DATABASE MANAGEMENT SYSTEM

Course instructors
Name Sem, Programme & Batch Email
Dr Ajith Sundaram III Sem MHRM ajith@rajagiri.edu

1. MHRM Mission Statement

Our mission is to develop competent professional of socially responsible leaders by
integrating managerial competencies; and advancing the field of management through
research, training and consultancy.

2. MHRM Programme Learning Outcomes :

I. To develop the ability to demonstrate functional competence in Manpower Sourcing,
Development, and Utilization of Human Resources. Conceptual Clarity
II. To develop the ability to initiate, develop and maintain human relations with all
stakeholders of an organization. Interpersonal Skill
III. To develop the ability to take/make appropriate strategic and immediate decisions and
implement them in the functional areas of HRM so as to facilitate organizational
growth and success, ensure stakeholder satisfaction and well-being. - Decision
Making
IV. To develop the ability to adorn different roles in a team. - Team Work
Domain Learning Outcomes (Systems)
V. Innovation
VI. Analytical Skill
VII. Conceptual Clarity

3. Course Learning objectives aligned with programme outcomes

DBMS course learning objectives are aligned with PGDM programme learning outcomes.
Numbers in parenthesis denote PGDM LO (see D - Develop and M Mastery)

i. This course will enable the students to understand the fundamentals of database
management systems. (I, D)
ii. Apply the table design and datasheet view feature to create a relational database with
permanent relations, input new data, and edit existing data. (II, D)
iii. Apply the query design feature to ask questions of data in the database. (II, D)
iv. Use and apply the forms feature to create visually appealing input forms. (II, D)
v. Create printed reports of the data in the database. (III, D)

4. About Database Management System Course

This course covers database design and the use of database management systems for
applications. It includes extensive coverage of the relational model, relational algebra, and
SQL.
5. Course design and its relationship to course learning objectives

This modules aims to give students an understanding of the tools and techniques which may be
used to manage database in an organisation. This course has five modules. Each module has
specific learning objectives, mentioned in the previous section. The learning objectives focused
is given in parentheses. Bold and underlined numbers indicate the modules primary learning
objectives; others are secondary.

Module 1 :
Introduction to DBMS - views of data - data models - languages - different type of database
systems - database administration - database users. (i, iv)

Module 2 :
Data models - ER model - concepts, design issues - ER diagrams - entity sets - design of ER
database schema - reduction of schema to tables - relational models - structure of relational
database - relational algebra.(ii, iv, vi)

Module 3 :
SQL - basic structure, operations, functions, and queries - derived relations - DDL -
modification of databases - transaction concepts - states concurrency controls query
optimization... (iii, iv, vi)

Module 4 :
Relational database design - pitfalls in relational database design - decomposition -
normalization - normalization techniques - domain key - normal form and alternative
approaches to database design - database back up and recovery.. (i, v, vi)

Module 5 :
Emerging trends in database management - object oriented databases - decision support
systems - data mining - data warehousing - multimedia databases - geographic database -
distributed information systems. (iv, vi)

6. References/Books
1. Kroenke David M. Database Processing Fundamentals, Design And Implementation,
Prentice Hall, 1995, 5th Edition.
2. Elmasri, Ramez and Navathe, Shamkant, Fundamentals of Data Base Systems,
Benjamin / Cummings Publishing Company Inc., 1994, 4th Edition.
3. Mcfadden Fred And Hoffer, Jeffrey, Benjamin Modern Database Management
Systems, Cummings Publishing Company, Inc. 1994,4th Edition.

7. Grading Structure
End Semester Examination (ESE) 60 marks
CAE-1 7.5 marks
CAE-2 7.5 marks
Individual Assignment (PLO - Decision making ) 5 marks
Presentations (PLO Team Work) 15 marks
Quiz (DLO Conceptual clarity) 5 marks
Total 100 marks
8. Assessment tools other than Examinations
Individual Assignment (5 marks)
The assignment is to create a detailed report (2500 words) covering the details of a Technology
which have undertaken or about to undertake. Questions about the suitability of the technology
you have taken should be discussed with the faculty as soon as possible and make sure that you
get that approved.
Presentations (15 marks)
Students are expected to do a small research using the list of DBMS tools, the list will be given
uploaded on Moodle. Guidelines for the presentation will be informed in the class.
Quiz (5 marks)
Moodle based quiz will be conducted based on different modules, multiple choice questions.

9. Course policies
Please refer student guidelines
10. Session Plan
Sessi Methodology
Topic/Assignment Reading
on
Introduction to DBMS, Kroenke David M. Database Lecture/Case
views of data - data Processing Fundamentals, Design study/.
1-2
models - languages And Implementation, Prentice Hall,
1995, 5th Edition.
Different type of database Mcfadden Fred And Hoffer, Jeffrey, Lecture/Case
systems - database Benjamin Modern Database study/.
3 administration - database Management Systems, Cummings
users Publishing Company, Inc. 1994,4th
Edition.
Data models - ER model - Kroenke David M. Database Lecture/Case
concepts, design issues Processing Fundamentals, Design study/.

4-5 ER diagrams - entity sets - And Implementation, Prentice Hall,

design of ER database 1995, 5th Edition.
schema

Reduction of schema to Mcfadden Fred And Hoffer, Jeffrey, Lecture/Case

tables - relational models Benjamin Modern Database study/.
structure of relational Management Systems, Cummings
6
database - relational Publishing Company, Inc. 1994,4th
algebra Edition.

SQL - basic structure, Elmasri, Ramez and Navathe, Lecture/Case

operations, functions, and Shamkant, Fundamentals of Data study/.
7-8 queries - derived relations Base Systems, Benjamin / Cummings
Publishing Company Inc., 1994, 4th
Edition.
DDL - modification of Mcfadden Fred And Hoffer, Jeffrey, Lecture/Case
databases - transaction Benjamin Modern Database study/.

9 concepts states Management Systems, Cummings

concurrency controls Publishing Company, Inc. 1994,4th
query optimization Edition.

Relational database Elmasri, Ramez and Navathe, Lecture/Case

design - pitfalls in Shamkant, Fundamentals of Data study/.
10-11 relational database design Base Systems, Benjamin / Cummings
Publishing Company Inc., 1994, 4th
Edition.
Decomposition- Mcfadden Fred And Hoffer, Jeffrey, Lecture/Case
normalization - Benjamin Modern Database study/.
12 normalization techniques Management Systems, Cummings
domain key - normal Publishing Company, Inc. 1994,4th
form and alternative Edition.
 approaches to database
design

Database back up and Elmasri, Ramez and Navathe, Lecture/Case

recovery, Emerging Shamkant, Fundamentals of Data study/.
trends in database Base Systems, Benjamin / Cummings
13-14
management - object Publishing Company Inc., 1994, 4th
oriented databases Edition.

Decision support systems Kroenke David M. Database Lecture/Case

- data mining - data Processing Fundamentals, Design study/.
15
warehousing And Implementation, Prentice Hall,
1995, 5th Edition.
Multimedia databases - Elmasri, Ramez and Navathe, Lecture/Case
geographic database - Shamkant, Fundamentals of Data study/.
16-17 distributed information Base Systems, Benjamin / Cummings
systems Publishing Company Inc., 1994, 4th
Edition.
18-19 Presentation

20-21 Presentation

22-23 Presentation

24-25 Presentation

26-27 Presentation
CAE 1
28-29
As part of schedule-conducted by exam office
CAE 2
30-31
As part of schedule-conducted by exam office

11. Assignment Schedule

Date Assignment/presentation Due date
Individual Assignment
Will be informed in Will be informed in
Presentation
Class Class
Quiz

12. Course requirements

Students are required to come prepared for each session by reading the respective reference
material given in this course plan. Do bring calculator and present value tables in all the
classes.
13. Rubrics

Rubrics for Conceptual Clarity

Conceptual Unacceptable Problematic Satisfactory Good

Clarity (0) (1) (2) (3 )
Theories and Inappropriate Relevancy Vague Relevancy Implied Relevancy
Concepts Incorrect Major Inaccuracies Minor Inaccuracies described
Incomplete Lacking Details Details Too Broad No Inaccuracies
Thorough Details

Applications & Inappropriate Relevancy Vague Relevancy Implied Relevancy

Evidence Incorrect Major Inaccuracies Minor Inaccuracies Described
Incomplete Lacking Details Details Too Broad No Inaccuracies
Thorough Details

Rubrics for Written Communication

5 4 3 2 1
Content Content shows Content shows Content shows Content quality Lacks in
excellent good fair poor content
understanding of understanding of understanding of
the the the
topic topic topic
Structure Excellent and Structure is clear Structure is Structure is Poor structure
appropriate and adequate inadequate and
structure appropriate using logical Sequencing and sequencing
using logical using layout presentation
layout logical layout and presentation need
and presentation and improvement
presentation
Mechanics Strong and Appropriate Fair use of Poor use of Poor
appropriate vocabulary and vocabulary and vocabulary and vocabulary
vocabulary and sentence sentence sentence
sentence structure structure structure structure
Referencing Correct and Correct Referencing No proper No
comprehensive referencing done referencing referencing
referencing in done partially and layout
APA format not
format followed
Or Not
submitted
 Rubrics for Team Work

Categor Needs Sco

Excellent - 4 Good-3 Satisfactory - 2
y improvement -1 re

Routinely provides Usually provides Sometimes provides Rarely provides

useful ideas when useful ideas when useful ideas when useful ideas when
participating in the participating in the participating in the participating in the
group and in group and in group and in group and in
Contrib
classroom classroom discussion. classroom discussion. classroom
utions
discussion. A A strong group A satisfactory group discussion. May
definite leader who member who tries member who does refuse to
contributes a lot of hard. what is required. participate.
effort.

Routinely uses time Usually uses time well Tends to procrastinate Rarely gets things
well throughout the throughout the project and may come close done by the
project to ensure to ensure things get to missing deadlines deadline AND
things get done on bogged down enough sometimes. Group group has to
Time time. Group does not to miss a deadline. occasionally has to routinely adjust
Manage have to adjust Group rarely has to adjust deadlines or deadline or work
ment deadlines or work adjust deadlines or work responsibilities responsibilities
responsibilities work responsibilities because of this because of this
because of this because of this persons persons
persons persons procrastination. inadequate time
procrastination procrastination management

Almost always Usually listens to, Sometimes listens to, Rarely listens to,
listens to, shares shares with, and shares with, and shares with, and
Workin with, and supports supports the efforts of supports the efforts of supports the
g with the efforts of others. others. Does not cause others, but is not efforts of others.
others Tries to keep people waves in the group. always a good team Often is not
working well member. always a good
together. team player.

Provides work of the Provides high quality Provides work that Provides work that
highest quality that work that rarely needs occasionally needs to often needs to be
Quality sets the standard for to be checked or be checked or redone checked or redone
of work other group redone by other group by other group by others to ensure
members to follow. members to ensure members to ensure quality.
quality. quality.

Almost always Usually speaks Occasionally is Often is publicly

speaks positively of positively of the publicly critical of the critical of the
the project and the project and the work project and the work project and the
work of others. of others. Often has a of other members of work of other
Attitude
Always has a positive attitude about the group. Sometimes members of the
positive attitude the task(s). has a negative attitude group. Often has a
about the task(s). about the task(s). negative attitude
about the task(s).