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Management is happy with the operational work you have done and with your support of their strategic investigation of the situation and trends over time through the data warehouse. But they have heard that new techniques called analytics (or even “big data”) can be used to find unexpected gems in all of the data that they have been collecting, whether or not it is structured. Are there kinds of behavior (e.g., by customers or products or their own systems) that might be valuable to be able to predict? What data (either internal sources described in the materials or external data sources available for free or purchase) might help make these predictions? What tools would you use for management of the data, for statistical analysis, or for visualization? Why is it appropriate to meet the organization’s needs? Submit your assignment using the Assignment Files tab. Good work on very few of the entities, fields and relationships in your ERD, with a Student and CEO table. Some important issues: – The problem is not described and different from week 1. Why is there a student and a CEO table?

They don’t seem related. The CEO table is not valid, showing fields with generic attribute names. What are the names of the fields? Also, only one CEO is present, no need for a table just for him or her. A CEO is an Employee as covered in class. The same with ChiefAdmin. Should not be a separate table. It is an Employee. None of the FK fields are shown. How are relationships implemented without FK fields? As emphasized in class material and examples. Some relationships are shown in the opposite direction, and should be 1:N from PK to FK and not FK to PK. Name fields must be split into separate First and Last as covered in class examples and messages. An Enrolment table is missing, with a Date field needed, and a Student FK field. Good work on some of the database tables created in your SQL statements, with primary key constraints. Only one FK is shown, and others are missing, such as the StudentID FK, TransU and Program FK, needed for relationships. The FK shown is not valid, and throws an exception, since a parent table is not referenced. The field itself is referenced rather than the parent table, which is not correct, as covered in class examples. Also, no SELECT statements are shown to select data from tables, needed as commonly performed operations and commands, as specified in the assignment.

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In this article, we are going to take a look at the important things that English Language examiners look for when marking the composition or essay that you write for them. When you write an essay or composition in an English Language examination, there are four major areas that examiners look at when marking your work. These areas are: the content, the organization, the expression and the mechanical accuracy. Typically, examiners mark the composition over 50 marks. The marks are shared among the four areas mentioned above. Let us now take a look at these areas one after the other and see what each of them entails. Under the content, you are fighting for 15 marks from the examiner. A very good candidate can score between 11 and 14 marks here. When examiners are awarding marks for the content, they focus their attention on whether the candidate has written about the topic that they were asked to write about or not.

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