Study Unit IT1 - Basic Concepts

Copyright Notice: This material was written and published in Wales by Derek J. Smith (Chartered Engineer). It forms part of a multifile e-learning resource, and subject only to acknowledging Derek J. Smith's rights under international copyright law to be identified as author may be freely downloaded and printed off in single complete copies solely for the purposes of private study and/or review. Commercial exploitation rights are reserved. The remote hyperlinks have been selected for the academic appropriacy of their contents; they were free of offensive and litigious content when selected, and will be periodically checked to have remained so. Copyright © 2001-2003, Derek J. Smith (Chartered Engineer). 

 First published [v1.0] 07:50 GMT 6th February 2001; this version [v1.2 - update links] dated 08:00 GMT 1st December 2003

 

This is the first of nine post-foundation study units making up the INFORMATICS e-learning resource published and supported by Derek J. Smith (Chartered Engineer). For further information, please e-mail me.

 

Unit Aims and Outcomes: This study unit links a major block of entry-level IT knowledge with what was learned about organisations and management in general in the common foundation unit. When you have completed it, you will be able to deploy with enhanced confidence and accuracy the specific skills and vocabulary listed below:

 

Specific Skills

Vocabulary

1. Manage information as "the fourth corporate resource", identify instances of "bad" informatics.

forensic informatics; GIGO; informatics; information resource management (IRM)

2. Apply the IT version of the information pyramid when analysing types of information system.

decision support system (DSS); executive information system (EIS); hardware platform; management information system (MIS)

3. Use basic hardware concepts and terminologies.

bit; byte; CPU; desktop; instruction; laptop; mainframes vs microcomputers; peripherals; RAM; ROM; server; standalone vs network

4. Use basic data concepts and terminologies.

data; data vs code; directory; editing; field; file; filename; filestore, index; key field; record; record; sort key

5. Use basic software concepts and terminologies.

application systems vs application packages; compiler; database; DBMS; functionality; object code vs source code; operating software vs application software; software houses; spreadsheet; turnkey system;

 

Unit Structure: This unit contains five short lessons, each contributing to the overall unit outcomes, each with its own hyperlinked support material, and each with its own additional reading and tutorial task(s). Here is the learning sequence:

Lesson IT1.1: Informatics

Lesson IT1.2: The IT Information Pyramid

Lesson IT1.3: Computer Hardware

Lesson IT1.4: Data and Data Processing

Lesson IT1.5: Computer Software

So Where To Next?

References

 


Lesson IT1.1: Informatics

The following quotations give an initial flavour to this topic:

"Information is the lifeblood of any organisation; the cohesive force which binds separate departments together." (Cooksey, 1991:2.)

"It is usual nowadays, almost a cliche, for information to be described as a 'corporate resource'. Increasingly it is viewed as the 'fourth resource', to go with human, material, and financial resources. This viewpoint feeds the whole concept of information resource management (IRM)." (Bawden, 1992:6.)

"IT symbolically renders processes, objectives, behaviour, and events visible, knowable, and shareable in a new way." (Zuboff, 1990:48.)

Information is a corporate resource, in other words, and must be looked after as carefully as the corporate cash. It must be invested wisely, shielded from the unscrupulous, and meticulously accounted for, because it is the key to competitive advantage. Information, in short, must be managed, and Shoshana Zuboff - of the Harvard Graduate School of Business Administration - calls the act of managing information "informating" (Zuboff, 1990). [For more on Zuboff's argument, click here.] The study of how to manage information well is therefore informatics, and the study of what went wrong when it has been done badly is forensic informatics.

Key Concept - IT Disasters: When informatics is done badly, you stand a good chance of ending up with an unusable, unfriendly, and very expensive white elephant of a system, which nobody wants, and which nobody is going to own up to having asked for in the first place. In short, IT systems can - and frequently do - bite the hands which built them, and it is a science in itself finding out what went wrong and working out how not to do it again.

Vowler (1991) offers some challenging statistics. In the nation as a whole, she reports, some £500 million is wasted annually on poor software. Most systems are late and over-budget, and 15% never arrive at all, being cancelled part-complete. Details of some of the classic disasters from recent years are given in the separate e-factfile "IT Project Management Disasters", and the trend is summed up in the following:

"Making successful use of information technology eludes many organisations. Probably 40 per cent of benefits promised from information technology fail to materialise." (Moore, 1992:20.)

So if informating is that vital to an organisation's very existence, why are we so bad at it? Well fundamentally it is because computers are stupid. They obey "the GIGO rule". This abbreviation stands for "garbage in, garbage out", and it means that if you load your machine with rubbish, then rubbish is what you will get out of it. Unlike humans, they cannot know better.

Unfortunately, humans have their own limitations, and what makes it difficult here is not the technology itself - complex though it is - but the sheer variety of data, the vicissitudes of systems, the unpredictabilities of people, and the dynamics of large organisations. To be good at informatics, in other words, you need to be simultaneously a computer programmer, a business analyst, a social psychologist, a cognitive scientist, a sociologist, an economist, a manager, a teacher, and a lawyer! Few people combine all these skills, of course, and that is why you hear so many IT horror stories!

Key Skill - Communication: Fortunately, you do not need to know as much as the specialists in this wide variety of study areas. Your brain is not big enough to hold the accumulated knowledge, and your life not long enough to learn it all. Instead, you must develop good communication skills. Specifically, you must learn (a) to get your message across to people who do not know what you know, and who have not seen what you have seen, and (b) to listen very, very, carefully when they reply, for you do not know what they know, and have not seen what they have seen. This is the essence of interprofessional working, and the source of mutual respect in the workplace. 

 

LESSON RATIONALE: And why does all this matter? Because, despite the bravest efforts of an army of management consultants, large IT disasters just keep on happening. One would only have to prevent 0.1% of them, therefore, to become significantly wealthy!

 

EXERCISES (AND STANDARD STUDY TIMES): Depending on how thoroughly you have been exploring the hyperlinks provided, it has probably taken you less than 30 minutes to read the foregoing text, and now you have to do some real work. Complete the following exercises, taking careful note of the expected study times:

IT1.1.1

Access the "Computer Weekly" electronic archives, and enquire using the keywords "IRM" and "GIGO". [30 minutes.]

IT1.1.2

Browse the Internet looking for other useful electronic archives. The websites of universities and business schools, management consultancies, newspapers, trade magazines, and academic journals will be particularly fruitful. Avoid fee-charging sites. Note the URLs of good sources, and revisit them often when studying other topics. [An hour or so to build up an initial list.]

Submitting Exercises for Assessment and Feedback (Fee-Paying Clients Only): Simply e-mail your answer(s) for full tutorial feedback. State each conclusion clearly, and briefly explain how you arrived at it. You may do this one exercise at a time, or all at once. Additional questions may then be asked, and additional tasks given as required. [Submit an Exercise] Please cooperate with this student-tutor exchange, because it will eventually form the basis of your individual student progress record. Do not proceed to Lesson IT1.2 until all the tutorial tasks are completed and signed off.

 


Lesson IT1.2: The IT Information Pyramid

The concept of the information pyramid was introduced in the foundation unit in the context of management in the general sense, but the concept is also useful in the IT world because the information systems required at the bottom of the pyramid are qualitatively different to those required at the top. Thus the demands which will be made of a decision support system (DSS), a system used by middle management (ie. half way up the pyramid), will differ fundamentally from those made of an executive information system (EIS), a system used by top executives, and both will differ from the operational level systems at the bottom of the pyramid. However, the term management information system (MIS) can usually be used in a generic sense to refer to systems at all levels of the information pyramid. Here are the conventional and IT pyramids compared graphically:

 

Conventional and IT Information Pyramids Compared

Conventional Information Pyramid

IT Information Pyramid

[conventional information pyramid]

 [IT information pyramid, showing derived data]

 

Traps For The Unwary - Derived Data: Note the flow of "derived data" in the right-hand diagram. Derived data is what results from the progressive distillation of operational level information. It therefore commonly consists of throughput statistics and analyses, over and above what is needed by the sending system at its natural level in the pyramid. Remembering that all higher level information systems take their inputs from the outputs of a variety of feeder systems, it follows that new feeder-level systems must be designed with the need to feed such "potted" statistics upwards constantly in mind. But having to support other peoples' DSS and EIS is very time-consuming, so you need to put a lot of effort into coping with derived data when specifying functionality - see Unit IT2.

  

LESSON RATIONALE: And why does all this matter? Because the production of derived data "by hand" is currently a billion pound waste element in the nation's Gross Domestic Product. It could be done automatically far more often than it is, providing more thought starts to be put in at the system specification stage.

 

EXERCISES (AND STANDARD STUDY TIMES): Depending on how thoroughly you have been exploring the hyperlinks provided, it has probably taken you less than 30 minutes to read the foregoing text, and now you have to do some real work. Complete the following exercises, taking careful note of the expected study times:

IT1.2.1

Access the "Computer Weekly" electronic archives, and enquire using the keywords "DSS" and "EIS".

Submitting Exercises for Assessment and Feedback (Fee-Paying Clients Only): Simply e-mail your answer(s) for full tutorial feedback. State each conclusion clearly, and briefly explain how you arrived at it. You may do this one exercise at a time, or all at once. Additional questions may then be asked, and additional tasks given as required. [Submit an Exercise] Please cooperate with this student-tutor exchange, because it will eventually form the basis of your individual student progress record. Do not proceed to Lesson IT1.3 until all the tutorial tasks are completed and signed off.

 


Lesson IT1.3: Computer Hardware

Probably the best known of all computer jargon words are the terms hardware, software, and data.

Hardware: The hardware is the tangible machinery itself, often affectionately known as your "kit".

Software: The software, on the other hand, is what you put inside your hardware to make it work. Unfortunately, you cannot actually see it or touch it because it is really nothing more than a lot of electronically coded pulses.

Data: Your data, too, gets stored away electronically as and when you get round to inputting it, and data processing is no more than running software to manipulate that data in some value-adding predetermined way.

So let us take our first real taste of technical jargon. The following terms are basic "computerese", and are going to be used freely throughout the study units:

Mini Glossary - Some IT Hardware Jargon

Bit: All computers work in what is known as "binary" arithmetic. This means they reduce everything to strings of noughts and ones. Each nought or one is called a "bit" (the word comes from shortening the separate words "binary digit"), and the capacity of much of the hardware is measured in the number of bits it can (a) store, and/or (b) transmit per second. The common units are kilobits (Kbit), which are thousands of bits, and megabits (Mb or Mbit), which are millions of bits.

Byte: Bit strings are useful, but do not actually mean a great deal to the person in the street. S/he wants to see readable English. What the hardware does, therefore, is to allocate different 8-bit strings to each of the letters of the alphabet (as well as the numbers and the punctuation marks). This is very clever on its part, because it can then talk your language and its own at the same time. Each of these 8-bit strings is called a byte, although the equivalent terms character or keystroke are also regularly encountered. The common units are kilobytes (KB, or KByte), which are thousands of bytes, megabytes (MB or MByte), which are millions of bytes, gigabytes (GByte), which are billions of bytes, and terabytes (TByte), which are trillions of bytes. Since a byte is eight times the size of a bit, you should take care not to confuse Kbit and KByte, etc.

CPU: This stands for central processing unit. Functionally, it is where the machine does its thinking, and physically it is a microscopic logic circuit, capable of switching binary electric pulses according to an internal binary electric state. And you can control that processing by giving it additional pulses - "instruction" pulses - which change its internal state. This is also very clever on its part, because it gives the ability to redirect pulses on demand between RAM, filestore, and peripherals. The logic circuit is mounted on/built into a tiny sliver of silicon known as a silicon chip or microchip.

Filestore: The problem with RAM is that its contents are lost as soon as the power goes off. More permanent storage is provided by disk drives. There are two types of disk drive, namely (a) the floppy disk drive, and (b) the hard disk drive. They are both magnetic media, that is to say, they record by creating magnetic images of the electrical noughts and ones on a magnetic coating, and they read back by reconverting the magnetism back into electric pulses. (In this respect they work just like audio and video tape.) Modern floppy disks (or "diskettes") are 3.5" diameter disks of magnetic medium contained in a plastic safety sheath, and typically hold 1.4 MByte of data. Hard disk drives contain anything from 10 MByte to 10 GByte or more, depending on how old and/or expensive the machine in question is. Floppy disks can be removed from the machine for transport and/or safe keeping, whilst hard disks are built into it.

Instruction: A binary control code capable of causing the CPU to act in some predetermined way on the data stored momentarily within it. (See extended definition in the glossary in next lesson.)

Laptop: A portable microcomputer.

Mainframe: Mainframes are large computers. They need their own air-conditioned building, with full security systems and highly trained operating and support staff. Mainframe systems were very much the rule until the arrival of microcomputers in the 1980s. Since that time, however, microcomputers (both standalone and networked) have made continuing inroads into the mainframe market. Opinions differ as to the long-term prospects for mainframes. Some theorists say they will eventually die out altogether; others disagree.

Microcomputer: Microcomputers (or "micros") are small and relatively inexpensive computers built around one or more powerful microchip processors. They are sometimes referred to generically as "PCs", which is an abbreviation of "personal computers", and can be "standalone" or "networked", depending on whether they are linked to other microcomputers via a network, and "desktop" or "laptop", depending on whether they are intended to be portable.

Network: Great advances were made in the 1990s linking microcomputers together into networks. The most commonly encountered network is a LAN (short for local area network). LANs typically consist of up to 30 or so microcomputers, linked together via cables and sockets, and controlled by a central machine called a file server (or, for short, just server). A standalone microcomputer can be turned into a networked one simply by fitting it with an additional module containing the cable socket mounting and the necessary additional circuitry, and loading it up with additional software called netware. The netware on the microcomputer then "talks to" the netware on the server to manage the technical aspects of message handling around the network, and you, the user, are free to talk to as many or as few of the other network users as you wish.

Peripherals: Items of hardware - screen, keyboard, mouse, printer, scanner, etc. - attached to your CPU.

RAM: This stands for random access memory. It is a microchip memory circuit, that is to say, an electronic circuit capable of temporarily storing binary electric pulses. It contains the machine's current state of mind, as it were, and its capacity is an expression of how powerful your computer is. Both data and code can be stored in RAM, but only until the next power-down. Each byte of RAM has its own address so that the CPU can access it precisely. Modern microcomputers commonly have 128 MByte of RAM.

ROM: This stands for read only memory. Like RAM, ROM, too, is a memory circuit, but its contents have been "sealed in", so to speak. This allows ROM chips to be loaded at the factory, without risk of loss of contents due to subsequent misuse or power failure. Essential software is often delivered in this form. The term CD-ROM is also encountered. This is the hi-fi world's five-inch compact disk transported for use in computer systems because it provides very large storage capacities (typically 600 MByte) very cheaply.

Server: A heavy duty microcomputer used to administer a network of smaller microcomputers, and requiring, by virtue of the sensitivity of this role, the same level of management and protection as a mainframe.

FOR OTHER IT JARGON, SEE THE MANY INTERNET GLOSSARIES.

CLICK FOR EXAMPLE

 

LESSON RATIONALE: So why does all this jargon matter? Because more and more non-IT staff are becoming microcomputer users, and thereby acquiring new, and often quite technical, responsibilities which they can only discharge effectively if the share a common vocabulary with the corresponding technical experts.

 

EXERCISES (AND STANDARD STUDY TIMES): Depending on how thoroughly you have been exploring the hyperlinks provided, it has probably taken you less than 30 minutes to read the foregoing text, and now you have to do some real work. Complete the following exercises, taking careful note of the expected study times:

IT1.3.1

Imagine that you are a computer keyboard designer. State the binary word length necessary to allocate different codes to 26 upper-case letters, 26 lower-case letters, 10 digits, and 20 miscellaneous punctuation marks. What is the data transmission rate in bits per second between keyboard and CPU when you are typing 180 keystrokes per minute? [30 minutes.]

IT1.3.2

Ask your IT departmental contact to explain the terms "clock speed", "MIPS", and "Megahertz". [30 minutes.]

Submitting Exercises for Assessment and Feedback (Fee-Paying Clients Only): Simply e-mail your answer(s) for full tutorial feedback. State each conclusion clearly, and briefly explain how you arrived at it. You may do this one exercise at a time, or all at once. Additional questions may then be asked, and additional tasks given as required. [Submit an Exercise] Please cooperate with this student-tutor exchange, because it will eventually form the basis of your individual student progress record. Do not proceed to Lesson IT1.4 until all the tutorial tasks are completed and signed off.

 


Lesson IT1.4: Data and Data Processing

We have already seen in Lesson IT1.3 how computers use instructions to move their data around in 8-bit units known as bytes. The beauty of this simple basic process is that you can be infinitely creative with it. We also saw (same lesson, boxed examples) how it was never immediately apparent what each byte of data actually signifies. Here are the usual three steps in turning bytes into meaningful data:

Step 1 - Fields: Fields are the smallest meaningful unit of data. The fields on a personnel file record, for example, might be payroll number, name, address, date of birth, date joined, grade, pay, tax code, etc., that is to say, they are the things you need to know about each employee. The fields used to index a record for future retrieval are known as key fields, and the fields used to put records into sequence are known as sort keys. It is important to know what type of data is going to go into each field. This might be alphabetic (ie A-Z and punctuation), numeric (0-9 and decimal point), or alpha-numeric (both). It might also be in a special format such as dates and times. The process of checking that what gets put into a field is consistent with what you want put into it is known as data vetting, and effective data vetting is one way of avoiding GIGO. FIELDS THEN MAKE UP RECORDS, AS FOLLOWS .....

Step 2 - Records: Records are sets of fields arranged contiguously (ie. next to each other) because they belong together, and so that they can be moved about as a coherent unit. Records are thus very important as units of storage, and their contents will usually be tightly dictated by the nature of the data in question. Databases, for example, typically follow the card-by-card structure of the old-fashioned card-index filing systems. RECORDS THEN MAKE UP FILES, AS FOLLOWS .....

Step 3 - Files: Files are sets of records brought together because they belong together, and so that they can be moved about as a coherent unit. Files can be further classified according to the type of data they contain and the purpose to which this data is put - see the glossary below:

Here is some more of the jargon:

 

Mini Glossary - Some IT Data Jargon

Batch Processing: Batch processing is computing done when it is convenient for the computer to do it (and, by the same token, it is computing which the user is happy to wait a few hours for). Batch processing is popular because it can be very efficient in terms of machine time to process lots of the same type of input all at once. Thus a thousand on-line requests for bank statements, for example, will merely be "batched up" and processed all at once at end of day.

Editing: The process of copying a file from one location in filestore to another, carrying out your changes (be they insertions or deletions) on the way. One very common use of editing is the creation of text files in word processing. This web file, for example, was edited many times before being photocopied. In the very first edit the file was created empty and a page or two typed in. In subsequent edits, a few pages were added at a time. Then, towards the end of the process, a lot of text shuffling and error correction took place. The overall process took some three months.

Editing, Tricks of: There are several useful editing "tricks" allowing blocks of text to be deleted, moved, and even duplicated on demand. Expert editors can jump around in this fashion at high speed, taking blocks of text from all over the place - including from more than one input file. The general rule is that if ever you find yourself typing in something you have ever typed in elsewhere, you are time-wasting. Far better to track down the material in question and block-copy it in instead. It is good practice to develop a strict discipline when editing, and then never to stray from it. This might even include shutting yourself away from sources of interruption such as the phone. You should also save your edit every few minutes in order to protect yourself against power failure (your latest changes are held in RAM and are therefore vulnerable in this respect). And, above all, you should back up your files onto floppy disk to protect yourself against accidental loss or corruption of the originals.

File: See main text, and the separate entries for index file, master file, reference file, and transactions file.

Index File: A file which links key fields to the disk addresses of the corresponding records, thus enabling rapid look up of the whereabouts of a particular record.

Instruction: A software code. A bit sequence which when input to a CPU can alter its internal state. This allows the CPU to move data from point to point and, if necessary, operate upon it as necessary as it passes, which, one way or another, is the basic operation in all computing.

Instruction Set: The repertoire of instructions recognised by a given design of CPU.

Master File: These are long term stores of detailed departmental data. They are the main files maintained by the system in question, such as a bank's records of its customers, an organisation's records of its employees, or a warehouse's records of its contents. Master files like these tend to be heavily accessed during a typical day's business, but because it is unpredictable just which record is going to be needed next they will have been stored in such a way as to allow what is known as "random access". This may or may not involve an associated index file.

On Line Processing: On line processing is computing "while you wait", such as asking for your bank balance, looking for holiday availability, booking theatre tickets, or checking the warehouse/ stockroom location of a stores item. The point is that you need to know what the situation is right then and there, and the idea is that you are put "on line" to the CPU, and have it working on your problem (but not necessarily on your problem alone) as fast as it can. There will frequently be minor delays as the CPU shares its time around several concurrent processing demands. Each distinct interaction with the CPU is commonly known as a transaction, and so on line processing is often termed (on-line) transaction processing. The terms demand processing and foreground processing are also encountered, as well as the abbreviations TP or OLTP.

"Real Time" Processing: This is processing which totally dedicates the CPU to you for the duration of a transaction. This contrasts subtly with the "high priority" access to the CPU given by on line processing. It is processing which simply cannot go any faster unless you buy more powerful hardware or write more efficient programs. Real time processing is therefore ideal for a variety of non-clerical computing tasks. The military and aerospace worlds, for example, are full of it. It is also creeping into the world of healthcare in such life or death areas as patient monitoring and the automatic administration of anaesthetics. Real time systems, however, are a highly technical specialism into which students should not venture unaccompanied.

Reference File: A file containing what is known as "look-up" data rather than transaction or master file data. The value of reference files is that they allow data to be omitted from master file transactions, thus saving space. When details are needed, they are simply "looked up". Compared to master files, reference file data changes much less frequently.

Transaction: A single distinct interaction between user and CPU (eg. a withdrawal of money from the bank). A logical unit of processing.

Transactions File: This is a file of accumulated operational level data (ie. individual transactions), in readiness for batch processing to update a master file (not needed, of course, for updates carried out on line).

FOR OTHER IT JARGON, SEE THE MANY INTERNET GLOSSARIES.

CLICK FOR EXAMPLE

 

LESSON RATIONALE: So why does all this matter? Because only if you know how to accumulate bytes into fields, fields into records, and records into files can you hope to computerise the data in a real world business process. Editing is particularly important, because without it there would be no program files, and without those there would be no software.

 

EXERCISES (AND STANDARD STUDY TIMES): Depending on how thoroughly you have been exploring the hyperlinks provided, it has probably taken you less than 30 minutes to read the foregoing text, and now you have to do some real work. Complete the following exercises, taking careful note of the expected study times:

IT1.4.1

Photocopy your latest telephone bill, highlight every data field thereon, and state for each what type of data is contained. Which (if any) is/are the key field(s)? Count how many keystrokes to store away all the data on one such form. Calculate how many megabytes of filestore would be required to store 6,000,000 such completed records reasonably safely. How might you name the resulting computer file?

IT1.4.2

Research the ASCII coding system, listing the binary codes it has allocated to the characters "A", "a", "8", "*", and space. Give your answers as both binary AND decimal numbers. How many bits in the word "bit"?

Submitting Exercises for Assessment and Feedback (Fee-Paying Clients Only): Simply e-mail your answer(s) for full tutorial feedback. State each conclusion clearly, and briefly explain how you arrived at it. You may do this one exercise at a time, or all at once. Additional questions may then be asked, and additional tasks given as required. [Submit an Exercise] Please cooperate with this student-tutor exchange, because it will eventually form the basis of your individual student progress record. Do not proceed to Lesson IT1.5 until all the tutorial tasks are completed and signed off.

 


Lesson IT1.5: Computer Software

Finally, to the software you will be running on your computer. This will be discussed under two headings, as follows:

Operating System: This is what puts the hardware into a state of readiness to process data.

Application Software: This is what then controls the detail of that information processing.

The key to understanding your operating system lies in recognising that hardware never does anything until it is told to. It sits there minding its own business until you give it some instructions to execute. The standard functions of an operating system include:

* Interfacing with the user.

* Managing the peripherals.

* Managing your disk files.

* Managing your disk I-O (ie. input-output, the processes of reading from and writing to your floppy disk and hard disk drives).

* Issuing warnings, help, and error messages.

* Keeping track of date and time, and marking same on the files you create so you know how old they are.

* Controlling the execution of your application programs.

Some operating systems are easier to get along with than others. The worst ones are those invented in the days before the general public were allowed to get their hands on computers. The easy to use ones are called user-friendly, and the trend of late has been for them to become more and more user friendly as time goes by.

Applications are what you, the user, want to do with your computer. If you wanted to run an appointments system, for example, you would need a carefully designed and interlocking set of applications, each addressing one aspect of the overall task of managing appointments. These might be:

* Enter a new appointment.

* Check on a single appointment.

* Amend that appointment.

* Show all appointments for tomorrow.

* Cancel all appointments for next Thursday.

etc.....

What matters is that each application has a distinct practical purpose, known as its functionality. This is what gives it its recognisable business value. Applications, therefore, are where the bits and bytes are finally put to work. The sum total of all these individual applications is known as the application system. Some computer programmers specialise in coding applications and are known as "applications programmers". This distinguishes them from the (much better paid) "systems programmers", who write and maintain the (more technical) operating software. Caution: Applications programmers habitually refer to the application system as "the system", whilst systems programmers habitually refer to the operating system as "the system". Do not be afraid to ask which they are talking about, if you start to get confused.

Here is some more of the jargon:

Mini Glossary - Some IT Software Jargon

Compiler: The principle component of a programming package. A program capable of reading in source code and generating object code.

Database (DB): This is software which manages large stocks of data for you. The proper title of this sort of software is database management system (DBMS). Databases are the computer equivalent of the old-fashioned file index systems, but with the advantage of very rapid search times. These searches can also be totally adhoc: you might want to see all patients between the ages of 30 and 35 years, female, one-legged, and right-handed, and provided your master file has been set up properly you can phrase your enquiry in near-English using the structured query language (SQL) supplied as part of the DBMS.

Graphics Package: This is software which draws pictures, flow diagrams, graphs, pie-charts, etc. for you.

Machine Code: See object code.

Object Code: (Alternatively, machine code.) A sequential set of machine instructions. A program in machine-readable form as produced by a compiler. (Compare source code.)

Programming Package: A combination of editor and compiler, which allows source code programs to be written to solve business problems, and then converted into executable object code for implementation.

Software Package: Application software for "hands-on" operation. With the rise of the microcomputer during the 'eighties came a massive boom in demand for user-friendly software, the prime example of which was the word processing package (but see also database, graphics package, and spreadsheet).

Caution: Packages are not systems. Packages are application software, but not application systems. They are simply tools for you to use. (You might well write applications using those tools, but that is a matter of choice and skill, and not many purchasers actually do so.)

Source Code: A program in human-readable form as input to a compiler. (Compare object code.)

Spreadsheets: A software package which manages text and numeric arrays. It is a very powerful tool for preparing (or rather helping you prepare) simple financial and statistical returns, although you will need to give considerable thought to where you will be getting the information from.

Structured Query Language (SQL): Generically, a repertoire of near-English instructions by means of which ad hoc enquiries can be made of a database. Also the name of a specific product which does this [for details of which, click here].

Word Processing Package (WP): Software which manages text.

FOR OTHER IT JARGON, SEE THE MANY INTERNET GLOSSARIES.

CLICK FOR EXAMPLE

 

We now have all the concepts in place to describe what computing actually is. This is all that happens:

The CPU is built to respond in a certain way to each instruction within a certain instruction set. Programmers simply work out how to turn real-world problems into strings of these instructions. They do not (usually) do this directly, however: the usual sequence is to turn a real-world problem into a source code solution, and then compile this into object code, using a purpose-written piece of software called a compiler. When this object code is executed, the CPU obeys each instruction in turn. Each instruction causes the logic circuitry to carry out a single quite humble operation (but it does these many millions of times a second according to its clock speed). There are several hundred such operations to choose from in the instruction set, but they boil down to only three things, namely (a) reading data from or writing it to filestore and/or peripherals, (b) doing sums with, or otherwise manipulating, that data as it passes through, and (c) testing that data so that optional processing pathways (known as "conditional" processes) can be followed. And - providing there are no bugs in the executable code - hey presto! Problem solved!

As far as the technology is concerned, therefore, it could not be simpler. Computers are very good at doing simple repetitive things very quickly. The things they find simple are shrinking large amounts of data down to microscopic size, storing and/or retrieving that data electronically, carrying out sums on it, sorting it, indexing it, duplicating it, and (but to a lesser extent) printing out predefined subsets of it on predefined formats (eg. telephone bills, etc.). However, computers are not good at everything. They are, for example, markedly weaker at maintaining highly volatile data files, that is to say, files to which records are rapidly added and deleted. And they are especially bad at keeping track of highly mobile items in the real world, because few computers have yet been fitted with sensory systems of their own. Most of them - and all the cheap ones - rely on people telling them what is going on, which is OK providing the people carry out their part of the bargain, but a recipe for disaster otherwise.

 

LESSON RATIONALE: So why does all this matter? Because it takes a lot of practice to get it right first time. Functionality is particularly difficult to get right, and this is the topic of the next study unit.

 

EXERCISES (AND STANDARD STUDY TIMES): Depending on how thoroughly you have been exploring the hyperlinks provided, it has probably taken you less than 30 minutes to read the foregoing text, and now you have to do some real work. Complete the following exercises, taking careful note of the expected study times:

IT1.5.1

Access the "Computer Weekly" electronic archives, and enquire using the keyword "Killer App". [30 minutes.]

IT1.5.2

Get your IT department, contact to explain the difference between "systems programmers" and "applications programmers". [30 minutes.]

Submitting Exercises for Assessment and Feedback (Fee-Paying Clients Only): Simply e-mail your answer(s) for full tutorial feedback. State each conclusion clearly, and briefly explain how you arrived at it. You may do this one exercise at a time, or all at once. Additional questions may then be asked, and additional tasks given as required. [Submit an Exercise] Please cooperate with this student-tutor exchange, because it will eventually form the basis of your individual student progress record. Do not proceed until all the tutorial tasks are completed and signed off.

 


So Where To Next?

If you have got to this point by mistake, click to return as appropriate: 

Back to Top

Restart Lesson IT1.1

Restart Lesson IT1.2

Restart Lesson IT1.3

Restart Lesson IT1.4

Restart Lesson IT1.5

Otherwise, congratulations!! You have reached the end of Unit IT1 of the INFORMATICS programme. Click to proceed to Unit IT2, and good luck!


References

Barnett, D.E. (1993). Computers and nursing. Computer Bulletin, July 1993, 17-18.

Bawden, D. (1992). What kind of resource is information? Computer Bulletin, April-May 1992, 6-7.

Cooksey, D. (1991). IT in the NHS. Computer Bulletin, March 1991, 2.

Fairey, M.J. (1989). Management information: Its role in health care delivery. In Barber, B. et al (Eds). MEDINFO 89. Amsterdam: North Holland.

Moore, M. (1992). Information technology - at whose service? Computer Bulletin, April-May 1992, 20-21.

Zuboff, S. (1990). Automate and informate. Computer Weekly, 11th October, 1990, 48.