workout data at home and to their employers,
insurance companies, and healthcare professionals. PRIDE is written in C#, and the code runs
against an Azure database in the cloud. The PRIDE system uses the Windows Phone emulator
that is part of Visual Studio. PRIDE was going to be ported to iOS and Android devices after dem-
onstrating feasibility and after the club owner obtained financing.
As reflected in the PRIDE case, the developers realized it was unlikely to succeed because, as
Zev says in Chapter 7, “Doctors don’t care about exercise.” Dr. Flores was too busy as a cardiac
surgeon to make his startup a success. Therefore, he sold it to a successful businessman who
changed the staff and the strategy and repurposed the software. All of this is described at the
start of Chapter 7.

Use of the Categorical Imperative and

Utilitarianism in Ethics Guides
Since the introduction of the Ethics Guides into the first edition of this text, we believe there
has been a shift in students’ attitudes about ethics. Students seem, at least many of them, to be
more cynical and callous about ethical issues. As a result, in the seventh edition, we began to use
Kant’s categorical imperative and Bentham and Mill’s utilitarianism to ask students, whose ethi-
cal standards are often immature, to adopt the categorical imperative and utilitarian perspectives
rather than their own perspectives and, in some cases, in addition to their own perspectives. By
doing so, the students are asked to “try on” those criteria, and we hope in the process they think
more deeply about ethical principles than they do when we allow them simply to apply their
personal biases.
xxviii Preface

The Ethics Guide in Chapter 1 introduces the categorical imperative, and the guide in
Chapter 2 introduces utilitarianism. If you choose to use these perspectives, you will need to as-
sign both of those guides.

2026?
Every chapter concludes with a question labeled “2026?” This section presents our guesses about
how the subject of that chapter is likely to change between now and 2026. Clearly, if we had a
crystal ball that would give good answers to that question, we wouldn’t be writing textbooks.
However, we make what we believe is a reasonable stab at an answer. You will probably have
different ideas, and we hope students will have different ideas as well. The goal of these sections is
to prompt students to think, wonder, assess, and project about future technology. These sections
usually produce some of the most lively in-class discussions.

Why Might You Want Your Students to Use

SharePoint?
The difficult part of teaching collaboration is knowing how to assess it. Collaboration assessment
is not simply finding out which students did the bulk of the work. It also involves assessing feed-
back and iteration; that is, identifying who provided feedback, who benefited from the feedback,
and how well the work product evolved over time.
Microsoft SharePoint is a tool that can help assess collaboration. It automatically maintains de-
tailed records of all changes that have been made to a SharePoint site. It tracks document versions,
along with the date, time, and version author. It also maintains records of user activity—who visited
the site, how often, what site features they visited, what work they did, what contributions they made,
and so forth. SharePoint makes it easy to determine which students were making sincere efforts to
collaborate by giving and receiving critical feedback throughout the project assignment and which stu-
dents were making a single contribution 5 minutes before midnight the day before the project was due.
Additionally, SharePoint has built-in facilities for team surveys, team wikis, and member
blogs as well as document and list libraries. All of this capability is backed up by a rich and flexible
security system. To be clear, we do not use SharePoint to run our classes; we use either Blackboard
or Canvas for that purpose. However, we do require students to use SharePoint for their collabora-
tive projects. A side benefit is that they can claim, rightfully, experience and knowledge of using
SharePoint in their job interviews.
You might also want to use Office 365 because it includes Skype, hosted Exchange, 1TB on-
line storage, and SharePoint Online as an add-on. Microsoft offers Office 365 to academic institu-
tions as a whole or to students directly at reduced educational rates.

Why Are the Chapters Organized by Questions?

The chapters of Using MIS are organized by questions. According to Marilla Svinicki,3 a leading
researcher on student learning at the University of Texas, we should not give reading assignments
such as “Read pages 50 through 70.” The reason is that today’s students need help organizing
their time. With such a reading assignment, they will fiddle with pages 50 through 70 while tex-
ting their friends, surfing the Internet, and listening to their iPods. After 30 or 45 minutes, they
will conclude they have fiddled enough and will believe they have completed the assignment.
Instead, Svinicki states we should give students a list of questions and tell them their job is to
answer those questions, treating pages 50 through 70 as a resource for that purpose. When stu-
dents can answer the questions, they have finished the assignment.
 Preface xxix

Using that philosophy, every chapter in this text begins with a list of questions. Each major
heading in the chapter is one of those questions, and the Active Review at the end of each chapter
provides students a set of actions to take in order to demonstrate that they are able to answer the
questions. Since learning this approach from Professor Svinicki, we have used it in our classes and
have found that it works exceedingly well.

How Does This Book Differ from Experiencing MIS

and from Processes, Systems, and Information?
In addition to Using MIS, we’ve written an MIS text titled Experiencing MIS. These two texts pro-
vide different perspectives for teaching this class. The principal difference between Using MIS and
Experiencing MIS is that the latter is modular in design and has a more “in your face” attitude
about MIS. Modularity definitely has a role and place, but not every class needs or appreciates the
flexibility and brevity a modular text offers. A shorter, more custom version of Experiencing MIS is
also available as MIS Essentials.
There is also a fourth MIS text titled Processes, Systems, and Information: An Introduction to
MIS coauthored with Earl McKinney of Bowling Green State University. It represents a third ap-
proach to this class and is structured around business processes. It has a strong ERP emphasis and
includes two chapters on SAP as well as two chapter tutorials for using the SAP Alliance Global
Bikes simulation. Earl has taught SAP for many years and has extensive experience in teaching
others how to use the Global Bikes simulation.
In Using MIS, we have endeavored to take advantage of continuity and to build the discus-
sion and knowledge gradually through the chapter sequence, in many places taking advantage of
knowledge from prior chapters.
The goal in writing these books is to offer professors a choice of approach. We are committed
to each of these books and plan to revise them for some time. We sincerely hope that one of them
will fit your style and objectives for teaching this increasingly important class.

Instructor Resources
At the Instructor Resource Center, www.pearsonhighered.com/irc, instructors can easily register to
gain access to a variety of instructor resources available with this text in downloadable format. If
assistance is needed, a dedicated technical support team is ready to help with the media supple-
ments that accompany this text. Visit http://247.pearsoned.com for answers to frequently asked
questions and toll-free user support phone numbers.
The following supplements are available with this text:

• Test Bank
• TestGen® Computerized Test Bank
• PowerPoint Presentation
xxx Preface

AACSB Learning Standards Tags

What Is the AACSB?
The Association to Advance Collegiate Schools of Business (AACSB) is a nonprofit corporation of
educational institutions, corporations, and other organizations devoted to the promotion and im-
provement of higher education in business administration and accounting. A collegiate institution
offering degrees in business administration or accounting may volunteer for AACSB accreditation
review. The AACSB makes initial accreditation decisions and conducts periodic reviews to promote
continuous quality improvement in management education. Pearson Education is a proud mem-
ber of the AACSB and is pleased to provide advice to help you apply AACSB Learning Standards.

What Are AACSB Learning Standards?

One of the criteria for AACSB accreditation is the quality of the curricula. Although no specific
courses are required, the AACSB expects a curriculum to include learning experiences in such
areas as:

• Communication Abilities
• Ethical Understanding and Reasoning Abilities
• Analytic Skills
• Use of Information Technology
• Dynamics of the Global Economy
• Multicultural and Diversity Understanding
• Reflective Thinking Skills

These seven categories are AACSB Learning Standards. Questions that test skills relevant to these
standards are tagged with the appropriate standard. For example, a question testing the moral
questions associated with externalities would receive the Ethical Understanding tag.

How Can I Use These Tags?

Tagged questions help you measure whether students are grasping the course content that aligns
with AACSB guidelines. In addition, the tagged questions may help to identify potential applica-
tions of these skills. This, in turn, may suggest enrichment activities or other educational experi-
ences to help students achieve these goals.

Acknowledgments
First, we wish to thank Earl McKinney, professor of information systems at Bowling Green
University and author of Processes, Systems, and Information, for many hours of insightful conver-
sation about the role of processes in this MIS course as well as for his deep insights into the theory
of information. We also thank David Auer of Western Washington University for help with data
communications technology and Jeffrey Proudfoot of Bentley University for his insights on infor-
mation security.
Many thanks as well to Jeff Gains of San Jose State University for helpful feedback about prior
editions of this text; Jeff ’s comments have strongly influenced revisions for years. Also, a special
thanks to Harry Reif at James Madison University for most insightful observations about ways to
improve this text.
At Microsoft, we are grateful for the help of Randy Guthrie, who supports MIS professors in
many ways, including facilitating use of DreamSpark as well as giving many presentations to
students. Also, we thank Rob Howard for conversations and consulting about SharePoint and
SharePoint Designer and Steve Fox for helpful conversations about both SharePoint and Microsoft
 Preface xxxi

Azure. Regarding our SharePoint program, a very special thanks to David Auer of Western
Washington University and Laura Atkins of James Madison University, who serve as the com-
munity proctors for our SharePoint MIS community site, which enables dozens of professors and
hundreds of students to learn how to use SharePoint. Our SharePoint solution is hosted by NSPI
in Atlanta, Georgia.
Thanks to Neil Miyamoto, co-owner of The Firm (http://thefirmmpls.com/), for the ideas be-
hind the PRIDE case. Additionally, we thank Don Nilson, a certified scrum master, for essential
ideas and guidance on the new material on agile development and scrum.
Laura Town is the development editor on all of our MIS books, and we continue to be grate-
ful for her support, knowledge, expertise, and great attitude through thick and thin! The textbook
industry is undergoing dramatic changes at this time, and Laura’s knowledge, guidance, and wis-
dom on the textbook production process are most appreciated.
We would like to thank those who contributed to the development of our excellent Instructor
Resources: Instructor’s Manual, Roberta M. Roth; PowerPoints, Steve Loy; and Test Bank, Katie
Trotta/ANSR Source. We would also like to express our thanks to the following authors for
creating a superb set of resources for our MyLab: Roberta M. Roth, University of Northern Iowa;
J. K. Sinclaire, Arkansas State University; Melody White, University of North Texas; and John
Hupp, Columbus State University.
Pearson Education is a great publishing company, chock-full of dedicated, talented, and cre-
ative people. We thank Karalyn Holland for taking over production management of a complex set
of texts and doing it so efficiently and willingly. We also thank Janet Slowik, art director, and her
team for redesigning this book so beautifully. Finally, we thank Sue Nodine of Integra-Chicago for
managing the production of the book.
No textbook makes its way into the hands of students without the active involvement of a dedi-
cated and professional sales force. We thank the Pearson sales team and especially Anne Fahlgren,
the marketing manager for this text. Thanks also goes to our former, and now happily retired, edi-
tor Bob Horan for his years of friendship, support, and wise counsel. Finally, like so many authors in
college publishing, we owe tremendous thanks to our current editor, Nicole Sam. Nicole continues
to provide us with the skilled guidance necessary to make these texts a great success.

David Kroenke
Randy Boyle

Thanks to Our Reviewers

The following people deserve special recognition for their review work on this and previous edi-
tions of the book—for their careful reading, thoughtful and insightful comments, sensitive criti-
cism, and willingness to follow up with email conversations, many of which were lengthy when
necessary. Their collaboration on this project is truly appreciated.

Dennis Adams, University of Houston, Main
Heather Adams, University of Colorado
Hans-Joachim Adler, University of Texas, Dallas
Mark Alexander, Indiana Wesleyan University
Paul Ambrose, University of Wisconsin, Whitewater
Craig Anderson, Augustana College
Michelle Ashton, University of Utah
Laura Atkins, James Madison University
Cynthia Barnes, Lamar University
Reneta Barneva, SUNY Fredonia
Michael Bartolacci, Penn State Lehigh Valley
Ozden Bayazit, Central Washington University
Jack Becker, University of North Texas
Paula Bell, Lock Haven University
Kristi Berg, Minot State University
Doug Bickerstaff, Eastern Washington University
Hossein Bidgoli, California State University, Bakersfield
James Borden, Villanova University
Mari Buche, Michigan Technological University
Sheryl Bulloch, Columbia Southern University
Thomas Case, Georgia Southern University
Thomas Cavaiani, Boise State University
xxxii Preface
Vera Cervantez, Collin County Community College
Siew Chan, University of Massachusetts, Boston
Andrea Chandler, independent consultant
Joey Cho, Utah State University
Jimmy Clark, Austin Community College
Tricia Clark, Penn State University, Capital Campus
Carlos Colon, Indiana University Bloomington
Daniel Connolly, University of Denver
Jeff Corcoran, Lasell College
Jami Cotler, Siena University
Stephen Crandell, Myers University
Michael Cummins, Georgia Institute of Technology
Mel Damodaran, University of Houston, Victoria
Charles Davis, University of St. Thomas
Roy Dejoie, Purdue University
Charles DeSassure, Tarrant County College
Carol DesJardins, St. Claire Community College
Dawna Dewire, Babson College
Michael Doherty, Marian College of Fond du Lac
Mike Doherty, University of Wyoming
Richard Dowell, The Citadel
Chuck Downing, University of Northern Illinois
Dave Dulany, Aurora University
Charlene Dykman, University of St. Thomas
William Eddins, York College
Lauren Eder, Rider University
Kevin Elder, Georgia Southern Statesboro
Kevin Lee Elder, Georgia Southern University
Sean Eom, Southeast Missouri State University
Patrick Fan, Virginia Polytechnic Institute and State University
Badie Farah, Eastern Michigan University
M. Farkas, Fairfield University
Lawrence Feidelman, Florida Atlantic University
Daniel Fischmar, Westminster College
Robert W. Folden, Texas A&M University
Charles Bryan Foltz, University of Tennessee at Martin
Jonathan Frank, Suffolk University
Jonathan Frankel, University of Massachusetts, Boston Harbor
Linda Fried, University of Colorado, Denver
William H. Friedman, University of Central Arkansas
Sharyn Gallagher, University of Massachusetts, Lowell
Gary Garrison, Belmont University
Beena George, University of St. Thomas
Biswadip Ghosh, Metropolitan State College of Denver
Dawn Giannoni, Nova Southeastern University
Ernest Gines, Tarrant County College
Steven Gordon, Babson College
Donald Gray, independent consultant
George Griffin, Regis University
Randy Guthrie, California Polytechnic State University, Pomona
Tom Hankins, Marshall University
Bassam Hasan, University of Toledo
Richard Herschel, St. Joseph’s University
Vicki Hightower, Elon University
Bogdan Hoanca, University of Alaska Anchorage
Richard Holowczak, Baruch College
Walter Horn, Webster University
Dennis Howard, University of Alaska Anchorage
James Hu, Santa Clara University
Adam Huarng, California State University, Los Angeles
John Hupp, Columbus State University
Brent Hussin, University of Wisconsin
Mark Hwang, Central Michigan University
James Isaak, Southern New Hampshire University
Wade Jackson, University of Memphis
Thaddeus Janicki, Mount Olive College
Chuck Johnston, Midwestern State University
Susan Jones, Utah State University
Iris Junglas, University of Houston, Main
George Kelley, Erie Community College-City Campus
Richard Kesner, Northeastern University
Jadon Klopson, United States Coast Guard Academy
Brian Kovar, Kansas State University
Andreas Knoefels, Santa Clara University
Chetan Kumar, California State University, San Marcos
Subodha Kumar, University of Washington
Stephen Kwan, San Jose State University
Jackie Lamoureux, Central New Mexico Community College
Yvonne Lederer-Antonucci, Widener University
Joo Eng Lee-Partridge, Central Connecticut State University
Diane Lending, James Madison University
David Lewis, University of Massachusetts, Lowell
Keith Lindsey, Trinity University
Stephen Loy, Eastern Kentucky University
Steven Lunce, Midwestern State University
Efrem Mallach, University of Massachusetts
Purnendu Mandal, Marshall University
Ronald Mashburn, West Texas A&M University
Richard Mathieu, James Madison University
Sathasivam Mathiyalakan, University of Massachusetts,
Boston
Dan Matthews, Trine University
Ron McFarland, Western New Mexico University
Patricia McQuaid, California Polytechnic State University,
San Luis Obispo
Stephanie Miserlis, Hellenic College
Wai Mok, University of Alabama in Huntsville
Janette Moody, The Citadel
Ata Nahouraii, Indiana University of Pennsylvania
Adriene Nawrocki, John F. Kennedy University
Anne Nelson, Nova Southeastern University
Irina Neuman, McKendree College
Donald Norris, Southern New Hampshire University
Margaret O’Hara, East Carolina University
 Preface xxxiii

Ravi Patnayakuni, University of Alabama, Huntsville Glenn Smith, James Madison University
Ravi Paul, East Carolina University Stephen Solosky, Nassau Community College
Lowell Peck, Central Connecticut State University Howard Sparks, University of Alaska Fairbanks
Richard Peschke, Minnesota State University, Mankato George Strouse, York College
Doncho Petkov, Eastern Connecticut State University Gladys Swindler, Fort Hays State University
Olga Petkova, Central Connecticut State University Arta Szathmary, Bucks County Community College
Leonard Presby, William Paterson University of New Jersey Robert Szymanski, Georgia Southern University
Terry Province, North Central Texas College Albert Tay, Idaho State University
Uzma Raja, University of Alabama Winston Tellis, Fairfield University
Adriane Randolph, Kennesaw State University Asela Thomason, California State University, Long Beach
Harry Reif, James Madison University Lou Thompson, University of Texas, Dallas
Karl Reimers, Mount Olive College Anthony Townsend, Iowa State University
Wes Rhea, Kennesaw State University Goran Trajkovski, Towson University
Frances Roebuck, Wilson Technical Community College Kim Troboy, Arkansas Technical University
Richard Roncone, United States Coast Guard Academy Jonathan Trower, Baylor University
Roberta Roth, University of Northern Iowa Ronald Trugman, Cañada College
Cynthia Ruppel, Nova Southeastern University Nancy Tsai, California State University, Sacramento
Bruce Russell, Northeastern University Betty Tucker, Weber State University
Ramesh Sankaranarayanan, University of Connecticut William Tucker, Austin Community College
Eric Santanen, Bucknell University David VanOver, Sam Houston State University
Atul Saxena, Mercer University Therese Viscelli, Georgia State University
Charles Saxon, Eastern Michigan University Linda Volonino, Canisius University
David Scanlan, California State University, Sacramento William Wagner, Villanova University
Herb Schuette, Elon University Rick Weible, Marshall University
Ken Sears, University of Texas, Arlington Melody White, University of North Texas
Robert Seidman, Southern New Hampshire University Robert Wilson, California State University, San Bernardino
Tom Seymour, Minot State University Elaine Winston, Hofstra University
Sherri Shade, Kennesaw State University Joe Wood, Webster University
Ganesan Shankar, Boston University Michael Workman, Florida Institute of Technology
Emily Shepard, Central Carolina Community College Kathie Wright, Salisbury University
Lakisha Simmons, Indiana State University James Yao, Montclair State University
David Smith, Cameron University Don Yates, Louisiana State University

EN d NotEs

1. Robert B. Reich, The Work of Nations (New York: Alfred A. Knopf,
1991), p. 229.
2. Some instructors take the next step and replace their lectures with their
own recorded PowerPoints, in what is coming to be known as flipping
the classroom. The So What? features, guides, collaboration exercises,
and case studies in this text support that approach if you choose it. See
the article titled “How the Flipped Classroom Is Radically Transforming
Learning” on www.thedailyriff.com for more about this technique.
3. Marilla Svinicki, Learning and Motivation in the Postsecondary Classroom
(Bolton, MA: Anker Publishing, 2004).
Another random document with
no related content on Scribd:
 DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI

Newala, too, suffers from the distance of its water-supply—at least

the Newala of to-day does; there was once another Newala in a lovely
valley at the foot of the plateau. I visited it and found scarcely a trace
of houses, only a Christian cemetery, with the graves of several
missionaries and their converts, remaining as a monument of its
former glories. But the surroundings are wonderfully beautiful. A
thick grove of splendid mango-trees closes in the weather-worn
crosses and headstones; behind them, combining the useful and the
agreeable, is a whole plantation of lemon-trees covered with ripe
fruit; not the small African kind, but a much larger and also juicier
imported variety, which drops into the hands of the passing traveller,
without calling for any exertion on his part. Old Newala is now under
the jurisdiction of the native pastor, Daudi, at Chingulungulu, who,
as I am on very friendly terms with him, allows me, as a matter of
course, the use of this lemon-grove during my stay at Newala.
 FEET MUTILATED BY THE RAVAGES OF THE “JIGGER”
(Sarcopsylla penetrans)

The water-supply of New Newala is in the bottom of the valley,

some 1,600 feet lower down. The way is not only long and fatiguing,
but the water, when we get it, is thoroughly bad. We are suffering not
only from this, but from the fact that the arrangements at Newala are
nothing short of luxurious. We have a separate kitchen—a hut built
against the boma palisade on the right of the baraza, the interior of
which is not visible from our usual position. Our two cooks were not
long in finding this out, and they consequently do—or rather neglect
to do—what they please. In any case they do not seem to be very
particular about the boiling of our drinking-water—at least I can
attribute to no other cause certain attacks of a dysenteric nature,
from which both Knudsen and I have suffered for some time. If a
man like Omari has to be left unwatched for a moment, he is capable
of anything. Besides this complaint, we are inconvenienced by the
state of our nails, which have become as hard as glass, and crack on
the slightest provocation, and I have the additional infliction of
pimples all over me. As if all this were not enough, we have also, for
the last week been waging war against the jigger, who has found his
Eldorado in the hot sand of the Makonde plateau. Our men are seen
all day long—whenever their chronic colds and the dysentery likewise
raging among them permit—occupied in removing this scourge of
Africa from their feet and trying to prevent the disastrous
consequences of its presence. It is quite common to see natives of
this place with one or two toes missing; many have lost all their toes,
or even the whole front part of the foot, so that a well-formed leg
ends in a shapeless stump. These ravages are caused by the female of
Sarcopsylla penetrans, which bores its way under the skin and there
develops an egg-sac the size of a pea. In all books on the subject, it is
stated that one’s attention is called to the presence of this parasite by
an intolerable itching. This agrees very well with my experience, so
far as the softer parts of the sole, the spaces between and under the
toes, and the side of the foot are concerned, but if the creature
penetrates through the harder parts of the heel or ball of the foot, it
may escape even the most careful search till it has reached maturity.
Then there is no time to be lost, if the horrible ulceration, of which
we see cases by the dozen every day, is to be prevented. It is much
easier, by the way, to discover the insect on the white skin of a
European than on that of a native, on which the dark speck scarcely
shows. The four or five jiggers which, in spite of the fact that I
constantly wore high laced boots, chose my feet to settle in, were
taken out for me by the all-accomplished Knudsen, after which I
thought it advisable to wash out the cavities with corrosive
sublimate. The natives have a different sort of disinfectant—they fill
the hole with scraped roots. In a tiny Makua village on the slope of
the plateau south of Newala, we saw an old woman who had filled all
the spaces under her toe-nails with powdered roots by way of
prophylactic treatment. What will be the result, if any, who can say?
The rest of the many trifling ills which trouble our existence are
really more comic than serious. In the absence of anything else to
smoke, Knudsen and I at last opened a box of cigars procured from
the Indian store-keeper at Lindi, and tried them, with the most
distressing results. Whether they contain opium or some other
narcotic, neither of us can say, but after the tenth puff we were both
“off,” three-quarters stupefied and unspeakably wretched. Slowly we
recovered—and what happened next? Half-an-hour later we were
once more smoking these poisonous concoctions—so insatiable is the
craving for tobacco in the tropics.
Even my present attacks of fever scarcely deserve to be taken
seriously. I have had no less than three here at Newala, all of which
have run their course in an incredibly short time. In the early
afternoon, I am busy with my old natives, asking questions and
making notes. The strong midday coffee has stimulated my spirits to
an extraordinary degree, the brain is active and vigorous, and work
progresses rapidly, while a pleasant warmth pervades the whole
body. Suddenly this gives place to a violent chill, forcing me to put on
my overcoat, though it is only half-past three and the afternoon sun
is at its hottest. Now the brain no longer works with such acuteness
and logical precision; more especially does it fail me in trying to
establish the syntax of the difficult Makua language on which I have
ventured, as if I had not enough to do without it. Under the
circumstances it seems advisable to take my temperature, and I do
so, to save trouble, without leaving my seat, and while going on with
my work. On examination, I find it to be 101·48°. My tutors are
abruptly dismissed and my bed set up in the baraza; a few minutes
later I am in it and treating myself internally with hot water and
lemon-juice.
Three hours later, the thermometer marks nearly 104°, and I make
them carry me back into the tent, bed and all, as I am now perspiring
heavily, and exposure to the cold wind just beginning to blow might
mean a fatal chill. I lie still for a little while, and then find, to my
great relief, that the temperature is not rising, but rather falling. This
is about 7.30 p.m. At 8 p.m. I find, to my unbounded astonishment,
that it has fallen below 98·6°, and I feel perfectly well. I read for an
hour or two, and could very well enjoy a smoke, if I had the
wherewithal—Indian cigars being out of the question.
Having no medical training, I am at a loss to account for this state
of things. It is impossible that these transitory attacks of high fever
should be malarial; it seems more probable that they are due to a
kind of sunstroke. On consulting my note-book, I become more and
more inclined to think this is the case, for these attacks regularly
follow extreme fatigue and long exposure to strong sunshine. They at
least have the advantage of being only short interruptions to my
work, as on the following morning I am always quite fresh and fit.
My treasure of a cook is suffering from an enormous hydrocele which
makes it difficult for him to get up, and Moritz is obliged to keep in
the dark on account of his inflamed eyes. Knudsen’s cook, a raw boy
from somewhere in the bush, knows still less of cooking than Omari;
consequently Nils Knudsen himself has been promoted to the vacant
post. Finding that we had come to the end of our supplies, he began
by sending to Chingulungulu for the four sucking-pigs which we had
bought from Matola and temporarily left in his charge; and when
they came up, neatly packed in a large crate, he callously slaughtered
the biggest of them. The first joint we were thoughtless enough to
entrust for roasting to Knudsen’s mshenzi cook, and it was
consequently uneatable; but we made the rest of the animal into a
jelly which we ate with great relish after weeks of underfeeding,
consuming incredible helpings of it at both midday and evening
meals. The only drawback is a certain want of variety in the tinned
vegetables. Dr. Jäger, to whom the Geographical Commission
entrusted the provisioning of the expeditions—mine as well as his
own—because he had more time on his hands than the rest of us,
seems to have laid in a huge stock of Teltow turnips,[46] an article of
food which is all very well for occasional use, but which quickly palls
when set before one every day; and we seem to have no other tins
left. There is no help for it—we must put up with the turnips; but I
am certain that, once I am home again, I shall not touch them for ten
years to come.
Amid all these minor evils, which, after all, go to make up the
genuine flavour of Africa, there is at least one cheering touch:
Knudsen has, with the dexterity of a skilled mechanic, repaired my 9
× 12 cm. camera, at least so far that I can use it with a little care.
How, in the absence of finger-nails, he was able to accomplish such a
ticklish piece of work, having no tool but a clumsy screw-driver for
taking to pieces and putting together again the complicated
mechanism of the instantaneous shutter, is still a mystery to me; but
he did it successfully. The loss of his finger-nails shows him in a light
contrasting curiously enough with the intelligence evinced by the
above operation; though, after all, it is scarcely surprising after his
ten years’ residence in the bush. One day, at Lindi, he had occasion
to wash a dog, which must have been in need of very thorough
cleansing, for the bottle handed to our friend for the purpose had an
extremely strong smell. Having performed his task in the most
conscientious manner, he perceived with some surprise that the dog
did not appear much the better for it, and was further surprised by
finding his own nails ulcerating away in the course of the next few
days. “How was I to know that carbolic acid has to be diluted?” he
mutters indignantly, from time to time, with a troubled gaze at his
mutilated finger-tips.
 Since we came to Newala we have been making excursions in all
directions through the surrounding country, in accordance with old
habit, and also because the akida Sefu did not get together the tribal
elders from whom I wanted information so speedily as he had
promised. There is, however, no harm done, as, even if seen only
from the outside, the country and people are interesting enough.
The Makonde plateau is like a large rectangular table rounded off
at the corners. Measured from the Indian Ocean to Newala, it is
about seventy-five miles long, and between the Rovuma and the
Lukuledi it averages fifty miles in breadth, so that its superficial area
is about two-thirds of that of the kingdom of Saxony. The surface,
however, is not level, but uniformly inclined from its south-western
edge to the ocean. From the upper edge, on which Newala lies, the
eye ranges for many miles east and north-east, without encountering
any obstacle, over the Makonde bush. It is a green sea, from which
here and there thick clouds of smoke rise, to show that it, too, is
inhabited by men who carry on their tillage like so many other
primitive peoples, by cutting down and burning the bush, and
manuring with the ashes. Even in the radiant light of a tropical day
such a fire is a grand sight.
Much less effective is the impression produced just now by the
great western plain as seen from the edge of the plateau. As often as
time permits, I stroll along this edge, sometimes in one direction,
sometimes in another, in the hope of finding the air clear enough to
let me enjoy the view; but I have always been disappointed.
Wherever one looks, clouds of smoke rise from the burning bush,
and the air is full of smoke and vapour. It is a pity, for under more
favourable circumstances the panorama of the whole country up to
the distant Majeje hills must be truly magnificent. It is of little use
taking photographs now, and an outline sketch gives a very poor idea
of the scenery. In one of these excursions I went out of my way to
make a personal attempt on the Makonde bush. The present edge of
the plateau is the result of a far-reaching process of destruction
through erosion and denudation. The Makonde strata are
everywhere cut into by ravines, which, though short, are hundreds of
yards in depth. In consequence of the loose stratification of these
beds, not only are the walls of these ravines nearly vertical, but their
upper end is closed by an equally steep escarpment, so that the
western edge of the Makonde plateau is hemmed in by a series of
deep, basin-like valleys. In order to get from one side of such a ravine
to the other, I cut my way through the bush with a dozen of my men.
It was a very open part, with more grass than scrub, but even so the
short stretch of less than two hundred yards was very hard work; at
the end of it the men’s calicoes were in rags and they themselves
bleeding from hundreds of scratches, while even our strong khaki
suits had not escaped scatheless.

NATIVE PATH THROUGH THE MAKONDE BUSH, NEAR

MAHUTA

I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
 The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.

MAKONDE LOCK AND KEY AT JUMBE CHAURO

 This is the general way of closing a house. The Makonde at Jumbe
Chauro, however, have a much more complicated, solid and original
one. Here, too, the door is as already described, except that there is
only one post on the inside, standing by itself about six inches from
one side of the doorway. Opposite this post is a hole in the wall just
large enough to admit a man’s arm. The door is closed inside by a
large wooden bolt passing through a hole in this post and pressing
with its free end against the door. The other end has three holes into
which fit three pegs running in vertical grooves inside the post. The
door is opened with a wooden key about a foot long, somewhat
curved and sloped off at the butt; the other end has three pegs
corresponding to the holes, in the bolt, so that, when it is thrust
through the hole in the wall and inserted into the rectangular
opening in the post, the pegs can be lifted and the bolt drawn out.[50]

MODE OF INSERTING THE KEY

With no small pride first one householder and then a second

showed me on the spot the action of this greatest invention of the
Makonde Highlands. To both with an admiring exclamation of
“Vizuri sana!” (“Very fine!”). I expressed the wish to take back these
marvels with me to Ulaya, to show the Wazungu what clever fellows
the Makonde are. Scarcely five minutes after my return to camp at
Newala, the two men came up sweating under the weight of two
heavy logs which they laid down at my feet, handing over at the same
time the keys of the fallen fortress. Arguing, logically enough, that if
the key was wanted, the lock would be wanted with it, they had taken
their axes and chopped down the posts—as it never occurred to them
to dig them out of the ground and so bring them intact. Thus I have
two badly damaged specimens, and the owners, instead of praise,
come in for a blowing-up.
The Makua huts in the environs of Newala are especially
miserable; their more than slovenly construction reminds one of the
temporary erections of the Makua at Hatia’s, though the people here
have not been concerned in a war. It must therefore be due to
congenital idleness, or else to the absence of a powerful chief. Even
the baraza at Mlipa’s, a short hour’s walk south-east of Newala,
shares in this general neglect. While public buildings in this country
are usually looked after more or less carefully, this is in evident
danger of being blown over by the first strong easterly gale. The only
attractive object in this whole district is the grave of the late chief
Mlipa. I visited it in the morning, while the sun was still trying with
partial success to break through the rolling mists, and the circular
grove of tall euphorbias, which, with a broken pot, is all that marks
the old king’s resting-place, impressed one with a touch of pathos.
Even my very materially-minded carriers seemed to feel something
of the sort, for instead of their usual ribald songs, they chanted
solemnly, as we marched on through the dense green of the Makonde
bush:—
 “We shall arrive with the great master; we stand in a row and have
no fear about getting our food and our money from the Serkali (the
Government). We are not afraid; we are going along with the great
master, the lion; we are going down to the coast and back.”
With regard to the characteristic features of the various tribes here
on the western edge of the plateau, I can arrive at no other
conclusion than the one already come to in the plain, viz., that it is
impossible for anyone but a trained anthropologist to assign any
given individual at once to his proper tribe. In fact, I think that even
an anthropological specialist, after the most careful examination,
might find it a difficult task to decide. The whole congeries of peoples
collected in the region bounded on the west by the great Central
African rift, Tanganyika and Nyasa, and on the east by the Indian
Ocean, are closely related to each other—some of their languages are
only distinguished from one another as dialects of the same speech,
and no doubt all the tribes present the same shape of skull and
structure of skeleton. Thus, surely, there can be no very striking
differences in outward appearance.
 Even did such exist, I should have no time
to concern myself with them, for day after day,
I have to see or hear, as the case may be—in
any case to grasp and record—an
extraordinary number of ethnographic
phenomena. I am almost disposed to think it
fortunate that some departments of inquiry, at
least, are barred by external circumstances.
Chief among these is the subject of iron-
working. We are apt to think of Africa as a
country where iron ore is everywhere, so to
speak, to be picked up by the roadside, and
where it would be quite surprising if the
inhabitants had not learnt to smelt the
material ready to their hand. In fact, the
knowledge of this art ranges all over the
continent, from the Kabyles in the north to the
Kafirs in the south. Here between the Rovuma
and the Lukuledi the conditions are not so
favourable. According to the statements of the
Makonde, neither ironstone nor any other
form of iron ore is known to them. They have
not therefore advanced to the art of smelting
the metal, but have hitherto bought all their
THE ANCESTRESS OF
THE MAKONDE
iron implements from neighbouring tribes.
Even in the plain the inhabitants are not much
better off. Only one man now living is said to
understand the art of smelting iron. This old fundi lives close to
Huwe, that isolated, steep-sided block of granite which rises out of
the green solitude between Masasi and Chingulungulu, and whose
jagged and splintered top meets the traveller’s eye everywhere. While
still at Masasi I wished to see this man at work, but was told that,
frightened by the rising, he had retired across the Rovuma, though
he would soon return. All subsequent inquiries as to whether the
fundi had come back met with the genuine African answer, “Bado”
(“Not yet”).
 BRAZIER

Some consolation was afforded me by a brassfounder, whom I

came across in the bush near Akundonde’s. This man is the favourite
of women, and therefore no doubt of the gods; he welds the glittering
brass rods purchased at the coast into those massive, heavy rings
which, on the wrists and ankles of the local fair ones, continually give
me fresh food for admiration. Like every decent master-craftsman he
had all his tools with him, consisting of a pair of bellows, three
crucibles and a hammer—nothing more, apparently. He was quite
willing to show his skill, and in a twinkling had fixed his bellows on
the ground. They are simply two goat-skins, taken off whole, the four
legs being closed by knots, while the upper opening, intended to
admit the air, is kept stretched by two pieces of wood. At the lower
end of the skin a smaller opening is left into which a wooden tube is
stuck. The fundi has quickly borrowed a heap of wood-embers from
the nearest hut; he then fixes the free ends of the two tubes into an
earthen pipe, and clamps them to the ground by means of a bent
piece of wood. Now he fills one of his small clay crucibles, the dross
on which shows that they have been long in use, with the yellow
material, places it in the midst of the embers, which, at present are
only faintly glimmering, and begins his work. In quick alternation
the smith’s two hands move up and down with the open ends of the
bellows; as he raises his hand he holds the slit wide open, so as to let
the air enter the skin bag unhindered. In pressing it down he closes
the bag, and the air puffs through the bamboo tube and clay pipe into
the fire, which quickly burns up. The smith, however, does not keep
on with this work, but beckons to another man, who relieves him at
the bellows, while he takes some more tools out of a large skin pouch
carried on his back. I look on in wonder as, with a smooth round
stick about the thickness of a finger, he bores a few vertical holes into
the clean sand of the soil. This should not be difficult, yet the man
seems to be taking great pains over it. Then he fastens down to the
ground, with a couple of wooden clamps, a neat little trough made by
splitting a joint of bamboo in half, so that the ends are closed by the
two knots. At last the yellow metal has attained the right consistency,
and the fundi lifts the crucible from the fire by means of two sticks
split at the end to serve as tongs. A short swift turn to the left—a
tilting of the crucible—and the molten brass, hissing and giving forth
clouds of smoke, flows first into the bamboo mould and then into the
holes in the ground.
The technique of this backwoods craftsman may not be very far
advanced, but it cannot be denied that he knows how to obtain an
adequate result by the simplest means. The ladies of highest rank in
this country—that is to say, those who can afford it, wear two kinds
of these massive brass rings, one cylindrical, the other semicircular
in section. The latter are cast in the most ingenious way in the
bamboo mould, the former in the circular hole in the sand. It is quite
a simple matter for the fundi to fit these bars to the limbs of his fair
customers; with a few light strokes of his hammer he bends the
pliable brass round arm or ankle without further inconvenience to
the wearer.
SHAPING THE POT

SMOOTHING WITH MAIZE-COB

CUTTING THE EDGE

 FINISHING THE BOTTOM

LAST SMOOTHING BEFORE

BURNING

FIRING THE BRUSH-PILE

 LIGHTING THE FARTHER SIDE OF
THE PILE

TURNING THE RED-HOT VESSEL

NYASA WOMAN MAKING POTS AT MASASI

Pottery is an art which must always and everywhere excite the
interest of the student, just because it is so intimately connected with
the development of human culture, and because its relics are one of
the principal factors in the reconstruction of our own condition in
prehistoric times. I shall always remember with pleasure the two or
three afternoons at Masasi when Salim Matola’s mother, a slightly-
built, graceful, pleasant-looking woman, explained to me with
touching patience, by means of concrete illustrations, the ceramic art
of her people. The only implements for this primitive process were a
lump of clay in her left hand, and in the right a calabash containing
the following valuables: the fragment of a maize-cob stripped of all
its grains, a smooth, oval pebble, about the size of a pigeon’s egg, a
few chips of gourd-shell, a bamboo splinter about the length of one’s
hand, a small shell, and a bunch of some herb resembling spinach.
 Nothing more. The woman scraped with the
shell a round, shallow hole in the soft, fine
sand of the soil, and, when an active young
girl had filled the calabash with water for her,
she began to knead the clay. As if by magic it
gradually assumed the shape of a rough but
already well-shaped vessel, which only wanted
a little touching up with the instruments
before mentioned. I looked out with the
MAKUA WOMAN closest attention for any indication of the use
MAKING A POT. of the potter’s wheel, in however rudimentary
SHOWS THE a form, but no—hapana (there is none). The
BEGINNINGS OF THE embryo pot stood firmly in its little
POTTER’S WHEEL
depression, and the woman walked round it in
a stooping posture, whether she was removing
small stones or similar foreign bodies with the maize-cob, smoothing
the inner or outer surface with the splinter of bamboo, or later, after
letting it dry for a day, pricking in the ornamentation with a pointed
bit of gourd-shell, or working out the bottom, or cutting the edge
with a sharp bamboo knife, or giving the last touches to the finished
vessel. This occupation of the women is infinitely toilsome, but it is
without doubt an accurate reproduction of the process in use among
our ancestors of the Neolithic and Bronze ages.
There is no doubt that the invention of pottery, an item in human
progress whose importance cannot be over-estimated, is due to
women. Rough, coarse and unfeeling, the men of the horde range
over the countryside. When the united cunning of the hunters has
succeeded in killing the game; not one of them thinks of carrying
home the spoil. A bright fire, kindled by a vigorous wielding of the
drill, is crackling beside them; the animal has been cleaned and cut
up secundum artem, and, after a slight singeing, will soon disappear
under their sharp teeth; no one all this time giving a single thought
to wife or child.
To what shifts, on the other hand, the primitive wife, and still more
the primitive mother, was put! Not even prehistoric stomachs could
endure an unvarying diet of raw food. Something or other suggested
the beneficial effect of hot water on the majority of approved but
indigestible dishes. Perhaps a neighbour had tried holding the hard
roots or tubers over the fire in a calabash filled with water—or maybe
an ostrich-egg-shell, or a hastily improvised vessel of bark. They
became much softer and more palatable than they had previously
been; but, unfortunately, the vessel could not stand the fire and got
charred on the outside. That can be remedied, thought our
ancestress, and plastered a layer of wet clay round a similar vessel.
This is an improvement; the cooking utensil remains uninjured, but
the heat of the fire has shrunk it, so that it is loose in its shell. The
next step is to detach it, so, with a firm grip and a jerk, shell and
kernel are separated, and pottery is invented. Perhaps, however, the
discovery which led to an intelligent use of the burnt-clay shell, was
made in a slightly different way. Ostrich-eggs and calabashes are not
to be found in every part of the world, but everywhere mankind has
arrived at the art of making baskets out of pliant materials, such as
bark, bast, strips of palm-leaf, supple twigs, etc. Our inventor has no
water-tight vessel provided by nature. “Never mind, let us line the
basket with clay.” This answers the purpose, but alas! the basket gets
burnt over the blazing fire, the woman watches the process of
cooking with increasing uneasiness, fearing a leak, but no leak
appears. The food, done to a turn, is eaten with peculiar relish; and
the cooking-vessel is examined, half in curiosity, half in satisfaction
at the result. The plastic clay is now hard as stone, and at the same
time looks exceedingly well, for the neat plaiting of the burnt basket
is traced all over it in a pretty pattern. Thus, simultaneously with
pottery, its ornamentation was invented.
Primitive woman has another claim to respect. It was the man,
roving abroad, who invented the art of producing fire at will, but the
woman, unable to imitate him in this, has been a Vestal from the
earliest times. Nothing gives so much trouble as the keeping alight of
the smouldering brand, and, above all, when all the men are absent
from the camp. Heavy rain-clouds gather, already the first large
drops are falling, the first gusts of the storm rage over the plain. The
little flame, a greater anxiety to the woman than her own children,
flickers unsteadily in the blast. What is to be done? A sudden thought
occurs to her, and in an instant she has constructed a primitive hut
out of strips of bark, to protect the flame against rain and wind.
This, or something very like it, was the way in which the principle
of the house was discovered; and even the most hardened misogynist
cannot fairly refuse a woman the credit of it. The protection of the
hearth-fire from the weather is the germ from which the human
dwelling was evolved. Men had little, if any share, in this forward
step, and that only at a late stage. Even at the present day, the
plastering of the housewall with clay and the manufacture of pottery
are exclusively the women’s business. These are two very significant
survivals. Our European kitchen-garden, too, is originally a woman’s
invention, and the hoe, the primitive instrument of agriculture, is,
characteristically enough, still used in this department. But the
noblest achievement which we owe to the other sex is unquestionably
the art of cookery. Roasting alone—the oldest process—is one for
which men took the hint (a very obvious one) from nature. It must
have been suggested by the scorched carcase of some animal
overtaken by the destructive forest-fires. But boiling—the process of
improving organic substances by the help of water heated to boiling-
point—is a much later discovery. It is so recent that it has not even
yet penetrated to all parts of the world. The Polynesians understand
how to steam food, that is, to cook it, neatly wrapped in leaves, in a
hole in the earth between hot stones, the air being excluded, and
(sometimes) a few drops of water sprinkled on the stones; but they
do not understand boiling.
To come back from this digression, we find that the slender Nyasa
woman has, after once more carefully examining the finished pot,
put it aside in the shade to dry. On the following day she sends me
word by her son, Salim Matola, who is always on hand, that she is
going to do the burning, and, on coming out of my house, I find her
already hard at work. She has spread on the ground a layer of very
dry sticks, about as thick as one’s thumb, has laid the pot (now of a
yellowish-grey colour) on them, and is piling brushwood round it.
My faithful Pesa mbili, the mnyampara, who has been standing by,
most obligingly, with a lighted stick, now hands it to her. Both of
them, blowing steadily, light the pile on the lee side, and, when the
flame begins to catch, on the weather side also. Soon the whole is in a
blaze, but the dry fuel is quickly consumed and the fire dies down, so
that we see the red-hot vessel rising from the ashes. The woman
turns it continually with a long stick, sometimes one way and
sometimes another, so that it may be evenly heated all over. In
twenty minutes she rolls it out of the ash-heap, takes up the bundle
of spinach, which has been lying for two days in a jar of water, and
sprinkles the red-hot clay with it. The places where the drops fall are
marked by black spots on the uniform reddish-brown surface. With a
sigh of relief, and with visible satisfaction, the woman rises to an
erect position; she is standing just in a line between me and the fire,
from which a cloud of smoke is just rising: I press the ball of my
camera, the shutter clicks—the apotheosis is achieved! Like a
priestess, representative of her inventive sex, the graceful woman
stands: at her feet the hearth-fire she has given us beside her the
invention she has devised for us, in the background the home she has
built for us.
At Newala, also, I have had the manufacture of pottery carried on
in my presence. Technically the process is better than that already
described, for here we find the beginnings of the potter’s wheel,
which does not seem to exist in the plains; at least I have seen
nothing of the sort. The artist, a frightfully stupid Makua woman, did
not make a depression in the ground to receive the pot she was about
to shape, but used instead a large potsherd. Otherwise, she went to
work in much the same way as Salim’s mother, except that she saved
herself the trouble of walking round and round her work by squatting
at her ease and letting the pot and potsherd rotate round her; this is
surely the first step towards a machine. But it does not follow that
the pot was improved by the process. It is true that it was beautifully
rounded and presented a very creditable appearance when finished,
but the numerous large and small vessels which I have seen, and, in
part, collected, in the “less advanced” districts, are no less so. We
moderns imagine that instruments of precision are necessary to
produce excellent results. Go to the prehistoric collections of our
museums and look at the pots, urns and bowls of our ancestors in the
dim ages of the past, and you will at once perceive your error.
MAKING LONGITUDINAL CUT IN
BARK

DRAWING THE BARK OFF THE LOG

REMOVING THE OUTER BARK

 BEATING THE BARK

WORKING THE BARK-CLOTH AFTER BEATING, TO MAKE IT

SOFT

MANUFACTURE OF BARK-CLOTH AT NEWALA

To-day, nearly the whole population of German East Africa is
clothed in imported calico. This was not always the case; even now in
some parts of the north dressed skins are still the prevailing wear,
and in the north-western districts—east and north of Lake
Tanganyika—lies a zone where bark-cloth has not yet been
superseded. Probably not many generations have passed since such
bark fabrics and kilts of skins were the only clothing even in the
south. Even to-day, large quantities of this bright-red or drab
material are still to be found; but if we wish to see it, we must look in
the granaries and on the drying stages inside the native huts, where
it serves less ambitious uses as wrappings for those seeds and fruits
which require to be packed with special care. The salt produced at
Masasi, too, is packed for transport to a distance in large sheets of
bark-cloth. Wherever I found it in any degree possible, I studied the
process of making this cloth. The native requisitioned for the
purpose arrived, carrying a log between two and three yards long and
as thick as his thigh, and nothing else except a curiously-shaped
mallet and the usual long, sharp and pointed knife which all men and
boys wear in a belt at their backs without a sheath—horribile dictu!
[51]
Silently he squats down before me, and with two rapid cuts has
drawn a couple of circles round the log some two yards apart, and
slits the bark lengthwise between them with the point of his knife.
With evident care, he then scrapes off the outer rind all round the
log, so that in a quarter of an hour the inner red layer of the bark
shows up brightly-coloured between the two untouched ends. With
some trouble and much caution, he now loosens the bark at one end,
and opens the cylinder. He then stands up, takes hold of the free
edge with both hands, and turning it inside out, slowly but steadily
pulls it off in one piece. Now comes the troublesome work of
scraping all superfluous particles of outer bark from the outside of
the long, narrow piece of material, while the inner side is carefully
scrutinised for defective spots. At last it is ready for beating. Having
signalled to a friend, who immediately places a bowl of water beside
him, the artificer damps his sheet of bark all over, seizes his mallet,
lays one end of the stuff on the smoothest spot of the log, and
hammers away slowly but continuously. “Very simple!” I think to
myself. “Why, I could do that, too!”—but I am forced to change my
opinions a little later on; for the beating is quite an art, if the fabric is
not to be beaten to pieces. To prevent the breaking of the fibres, the
stuff is several times folded across, so as to interpose several
thicknesses between the mallet and the block. At last the required
state is reached, and the fundi seizes the sheet, still folded, by both
ends, and wrings it out, or calls an assistant to take one end while he
holds the other. The cloth produced in this way is not nearly so fine
and uniform in texture as the famous Uganda bark-cloth, but it is
quite soft, and, above all, cheap.
Now, too, I examine the mallet. My craftsman has been using the
simpler but better form of this implement, a conical block of some
hard wood, its base—the striking surface—being scored across and
across with more or less deeply-cut grooves, and the handle stuck
into a hole in the middle. The other and earlier form of mallet is
shaped in the same way, but the head is fastened by an ingenious
network of bark strips into the split bamboo serving as a handle. The
observation so often made, that ancient customs persist longest in
connection with religious ceremonies and in the life of children, here
finds confirmation. As we shall soon see, bark-cloth is still worn
during the unyago,[52] having been prepared with special solemn
ceremonies; and many a mother, if she has no other garment handy,
will still put her little one into a kilt of bark-cloth, which, after all,
looks better, besides being more in keeping with its African
surroundings, than the ridiculous bit of print from Ulaya.
MAKUA WOMEN