1. Use the SQL Developer to create the four tables EMP, DEPT, PROJ, EMP_PROJ with the appropriate constraints except FOREIGN KEY constraints. For filename, use CREATE.sql accordingly.
2. Import data from the csv files to EMP, DEPT, and PROJ tables.
3. Check that all data for EMP, DEPT, and PROJ tables has been imported.

__________________________

employees.csv

empNo,fname,lname,address,sex,salary,position,deptNo

1000,Steven,King,"731 Fondren, Houston, TX",M,30000,Programmer,60

1007,Diana,Lorentz,"638 Voss, Bellaire, TX",F,24000,Clerk,20

2002,Pat,Fay,"3321 Castle, Spring, TX",F,15000,Sales Representative,80

1760,Jonathan,Taylor,"561 Rice, Houston, TX",M,60000,Manager,20

1740,Ellen,Abel,"890 Stone, Houston, TX",F,65000,Manager,60

2060,William,Gietz,"450 Berry, Bellaire, TX",M,65000,Manager,80

2000,Jennifer,Whalen,"980 Fire Oak, Humble, TX",F,28000,Clerk,60

1444,Peter,Vargas,"975 Dallas, Houston, TX",M,20000,Sales Representative,80

_________________________________

Departments.csv

deptNumber,deptName,Mgr

20,Marketing,1760

60,IT,1740

80,Sales,2060

_________________________

Projects.csv

projNumber,projName,deptNum

10,Product X,20

20,Product Y,20

30,Computerization,60

40,Product Z,80

50,Mobile Apps,60

you will be implementing two functions for the LinkedList class. The function that you are implementing is called reverse and isPalindrome. The isPalindrome function should determine if the linked list is a palindrome or not and the reverse function should reverse the linked list.

When you are finished with the implementation, try to use valgrind to see if there are any other errors or memory leaks to deal with. valgrind ./lab7 or make val

1. Expected Output

This is an example of what the output should look like. Note that the program must compile without any warnings or memory leaks.

==2353315== Memcheck, a memory error detector

==2353315== Copyright (C) 2002-2017, and GNU GPL'd, by Julian Seward et al.

==2353315== Using Valgrind-3.16.0 and LibVEX; rerun with -h for copyright info

==2353315== Command: ./lab7

==2353315==

The word: tenet is a palindrome.

The word: LOLO is not a palindrome.

The word: Zendaya is not a palindrome.

The word: kayak is a palindrome.

The word: step on no pets is a palindrome.

The word: I did did I is a palindrome.

The word: CMSC 202 is not a palindrome.

The word: wasitacatisaw is a palindrome.

==2353315==

==2353315== HEAP SUMMARY:

==2353315==     in use at exit: 0 bytes in 0 blocks

==2353315==   total heap usage: 158 allocs, 158 frees, 76,512 bytes allocated

==2353315==

==2353315== All heap blocks were freed -- no leaks are possible

==2353315==

==2353315== For lists of detected and suppressed errors, rerun with: -s

==2353315== ERROR SUMMARY: 0 errors from 0 contexts (suppressed: 0 from 0)

Current and historical Financial Statements (Income Statement (I/S), Balance Sheet (B/S) and Statement of Cash Flows) from the 3 most current years for the firm
The financial statements must include changes (deltas) between years.

Income Statement (Annual)

Balance Sheet

Statement of Cash Flows

What are the Deltas for each chart for each year?

Vino Veritas Company, a U.S.-based importer of wines and spirits, placed an order with a French supplier for 1,700 cases of wine at a price of 270 euros per case. The total purchase price is 459,000 euros. Relevant exchange rates for the euro are as follows:

Vino Veritas Company has an incremental borrowing rate of 12 percent (1 percent per month) and closes the books and prepares financial statements at September 30.

a. Assume that the wine arrived on September 15, and the company made payment on October 31. There was no attempt to hedge the exposure to foreign exchange risk. Prepare journal entries to account for this import purchase.

b. Assume that the wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. It properly designated the forward contract as a fair value hedge of a foreign currency payable.

c.Vino Veritas ordered the wine on September 15. The wine arrived and the company paid for it on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. The company properly designated the forward contract as a fair value hedge of a foreign currency firm commitment. The fair value of the firm commitment is measured by referring to changes in the forward rate. Prepare journal entries to account for the foreign currency forward contract, firm commitment, and import purchase.b. Assume that the wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas entered into a 45-day forward contract to purchase 459,000 euros. It properly designated the forward contract as a fair value hedge of a foreign currency payable. Prepare journal entries to account for the import purchase and foreign currency forward contract.

d. The wine arrived on September 15, and the company made payment on October 31. On September 15, Vino Veritas purchased a 45-day call option for 459,000 euros. It properly designated the option as a cash flow hedge of a foreign currency payable. Prepare journal entries to account for the import purchase and foreign currency option.

e. The company ordered the wine on September 15. It arrived on October 31, and the company made payment on that date. On September 15, Vino Veritas purchased a 45-day call option for 459,000 euros. It properly designated the option as a fair value hedge of a foreign currency firm commitment. The fair value of the firm commitment is measured by referring to changes in the spot rate. Prepare journal entries to account for the foreign currency option, firm commitment, and import purchase.

QUESTION.

1. Define Common Core State Standards (CCSS) (include the definitions of curriculum versus standards).

2. State the concern that you chose (written below) and then decide if the concern is valid or not. Give your rationales and references for your stance.

The Common Core can't speed up child development

Recent evaluations of the state's preschoolers have determined that only 47 percent are ready for kindergarten, compared to 83 percent judged ready last year. This drastic drop isn't the result of an abrupt, catastrophic decline in the cognitive abilities of our children. Instead, it results from a re-definition of kindergarten readiness, which now means being able to succeed academically at a level far beyond anything expected in the past. For example, a child entering kindergarten is now expected to know the difference between informative/explanatory writing and opinion writing. The concern is that preschoolers without that knowledge will not succeed at meeting the new higher-level Common-Core standards. However, I think a more pressing concern is: Why do we have educational standards that are not aligned with even the most basic facts of human development? Clearly these test results show that the problem is with the standards, not the children.

Educational attainment is part of human development, and fundamentally this is a biological process that cannot be sped up. We cannot wish away our biological limitations because we find them inconvenient. Children will learn crawling, walking, listening, talking and toilet training, all in succession at developmentally appropriate ages. Once in school, for skills that require performing a physical task, that are in what Bloom's Taxonomy classifies as the "psychomotor domain," it is understood that children will only learn when they are physically and developmentally ready. No one expects four-year olds to type fluently on a computer keyboard, play difficult Chopin Etudes on the piano, prepare elaborate meals in the kitchen or drive a car.

However, for skills in what Bloom calls the "cognitive domain," the school curriculum has become blind not only to the progression of normal child development but also to natural variations in the rate that children develop. It is now expected that pre-school children should be able to grasp sophisticated concepts in mathematics and written language. In addition, it is expected that all children should be at the same cognitive level when they enter kindergarten, and proceed through the entire grade-school curriculum in lock step with one another. People, who think that all children can learn in unison, have obviously never worked with special needs children or the gifted and talented.

Demanding that children be taught to developmentally inappropriate standards for language and math comprehension is not a harmless experiment. This exercise in futility wastes the time of teachers and students and unethically sets all of them up to fail. It exacerbates the very problems that the new curriculum is supposed to fix. It leaves boys, whose verbal development for biological reasons already lags behind girls, even further behind and will accelerate the trend of fewer boys going on to college. Even today boys only make up about 40 percent of college students nationwide and their numbers will continue to dwindle.

The new curriculum standards and testing regimens are motivated by a well-intentioned desire to close achievements gaps that exist between the various socio-economic and ethnic and racial groups. There is a belief that by demanding that all children meet a set of rigid and arbitrarily high academic standards, achievement gaps can be closed and economic opportunities increased for all. The apparent reasoning is that if all children receive the same education and are held to the same academic standards, then all children will have equal opportunity to succeed as adults.

However, addressing pervasive economic inequality by pretending that in an ideal world all children should be alike isn't a solution. The inequalities that plague our society are inherent in the structure of our political and economic systems. A new curriculum will not change the underlying pathologies corrupting these structures. It is a mistake to conflate unjust economic inequalities that arise from our broken political and economic systems with normal differences in abilities and dispositions among people that arise from being human. If all barriers to inequality were broken down, people would still be different from one another and normal human development would still unfold.

Education should be about helping each child, regardless of background or academic readiness, achieve his or her full, unique potential as a human being. It should instill not just academics but also physical, emotional and social skills, which are also essential for making meaningful contributions to the well being of our families, communities and the economy. Differences between people that arise across all skill sets and educational domains are an inherent and valued part of the human experience that should be celebrated in school, not erased.

In 1885 Woodrow Wilson, having not yet completed his doctoral program at Johns Hopkins University, began his teaching career at the newly founded Bryn Mawr College for Women. While reportedly a lecturer of genius, he resented having to teach women. As he told an associate, such an activity “relaxes one’s mental muscle.” In 1887 he summed up his life by saying, “Thirty-one years old and nothing done!” In retrospect, Wilson seems to have been like many other ambitious academics seemingly stuck in a post that did not do justice to talent. And he chose as the way out the now traditional road to high academic fame, fortune, and position: he wrote and published and was saved! American public administration as a field of study traditionally traces its origin to an 1887 Political Science Quarterly article by this frustrated young academic. In “The Study of Administration,” Wilson attempted nothing less than to refocus the newly emerging field of political science. Rather than be concerned with the “lasting maxims of political wisdom,” he argued that political science should concentrate on the more generally neglected details of how governments are administered. This was necessary because “it is getting harder to run a constitution than to frame one.” Wilson wanted the study of public administration to focus not only on the problems of personnel management, as many other reformers of the time had advocated, but also on organization and management in general. The reform movement of the time had an agenda that did not go beyond the abolition of the spoils system and the installation of a merit system. Wilson regarded civil service reform “as but a prelude to a fuller administrative reform.” He sought to push the concerns of public administration into investigations of the “organization and methods of our government offices” with a view toward determining “first, what government can properly and successfully do, and secondly, how it can do these proper things with the utmost possible efficiency and at the least possible cost either of money or energy” (Wilson, 1887 in Classics of Public Administration, 2012, p. 16). He was concerned with overall organizational efficiency and economy—that is, productivity in its most simplistic formulation. What could be more current—then or now? In his essay, Wilson also proclaimed the existence of a major distinction between politics and administration. This was a common and necessary political tactic of the reform movement because arguments that public appointments should be based on fitness and merit, rather than partisanship, necessarily had to assert that “politics” was out of place in public service. As Wilson said, “Although politics sets the tasks for administration, it should not be suffered to manipulate its offices.” In reinforcing what became known as the “politics–administration dichotomy,” Wilson was really referring to “partisan” politics. While this subtlety was lost on many, Wilson’s main themes—that public administration should be premised on a science of management and separate from traditional politics—fell on fertile intellectual ground. The ideas of this then obscure professor eventually became the dogma of academic public administration. And what happened to the young Bryn Mawr professor who plaintively wrote in 1888, “I have for a long time been hungry for a class of men”? Shortly thereafter, he took up an appointment at Wesleyan University in Connecticut. From there he went to Princeton, made good, and became president of that university. In later life he found a job in Washington. But if Wilson had not found that job in Washington, had not become president, his now seminal article would have continued to enjoy the obscurity its verbosity warrants. The article’s significant influence came only after World War II—more than half a century after it was published. Administrative historian Paul van Riper found that none of the early public administration scholars, Wilson’s contemporaries, cited the article in their otherwise heavily referenced works. “In reality, any connection between Wilson’s essay and the later development of the discipline is pure fantasy! An examination of major political and social science works of the period between 1890 and World War I shows no citation whatever of the essay” (Van Riper, 1983, p. 477). So how did it get rediscovered and become required reading for generations of students? According to a historical analysis by Daniel W. Martin, “The simple answer . . . is the glowing reprint of Wilson’s article in the December 1941 Political Science Quarterly. It was a masterwork of public relations, complete with a photostatic copy of Wilson’s tentative letter of submission” (Martin, 1988). Thereafter, Wilson’s essay, cited only modestly in the interwar period, grew to its current influence.

Read the short case study above and answer the questions below.

1) Briefly describe Woodrow Wilson’s early career and how it influenced his theories on public administration.

2) Then explain Woodrow Wilson’s views on the definition and scope of activities of public administration. How did he see public administration best utilizing tools, techniques, and theories from business administration?

3) Evaluate Woodrow Wilson’s major contributions to the field of public administration. To what extent were concepts like the “politics administration dichotomy” and “efficiency and economy” in administration significant at the time? To what extent are they still relevant today?

With double-digit annual percentage increases in the cost of health insurance, more and more workers are likely to lack health insurance coverage (USA Today, January 23, 2004). The following sample data provide a comparison of workers with and without health insurance coverage for small, medium, and large companies. For the purposes of this study, small companies are companies that have fewer than 100 employees. Medium companies have 100 to 999 employees, and large companies have 1000 or more employees. Sample data are reported for 50 employees of small companies, 75 employees of medium companies, and 100 employees of large companies.

1. Conduct a test of independence to determine whether employee health insurance coverage is independent of the size of the company. Use  = .05. Use Table 12.4.
   
   Compute the value of the x² test statistic (to 2 decimals).?
   
   
   The p value is ?
   
   What is your conclusion?
   Conclude health insurance coverage is not independent of the size of the company/Cannot reject the assumption that health insurance coverage and size of the company are independent
2. The USA Today article indicated employees of small companies are more likely to lack health insurance coverage. Calculate the percentages of employees without health insurance based on company size (to the nearest whole number).
   

   Small	%
   Medium	%
   Large	%

   
   
   Based on the percentages calculated above, what can you conclude?

Should You Eat Farmed Salmon?

My teacher sent me Statcrunch data file which gives us information collected from a random sample of 150 farmed salmon from different parts of the world. The data was collected in 2004 and the results were published in the prestigious journal Science.

https://www.statcrunch.com/app/index.php?dataid=3432505

The file contains where the salmon was farmed and the level of mirex found in the salmon. Mirex is a banned pesticide that can be cancer-causing. The units for the Mirex are in parts per million (ppm).

Here are the questions I need help with.

1) Create some comparative graphs which show the concentrations of mirex in salmon sorted by location. (Hint: if choose your graph correctly and use the “group by” feature in Statcrunch, you can get these all on one graph.). Paste the statcrunch graph and indicate which regions have lower levels of mirex.

2) Construct a 95% confidence interval to estimate the proportion of farmed salmon which comes from Chile. Include a sentence about the interval.

3) The Environmental Protection Agency’s recommended “screening value” for mirex is 0.08 ppm. Do farm-raised salmon appear to be contaminated beyond the level permitted by the EPA? Using a 5% level of significance, complete a hypothesis test to answer that question. Follow all the steps, include Statcrunch output, and express your decision clearly. Based on your results, would you have concerns about eating farm-raised salmon?

On December 31, 2013, the Mallory Corporation had the following activity in its fixed assets

record. Assume all assets were purchased on January 1.

REQUIRED:

· Compute the depletion, amortization, and depreciation expense on December 31, 2013 for each asset listed above.

· Record the entries for the assets above

· Suppose that we sold machine 2 for $50,000, record the entry

· Suppose that the building life increased from 25 years to 30 years, revise the depreciation and prepare the entry.

· Suppose that the corporation spent $20,000 in 2013 to defend the patent.  Record the entry.

Used Cars - Actual Data: Below are the scatterplots, regression equations, and corresponding statistics for mileage, model year, and price for 15 different Honda Civics found on craigslist in May 2012.

Suppose you see a 2004 Honda Civic with 140 thousand miles on it. Estimate a reasonable price for this car via the following methods.

(a) Estimate the price using the mileage. Round your answer to the nearest dollar.
$

(b) Estimate the price using the year. Round your answer to the nearest dollar.
$

(c) Estimate the price using the multiple linear regression equation given by

ŷ = 716.9x₁ − 42.9x₂ − 1,424,349

where x₁ is the model year and x₂ is the mileage (in thousands). Round your answer to the nearest dollar.
$

(d) Which of the following statements are valid?

The estimate based only on mileage (part a) is too low because it doesn't consider the model year.

The estimate based only on the year (part b) is too high because it doesn't consider the mileage.     

The estimate from part (c) considers both variables (year and mileage) to produce a better estimate.

All of these are valid statements.