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Chapter 6 Structuring System Requirements: Process Modeling 1

Chapter 6
Structuring System Requirements:
Process Modeling

Chapter Overview
This chapter continues the discussion of systems analysis, introducing students to
requirements structuring. Specifically, students are introduced to process modeling and
logic modeling. Although there are several methods and techniques available for
process modeling, this chapter focuses on Data-flow Diagrams (DFDs) because they
have been popular for many years, especially in the structured analysis and design
literature. Also, many CASE tools have incorporated DFDs into their sets of system
development tools and techniques.

Structured English and decision tables are the two logic models presented in this
chapter. The chapter discusses how Structured English statements are used to
represent the basic constructs in structured programming: sequence, choice, and
repetition. Decision tables are discussed in reference to how they can represent more
complicated processing logic than simple Structured English statements.

Instructional Objectives
Specific student learning objectives are included at the beginning of the chapter. From
an instructor’s point of view, the objectives of this chapter are to:

1. Show how data-flow diagrams can logically model processes.

2. Teach students data-flow diagram symbols and the mechanical rules necessary for
them to create accurate and well-structured process models.

3. Show students how to decompose data-flow diagrams into lower-level diagrams.

4. Illustrate the concept of balanced DFDs.

5. Explain and demonstrate the differences among the four types of DFDs: current
physical, current logical, new physical, and new logical.

6. Illustrate how data-flow diagrams can be used as tools to support systems analysis.

7. Show how Structured English can be used to model process logic.

8. Demonstrate how decision tables can be used to represent the logic of choice in
conditional statements.

9. Explain that process modeling for Internet-based electronic commerce applications

is no different than the process used for other applications.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 2

Classroom Ideas
1. Use Figures 6–2 and 6–6 to illustrate the basic DFD symbols and the correct and
incorrect ways to draw the diagrams. Use Figure 6–3 to demonstrate the problem
with trying to include sources/sinks inside the system being modeled.

2. Once you have taught the basics of drawing DFDs, have students complete
Problems and Exercises 1 through 3 and 8 as in-class exercises that you can then
go over in class.

3. Figures 6–4, 6–5, 6–7, 6–8, and 6–9 can be used in class to teach decomposition.
These can be followed with students completing Problems and Exercises 4 and 10
in-class.

4. Use Figure 6–10 to illustrate unbalanced DFDs.

5. Supplement the material in this chapter on DFD mechanics, decomposition, and

balancing with your own examples, which you can work through together in class.
A good source of such examples is written organizational procedure statements.
Modified procedure statements also make good homework problems. See
Problems and Exercises 10 and 11 for examples. It is probably best to devote at
least one complete class period to working through examples. Students can
prepare these diagrams outside of class or try for the first time in class. Many
issues arise that are best handled from examples, such as the following difficulties
that students often encounter:

• identifying when to show a direct data flow between processes and

when to decouple these with a data store (emphasize that data
stores allow different processes to work at different rates and at
different times).
• deciding what activities to encompass with each process (emphasize
the principle of cohesion and the goal of each process being of
roughly equal size and complexity).
• distinguishing processes from sinks and sources (emphasize factors
such as audience and the ability to change or control in making such
distinctions).
• logical inconsistencies or ambiguities in narrative descriptions
(emphasize that this is the power of DFDs and the typical interaction
between requirements structuring and requirements determination
necessary to resolve such ambiguities).

6. Use a CASE tool in class to demonstrate other ways to model processes other than
DFDs. Have students compare and contrast these alternative methods with DFDs.

7. Using a CASE tool that supports DFDs, show in class how the tool provides for
decomposition and balancing and how DFDs are linked to the CASE repository.
Later, when teaching Chapter 6, you can show how the repository links DFDs and
entity-relationship diagrams.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 3

8. Use a CASE tool in class to show how the tool checks for completeness,
consistency, and other elements of analysis as discussed in the chapter.

10. Work through both decision table examples contained in the text, using Figures 6–
14 and 6–15, then work through Figures 6–16 and 6–17.

Lecture Notes
As illustrated in Figure 6–1, requirements structuring is the second of the three primary
analysis phases. This chapter introduces students to two methods useful for structuring
requirements: process modeling and logic modeling,

Process Modeling

Process modeling graphically represents the processes that capture, manipulate, store,
and distribute data between a system and its environment and among components
within a system. The data-flow diagram (DFD) is the type of process model discussed
in Chapter 6. During requirements determination, information is collected about the
current and new systems. The project team will structure this information into
meaningful representations of the current and new systems. The requirements
structuring process results in several deliverables, including a context data-flow diagram,
DFDs of the current system, DFDs of the new system, and a thorough description of
each DFD component. The process modeling deliverables are listed in Table 6–1.
CASE tools facilitate the preparation of these diagrams.

Data-Flow Diagramming Mechanics

Four symbols are used on data-flow diagrams; these symbols represent data flows, data
stores, processes, and source/sinks. The Gane and Sarson symbol set is illustrated in
Figure 6–2 and is the symbol set used in this textbook. A data flow represents data that
are in motion and moving as a unit. A data flow is represented by an arrow on the data-
flow diagram. A database query, sales report, or order are examples of data flows. In
contrast to a data flow, a data store represents data at rest. On a data-flow diagram, a
data store is represented as a rectangle with its right vertical line missing. A notebook,
file folder, or customer database are examples of data stores. A process, represented
as a rectangle with rounded corners, represents the works or actions performed on data.
Sources/sinks are the origin and/or destination of data and are represented on the
data-flow diagram as squares or rectangles. Suppliers, customers, and a bank are
examples. As it relates to sources/sinks, we are not interested in the interactions that
occur between sinks and sources, what a source or sink does with information or how it
operates, how to control or redesign a source or sink, and how to provide sources and
sinks with direct access to stored data. Figure 6–3 contrasts an incorrectly drawn DFD
(a process is shown as a sink) with one that is correctly prepared.

The Hoosier Burger case illustrates the DFD development process. The boundary or
scope of Hoosier Burger’s food-ordering system is represented by a context diagram;
this diagram, illustrated in Figure 6–4, also shows the system’s interactions with its

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 4

environment. The context diagram contains only one process labeled “0” and no data
stores. After the context diagram is prepared, a level-0 diagram is drawn. The food-
ordering system’s level-0 diagram is shown in Figure 6–5. The level-0 diagram
represents a system’s major processes, data flows, and data stores at a high level of
detail.

The preparation of data-flow diagrams (DFDs) is governed by a set of rules; these rules
are summarized in Table 6–2. Two additional DFD diagramming rules are that the
inputs to a process are different from the outputs of that process and DFD objects have
unique names. Figure 6–6 shows the incorrect and correct ways to draw data-flow
diagrams. The context diagram is functionally decomposed into finer and finer detail,
resulting in the preparation of several levels of diagrams. A level-n diagram is a DFD that
is the result of n nested decompositions of a series of subprocesses from a process on a
level-0 diagram. Functional decomposition will continue until a subprocess cannot be
exploded into more detail. Primitive DFDs are the lowest level DFDs. The level-1
diagram appearing in Figure 6–7 is a decomposition of Process 1.0 on the level-0
diagram. Figure 6–8 shows a level 1 diagram. Figure 6–9 shows a level-2 diagram.

DFDs should be balanced, meaning that the inputs and outputs to a process are
conserved at the next level of decomposition. Figure 6–10 shows a set of unbalanced
DFDs. Figure 6–11 provides an example of a data-flow splitting. Table 6–3
summarizes four advanced diagramming rules. These rules address splitting composite
data flows into component data flows at the next level, the conservation principle, an
exception to balancing, and minimizing clutter on the DFD.

Using Data-Flow Diagramming in the Analysis Process

Completeness, consistency, timing considerations, the iterative nature of drawing DFDs,

and drawing primitive DFDs are five additional data-flow diagramming guidelines. DFD
completeness is the extent to which all necessary components on a data-flow diagram
have been included and fully described. CASE tools can help identify areas where the
diagrams are incomplete. It is important that each DFD element be described in the
CASE repository. DFD consistency is the extent to which information contained on one
level of a set of nested data-flow diagrams is also included on other levels. Again,
CASE tools can be used to detect inconsistencies among diagrams. DFDs do not
represent time, thus they do not reflect how often a processing activity occurs. Because
diagrams are generally not perfect on the first try, these diagrams are modified, resulting
in iterative development.

As mentioned previously, primitive DFDs are the lowest level of diagramming. The
analyst has probably reached the primitive level when she has reduced each process to
a single decision or calculation; each data store represents data about a single entity;
the system user does not care to see any more detail; every data flow does not need to
be split further to show that different data are handled in various ways; each business
form or transaction, computer online display, and report has been shown as a single
data flow; and there is a separate process for each choice on all lowest-level menu
options.

Data-flow diagrams are useful for performing gap analysis and for identifying system
inefficiencies. Gap analysis is the process of discovering discrepancies between two or

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 5

more sets of data-flow diagrams or discrepancies within a single DFD. Gap analysis
helps identify redundant data flows, data that are captured and not used by the system,
and data that are updated identically in more than one location. CASE tools aid in this
analysis.

The IBM Credit Corporation is used as an example of how DFDs are useful during
business process reengineering. As Figures 6–12 and 6–13 illustrate, data-flow
diagrams made visualizing and analyzing the financing process much easier.

Logic Modeling

Because data-flow diagrams do not show the inner workings of processes, logic models
are useful for showing this internal logic. Decision tables are a popular method for
modeling system logic. In many instances, decision logic is quite complex, and often,
decision tables are best suited for these situations. A decision table is a matrix
representation of the logic of a decision, which specifies the possible conditions for the
decision and resulting actions. A decision table consists of three parts: condition
stubs, action stubs, and rules. A decision table can be simplified by removing
indifferent conditions. Figure 6–14 shows a complex decision table; Figure 6–15
shows the simplified version. The basic procedures for decision table construction are:
(1) name the conditions and the values each condition can assume; (2) name all
possible actions that can occur; (3) list all possible rules; (4) define the actions for each
rule; and (5) simplify the decision table. Figure 6–16 shows a decision table for the
Hoosier Burger’s inventory reordering system; Figure 6–17 shows the simplified table.

PVF WebStore: Process Modeling

The authors use Pine Valley’s WebStore to illustrate process modeling for an electronic
commerce application. This example shows that process modeling for electronic
commerce applications is the same as for more traditional application development
projects. Table 6–4 outlines the WebStore’s system structure and corresponding Level-
0 processes. Figure 6–18 is a Level-0 DFD for the WebStore.

Key Terms Checkpoint Solutions

Answers for the Key Terms Checkpoint section are provided below. The
number following each key term indicates its location in the key term
list.

1. data-flow diagram (5) 11. DFD consistency (9)

2. balancing (2) 12. level-n diagram (13)

3. condition stubs (3) 13. process (15)

4. level-0 diagram (12) 14. rules (17)

5. source/sink (18) 15. data store (6)

6. indifferent condition (11) 16. process modeling (16)

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 6

7. context diagram (4) 17. gap analysis (10)

8. primitive DFD (14) 18. action stubs (1)

9. DFD completeness (8)

10. decision table (7)

Review Questions Solutions

1. What is a data-flow diagram? Why do systems analysts use data-flow
diagrams?
A data-flow diagram is a picture of the movement of data between external entities
and the processes and data stores within a system. Systems analysts use data-
flow diagrams to help them model the processes internal to an information system
as well as how data from the system’s environment enter the system, are used by
the system, and are returned to the environment. DFDs help analysts understand
how the organization handles information and what its information needs are or
might be. Analysts also use DFDs to study alternative information handling
procedures during the process of designing new information services.

2. Explain the rules for drawing good data-flow diagrams.

The rules for DFDs are listed in Table 6–2 and illustrated in Figure 6–6.
Processes cannot have only outputs, cannot have only inputs, and must have a
verb phrase label. Data can move to a data store from only a process, not from
another data store or an outside source. Similarly, data can be moved to only an
outside sink or to another data store by a process. Data to and from external
sources and sinks can be moved by only processes. Data flows move in one
direction only. Both branches of a forked or a joined data flow must represent the
same data. A data flow cannot return to the process from which it originated.

3. What is decomposition? What is balancing? How can you determine if

DFDs are not balanced?
Decomposition is the iterative process by which a system description is broken
down into finer and finer detail, creating a set of diagrams in which one process
on a given diagram is explained in greater detail on a lower–level diagram.
Balancing is the conservation of inputs and outputs to a data-flow diagram
process when that process is decomposed to a lower level. You can determine if
a set of DFDs are balanced or not by observing whether or not a process that
appears in a level-n diagram has the same inputs and outputs when decomposed
for a lower-level diagram.

4. Explain the convention for naming different levels of data-flow diagrams.

The highest level DFD is called a context diagram. It represents the system as a
single process, with all the related entities and the data flows in and out of the
system. The next level diagram, called a level-0, decomposes the one process
from the context diagram into between two to nine high-level processes. Each
process in a level-0 diagram can be decomposed if necessary. Each resulting
diagram is called a level-1. Should processes in a level-1 diagram be

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 7

decomposed, each resulting diagram would be called a level-2 diagram. Each of

these processes would be decomposed on a level-3 diagram, and so on.

5. How can data-flow diagrams be used as analysis tools?

DFDs can be used as analysis tools to help determine the completeness of a
system model and a model’s internal consistency, as a way to determine when
system events occur through analyzing timeliness, and, through iterative use, to
develop and check models. Analysts can study DFDs to find excessive
information handling, thus identifying areas for possible efficiencies.

6. Explain the guidelines for deciding when to stop decomposing DFDs.

You can stop decomposing a DFD when the following six conditions are satisfied:
(1) each process is a single decision or calculation or a single database operation,
such as retrieve, update, create, delete, or read; (2) each data store represents
data about a single entity, such as a customer, employee, product, or order; (3)
the system user does not care to see any more detail, or when you and other
analysts have documented sufficient detail to do subsequent systems
development tasks; (4) every data flow does not need to be split further to show
that different data are handled in different ways; (5) you believe that you have
shown each business form or transaction, computer screen, and report as a single
data flow; and (6) you believe there is a separate process for each choice on all
lowest–level menu options for the system.

7. How do you decide if a system component should be represented as a

source/sink or as a process?
Sources and sinks are always outside of the system being considered. They are
of interest to the system being considered only because they represent sources of
data coming into the system and destinations for data leaving the system. If any
data processing occurs inside a source or sink, it should be of no interest to the
system being modeled. If the processing is of interest, however, or if the identified
source/sink has several inputs and outputs to and from the rest of the system, it
may be better considered as an internal process.

8. What unique rules apply to drawing context diagrams?

Context diagrams have only one process that represents the entire system being
modeled and show only the data flows into and out of the system. The diagram
also includes sources and sinks, which represent the system’s environmental
boundaries. There are usually no data stores in a context diagram.

9. Explain what the term DFD consistency means and provide an example.
DFD consistency is the extent to which information contained on one level of a set
of nested data-flow diagrams is also included on other levels. Balancing errors
are one type of consistency violation mentioned in the textbook. For instance, a
payment data flow that appears on a level-1 diagram, but not on the level-0
diagram, is a consistency violation.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 8

10. Explain what the term DFD completeness means and provide an example.
DFD completeness is the extent to which all necessary components of a data-flow
diagram have been included and fully described. A data store that does not have
any data flows coming into or out of it is a completeness violation.

11. How well do DFDs illustrate timing considerations for systems? Explain
your answer.
Timing considerations are not noted on DFDs. For instance indications of whether
a process occurs hourly, daily, weekly, monthly, or yearly are not made.

12. How can data-flow diagrams be used in business process redesign?

DFDs can graphically illustrate, at varying levels of detail, how a process or
processes work. Analysts can study DFDs of the current system and identify
areas of inefficiency. Analysts can prepare DFDs for the new system, identifying
changes for the new system.

13. What is the purpose of logic modeling? What techniques are used to model
decision logic and what techniques are used to model temporal logic?
The purpose of logic modeling is to show the rules that govern the behavior of
processes represented in data-flow diagrams. Decision tables model decision
logic. State diagrams model temporal logic.

14. What are the steps in creating a decision table? How do you reduce the size
and complexity of a decision table?
The steps for creating a decision table are: (1) name the conditions and the
values each condition can assume; (2) name all possible actions that can occur;
(3) list all possible rules; (4) define the actions for each rule; and (5) simplify the
decision table. To reduce the size and complexity of a decision table, use
separate, linked decision tables, or use numbers that indicate sequence rather
than Xs where rules and action stubs intersect. Also, the analyst should identify
indifferent conditions and simplify the decision table.

15. What formula is used to calculate the number of rules a decision table must
cover?
To determine the number of rules a decision table must cover, simply determine
the number of values each condition may have and multiply the number of values
for each condition by the number of values for every other condition.

Problems and Exercises Solutions

1. Using the example of a retail clothing store in a mall, list relevant data flows,
data stores, processes, and sources/sinks. Observe several sales
transactions. Draw a context diagram and a level-0 diagram that represent
the selling system at the store. Explain why you chose certain elements as
processes versus sources/sinks.
A suggested context diagram and level-0 diagram are provided below.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 9

Problem and Exercise 1

Context
Context Diagram
Diagram

Payment 0
Customer Point of Sale Store Manager
Management Report
Receipt System

Level-0 Diagram
Problem and Exercise 1
Level-0 Diagram

Receipt 1
Customer Transform
Customer Sales Data
Payment Purchase

Goods Sold
Inventory Data

2 3 4
Update Goods Update Update Sales
Sold File Inventory File Total File

Formatted Goods Sold Amount Formatted Inventory Amount Formatted Sales Total Amount

Goods Sold File Inventory File Sales Total File

Inventory
Amounts

Sales Totals

5
Goods Sold Amounts Produce Management Report
Management
Reports Store Manager

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

 Chapter 6 Structuring System Requirements: Process Modeling 10

2. Choose a transaction that you are likely to encounter, perhaps ordering a

cap and gown for graduation, and develop a high-level DFD, or context
diagram. Decompose this to a level-0 diagram.
A suggested context diagram and a level-0 diagram are provided below.

Problem and Exercise 2

Context
Context Diagram
Diagram

Receipt
0
Cap & Gown
Student Cap & Gown Purchase Request Order Entry Cap and Gown Order
Company
System

Problem and Exercise 2

Level-0
Level-0 Diagram
Diagram

Receipt
Cap and Gown Order Cap & Gown
Student
Company

Cap & Gown Purchase Request

3
1 Valid Order Information 2 Inventory Data Update
Validate Order Finalize Order
Inventory File

Inventory Status

Inventory File Formatted Inventory Data

3. Evaluate your level-0 DFD from Problem and Exercise 2 using the rules for
drawing DFDs in this chapter. Edit your DFD so that it does not break any of
these rules.
Students should go through the rules discussed in this chapter (and presented in
Table 6–2 and Figure 6–6) one at a time and check each of their data-flow
diagrams. Alternatively, if the students are using a CASE tool to create their data-
flow diagrams, the CASE tool may be used to automatically check for errors in the
diagrams. There are no rule violations in the example DFDs, but we cannot verify
that there are no logical problems until we decompose the diagrams to a primitive

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

 Chapter 6 Structuring System Requirements: Process Modeling 11

level. One obvious missing system capability is how to handle invalid orders;
typically, processes to handle abnormal conditions, like invalid orders, are shown
on primitive or at least low-level diagrams.

4. Choose an example like that in Problem and Exercise 2, and draw a context
diagram. Decompose this diagram until it doesn’t make sense to continue.
Be sure that your diagrams are balanced, as discussed in this chapter.
Students may choose a variety of situations to use for the nth level data-flow
diagrams for this answer. Basically, students should continue the process of
decomposition until they have reached the point where no subprocess can
logically be broken down further (i.e., each process meets the definition of a
primitive process). See the level-1 data-flow diagram for this exercise, which
shows a sample decomposition of the process titled Finalize Order from the level-
0 data-flow diagram provided for Problem and Exercise 3. The (italicized) labels
for processes and sources/sinks without borders represent the origin or
destination of flows that pass between this subsystem and other system
components. Note that the Goods Sold File is a potential black hole or should
possibly be treated as a sink.
Problem and Exercise #4
Level-1 Diagram
Level-1 Diagram

Cap & Gown

Validate Order
Company

Cap and Gown Order

2.3
2.1 2.2
Receipt Receipt Generate
Generate Log Goods Sold
Information For
Receipt Data
Shipping

Goods Sold Data Inventory Data

Valid Order Information

Goods Sold File Update Inventory File

Validate Order

5. Refer to Figure 6-19 A and B, which contains drafts of a context and a level-
0 DFD for a university class registration system. Identify and explain
potential violations of rules and guidelines on these diagrams.
Some errors and peculiarities in these diagrams include:

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 12

• In the level–0 diagram, the data store, Class Roster, does not have
the data flow, Scheduled Classes, flowing into it, rather this data flow
connects processes 2 and 3; thus, these DFDs are not balanced.
• Process 1 appears to accomplish nothing since its inflow and outflow
are identical; such processes are uninteresting and probably
unnecessary; it is possible that this process will become interesting
when it is decomposed, where validation and error handling
processes might appear.
• Process 2 does not appear to need Course Request as input in order
to perform its function, as implied by its name.
• Some students may also wonder if process 3 has input sufficient to
produce its output; for example, where are prior class registrations
kept so that process 3 can determine when a course is full?

6. Why should you develop both logical and physical DFDs for systems? What
advantage is there for drawing a logical DFD before a physical DFD for a
new information system?
Physical data-flow diagrams help you better understand the people and/or
computer systems that are used in the overall system’s processing. Logical data-
flow diagrams help you better understand the essence of the system, the data and
the processes that transform them, regardless of actual physical form. Further,
the new logical data-flow diagrams can then show any additional functionality
necessary in the new system, to indicate which, if any, obsolete components have
been eliminated, and any changes in the logical flow of data between system
components, including different data stores. The data-flow diagrams for the new
physical system can then be constructed with the data-flow diagrams for the new
logical system as a guide.

7. This chapter has shown you how to model, or structure, just one aspect, or
view, of an information system, namely the process view. Why do you think
analysts have different types of diagrams and other documentation to
depict different views (e.g. process, logic, and data) of an information
system?
The various views (e.g., process, logic, data) of an information system each have
their own unique characteristics and provide the most relevant information to
different information system specialists. This variety is best understood,
expressed, and managed by using diagrams and documentation that are
specifically tailored for each view of the system. For example, data-flow diagrams
are useful for capturing the flow of data through business processes, but they are
not useful for describing the forms and relationships among data. As information
systems become larger and more complex, it becomes even more important to
use the right tool and technique to develop each component of an information
system. One technique that captured all aspects of an information system model
on one diagram or in one notation would likely be too complex for systems
professionals to handle.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 13

8. Consider the DFD in Figure 6–20. List three errors (rule violations) on this
DFD.
Three major errors in Figure 6–20 are:

• Process 1.0 (P2) has only inputs, making it a “black hole.”

• Data flow DF5 should not move directly from source E1 to data store
DS1 without first going through a process.
• Data flow DF1 should not move directly from source E1 to sink E2
without first going through a process.
• Other peculiarities (such as Process 1.0 has label P2 and the data
store has only a label, not a number) are only that, not errors.

9. Consider the three DFDs in Figure 6–21. List three errors (rule violations)
on these DFDs.
These diagrams show the decomposition of process P1 on the level-0 diagram.
Three particular logical errors in Figure 6–21 are:

• The data store DS1, not DS2, should be represented on the level-1
diagram.
• Data flow DF3 should be an outflow on the level-1 diagram, and data
flow DF6 should not be on the level-1 diagram.
• Process P1.4.2 has no inputs and is thus a “miracle.”

10. Starting with a context diagram, draw as many nested DFDs as you consider
necessary to represent all the details of the employee hiring system
described in the following narrative. You must draw at least a context
diagram and a level-0 diagram. In drawing these diagrams, if you discover
that the narrative is incomplete, make up reasonable explanations to
complete the story. Supply these extra explanations along with the
diagrams. (The Projects, Inc. narrative is provided in the textbook.)
A suggested context diagram and level-0 diagram are provided below.

Context-Level Diagram
Context-Level Diagram

Interview Schedule
Engineering
Applicant
Manager

Qualified Applicant’s Application

Blank NonDisclosure Form

Completed NonDisclosure Form Interview Evaluation

0
Hiring System
Completed Application Job Description

Hiring Decision Letter

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 14

Level-0 Diagram
Level-0 Diagram

Blank Non-Disclosure Form

Completed Non-Disclosure Form

1 5
Completed Receive Purge Year-Old
Application Application Purge Notice Applications
Applicant
Valid Application

Year-Old Applications

Applications

Applications Related to Job Descriptions

Applications for Interview

6
3
Interview Schedule Create
Choose for

New Employee
Employee
Interview
Record

Data
Hiring Decision
Qualified Applicant’s Application

Job
Descriptions
Employees

Approved Job Description

2 Relevant Job Description 4
Receive Job Evaluate and Hiring Decision Letter
Description Hire

Job Description
Interview Evaluation
Engineering Applicant
Manager

11. a. Starting with a context diagram, draw as many nested DFDs as you
consider necessary to represent all the details of the system described
in the following narrative. In drawing these diagrams, if you discover
that the narrative is incomplete, make up reasonable explanations to
complete the story. Supply these extra explanations along with the
diagrams. (The Maximum Software narrative is provided in the
textbook.)
b. Analyze the DFDs you created in Part a. What recommendations for
improvements in the help desk system at Maximum can you make based
upon this analysis? Draw new logical DFDs that represent the
requirements you would suggest for an improved help desk system.
Remember, these are to be logical DFDs, so consider improvements
independent of technology that can be used to support the help desk.
The sample context and level-0 data-flow diagrams represent one possible way to
model the help desk process described in this question. In our solution, we have
chosen to include the processes performed by the consultants and operators as
subsystems within the system rather than as sources/sinks; this adds detail, but
allows bottlenecks in these processes to be corrected. Note that the data stores
are repeated in the level-0 diagram, to avoid excessive crossing of data flow lines.
Several processes could be exploded further, but the student would probably
have to make many assumptions to do so.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 15

There are a number of ways that the students could choose to improve this
system. For example, with the current system a customer may have to explain his
problem and/or question over and over to multiple people: an operator and
possibly several consultants. The customer may begin to believe that he is
getting the “run-around” characteristic of a large bureaucracy. One way to avoid
this potential problem is to let the initial operator have access to the customer
problem database so that when the caller is handed off to a consultant the
customer’s already opened problem file will go along with him. In addition, the
operator could have sufficient information and the option to direct the call to the
proper consultant. Alternatively, clients could call the assigned consultant directly
on follow-up calls to an initial call for help.

Ask your students for characteristics of a DFD that imply areas for improvement.
Possible answers are: processes that simply collect and pass on information
rather than transforming data, collecting the same information into several
processes, placing untransformed data into data stores thus causing unknown
delays in processing this data, or cycles or loops that have no apparent
termination.

A suggested context diagram and level-0 diagram are provided below.

Context Diagram
Context-Level Diagram

Inquiry on Nature of Call

Call

Client Nature of Call Other Unit

0
Call Report Number or Other Data Help Desk Non-Help Desk Call
New Problem Data System

Interim Problem Status

Final Call Resolution

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 16

Level-0 Diagram
Level-0 Diagram
Call
9
Final Call Resolution Close Call
Inquiry on Report
Client
Nature of Call
Closed Call Problem
Resolution
Nature of
Call Closed Call
Interim Problem Indication
1 6
Status

New Information
Receive Call Transfer Call

on Problem
Open Call Call Report File
Information
Call Queue
Call Information Open Call Information

Open Call Information

Help Desk Call Information
8
Research
2 Help Desk 3 5
Other Unit Previous Call Problem
Non-Help Desk Call Determine Call Information Determine If Determine
Direction of Call Information
First Call Problem Status
New Problem

First Call
Information

Call Report Number or

7
4

Other Data
Record New

Call Report
Create Call New Problem Data
Information
Report
Information
Call Report

Problem Data
Call Report File

Call Report File

Client

Problem Information

12. Please see textbook p. 196 for the Bid Approval Process narrative. After
reading the narrative, students are asked to use a decision table to
represent the logic in this process. Notice the similarities between the text
in this question and format of your answer.
One way to represent the purchase process described in this question with a
simplified Decision Table is provided below. Students may come up with different
versions depending on the rules they identify and their assumptions about this
purchasing process. Due to the similarities between the Bid Process and the
Rebid Process in this logic, the rules are combined in the table below; your
students may or may not find a way to reduce the number of rules in this logic due
to these similarities.

Decision Table
Rules
Conditions/Courses of Action 1 2 4 5 6
Purchase Amount <$15,000 >$15,000 >$15,000 >$15,000 -
# of Proposals rec'vd over 3? - Y N N -
# of Proposals rec'vd - 2nd round over 3? - - Y N -
Vendor Approved and Proposal Complete? Y Y Y Y N
Re-send RFP X X
Issue Purchase Order X X X

13. Please refer to textbook p. 197 for the electronic keypads and switches
company narrative. After reading the narrative, students are asked to
present the logic of this business process using a decision table. Write
down any assumptions you have to make.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 17

Provided below is one way to represent the sales process described in this
question with a Decision Table. Students may come up with different versions
depending on the rules they identify and their assumptions about this sales
process. In fact, there are many aspects of the problem that are ambiguous.
Creating structured logic models helps the analyst find ambiguities. You will want
to emphasize the interaction between requirements structuring and requirements
determination.

Presented is a sample decision table. Because there are four limited entry
conditions, there would be 16 rules in one complete decision table. To save
space, we have combined three separate 16-rule condensed tables into one. The
first section of rules addresses whether to reduce the purchase amount for large
cumulative sales; the second section shows the logic for calculating commission;
and the third section indicates when a bonus is due. We present the table in this
way to show students that they can adapt the basic decision table notation in
creative ways to depict, in very compact form, some complicated logic. Note that
each section covers all 16 rules due to indifferent responses to some conditions;
we use numbers in the action portion of each section to show the sequence in
which actions should be performed.

14. The following example demonstrates the rules of the tenure process for
faculty at many universities. Present the logic of this business process first
using a decision table, and then using a decision tree. Write down any
assumptions you have to make. Which of these techniques is most helpful
for this problem? Why? (The complete narrative of the tenure process is
provided in the textbook.)
A decision table are provided below. This problem narrative describes a process
of handling information rather than a decision process, so logic modeling would
not be as useful as process modeling. This exercise emphasizes for the student
the different purposes for the different forms of requirements structuring models.
Presented below is one way to use a Decision Table to represent a typical tenure
review process as described in this question. Students may come up with
different versions, depending on the rules they identify and their assumptions
about the tenure process.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 18

For this answer it was assumed that all possible levels would participate in the
review. A sample decision table is presented for one piece of this process, the
decision whether a faculty member should go up for tenure.

Decision Table

Conditions/ Rules
Courses of Action 1 2 3 4
Length of Service S N S N
Special Permission Y Y N N
Go Up for Tenure X X X
Postpone Tenure Review X

Length of Service: S = sufficient; at least six years of service

N = not sufficient; fewer than six years of service.
Special Permission: Y = yes; special permission; up for tenure review.
N = no; no special permission.

15. The narrative concerning the organization that is in the process of

upgrading its microcomputer hardware and software is provided on p. 197
in the textbook. After reading the narrative the students are asked to
present the logic of this business process using a decision table. The
students should write down any assumptions they made.
Presented below is one way to use a Decision Table to represent the hardware
and software assignment process as described in this question. The students
may come up with different versions depending on the rules they identify and their
assumptions about the tenure process. For example, the rules for additional
hardware and software are imprecise in the description. The table helps you to
see particular pieces of the logic that are hard to decipher from the lines of text
with the Structured English approach.

Decision Table

Conditions/ Rules
Courses of Action
1 2 3 4 5 6 7 8
User Status L H M O L H M O
Special Approvals S S S S U U U U
Standard Complement X X X
Upgrade Complement X X X
Mobile Complement X X

User Status: L = Light; H = Heavy; M = Moderate; O = Mobile

Special Approvals: S = Standard; Approval for Standard Complement
U = Upgrade; Approval for Upgrade Complement

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 19

Discussion Questions Solutions

1. Discuss the importance of diagramming tools for process modeling.
Without such tools, what would an analyst do to model diagrams?
Diagramming tools speed the development of DFDs. Most importantly, CASE
tools can aid in the analysis of these diagrams, helping to determine their
completeness and consistency. One alternative that analysts have is to generate
the diagrams by hand. This, however, is a very inefficient, error-prone alternative.

2. Think and write about how data-flow diagrams might be modified to allow
for time considerations to be adequately incorporated.
Students should identify several creative, innovative methods. One suggestion is
to make notations on the data flows and in the processes to indicate their timing.
You might also encourage students to contrast data-flow diagrams with state
diagrams (presented in Appendix A).

3. How would you answer someone who told you that data-flow diagrams were
too simple and took too long to draw to be of much use? What if they also
said that keeping data-flow diagrams up-to-date took too much effort,
compared to the potential benefits?
The simplicity of DFDs is part of their appeal. The information contained in the
DFDs is very useful, understandable, and valuable. DFDs can serve as a
communication tool between analysts and end users, with the end users easily
interpreting the information conveyed in these diagrams. Also, DFDs are very
beneficial for performing gap analysis. A strong argument can be made for the
use of CASE tools and the ability of these tools to speed DFD development, as
well as systems development, and the ease with which CASE tools can update
DFDs.

4. Find another example of where data-flow diagrams were successfully used

to support business process reengineering. Write a report, complete with
DFDs, about what you found.
Encourage students to locate case studies of companies that have recently
undergone a reengineering process. Case studies are available in trade journals,
in the library, and on the Web.

Case Problems Solutions

Pine Valley Case Exercises Solutions

a. Construct a context data-flow diagram, illustrating the Customer Tracking

System’s scope.
A suggested context diagram is provided below.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 20

Pine Valley Furniture, Part a

Context Diagram
Part a Context Diagram
Follow-Up Sales
Existing Online Customer Id Promotion

WebStore New Online Customer ID and Profile Request Customer

Customer’s
Purchase
Existing Online Customer Profile 0 Existing Customer ID
New Customer ID Customer
Tracking New Customer ID and Profile
Online Customer’s Purchase System

Trend
Analysis

Existing Customer
Information

Query New Customer ID

and Profile Request

Purchasing
Management Query-Based Report Fulfillment

b. Construct a level-0 diagram for the Customer Tracking System.

While student interpretations will vary, a suggested answer is provided below.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 21

Pine Valley Furniture, Part b

Part bLevel-0
Level-0
Diagram Diagram

New Customer ID and Profile

Query-Based Report
New Customer ID and Profile
Request
Purchasing
5 Query Management
Fulfillment Existing Customer
Information Generate
Management

Sa
Report

le
s
In
fo
rm
at
Existing Customer ID

io
n
1

Trend Analysis
Existing Online

Matching Customer Profile

Verify Customer Sales

Customer Profile
Customer ID

Inventory Information
Account
Sales Trends

New Customer ID

New Customer ID and

Customer
New Online

Existing
Profile

Online
Customer ID and

Profile
Web Store Profile Request 3
Analyze
Customer
Purchasing
Activity

Inventory Status
Customer Inventory
Purchase History
Customer

Cu
Updated

Reserved Inventory
s to
me
r’s
Re
ce
nt
Pu
Online Customer’s rc
ha
Purchase s eA
2 c ti
Collect vit
y
Customer
Purchasing
e Activity 4
as
rch Generate
Pu Foll
r’s Follow-Up Sales ow-U
me p
s to
Promotion Sale
Cu
s Pro
m otio
n

Purchasing
Customer
Fulfillment

c. Using the level-0 diagram that you constructed above, select one of the
level-0 processes, and prepare a level-1 diagram.
While student interpretations will vary, a suggested answer is provided below.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

 Chapter 6 Structuring System Requirements: Process Modeling 22

Pine Valley Furniture,

Level-1 DiagramPart c
Level-1 Diagram

Existing Customer Information

New Customer ID and Profile

Purchasing
Fulfillment
New Customer ID and Profile Request

Existing Customer ID

New Customer ID
1.1 Valid New Customer ID and Profile Request 1.2
Existing Online Verify Current Create New
Customer ID Customer Customer ID
Status New Customer ID and Profile and Profile

New Customer ID and

Customer ID
Available
Valid Existing Customer ID

New Online Customer ID and

Profile
Profile Request

WebStore

Customer

Existing Online
1.3 Matching Customer Profile
Customer Profile
Match Existing
Customer ID
with Profile Existing Customer Profile

d. Exchange your diagrams with another class member. Ask your class
member to review your diagrams for completeness and consistency. What
errors did he or she find? Correct these errors.
Encourage students to review the data-flow diagramming rules presented in Table
6-2. Using these rules as a guide, students should then evaluate their
classmates’ diagrams.

2. Hoosier Burger Case Exercises Solutions

a. Modify the Hoosier Burger context-level data-flow diagram (Figure 6–4) to

reflect the changes mentioned in the case.
Student interpretations may vary; a suggested answer follows.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 23

Context-Level Diagram
Hoosier Burger, Part a
Context-Level Diagram

Delivery Order Receipt Food Order

Delivery Order Request

Customer Kitchen

er
O rd
od
Cus Fo er
to m
liv e
ry O rd
er O
De ry
rde liv e
r De
in g
any
mp
cco
ke tA
T ic
er
O rd
Receipt 0
Food Ordering
System
Delivery Payment/Order Ticket

Management Reports

Restaurant
Manager
Reconciled Delivery Order Report

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 24

b. Modify Hoosier Burger’s level-0 diagram (Figure 6–5) to reflect the changes
mentioned in the case.
Although student answers will vary, a suggested answer is provided below.

Level-0 Diagram
Hoosier Burger, Part b
Level-0 Diagram

Customer Order Food Order

Customer Kitchen

Order Ticket Accompanying Delivery Order

Receipt
1
Receive and Inventory Data 3
Transform Update

Delivery Food Order

Customer Food Inventory File
Order
d a
te at
at D
Goods Sold

rm ry
Fo nto
v e
In

Formatted Goods
2 Sold Data
Delivered Order
Update Goods Goods Sold File Inventory File
Tickets
Sold File
D e li
ver

Delivered Order
yG
oo ds S
Daily Goods Sold
o ld

Ticket
Amount A d ju
s tm
e n ts

Updated Inventory Data

4 Daily Inventory Depletion Reflecting Delivery Deletions Delivery Order Receipt
Amounts 5
Produce
Inventory File Review/Fill

De R
Management
Delivery Order

liv equ
Reports ing

er es
nd

y
Pe

O t
De ym ick
et

rd
Pa er
t ic k e r y

liv en et
en

er
Daily Delivery Orders

rd
r T liv

e r t/
m
ge orts rd e D e

y
O

T
a
an p
M Re
Delivery Orders
Daily Delivery Orders
Restaurant
Customer
Manager

Reconciled Delivery Order Report

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 25

c. Prepare level-1 diagrams to reflect the changes mentioned in the case.

Student answers will vary; to facilitate discussion, a level-1 diagram is provided
below.

Hoosier Burger, Part c

Level-1 Diagram
Level-1 Diagram
Delivery Food Order
Delivery Order Request
Kitchen Customer

Order Ticket Pending Delivery

Order Ticket Accompanying

5.1
Receive Delivery
Order
Delivery Order

Daily Delivery Order

Delivered Order Details 5.3
5.2 Ticket Delivered Order Update Goods
Delivery Orders
Deliver Order Receipts Sold File and
Inventory File
ipt

Delivered Order Delivery Goods Sold

ce

Daily Delivery Orders Updated Inventory Data

Receipts Adjustments
Re

Reflecting Delivery
k et
r

Deletions
Tic
de
Or

r
de
ry

Or
e
liv

nt/

5.4
De

me

Reconcile
y

Goods Sold File Inventory File

Pa

Delivery Orders
ry

with Payments
e
liv
De

Customer

Reconciled Delivery Orders Report To Process 4

d. Exchange your diagrams with those of another class member. Ask your
classmate to review your diagrams for completeness and consistency.
What errors did he or she find? Correct these errors.
Encourage students to review the data-flow diagramming rules presented in Table
6–2. Using these rules as a guide, students should then evaluate their
classmate’s diagrams.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 26

3. Evergreen Nurseries Case Exercises Solutions

a. Construct a context data-flow diagram, illustrating Evergreen Nurseries’

wholesale system.
Student interpretations will vary. A suggested answer follows.

Context-Level
Evergreen Nurseries, PartDiagram
a
Context Level Diagram

Product Availability Report

Wholesale Order

Customer Pa
ym
en
tO Order Cost and Applicable
n
Ac Discounts
co
un
t Packing Slip

Order Status Response

Product Availability 0
Response Evergreen Customer
Nurseries Order Status
Credit Approved/ Request
Disapproved
Response
Repo
rt
Monthly Statement

Query

Manager

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 27

b. Construct a level-0 diagram for Evergreen Nurseries’ wholesale system.

Student interpretations will vary; a suggested answer follows.

Evergreen Nurseries, Part b

Level-0 Diagram
Level-0 Diagram

Wholesale Order

Order Status Response

Order Status
Request
Customer Placed Wholesale Order Product Availability Response Customer
Order Cost and
Applicable Discounts 1 Inventory Status Request 3 Packing Slip
Receive Order Adjust Inventory
Product Availability
Request Backorder Request

Wholesale
Placed
Order
r
t me
u n to
Backorder

co us
Ac d C

Item Availability
te
Customer Credit Check Request

da

Item On Reserve
Up
Orders
Credit Approved/Disapproved

Customers
Response
Monthly Statement
Payment on Account

Customer’s Current Standing

Outstanding Orders
Customer Information
Customer’s Updated Balance

Inventory

Information
Inventory

2 4
Verify and Generate Report
Update Reports
Customer Manager
Accounts Query

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 28

c. Using the level-0 diagram that you constructed in part b, select one
of the level-0 processes, and prepare a level-1 diagram.

A suggested answer is provided below.

Evergreen Nurseries, Part c

Level-1 Diagram
Level-1 Diagram

Order Status Response

Order Status Request

Product Availability Request

Customer Order Costs and Applicable Inventory Status

Discounts 1.3 Request
1.1
Check Order To Process 3
Process Order
Wholesale Order Status

Backorder Request
To Process 3
Placed Wholesale Order

Order Status
To Process 3
Customer Credit Check Request
To Process 2
Appropriate Discount

Customers Orders
e
od
rC
me
sto
Cu

1.2
Determine Available Discounts Discounts
Discount

d. Exchange your diagrams with those of another class member. Ask your
classmate to review your diagrams for completeness and consistency.
What errors did he or she find? Correct these errors.
Encourage your students to review the data-flow diagramming rules presented in
Table 6–2. Using these rules as a guide, your students should then evaluate their
classmates’ diagrams.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 29

Broadway Entertainment Co., Inc. Case Questions Solutions

1. Does the context diagram in BEC Figure 6–1 represent an accurate and
complete overview of the system as described in this case for requirements
collected during the analysis phase? If not, what is wrong or missing? If
necessary, draw a new context diagram in light of what is explained in this
case. Why might a context diagram initially drawn at the end of project
initiation and planning need to be redrawn during the analysis phase?
Please refer to the updated context diagram in Figure BEC Answer 6–1 at the end
of this section. There should be a data flow from the system to the Entertainment
Tracker that represents the request for a rental extension. There also needs to be
a data flow from the Entertainment Tracker to the system and one from the
system to the customer to represent the acceptance or denial of a rental
extension request. There should also be a data flow from the employee to the
system representing the request for the list of new products requested by
customers. A data flow from the system to the employee should be shown to
represent the list of new products requested by the customers. There should be a
data flow from the Entertainment Tracker to the system representing the
customer’s sales and rental history. There should also be a data flow from the
system to the customer that represents the employees’ favorite picks. The
context diagram might change during the analysis phase, because new data flows
and sources/sinks could be discovered after more analysis of the requirements of
the system is done.

2. In the context diagram of BEC Figure 6-1, why is the Rental Movie Request
data flow shown as an inflow to the system? Why is the Rental Status data
flow shown as an outflow from the system? Do you agree with these
designations of the two data flows? Why or why not?
The Rental Movie Request data flow is an inflow into the system because the data
are originating from an external source, the customer, and are input into the
system. The Rental Status data flow is an outflow from the system because the
destination of that data is the Customer sink. The student should agree with the
designations of these data flows because they logically represent the data moving
between the customer and the system. The Rental Movie Request will cause the
system to generate the Rental Movie Accept/Denial data flow. Rental Status is
generated by a customer request, which is assumed on this diagram, and would
appear on some explosion diagram. Students may recommend that a Rental
Status Request data flow be added to the context diagram shown in BEC Figure
6–1.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Chapter 6 Structuring System Requirements: Process Modeling 30

3. The store manager is not shown in the context diagram in BEC Figure 6–1,
except implicitly as an Employee who enters Favorite Picks. Based on the
descriptions in this case, does it make sense that “store manager” does not
appear on the context diagram? If not on the context diagram, where might
store manager appear? As an external entity on a lower-level diagram? As
a process or data store on a lower-level diagram? Based on the description
in this case, are there any external entities missing on the context diagram
of BEC Figure 6–1?
The distinction between the store manager and the other employees is not
important in describing this system and its interaction with external entities, so the
store manager does not need to exist as a separate source/sink from the
employee source/sink. The store manager cannot be added as a source/sink in a
lower-level diagram because that would unbalance the diagrams. The store
manager should not be represented as a data store or a process on a lower level
diagram, because he/she does not store data or process data with the system.
There are no missing external entities on the context diagram that directly interact
with the system.

4. Based on the descriptions in this case of each data flow from the context
diagram, draw a level-0 data-flow diagram for MyBroadway using Microsoft
Visio (begin by drawing the context diagram, then explode to level-0). Be
sure it is balanced with the context diagram you might have drawn in
answer to Question 1.
Suggested answers are provided below.

Copyright © 2009 Pearson Education, Inc. Publishing as Prentice Hall

Exploring the Variety of Random
Documents with Different Content
 Der Ertrag dieses akademischen Legatenfonds diente bis heute
hauptsächlich zur Ertheilung von Stipendien an die Studierenden; bis
zum Erlass des Schulgesetzes im Jahre 1880 wurden auch Schüler
des oberen Gymnasiums oder Pädagogiums dabei bedacht.
Ausserdem leistete dieser Fond die Auszahlung des R y h i n e r'schen
Legates mit je Fr. 300 jährlich an die Professoren der Logik und
Botanik als Inhaber des betreffenden Stiftungskapitals, die
Zahlungen an die Armenkassen des Rektors und der Fakultäten als
Ertrag der aufgenommenen Armenfonds und Kapitalien der
Fakultätsstipendien, Beiträge an Seminarien und an allgemeine
Zwecke wie Turnen und Singen verfolgende Studentenvereine, die
Honorierung der Preisaufgaben, seit 1844 als Besitzer des
Alumneumfonds einen den alten Miethsgeldern entsprechenden
jährlichen Beitrag von Fr. 240 an das Alumneum für Studierende der
Theologie, ferner von 1851 bis zur Errichtung des mit Krediten
besser bedachten Vesalianums im Jahr 1885 einen mit der Zeit auf
mehr als Fr. 1000 jährlich anwachsenden Beitrag an die anatomische
Anstalt für die Beschaffung von Leichen und dann noch verschiedene
Beiträge an andere Universitätsanstalten, besonders an die
Bibliothek für Hilfsarbeiten. Auch musste zu Zeiten für
ausserordentliche einmalige Ausgaben dieser Fond die Mittel liefern,
so z.B. im Jahr 1839 Fr. 1250 a.W. an die Verlegung des botanischen
Gartens, im Jahre 1849 Fr. 10,500 a.W. an das Museum und im
Jahre 1860 Fr. 7000 an die Kosten des Universitätsjubiläums. Solche
ausserordentliche, 150 Fr. überschreitende, durch Stiftung und
Gesetz nicht vorgesehene Verwendungen bedürfen seit 1836 bei
allen Fisci, nachdem sie von der Regenz beschlossen sind, noch der
Genehmigung des Erziehungsrathes.
Der F i s c u s G y m n a s i i war aus den Kapitalien der
Schülerstipendien entstanden und bezieht sich also nicht auf
Universitätszwecke; er wurde nur von der Universität verwaltet und
der Ertrag wurde den Schulbehörden zugestellt. Nach Erlass des
Schulgesetzes im Jahre 1880 ging dieser Fond mit Fr. 207,655 an die
vom Erziehungsrath bestellte Schulstipendienkommission über.
 Der Fiscus vestiendorum oder Fiscus des
S c h ü l e r t u c h s stammt aus der Zeit, wo die Universität die
Sammlung von Geldern für die Bekleidung armer Schüler besorgt
hatte; auch er hat keinen Universitätszweck, und sein Ertrag wurde
jährlich an die Personen ausbezahlt, welche sich mit der Vertheilung
des Schülertuchs befassten. Im Jahre 1881 wurde dieser Fond mit
Fr. 25,058 der Schülertuchkommission übergeben.
Der F i s c u s l e g a t o r u m m e d i c u s stammt von dem
berühmten F e l i x P l a t e r, der eine Summe gestiftet hat, um aus
dem Ertrag den Spitalarzt zu bezahlen. In den Jahren 1837 und 1838
bei Errichtung des neuen Spitales legten vier Freunde der Universität
Fr. 2100 a.W. in diesen Fond und im Jahre 1867 wurde das Legat
von J o h . G o t t l . T h u r n e y s e n sel. mit Fr. 1000 ihm
einverleibt. Bis zum Jahre 1864 wurden aus dem Ertrag dieses Fonds
jährlich Fr. 150 an den Spitalarzt bezahlt; seitdem der Spital die
Bezahlung seiner Aerzte vollständig übernommen hat, werden die
Zinsen durch Regenzbeschluss, entsprechend den jedesmaligen
Bedürfnissen, den verschiedenen Anstalten der medicinischen
Fakultät zugewandt.
Der F i s c u s bibliothecæ p u b l i c æ entstand aus
Schenkungen und Gebühren; ausser den sogenannten
Neujahrsgeldern, d.h. freiwilligen Beiträgen von Freunden der
Bibliothek, sind ihm in den letzten 50 Jahren noch eine Anzahl
Schenkungen aus Trauerhäusern, im Jahr 1874 ein Viertel der Rektor
R u d o l f B u r c k h a r d t'schen Stiftung mit Fr. 1447, und vor Allem
im Jahr 1880 das Legat des Herrn W i l h . B u r c k h a r d t -
F o r c a r t sel. mit Fr. 40,000 zugekommen. Der Ertrag dieses Fonds
dient der Universität für Bücheranschaffungen und
Beamtenbesoldungen. Bis zum Jahr 1870 war die Rechnung der
Bibliothek mit der Rechnung des Bibliothekfiscus verschmolzen; seit
1871 wird der Ertrag an die Bibliothek abgeliefert, welche nun
selbstständig Rechnung führt und auch die Gebühren und meisten
Geschenke direkt in Empfang nimmt.
 Der F i s c u s b i b l i o t h e c æ b o t a n i c æ und der F i s c u s
h o r t i b o t a n i c i, die 1836 als selbstständige Fisci von dem fiscus
facultatis medicæ waren abgetrennt worden, wurden im Jahre 1853
zum Fiscus der botanischen Anstalt vereinigt. Der Ertrag geht an die
botanische Anstalt. Auch hier war bis 1870 die Rechnung des Fiscus
und der Anstalt verschmolzen.
Die v i e r F a k u l t ä t s f i s c i entstanden hauptsächlich aus den
bei Immatrikulation und Promotion erlegten Gebühren; sie zahlten
Beiträge an die Gehalte der Professoren und wurden 1853 mit dem
Fiscus Universitatis verschmolzen.
Der F i s c u s U n i v e r s i t a t i s entstand hauptsächlich aus der
Ansammlung der Gebühren bei Immatrikulation und Abgang, welche
ihm bis heute noch zufliessen. Bei der Neueintheilung im Jahr 1836
wurde ihm der Fiscus Rectoris und der nicht in Stiftungskapitalien
bestehende Theil des Fiscus Alumnorum zugewiesen. Von den ihm
zugekommenen Geschenken erwähnen wir besonders aus dem Jahr
1880 das Legat des Herrn W i l h . B u r c k h a r d t - F o r c a r t sel.,
der auch diesem Fiscus Fr. 40,000, also den Universitätsfonds im
Ganzen Fr. 80,000 vermachte. Das Gesetz von 1836 hatte bestimmt,
wie viel aus diesem Fond an die Gehalte der Professoren und an die
Sammlungen für den Unterricht zu zahlen war; durch das Gesetz von
1866 wurde sein Betrag speciell für Zulagen zu den direkt vom Staat
bezahlten Besoldungen, ausserordentlichen Gehalten und
Remunerationen bestimmt, welche der Regierungsrath auf Antrag
des Erziehungsrathes beschliesst; er wird desshalb seither
gewöhnlich als Zulagefond bezeichnet. Der Fond wurde zuweilen
auch für ausserordentliche Ausgaben in Anspruch genommen, so
zahlte er u.a. im Jahr 1849 Fr. 45OO a.W. an das Museum und im
Jahr 1860 Fr. 7536 an die Kosten des Universitätsjubiläums. Auch
wurden die laufenden Ausgaben der Universität für Druck, Inserate,
Gas u.s.w. bis zur Ertheilung eines besonderen Kredites von Fr. 2000
durch das Gesetz von 1866 aus diesem Fiscus bestritten.
Zu diesen aus älterer Zeit stammenden Fisci sind in den letzten 50
Jahren noch zwei neue hinzugekommen, nämlich der
naturhistorische Fond und der H e u s l e r'sche Vermächtnissfond.
Der n a t u r h i s t o r i s c h e F o n d verdankt seinen Ursprung der
im Jahre 1836 in der Regenz gemachten Anregung, einen Theil der
Gelder der Universität, die nach dem damals üblichen
stadtbaslerischen Zinsfuss nur etwa 3¼% eintrugen, auswärts
anzulegen. Es wurde dies von einer besonderen von Rathsherr
P e t e r M e r i a n präsidierten Kommission besorgt, welche aus dem
Ertrag der empfangenen Gelder vorerst 3¼% und seit 1857 3½%
der allgemeinen Verwaltung vergütete und aus dem Rest einen
Reservefond anlegte. Bis 1859 war alles Geld wieder an die
allgemeine Verwaltung zurückbezahlt und es blieb nur der
Reservefond in den Händen der Kommission. Aus diesem gingen im
Jahr 1862 Fr. 10,000 an den Sternwartefond, der später bei
Erstellung des Bernoullianums zur Verwendung kam, und im Jahr
1863 fernere Fr. 10,000 an die botanische Anstalt behufs Erstellung
eines Gewächshauses. Aus dem Rest von rund Fr. 40,000 wurde
zuerst der Fond des naturwissenschaftlichen Museums und dann der
naturhistorische Fond gebildet, auf dessen Ertrag nach dem
Universitätsgesetz von 1866 das naturhistorische Museum für
Unterhalt und Vermehrung der Sammlungen angewiesen ist. Herr
P e t e r M e r i a n hat bis zu seinem Tod im Februar 1883 selbst
diesen Fond verwaltet; seitdem ist er mit den andern Fiscis vereinigt.
Der H e u s l e r ' s c h e V e r m ä c h t n i s s f o n d rührt her von dem
im Jahr 1862 eröffneten Legate des Herrn F r i e d r i c h H e u s s l e r
sel. Der Ertrag der testierten Fr. 100,000 ist bestimmt für
hilfsbedürftige Alters- oder Krankheitshalber austretende
Universitätslehrer, so wie für die von Universitätslehrern
hinterlassenen Witwen und Waisen. Die Vertheilung wird jährlich von
der Regenz auf Vorschlag einer besondern Kommission beschlossen.
Durch verschiedene Schenkungen aus den Jahren 1872 bis 1882 ist
das unantastbare Stiftungskapital auf Fr. 120,500 angewachsen; was
darüber hinausgeht, bildet einen Reservefond, auf den nöthigen Falls
zurückgegriffen werden darf.
 Die folgende Tabelle soll die Entwicklung der akademischen Fisci in
den verflossenen 50 Jahren dadurch anschaulich machen, dass die
Beträge der entsprechenden Fonds auf Ende 1836 und 1884 in die
gleichen Linien eingetragen und deren Zunahmen dazwischen
gesetzt sind. Das Kapitalgeld alter Währung ist mit 27:40 in das
jetzige Geld übertragen. Der Fiscus Gymnasii und Schülertuchfond,
die keinem Universitätszweck dienen, sind weggelassen.
Betrag Zunahm Betrag
1836 e 1884
Fr. Fr. Fr.
Fisc. legatorum Akadem.
205,339 56,271 261,610
acad. Vermächtnissfond
Fisc. legatorum Medicin.
3,618 12,384 16,002
med. Vermächtnissfond
Fisc.
bibliothecæ 81,011 50,430 131,441Bibliotheksfond
publ.
Fisc.
bibliothecæ
botan. 9,115 2,849 11,964 Botanischer Fond
Fisc. horti
botanici
Fisc. facult.
theol.
Fisc. facult.
jurid.
Fisc. facult. 366,001 143,947 509,948Zulagefond
med.
Fisc. facult. phil.
Fisc.
Universitatis
Heusler'scher
136,302 136,302
Vermächtnissfond
 Naturhistorischer
42,025 42,205
Fond
Gesammtbetrag 665,084 444,208 1,109,292
Die Kapitalien der obigen sieben Fisci bilden bei der Verwaltung
einen gemeinsamen Stock, dessen Ertrag am Ende des Jahres pro
rata unter die einzelnen Fonds vertheilt wird. Die Zunahme in den
letzten fünfzig Jahren erklärt sich hauptsächlich aus den erwähnten
höchst verdankenswerthen Geschenken und Legaten.

Wir haben nun noch zu berichten über die Stiftungen, deren

Kapitalien nicht in die Verwaltung dieser vereinigten Fonds
aufgenommen sind, da die testamentarischen Bestimmungen eine
gesonderte Rechnungsstellung verlangen.
Die beiden folgenden betreffen die G e s a m m t u n i v e r s i t ä t:
Der A l b r e c h t ' s c h e S t i p e n d i e n f o n d. — Herr Stadtrath
J o h a n n e s W i m m e r sel. und Frau S a l o m e a geb. A l b r e c h t
sel. stifteten durch das am 26. Juli 1871 publicierte Testament einen
Stipendienfond, der zuerst während 25 Jahren durch die Zinsen
geäufnet werden soll und dessen Ertrag hernach in erster Linie den
Nachkommen der A l b r e c h t'schen Familie, die sich dem Studium
widmen, zu Gute kommen soll, dann aber auch andern
Studierenden, wenn keine A l b r e c h t'schen Nachkommen Anspruch
erheben oder die Zinsen auch für weitere Unterstützungen
ausreichen. Die Regenz hat die Uebernahme der Verwaltung am 30.
November 1871 beschlossen und den ausgewiesenen Betrag am 28.
September 1872 in Empfang genommen. Die gestiftete Summe
betrug mit Einschluss eines Postens von Fr. 1333, auf welchen die
Geschwister W i m m e r zu Gunsten der Universität verzichtet haben,
Fr. 43,438. Bis zum 31. Dezember 1884 war das Vermögen
angewachsen auf Fr. 70,582.
 S t i f t u n g s f o n d d e r S t u d e n t e n k r a n k e n k a s s e . — Im
Jahre 1877 übergab Herr Professor J . J . B a c h o f e n mit Fr.
15,000, die für den Heusler'schen Vermächtnissfond bestimmt
waren, noch weitere Fr. 5000 der Regenz, um einen Fond der
Studentenkrankenkasse zu bilden. Der Ertrag desselben wurde theils
verwendet zur Deckung eines Deficits der genannten Kasse, theils zu
Extraunterstützung kranker Studierender, besonders durch Beiträge
an ärztlich angeordnete Landaufenthalte.
Auf zwei F a k u l t ä t e n bezieht sich:
Die t h e o l o g i s c h - p h i l o s o p h i s c h e S t i f t u n g. — Im
Dezember 1872 übergab ein Freund der Universität anonym einem
von ihm selbst bezeichneten und später durch Cooptation sich
ergänzenden Curatorium von drei Professoren die Summe von Fr.
20,000 zur Unterstützung der Studien in den Disciplinen der
Theologie und Philosophie. Der Ertrag des Kapitals soll seine
Verwendung finden für Ausschreibung von Preisfragen aus den
Gebieten der genannten Wissenschaften, oder Ertheilung von
Stipendien an Studierende der Universität Basel hauptsächlich zu
wissenschaftlichen Reisen. Die Verwaltung der Stiftung besorgt das
Curatorium, und es wird nur der Status des jeweiligen Vermögens in
die Universitätsrechnung aufgenommen; am 31. Dezember 1884
betrug derselbe Fr. 26,066.
Zu der B i b l i o t h e k gehört:
Die E p i s c o p i u s - S t i f t u n g. — Im Oktober 1881 hat Herr Dr.
G o t t l i e b B i s c h o f f sel. in dankbarer Erinnerung an seinen
Vorfahr, den Buchdrucker N i c o l a u s E p i s c o p i u s, dem
Oberbibliothekar die Summe von Fr. 1000 übergeben, um aus dem
Ertrage Werke über die Geschichte der Buchdruckerkunst und des
Buchhandels für die Universitätsbibliothek nach freier Wahl
anschaffen zu können. Bei Ablage der Bibliotheksrechnung wird über
den jeweiligen Stand dieser Stiftung berichtet.
Schliesslich haben wir noch drei Stiftungen zu besprechen, die sich
auf die K u n s t s a m m l u n g beziehen.
 Die S a m u e l B i r m a n n'sche S t i f t u n g. — Herr S a m u e l
B i r m a n n - V i s c h e r sel. hat durch sein am 15. August 1844
geschriebenes und am 30. September 1847 eröffnetes Testament zu
Haupterben seines Vermögens ernannt: zur Hälfte die Universität,
zum Viertel den Spital und zum Viertel das Waisenhaus.
Nach dem am 4. Februar 1859 erfolgten Tode der Frau Witwe
B i r m a n n geb. V i s c h e r, welche die Nutzniessung des
hinterlassenen Vermögens hatte, wurde entsprechend den
testamentarischen Bestimmungen die Verwaltungskommission
gebildet aus zwei Vertretern der Universität, einem Vertreter des
Spitals und einem Vertreter des Waisenhauses. Das dieser
Kommission eingehändigte Vermögen bestand aus Werthtiteln, und
zwar hauptsächlich Actien von Banken, Eisenbahn- und
Versicherungs-Gesellschaften und dem Landgute vor dem
Spalenthor. Entsprechend den im Testamente deutlich
ausgesprochenen Bestimmungen sind diese Titel zum grössten
Theile behalten worden und haben die vom Testator ausgesprochene
Erwartung eines mit der Zeit zunehmenden Nutzens gerechtfertigt;
das Landgut wurde in den Jahren 1860 und 1861 zu damals
günstigen Bedingungen verkauft, und seither ist ein ganzes Quartier
auf seinem Boden entstanden. Während die für Spital und
Waisenhaus bestimmten Antheile einstweilen noch zum grössten
Theile den Verwandten des Testators zu Gute kommen, erhielt die
Universität den vollen Ertrag ihrer Hälfte seit 1860. Diese Summe ist
ganz für die Kunstsammlung bestimmt und wird desshalb auch direkt
an die derselben vorstehende Kommission abgeliefert; sie soll nach
dem Testament ausschliesslich verwendet werden für Ankauf
schweizerischer Kunstwerke, Unterstützung talentvoller Künstler aus
Basel-Stadt, Honorierung des Custoden der Kunstsammlung und
Aufstellungskosten der Birmann'schen Sammlung. Das
Stiftungskapital ist laut der auf den 1. Februar 1885
abgeschlossenen, von der Verwaltungskommission genehmigten und
der Regenz mitgetheilten Rechnung gewerthet zu Fr. 487,377. Der
jährliche Ertrag war in den letzten zehn Jahren im Mittel etwas über
Fr. 30,000, wovon also die Hälfte an die zur Universität gehörige
Kunstsammlung ging.
Die B l e i l e r'sche S t i f t u n g. — Von dem Ehepaar B l e i l e r -
M i e g sel. sind im Jahre 1858 laut testamentarischer Verfügung der
Kunstsammlung des Museums Fr. 10,000 zugekommen; die eine
Hälfte bestimmt zur Anschaffung von Kunstgegenständen, der Ertrag
der andern Hälfte zur Unterstützung eines fleissigen und
bedürftigen, sich zur Ausbildung in Rom aufhaltenden Basler
Künstlers. Die Stiftung wird von der Kunstkommission verwaltet; der
letzte Rechnungsabschluss ergab als Saldo auf neue Rechnung Fr.
18,157.
Das S i n g e i s e n'sche L e g a t. — Jungfrau M a g d a l e n a
S i n g e i s e n sel. vermachte durch das im Jahre 1870 publicierte
Testament dem Museumsfond der Stadt Basel die Summe von Fr.
17,000 mit der Bestimmung, dass die Zinsen davon vorerst ihrer
Dienstmagd während Lebenszeit ausbezahlt werden sollen. Nach
deren Tode soll dieser Zins zur Unterstützung älterer und bedürftiger,
in Basel wohnender Künstler verwendet werden. Diese früher von
der Museumskommission verwaltete Stiftung wird jetzt von der
Kunstkommission besorgt.
Wir haben hier nur die zu Gunsten der Universität gemachten
Stiftungen besprochen, welche öffentlich von der Universität
verwaltet werden und über welche also auch die
Universitätsrechnung berichtet; andere, theils für die Universität im
Allgemeinen, theils für einzelne Anstalten oder Sammlungen
derselben bestimmte Stiftungen verwalten Privatvereine,
insbesondere die Akademische Gesellschaft und der Museumsverein.
Auskunft über dieselben ist zu finden in den jährlich veröffentlichten
Berichten dieser Vereine, sowie in der soeben herausgekommenen
fünfzigjährigen Geschichte der Akademischen Gesellschaft.

Es mag im Anschluss an diesen Abschnitt noch kurz in

abgerundeten Zahlen angedeutet werden, wie die M i t t e l f ü r
d i e U n i v e r s i t ä t zusammenfliessen, wobei wir nicht von den
ausserordentlichen Leistungen für Erstellung neuer
Unterrichtsanstalten, sondern nur von dem sprechen, was zur
Bestreitung der jährlichen regelmässigen Ausgaben gespendet wird.
Abgesehen von den verhältnissmässig nur geringe Summen
betragenden Gebühren und Eintrittsgeldern kommen hier drei
verschiedene Einnahmequellen in Betracht:
1. D i e d i r e k t e n B e i t r ä g e d e s S t a a t e s, entsprechend
den durch Gesetze und Grossrathsbeschlüsse festgesetzten Krediten.
Im Jahre 1835 betrugen dieselben etwa nur Fr. 40,000 und sind in
den fünfzig Jahren bis 1885, Dank der Bereitwilligkeit der Behörden,
Opfer für die höchste Lehranstalt zu bringen, etwa auf Fr. 185,000
gestiegen.
2. D e r E r t r a g d e r U n i v e r s i t ä t s f o n d s . Im Jahre 1835
war derselbe etwa Fr. 20,000 und hat in den fünfzig Jahren theils
durch Vermehrung des Vermögens, theils in Folge des höheren
Zinsfusses etwa Fr. 60,000 erreicht.
3. D i e f r e i w i l l i g e n B e i t r ä g e v o n V e r e i n e n u n d
P r i v a t e n . Hier sind vor Allem die in der besonderen Festschrift
dargestellten Leistungen der Akademischen Gesellschaft zu
erwähnen; ausserdem aber spenden der Museumsverein, die
Gemeinnützige Gesellschaft und manche Freunde der Universität
Geschenke an die verschiedenen Universitätsanstalten. Wenn wir die
theils höchst werthvollen Kunstgegenstände, Bücher, Naturalien und
Apparate bei Seite lassen und nur die Geldgaben in Betracht ziehen,
so finden wir für diese ganz freiwilligen Leistungen im Jahre 1884
etwa Fr. 31,000.
Somit setzen sich die regelmässigen jährlichen Leistungen für die
Universität etwa folgendermassen zusammen:
Staatsbeitrag Fr. 185,000macht 67% oder ⅔
Ertrag der Universitätsfonds » 60,000 » 22% » 2⁄9
Freiwillige Privatleistungen » 31,000 » 11% » ⅟9
im Ganzen Fr. 276,000.
Ed. Hagenbach-Bischoff.
 III.
Rektoren, Lehrpersonal und
Studentenschaft der Universität.
A. Rektoren der Universität
(gewählt zu Ende des Jahres für das nächste Kalenderjahr) waren:
14. Sept.-31. Dec. 1835: Herr W. M. Leberecht d e W e t t e,
Professor der Theologie.
für das Jahr

1836: - Friedrich B r ö m m e l, Professor der Geschichte.

1837: - Franz Dorotheus G e r l a c h, Professor der lateinischen
Sprache.
1838: - Friedrich F i s c h e r, Professor der Philosophie.
1839: - Karl Friedrich M e i s s n e r, Professor der Botanik.
1840: - Karl Rudolf H a g e n b a c h, Professor der Theologie.
1841: - Wilhelm W a c k e r n a g e l, Professor der deutschen
Sprache.
1842: - Johann Georg M ü l l e r, Professor der Theologie.
1843: - Friedrich M i e s c h e r, Professor der Physiologie.
1844: - Christian Friedrich S c h ö n b e i n, Professor der Physik
und Chemie.
1845: - Wilhelm V i s c h e r, Vater, Professor der griechischen
Sprache.
1846: - Johann Jacob S t ä h e l i n, Professor der Theologie; an
dessen Stelle trat
- Wilhelm V i s c h e r, Vater, Professor der griechischen
Sprache.
1847:}
 1848:} - Franz Dorotheus G e r l a c h, Professor der lateinischen
Sprache.
1849: - W.M. Leberecht d e W e t t e, Professor der Theologie;
an dessen Stelle trat
- Karl Rudolf H a g e n b a c h, Professor der Theologie.
1850: - Karl Rudolf H a g e n b a c h, Professor der Theologie.
1851:}
1852:}- Johannes S c h n e l l, Professor des schweizerischen
Civilrechts.

für das Jahr

1853: Herr Friedrich M i e s c h e r, nun Professor der

pathologischen Anatomie.
1854: - Christoph Johannes R i g g e n b a c h, Professor der
Theologie.
1855: - Wilhelm W a c k e r n a g e l, Professor der deutschen
Sprache.
1856: - Roderich S t i n t z i n g, Professor des römischen Rechts.
1857: - Wilhelm V i s c h e r, Vater, Professor der griechischen
Sprache.
1858: - Johann Georg M ü l l e r, Professor der Theologie.
1859: - Gustav Heinrich W i e d e m a n n, Professor der Physik.
1860: - Peter M e r i a n, Rathsherr und Professor der Geologie.
1861: - Karl Friedrich M e i s s n e r, Professor der Botanik.
1862: - Karl S t e f f e n s e n, Professor der Philosophie; an
dessen Stelle trat
- Karl Rudolf H a g e n b a c h, Professor der Theologie.
1863: - Franz Dorotheus G e r l a c h, Professor der lateinischen
Sprache.
1864: - Karl S t e f f e n s e n, Professor der Philosophie.
1865: - Ludwig R ü t i m e y e r, Professor der vergleichenden
Anatomie.
1866: - Wilhelm W a c k e r n a g e l, Professor der deutschen
Sprache.
1867: - Andreas H e u s l e r, Vater, Professor des
schweizerischen Staatsrechts.
1868: - Hermann S c h u l t z, Professor der Theologie.
1869: - Wilhelm H i s, Professor der Anatomie und Physiologie.
1870: - Eduard H a g e n b a c h, Professor der Physik.
1871: - Andreas H e u s l e r, Sohn, Professor des deutschen
Rechts.
1872: - Freiherr v o n d e r G o l t z, Professor der Theologie.
1873: - Simon S c h w e n d e n e r, Professor der Botanik.
1874: - Moritz H e y n e, Professor der deutschen Sprache.
1675: - Carl Ernst Emil H o f f m a n n, Professor der Anatomie.
1876: - Friedrich v o n W y s s, Professor des schweizerischen
Civilrechts; an dessen Stelle trat
- Franz O v e r b e c k, Professor der Theologie.
1877: - Wilhelm V i s c h e r, Sohn, Professor der Geschichte.
1878: - Friedrich S c h u l i n, Professor des römischen Rechts.
1879: - Emil K a u t z s c h, Professor der Theologie.
1880: - Hermann I m m e r m a n n, Professor der klinischen
Medicin.
1881: - August v o n M i a s k o w s k i, Professor der
Nationalökonomie.
1882: - Hermann S i e b e c k, Professor der Philosophie.
1883: - Rudolf S t ä h e l i n, Professor der Theologie.
1884: - Albert Te i c h m a n n, Professor des Straf- und
Kirchenrechts.
1885: - Moritz R o t h, Professor der pathologischen Anatomie.
 B. Lehrpersonal der Universität.
— Geordnet nach der Zeit des Eintritts in die Fakultät, bezw. in die
höhere Stellung in derselben. — O. = Ostern. S. = Sommer. M. =
Michaelis. W. = Winter.

1. Theologische Fakultät.

a) Ordentliche Professoren.

1. de Wette, Wilhelm Martin Leberecht — geb. 12. Jan. 1780 zu

Ulla bei Weimar, 1805 Docent in Jena, 1807 a.o. Prof. der
Philosophie, 1809 ord. Prof. der Theologie in Heidelberg, 1810 in
Berlin. Am 2. Oct. 1819 seines Amtes entlassen, begab er sich
nach Weimar und folgte 1822 einem Rufe an die theologische
Fakultät nach Basel, deren Reorganisator er wurde; Rektor 1823,
1829, 1834. Ende 1835 u. 1849, † 16. Juni 1849.
H a g e n b a c h, die theologische Schule Basels und ihre Lehrer,
Basel 1860 und in Herzog's Realencyclopädie, 1. Aufl. XVIII. 61 ff. —
H o l t z m a n n in »Allgem. Deutsche Biographie« V. 101-105. —
W i e g a n d. W.M.L. de Wette, Erfurt 1879. — R u d o l f S t ä h e l i n,
W.M.L. de Wette nach seiner theol. Wirksamkeit und Bedeutung,
Basel 1880.
2. Hagenbach, Karl Rudolf — geb. 4. März 1801 zu Basel, Sohn des
Basler Arztes und Professors Karl Friedrich H. ( † 20. Nov. 1849),
studierte in Basel, Bonn und Berlin, habilitierte sich 1823 in Basel,
1824 Lic. theol. und a.o. Prof., 1828 ord. Prof. für
Kirchengeschichte, 1830 zum Dr. theol. ernannt, Rektor 1832,
1840, 1849, 1850 u. 1862. † 7. Juni 1874.
Erinnerung an K.R. Hagenbach, Basel 1874. — E p p l e r, K.R.
Hagenbach, Gütersloh 1875. — R u d o l f S t ä h e l i n, K.R.
Hagenbach, Basel 1875. — W. K r a f f t in »Allgem. Deutsche
Biographie« X. 344. — Herzog's Realencyclopädie, 2. Aufl. V. 537 ff.
3. Stähelin, Johann Jacob — geb. 6. Mai 1797 zu Basel, studierte in
Basel und Tübingen, 1823 Dr.phil. und Docent in Basel, 1827
Lic.theol., 1829 a.o. Prof., 1835 ord. Prof. für Altes Testament,
1840 zum Dr. theol. ernannt, kurze Zeit 1846 Rektor, † 27. Aug.
1875 zu Langenbruck.
Zur Erinnerung an Herrn J.J. Stähelin, Basel 1875. — Herzog's
Realencyclopädie. 2. Aufl. XIV. 570 ff.
4. Müller, Johann Georg — geb. 8. Mai 1800 zu Basel, 1825 cand.
theol., 1831 Lektor u. Lic. theol., 1832 a.o. Prof., 1835 ord. Prof.
für Neues Testament, 1856 zum Dr.phil. ernannt, Rektor 1842 u.
1858, † 30. August 1875.
Abriss meines Lebenslaufes. Aufzeichnung von J.G. Müller, theol.
Prof. Basil. (Druck von Schultze) 1875.
5. Schenkel, Daniel — geb. 21. Dec. 1813 zu Dägerlen bei
Winterthur, studierte in Basel u. Göttingen. 1839 Docent in Basel,
1841 Prediger und Mitglied des Schul- und Kirchenrathes in
Schaffhausen, 1850 ord. Prof. für systematische Theologie in
Basel, ging 1851 nach Heidelberg, † daselbst 19. Mai 1885.
6. Riggenbach, Christoph Johannes — geb. 8. Oct. 1818 zu Basel,
wurde Pfarrer in Bennwil (Baselland), 1851 in Basel zum Lic. theol.
ernannt und ord. Prof. für systematische Theologie, Rektor 1854,
im Juni 1860 zum Dr. theol. ernannt.
7. Schultz, Hermann — geb. 30. Dec. 1836 zu Lüchow (Hannover),
1858 Dr.phil. in Rostock, 1861 Lic. theol. und Docent in Göttingen,
1864 ord. Prof. für Altes Testament und systematische Theologie
in Basel, 1865 Dr. theol. (Göttingen), Rektor 1868, ging 1872 nach
Strassburg, 1874 nach Heidelberg, 1876 nach Göttingen.
8. von der Goltz, Hermann Freiherr — geb. 17. März 1835 zu
Düsseldorf, studierte in Erlangen, Berlin, Tübingen und Bonn,
1858-61 in der französischen Schweiz, 1861-65
 Gesandtschaftsprediger in Rom, 1865 vom Verein f. christl.-theol.
Wissenschaft nach Basel für exegetische u. systematische
Theologie berufen, zum Lic. theol. ernannt und a.o. Prof., 1870
ord. Prof., Rektor 1872, ging 1873 nach Bonn, 1876 nach Berlin.
9. Overbeck, Franz — geb. 4./16. Nov. 1837 zu St. Petersburg, W.
1864 Docent in Jena, Frühjahr 1870 a.o. Prof. und W. 1871 ord.
Prof. für neutestamentliche Exegese und ältere Kirchengeschichte
in Basel, Rektor 1876.
10. Kautzsch, Emil — geb. 4. Sept. 1841 zu Plauen i.V., 1863
Dr.phil. und Gymnasiallehrer an der Nicolaischule in Leipzig, 1869
Docent d. Theol. an der Universität, 1871 a.o. Prof. daselbst, M.
1872 ord. Prof. für alttestamentliche Exegese in Basel, im Sept.
1873 zum Dr. theol. ernannt, Rektor 1879, ging O. 1880 nach
Tübingen.
11. Stähelin, Rudolf — geb. 22. Sept. 1841 zu Basel, 1865 cand.
theol., 1873 Lic. u. Docent d. Theologie, 10. Jan. 1874 a.o. Prof.
und 10. Dec. 1875 ord. Prof. für Kirchengeschichte, 15. Nov. 1880
Dr. theol. (Bern), Rektor 1883.
12. Schmidt, Paul Wilhelm — geb. 25. Dec. 1845 zu Berlin, 1865
Dr.phil. in Halle, 1867 Lic. theol. in Berlin, O. 1869-76 Docent
daselbst, O. 1876 ord. Prof. für Neues Testament in Basel, 22. Juli
1885 Dr. theol. (Strassburg).
13. Stockmeyer, Immanuel — geb. 28. Juli 1814 zu Basel, war
1846-71 Pfarrer zu St. Martin, 1850 zum Lic. theol. ernannt, 1851
Docent der Theologie, im Dec. 1860 zum Dr. theol. ernannt, 1871
Antistes, 17. Juli 1876 ord. Prof. für praktische Theologie.
14. Smend, Rudolf — geb. 5. Nov. 1851 zu Lengerich (Westfalen),
1874 Dr.phil. in Bonn, 1875 Lic. theol. u. Docent der Theologie in
Halle, 1880 a.o. Prof. und S. 1881 ord. Prof. für Altes Testament in
Basel, im Jan. 1885 Dr. theol. (Giessen).
15. Orelli, Conrad von — geb. 25. Januar 1846 zu Zürich, 1871
Dr.phil. in Leipzig, W. 1871 Docent der Theologie in Zürich, O.
1873 vom Verein f. christl.-theol. Wissenschaft nach Basel für Altes
 Testament berufen und a.o. Prof., S. 1881 ord. Prof., Aug. 1885 Dr.
theol. (Greifswald).
16. Kaftan, Julius — geb. 30. Sept. 1848 zu Loit (Schleswig), 1872
Dr.phil. in Leipzig, 1873 Lic. theol., W. 1873 vom Verein f. christl.-
theol. Wissenschaft nach Basel für systematische Theologie
berufen und 1874 a.o. Prof., S. 1881 ord. Prof., im Dec. 1882 zum
Dr. theol. ernannt, ging O. 1883 nach Berlin.

b. Ausserordentliche Professoren.

17. Beck, Johann Tobias (von) — geb. 22. Febr. 1804 zu Balingen,
1828 Stadtpfarrer in Mergentheim, 1836 vom Verein für christl.-
theol. Wissenschaft nach Basel für exegetische u. systematische
Theologie berufen, 1842 vor seinem Weggange nach Tübingen
zum Dr. theol. ernannt, † daselbst 28. Dec. 1878.
18. Hoffmann, Wilhelm — geb. 30. Oct. 1806 zu Leonberg
(Württemberg), wurde 1839 Direktor der Missionsanstalt in Basel,
1843 vom Verein für christl.-theol. Wissenschaft für exegetische u.
systematische Theologie berufen und a.o. Prof., ging 1849 nach
Tübingen, 1852 nach Berlin, † daselbst 28. Aug. 1873.
K a r l H o f f m a n n, Leben und Wirken des L. Fr. W. Hoffmann,
Berlin 1878 — Herzog's Realencyclopädie, 2. Aufl. VI. 216 ff.
19. Auberlen, Carl August — geb. 19. Nov. 1824 zu Fellbach
(Württemberg), W. 1851 vom Verein für christl.-theol.
Wissenschaft nach Basel für exegetische u. systematische
Theologie berufen und a.o. Prof., 6. Sept. 1860 zum Dr. theol.
ernannt, † 2. Mai 1864.
Leichenrede von Prof. R i g g e n b a c h sammt Lebensabriss von
Prof. G e s s (Basel, Balmer und Riehm). — Herzog's
Realencyclopädie, 2. Aufl. I. 757.

c. Privatdocenten.