Module 4- M4 Assignment 2RA .docx

Module 4- M4 Assignment 2RA
5
B7401:AO1 Organizational Behavior
Sharon Reed
Argosy University
Dr. Kemp
April 5, 2015
Abstract
In this paper a problem was defined in an organization and
behavior theory was use. Theory was use to bring about a
change in the organization, including climate and employee
motivation. The organization is a non-profit human service
organization.
Today’s organizations need to experience changes almost
continually if they are to stay viable. Some changes may be
somewhat minor as in the situation of putting in new software
program or fairly major, as in the circumstances of refocusing a
complete marketing plan, fighting off an aggressive takeover, or
altering an organization in the face of unrelenting foreign
competition. Organizational change frequently arises out of
problems faced by an organization. In various cases, though,
organizations change under the momentum enlightened leaders
who recognized that there was a problem.
Schmid (2010) describes organization change as “the process
which occurs in the Human Service Organization as an end
result of interior stress that cause changes and alterations in the
organization’s main going on, strategies, structures , goals, and
service programs.” Furthermore, precisely, planned
organizational change contains leadership and the gathering of
workers to reposition the organization to a wanted future
situation by using change procedures which includes both

human and technological features of the organization.
The organization that called the Brockton Multi Service Inc.,
(BAMSI) which is a large Non- Profit Human Service Agency.
The human services business is multifaceted and includes
choices made by government, social and company leaders. A
product is not vended, but instead a service is provided to adults
with disabilities in a residential setting. Many of the individuals
in residential services have severe and mild to moderate
disabilities and problematic behaviors. The workers play an
essential part for adults with problematic behaviors. They
assume an array of tasks which includes giving medications,
helping individuals with do it yourself needs, escorting
individuals to and from a variety of community events.
Challenging behaviors are behaviors that are described as being
difficult or inadequate adaptation by others showing the
behavior or by the person showing the behavior. Challenging
behaviors are those conducts that come into struggles with what
is expected in the person’s community. Problematic behaviors
are behaviors which frequently separate the individual from
their community or are behaviors that can be obstacles to the
person living or remaining in a particular community.
Problematic behaviors differ in seriousness and intensity. What
is decided to be a problematic behavior can vary depending on
what is allowed by the person, a community or by society.
In the organization as programs become more and more
problematic with behaviors worker are experiencing difficulties
of how to effectively manage them. Managers are finding that
staff are not train to handle individuals with problematic
behaviors. Staff are getting frustrated, burned out, and stressed.
Managers are unable to deal with this problem. A system for
emergency trainings need to be in place to go into the residents
and train staff on how to handle individuals with challenging
behaviors in an effective manner. For instance, an individual
does not desire to go to a workshop, the individual might use a
number of behaviors to prevent from going, for example
refusing to get up, playing to be ill, running away or assaulting

other individuals and staff, as well as destruction of property.
The emphasis here is on altering change in the residential
behavioral programs using reasonable adaptation methods,
which see managers as change go -between who can evaluate
their environments and other circumstances and then
purposefully motivate change within the organization. One
level of organizational change in the organization that can bring
about a change is developmental change which, includes
changes to current procedures or enhancing a skill, approach, or
process that does not presently meet the organization’s values.
This level of change is the least intimidating to employees and
the easiest to manage, such as routine training, simple problem
solving, and improving communication.
Taking a gradual and incessant approach when taking into count
the emergency training needs, stress, and satisfaction of staff is
important for the organization supporting persons with
problematic behaviors. That is, effectively addressing staff’s
training needs, work-related stress, and job satisfaction
eventually affects the quality of support organizations provide
to the individuals they serve.
When training needs are considered individually, handling crisis
situations, developmental disabilities, and using non-aversive
behavioral interventions are desirable. While the behavioral
management is significant, better awareness of challenging
behaviors and are also important. This will be beneficial to staff
and individuals with behavioral issues in improving staff’ s
knowledge of how behavioral needs can affect individuals and
will enable staff to act more attentively in giving support.
Interestingly, the organization have not focused on this issue.
Actually, residential staff have often received not enough or no
training involving how to deal with behaviors. Staff members
will also be more motivated and dedicated to delivering quality
services, they generally are powerless to skillfully deal with the
treatment needs of the individuals.
It should be encouraged that the organization supporting the
adults with challenging behaviors use a gradual and incessant

approach in improving their organizational support systems.
Various management styles have been developed that
reverberate with these standards including Total Quality
Management (TQM) and Continuous Quality Improvement. For
instance, Total Quality Management is a leadership approach
used by consumer-driven community organization which
recognize and attain quality outcomes. To do this, the
organization needs to use systems thinking, incessant
evaluation, and organization-wide contribution.
The organization must purposely motivate staff to deliver more
information on behavioral concerns and to assess the influence
of staff trainings on staff behavior as well as individual
outcomes. Since they need to safeguard that the workers are
sufficiently motivated, because a lack of motivation can
influence staff performance.
Moreover, the organization should consider how to involve staff
and individual in policy development and promote innovation.
This can help decrease a top-down organizational approach
which can lead to immaterial policy while rising the sense of
association staff have with their organization philosophy and
mission. Furthermore, the organization would do good to
involve staff when developing or choosing staff In-services, and
thus enhance the significance of the given information. The
organization could also take into account of developing a
recognition plan to constantly reward employee attempts used
toward collaboratively selected support outcomes.
In essence, organizations who use leadership to involve there in
policy development, support innovation, and who recognize the
efforts of their staff create a community context wherein all
parties can benefit.
References
Schmid, H. (2010). Organizational change in human service
organizations: Theories boundaries,
strategies, and implementation. In Y, Hasenfeld (Ed), Human

services as complex
organizations (2nd ed., pp.455-479). Thousand Oaks, CA: Sage
Walker, H., Armenakis, A., & Bernerth, J. (2007). Factors
influencing organizational change efforts:
An integrative investigation of change content, context, process
and individual differences.
Journal of Organizational Change Management, 20(6), 761-773
Yaney, J., & Willen, C. (2006). Consulting with nonprofit
organizations: Roles, processes, and
effectiveness, in R. Edwards & J. Yankey (Eds), Effectively
managing nonprofit organizations
(pp. 407-428). Washington, DC: NASW Press
Charles WilliamsCS362Unit 3 Discussion Board
Structured Query Language for Data Management 1
Structured Query Language for Data Management 36-04-
17
Table of Contents
Phase 1- Database Design and DDL 3
Business Rules & Entity Tables 3
Entity Tables: 4
SQL CODE: 4
Screenshots: 8
Phase 2 – Security and DML 13
Task 1 14
Task 2 15
Task 3 16
Task 4 17
Task 5 18
Phase 3 - DML (Select) and Procedures 19

Task 1 19
Task 2 20
Task 3 21
Task 4 22
Task 5 23
Phase 4 – Architecture, Indexes 27
Step 1: CREATE TABLE [Degrees] 27
Step 2: Re-create ‘Classes’ TABLE to add ‘DegreeID’ column
and INSERT 6 classes 29
Step 3: ALTER TABLE [Students] 31
Step 5: DML script to INSERT INTO the ‘Students’ table
‘DegreeID’ data 33
Step 6: Display ERD 36
Phase 5 – Views, Transactions, Testing and Performance37
References 38
Phase 1- Database Design and DDL
I contracted to design and develop a database for CTU
that will store individual and confidential university data. This
database is required to give the back-end engineering to a front-
end web application with an instinctive User/Interface (U/I) to
be utilized by the college HR office. We've chosen to utilize
Microsoft SQL Server 2012 given the way of information to be
put away because it will be more secure, and it additionally
gives a suite of server upkeep apparatuses to be deserted with
the IT Department once the database and web application have
been tried and acknowledged by college partners.
Amid our preparatory gatherings, CTU's necessities
were characterized and enough perused to start making of the
database. The accompanying areas contain the business tenets
and element tables created amid the preparatory gatherings, and
additionally duplicates of all the SQL code used to manufacture
the database and make the Entity Relationship Diagram (ERD).
Business Rules & Entity Tables
Business Rules:
· A student has a name, a birth date, and gender.

· You must track the date the student started at the university
and his or her current GPA, as well as be able to inactivate him
or her without deleting information.
· For advising purposes, store the student's background/bio
information. This is like a little story.
· An advisor has a name and an e-mail address.
· Students are assigned to one advisor, but one advisor may
service multiple students.
· A class has a class code, name, and description.
· You need to indicate the specific classes a student is
taking/has taken at the university. Track the date the student
started a specific class and the grade earned in that class.
· Each class that a student takes has 4 assignments. Each
assignment is worth 100 points.Entity Tables:
SQL CODE:
Create Database:
CREATE DATABASE [Cameron_CTU]
CONTAINMENT = NONE
ON PRIMARY
( NAME = N'Cameron_CTU', FILENAME = N'c:Program
FilesMicrosoft SQL
ServerMSSQL11.SCAMERON_CTUMSSQLDATACameron_
CTU.mdf' , SIZE = 3072KB , FILEGROWTH = 1024KB )
LOG ON
( NAME = N'Cameron_CTU_log', FILENAME = N'c:Program
FilesMicrosoft SQL
ServerMSSQL11.SCAMERON_CTUMSSQLDATACameron_
CTU_log.ldf' , SIZE = 1024KB , FILEGROWTH = 01% )
GO
ALTER DATABASE [Cameron_CTU] SET
COMPATIBILITY_LEVEL = 110
GO
ANSI_NULL_DEFAULT OFF
GO
ALTER DATABASE [Cameron_CTU] SET ANSI_NULLS OFF

GO
ALTER DATABASE [Cameron_CTU] SET ANSI_PADDING
OFF
GO
ALTER DATABASE [Cameron_CTU] SET ANSI_WARNINGS
OFF
GO
ALTER DATABASE [Cameron_CTU] SET ARITHABORT OFF
GO
ALTER DATABASE [Cameron_CTU] SET AUTO_CLOSE OFF
GO
AUTO_CREATE_STATISTICS ON
GO
ALTER DATABASE [Cameron_CTU] SET AUTO_SHRINK
OFF
GO
AUTO_UPDATE_STATISTICS ON
GO
CURSOR_CLOSE_ON_COMMIT OFF
GO
CURSOR_DEFAULT GLOBAL
GO
CONCAT_NULL_YIELDS_NULL OFF
GO
NUMERIC_ROUNDABORT OFF
GO
QUOTED_IDENTIFIER OFF
GO

RECURSIVE_TRIGGERS OFF
GO
DISABLE_BROKER
GO
AUTO_UPDATE_STATISTICS_ASYNC OFF
GO
DATE_CORRELATION_OPTIMIZATION OFF
GO
PARAMETERIZATION SIMPLE
GO
READ_COMMITTED_SNAPSHOT OFF
GO
ALTER DATABASE [Cameron_CTU] SET READ_WRITE
GO
ALTER DATABASE [Cameron_CTU] SET RECOVERY
SIMPLE
GO
ALTER DATABASE [Cameron_CTU] SET MULTI_USER
GO
ALTER DATABASE [Cameron_CTU] SET PAGE_VERIFY
CHECKSUM
GO
TARGET_RECOVERY_TIME = 0 SECONDS
GO
USE [Cameron_CTU]
GO
IF NOT EXISTS (SELECT name FROM sys.filegroups WHERE
is_default=1 AND name = N'PRIMARY') ALTER DATABASE
[Cameron_CTU] MODIFY FILEGROUP [PRIMARY]
DEFAULT

GO
Create Students Table:
CREATE TABLE [dbo].[Students]
(
[StudentID] [int] IDENTITY(1,1) PRIMARY KEY NOT
NULL,
[FistName] [varchar](255) NOT NULL,
[LastName] [varchar](255) NOT NULL,
[BirthDate] [date] NOT NULL,
[Gender] [char](1) NOT NULL,
[StartDate] [date] NOT NULL,
[GPA] [numeric](4, 0) NOT NULL,
[IsActive] [varchar](50) NOT NULL,
[Bio] [varchar](255) NOT NULL,
[AdvisorID] [int] NOT NULL,
)
Create Advisors Table:
CREATE TABLE [dbo].[Advisors]
(
[AdvisorID] [int] IDENTITY(1,1) PRIMARY KEY NOT
NULL,
[FirstName] [varchar](50) NOT NULL,
[LastName] [varchar](50) NOT NULL,
[EmailAddr] [varchar](100) NOT NULL,
)
Create Classes Table:
CREATE TABLE [dbo].[Classes]

(
[ClassID] [int] IDENTITY(1,1) PRIMARY KEY NOT
NULL,
[ClassCode] [varchar](50) NOT NULL,
[ClassName] [varchar](100) NOT NULL,
[Description] [varchar](300) NOT NULL,
)
Create Students_Classes Table and make ‘AdvisorID’ and
‘DegreeID’ FOREIGN KEYS, and make ‘StudentID’ a
FOREIGN KEY on the Students_Classes table.
USE Cameron_CTU
CREATE TABLE Students
(StudentID INT IDENTITY PRIMARY KEY NOT NULL,
FirstName VARCHAR(35) NOT NULL,
LastName VARCHAR(30) NOT NULL,
BirthDate DATE NOT NULL,
Gender CHAR(1) NOT NULL,
StartDate DATE,
GPA DECIMAL(4,2),
IsActive CHAR(3) NOT NULL,
Bio VARCHAR(3000),
AdvisorID [int],
DegreeID [int] NOT NULL,
)
ALTER TABLE Students
ADD FOREIGN KEY (AdvisorID)
REFERENCES Advisors ([AdvisorID])
GO
ADD FOREIGN KEY ([DegreeID])
REFERENCES Degrees ([DegreeID])
GO
ALTER TABLE Students_Classes
ADD FOREIGN KEY (StudentID)
REFERENCES Students(StudentID)

Once the relationships have been established, the ERD can be
created
New DML script to add required constraints for GPA, Gender,
and Assignments1 – Assignments4
USE Cameron_CTU
ADD CONSTRAINT chkGPA
CHECK (GPA BETWEEN 0.00 and 4.00);
ADD CONSTRAINT chkGender
CHECK (Gender IN ('M', 'F'));
ADD CONSTRAINT chkAssignment1
CHECK (Assignment1 BETWEEN
0 AND 100);
0 AND 100);
0 AND 100);

0 AND 100);
This section contains screenshots of the query windows once the
code was executed successfully.Screenshots:
Create Database:

Create Students Table with FOREIGN KEYS:
Create Advisors Table:
Create Classes Table:
Create Students_Classes Table:
Alter [Students_Classes] & [Students] Tables to assign Foreign
Keys to them, which are PRIMARY KEYS on the referenced
tables. Once the relationships have been established, the ERD
can be created
New DML script to add required constraints for GPA, Gender,
and Assignments1 – Assignments4
New Database Diagram: ERD
Phase 2 – Security and DML
Carrying on from Phase 1 undertakings of making our college
database, with the four tables of Students, Advisors, Classes,
and Students_Classes, Phase 2 calls for information to be
embedded, erased, and refreshed. The INSERT articulation has
two approaches to enter. The positional embed embeds
requested esteems into another line in a similar request of the
table segments. A named-section embed names the correct
segment where each esteem's embedded into another line. Its
great practice to utilize a named-segment embed, which permits
your SQL code to work if the table's sections are reordered or
another segment is included. You would utilize INSERT
VALUES to determine segment esteems, and INSERT SELECT
to embed columns from another table. Some DBMS don't make
it obligatory to utilize the INTO watchword after the INSERT
articulation; be that as it may, you ought to utilize it for its
transportability abilities. (Fehily, 2008)

The UPDATE explanation is utilized to change esteems in a
table's current columns. You should be extremely careful when
utilizing the refresh explanation on the grounds that on the off
chance that you neglect to include the "WHERE" statement, you
will refresh all lines rather than simply your objective columns.
Keep in mind that each refreshed esteem needs to have similar
information sort or be absolutely convertible to an
indistinguishable sort from its segment. (Fehily, 2008)
The DELETE explanation is somewhat more capable in light of
the fact that it’s used to erase a whole line, not just a segment
or sections. You can erase only one or all columns of a table, so
be mindful of the erase explanation moreover. Without the
WHERE proviso, every single table column will be erased.
(Fehily, 2008)
Task 1
The first task was to insert data into four rows of the Classes
table. The following SQL code is what I used to accomplish the
task, followed by the screenshot of the query being executed
successfully.
INSERT INTO [Cameron_CTU].[DBO].[Classes]
( [ClassCode], [ClassName], [Description] )
VALUES
( 'ACCT306', 'Accounting 1', 'This course introduces
accounting concepts and explores the accounting environment.
It covers the basic structure of accounting, how to
maintain accounts, use account balances to prepare financial
statements, and complete the accounting cycle. It
also introduces the concept of internal control and how to
account for assets.' ),
( 'CS362', 'Structured Query Language for Data
Management', 'This course gives complete coverage of SQL,

with an emphasis on storage,
retrieval, and manipulation of data.' ),
( 'ENGL115', 'English Composition', 'In this course,
students focus on developing writing skills through practice and
revision.
Students will examine expository, critical, and
persuasive essay techniques.' ),
( 'FIN322', 'Investments', 'This course focuses on
investments and investment strategies. Various investment
vehicles such as stocks,
bonds, and commodities are examined. Students
will explore the principles of security analysis and valuation.' )
(Fehily, 2008)
Task 2
The second task was to insert data into three rows of the
Advisors table. The following SQL code is what I used to
accomplish the task, followed by the screenshot of the query
being executed successfully.
INSERT INTO [dbo].[Advisors]
( [FirstName],
[LastName],
[EmailAddr] )
VALUES
( 'Fred', 'Stone', '[email protected]' ),
( 'Bob', 'Gordon', '[email protected]' ),
( 'Jack', 'Simpson', '[email protected]')
(Fehily, 2008)
Task 3
The third task was to insert data into four rows of the Students
table. The following SQL code is what I used to accomplish the
task, followed by the screenshot of the query being executed
successfully.
INSERT INTO [dbo].[Students]
( [FirstName],

[LastName],
[BirthDate],
[Gender],
[StartDate],
[GPA],
[IsActive],
[Bio],
[AdvisorID] )
VALUES
( 'Craig', 'Franklin', '1970-03-15', 'm', '2010-05-30', 3.10, 'Yes',
'', 3 ),
( 'Harriet', 'Smith', '1982-04-15', 'f', '2010-05-30', 3.22, 'Yes',
'', 1 ),
( 'George', 'David', '1984-11-05', 'm', '2010-10-01', 0.00, 'Yes',
'', 3 ),
( 'Ben', 'Jefferson', '1976-09-25', 'm', '2009-02-21', 1.80, 'No',
'The student has gone on temporary leave to pursue other
opportunities but plans on returning in 1 year.', 3 )
(Fehily, 2008)Task 4
The fourth task was to delete the course named Investments
from the system, and the following SQL code is what I used to
accomplish the task, followed by the screenshot of the query
being executed successfully.
DELETE FROM Classes
WHERE ClassID = 'FIN322';
(Fehily, 2008)
Task 5
The fifth and final task called for changing 2 columns in a row
on the Students table, and the following SQL code is what I
used to accomplish the task, followed by the screenshot of the
query being executed successfully.
UPDATE Students
SET BirthDate = '1982-04-25',

GPA = 3.25
WHERE StudentID = '2';
(Fehily, 2008)
Phase 3 - DML (Select) and Procedures
Stage 3 has seven errands that call for recovering
information utilizing the SELECT and FROM Statements. The
SELECT condition calls for which section or segments to show,
and the FROM proviso distinguishes the table or tables the
segments have a place with. You can likewise utilize the AS
statement with a specific end goal to make segment assumed
names, which I'll go over in the last couple of errands. You can
likewise sort columns with the ORDER BY condition, which I'll
additionally hit on in the assignments. The WHERE provision
channels undesirable columns. Without it, you result would be
each column on your questioned table. Some other proclamation
conditions incorporate AND, OR, ORDER BY GROUP BY,
JOIN. There are two sorts of JOIN provisos. They are Implicit
and express. Certain is utilized a considerable measure, and you
may not understand your utilizing it because there is no genuine
JOIN proviso with JOIN in it; its suggested when you're
questioning more than one table. Let’s begin with the
assignments now, might we?
(Fehily, 2008)
The main thing will do is fix my SQL proclamation in the Phase
2 segment, Task 5. I settled it by utilizing StudentID in the
SELECT proviso. Task 1
The first task calls for a list of all active male students
assigned to Advisors 1 or 3.
So, we want to query the Advisor. Advisor ID, FirstName and
LastName columns along with the Students. AdvisorID,
FirstName, LastName, Birthdate, Gender, and GPA columns of
the Students and Advisors tables. We use an implicit JOIN with
the WHERE clause to JOIN the two tables of Student.

AdvisorID and Advisor. AdvisorID together. Below, you’ll find
the SQL Statement I used to retrieve the required data, and
screenshot that shows a successful query.
SELECT Gender, IsActive, AdvisorID
FROM Cameron_CTU.dbo.Students
WHERE Gender = 'm'
AND IsActive = 'yes'
AND AdvisorID IN (1,3)
Task 2
The second task asks for a list of students without a
biography. Here’s the SQL Statement I used, and screenshot
that shows a successful query.
Task 3
Task 3 is a very simple statement asking what classes are in the
English Department. This SQL statement involves a wild card
just after the L in the word “English”. The SQL statement and
its associated screenshot are below.
SELECT ClassCode, ClassName
FROM Cameron_CTU.dbo.Classes
WHERE ClassName LIKE 'ENGL%'
Task 4
Task 4 calls for a list of all students and their advisors, and
sorted by Advisors, and a few columns from the Students table

SELECT A.AdvisorID, A.FirstName, A.LastName,
S.AdvisorID, S.FirstName, S.LastName,BirthDate, Gender,
GPA
FROM Cameron_CTU.dbo.Students S,
Cameron_CTU.dbo.Advisors A
WHERE S.AdvisorID = A.AdvisorID
ORDER BY A.LastName, S.LastName ASC;
SELECT A.CustomerID, A.FirstName, A.LastName,
S.AdvisorID, S.FirstName, S.LastName,BirthDate, Gender,
GPA
WHERE S.AdvisorID = A.AdvisorID
ORDER BY A.LastName, S.LastName ASC;
Task 5
The fifth task calls for the number of students born in the 80s.
Below, you’ll find the SQL Statement I used to retrieve the
required data, and screenshot that shows a successful query.
SELECT COUNT (StudentID) as Students_born_in_the_80s
FROM Cameron_CTU.dbo.Students
WHERE BirthDate between '1980-01-1' AND '1989-12-31';
Task 6
Task 6 wanted to know the average GPA score sorted by
men and women. Here is the SQL code and screenshot.
Task 7
Task 7 is looking for all the advisors with only 1 student.
Here’s the SQL code and screenshot.
SELECT A.firstname, A.LastName,
COUNT (A.AdvisorID) AS Total_Active_Students

WHERE A.AdvisorID = S.AdvisorID AND S.IsActive = 'yes'
GROUP BY A.FirstName, A.LastName
HAVING COUNT (S.StudentID) = '1';
Phase 4 – Architecture, Indexes
Stage 4 requires an approach to track classes required for
degrees, and which degree understudies are seeking after. We
were given the errand of making a table for following degrees
with Degree Name and Degree Description. Nonetheless, the
most ideal approach to track the classes required for degrees is
to make a table named "Degrees" with sections marked
'DegreeID', 'Degree Name' and 'Degree Description', and
'Degree Code'. Additionally, adding a segment to the "Classes"
table, named DegreeID will help connect the "Degrees" and
"Classes" tables. After the tables have been made, I'll have to
test the engineering to guarantee it can render the outcomes I'm
searching for in questions. (Fehily, 2008)
Be that as it may, I simply got my review for my Phase 1 IP
with distinguished mistakes. See Phase 1 area for settled
mistakes. The blunders that need rectified are:
- Considerations with respect to my information sorts and field
lengths: FirstName and LastName too long
Fix imperatives for assignments 1 through 4 to guarantee just
0-100 can be information.
- Fix GPA Constraint to guarantee contribution of just 0.00 –
4.00, and allow just 3 add up to digits after decimal.
- Constrain "Sex" to either M or F, and IsActive to either Yes or
No.Step 1: CREATE TABLE [Degrees]
I’ll start by creating the table, ‘Degrees’ with the following
DDL script, followed by a screenshot of the query being
completed successfully, and the table structure that displays the
table columns to include the PRIMARY KEY, ‘DergeeID’.

USE [Cameron_CTU]
GO
SET QUOTED_IDENTIFIER ON
GO
CREATE TABLE [dbo].[Degrees]
(
[DegreeID] [int] IDENTITY(1,1) PRIMARY KEY NOT
NULL,
[DegreeName] [varchar](50) NOT NULL,
[DegreeDescription] [varchar](1000) NOT NULL,
[DegreeCode] [varchar](50) NOT NULL,
)
Step 2: Re-create ‘Classes’ TABLE to add ‘DegreeID’ column
and INSERT 6 classes
The next step is to delete and re-create the ‘Classes’ table,
and ensure that the ‘DegreeID’ column is included in the
creation, and made a FOREIGN KEY. Also, ensure you re-
insert the original 3 classes, and add 3 new classes into the
‘Classes’ table required by different degrees. And since you’ve
re-created the ‘Classes’ table with ‘DegreeID’ as a FOREIGN
KEY, make sure you add it to the INSERT INTO DDL script or
you’ll receive an error regarding the ‘DegreeID’ column.
Below are the following DDL scripts, followed by a screenshot
of the queries being completed successfully, and the table

structure that displays the table columns with ‘DegreeID’ as a
FOREIGN KEY, and the query results of the SELECT * FROM
Classes query.
USE [Cameron_CTU]
GO
SET QUOTED_IDENTIFIER ON
GO
SET ANSI_PADDING ON
GO
CREATE TABLE [dbo].[Classes]
(
[ClassID] [int] IDENTITY(1,1) PRIMARY KEY NOT
NULL,
[DegreeID] [int] NOT NULL,
[ClassCode] [varchar](50) NOT NULL,
[ClassName] [varchar](100) NOT NULL,
[Description] [varchar](1000) NOT NULL,
)
ALTER TABLE [dbo].[Classes]
ADD FOREIGN KEY([DegreeID])
REFERENCES [dbo].[Degrees]([DegreeID])
GO
INSERT INTO [Cameron_CTU].[DBO].[Classes]

( [DegreeID], [ClassCode], [ClassName], [Description] )
VALUES
( '4', 'ACCT306', 'Accounting 1', 'This course
introduces accounting concepts and explores the accounting
environment. It covers the basic structure of accounting, how to
maintain
accounts, use account balances to prepare financial
statements, and complete the accounting cycle. It also
introduces the concept of internal control and how to account
for assets.' ),
( '5', 'CS362', 'Structured Query Language for Data
Management', 'This course gives complete coverage of SQL,
with an emphasis on storage, retrieval, and manipulation of
data.' ),
( '3', 'ENGL115', 'English Composition', 'In this
course, students focus on developing writing skills through
practice and revision. Students will examine expository,
critical, and persuasive
essay techniques.' ),
( '3', 'BHVS205', 'Managerial Psychology', 'This
course introduces Psyhology concepts that will serve as the
foundation to other concepts, such as Motivation and Emotion
and Interpersonal
Communications and Dynamics.' ),
( '4', 'CSS150', 'Introduction to Computer Security',
'This course covers Computer Security Principles, such as
Policy letters, Remote Logins, and Network Security.' ),
( '5', 'CS126', 'UNIX Fundamentals', 'This course
teaches you thed origins of the UNIX Operating System, and
teaches you how to build directories.' )

Step 3: ALTER TABLE [Students]
As the paragraph title implies, the next step is to add the
‘DegreeID’ column to the ‘Students’ table, and make it a
FOREIGN KEY. Below is the following DDL script used to add
the column, and make it a FOREIGN KEY, and the screenshot
of the successful command.
USE [Cameron_CTU]
GO
ADD DegreeID [int] NOT NULL
GO
ADD FOREIGN KEY (DegreeID)
REFERENCES Degrees(DegreeID)
Step 4: DML script to insert 3 test records in [Degrees]
The next step is to insert degree data into the ‘Degrees’
table. Below is the DML script used, and a screenshot of the
successful command along with an inset of the results for a
SELECT * FROM Degrees statement.
INSERT INTO [Cameron_CTU].[DBO].[Degrees]
( [DegreeCode], [DegreeName], [DegreeDescription] )
VALUES
( 'BSIP', 'Bachelor of Science in Psychology', 'The Bachelor’s
degree in General Psychology is designed to prepare students to
successfully navigate in the 21st century workplace, in a variety
of careers that focus on the business of people, including but
not limited to work in management, administration, research,
and sales. It is positioned to provide an overview of the major
psychological concepts, perspectives, and skills that explain
human behavior. ' ),

( 'BSIS', 'Bachelor of Science in Information Security', 'The
Bachelors of Science in Information Assurance and Security
degree allows undergraduate learners to acquire and apply
various processes, tools, technologies, and methods of securing
an enterprise; including security policies, social engineering,
access control, authentication, perimeter security, disaster
recovery and business continuity, risk management, incident
response, viruses, malware, spam, encryption, and other
infrastructure security techniques that include governance and
strategic alignment of IT and business. ' ),
( 'BSIT', 'Bachelor of Science in Information Technology', 'The
Bachelor of Science in Information Technology (BSIT)
curriculum includes both a common core, as well as
specialization-specific courses. The BSIT core provides a strong
foundation in the key information technology areas of
programming, systems administration, security, architecture,
databases, and ethics.' )
Step 5: DML script to INSERT INTO the ‘Students’ table
‘DegreeID’ data
The next step is to add the ‘DegreeID’ to 4 records
applicable to each of the 4 students. Below is the DML script
used to execute the command and a screenshot showing it was
successful.
INSERT INTO [Cameron_CTU].[dbo].[Students]
( [FirstName],
[LastName],
[BirthDate],
[Gender],
[StartDate],
[GPA],
[IsActive],
[Bio],
[AdvisorID],
[DegreeID] )

VALUES
( 'Craig', 'Franklin', '1970-03-15', 'm', '2010-05-30', 3.10, 'Yes',
NULL, 3, 3 ),
( 'Harriet', 'Smith', '1982-04-15', 'f', '2010-05-30', 3.22, 'Yes',
NULL, 1, 4 ),
( 'George', 'David', '1984-11-05', 'm', '2010-10-01', 0.00, 'Yes',
NULL, 3, 5 ),
( 'Ben', 'Jefferson', '1976-09-25', 'm', '2009-02-21', 1.80, 'No',
'The student has
gone on temporary leave to pursue other opportunities but
plans on returning in 1 year.', 3, 3 )
The last step is to execute a SELECT statement with an
implicit JOIN clause to show what degree each student is
pursuing.
USE Cameron_CTU
SELECT FirstName, LastName, Students.DegreeID,
Degrees.DegreeName
FROM Cameron_CTU.dbo.Students,
Cameron_CTU.dbo.Degrees
WHERE Students.DegreeID = Degrees.DegreeID;

Step 6: Display ERD
References
Fehily, C. (2008) Visual QuickStart Guide SQL, Third Edition,
[CourseSmart e-Book reader version] Retrieved from
http://wow.coursesmart.com/9781256745129/firstsection

Module 4- M4 Assignment 2RA .docx

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Module 4- M4 Assignment 2RA .docx