Write SQL statements to create and use a database called Homework. Write SQL statement needed to create the books table.

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Sql statements for introductory programming

Write sql statements to perform the following tasks. When complete turn in your SQL file into blackboard assignment

1. Write SQL statements to create and use a database called Homework (3)

2. Write SQL statement needed to create the books table. (10 pts)
• Choose appropriate data types:
The ISBN will always be 17 characters longs
The price of the most expensive book will never be more than $999.99
The discount will always be something less than 100%. (Between 0.00–1.0)
• The ISBN is the Primary Key.
• The Title is a required field.
• The discount will have a default value of 0.00

3. Insert the following information into the Books table created in problem 1. Use quotes around text datatypes but not numeric data types (7 pts)

ISBN Title Description PubDate Price Discount
978–0–596–52684–9 SQL Book on SQL 9/1/2007 44.99 .15
978–1–305–57593–6 Excel 2013 Excel textbook 7/25/2013 125.25 .20
• After you have inserted the data type SELECT * from books and display your data.

4. Write SQL statements needed to create the following 2 tables. Use appropriate datatypes. NOTE: (For SS# in student table you can’t use # sign, you will have to type SSN) (10)
a. Make First Name and Last name required fields in STUDENT table
b. Make the GPA column in the STUDENT table DEFAULT to 0.00
c. Put a UNIQUE constraint on the Phone column of the INTERNSHIP and STUDENT table
d. Make each primary key (PK )an auto increment
e. Make the Category column in the INTERNSHIP table an ENUM data type with ‘Paid’, ‘Credit’, ‘NonProfit’ as the choices.
f. Research what datatype would be good for YEAR

5. Use a SHOW command to display all of the tables in the Homework database (not all databases) (2)

6. Alter the Student table and add a UNIQUE constraint to the email column. (3)

7. Alter the Student table to remove the Class column from the table. (3)

8. Alter the Student table to put the SSN column after Zip (3)

9. Write a SQL statement to add yourself to the Student table (using made up information). (3)

10. Write a SQL statement to add 3 more students with one INSERT INTO statement. Only add their first and last names and email address. (3)

11. Write an ALTER TABLE statement to change the ‘Phone’ column to ‘Mobile’ in the Student table (3)

Evaluate 3 competitors’ products or services, and the benefits that your product or service offers that they do not. Describe how you will address specific objections that the potential customer may raise during your meeting.

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Entrepreneurship Question

Answer the following in 750 to 1100 words:

  • Develop 5 questions you will ask to build rapport and learn more about the customer.
  • Evaluate 3 competitors’ products or services, and the benefits that your product or service offers that they do not.
  • Describe how you will address specific objections that the potential customer may raise during your meeting.
  • Summarize what you will do or say to close the transaction.
  • Recommend 5 marketing strategies that you will use to launch your company into the market.
  • Recommend 5 marketing strategies you will use to scale and grow your company.

Make a poster for any subject. It could be Messi and Cristion Ronaldo cut out with their previous teams Barcelona and Real Madrid and the text could be the match name and be creative about it.

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A poster with 3 cut objects and background and text.

Make a poster for any subject. It could be Messi and Cristion Ronaldo cut out with their previous teams Barcelona and Real Madrid and the text could be the match name and be creative about it and add a background for it.

Can be 1920×1080 or 1080×1350.

How does government policy create and exacerbate challenges for undocumented immigrants, small businesses hiring documented workers, and companies and workers being penalized for hiring or being hired, in the context of immigration policy and employment regulations in USA?

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Source Evaluation #5

Source Evals should be 3 pages in length, 1.15 line spaced, and conform to the following format:

In no more than 3/4 to 1 page:

  1. STATE YOUR EVOLVING RESEARCH QUESTION
  2. CITATION/AUTHOR INFO

Provide full citation in MLA format exactly as it will appear on your Works Cited (or References) page. Give one sentence of information about the author/s to verify they are a credible and scholarly

3. SUMMARY OF ARGUMENT, METHODS, KEY TERMS OR CONCEPTS

Demonstrate that you understand the source by summarizing the main argument and in your own words. Describe the author/s’ logic, position, and argumentation. Your Source Evaluations should demonstrate your comprehension and how the source potentially fits your project.

In the Remaining 1 to 1 1/4 PAGES:

4. QUOTATION ANALYSIS

Select three quotations that are important and relevant to your project. Interpret and analyze the citation and its implications for your developing project.

SYNTHESIS

For the second and subsequent Source Evaluations, write several sentences of synthesis: Trace areas of agreement, disagreement, or complication between the readings. <– MAKE SURE TO DO THIS ONE

5. OVERALL EVALUATION OF SOURCE

Reflect on how the source contributes to your research project. What are its limitations? What are its strengths? How timely is the source? Does it identify other potentially good sources? Identify any new questions you came up with while reading that might guide your future research.

Research question is: “How does government policy create and exacerbate challenges for undocumented immigrants, small businesses hiring documented workers, and companies and workers being penalized for hiring or being hired, in the context of immigration policy and employment regulations in USA?“

Write a code in python using the above parameters with proper documentation and also a detailed report involving all the steps that have been taken to acheive the goal.

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PPP loan Fraud detection using python

PPP Loan Fraud Detection: The aim of this project will be to explore loan data from the Paycheck Protection Program administered by the Small Business Administration which relief to small and medium-sized businesses during the COVID-19 pandemic. The main goal of this project will be to develop graphical visualizations of this data and apply anomaly detection methods to determine which loans are likely fraudulent. The following are ideas on how to start with this project:

(a) Review background on fraud in the PPP loan program by using your preferred internet search tool, e.g. query “PPP loan fraud” in Google and read a few of the top news stories to develop an understanding of fraud issues.

(b) Download the full PPP loan dataset and data dictionary from the URL: https://data.sba.gov/dataset/ppp-foia/resource/aab… and review the different fields available in the data dictionary. Since this is a huge data set you can use only one part of the data set (i.e loans public _150kplus)

(c) Summarize the content of this data by both providing tabular summaries and graphical visualizations. For example, using pandas, write a Python script to read all .csv files containing loan data and plot a histogram of loan amounts.

(D) Some simple questions that I can quickly examine include:

  • the distribution of loan amounts approved under the PPP program
  • states and industries have received the most funding under the program.
  • the top loan originators and their loan approval rate
  • the average loan amount and approval rate for different sectors and demographic groups

(e) Finally, explore the use of more traditional unsupervised learning techniques such as anomaly detection ideas as in:
https://pyod.readthedocs.io/en/latest/
which can be supplemented with additional academic literature.

Longer-term questions and modeling topics that I would like to investigate include:

  • use unsupervised learning techniques, such as clustering or anomaly detection, to identify potentially fraudulent loans.
  • build a predictive model that can accurately identify fraudulent loans based on historical data.
    (d) Next, we will investigate determining loans that have a high potential for fraud by grouping together loans in common categories and identifying outlier loans. For example, for a fixed NAICS code, group together loans in a similar geographical region and identify outlier loans.

Write a code in python using the above parameters with proper documentation and also a detailed report involving all the steps that have been taken to acheive the goal.

Determine the number of iterations necessary to solve f(x) = x3 – x2 + 2 = 0 using newton-raphson from the left side.

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Bonus Assignment

Questions
1. The number of iterations it takes gauss-seidel to converge:
a. Initial guess: [0, 0, 0]
b. Tolerance: 1e-6
c. Iterations: 50
d. 3 1 1 1 1 4 1 3 2 3 7 0

2. The number of iterations it takes jacobi method to converge
a. Initial guess: [0, 0, 0]
b. Tolerance: 1e-6
c. Iterations: 50
d. 3 1 1 1 1 4 1 3 2 3 7 0

3. Determine the number of iterations necessary to solve f(x) = x3 – x2 + 2 = 0 using newton-raphson from the left side
a. Tolerance: 1e-6
b. Initial guess: 0.5

4. Using the divided difference method, print out the Hermite polynomial approximation matrix
x f(x) f(x) f’(x)
0 1 1
1 2 1.23
2 4 1.55

5. The final value of the modified eulers method
a. Function: y – t3
b. Initial point: .5
c. Iterations: 100

d. Range: 0 < x < 3

Write a program in Python that is a study tool for the vocabulary terms in this course.

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Programming prjct

This is an individual assignment. Evidence of copying will be submitted as a violation of the honor code to the Dean of the College of Engineering and the Dean of Students.

Write a program in Python that is a study tool for the vocabulary terms in this course.

Step 1: Create 15 plain text files; one for each of the chapters from the book covered in this course. Name the files chl.txt, ch2.txt, etc. Each text file will contain at least 5 technical terms and their definitions from that chapter. Note that the chapters covered are 1-12, 14, 16, and 17.

Requirements: The program will prompt the user for a specific chapter or allow the user to select all chapters. Based on the user’s selection, it will then present relevant multiple-choice style questions in which a term is presented along with 4 possible definitions for that term. One of the definitions is correct. The other 3 definitions are pulled randomly from the definitions of other terms.

For each question, the program prompts the user to type a, b, c, d, (corresponding to the four definitions) or ‘q’ to quit the game at any time.
If the user gets the correct answer on their first try, they get a point. If not, that answer is removed that the user gets a second guess (now with only 3 choices, a, b, and c). If they get it right this time, they get 1/2 point. If they get it wrong, that answer is removed and the user gets a 3rd guess (now with only a and b as choices). If they get it right this time, they get 1/4 point. If not, no points are awarded, the correct answer is revealed, and they move to the next question.

Behind the scenes: The code will read in the terms and definitions from all of the previously mentioned text files and store them in one or more dictionaries. The question generation feature will access the dictionaries to generate the questions and answers, and also to check if the user got the correct answer.

Ending the game: The game will end when either: 1) All of the terms for the user’s selection have been presented OR 2) The user types ‘q’ At that point, the final score will be display as well as an encouraging message.

Choose ONE of the prompts listed below and write an argumentative/analytical essay about the graphic novel, The Boys.

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The boys vs watchmen

Choose ONE of the prompts listed below and write an argumentative/analytical essay about the graphic novel, The Boys. Your arguments and analysis should directly reference the graphic novel and any other supplemental sources you mention. Use specific examples to support your claims and develop your critical insight. Utilize the analytical frameworks, rhetorical tools, and the comic book terminology that we have discussed this semester to compose your
essay.

Your essay should adhere to MLA guidelines and must be at least 1,500 words. This essay is due by 7:20pm on 4/17/22.
1. While The Boys satirizes the old school “truth, justice and the American Way” style of superheroes, it also overtly criticizes the “grim and gritty” take on classic characters that was popularized by Watchmen. Write an essay that compares the similarities and differences between The Boys and Watchmen. Do you think the connections drawn between superheroes, sexual violence, corporate greed, and political fascism in The Boys are more direct, subversive, or offensive than what is depicted in Watchmen? Which of the two graphic novels do you think does a better job of critiquing and deconstructing the superhero genre?

Write a capstone project for a Master in Social Work program about adult survivors of child sexual abuse and it implications. Address the long term effects of adults who experienced child sexual abuse and what not treated for it.

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Master in Social Work program

Write a capstone project for a Master in Social Work program about adult survivors of child sexual abuse and it implications. Address the long term effects of adults who experienced child sexual abuse and what not treated for it.

Select THREE diverse articles on the nations of Europe and the war that you find either to be of personal interest or that you believe contain critical information regarding the war. Prepare written summaries of the three articles.

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History 220, Winter 2023

Research Assignment, 190 Points (Step 4: 20 pts; Final paper: 170 pts.)

Research Assignment: The First World War as Seen Through the Pages of The New York Times

News of the First World War in Europe quickly crossed the Atlantic and made headlines in The New York Times, as well as other major newspapers.  Newspaper records offer one means of learning about the conflicts from reporters who were, if not on the front lines themselves, perhaps just a few steps removed from the conflict.

Zahnow Library has full digital access to The New York Times covering 1914 to 1918.  This will provide the raw data for the work described below.

 

Step 1:

To take the first step, do the following: 1) Identify the month of your birth; 2) Identify a span of seven days during that month (e.g., September 1-8); 3) Identify a year between 1914 and 1918, to attach to your span of seven days (e.g., September 1-8, 1915).  (This initial seven-day span cannot go beyond November 11, 1918, the official end of hostilities between Britain, France, and Germany.)

 

Step 2:

Then, access The New York Times Historical database (provided by ProQuest) made available through Zahnow Library.  The New York Times Historical will be listed among the databases provided on the left menu bar of the library’s homepage.

Be sure that New York Times Historical “Advanced Search” has been activated on the ProQuest search screen, and then insert ONE day from the seven-day period you have chosen to review, by clicking on Publication Date and then Specific Date.  (You do not need to enter any key words for searching at this point.)  Hundreds of article listings may appear as the database is scanned for the date you have selected.  Click on any one of the articles that has been displayed, and then go to the “Browse this issue” command at the right of the screen.

You will now find navigation aids allowing you to access any page of The New York Times for the date in question. Your goal from this point onward is to get a sense of the diversity of events that are taking place in your chosen seven-day period of the war.   The front page is often a good place to find the major articles for a given day and thus to begin your search for articles appropriate to this assignment.  Other pages may contain valuable articles, as well.  Experiment in using the navigation buttons available to identify articles of interest.  With the steps above, you should be able to peruse the content of The New York Times for each of the days in your selected seven-day span.

 

Step 3:

Select THREE diverse articles on the nations of Europe and the war that you find either to be of personal interest or that you believe contain critical information regarding the war.  Articles focusing on the United States and its relationship with those fighting the war will be common.  However, since this is a course focused on Europe, it is important that any article you choose focus primarily on an event taking place in Europe, or focusing directly on a nation of Europe (including the Ottoman Empire).  All three articles may be from one day in the seven-day period, if you would like, or from a variety of days within the seven-day period.

 

Step 4:

Prepare written summaries of the three articles.  Each summary should be approximately 150 words, be written in clear and concise language, and address the topic as well as the substance of the article.  It is understood that some articles will contain detailed information you may not be able to immediately interpret.  Do your best in reviewing the material.  Combine all article summaries in a single file and paste the information on the title of each article and its publication date (available from New York Times Historical) above each article summary.  Upload the combined file to Research Assignment Step 4 on Canvas, available as a part of Module 10.

 

Step 5:

Your instructor will review your summaries and respond to you indicating which one of the three articles might be effectively used for your continuing research and writing.  Your instructor is involved at this step to ensure that there is diversity among the research themes for those in the class.  In addition, your instructor may be able to offer some insight into the topics for which there will be better secondary research materials available.  Your instructor may meet briefly with you to go over the final topic with you in class in Week 11.  [Given the number of student papers, this may also be replaced by just a set of written comments on a printout of the three summaries.]  A separate Grade Book item for Step 4 may be established.

 

Step 6:

After having received word from the instructor on which article can provide a solid base for continued research, you may begin work on your short research paper, which will be about 1750 words.  Search for additional Times articles related to the topic of the article you have chosen.  For instance, if your article focuses on a particular battle, you should seek out at least THREE additional New York Times articles that provide additional perspectives on that specific engagement.  You may break the initial seven-day framework you used in your search and look for articles from a wider timeframe, if it is appropriate.  For instance, if your topic focuses upon the first Battle of the Marne in September, 1914, additional articles on the earlier German movement through Belgium in August 1914 may be of help.  If your initial article focuses on a particular new type of weapon, such as the Zeppelin, you might seek out additional articles regarding that specific weapon over a longer span of time (e.g., 1915-1917).  A research paper might then be focused upon either the battle or the weapon.

 

Step 7:

Choose secondary sources to assist in the writing of your research paper.  Secondary sources will allow you to understand the significance of your topic beyond The New York Times articles you have collected.  They will allow you to see the “big picture” as understood by historians.  You should select secondary sources with an eye to their ability to help you tell the overall story of the event or development upon which you are focusing.  You may gather a wide variety of secondary sources but are required to make substantive use of at least TWO of the following sources available through Zahnow Library.:

 

E-Books (Zahnow Online):

Gatrell, Peter.  Russia’s First World War: a social and economic history.  New York: Routledge, 2014.

https://ebookcentral.proquest.com/lib/svsu/detail.action?docID=1733950

Gilbert, Martin.  The First World War: a complete history.  New York: RosettaBooks, 2014.

https://ebookcentral.proquest.com/lib/svsu/detail.action?docID=5503177

Neiberg, Michael S.  Fighting the Great War: A Global History.  Cambridge, MA: Harvard U.P., 2005

*access through the eBook Collection (EBSCOhost) in the Databases link on the main library page

Strachan, Hew, ed.  The Oxford Illustrated History of the First World War.  Oxford: Oxford, U.P., 2014.

https://ebookcentral.proquest.com/lib/svsu/detail.action?docID=1661333

Tucker, Spencer C., ed.  The European Powers in the First World War: an encyclopedia.  New York: Garland Publishers,       1996.

*access through the ProQuest Reference in the Database link on the main library page

Paper Books (Zahnow Shelves):

  • Gilbert, Martin.  The First World War: a complete history.  New York: Henry Holt, 1996.
  • Howard, Michael.  The First World War.  Oxford: Oxford University Press, 2003.
  • Keegan, John.  The First World War.  New York: Knopf, 1999.
  • Lyons, Michael J.  World War I: a short history.  Upper Saddle River, N.J.: Prentice Hall, 2000.
  • Neiberg, Michael S.  Fighting the Great War: A Global History.  Cambridge, MA: Harvard U.P., 2005
  • Strachan, Hew.  The First World War: a new Illustrated History.  New York: Simon and Schuster, 2003.

Paper Books (Zahnow Reference Section):

  • Tucker, Spencer C., ed.  The Encyclopedia of World War I.  Santa Barbara, CA: ABC-CLIO, 2005.
  • Tucker, Spencer C., ed.  The European Powers in the First World War: an encyclopedia.  New York: Garland Publishers,       1996.

 

Step 8:

Prepare a research paper that incorporates both the information gained from reading your New York Times articles as well as the secondary sources you use.  The aim the research paper is to tell the overall story of the event or development of interest (e.g. the Battle of the Marne or aerial reconnaissance) through secondary sources, and then to bring in your New York Times articles to help provide examples.  For instance, you may use one of your secondary sources to help explain an important turning point at the Battle of Verdun, and then introduce the perspective of one of your Times articles with: “As the New York Times reported on this day….”  Your paper should have a clearly defined thesis that need not be overly complex.  For instance, something like the following might be fine: “The New York Times effectively captured the impact of Russia’s struggle against Austria in the war in a series of articles published in November, 1916.”  Then, you would go on to discuss Russia’s participation against Austria in the war and include the particular insight(s) that your articles offer.  You must use footnotes in Chicago Manual of Style (CMS) format to reference specific New York Times articles and secondary sources when you use them in your paper.  The “Notes and Bibliography” link at the following website will be of help: https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html.

 

Step 9:

Place your name in the upper left-hand corner.  No cover page is necessary.

Construct a title for the paper centered just above the text.

*  At the end of the paper, you should include a bibliography in Chicago Manual of Style (CMS) format that contains all of the newspaper and secondary sources you have used.  Most of the secondary sources noted above are already listed in CMS format for your bibliography.  The “Notes and Bibliography” link at the following website will be of help: https://www.chicagomanualofstyle.org/tools_citationguide/citation-guide-1.html.

 

Step 10:

Upload your completed paper to Research Assignment on Canvas by the due date indicated.

 

Step 11:

The final paper will be graded in accord with the quality evident in each of the following:

  • Clarity and development of the paper thesis.
  • Selection of appropriate supporting New York Times
  • Use of substantive material from at least two secondary sources available through Zahnow Library.
  • Appropriate integration of New York Times articles into the paper.
  • Development of a reasoned, thoughtful, and well-written narrative.
  • Use of Chicago Manual of Style footnotes and bibliography
  • Overall quality and organization of the paper.

 

Step 12 (Submission):

Option A: Saturday, April 15, 11:59 p.m. (as a Canvas upload).  Students turning in the paper at this time will receive a grade and likely be able to meet with the instructor (by Canvas conference or in-person meeting) during the following week to go over the paper.  They will then be able to upload it once again by the end of Saturday, April 22, for a new grade.  (If the student wishes to keep the initial grade earned, no additional upload is needed.)

Option B: Saturday, April 22, 11:59 p.m. (as a Canvas upload).  Students submitting the paper at this time will receive a grade by the time final course grades for the semester are completed.  They can certainly stop in to see the professor at any point to go over the paper.  However, there is no plan for specific feedback after the paper is turned in.