Convert Entities and Attributes to Tables and Fields
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Convert Entities and Attributes to Tables and Fields
Summary:
It is designed around an educational institute called Learner Care that offers two types of courses every semester, regular and optional. While regular courses are compulsory, students may select one optional course every semester. Some courses may be dropped from the previous curriculum year and new courses may be offered. The optional courses may be offered in both semesters for the same grade. Generally, the courses offered are repeated every year for the students of the same grade, but these may be changed.
Students enrolling for a specific year need to enroll for the regular courses offered for the semester for that grade and an optional course per semester. Each optional course has limited number of seats.
A student can specify his choice for the optional course if the course is being offered in the semester for the grade of the student. A student can specify three priorities for the optional courses. A course is allotted to the student after the enrolment period is over on first come first serve basis based upon the availability of seats in the course.
The database also stores the skill set of faculty in the institute. Based upon the skill set, faculty is assigned to courses when the courses are announced. However, a faculty may be replaced in a different semester or grade.
Courses are assigned specific classrooms subject to the availability of the room while ensuring that no teacher or student attends two courses simultaneously. Classes are conducted for eight one-hour sessions per day, five days a week. Each course is conducted six times a week with four periods per week for extracurricular activities of students.
A weekly timetable can be generated to inform the students and faculty about the classroom for specific courses.
Part 1 of Project:
1. Convert entities and attributes to tables and fields, respectively.
2. Specify data types and the size of fields in the tables.
3. Identify primary and foreign keys.
4. Identify various constraints for the fields.
5. Normalize data, if required
Over the years, Kalli Lizama has been a very successful investor. She investigates a company thoroughly before purchasing its shares. Kalli is interested in the common stock of McBride Enterprises. The following data are available for the company:
2012 2011 2010
Current ratio 2.9 2.4 2.1
Acid-test ratio 0.8 1.0 1.3
Accounts receivable turnover 7.6 8.5 9.4
Inventory turnover 5.0 5.7 6.8
Sales trend 130.0 118.0 100.0
Dividends paid per share* $2.75 $2.75 $2.75
Dividend yield ratio 5.5% 4.2% 3.3%
Dividend payout ratio 40% 50% 60%
Return on total assets 13.0% 11.8% 10.4%
Return on common stockholders’ equity 16.2% 14.5% 9.0%
*There were no changes in common stock outstanding over the three-year period.
Kalli would like answers to a number of specific questions this data. Respond in a complete but concise manner to each of her questions.
1. Is the market price of the company’s stock going up or down?
2. Are the earnings per share increasing or decreasing?
3. Is the price-earnings ratio going up or down?
4. Is the company employing financial leverage to the advantage of the common stockholders?
5. Is it becoming easier for the company to pay its bills as they come due?
6. Are customers paying their bills at least as fast now as they did in Year 1?
7. Is the total of accounts receivable increasing, decreasing, or remaining constant?
8. Is the level of inventory increasing, decreasing, or remaining constant?
Convert Entities and Attributes to Tables and Fields
RUBRIC
QUALITY OF RESPONSE |
NO RESPONSE |
POOR / UNSATISFACTORY |
SATISFACTORY |
GOOD |
EXCELLENT |
Content (worth a maximum of 50% of the total points) |
Zero points: Student failed to submit the final paper. |
20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. |
30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. |
40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. |
50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. |
Use of Sources (worth a maximum of 20% of the total points). |
Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. |
5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. |
10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. |
15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. |
20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. |
Grammar (worth maximum of 20% of total points) |
Zero points: Student failed to submit the final paper. |
5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors |
10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors |
15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. |
20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. |
Structure of the Paper (worth 10% of total points) |
Zero points: Student failed to submit the final paper. |
3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. |
5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper |
7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. |
10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. |
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