Introduction    Under Construction!

This extended example demonstrates the steps and results of the EDUCE process.

1. The original narrative is first analyzed. Each problem statement is simplified and normalized.

   • Each original domain statement is quoted.
   • Each original statement is rephrased through a series of transformations.
   • Some steps break apart complex clauses into separate sentences.
   • Some steps simplify phrasing with appropriate nominalization or denominalization.
   • Each step uses a transformation that preserves the original meaning (intent).
   • Each step identifies whether it is a syntactic or semantic transformation.
   • The statements are rephrased until they are suitable (simple enough) for modeling.

2. After the original statements have been analyzed, some of the original concepts are augmented, especially where domain elements are not exposed in some usable manner.

3. The analysis results are then correlated to produce a subject inventory, which serves as a domain vocabulary.

4. The operational interactions between the system and its users are then considered and described using trace cards. The trace cards describe the system policies, constraints, measurements, and operations.

5. The system operations are then combined with the subject inventory to produce a system boundary analysis. The boundary analysis lists the domain subjects and indicates which are relevant to the solution design.

6. Based on the relevant domain subjects, initial draft analysis models for storage buildings and storage allocation are sketched.

7. Based on the analysis models, initial draft design for selected system elements are sketched using CRC cards.

8. Implementations of the design sketches for the DepotSafety and the StorageAllocation classes are then proposed using Bistro.

Considerations

Unlike traditional forms of object-oriented analysis, EDUCE considers thematic business concepts in addition to obvious business and industrial elements.

Traditionally, object-oriented analysis considers only those domain concepts that are relatively obvious and concrete. However, concrete domain concepts often only give you clues about business objects and industrial objects without identifying enduring business themes. Enduring business themes are most often expressed in business policy statements, which typically identify mission critical and mission central quality concerns. Business policy statements also often dictate contraints on business operations and the criteria for determining and measuring operational policy compliance.

In addition to providing guidance with respect to business and industrial object discovery, EDUCE explicitly addresses the need to identify enduring business themes contained in business policy statements, expanding these into quality requirements, and turning them into solution components.

While other elements of the system may fluxuate over time, the concern for depot safety will endure. The depot is subject to external regulatory oversight by the EPA. If the depot becomes unsafe, the EPA will close it. Therefore, the continuity of depot business operations requires depot safety.

So, DepotSafety should become a key element of the solution design, around which the other business and industrial objects will constellate. DepotSafety will then become a centerpiece and a stable element of the overall system architecture.