Hi Sir

Please I would that you revise the letter below.

Thank you

The following document may contain errors in grammar, capitalization, punctuation, abbreviation, number style, word division, and vocabulary.

TO: all.employees

SUBJECT: Health insurance—Changes

Unlike many companies, Bright Manufacturing has always paid a hundred % of medical car insurance for it’s employees, absorbing the recent 10–20 percent annual cost increases in order to provide this important benefit. This year; Blue Cross gave us some terrible news: the cost increase for our employee’s medical coverage would be a staggering fourty percent per month next year

To mange the increase and continue to offer you and your family highquality medical coverage we have negotiated several changes with Blue Cross; a new cost saving alternative is also being offered by us:

Under the Blue Cross Plus plan, copay amounts for office visits will be ten dollars next year/ $50 for emergency room visits. 80 % of employees’ insurance coverage (including 10 percent of the cost increase) will be paid by Bright next year and 100 % of the prescription drug costs (including a 23 percent cost increase). The remaining twenty percent of medical coverage will be deducted by us monthly from your salary, if you choose to remain on a Blue Cross Plus plan. We realize this is alot, but its still less than many companies charge their employees.

A fully paid alternative health plan, Blue Cross HMO, will now be provided by Bright at no cost to employees. But be warned that there is a deadline. If you want to switch to this new plan you must do so during our open enrollment period, Nov. 20 to December 1, and we will not consider applications for the change after that time so don’t get your forms in late.

There are forms available in the Human Resources office for changing your coverage. They must be returned between November 20 and December 1. If you wish to remain on a Blue Cross Plus policy, you do not need to notify us; payroll deductions for company employees on the plan will occur automatic beginning January first.

If you have questions, please call our new Medical Benefits Information line at ext. 3392. Our Intranet sight will also provide you easy with information about health care coverage online if you click the “Medical Benefits” icon. Since our founding in 1946, we have provided our company employees with the best medical coverage available. We all hate rising costs and although things are looking bleak for the future but we’re doing all we can do to hold on to this helpful benefit for you.

Lucinda Goodman, Benefits Mangr., Human resources

problem 3-1

You are going to build a C++ program which runs a single game of Rock, Paper, Scissors. Two players (a human player and a computer player) will compete and individually choose Rock, Paper, or Scissors. They will then simultaneously declare their choices and the winner is determined by comparing the players’ choices. Rock beats Scissors. Scissors beats Paper. Paper beats Rock.

The learning objectives of this task is to help develop your understanding of abstract classes, inheritance, and polymorphism.

Your task is to produce a set of classes that will allow a human player to type instructions from the keyboard and interact with a computer player.

Your submission needs to contain the following files, along with their header files:

• main-3-1.cpp
• Player.cpp
• Person.cpp
• Computer.cpp

Part 1: Abstract Classes

Define and implement an abstract class named Player that has the following behaviours:

void move();
string getMoves();
char getMove(); //returns the most recent move made
bool win(Player * opponent); //compares players’ moves to see who wins

Declare the move() and getMoves() functions as pure virtual and set proper access modifiers for the attributes and methods.

If no one wins, the game should output “draw! go again”, and the game continues until a winner is determined.

Part 2: Polymorphism

Computer Class:

Define and implement a class named Computer that inherits from Player. By default, Computer will use Rock for every turn. If it is constructed with another value (Paper or Scissors), it will instead make that move every turn.

The Computer class has the following constructor and behaviours:

Computer(string letter); //set what move the computer will
//make (rock, paper, or scissors)
//if the input is not r, R, p, P, s, S or
//a string starting with one of these letters,
//set the move to the default ‘r’

string getMoves(); //returns all moves stored in a string

void move(); //increments number of moves made

To explain, if the computer was constructed with Computer(‘s’), and it made 3 moves, getMoves() should return:

sss
For advice about testing, please use the debugging manual (Links to an external site.).

Person Class:

Define and implement a class named Person that inherits from Player. The Person can choose Rock, Paper, or Scissors based on the user’s input.

The Player class has the following behaviours:

void move(); //allow user to type in a single character to
//represent their move. If a move is impossible,
//“Move unavailable” is outputted and the user is
//asked to input a character again.
//Otherwise, their input is stored

string getMoves();   //returns all moves stored in a string

Write a main function that uses Computer and Person to play Rock, Paper, Scissors. The Computer can be made with either constructors, but should set the default move to ‘r’. The player should be asked to input a move which is then compared against the computer’s move to determine who wins.

All the Player’s previous moves should be outputted, followed by all the Computer’s moves outputted on a new line.

Example Test Cases

I will confess a bias towards what I'm choosing to call the the "old" atheists (Sartre and Nietzsche) rather than the new; I think that what Nietzsche and Sartre had to say about the implications of atheism is more interesting than all of Dawkins, Hitchens, and Harris put together. I have put a lot of effort into trying to explain the Sartre excerpt. This is because Sartre attempts to criticize the relevance of religion, whereas the New Atheist writers (see Hitchens) tend to focus on the truth of religion. If something is irrelevant, it no longer matters whether it is true, allowing Sartre's perspective to circumvent the endless debates on whether or not this or that miracle happened, or whether to trust the feeling one might have when one prays.

Nietzsche is, significantly, who Sartre is responding to in his excerpt. There is no assigned reading for Nietzsche in this class; for our purposes, his thoughts on ethics can be summarized thus: all morality consists of different fictions, not unlike novels, that different groups make up from scratch. The primary genres of morality are 'master morality' and 'slave morality.' Nothing actually is right or wrong, just as nothing actually is beauitful or ugly, true or false. This is why Nietzsche's philosophy is sometimes called 'nihilism.' Nietzsche responded to the challenge from religion in the following way: you're right, he said. There is no morality without God. However, there also is no God. There simply is no morality, and almost no-one can handle the truth of that, which is why most of us turn to God. Hargrave, Lewis, and many others claim that lack of religion leads to nihilism. Ironically, religious thinkers tend to love teaching Nietzsche.

Sartre's objections to religion are obvious; it is important to note that Sartre did NOT believe that he could prove that God did not exist, but rather that if He did exist, God, gods, or anything else supernatural is simply irrelevant to our moral situation, our moral plight.

Sartre's objection to other atheists is more subtle. Sartre's mission in his 1946 speech is predominately to, as the title implies, defend the idea that existentialism is a form of humanism, that it is not nihilism. Another way of putting this is that Sartre was trying to argue that there was at least one form of atheism (existentialist) that was NOT nihilistic. All of which begs several questions, but let's start with: what's nihilism?

A humanist is someone who believes that a, "man is the measure of all things," and takes joy in this, feels like the potential of the human being to create art, ideas, community, values, etc. is beautiful, is sublime, and can give life true meaning. At the heart of Sartre argument is a very simple, very idealistic claim: that if we only made all decisions in total freedom, if we only thoughts of these decisions in terms of complete responsibility, then the world would be a much better place. There is a right and wrong way of making decisions, but no absolutely right or wrong decision.

What do you think of Sartre's foundational premise that existence precedes essence, that there is no human nature? Are we blank slates, or is this idea a bit dated??

The Mayo Clinic and IBM have partnered in a venture to improve medical imaging technology. The clinic’s current technologies are not keeping up with the intense processing demands required to analyse digital medical images such as x-rays, CT scans, and MRIs. Bradley Erickson, chairman of radiology at the Rochester-based Mayo Clinic, was quoted in Computerworld as saying, "We are facing significant problems in medical imaging because the number of images produced in CT scanners basically tracks Moore’s Law. My eyes and brain can’t keep up. I see more and more images I have to interpret. ... The innovation here is to take computer chips and extract the information in these increasing number of images and help present it usefully to the radiologist.” This is a case of technology outpacing the human ability to manage the information it produces. In such cases, we turn to technology for solutions. For doctors and radiologists at the Mayo Clinic, standard computer processors cannot keep up with their need to analyse digital images. So, they are turning to the Cell processor from IBM in hopes that it will provide a solution. The Cell processor is the chip that makes Sony’s PlayStation video-game console the most powerful console in the industry, according to many game enthusiasts. The Cell processor was created in a joint effort by IBM, Sony, and Toshiba, with an architecture that is specially designed to accelerate graphics processing. Researchers at IBM and Mayo believe that it could turn a 10-minute CT image analysis into a four-second job. One of the tasks in which the Cell processor could be useful is in comparing scan images of a patient over time. For example, to track the progression or regression of cancer in a patient, physicians compare CT scans of the tumour over time to look for change. Changes are often too subtle for the human eye to notice, so software that implements a complex algorithm is used to analyse the photos. Using a standard PC processor, the algorithm may take several minutes to complete. While this may not sound like much, typically a physician needs to run several analyses in sequence, consuming significant amounts of time. The process of transforming 2-D images into 3-D—something the Cell processor was designed for—also requires significant time using traditional processors. With the Cell processor, these tasks might be completed in a matter of a seconds. Whether it is working to save a life, to finish design specifications for a new product, or to analyse stock market trends, the difference between a minute and a second can mean success or failure. For professionals in most industries, having the best processor for the task at hand, and matching it with the best hardware and software, provides them with a winning solution. [Source: Chapter 3, R. M. Stair and G. W. Reynolds, Principles of Information Systems: A Managerial Approach, 9th ed. Cengage, 2010.]

a) Explain why the Cell processor is the best choice for the Mayo Clinic’s tasks?

b) In what other industry and scenario might the time play an important role when it comes to processing? Explain how reducing minutes to seconds has an impact in such a scenario.

summarize

Behaviorist theory, which is basicalIy a psychological theory in its essence, founded by J.B. Watson, is actualIy a theory of native lan- guage learning, advanced in part as a reaction to traditional grammar. The supporters of this theory are Leonard Bloomfield, O.N. Mowrer, B.F. Skinner, and A.W. Staats. Behaviorism was advanced in America

as a new approach to psychology in the early decades of the 20th-cen- tury by making a particular emphasis on the importance of verbal be- havior, and received a considerable trust from the educational world of 1950s.

The m~jor principle of the behaviorist theory rests on the analyses of human behavior in observable stimulus-response interaction and the association between them. E.L.T. Thorndike was the first behaviorist to explore the area that learning is the establishment of associations on particular process of behavior and consequences of that behavioL Ba- sically, "the behaviorist theory of stimulus-response learning, particu-. larly as developed in the operant conditioning model of Skinner, con- siders all learning to be the establishment of habits as a result of rein- foreement and reward" (Wilga Rivers, 1968, 73). This is very reminis- cent of Pavlov's experiment which indicates that stimulus aLL(~response work together. According to this category, the babies obtain native language habits via varied babblings which resemble the appropriate words repeated by a person or object near him. Since for his babblings

and mutterings he is rewarded, this very reward reinforces further articulations of the same sort into grouping of syllables and words in a similar situation. In this way, he goes on emitting sounds, groups of sounds, and as he grows up he combines the sentences via generalisations and analogy (as in *goed for went, *doed, for did, so on), which in some complicated cases, condition him to commit errors by articulating in permissible structures in speech. By the age of five or six, or babblings and mutterings grow into socialized speech but little by little theyare internalized as implicit speech, and thus many of their uttarences be- com e instinguishable from the adults. This, then, obviously, means that behavio?rist theory is a theory of stimulus-response psychology.

"Through a trial-and-error process, in which acceptable uttarences are reinforced by comprehension and approval, and un acceptable ut- tarences are inhibited by the lack of reward, he gradually learns to make finer and finer discriminations until his uttarences aproximate more and more dosely the speech of the community in which he is growing up

(Wilga M. Rivers, 1968; 73). To put it in other words, children develop anatural affinity to learn the language oftheir social surroundings whose importance both over language learning and teaching must never be underestimated. In this respect behaviorist theory stresses the fact that "human and animallearning is a process of habit formation. A highly complex learning task, according to this theory may be learned by being broken' down into smaIl habits. These are formed correct or incorrect responses, are rewarded or,punish€d, respectiveli'. (Hubbard Jones

Memory is the ability to store and retrieve information over time and is the result of the processes of encoding, storage, and retrieval. Memory plays a role in the most mundane activities, such as remembering where the car keys are, and the most elaborate of processes, such as forming a personal identity or establishing neural connections. Memories are not passive recordings of the world, but instead result from combining incoming information with previous experiences. Encoding is the process of linking new and old information together and turning that information into lasting memories. Memory is influenced by the type of encoding we perform regardless of whether we consciously intend to remember an event, fact, or experience. Semantic encoding (actively linking incoming information to existing associations and knowledge), visual imagery encoding (converting incoming information into mental pictures), and organizational encoding (noticing relationships among items to be encoded) all enhance memory. Different regions within the frontal lobes play important roles in semantic encoding and organizational encoding, whereas the occipital lobes are important for visual imagery encoding.

Lucky Sevens Exercise

A casual glance at the world reveals that an inordinate number of things seem to conform to the 7 ± 2 rule made famous by George Miller in 1956, who found that the capacity of short-term memory was 7, plus or minus 2, chunks of information. The creations of ZIP codes, telephone numbers (with or without area code), Social Security numbers, and 5-, 7-, or 9-point Likert scales all suggest that people have difficulty keeping track of information that goes beyond 9 or so chunks, or discriminations. Furthermore, in 1961 anthropologist Anthony Wallace studied vastly different cultures ranging enormously in size and still found a striking similarity: In each case the number of dimensions needed to account for kinship terms (“aunt,” “cousin,” “father”) was relatively invariant, ranging from about 5 to 9. It seemed to Wallace that the development of language, even across cultures, obeyed the constraint found in human cognitive processing.

Looking at your current world, generate examples of people, events, or things in the word that can be packaged with this 7 (+ or – 2) range. Here are some examples to give you some ideas: lucky number 7; 7 days of the week; 7 dwarfs.

Do your examples of “set of seven” represent simple numerology and coincidence or were the examples designed specifically to better accommodate the human memory?

*** Provide information from one or more scholarly sources with an in-text citation and match referencing to support your discussion. Wikipedia is not a scholarly source. Discussion without a source will receive zero (0) point.

*** Responses to Discussion Question should be 200 words or more and substantive-this does not include assignment or references. A good practice to produce a response in Word Document to monitor word count, copy and paste into the message area. Please be sure to include proper APA in-text citation and reference for all information.

what is the main point of this article please towards vocation details

Early on in the COVID-19 outbreak, after an entire day spent reading anxiety-inducing articles and watching real-time maps of the spread, after loading up on quarantine supplies, and unable to banish a storm of doomsday hypothetical scenarios from my head, a passage from a C.S. Lewis’ sermon, “Learning in Wartime,” flashed through my mind:

The war creates no absolutely new situation: it simply aggravates the permanent human situation so that we can no longer ignore it. Human life has always been lived on the edge of a precipice… We are mistaken when we compare war with “normal life.” Life has never been normal… We think of the streets of Warsaw and contrast the deaths there suffered with an abstraction called Life. But there is no question of death or life for any of us; only a question of this death or of that—of a machine gun bullet now or a cancer forty years later. What does war do to death? It certainly does not make it more frequent; 100 per cent of us die, and the percentage cannot be increased… Yet war does do something to death. It forces us to remember it. The only reason why the cancer at sixty or the paralysis at seventy-five do not bother us is that we forget them. War makes death real to us: and that would have been regarded as one of its blessings by most of the great Christians of the past. They thought it good for us to be always aware of our mortality. I am inclined to think they were right.

C.S. Lewis, “Learning in Wartime” (1939).

That night I read the entire piece and found myself greatly fortified by it’s cool reason in the face of fear and anxiety—it reminded me of Wendell Berry’s remark that when you’re scared the best thing to do is try to make sense out of what’s scaring you—and the perspective it gave me on life and vocation in times of crisis, fear, and danger. Within a week, all on-campus classes and activities were canceled, we converted to an online format, and, when I had to assign the first reading for my senior Humanities and Vocation seminar, I chose “Learning in Wartime.” The response from my seniors was astounding. It was, in fact, the single best response I have ever gotten from students to a reading on the topic of vocation. They seemed in particular to resonate with three aspects of the sermon.

First, as a largely Christian group of students, they were braced by Lewis’ observation that every human life is always lived under the prior and more pressing reality of eternity:

[Every] Christian who comes to a university must at all times face a question compared with which the questions raised by the war are relatively unimportant. He must ask himself how it is right, or even psychologically possible, for creatures who are every moment advancing either to heaven or to hell, to spend any fraction of the little time allowed them in this world on such comparative trivialities as literature or art, mathematics or biology… If human culture can stand up to that, it can stand up to anything. To admit that we can retain our interest in learning under the shadow of these eternal issues, but not under the shadow of a European war, would be to admit that our ears are closed to the voice of reason and very wide open to the voice of our nerves and our mass emotions.

C.S. Lewis, “Learning in Wartime” (1939).

That every life is lived every moment on the brink of death and eternity is something that my students “know” conceptually, of course, but the current circumstances have made that knowledge much more real to them (the ever present possibility of death is, of course, a reality for those who are not people of faith). Unless they’ve had some kind of prior experience with it, death is a difficulty reality for most healthy, active 18-22-year olds to truly grasp. Facing circumstances that make mortality and privation very real possibilities for themselves and loved ones brought home the wartime wisdom of Lewis’ piece in a way that wouldn’t have happened otherwise.

And this was good for them, vocationally speaking. Reading “Learning in Wartime” helped them see that times of crisis, danger, and fear, and threats to life are a kind of vocational refiner’s fire that burns away impure motivations, skewed priorities, and false vocations. Such times also call forth courage and fortitude, and in responses about the effect of the piece on their understanding of vocation, my students expressed greater resolve than ever in their chosen paths.

Along with this clear-eyed wisdom about mortality and the human condition, my students responded powerfully to Lewis’ argument for the validity of pursuing vocations in times of crisis. Lewis sets out to respond to the view “that human culture is an inexcusable frivolity.” In addition to theological arguments, Lewis simply points out that, historically, humanity has always carried on the work of culture, even in the worst of circumstances:

If men had postponed the search for knowledge and beauty until they were secure the search would never have begun… Even those periods which we think most tranquil, like the nineteenth century, turn out, on closer inspection, to be full of cries, alarms, difficulties, emergencies. Plausible reasons have never been lacking for putting off all merely cultural activities until some imminent danger has been averted or some crying injustice put right. But humanity long ago chose to neglect those plausible reasons. They wanted knowledge and beauty now, and would not wait for the suitable moment that never come. Periclean Athens leaves us not only the Parthenon but, significantly, the Funeral Oration. The insects have chosen a different line: they have sought first the material welfare and security of the hive, and presumable they have their reward. Men are different. They propound mathematical theorems in beleaguered cities, conduct metaphysical arguments in condemned cells, make jokes on scaffolds, discuss the last new poem while advancing to the walls of Quebec, and comb their hair at Thermopylae. This is not panache; it is our nature.

C.S. Lewis, “Learning in Wartime” (1939).

Most of my students have never experienced anything close to the disruptions caused by COVID-19. Neither have I, to be honest. So, for many of them, this is the first time they have had to carry on in the face of such difficult, anxiety-inducing cultural and global circumstances. And, for many students, it’s not just the economic difficulties or fear of sickness. They are stuck at home in circumstances that are unusual and difficult. Many have never done online courses, and now they are taking five or six. They might have other siblings at home, perhaps many siblings, making for cramped quarters and aggravations. They might have parents out of work, or parents and siblings who are sick. Many of my students are now themselves out of work. Some have probably never heard of wartime rationing, but now they have to start to think about how to go without, which is not something most Americans have a lot of experience with. They spoke openly of aimlessness, depression, loss of resolve. And yet they spoke with courage and resolution about keeping going and staying focused.

Some of that resolve and courage came from Lewis’ argument that all vocations are worthy and sacred if done in the right sprit:

The work of a Beethoven, and the work of a charwoman, become spiritual on precisely the same condition, that of being offered to God, of being done humbly “as to the Lord.” This does not, of course, mean that it is for anyone a mere toss-up whether he should sweep rooms or compose symphonies. A mole must dig to the glory of God and a cock must crow. We are members of one body, but differentiated members, each with his own vocation. A man’s upbringing, his talents, his circumstances, are usually a tolerable index of his vocation. If our parents have sent us to Oxford, if our country allows us to remain there, this is prima facie evidence that the life which we, at any rate, can best lead to the glory of God at present is the learned life… An appetite for [beauty and knowledge] exists in the human mind, and God makes no appetite in vain. We can therefore pursue knowledge as such, and beauty, as such, in the sure confidence that by so doing we are either advancing to the vision of God ourselves or indirectly helping others to do so. Humility, no less than the appetite, encourages us to concentrate simply on the knowledge or the beauty, not too much concerning ourselves with their ultimate relevance to the vision of God.

C.S. Lewis, “Learning in Wartime” (1939).

Several students felt fortified by this passage because it never really occurred to them that God didn’t make their appetite for, say, fiction writing, in vain. That the humble pursuit of genuine desire can be undertaken with confidence in this time or in anytime, was eye-opening for many of them. What was especially moving to me was that, since Lewis also speaks of wartime duties, of obligations to neighbor and country, many students wrote of a recognition that responding courageously to the needs of others is its own kind of vocation.

Many students also expressed gratitude for Lewis’ discussion of the “three enemies” that the scholar encounters during wartime—excitement, frustration, and fear.

“The first enemy is excitement—the tendency to think and feel about the war when we had intended to think about our work. The best defense,” Lewis argues, “is a recognition that in this, as in everything else, the war has not really raised up a new enemy but only aggravated an old one. There are always plenty of rivals to our work.” The second enemy is frustration, “the feeling that we shall not have time to finish.” The last enemy is fear, which I’ve touched on in my opening quotation, wherein Lewis reminds students remembering our mortality can be good for us.

Paul Anderson, “The Enduring Legacy of C.S. Lewis.” Relevant Magazine. November 2013.

All in all, the response by my students to “Learning in Wartime” was an outpouring of mature, courageous insights about the need to persist in vocational pursuits, to rise above fear to help others, and to keep their minds focused, all combined, I believe, with an unexpected recognition that comparatively unimportant things like creative writing, philosophy, history, linguistics, can and should be pursued and valued in times of crisis. Students also expressed that the piece helped them see that responding courageously to the needs of others in these times and all times is also a vocation. Students often disagreed with Lewis, and some had trouble with the density of the argument at a few points, but, by and large, I think “Learning in Wartime” is a good thinking partner for students as they wrestle with all sorts of direct and indirect questions about employment, purpose, and meaning in these uncertain times.

I am coding in MySQL and two of my tables are populating find but the other two "Employee" and "Assignment" won't. I keep getting an error code saying I can't alter a child table and I can't figure out what to fix. Here is my code:

CREATE TABLE DEPARTMENT (

DepartmentName Char(35) NOT NULL,

BudgetCode Char(30) NOT NULL,

OfficeNumber Char(15) Not Null,

DepartmentPhone Char(12) NOT NULL,

CONSTRAINT DEPARTMENT_PK primary key(DepartmentName)

);

CREATE TABLE EMPLOYEE(

EmployeeNumber Int NOT NULL AUTO_INCREMENT,

FirstName Char(25) NOT NULL,

LastName Char(25) NOT NULL,

Department Char(35) NOT NULL DEFAULT 'Human Resources',

Position Char(35) NULL,

Supervisor Int NULL,

OfficePhone Char(12) NULL,

EmailAddress VarChar(100) NOT NULL UNIQUE,

CONSTRAINT EMPLOYEE_PK PRIMARY KEY(EmployeeNumber),

CONSTRAINT EMP_DEPART_FK FOREIGN KEY(Department)

REFERENCES DEPARTMENT(DepartmentName)

ON UPDATE CASCADE,

CONSTRAINT EMP_SUPER_FK FOREIGN KEY(Supervisor)

REFERENCES EMPLOYEE(EmployeeNumber)

);

ALTER TABLE EMPLOYEE AUTO_INCREMENT=1;

CREATE TABLE PROJECT(

ProjectID Int NOT NULL AUTO_INCREMENT,

ProjectName Char(50) NOT NULL,

Department Char(35) NOT NULL,

MaxHours Numeric(8,2) NOT NULL DEFAULT 100,

StartDate Date NULL,

EndDate Date NULL,

CONSTRAINT PROJECT_PK PRIMARY KEY(ProjectID),

CONSTRAINT PROJ_DEPART_FK FOREIGN KEY(Department)

REFERENCES DEPARTMENT(DepartmentName)

ON UPDATE CASCADE

);

ALTER TABLE PROJECT AUTO_INCREMENT=1000;

CREATE TABLE ASSIGNMENT (

ProjectID Int NOT NULL,

EmployeeNumber Int NOT NULL,

HoursWorked Numeric(6,2) NULL,

CONSTRAINT ASSIGNMENT_PK PRIMARY KEY(ProjectID, EmployeeNumber),

CONSTRAINT ASSIGN_PROJ_FK FOREIGN KEY(ProjectID)

REFERENCES PROJECT(ProjectID)

ON UPDATE NO ACTION

ON DELETE CASCADE,

CONSTRAINT ASSIGN_EMP_FK FOREIGN KEY(EmployeeNumber)

REFERENCES EMPLOYEE(EmployeeNumber)

ON UPDATE NO ACTION

ON DELETE NO ACTION

);

INSERT Department(DepartmentName, BudgetCode, OfficeNumber, DepartmentPhone)

VALUES('Administration', 'BC-100-10', 'BLDG01-201', '360-285-8100'),

('LEGAL', 'BC-200-10', 'BLDG01-220', '360-285-8200'),

('Human Resources', 'BC-300-10', 'BLDG01-230', '360-285-8300'),

('Finance', 'BC-400-10', 'BLDG01-110', '360-285-8400'),

('Accounting', 'BC-500-10', 'BLDG01-120', '360-285-8405'),

('Sales and Marketing','BC-600-10', 'BLDG01-250', '360-285-8500'),

('InfoSysems', 'BC-700-10', 'BLDG02-210', '360-285-8600'),

('Research and Development', 'BC-800-10', 'BLDG02-250', '360-285-8700'),

('Production', 'BC-900-10', 'BLDG02-110', '360-285-8800')

INSERT Employee(EmployeeNumber, FirstName, LastName, Department, Position, Supervisor, OfficePhone, EmailAddress)

VALUES('1', 'Mary', 'Jacobs', 'Administration', 'CEO', NULL, '360-285-8110', '[email protected]'),

('2', 'Rosalie', 'Jackson', 'Administration', 'AdminAsst', '1', '360-825-8120', '[email protected]'),

('3', 'Richard', 'Bandalone', 'Legal', 'Attorney', '1', '360-285-8210', '[email protected]'),

('4', 'George', 'Smith', 'Human Resources', 'HR3', '1', '360-285-8310', '[email protected]'),

('5','Alan', 'Adams', 'Human Resources', 'HR1', '4', '360-285-8320', '[email protected]'),

('6', 'Ken', 'Evans', 'Finance', 'CFO', '1', '360-285-8410', '[email protected]'),

('7', 'Mary', 'Abernathy', 'Finance', 'FA3', '6', '360-285-8420', '[email protected]'),

('8', 'Tom', 'Caruthers', 'Accounting', 'FA2', '6', '360-285-8430', '[email protected]'),

('9', 'Heather', 'Jones', 'Accounting', 'FA2', '6', '360-825-8440', '[email protected]'),

('10', 'Ken', 'Numoto', 'Sales and Marketing', 'SM3', '1', '360-285-8510', '[email protected]'),

('11', 'Linda', 'Granger', 'Sales and Marketing', 'SM3', '10', '360-285-8520', '[email protected]'),

('12', 'James', 'Nestor', 'InfoSystems', 'CIO', '1', '360-285-8610', '[email protected]'),

('13', 'Rick', 'Brown', 'InfoSystems', 'IS2', '12', NULL, '[email protected]'),

('14', 'Mike', 'Nguyen', 'Research and Development', 'CTO', '1', '360-285-8710', '[email protected]'),

('15', 'Jason', 'Sleeman', 'Research and Development', 'RD3', '14', '360-285-8720', '[email protected]'),

('16', 'Mary', 'Smith', 'Production', 'OPS3', '1', '360-825-8810', '[email protected]'),

('17', 'Tom', 'Jackson', 'Production', 'OPS2', '16', '360-825-8820', '[email protected]'),

('18', 'George', 'Jones', 'Production', 'CPS2', '17', '360-825-8830', '[email protected]'),

('19', 'Julia', 'Hayakawa', 'Production', 'CPS1', '17', NULL, '[email protected]'),

('20', 'Sam', 'Stewart', 'Production', 'OPS1', '17', NULL, '[email protected]')

INSERT Project(ProjectID, ProjectName, Department, MAxHours, StartDate, EndDate)

VALUES ('1000', '2017 Q3 Production Plan', 'Production', '100.00', '05/10/17', '2017-06-15'),

('1100', '2017 Q3 Marketing Plan', 'Sales and Marketing', '135.00', '05/10/17', '2017-06-15'),

('1200', '2017 Q3 Portfolio Analysis', 'Finance', '120.00', '07/05/17', '2017-07-25'),

('1300', '2017 Q3 Tax Preparation', 'Accounting', '145.00', '08/10/17', '2017-10-15'),

('1400', '2017 Q4 Production Plan', 'Production', '100.00', '08/10/17', '2017-09-15'),

('1500', '2017 Q4 Marketing Plan', 'Sales and Marketing', '135.00', '08/10/17', '2017-09-15'),

('1600', '2017 Q4 Portfolio Analysis', 'Finance', '140.00', '10/05/17', NULL)

INSERT Assignment(ProjectID, EmployeeNumber, HoursWorked)

VALUES('1000', '1', '30.00'),

('1000', '6', '50.00'),

('1000', '10', '50.00'),

('1000', '16', '75.00'),

('1000', '17', '75.00'),

('1100', '1', '30.00'),

('1100', '6', '75.00'),

('1100', '10', '55.00'),

('1100', '11', '55.00'),

('1200', '3', '20.00'),

('1200', '6', '40.00'),

('1200', '7', '45.00'),

('1200', '8', '45.00'),

('1300', '3', '25.00'),

('1300', '6', '40.00'),

('1300', '8', '50.00'),

('1300', '9', '50.00'),

('1400', '1', '30.00'),

('1400', '6', '50.00'),

('1400', '10', '50.00')