copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc.

Preview Slides for Software Engineering: A Practitioner's Approach, 6/e
copyright © 1996, 2001, 2005 R.S. Pressman & Associates, Inc. For review purposes ONLY by potential adopters of Software Engineering: A Practitioner's Approach. Any other reproduction or use is expressly prohibited. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Preview Over 720 slides have been prepared to supplement lectures associated with the use of Software Engineering: A Practitioner’s Approach, 6/e (SEPA, 6/e). This small collection of preview slides has been excerpted from the complete set to provide you with an indication of the general look and feel of SEPA, 6/e slides. All slides are available in Microsoft Powerpoint (.ppt) format. The complete set of slides may be downloaded at no cost by adopters of SEPA, 6/e. Contact your McGraw-Hill sales representative for appropriate information. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Software’s Dual Role Software is a product
Delivers computing potential Produces, manages, acquires, modifies, displays, or transmits information Software is a vehicle for delivering a product Supports or directly provides system functionality Controls other programs (e.g., an operating system) Effects communications (e.g., networking software) Helps build other software (e.g., software tools) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Wear vs. Deterioration These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Legacy Software Why must it change?
software must be adapted to meet the needs of new computing environments or technology. software must be enhanced to implement new business requirements. software must be extended to make it interoperable with other more modern systems or databases. software must be re-architected to make it viable within a network environment. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Software Myths Affect managers, customers (and other non-technical stakeholders) and practitioners Are believable because they often have elements of truth, but … Invariably lead to bad decisions, therefore … Insist on reality as you navigate your way through software engineering These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

A Layered Technology Software Engineering tools methods process model
a “quality” focus These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

A Process Framework Process framework Framework activities work tasks
work products milestones & deliverables QA checkpoints Umbrella Activities These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Framework Activities Communication Planning Modeling Construction
Analysis of requirements Design Construction Code generation Testing Deployment These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Umbrella Activities Software project management
Formal technical reviews Software quality assurance Software configuration management Work product preparation and production Reusability management Measurement Risk management These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The CMMI The CMMI defines each process area in terms of “specific goals” and the “specific practices” required to achieve these goals. Specific goals establish the characteristics that must exist if the activities implied by a process area are to be effective. Specific practices refine a goal into a set of process-related activities. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Process Patterns Process patterns define a set of activities, actions, work tasks, work products and/or related behaviors A template is used to define a pattern Typical examples: Customer communication (a process activity) Analysis (an action) Requirements gathering (a process task) Reviewing a work product (a process task) Design model (a work product) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Process Assessment The process should be assessed to ensure that it meets a set of basic process criteria that have been shown to be essential for a successful software engineering. Many different assessment options are available: SCAMPI CBA IPI SPICE ISO 9001:2000 These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Prescriptive Models Prescriptive process models advocate an orderly approach to software engineering That leads to a few questions … If prescriptive process models strive for structure and order, are they inappropriate for a software world that thrives on change? Yet, if we reject traditional process models (and the order they imply) and replace them with something less structured, do we make it impossible to achieve coordination and coherence in software work? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The Waterfall Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The RAD Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Evolutionary Models: Prototyping
Quick plan communication Modeling Quick design Deployment delivery & feedback Construction of prototype These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The Manifesto for Agile Software Development
“We are uncovering better ways of developing software by doing it and helping others do it. Through this work we have come to value: Individuals and interactions over processes and tools Working software over comprehensive documentation Customer collaboration over contract negotiation Responding to change over following a plan That is, while there is value in the items on the right, we value the items on the left more.” Kent Beck et al These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

An Agile Process Is driven by customer descriptions of what is required (scenarios) Recognizes that plans are short-lived Develops software iteratively with a heavy emphasis on construction activities Delivers multiple ‘software increments’ Adapts as changes occur These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Extreme Programming (XP)
These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Scrum Originally proposed by Schwaber and Beedle
Scrum—distinguishing features Development work is partitioned into “packets” Testing and documentation are on-going as the product is constructed Work occurs in “sprints” and is derived from a “backlog” of existing requirements Meetings are very short and sometimes conducted without chairs “demos” are delivered to the customer with the time-box allocated These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Agile Modeling Originally proposed by Scott Ambler
Suggests a set of agile modeling principles Model with a purpose Use multiple models Travel light Content is more important than representation Know the models and the tools you use to create them Adapt locally These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

What is “Practice”? Practice is a broad array of concepts, principles, methods, and tools that you must consider as software is planned and developed. It represents the details—the technical considerations and how to’s—that are below the surface of the software process—the things that you’ll need to actually build high-quality computer software. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The Essence of Practice
George Polya, in a book written in 1945 (!), describes the essence of software engineering practice … Understand the problem (communication and analysis). Plan a solution (modeling and software design). Carry out the plan (code generation). Examine the result for accuracy (testing and quality assurance). At its core, good practice is common-sense problem solving These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Core Software Engineering Principles
Provide value to the customer and the user KIS—keep it simple! Maintain the product and project “vision” What you produce, others will consume Be open to the future Plan ahead for reuse Think! These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Software Engineering Practices
Consider the generic process framework Communication Planning Modeling Construction Deployment Here, we’ll identify Underlying principles How to initiate the practice An abbreviated task set These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

System Engineering Elements of a computer-based system Systems
Software Hardware People Database Documentation Procedures Systems A hierarchy of macro-elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The Hierarchy These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

System Modeling define the processes that serve the needs of the view under consideration. represent the behavior of the processes and the assumptions on which the behavior is based. explicitly define both exogenous and endogenous input to the model. exogenous inputs link one constituent of a given view with other constituents at the same level of other levels; endogenous input links individual components of a constituent at a particular view. represent all linkages (including output) that will enable the engineer to better understand the view. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Requirements Engineering-II
Specification—can be any one (or more) of the following: A written document A set of models A formal mathematical A collection of user scenarios (use-cases) A prototype Validation—a review mechanism that looks for errors in content or interpretation areas where clarification may be required missing information inconsistencies (a major problem when large products or systems are engineered) conflicting or unrealistic (unachievable) requirements. Requirements management These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Eliciting Requirements

Use-Cases A collection of user scenarios that describe the thread of usage of a system Each scenario is described from the point-of-view of an “actor”—a person or device that interacts with the software in some way Each scenario answers the following questions: Who is the primary actor, the secondary actor (s)? What are the actor’s goals? What preconditions should exist before the story begins? What main tasks or functions are performed by the actor? What extensions might be considered as the story is described? What variations in the actor’s interaction are possible? What system information will the actor acquire, produce, or change? Will the actor have to inform the system about changes in the external environment? What information does the actor desire from the system? Does the actor wish to be informed about unexpected changes? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Use-Case Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Building the Analysis Model
Elements of the analysis model Scenario-based elements Functional—processing narratives for software functions Use-case—descriptions of the interaction between an “actor” and the system Class-based elements Implied by scenarios Behavioral elements State diagram Flow-oriented elements Data flow diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Class Diagram From the SafeHome system …

State Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Analysis Patterns Pattern name: A descriptor that captures the essence of the pattern. Intent: Describes what the pattern accomplishes or represents Motivation: A scenario that illustrates how the pattern can be used to address the problem. Forces and context: A description of external issues (forces) that can affect how the pattern is used and also the external issues that will be resolved when the pattern is applied. Solution: A description of how the pattern is applied to solve the problem with an emphasis on structural and behavioral issues. Consequences: Addresses what happens when the pattern is applied and what trade- offs exist during its application. Design: Discusses how the analysis pattern can be achieved through the use of known design patterns. Known uses: Examples of uses within actual systems. Related patterns: On e or more analysis patterns that are related to the named pattern because (1) it is commonly used with the named pattern; (2) it is structurally similar to the named pattern; (3) it is a variation of the named pattern. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Requirements Analysis
specifies software’s operational characteristics indicates software's interface with other system elements establishes constraints that software must meet Requirements analysis allows the software engineer (called an analyst or modeler in this role) to: elaborate on basic requirements established during earlier requirement engineering tasks build models that depict user scenarios, functional activities, problem classes and their relationships, system and class behavior, and the flow of data as it is transformed. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

A Bridge These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Rules of Thumb The model should focus on requirements that are visible within the problem or business domain. The level of abstraction should be relatively high. Each element of the analysis model should add to an overall understanding of software requirements and provide insight into the information domain, function and behavior of the system. Delay consideration of infrastructure and other non-functional models until design. Minimize coupling throughout the system. Be certain that the analysis model provides value to all stakeholders. Keep the model as simple as it can be. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Use-Case Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Activity Diagram Supplements the use-case by providing a diagrammatic representation of procedural flow These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Swimlane Diagrams Allows the modeler to represent the flow of activities described by the use-case and at the same time indicate which actor (if there are multiple actors involved in a specific use-case) or analysis class has responsibility for the action described by an activity rectangle These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Flow-Oriented Modeling
Represents how data objects are transformed at they move through the system A data flow diagram (DFD) is the diagrammatic form that is used Considered by many to be an ‘old school’ approach, flow-oriented modeling continues to provide a view of the system that is unique—it should be used to supplement other analysis model elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The Flow Model Every computer-based system is an
information transform .... computer based system input output These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Class-Based Modeling Identify analysis classes by examining the problem statement Use a “grammatical parse” to isolate potential classes Identify the attributes of each class Identify operations that manipulate the attributes These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Analysis Classes External entities (e.g., other systems, devices, people) that produce or consume information to be used by a computer-based system. Things (e.g, reports, displays, letters, signals) that are part of the information domain for the problem. Occurrences or events (e.g., a property transfer or the completion of a series of robot movements) that occur within the context of system operation. Roles (e.g., manager, engineer, salesperson) played by people who interact with the system. Organizational units (e.g., division, group, team) that are relevant to an application. Places (e.g., manufacturing floor or loading dock) that establish the context of the problem and the overall function of the system. Structures (e.g., sensors, four-wheeled vehicles, or computers) that define a class of objects or related classes of objects. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Selecting Classes—Criteria
retained information needed services multiple attributes common attributes common operations essential requirements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Class Diagram Class name attributes operations

Class Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

CRC Modeling Analysis classes have “responsibilities”
Responsibilities are the attributes and operations encapsulated by the class Analysis classes collaborate with one another Collaborators are those classes that are required to provide a class with the information needed to complete a responsibility. In general, a collaboration implies either a request for information or a request for some action. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Analysis Model -> Design Model

Design Principles The design process should not suffer from ‘tunnel vision.’ The design should be traceable to the analysis model. The design should not reinvent the wheel. The design should “minimize the intellectual distance” [DAV95] between the software and the problem as it exists in the real world. The design should exhibit uniformity and integration. The design should be structured to accommodate change. The design should be structured to degrade gently, even when aberrant data, events, or operating conditions are encountered. Design is not coding, coding is not design. The design should be assessed for quality as it is being created, not after the fact. The design should be reviewed to minimize conceptual (semantic) errors. From Davis [DAV95] These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Fundamental Concepts abstraction—data, procedure, control
architecture—the overall structure of the software patterns—”conveys the essence” of a proven design solution modularity—compartmentalization of data and function hiding—controlled interfaces Functional independence—single-minded function and low coupling refinement—elaboration of detail for all abstractions Refactoring—a reorganization technique that simplifies the design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The Design Model These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Archetypes These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Component Structure These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

What is a Component? OMG Unified Modeling Language Specification [OMG01] defines a component as “… a modular, deployable, and replaceable part of a system that encapsulates implementation and exposes a set of interfaces.” OO view: a component contains a set of collaborating classes Conventional view: logic, the internal data structures that are required to implement the processing logic, and an interface that enables the component to be invoked and data to be passed to it. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Cohesion Conventional view: OO view: Levels of cohesion
the “single-mindedness” of a module OO view: cohesion implies that a component or class encapsulates only attributes and operations that are closely related to one another and to the class or component itself Levels of cohesion Functional Layer Communicational Sequential Procedural Temporal utility These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Refactoring These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Object Constraint Language (OCL)
complements UML by allowing a software engineer to use a formal grammar and syntax to construct unambiguous statements about various design model elements simplest OCL language statements are constructed in four parts: (1) a context that defines the limited situation in which the statement is valid; (2) a property that represents some characteristics of the context (e.g., if the context is a class, a property might be an attribute) (3) an operation (e.g., arithmetic, set-oriented) that manipulates or qualifies a property, and (4) keywords (e.g., if, then, else, and, or, not, implies) that are used to specify conditional expressions. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

User Interface Design Models
User model — a profile of all end users of the system Design model — a design realization of the user model Mental model (system perception) — the user’s mental image of what the interface is Implementation model — the interface “look and feel” coupled with supporting information that describe interface syntax and semantics These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Swimlane Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Interface Design Patterns
Patterns are available for The complete UI Page layout Forms and input Tables Direct data manipulation Navigation Searching Page elements e-Commerce These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Testing Strategy We begin by ‘testing-in-the-small’ and move toward ‘testing-in-the-large’ For conventional software The module (component) is our initial focus Integration of modules follows For OO software our focus when “testing in the small” changes from an individual module (the conventional view) to an OO class that encompasses attributes and operations and implies communication and collaboration These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Strategic Issues State testing objectives explicitly.
Understand the users of the software and develop a profile for each user category. Develop a testing plan that emphasizes “rapid cycle testing.” Build “robust” software that is designed to test itself Use effective formal technical reviews as a filter prior to testing Conduct formal technical reviews to assess the test strategy and test cases themselves. Develop a continuous improvement approach for the testing process. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Testability Operability—it operates cleanly
Observability—the results of each test case are readily observed Controllability—the degree to which testing can be automated and optimized Decomposability—testing can be targeted Simplicity—reduce complex architecture and logic to simplify tests Stability—few changes are requested during testing Understandability—of the design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Exhaustive Testing There are 10 possible paths! If we execute one
loop < 20 X 14 There are 10 possible paths! If we execute one test per millisecond, it would take 3,170 years to test this program!! These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Boundary Value Analysis
user queries output formats FK input mouse picks data prompts output domain input domain These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

OOT Methods: Partition Testing
reduces the number of test cases required to test a class in much the same way as equivalence partitioning for conventional software state-based partitioning categorize and test operations based on their ability to change the state of a class attribute-based partitioning categorize and test operations based on the attributes that they use category-based partitioning categorize and test operations based on the generic function each performs These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Measures, Metrics and Indicators
A measure provides a quantitative indication of the extent, amount, dimension, capacity, or size of some attribute of a product or process The IEEE glossary defines a metric as “a quantitative measure of the degree to which a system, component, or process possesses a given attribute.” An indicator is a metric or combination of metrics that provide insight into the software process, a software project, or the product itself These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Measurement Principles
The objectives of measurement should be established before data collection begins; Each technical metric should be defined in an unambiguous manner; Metrics should be derived based on a theory that is valid for the domain of application (e.g., metrics for design should draw upon basic design concepts and principles and attempt to provide an indication of the presence of an attribute that is deemed desirable); Metrics should be tailored to best accommodate specific products and processes [BAS84] These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Goal-Oriented Software Measurement
The Goal/Question/Metric Paradigm (1) establish an explicit measurement goal that is specific to the process activity or product characteristic that is to be assessed (2) define a set of questions that must be answered in order to achieve the goal, and (3) identify well-formulated metrics that help to answer these questions. Goal definition template Analyze {the name of activity or attribute to be measured} for the purpose of {the overall objective of the analysis} with respect to {the aspect of the activity or attribute that is considered} from the viewpoint of {the people who have an interest in the measurement} in the context of {the environment in which the measurement takes place}. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Web Engineering “Web development is an adolescent … Like most adolescents, it wants to be accepted as an adult as it tries to pull away from its parents. If it is going to reach its full potential, it must take a few lessons from the more seasoned world of software development.” Doug Wallace et al These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The WebE Process These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The WebE Process Framework—II
Modeling Analysis model—establishes a basis for design Content Analysis. Interaction Analysis. Functional Analysis. Configuration Analysis. Design model—represents key WebApp elements Content design Aesthetic design Architectural design Interface design Navigation design Component design These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The WebE Process Framework—III
Construction WebE tools and technology are applied to construct the WebApp that has been modeled Testing of all design elements Delivery and Evaluation (Deployment) configure for its operational environment deliver to end-users, and Evaluation feedback is presented to the WebE team the increment is modified as required (the beginning of the next incremental cycle) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

WebE—Best Practices Take the time to understand the business needs and product objectives, even if the details of the WebApp are vague. Describe how users will interact with the WebApp using a scenario-based approach Develop a project plan, even it its very brief. Spend some time modeling what it is that you’re going to build. Review the models for consistency and quality. Use tools and technology that enable you to construct the system with as many reusable components as possible. Don’t rely on early users to debug the WebApp—design comprehensive tests and execute them before releasing the system. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

WebE Requirements Gathering
Ask stakeholders to define user categories and develop descriptions for each category Communicate with stakeholders to define basic WebApp requirements Analyze information gathered and use information to follow-up with stakeholders Define use-cases (Chapter 8) that describe interaction scenarios for each user class These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

WebApp Planning - In-House
Understand scope, the dimensions of change, and project constraints Define an incremental project strategy Perform risk analysis Develop a quick estimate Select a task set (process description) Establish a schedule Define project tracking mechanisms Establish a change management approach These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

WebE “Worst Practices”
We have a great idea, so lets begin building the WebApp—now. Stuff will change constantly, so there’s no point in trying to understand WebApp requirements. Developers whose dominant experience has been in traditional software development can develop WebApps immediately. No new training is required. Be bureaucratic. Testing? Why bother? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Analysis Content Analysis. The full spectrum of content to be provided by the WebApp is identified, including text, graphics and images, video, and audio data. Data modeling can be used to identify and describe each of the data objects. Interaction Analysis. The manner in which the user interacts with the WebApp is described in detail. Use-cases can be developed to provide detailed descriptions of this interaction. Functional Analysis. The usage scenarios (use-cases) created as part of interaction analysis define the operations that will be applied to WebApp content and imply other processing functions. All operations and functions are described in detail. Configuration Analysis. The environment and infrastructure in which the WebApp resides are described in detail. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

State Diagram These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Relationship-Navigation Analysis
Relationship-navigation analysis (RNA) identifies relationships among the elements uncovered as part of the creation of the analysis model Steps: Stakeholder analysis—identifies the various user categories and establishes an appropriate stakeholder hierarchy Element analysis—identifies the content objects and functional elements that are of interest to end users Relationship analysis—describes the relationships that exist among the WebApp elements Navigation analysis—examines how users might access individual elements or groups of elements Evaluation analysis—considers pragmatic issues (e.g., cost/benefit) associated with implementing the relationships defined earlier These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

WebE Design Pyramid These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

WebApp Design Goals Consistency
Content should be constructed consistently Graphic design (aesthetics) should present a consistent look across all parts of the WebApp Architectural design should establish templates that lead to a consistent hypermedia structure Interface design should define consistent modes of interaction, navigation and content display Navigation mechanisms should be used consistently across all WebApp elements These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

WebApp Design Goals Identity Robustness Navigability Visual appeal
Establish an “identity” that is appropriate for the business purpose Robustness The user expects robust content and functions that are relevant to the user’s needs Navigability designed in a manner that is intuitive and predictable Visual appeal the look and feel of content, interface layout, color coordination, the balance of text, graphics and other media, navigation mechanisms must appeal to end-users Compatibility With all appropriate environments and configurations These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

MVC Architecture These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Hypermedia Design Patterns-I
Architectural patterns. assist in the design of content and WebApp architecture many architectural patterns are available (e.g., Java Blueprints at java.sun.com/blueprints/) Component construction patterns. recommend methods for combining WebApp components (e.g., content objects, functions) into composite components. Navigation patterns. assist in the design of NSUs, navigation links and the overall navigation flow of the WebApp. _ These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Testing Quality Dimensions-I
Content is evaluated at both a syntactic and semantic level. syntactic level—spelling, punctuation and grammar are assessed for text-based documents. semantic level—correctness (of information presented), consistency (across the entire content object and related objects) and lack of ambiguity are all assessed. Function is tested for correctness, instability, and general conformance to appropriate implementation standards (e.g.,Java or XML language standards). Structure is assessed to ensure that it properly delivers WebApp content and function is extensible can be supported as new content or functionality is added. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Testing Quality Dimensions-II
Usability is tested to ensure that each category of user is supported by the interface can learn and apply all required navigation syntax and semantics Navigability is tested to ensure that all navigation syntax and semantics are exercised to uncover any navigation errors (e.g., dead links, improper links, erroneous links). Performance is tested under a variety of operating conditions, configurations, and loading to ensure that the system is responsive to user interaction the system handles extreme loading without unacceptable operational degradation These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The 4 P’s People — the most important element of a successful project
Product — the software to be built Process — the set of framework activities and software engineering tasks to get the job done Project — all work required to make the product a reality These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Software Teams How to lead? How to organize? How to collaborate?
How to motivate? How to create good ideas? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The Project Projects get into trouble when …
Software people don’t understand their customer’s needs. The product scope is poorly defined. Changes are managed poorly. The chosen technology changes. Business needs change [or are ill-defined]. Deadlines are unrealistic. Users are resistant. Sponsorship is lost [or was never properly obtained]. The project team lacks people with appropriate skills. Managers [and practitioners] avoid best practices and lessons learned. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

A Good Manager Measures
process process metrics project metrics measurement product metrics product What do we use as a basis? • size? • function? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Project Planning Task Set-I
Establish project scope Determine feasibility Analyze risks Risk analysis is considered in detail in Chapter 25. Define required resources Determine require human resources Define reusable software resources Identify environmental resources These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Project Planning Task Set-II
Estimate cost and effort Decompose the problem Develop two or more estimates using size, function points, process tasks or use-cases Reconcile the estimates Develop a project schedule Scheduling is considered in detail in Chapter 24. Establish a meaningful task set Define a task network Use scheduling tools to develop a timeline chart Define schedule tracking mechanisms These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Estimation for Agile Projects
Each user scenario (a mini-use-case) is considered separately for estimation purposes. The scenario is decomposed into the set of software engineering tasks that will be required to develop it. Each task is estimated separately. Note: estimation can be based on historical data, an empirical model, or “experience.” Alternatively, the ‘volume’ of the scenario can be estimated in LOC, FP or some other volume-oriented measure (e.g., use-case count). Estimates for each task are summed to create an estimate for the scenario. Alternatively, the volume estimate for the scenario is translated into effort using historical data. The effort estimates for all scenarios that are to be implemented for a given software increment are summed to develop the effort estimate for the increment. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Scheduling Principles
compartmentalization—define distinct tasks interdependency—indicate task interrelationship effort validation—be sure resources are available defined responsibilities—people must be assigned defined outcomes—each task must have an output defined milestones—review for quality These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Timeline Charts Tasks Week 1 Week 2 Week 3 Week 4 Week n Task 1 Task 2

Earned Value Analysis (EVA)
is a measure of progress enables us to assess the “percent of completeness” of a project using quantitative analysis rather than rely on a gut feeling “provides accurate and reliable readings of performance from as early as 15 percent into the project.” [FLE98] These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Seven Principles Maintain a global perspective—view software risks within the context of system and the business problem Take a forward-looking view—think about the risks that may arise in the future; establish contingency plans Encourage open communication—if someone states a potential risk, don’t discount it. Integrate—a consideration of risk must be integrated into the software process Emphasize a continuous process—the team must be vigilant throughout the software process, modifying identified risks as more information is known and adding new ones as better insight is achieved. Develop a shared product vision—if all stakeholders share the same vision of the software, it likely that better risk identification and assessment will occur. Encourage teamwork—the talents, skills and knowledge of all stakeholder should be pooled These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Software Quality Assurance
Process Definition & Standards Formal Technical Reviews Analysis & Reporting Test Planning & Review Measurement These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Role of the SQA Group-I Prepares an SQA plan for a project.
The plan identifies evaluations to be performed audits and reviews to be performed standards that are applicable to the project procedures for error reporting and tracking documents to be produced by the SQA group amount of feedback provided to the software project team Participates in the development of the project’s software process description. The SQA group reviews the process description for compliance with organizational policy, internal software standards, externally imposed standards (e.g., ISO-9001), and other parts of the software project plan. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Six-Sigma for Software Engineering
The term “six sigma” is derived from six standard deviations—3.4 instances (defects) per million occurrences—implying an extremely high quality standard. The Six Sigma methodology defines three core steps: Define customer requirements and deliverables and project goals via well- defined methods of customer communication Measure the existing process and its output to determine current quality performance (collect defect metrics) Analyze defect metrics and determine the vital few causes. Improve the process by eliminating the root causes of defects. Control the process to ensure that future work does not reintroduce the causes of defects. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The SCM Process Addresses the following questions …
How does a software team identify the discrete elements of a software configuration? How does an organization manage the many existing versions of a program (and its documentation) in a manner that will enable change to be accommodated efficiently? How does an organization control changes before and after software is released to a customer? Who has responsibility for approving and ranking changes? How can we ensure that changes have been made properly? What mechanism is used to appraise others of changes that are made? These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Formal Methods Concepts
data invariant—a condition that is true throughout the execution of the system that contains a collection of data state Many formal languages, such as OCL (Section 28.5) , use the notion of states as they were discussed in Chapters 7 and 8, that is, a system can be in one of several states, each representing an externally observable mode of behavior. The Z language (Section 28.6)defines a state as the stored data which a system accesses and alters operation—an action that takes place in a system and reads or writes data to a state precondition defines the circumstances in which a particular operation is valid postcondition defines what happens when an operation has completed its action These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Formal Specification The block handler #BlockQueue > 0 The state
The block handler maintains a reservoir of unused blocks and will also keep track of blocks that are currently in use. When blocks are released from a deleted file they are normally added to a queue of blocks waiting to be added to the reservoir of unused blocks. The state used, free: P BLOCKS BlockQueue: seq P BLOCKS Data Invariant used > free = \ used < free = AllBlocks i: dom BlockQueue BlockQueue i # used i, j : dom BlockQueue i ≠ j => BlockQueue i > BlockQueue j = \ Precondition #BlockQueue > 0 Postcondition used' = used \ head BlockQueue free’ = free < head BlockQueue BlockQueue' = tail BlockQueue These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

BlockHandler using UML

BlockHandler in OCL No block will be marked as both unused and used.
context BlockHandler inv: (self.used->intersection(self.free)) ->isEmpty() All the sets of blocks held in the queue will be subsets of the collection of currently used blocks. blockQueue->forAll(aBlockSet | used->includesAll(aBlockSet )) No elements of the queue will contain the same block numbers. blockQueue->forAll(blockSet1, blockSet2 | blockSet1 <> blockSet2 implies blockSet1.elements.number->excludesAll(blockSet2.elements.number)) The expression before implies is needed to ensure we ignore pairs where both elements are the same Block. The collection of used blocks and blocks that are unused will be the total collection of blocks that make up files. allBlocks = used->union(free) The collection of unused blocks will have no duplicate block numbers. free->isUnique(aBlock | aBlock.number) The collection of used blocks will have no duplicate block numbers. used->isUnique(aBlock | aBlock.number) These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

The Cleanroom Process Model

The CBSE Process These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Component-Based Development
a library of components must be available components should have a consistent structure a standard should exist, e.g., OMG/CORBA Microsoft COM Sun JavaBeans These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Reuse Economics Consider a new application, X, that requires 60 percent new code and the reuse of three structure points, SP1, SP2, and SP3. Average costs for qualification, adaptation, integration, and maintenance are available. overall effort = Enew + Equal + Eadapt + Eint where Enew = effort required to engineer and construct new software components (determined using techniques described in Chapter 23). Equal = effort required to qualify SP1, SP2, and SP3. Eadapt = effort required to adapt SP1, SP2, and SP3. Eint = effort required to integrate SP1, SP2, and SP3. The effort required to qualify, adapt, and integrate SP1, SP2, and SP3 is determined by taking the average of historical data collected for qualification, adaptation, and integration of the reusable components in other applications. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Reengineering Business processes IT systems Reengineering Software
applications Reengineering These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Software Reengineering
Forward engineering inventory analysis Data restructuring document restructuring reverse engineering code restructuring These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Importance of Software-Revisited
In Chapter 1, software was characterized as a differentiator. The function delivered by software differentiates products, systems, and services and provides competitive advantage in the marketplace. But software is more that a differentiator. The programs, documents, and data that are software help to generate the most important commodity that any individual, business, or government can acquire—information. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Software Engineering Ethics-I
An ACM/IEEE-CS Joint Task Force has produced a Software Engineering Code of Ethics and Professional Practices (Version 5.1). The code [ACM98] states: Software engineers shall commit themselves to making the analysis, specification, design, development, testing and maintenance of software a beneficial and respected profession. In accordance with their commitment to the health, safety and welfare of the public, software engineers shall adhere to the following Eight Principles: These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

Software Engineering Ethics-I
1. PUBLIC - Software engineers shall act consistently with the public interest. 2. CLIENT AND EMPLOYER - Software engineers shall act in a manner that is in the best interests of their client and employer consistent with the public interest. 3. PRODUCT - Software engineers shall ensure that their products and related modifications meet the highest professional standards possible. 4. JUDGMENT - Software engineers shall maintain integrity and independence in their professional judgment. 5. MANAGEMENT - Software engineering managers and leaders shall subscribe to and promote an ethical approach to the management of software development and maintenance. 6. PROFESSION - Software engineers shall advance the integrity and reputation of the profession consistent with the public interest. 7. COLLEAGUES - Software engineers shall be fair to and supportive of their colleagues. 8. SELF - Software engineers shall participate in lifelong learning regarding the practice of their profession and shall promote an ethical approach to the practice of the profession. These courseware materials are to be used in conjunction with Software Engineering: A Practitioner’s Approach, 6/e and are provided with permission by R.S. Pressman & Associates, Inc., copyright © 1996, 2001, 2005

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