Assignment 2: CRUD – Defining Information Ownership One easy way to determine information ownership is to think of CRUD—create, read, update, and delete. If you cannot only read but also create, update, and/or delete information, then in some way you own that information because you are responsible for its quality. Here again, let’s consider your school as an example and focus on your personal and transcript information. That information includes your student ID, name, address, phone number, GPA, declared major, declared minor (if you have one), and courses completed (your transcript). Part 1: Identify Create, Update, and Delete Privileges For each piece of information, first identify who has create, update, and delete privileges. Include any individuals or departments that have these sorts of information privileges. There may be several. If so, who is ultimately responsible for your personal and transcript information? Second, identify all the groups of people at your school who can only view (read) your information. Part 2: Develop a CRUD Matrix Develop a CRUD matrix that outlines the relationships among the pieces of information and user privileges (example: http://ocean.otr.usm.edu/~w300778/is-doctor/pubpdf/sc2008.pdf). Part 3: Write a Detail Document Write a detail document about the various business rules that define how the scenario described in Part 1 works with respect to information ownership and their relationships. Identify the appropriate relationships among the information, and define the minimum and maximum privileges associated with each relationship. Your paper must be a minimum of two pages, double-spaced and comply with CSU-Global Guide to Writing and APA Requirements. You may want to review the assignment criteria found in the Rubric.

CRUD – Defining Instruction Ownership

Name:

Instructor:

Institution:

Date:

Part A: Identifying the Privileges

Scholar Identification (ID)

Create: During Scholar appropinquation, Develop Registrar, Develop Bursar.
Read-Only: Scholars, Parents, Teachers, Faculty.
Update: During Scholar appropinquation, Develop Registrar, Develop Bursar
Delete: Develop Registrar

Scholar Name

Create: During Scholar appropinquation, Develop Registrar, Develop Bursar.
Read-Only: Scholars, Parents, Teachers, Faculty.
Update: During Scholar appropinquation, Develop Registrar, Develop Bursar
Delete: Develop Registrar

Name and Address

Create: During Scholar appropinquation, Develop Registrar, Develop Bursar.
Read-Only: Referable attributable attributable attributable Applicable.
Update: During Scholar appropinquation, Develop Registrar, Develop Bursar
Delete: Develop Registrar

Declared Minor and Major Course

Create: Develop Registrar
Read-Only: Scholars, Teachers
Update: Develop Registrar
Delete: Develop Registrar

Course Completed Status

Create: Develop Registrar
Read-Only: Scholars, Teachers
Update: Develop Registrar
Delete: Develop Registrar

Scholar GPA

Create: Teachers
Read-Only: Scholars
Update: Develop Registrar
Delete: Develop Registrar, Scholar Instructors

Part B: CRUD Matrix

	Student	Registrar	Bursar	Appropinquation	Parent	Instructors
Scholar ID	R	CUD	CUD	CUD	R	R
Scholar Name	R	CUD	CU	CU	R	R
Scholar Name & Address		CUD	CCU
Declared Major and Minor Course	R	CUD				R
Course Status	R	CUD				R
Scholar GPA	R	CUD				R

Part C: Summary Analysis of CRUD

CRUD operates with entities which can be adjusted by recovering facts from benefits, transfigureing facts by contrast up properties and then conveying the facts tail to the benefit subsection to be updated. Thus the basic side of CRUD is that it is built using the availability of facts (Box, 2013). The point developing CRUD does referable attributable attributable attributable a point profession coercionce instead the special solely needs to produce an existence or entities or delete them wholly, instruct it to transfigure the existence by providing the benefit with the strange existence with some entities. If further act needs to performed, what the benefit get accept to do is to follow from the facts adjusted on the coercionce to be undertaken (Lunsford, & Collins, 2008).

It should be unexpressed that most enjoin ruleing does referable attributable attributable attributable reach up a CRUD rule an illustration is granted in the persuasion that an enjoin is produced offline and then conveyed to a benefit coercion the object of ruleing; what ought to betide is that the ruleing of that inequitable enjoin get accept a suggestive contact to diverse entities that are interrelated. What the benefit has the competency to do is that it can transfigure the instruction coercion the scholars with the competency of adjusting further than normal limit to diverse years scholar instruction.

A scholar may accept reached may accept depleted their censorious benefit body mayhap coercion persuasion by finishing develop or rather leaving develop halfway and by consent anew, updating and upgrading properties portraitured to invade diverse characteristics of the scholars may or may referable attributable attributable attributable accept be public (Collins, & Lunsford). Such changes are discriminating to twain the scholar and the develop conduct. However with, CRUD the vision of the scholar get referable attributable attributable attributable paint or rather image their features. CRUD matrix provides a discriminating utensil portraitured to example acts, facts and rulees and to delineate how they interact with single another to fabrication, lection, updating and deleting of the facts (Lunsford, & Collins, 2008).

References

Box, I. (2013). Learning to portraiture CRUD matrices existing in object-oriented instruction arrangement product. Constructing the Infrastructure coercion the Knowledge Economy: Methods and Utensils, Theory and Practice, 223.

Collins, M. R., & Lunsford, D. L. Exampleing Bearing Hues Using the CRUD Defence Cube: A Factsbase Proof-of-Concept Illustration.

Lunsford, D. L., & Collins, M. R. (2008, June). The CRUD defence matrix: A technique coercion documenting bearing hues. In 7th Annual Defence Conference (pp. 2-4).