Animal Shelter Solutions Essay Example For Students

Animal Shelter Solutions Essay Database Design Supplemental Project Book Instructor Version Oracle Academy Database Design i Copyright  © 2009, Oracle. All rights reserved. Contents INTRODUCTION IV How to Use this Project Book iv Project Difficulty iv PROJECT 1: DJS ON DEMAND 1 1. 1. Introduction 1 1. 2. Case Study 1 1. 3. Steps, Exercises, and Examples 3 1. 4. Solutions 9 PROJECT 2: GLOBAL FAST FOODS 15 2. 1. Introduction 15 2. 2. Case Study 16 2. 3. Steps, Exercises, and Examples 17 2. 4. Solutions 23 PROJECT 3: ANIMAL SHELTER 31 3. 1. Introduction 31 3. 2. Case Study 32 3. 3. Steps, Exercises and Examples 32 3. 4. Solutions 36 PROJECT 4: NATURAL SCIENCE LAB 1 4. 1. Introduction 41 4. 2. Case Study 42 4. 3. Steps, Exercises and Examples 42 4. 4. Solutions 46 Oracle Academy Database Design ii Copyright  © 2009, Oracle. All rights reserved. PROJECT 5: RECYCLING CENTER 50 5. 1. Introduction 50 5. 2. Case Study 51 5. 3. Steps, Exercises and Examples 52 5. 4. Solutions 56 Oracle Academy Database Design iii Copyri ght  © 2009, Oracle. All rights reserved. Introduction This Supplemental Project Book contains a collection of projects designed to allow students to apply the concepts described in the Database Design portion of the â€Å"Database Design and Programming with SQL† course. It includes five projects, each comprising an introduction, case study describing the project specifics, and steps to be followed during implementation, exercises, and examples. Projects may be completed in tandem with the completion of corresponding lessons for the duration of the course. The goal of the projects is to make a presentation of an entity relationship diagram based on the data acquired during the steps of the project. How to Use this Project Book The projects may be used at various stages of the course to allow students the opportunity to put into practice what they are learning during the curriculum. Each project Introduction specifies approximately when the projects may be most applicable during the curriculum and approximately the duration for the projects. The Case Study section of the project book contains all supporting information related to the DJs on Demand and Global Fast Foods projects. The same section provides support questions for the remaining three interview-based projects, which are more advanced. This section includes the structural business rules, a few procedural business rules and other examples referencing concepts described in the Database Design course. This information will be helpful when completing the exercises of the project. The practice Steps allow students to apply their understanding of entities and their attributes, recognize different relationships between entities, increase their understanding of business concepts (such as CRUD analysis and checking data integrity) and finally enhance their presentation skills. Each step is designed for completion at the end of a specific lesson in the course. Project Difficulty The projects are ranked from 1 to 5, 5 being the most difficult, to help teachers determine the best project(s) to use for their students. The DJs on Demand project is rated 2 and provides a great deal of guidance. This project is recommended to reinforce the concepts students are just learning. Many examples are given in the curriculum. The Global Fast Foods project is rated 2. 5 and provides a great deal of guidance. This project is recommended to reinforce the concepts students are just learning on arcs, normalization, and many-to-many relationships. Oracle Academy Database Design iv Copyright  © 2009, Oracle. All rights reserved. The Animal Shelter project is rated 3. and provides some guidance while encouraging practice of interviewing skills with the instructor, online research, and accurate and creative data modeling. The Natural Science Lab project is rated 4 and provides minimal guidance while encouraging practice of interviewing skills with a science teacher and accurate and creative data modeling. The Recycling Center project is rated 4 and provides minimal guidance while encouraging practice of interviewin g skills with an outside person, and accurate and creative data modeling. Oracle Academy Database Design v Copyright  © 2009, Oracle. All rights reserved. DJs on Demand Project 1: 1. 1. DJs on Demand Introduction Difficulty Scale: 2 The DJs on Demand project describes the business scenario for a disc jockey music service. Project Use: Apply The project states the business rules to be basic concepts of considered before designing a database model. No database modeling interviews are required for this project. The goal of Application: Start this this project is to ensure that all students have the project following Section same information before preparing the final 2 Lesson 2. presentation and creating the ERD. Most other rojects contained in the Project Book will require students to work on their interviewing skills – since the goal of each database modeling project is to satisfy the clients’ needs. Project success is demonstrated with successful interviews, creative solution creation, and an effective presentation. Since this is an introductory project, most of the entities and relationships in the E RD for the DJs on Demand project are presented as examples in the Database Design lessons of the course. The tasks outlined in the practices and examples focus on problem recognition and methods for improving the example presented. This project is complete when students have fully incorporated the final ERD into the presentation delivered to their instructor. The DJs on Demand project can be a useful tool for applying the basic concepts of the Database Design course. The lessons practices that reference this project are: †¢ †¢ †¢ †¢ †¢ †¢ Section 2 Lesson 2 Section 3 Lessons 1 and 2 Section 4 Lesson 2 Section 5 Lessons 3, 4 Section 7 Lessons 1 and 2 Section 15 Lessons 4 and 5 Note: If lessons are skipped, students may not be able to successfully complete the corresponding practice step, or any later steps in the project. On a scale of 1-5, the difficulty rank for this project is 2. It is recommended that instructors teach this project first as it helps students solidify their understanding of the basic concepts of data modeling. The final ERD can be found in the Solutions section of this project. 1. 2. Case Study Read the complete scenario for the DJ business below. Oracle Academy Database Design 1 Copyright  © 2009, Oracle. All rights reserved. DJs on Demand â€Å"We started out as a group of friends who organized parties and customized our own music. Then we thought we’d turn it into a business to pursue our interests and earn some money. We called ourselves the â€Å"DJs on Demand. â€Å"Everyone who works here is a partner. Every partner has a specific responsibility. The project manager makes the first contact with the client to discuss the event. Is it a birthday party, a wedding, an anniversary, a graduation? What is the date for the party or event? â€Å"Once that’s decided, the event planner gets in touch with the client about specific locations, catering, decorations, and other specific details. The DJ talks with the client about the kind of music wanted. The project manager supervises the event planners and DJs. He/she also authorizes expenditures related to a project. â€Å"We have a large collection of CDs. Each CD contains several songs, and the same song can appear on several CDs. We like to classify each song by type (hip hop, salsa, RB (rhythm and blues), techno, polka, rock, jazz, new age, classical, etc. ) â€Å"We can propose an initial list of songs to the client depending on the event. Of course, a client can request other songs as well. â€Å"Our client list is growing. We have a lot of repeat business – customers who like what we’ve done and ask us to work their other events. We have some very busy customers who can have more than one event going on at the same time. â€Å"We also have a list of themes that we can use to categorize these events. For example: a wedding may have a tropical theme, a party may have a carnival theme, an anniversary could have a sixties theme, etc. This helps us pick a venue and also gives us an idea of what the DJ (and other musicians) should wear. Some partners have a specialty or expertise – so a theme can also help us assign the right person to the job. â€Å"Events are held either in a public space or a private home. The event manager visits both and makes arrangements with the public-space renter or the private-home owner. â€Å"Since several partners can work on an event, and an event can be assigned to several partners, we like to keep track of who is working on which event. We keep a log of what each event planner and DJ has done on an event, and when they did it. † Below is the business scenario describing relationships. â€Å"We like to classify all our music – each song or soundtrack – by type. The different types are rock, jazz, country, classical, pop, new age, etc. We can add new types as the need arises – in fact we recently added a new type for rap music. We realize that a song can really be classified under more than one type, but for our purposes we select only one main classification type for each song. † Oracle Academy Database Design 2 Copyright  © 2009, Oracle. All rights reserved. DJs on Demand DJs on Demand clients, events, and themes are listed below. â€Å"Our client list is growing. We have a lot of repeat business – customers who like what we’ve done who ask us to work for them again. We have some very busy customers who can have more than one event going on at the same time! Each partner has some specialty or expertise – so when it’s appropriate, we like to classify our events by theme to help us assign the right person (partner) to the job. An event theme can be a beach party, medieval, carnival, retro sixties or seventies, etc. We keep adding event themes as we go. † Procedural business rule examples are listed below. â€Å"Initial contact with the client from DJs on Demand must be made by the project manager. â€Å"Approval for travel requests to an event must be signed by the project manager for that event. † 1. 3. Steps, Exercises, and Examples Step 1 – Recognizing attributes for an entity This step may be undertaken following Section 2 Lesson 2. Three entities that play a role in a DJ business (SONG, EVENT, and CUSTOMER) are listed as the first three column headings of the table below. The fourth column contains a collection of attributes. Use a check mark to indicate if the attribute listed could be an attribute for the entities listed. (For example, could Title be an attribute for Song, for Event, and for Customer? ) Table 1: Entity and attribute assignment SONG EVENT CUSTOMER Attributes Title Description Venue First Name Phone Number Release date Last Name Type Email address Step 2 – Understanding relationship between SONG and TYPE This step may be undertaken following Section 3 Lesson 1. You have learned about the relationship between SONG and TYPE. Answer the following questions: †¢ Must every SONG have a TYPE? Oracle Academy Database Design 3 Copyright  © 2009, Oracle. All rights reserved. DJs on Demand †¢ †¢ †¢ †¢ Can you have a SONG that doesn’t fall under any one TYPE? What would you do in this case? Must every TYPE describe or classify a SONG? Why would we want to have a TYPE with no songs under it? How many songs can fall under one type? Think about attributes for both of these entities. Can you categorize the following music into playlists the same way SONGS are categorized into TYPES? Table 2: Musical listings SONG Viva la Vida Bach: The Cello Suites What a Wonderful World 4 Minutes Exclusive High and Dry We are the champions Help Me Brahms: The 4 Symphonies One more time Come on over Just my imagination The show must go on Thriller So what Mississippi Girl Back to black ARTIST Coldplay Yo-Yo Ma Louis Armstrong Madonna Chris Brown Radiohead Queen Elvis Presley Berliner Philarmoniker Herbert von Karajan Daft Punk Shania Twain The Rolling Stones Pink Floyd Michael Jackson Miles Davis Faith Hill Amy Winehouse GENRE Alternative Classical Jazz Pop RB/Soul Alternative Rock Pop, Rock Classical Electronic Country Rock Rock Pop Jazz Country RB/Soul Step 3 – Understanding relationship between clients, events, and types This step may be undertaken following Section 3 Lesson 2. You learned about entities and saw how the CLIENT, EVENT and THEME entities relate. Can you think of other entities for the DJs on Demand project? You can go back to the structural business rules described in the Case Study section of this project. Step 4 – Procedural business rules This step may be undertaken following Section 4 Lesson 2. Oracle Academy Database Design 4 Copyright  © 2009, Oracle. All rights reserved. DJs on Demand You are already familiar with the structural business rules presented in the Case Study section. Another important piece of information, important when effectively modeling a database, is represented by the procedural business rules. An example of a procedural business rule is described in lesson 2 of section 4: Initial contact with the client must be made by the project manager. How could you incorporate this constraint in your ERD? Can you think of other examples of procedural business rules? Step 5 – Resolving many-to-many relationships This step may be undertaken following Section 5 Lesson 3. You already saw how to solve the M:M relationship between the PARTNER and EVENT entities through the JOB ASSIGNMENT intersection entity. Incorporate this in your ERD. How would you solve a M:M relationship between SONG and CD? What about the one between SONG and EVENT? What would be a good name for the intersection entities and what attributes would they have? Incorporate this step in your ERD. Step 6 – Understanding CRUD requirements This step may be undertaken following Section 5 Lesson 4. Performing a CRUD analysis on the model you created so far for the DJs on Demand project is important. A CRUD analysis helps you to check the completeness and accuracy of the data model. Use the business rules presented in the Case Study section and create a table following the example below. Look for words and phrases that impact CRUD (we want to track data, we need to enter data). Is there an entity or attribute or relationship that allows a user of the DJs on Demand to create, retrieve, update, or delete? Hint: All entities need to have one create and retrieve function. This means you need to have the business rules that points to entering data in the entity and viewing the data once it is in the database. Table 3 CRUD requirements example worksheet Entity EVENT ENTITY NAME Oracle Academy Business Rules Since several partners can work on an event, and an event can be assigned to several partners, CRUD Function? CREATE We like to keep track of who is working on which event. Specific business rule RETRIEVE Database Design 5 Copyright  © 2009, Oracle. All rights reserved. DJs on Demand relating to the entity Table 4 CRUD examples Whenever we get a new customer, we take down asic information (name, address, email) and assign an ID. Create Wed like to print out a list of songs to be played at each event. Retrieve The event manager reserves the location and may do a site visit. Then she notes down the status and date of each job. Update A number of our customers were small companies that were hit hard by the recession. They went out of business. We r emoved them from our current records. Delete Step 7 – Mutually exclusive relationships This step may be undertaken following Section 7 Lesson 1. You have learned that you can represent mutually exclusive relationships through arcs. Incorporate the exclusive OR relationship between EVENT and PRIVATE HOME and PUBLIC SPACE in your ERD. Can you think of another example using the same method of mutually exclusive relationship? Step 8 – Supertypes and subtypes This step may be undertaken following Section 7 Lesson 2. In lessons 1 and 2 of section 7, you learned about the two ways to represent supertypes and subtypes: as arcs or through recursive relationships. Think about the advantages and drawbacks of each model. Which way would you choose to incorporate the supertype PARTNER, followed by the subtypes EVENT PLANNER, DJ, MANAGER, and OTHER in your ERD? Hint: Take into account the procedural business rule about the manager described above. Step 9 – Presenting the design to the instructor This step can be undertaken at the end of Section 15 Lesson 4. Create a presentation for the DJs on Demand Director, whose role will be played by your instructor. Organize your presentation, by including: †¢ †¢ Statement of the problem Information requirements of the business clearly stated Oracle Academy Database Design 6 Copyright  © 2009, Oracle. All rights reserved. DJs on Demand †¢ †¢ Assumptions and constraints you took into account The ERD You will present this to your instructor, and you will be given the opportunity to present the ERD as a communication tool, along with the business rules, to show the client that you understand their needs and that these needs are being met by your design. A suggested order for the presentation is a follows: 1. 2. 3. 4. 5. 6. 7. 8. Introduce the group members State the business issue that you addressed Present and explain the ERD (large enough for all to see) Summarize how your solution will meet the client’s needs Present written documentation State assumptions that you made in creating your solution Thank the clients for their time Exit gracefully Remember: When you have a very large diagram, it may also help to break it up into smaller diagrams of functionally related entities. You could use the smaller sub-diagrams when presenting to different groups within the customer’s company. Hint: Review Section 11 Lesson 1 for drawing conventions for readability. Step 10 – Making modifications and new requirements This step can be undertaken at the end of Section 15 Lesson 5. Modify your ERD based on the feedback received from the presentation to the DJs on Demand Director. Produce a Design Revision Document outlining the changes made since the presentation was given. Include the modified ERD with the Design Revision Document and submit the package to your instructor for review. Think of reports that can be generated from the future system, which includes the modifications you just made. Document how you imagine these reports could be used in the business. For example, the staffing manager could run an â€Å"Events Report† that lists the names of the partners who worked on different projects. If it looks like some of the partners are busier and perform better, then, the manager can promote them. Step 11 – Checking data integrity in the DJ database Stem cell research EssayWe’re still considering a separate dinner menu, but we’ll have to test that first. â€Å"The manager is responsible for supervising all employees and has a budget for expenses and a target revenue for the restaurant that he/she is in charge of. † 2. 3. Steps, Exercises, and Examples Step 1 – Speaking ERDish and drawing relationships This step can be undertaken at the end of Section 3 Lesson 3. Read the following business rules for the Global Fast Foods project and think about entities and relationships: Oracle Academy Database Design 17 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods I own a small fast-food restaurant. We feature food items from all around the world hence the name, Global Fast Foods. Some of our employees work at the counters and take orders. An order can consist of one or more food items. â€Å"Id like to track which of my employees work the hardest who takes the most orders? I want to know what the busiest times of the day are, and what the busiest days of the week are. I also want to find out which food items are the most popular. I have different kinds of employees on staff, but for all of them I need to know their first name, last name, age, and phone number. It might be helpful to take a review slides in Section 3 Lesson 1 in order to better understand the relationship between customer and order. Step 2 – Supertypes and subtypes This step can be undertaken at the end of Section 4 Lesson 1. Read the additional interview notes for Global Fast Foods listed below. Revise the ERD to reflect this information. I mentioned that we have different kinds of employees and how for all of them I need to know first name, last name, age, and phone number. Oh yes, every employee gets a salary. In addition to that, I need to know other things depending on what the employee responsibility is: †¢ †¢ A cook normally has some kind of training vocational school, selft aught, apprentice work, etc. I like to record that. The order taker is paid overtime on top of the standard salary. So I record how much we pay by the hour for every extra hour worked. The manager is responsible for supervising all employees and has a budget for expenses and a target revenue for the restaurant that he/she is in charge of. â€Å"Thats it for now. As we expand, I may hire other types of employees, but Im not sure what they would be at this time. Step 3 – Relationship transferability This step can be undertaken at the end of Section 5 Lesson 1. Read the interview with the owner of Global Fast Foods and revise the ERD as necessary. When a CUSTOMER places an order with one of our STAFF, that ORDER TAKER is responsible for seeing that ORDER through for making sure the chef gets it, for assembling it, and for collecting payment. If the CUSTOMER has changes or questions about that ORDER, he/she must go through the person the ORDER was placed with. The ORDER TAKER cannot ask another STAFF member to take care of it. Oracle Academy Database Design 18 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods Step 4 – Relationship types This step can be undertaken at the end of Section 5 Lesson 2. Read the following additional notes from a conversation with the Global Fast Foods owner and modify the ERD as needed: You were asking about the items that can appear on an order? Well, mostly its food items, but sometimes a customer can also purchase a frequent-diner card. This card entitles a customer to discounts at our restaurant. Also, if a customer buys this card, we can get information such as name and address. This way we can send the customer coupons and other promotional materials. The other benefit to us is that we can now track which items the customer likes to order regularly. When a customer comes in and uses the card, we now have a record of the orders placed with that particular card. â€Å"Each customer may have one frequent-diner card, and each card is for only one customer. Only one frequent-diner card can be used to place an order. â€Å"We have a variety of food items on our menu. Each order can be for multiple food items. And, of course, a food item (a hamburger, for example) can appear on many orders. Step 5 – Resolving many-to-many relationships This step can be undertaken at the end of Section 5 Lesson 3. Resolve the many-to-many relationship between ORDER and FOOD ITEM. How do you track the quantity of each food item ordered? Step 6 – Normalization and first normal form This step can be undertaken at the end of Section 6 Lesson 2. Read the following notes from a subsequent interview with the owner of Global Fast Foods: All employees on our staff are assigned to shifts. We currently maintain a morning and an afternoon shift, but we are considering adding an early evening shift. Currently we just have a sign-in sheet for each shift. It keeps getting lost, and then its hard for me to allocate the workload properly. Several employees work on a single shift, and we do have employees who work consecutive shifts. It helps me to know which of my staff are overworked and which are underutilized, so Id like to keep track of who is working double shifts, who is not working enough shifts, etc. Also, if theres a problem on a shift, I like to know immediately which employees were working during that time. Modify the ERD to include these new requirements. Oracle Academy Database Design 19 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods Go through each entity in your revised ERD and check that it is in first normal form. If not, modify the ERD so that it conforms to 1NF. Step 7 – Arcs This step can be undertaken at the end of Section 7 Lesson 1. Read the following interview notes with the Global Fast Foods owner. Refine the ERD accordingly. We just started introducing a promotional menu. This menu features food items that are not available on the regular menu. Its a way for us to test new items and to take advantage of seasonal events (holidays, etc. and commercial offerings (for example, when the movie King Kong was out, we offered oversized Kong burgers). Sometimes we have a little gift associated with a promotional item. For the Chinese New Year, we featured a mooncake on the promotional menu, and everyone who ordered it got a free toy dragon, because it was the year of the dragon. Each promotional menu has a name, such as Back to School or Summer Barbecue, and it has a start and end date. There is only one promotion in effect at any given time. Figure 3 Menu arcs â€Å"Our regular menus contain those items that customers expect when they come to Global Fast Foods. Right now we have two types: a breakfast menu, available from 6 a. m. to 11 a. m. , and a lunch menu, available from 11:01 a. m. until closing time. Were still considering a separate dinner menu, but well have to test that first. Oracle Academy Database Design 20 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods Redraw the REGULAR and PROMOTIONAL MENU entities as a supertype, and include the relationship to FOOD ITEM, based on the previously given scenario. Step 8 – Hierarchies and recursive relationships This step can be undertaken at the end of Section 7 Lesson 2. The following was noted in an earlier interview with the owner of Global Fast Foods: The manager is responsible for supervising all employees and has a budget for expenses and a target revenue for the restaurant that he/she is in charge of. Modify the ERD to include a recursive relationship on STAFF showing the managers supervisory role. Step 9 – Modeling historical data This step can be undertaken at the end of Section 7 Lesson 3. Revisit the SHIFT ASSIGNMENT entity in the Global Fast Foods ERD, and recall an earlier interview from Step 6: All employees on our staff are assigned to shifts. We currently maintain a morning and an afternoon shift, but we are considering adding an early evening shift. Currently we just have a sign- in sheet for each shift. It keeps getting lost, and then its hard for me to allocate the workload properly. Several employees work on a single shift, and we do have employees who work consecutive shifts. It helps me to know which of my staff are overworked and which are underutilized, so Id like to keep track of who is working double shifts, who is not working enough shifts, etc. Also, if theres a problem on a shift, I like to know immediately which employees were working during that time. Notice that consecutive shifts means that an employee can work two shifts on the same date. Answer the following questions: 1. What is the UID of this entity? How is it represented on the diagram? 2. Explain what would happen if the UID of SHIFT ASSIGNMENT included only the barred relationships to STAFF and SHIFT, and not the date. 3. Explain what would happen if the UID of SHIFT ASSIGNMENT included a barred relationship to STAFF, and the date? 4. Explain what would happen if the UID of SHIFT ASSIGNMENT included a barred relationship to SHIFT, and the date. Step 10 – Drawing conventions for readability This step can be undertaken at the end of Section 11 Lesson 1. Review your Global Fast Foods data model so far. Oracle Academy Database Design 21 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods 1. Identify the high-volume entities and redraw your ERD to use the crows fly south and east convention as far as possible. Try to avoid criss-crossing lines, and make good use of white space. 2. Create a smaller diagram that contains all the entities that would be of interest to the order taker. Step 11 – Basic mapping: the transformation process This step can be undertaken at the end of Section 12 Lesson 2. Transform the following entities in Global Fast Foods into table diagrams. Use suitable naming conventions. Figure 4 Entities to table diagrams Refer to the completed Global Fast Foods model and map the following: entities: †¢ †¢ †¢ FOOD ITEM ORDER ORDER LINE Transform relationships into foreign-key columns. Use as many rows as necessary in the following table diagram. Table 7 Primary, foreign, and unique key mapping Key Type (pk,fk,uk) Optionality (â€Å"*† or â€Å"o†) Column Name Transform the STAFF supertype in the Global Fast Foods model, using the subtype or two-table implementation. Step 12 – Presenting the design to the instructor This step can be undertaken at the end of Section 15 Lesson 4. Oracle Academy Database Design 22 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods Create a presentation for the Global Fast Foods client, whose role will be played by your instructor. Organize your presentation, by including: †¢ †¢ †¢ †¢ Statement of the problem Information requirements of the business clearly stated Assumptions and constraints you took into account ERD One example of an assumption is that there is only one Global Fast Foods restaurant. The current model does not consider a chain of restaurants. You will present this to your instructor, and you will be given the opportunity to present the ERD as a communication tool, along with the business rules, to show the client that you understand their needs and that these needs are being met by your design. A suggested order for the presentation is a follows: 1. 2. 3. 4. 5. 6. 7. 8. Introduce the group members State the business issue that you addressed Present and explain the ERD (large enough for all to see) Summarize how your solution will meet the client’s needs Present written documentation State assumptions that you made in creating your solution Thank the clients for their time Exit gracefully Step 13 – Modifications and new requirements This step can be undertaken at the end of Section 15 Lesson 5. Modify your ERD based on the feedback received from the presentation to the Global Fast Foods client. Produce a Design Revision Document outlining the changes made since the presentation was given. Include the modified ERD with the Design Revision Document and submit the package to your instructor for review. Think of reports that can be generated from the future system, which includes the modifications you just made. Document how you imagine these reports could be used in the business. 2. 4. Solutions Solution Step 1 – Speaking ERDish and drawing relationships Answer: Read the interview notes for Global Fast Foods and watch the video clips. Construct the ERD. Then present it to the class. Oracle Academy Database Design 23 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods Solution Step 2 – Supertypes and subtypes Answer: See example below. Do not try to model manager supervising all employees yet. This is a hierarchical or recursive relationship (between an entity and itself) and will be covered in a later step. Figure 5 ORDER and ORDER TAKER relationship Solution Step 3 – Relationship transferability Answer: An order may be only taken by an order taker. Therefore, the diamond goes on the ORDER side of the relationship with the ORDER TAKER. Solution Step 4 – Relationship types Answer: Point out how the scenario clarifies the M:M relationship between FOOD ITEM and ORDER. We also add a new entity called FREQUENT DINER CARD. There is no need to model CUSTOMER because we record customer information on the card. Someone may also ask, What if one customer places an order for a group of people, but each person in the group has a frequent-diner card? In this case, the discount applies to the total order, and the order gets tracked under the one frequent-diner card. Some students may not model a MENU entity, and some may decide that it is necessary. Both are valid. It is not clear right now that there is more than one menu. When we discuss arcs, they will get additional information that there are two menus. Oracle Academy Database Design 24 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods Figure 6 Frequent diner card and menu entities Solution Step 5 – Resolving many-to-many relationships Answer: See figure below. Figure 7 ORDER and FOOD ITEM relationship Oracle Academy Database Design 25 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods Solution Step 6 – Normalization and first normal form Answer: Go through each entity in your revised ERD and check that it is in first normal form. If not, modify the ERD so that it conforms to 1NF. The SHIFT ASSIGNMENT entity will result from the resolution of the M:M relationship between SHIFT and EMPLOYEE. There needs to be a date attribute in SHIFT ASSIGNMENT. The UID should include barred relationships from the two originating entities, plus the date. However, we have not learned to model change over time yet. Point out the UID but no need to emphasize this yet. If some students have trouble understanding it, tell them that we will talk about modeling time later. Figure 8 Shift assignment entity Solution Step 7 – Arcs Answer: See figure below. One acceptable solution would be to have three entities in the arc: †¢ †¢ †¢ PROMOTIONAL MENU BREAKFAST MENU LUNCH MENU BREAKFAST MENU and LUNCH MENU would have the same attributes code and hours served. One acceptable solution would be to have four subtypes of MENU (BREAKFAST, LUNCH, PROMOTIONAL, OTHER). The type attribute would not be needed in the BREAKFAST and LUNCH subtypes. Oracle Academy Database Design 26 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods Solution Step 8 – Hierarchies and recursive relationships Answer: Point out that the relationship is from MANAGER to STAFF, not STAFF to itself. This is because only a STAFF member who is a manager can supervise other employees. Also note that this ERD does not prevent a manager from supervising other managers. A hierarchical relationship (with MANAGER as a separate entity) would make this clear. Figure 9 STAFF recursive relationship Solution Step 9 – Modeling historical data 1. What is the UID of this entity? How is it represented on the diagram? Answer: The UID of SHIFT ASSIGNMENT is a combination of STAFF id, SHIFT code, and SHIFT ASSIGNMENT date. This is represented by the barred relationships to STAFF and SHIFT, and the # before date. 2. Explain what would happen if the UID of SHIFT ASSIGNMENT included only the barred relationships to STAFF and SHIFT, and not the date. Answer: Using just the barred relationships, without the date as part of the UID, an employee could never work the same shift again, even on a later date. 3. Explain what would happen if the UID of SHIFT ASSIGNMENT included a barred relationship to STAFF, and the date? Answer: Creating a barred relationship between SHIFT ASSIGNMENT and STAFF, and including the date in the UID, would mean that an employee could not work more than one shift on a given date. This would prevent an employee from working consecutive shifts. Oracle Academy Database Design 27 Copyright  © 2009, Oracle. All rights reserved. Global Fast Foods 4. Explain what would happen if the UID of SHIFT ASSIGNMENT included a barred relationship to SHIFT, and the date. Answer: Creating a barred relationship between SHIFT ASSIGNMENT and SHIFT, and including the date in the UID, would mean that only one employee could work on a particular shift on a given date. Solution Step 10 – Drawing conventions for readability Answer: The Global Foods ERD can be drawn in several ways that are clear and readable. Look for adherence to basic conventions such as no crossing relationship lines, relationship names on either side of the relationship

Atwoods The Handmaids Tale A Study Of Rebellion Essays

Atwood's The Handmaid's Tale: A Study of Rebellion Rebels defy the rules of society, risking everything to retain their humanity. If the world Atwood depicts is chilling, if 'God is losing,' the only hope for optimism is a vision that includes the inevitability of human struggle against the prevailing order. -Joyce Johnson- Margaret Atwood's The Handmaid's Tale analyzes human nature by presenting an internal conflict in Offred: acceptance of current social trends (victim mentality) -vs- resistance for the sake of individual welfare and liberties (humanity). This conflict serves as a warning to society, about the dangers of the general acceptance of social evils and boldly illustrates the internal struggle that rebels face in choosing to rebel. Offred is a Handmaid in the republic of Gilead and while she seems unhappy about this, she is confused about her identity and even starts to accept the role that has been imposed upon her. It seems strange that one might accept such radical changes so easily. Offred has been manipulated into believing that this sinister system was designed for her own good. Peter S. Prescott says: Offred at first accepts assurance that the new order is for her protection. (151)She must lie on her back once a month and hope that commander makes her pregnant because her sole purpose is to act as a vessel. She even starts to measure her self-worth by the viability of her ovaries and this negatively affects her self-image. This is how Offred characterizes the deporing act : The commander is *censored*ing. What he is *censored*ing is the lower part of my body. I don't say making love because that's not what he is doing. Copulating too would be inaccurate because it would imply two people,when there is onl y one. Nor does rape cover it. Nothing was going on here that I haven't signed up for. There wasn't a lot of choice, but there was some and this is what I chose. (Atwood,121) This statement is very dangerous. It shows how Offred has convinced herself that this deploring act (rape) is not so bad. It also shows how she is beginning to embrace the system and justify the violations that are being commited against her. By calling it a choice she has shifted the blame from her oppressors to herself and labeled the blatant crime as a mere ritual. Offred shows signs of a developing victim mentality where she accepts defeat and associates the regime's will with her own. The danger lies in her complacency because if she accepts this role as being her choice she eliminates any need to rebel. This mentality provides her with a false sense of security which will impede her ability to fight back. We can try to argue tht Offred's unwillingness to resist was due to fear, but there's more to it than that. In the novel she is afraid that spies (eyes) are everywhere and that trust is a lost luxury. Maybe she was afraid to fight by herself. This seems understandable, but Offred's reluctance to fight back is more complicated than just fear. By coming to accept her role in the new society she clouds her perception of freedom and her need to rebel at all. Ehrenreich argues: Offred cries alot and lives in fear of finding her erstwhile husand hanging from a hook on the wall, but when she is finally contacted by the resistance she is curiously uninterested. (155) Ehrenreich also argues that Offred's unwillingness to embrace the resistance is due to her changed mentality; the system has been embedded in her. She states: Offred has sunk too far into the incestuous little house she serves. (155) So we can't say she's stuck in this alone others have revealed that they too want to fight. It's her altered character and acceptance of social evils that makes her weak. Gayle Greene calls her a Good German rather than a freedom fighter. Unlike Moira she doesn't have the rebel simmering in her from the beginning. Offred doesn't have Moira's strenghth, but she needs to believe in it.(159) Offred even says herself ,I don't want her to be like me. Give in, go along, save her skin...I want gallantry from her, swashbuckling heroism. Something I lack. (Atwood,327) At least Offred identifies

Essay Topics For Religion

Essay Topics For ReligionWriting an essay on religion is quite a similar to writing an essay on any other topic, but there are some unique points that should be considered when selecting argumentative points and essay topics. Here are a few guidelines on how to write an essay on religion.The first thing to remember when looking for essay topics is that there are fewer variables for argument in essays on religion than there are for essays on other topics. For one thing, you have the five major religions in the world which means that the topic of your essay will be centered around them rather than any different. For another thing, the essay will only be twenty-four hundred words or less which is the minimum word length for most essays.Be careful about using personal opinion when it comes to religion, if you have strong feelings about the subject matter, keep them to yourself. If you get into the 'I's and 'We's' of religion, you could potentially lose the reader by either coming across as too judgmental or having the reader feel they don't have anything to contribute.The best essays come from someone's perspective and not just their standpoint. It's also much easier to write an essay on religion that is about someone's opinions rather than someone's experiences. Your essay on religion should discuss your own thoughts, feelings, and opinions and not someone else's, as it really doesn't belong in an essay.While you want to keep it short, your essay on religion should also be written in an assertive and effective manner. Remember that if you're too argumentative in your essay you will risk losing the reader, so if you want to have an essay on religion that people can appreciate, you'll need to keep things friendly and simple at the same time.When the essay is well written, it should also be simple to read and understand. There is nothing worse than going to a reader and presenting them with a complex or long essay. People are much more attracted to the plain and dire ct approach, so choose essay topics that don't require an essay when possible.A nice 'by the numbers' essay for religion should include things like a brief history of religion and its development, aspects of religion, and biblical figures. If you want to discuss modern day religions, think about how religion relates to relationships, politics, and other issues that most people face in their everyday lives. These types of topics are great to compare religion to because their situations where one can find themselves in conflict with their faith, or even wanting to know more about the beliefs of the people who they live and work with.Essay on religion can also involve past eras of religion like the idea of 'What makes a good religion?' Once again, this can be a very simple essay to write, especially if you've already looked over some general ideas about religion. Just take a look at many religions in history and think about how they developed over time and make a list of the ones that appeal to you.

Ecudorian Rose Industry Essays

Ecudorian Rose Industry Essays Ecudorian Rose Industry Paper Ecudorian Rose Industry Paper The advantages that allow Ecuador to produce great and abundant roses are mainly made up of the agricultural/climate condition, along with location and workforce. Since the town of Cayambe is located 10,000 feet up near the mountain the high-altitude makes for ideal growing conditions. along with the combination of sun-light, fertile volcanic soil, equatorial location allows for the roses to be grown all year round. This allows for a great advantage over a lot of competition, because production can say consistent all year long keeping steady amount of export. where on the other hand if production was slowed down by weather conditions for a few months this would negatively affect the exports. Another comparative advantage that is obtained is the fairly low monthly income that Ecuador has, this allows for companies to pay employees relatively low wages. Although some companies may pay employees well over the countries average income, in comparison to many more d eveloped countries/. , the dollar amount is significantly less. 2) Most Ecuadorians roses are sold in the United States or in Europe. Who in these countries benefits from the importation of Ecuadorian roses, and how do they benefit? Who loses? Do you think the benefits outweigh the cost? The main parties that would benefit from the sales of Ecuadorian roses in these countries are the retail stores that sell the roses (flower shops, grocery stores, speciality stores etc. ) and the consumers themselves. The retail stores have the benefit to an all year round supply of great roses that are in very-high demand. The quality of the actual rose is much better that what local producers can provide and there is constant access to them. The consumers have the pleasure to purchase amazing roses that were not being offered before, and access to them all year round as well. The main losers in these countries are the local producers that once supplied all of the retail stores. They are now presented with great competition, and can not compete with the actual quality of the rose. It is a special breed that only grows in the perfect growing conditions that are provided in Ecuador (Cayambe). Depending on what country these suppliers are located in, the climate may change severely in the winter time not allowing for the growth of roses for a few months a year. This makes it almost impossible to compete with the all year supply and demand coming from Ecuador. These suppliers will then need to make budget cuts which usually lead to pay cuts and lose of jobs. This will then start affecting the overall economy of the country that the roses are being sold in, because Ecuador will dominant that specific industry. Although many retailers are thriving with this product, helping the overall economy, the well being of a whole industry is at risk which leads me to the assumption that I do not think that the benefits outweigh the negative attributes. ) How does the rose export industry benefit Ecuador? Do these benefits have any implications for the United States and Europe? The rose export industry has done wonders to the export aspect of Ecuador’s economy. It has allowed for a larger portion of the population to be employed by the many rose manufacturing businesses. This allowed for the quality of life to increase result of the boost in new i ncomes especially those of newly employed mothers. It had also allowed for many families to feel more stable and able to expand, causing the population to increase from 10,000 to 70,000 in 1 years. These implications will affect USA and Europe because they are allowing Ecuador to becoming a more sovereign and independent country. This will then make for a more concrete and solid trading partner for both countries increasing the import and exports between all three parties. 4) How should developed nations respond to reports of poor working conditions in this industry? Should importers in some way certify Ecuadorian producers, only importing from those who adhere to strict labour and environmental standards? The poor working conditions of the rose industry should be recognized by developed countries and not encouraged, or ignored. Actions should be made to insure that products purchased and imported are not endowing the mal practices that are not to be enforced in any country. y doing nothing, and continuing to import products, this encourages the situation and allows for more and more employees in Ecuador to become sick and work in extremely dangerous conditions. I think that it would be a good idea for these countries to only import from the companies that have meet the environmental standards. Although this may cost many employees in Ecuador their jobs at the start, this in the long run will only make the workplace a safer place. This will encourage all companies not some, to incorporate proper training and medical care/benefits into the lifecycle of every employee. On a downside however such polices may lead to such practices as bribery or black mailing, to allow the exporting of certain products. Overall I feel it would be highly beneficial for both parties (developed countries) and (Ecuador) if there were rules and regulation that had to be followed in order for the roses to be brought into that country.

Sony..read the requirement carefully Essay Example | Topics and Well Written Essays - 1750 words

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Medical Essay Example | Topics and Well Written Essays - 500 words

Medical - Essay Example She also reported difficultly in speaking resulting in slightly slurred speech. Her sister also commented on her facial appearance saying that her face seemed disfigured. While having breakfast she also noticed having excessive tearing in the right eye (Crocodile tears). These symptoms progressively worsened over the course of the next 8 hours and thus she decided to undergo evaluation for these complaints. She does not have any other existing comorbid conditions and has not had any similar complaints in the past. Her past medical history revealed that she had recently recovered from an episode of common cold and her family history was positive for diabetes, however, she herself is not a known diabetic. Social history was unremarkable. Physical Examination: On inspection of the face, it was observed that the nasolabial folds on the left side of the face were flattened and the patient was unable to completely close her left eye. When the patient was asked to forcefully close her right eye, inward and upward rolling of the eyeball was noted, i.e. demonstration of the Bell’s phenomenon (Monnell & Zachariah, 2009). When she was asked to raise her eyebrows and smile, weakness of the right facial muscles was noted.

Developmental Psych Core Questions Essay Example for Free

Developmental Psych Core Questions Essay Core Chapter Learning Objectives for PSY 104 Developmental Psychology 1. Explain the role of theories in understanding human development, and describe three basic issues on which major theories take a stand. (pp. 5–7) 2. Describe recent theoretical perspectives on human development, noting the contributions of major theorists. (pp. 21–26) 3. Identify the stand that each contemporary theory takes on the three basic issues presented earlier in this chapter. (pp. 26, 27) 4. Describe the research methods commonly used to study human development, citing the strengths and limitations of each. (pp. 26–31) 5. Describe three research designs for studying development, and cite the strengths and limitations of each. (pp. 34–38) 6. Discuss ethical issues related to lifespan research. (pp. 39–40) Chapter 2 1. Explain the role and function of genes and how they are transmitted from one generation to the next. (p. 46) 2. Describe the genetic events that determine the sex of the new organism. (pp. 46–47) 3. Identify two types of twins, and explain how each is created. (pp. 47–48) 4. Describe various patterns of genetic inheritance. (pp. 48–52) 5. Describe major chromosomal abnormalities, and explain how they occur. (pp. 52–53) 6. Explain how reproductive procedures can assist prospective parents in having healthy children. (pp. 53–57) 7. Describe the social systems perspective on family functioning, along with aspects of the environment that support family well-being and development. (pp. 59–60) 8. Discuss the impact of socioeconomic status and poverty on family functioning. (pp. 60–63) 9. Summarize the roles of neighborhoods, towns, and cities in the lives of children and adults. (pp. 63–65) 10. Explain how cultural values and pract ices, public policies, and political and economic conditions affect human development. (pp. 65–70) 11. Explain the various ways heredity and environment can influence complex traits. (p. 70) 12. Describe concepts that indicate â€Å"how† heredity and environment work together to influence complex human characteristics. (pp. 72–74) Chapter 3 1. List the three phases of prenatal development, and describe the major milestones of each. (pp. 80–85) 2. Define the term teratogen, and summarize the factors that affect the impact of teratogens on prenatal development. (pp. 85–86) 3. List agents known or suspected of being teratogens, and discuss evidence supporting the harmful impact of each.(pp. 86–93) 4. Discuss other maternal factors that can affect the developing embryo or fetus. (pp. 93–95) 5. Describe the three stages of childbirth. (pp. 96–97) 6. Discuss the baby’s adaptation to labor and delivery, and describe the appearance of the newborn baby. (pp. 97–98) 7. Describe natural childbirth and home delivery, noting the benefits and concerns associated with each. (pp. 99–100) 8. List common medical interventions during childbirth, circumstances that justify their use, and any dangers associated with each. (pp. 100–101) 9. Describe the risks associated with prete rm and small-for-date births, along with factors that help infants who survive a traumatic birth recover. (pp. 101–106) 10. Describe the newborn baby’s reflexes and states of arousal, including sleep characteristics and ways to soothe a crying baby. (pp. 106–111) 11. Describe the newborn baby’s sensory capacities. (pp. 111–113) 12. Explain the usefulness of neonatal behavioral assessment. (pp. 113–114) Chapter 4 1. Describe major changes in body growth over the first 2 years. (pp. 120–121) 2. Summarize changes in brain development during infancy and toddlerhood. (pp. 121–129) 3. Describe the development of the cerebral cortex, and explain the concepts of brain lateralization and brain plasticity (pp. 124–125, 126) 4. Describe how both heredity and early experience contribute to brain organization. (pp. 125, 127–128) 5. Discuss changes in the organization of sleep and wakefulness over the first 2 years. (pp. 128–129) 6. Discuss the nutritional needs of infants and toddlers, the advantages of breastfeeding, and the extent to which chubby babies are at risk for later overweight and obesity. (pp. 130–131) 7. Summarize the impact of severe malnutrition on the development of infants and toddlers, and cite two dietary diseases associated with this condition. (p. 132) 8. Describe the growth disorder known as nonorganic failure to thrive, noting symptoms and family circumstances associated with the disorder. (pp. 132–133) 9. Describe four infant learning capacities, the conditions under which they occur, and the unique value of each. (pp. 133–136) 10. Describe the general course of motor development during the first 2 years, along with factors that influence it. (pp. 137–138) 11. Explain dynamic systems theory of motor development (pp. 138–140) 12. Discuss changes in hearing, depth and pattern perception, and intermodal perception that occur during infancy. (pp. 140–147) 13. Explain differentiation theory of perceptual development. (pp. 147–148) Chapter 5 1. Describe how schemes change over the course of development. (p. 152) 2. Identify Piaget’s six sensorimotor substages, and describe the major cognitive achievements of the sensorimotor stage. (pp. 153–155) 3. Discuss recent research on sensorimotor development, noting its implications for the accuracy of Piaget’s sensorimotor stage. (pp. 155–160) 4. Describe the information-processing view of cognitive development and the general structure of the information-processing system. (pp. 160–162) 5. Cite changes in attention, memory, and categorization during the first 2 years. (pp. 162–165) 6. Describe contributions and limitations of the information-processing approach, and explain how it contributes to our understanding of early cognitive development. (p. 165) 7. Explain how Vygotsky’s concept of the zone of proximal development expands our understanding of early cognitive development. (pp. 165–166, 167) 8. Describe the mental te sting approach and the extent to which infant tests predict later performance. (pp. 166, 168–169) 9. Discuss environmental influences on early mental development, including home, child care, and early intervention for at-risk infants and toddlers. (pp. 169–172) 10. Describe theories of language development, and indicate how much emphasis each places on innate abilities and environmental influences. (pp. 172–174) 11. Describe major milestones of language development in the first 2 years, noting individual differences, and discuss ways in which adults can support infants’ and toddlers’ emerging capacities. (pp. 174–179) Chapter 6 1. Discuss personality changes in the first two stages of Erikson’s psychosocial theory—basic trust versus mistrust and autonomy versus shame and doubt. (pp. 184–185) 2. Describe changes in the expression of happiness, anger and sadness, and fear over the first year, noting the adaptive function of each. (pp. 185–188) 3. Summarize changes during the first two years in understanding others’ emotions and expression of self-conscious emotions. (pp. 188–189) 4. Trace the development of emotional self-regulation during the first 2 years. (pp. 189–190) 5. Describe temperament, and identify the three temperamental styles elaborated by Thomas and Chess. (pp. 190–191) 6. Compare Thomas and Chess’s model of temperament with that of Rothbart. (p. 191) 7. Explain how temperament is assessed, and distinguish inhibited, or shy, children from uninhibited, or sociable, children. (pp. 191–193) 8. Discuss the stability of temperament and the role of heredity and environment in the development of temperamen t. (pp. 193–194) 9. Summarize the goodness-of-fit model. (pp. 194–195) 10. Describe Bowlby’s ethological theory of attachment, and trace the development of attachment during the first two years. (pp. 196–198) 11. Describe the Strange Situation and Attachment Q-Sort procedures for measuring attachment, along with the four patterns of attachment that have been identified using the Strange Situation. (pp. 198–199) 12. Discuss the factors that affect attachment security, including opportunity for attachment, quality of caregiving, infant characteristics, family circumstances, and parents’ internal working models. (pp. 200–202, 203) 13. Discuss fathers’ attachment relationships with their infants, and explain the role of early attachment quality in later development. (pp. 202, 204–205) 14. Describe and interpret the relationship between secure attachment in infancy and later development. (pp. 205–206) 15. Trace the emergence of self-awareness, and explain how it influences early emotional and social dev elopment, categorization of the self, and development of self-control. (pp. 206–209) Chapter 7 1. Describe major trends in body growth during early childhood. (pp. 216–217) 2. Discuss brain development in early childhood, including handedness and changes in the cerebellum, reticular formation, and the corpus callosum. (pp. 217–219) 3. Explain how heredity influences physical growth by controlling the production of hormones. (p. 219) 4. Describe the effects of emotional well-being, nutrition, and infectious disease on physical development. (pp. 219–222) 5. Summarize factors that increase the risk of unintentional injuries, and cite ways childhood injuries can be prevented. (pp. 222–223) 6. Cite major milestones of gross- and fine-motor development in early childhood, including individual and sex differences. (pp. 224–227) 7. Describe advances in mental representation during the preschool years. (pp. 227–229) 8. Describe limitations of preoperational thought, and summarize the implications of recent research for the accuracy of the preoperational stage. (pp. 229–233) 9. Describe educational principles derived from Piaget’s theory. (pp. 233–234) 10. Describe Piaget’s and Vygotsky’s views on the development and sign ificance of children’s private speech, along with related evidence. (pp. 234–235) 11. Discuss applications of Vygotsky’s theory to education, and summarize challenges to his ideas. (pp. 235–237) 12. Describe changes in attention and memory during early childhood. (pp. 237–239) 13. Describe the young child’s theory of mind. (pp. 239–241) 14. Summarize children’s literacy and mathematical knowledge during early childhood. (pp. 241–243) 15. Describe early childhood intelligence tests and the impact of home, educational programs, child care, and media on mental development in early childhood. (pp. 243–248) 16. Trace the development of vocabulary, grammar, and conversational skills in early childhood. (pp. 248–251) Chapter 8 1. Describe Erikson’s stage of initiative versus guilt, noting major personality changes of early childhood. (p. 256) 2. Discuss preschoolers’ self-understanding, including characteristics of self-concepts and the emergence of self-esteem. (pp. 256–258) 3. Cite changes in the understanding and expression of emotion during early childhood, along with factors that influence those changes. (pp. 258–259) 4. Explain how language and temperament contribute to the development of emotional self-regulation during the preschool years. (p. 259) 5. Discuss the development of self-conscious emotions, empathy, sympathy, and prosocial behavior during early childhood, noting the influence of parenting. (pp. 259–261) 6. Describe advances in peer sociability and in friendship in early childhood, along with cultural and parental influences on early peer relations. (pp. 261–264) 7. Compare psychoanalytic, social learning, and cognitive-developmental approaches to moral development, and cite child-rearing practices that support or undermine moral understanding. (pp. 264–269) 8. Describe the development of aggression in early childhood, noting the influences of family and television, and cite strategies for controlling aggressive behavior. (pp. 269–272) 9. Discuss genetic and environmental influences on preschoolers’ gender-stereotyped beliefs and behavior. (pp. 273–276) 10. Describe and evaluate the accuracy of major theories of gender identity, including ways to reduce gender stereotyping in young children. (pp. 276–278) 11. Describe the impact of child-rearing styles on child development, explain why authoritative parenting is effective, and note cultural variations in child-rearing beliefs and practices. (pp. 278–281) 12. Discuss the multiple origins of child maltreatment, its consequences for development, and effective prevention. (pp. 281–283) Chapter 9 1. Describe major trends in body growth during middle childhood. (p. 290) 2. Identify common vision and hearing problems in middle childhood. (p. 291) 3. Describe the causes and consequences of serious nutritional problems in middle childhood, giving special attention to obesity. (pp. 291–293) 4. Identify factors that contribute to illness during the school years, and describe ways to reduce these health problems. (pp. 293–294) 5. Describe changes in unintentional injuries in middle childhood. (p. 294) 6. Cite major changes in motor development and play during middle childhood, including sex differences and the importance of physical education. (pp. 294–299) 7. Describe major characteristics of concrete operational thought. (pp. 299–301) 8. Discuss follow-up research on concrete operational thought, noting the importance of culture and schooling.(pp. 301–302) 9. Cite basic changes in information processing and describe the development of attention and memory in middle childhood. (pp. 303–305) 10. Describe the school-age child’s theory of mind, noting the importance of mental inferences and understanding of false belief and capacity to engage in self-regulation. (pp. 306–307) 11. Discuss applications of information processing to academic learning, including current controversies in teaching reading and mathematics to elementary school children. (pp. 307–309) 12. Describe major approaches to defining and measuring intelligence. (pp. 309–310) 13. Summarize Sternberg’s triarchic theory and Gardner’s theory of multiple intelligences, noting how these theories explain the limitations of current intelligence tests in assessing the diversity of human intelligence. (pp. 310–312) 14. Describe evidence indicating that both heredity and environment contribute to intelligence. (pp. 312–317) 15. Summarize findings on emotional intelligence, including implications for the classroom. (p. 313) 16. Describe change s in school-age children’s vocabulary, grammar, and pragmatics, and cite advantages of bilingualism. (pp. 316–319) 17. Explain the impact of class size and educational philosophies on children’s motivation and academic achievement. (pp. 319–321) 18. Discuss the role of teacher-student interaction and grouping practices in academic achievement. (pp. 321–322) 19. Explain the conditions that contribute to successful placement of children with mild mental retardation and learning disabilities in regular classrooms. (p. 322) 20. Describe the characteristics of gifted children, including creativity and talent, and current efforts to meet their educational needs. (pp. 323–324) 21. Compare the academic achievement of North American children with children in other industrialized nations. (pp. 324–325) Chapter 10 1. Describe Erikson’s stage of industry versus inferiority, noting major personality changes in middle childhood. (p. 330) 2. Describe school-age children’s self-concept and self-esteem, and discuss factors that affect their achievement-related attributions. (pp. 330–334) 3. Cite changes in understanding and expression of emotion in middle childhood, including the importance of problem-centered coping and emotion-centered coping for managing emotion. (pp. 335–336) 4. Trace the development of perspective taking in middle childhood, and discuss the relationship between perspective taking and social skills. (pp. 336–337) 5. Describe changes in moral understanding during middle childhood, and note the extent to which children hold racial and ethnic biases. (pp. 337–339) 6. Summarize changes in peer sociability during middle childhood, including characteristics of peer groups and friendships. (pp. 339–341) 7. Describe four categories of peer acceptance, noting how each is related to social behavior, and discuss ways to help rejected children. (pp. 341–342, 343) 8. Describe changes in gender-stereotyped beliefs and gender identity during middle childhood, including sex differences and cultural influences. (pp. 342–345) 9. Discuss changes in parent–child communication and sibling relationships in middle childhood, and describe the adjustment of only children. (pp. 345–346) 10. Discuss factors that influence children’s adjustment to di vorce and blended families, highlighting the importance of parent and child characteristics, as well as social supports within the family and surrounding community. (pp. 347–350) 11. Explain how maternal employment and life in dual-earner families affect school-age children, noting the influence of social supports within the family and surrounding community, including child care for school-age children. (pp. 350–351) 12. Cite common fears and anxieties in middle childhood, with particular attention to school phobia. (pp. 352, 353) 13. Discuss factors related to child sexual abuse and its consequences for children’s development. (pp. 352–354, 355) 14. Cite factors that foster resilience in middle childhood. (p. 354) Chapter 11 1. Discuss changing conceptions of adolescence over the past century. (pp. 362–363) 2. Describe pubertal changes in body size, proportions, sleep patterns, motor performance, and sexual maturity. (pp. 363–366) 3. Cite factors that influence the timing of puberty. (pp. 366–367) 4. Describe brain development in adolescence. (pp. 367–368) 5. Discuss adolescents’ reactions to the physical changes of puberty, including sex differences, and describe the influence of family and culture. (pp. 368–370) 6. Discuss the impact of pubertal timing on adolescent adjustment, noting sex differences. (pp. 370–371) 7. Describe the nutritional needs of adolescents, and cite factors that contribute to serious eating disorders. (pp. 371–373) 8. Discuss social and cultural influences on adolescent sexual attitudes and behavior. (pp. 373–376) 9. Describe factors involved in the development of gay, lesbian, and bisexual orientations, and discuss the unique adjustment problems of these youths. (pp. 376, 377) 10. Discuss factors related to sexually transmitted diseases and to teenage pregnancy and parenthood, including interventions for adolescent parents. (pp. 376, 378–380) 11. Cite personal and social factors that contribute to adolescent substance use and abuse, and describe prevention and treatment programs. (pp. 380–382) 12. Describe the major characteristics of formal operational thought. (pp. 382–384) 13. Discuss recent research on formal operational thought and its implications for the accuracy of Piaget’s formal operat ional stage. (pp. 384–385) 14. Explain how information-processing researchers account for cognitive change in adolescence, emphasizing the development of scientific reasoning. (pp. 385–386) 15. Summarize cognitive and behavioral consequences of adolescents’ newfound capacity for advanced thinking. (pp. 386–388) 16. Note sex differences in mental abilities at adolescence, along with biological and environmental factors that influence them. (pp. 389–390, 391) 17. Discuss the impact of school transitions on adolescent adjustment, and cite ways to ease the strain of these changes. (pp. 390, 392–393) 18. Discuss family, peer, school, and employment influences on academic achievement during adolescence. (pp. 393–395) 19. Describe personal, family, and school factors related to dropping out, and cite ways to prevent early school leaving. (pp. 396–397) Chapter 12 1. Discuss Erikson’s theory of identity development. (p. 402) 2. Describe changes in self-concept and self-esteem during adolescence. (pp. 402–403) 3. Describe the four identity statuses, the adjustment outcomes of each status, and factors that promote identity development. (pp. 403–406) 4. Discuss Kohlberg’s theory of moral development, and evaluate its accuracy. (pp. 407–409) 5. Summarize research on Gilligan’s claim that Kohlberg’s theory underestimated the moral maturity of females. (pp. 409–410) 6. Describe influences on moral reasoning and its relationship to moral behavior. (pp. 410–414) 7. Explain why early adolescence is a period of gender intensification, and cite factors that promote the development of an androgynous gender identity. (pp. 414–415) 8. Discuss changes in parent–child and sibling relationships during adolescence. (pp. 415–417) 9. Describe adolescent friendships, peer groups, and dating relationships and their consequences for development. (pp. 417–421) 10. Discuss conformity to peer pressure in adolescence, noting the importance of authoritative child rearing. (p. 421) 11. Discuss factors related to adolescent depression and suicide, along with approaches for prevention and treatment. (pp. 421–423) 12. Summarize factors related to delinquency, and describe strategies for prevention and treatment. (pp. 423–426) Chapter 13 1. Describe current theories of biological aging, including those at the level of DNA and body cells, and those at the level of organs and tissues. (pp. 432–434) 2. Describe the physical changes of aging, paying special attention to the cardiovascular and respiratory systems, motor performance, the immune system, and reproductive capacity. (pp. 434–438) 3. Describe the impact of SES, nutrition, obesity, and exercise on health in adulthood. (pp. 438–444) 4. Describe trends in substance abuse in early adulthood, and discuss the health risks of each. (pp. 444–445) 5. Summarize sexual attitudes and behaviors in young adults, including sexual orientation, sexually transmitted diseases, sexual coercion, and premenstrual syndrome. (pp. 445–449) 6. Explain how psychological stress affects health. (pp. 449–451) 7. Summarize prominent theories on the restructuring of thought in adulthood, including those of Perry and Labouvie-Vief. (pp. 451–453) 8. Discuss the development of expertise and creativity in adulthood. (pp. 453–454) 9. Describe the impact of a college education on young people’s lives, and discuss the problem of dropping out.(pp. 454–455) 10. Trace the development of vocational choice, and note factors that influence it. (pp. 455–458) 11. Discuss vocational preparation of non-college-bound young adults, including the challenges these individuals face.(pp. 458–459) Chapter 14 1. Define emerging adulthood, and explain how cultural change has contributed to the emergence of this period. (pp. 464–466) 2. Describe Erikson’s stage of intimacy versus isolation, noting personality changes that take place during early adulthood. (pp. 468–469) 3. Summarize Levinson’s and Vaillant’s psychosocial theories of adult personality development, including how they apply to both men’s and women’s lives and their limitations. (pp. 469–471) 4. Describe the social clock and how it relates to adjustment in adulthood. (p. 471) 5. Discuss factors that affect mate selection, and explain the role of romantic love in young adults’ quest for intimacy. (pp. 472, 474) 6. Explain how culture influences the experience of love. (p. 475) 7. Cite characteristics of adult friendships and sibling relationships, including differences between same-sex, other-sex, and sibling friendships. (pp. 475–476) 8. Cite factors that inf luence loneliness, and explain the role of loneliness in adult development. (pp. 476–477) 9. Trace phases of the family life cycle that are prominent in early adulthood, noting factors that influence these phases. (pp. 478–485) 10. Discuss the diversity of adult lifestyles, focusing on singlehood, cohabitation, and childlessness. (pp. 486–488) 11. Discuss trends in divorce and remarriage, along with factors that contribute to them. (pp. 488–489) 12. Summarize challenges associated with variant styles of parenthood, including stepparents, never-married single parents, and gay and lesbian parents. (pp. 489–491) 13. Describe patterns of career development, and cite difficulties faced by women, ethnic minorities, and couples seeking to combine work and family. (pp. 491–495) Chapter 15 1. Describe the physical changes of middle adulthood, paying special attention to vision, hearing, the skin, muscle–fat makeup, and the skeleton. (pp. 502–504, 505) 2. Summarize reproductive changes experienced by middle-aged men and women, and discuss the symptoms of menopause, the benefits and risks of hormone therapy, and women’s psychological reactions to menopause. (pp. 504, 506–509) 3. Discuss sexuality in middle adulthood. (p. 509) 4. Discuss cancer, cardiovascular disease, and osteoporosis, noting sex differences, risk factors, and interventions. (pp. 509–513) 5. Explain how hostility and anger affect health. (pp. 513–514) 6. Discuss the benefits of stress management, exercise, and an optimistic outlook in adapting to the physical challenges of midlife. (pp. 514–517) 7. Explain the double standard of aging. (p. 517) 8. Describe changes in crystallized and fluid intelligence during middle adulthood, and discuss individual and group differences in intellectual development. (pp. 518–520) 9. Describe changes in information processing in midlife, paying special attention to speed of processing, attention, and memory. (pp. 520–523) 10. Discuss the development of practical problem solving, expertise, and creativity in middle adulthood. (pp. 523–525) 11. Describe the relationship between vocational life and cognitive development. (pp. 525–526) 12. Discuss the challenges of adult learners, ways to support returning students, and benefits of earning a degree in midlife. (pp. 526–527) Chapter 16 1. Describe Erikson’s stage of generativity versus stagnation, noting major personality changes of middle adulthood and related research findings. (pp. 532–535) 2. Discuss Levinson’s and Vaillant’s views of psychosocial development in middle adulthood, noting gender similarities and differences. (pp. 535–536) 3. Summarize research examining the question of whether most middle-aged adults experience a midlife crisis.(pp. 536–537) 4. Describe stability and change in self-concept and personality in middle adulthood. (pp. 538–539) 5. Describe changes in gender identity in midlife. (pp. 540–542) 6. Discuss stability and change in the â€Å"big five† personality traits in adulthood. (pp. 542–543) 7. Describe the middle adulthood phase of the family life cycle, and discuss midlife marital relationships and relationships with adult children, grandchildren, and aging parents. (pp. 543–551) 8. Describe midlife sibling relationships and friendships. (pp. 551–553) 9. Discuss job satisfaction and career development in middle adulthood, paying special attention to gender differences and experiences of ethnic minorities. (pp. 553–555) 10. Describe career change and unemployment in middle adulthood. (p. 556) 11. Discuss the importance of planning for retirement, noting various issues that middle-aged adults should address. (pp. 556–557) Chapter 17 1. Distinguish between chronological age and functional age, and discuss changes in life expectancy over the past century. (pp. 564–566, 568–569) 2. Explain age-related changes in the nervous system during late adulthood. (pp. 566–567) 3. Summarize changes in sensory functioning during late adulthood, including vision, hearing, taste, smell, and touch. (pp. 567–570) 4. Describe cardiovascular, respiratory, and immune system changes in late adulthood. (pp. 570–571) 5. Discuss sleep difficulties in late adulthood. (pp. 571–572) 6. Summarize changes in physical health and mobility in late adulthood, including elders’ adaptation to the physical changes, and reactions to stereotypes of aging. (pp. 572–575, 576) 7. Discuss health and fitness in late life, paying special attention to nutrition, exercise, and sexuality. (pp. 575–579) 8. Discuss common physical disabilities in late adulthood, with special attention to arthritis, a dult-onset diabetes, and unintentional injuries. (pp. 580–582) 9. Describe mental disabilities common in late adulthood, including Alzheimer’s disease, cerebrovascular dementia, and misdiagnosed and reversible dementia. (pp. 582–588) 10. Discuss health-care issues that affect senior citizens. (pp. 589–590) 11. Describe changes in crystallized and fluid abilities in late adulthood, and explain how older adults can make the most of their cognitive resources. (pp. 590–591) 12. Summarize memory changes in late life, including implicit, associative, remote, and prospective memories. (pp. 591–594) 13. Discuss changes in language processing in late adulthood. (pp. 594–595) 14. Explain how problem solving changes in late life. (p. 595) 15. Discuss the capacities that contribute to wisdom, noting how it is affected by age and life experience. (pp. 595–596) 16. Discuss factors related to cognitive change in late adulthood. (pp. 596â€⠀œ597) Chapter 18 1. Describe Erikson’s stage of ego integrity versus despair. (p. 604) 2. Discuss Peck’s tasks of ego integrity, Joan Erikson’s gerotranscendence, and Labouvie-Vief’s emotional expertise.(pp. 604–605) 3. Describe the functions of reminiscence and life review in older adults’ lives. (pp. 606, 607) 4. Summarize stability and change in self-concept and personality in late adulthood. (pp. 606–608) 5. Discuss spirituality and religiosity in late adulthood. (pp. 608–609) 6. Discuss contextual influences on psychological well-being as older adults respond to increased dependency, declining health, and negative life changes. (pp. 609–611, 612) 7. Summarize the role of social support and social interaction in promoting physical health and psychological well-being in late adulthood. (p. 611) 8. Describe social theories of aging, including disengagement theory, activity theory, continuity theory, and socioemotional selectivity theory . (pp. 612–615, 616) 9. Describe changes in social relationships in late adulthood, including marriage, gay and lesbian partnerships, divorce, remarriage, cohabitation, and widowhood, and discuss never-married, childless older adults. (pp. 619–623) 10. Explain how sibling relationships and friendships change in late life. (pp. 624–625) 11. Describe older adults’ relationships with adult children, adult grandchildren, and great-grandchildren. (pp. 625–626) 12. Summarize elder maltreatment, including risk factors and strategies for prevention. (pp. 627–628) 13. Discuss the decision to retire, adjustment to retirement, and involvement in leisure and volunteer activities. (pp. 628–632) 14. Discuss the meaning of optimal aging. (pp. 632–633) Chapter 19 1. Describe the physical changes of dying, along with their implications for defining death and the meaning of death with dignity. (pp. 640–642) 2. Discuss age-related changes in conception of and attitudes toward death, including ways to enhance child and adolescent understanding. (pp. 642–644) 3. Cite factors that influence death anxiety, including personal and cultural variables that contribute to the fear of death. (p. 643) 4. Describe and evaluate Kà ¼bler-Ross’s theory of typical responses to dying, citing factors that influence dying patients’ responses. (pp. 647–648) 5. Evaluate the extent to which homes, hospitals, and the hospice approach meet the needs of dying people and their families. (pp. 650–653) 6. Discuss controversies surrounding euthanasia and assisted suicide. (pp. 654–659) 7. Describe bereavement and the phases of grieving, indicating factors that underlie individual variations in grief responses. (pp. 659–660) 8. Explain the concept of bereavement overload, and describe bereavement interventions. (pp. 663, 665) 9. Explain how death education can help people cope with death more effectively. (p. 665)