LAVC Philosophy Plato and Descrates Discussion post

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QUESTION

Plato and Descartes are paradigmatic rationalists. As such, both Plato and Descartes think the nature of knowledge and its acquisition are rational, and the nature of reality is non-empirical.  We saw how Plato takes seriously the commitment to an objective, fixed truth, which is exhibited in Forms. Knowledge, on Plato’s view, is the complete grasp of a Form. Both the Divided Line and Allegory of the Cave are intended to show the relationship between knowledge and reality. We also saw how Descartes uses methodic doubt to arrive at the (purely rational) certainty of the ‘I think.’

As with all our discussion work, there are two parts to this forum. First, you’re going to respond to the prompt I provide. Once you do that, you can see others’ responses. At that point, you can complete the second part, which involves using the second prompt I provide to reply to a classmate’s post. 

General Instructions

Please consult the Discussion Rubric for some general writing guidelines.

Think of all your discussion work as part of your essay exam preparation. Interacting with the text, your classmates, and me should aid the development of your understanding of the material, as well as provide you with practice articulating your thinking about the text.

Pay attention to spelling and grammar, which are essential tools for doing philosophy. Precision in word choices and sentence structures also aid in the clear and coherent presentation of ideas and arguments.

NOTE: Each part of the discussion is worth 5 points, for a total of 10 points.

As a reminder, your initial post is due on Saturday before midnight; your peer reply is due Sunday before midnight

Part I Instructions and Prompt

  • You are going to conduct edits on a response generated by ChatGPT. It is important that you follow the editing format I used in this sample, which involves striking through text and using colored font for the new text. (These features are common in Word and Google Docs.)

Below you’ll see the options. Click on the link associated with the option you choose.

  • You’ll see the ChatGPT-generated answer to the relevant prompt (which is also included on the linked page).
  • Copy the text and paste it into a Word or Google doc (or similar word processing program). Please note that Canvas doesn’t seem to preserve colored font, so either you have to recolor the edited text in Canvas’s text box, or do what I’ve done, which is highlight edited text in bold italics.
  • Edit the text using the formatting style in the sample I provided via this link. (Strikethrough text to be delighted and use bold italics for new text.) Edit for the following:

Grammar (clarity)

  • Word choices (sharpness of conceptual focus)

Coherence (flow of reasoning; explanations of technical terms)

Relevant text (i.e., get rid of anything inessential to the philosophical concepts, e.g., biographical info.)

Below the edit, type up the “clean” copy, i.e., no edit marks.

Copy the entire work (marked-up ChatGPT product and your clean copy) into the discussion field. You shouldn’t have any issues with the formatting copying over, but if you do, the strike-through and other tools are available in the discussion text field.

  1. Your completed edit should run to roughly 300 words.

Choose ONE of the following options:

  1. Explain Plato’s theory of the divided line.
  2. Explain Plato’s the allegory of the cave.
  3. Explain Descartes’s dream argument, ending with the possibility of the evil genius.
  4. Explain the passage in Descartes’s second meditationending with, “I am, I exist, must be true whenever I assert it or think it.”

Discussion: Made in the U.S.A. BUS401

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QUESTION

Country of Origin

Look around the room. Check out where everything was made. How many were made in the United States? How about China? Was this surprising? Think about the brands you buy. Are the American brands you prefer made in the USA or elsewhere? What does Made in America mean?

Module 4 Discussion Week 1 Resources

Will Walmart make a sizable impact with its latest ‘Made in USA’ commitments? (2021)
What Does It Mean to Be Made in America? (2021)
Made in the USA: Manufacturing expands at fastest pace since 1983 (2021)
Survey Says: Americans prefer MADE IN USA (2020)

Week 1 Discussion Post

Using the module’s resources or your own research, talk about what it means to Buy American. Address economic implications for the country and how it affects the global economy. (Research Support Required)

This post should be 1-2 paragraphs in length (at least 100 words). Since you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format. NOTE: failure to use research with accompanying in-text citations to support content will result in reduced scoring “Level 2-Developing” on the grading rubric. How to cite and reference a YouTube video.

Week 1 Interactive Response to Classmate

Select one classmate’s post and compare it to yours with regard to global implications of buying goods made in the country.

The reply should be one paragraph in length (or about 50 words) and must be substantive. Do not simply say “I agree” or “That is great”; specify why and be detailed in your explanation. You may use research in your response, but it is not required.

Week 2 Discussion Post

American Brand. Or Not.

Are you really getting an American-made product when you buy an American brand? Computers and vehicles have component parts sourced from all over the world. Some companies even do final assembly in the U.S., although most of the parts were made internationally so they can place the “Made in USA” label on the product.

Module 4 Discussion Week 2 Resources

31 List of American Brands Made Overseas (2021)
This ‘All-American’ Brand Is Mostly Made Overseas (2020)
Local vs global sourcing: The pros and cons (2020)

Based on the resources provided or your research, discuss why American brands manufacture overseas. Select one brand and share how it markets itself as American. (Research Support Required)

This post should be 1-2 paragraphs in length (at least 100 words). Since you are engaging in research, be sure to cite in the body of the post and add a reference list in APA format. NOTE: failure to use research with accompanying in-text citations to support content will result in reduced scoring “Level 2-Developing” on the grading rubric. How to cite and reference a YouTube video.

Week 2 Interactive Response to Classmate

Select an example described by a classmate and share how you feel about the brand after learning it is not made here in the United States.

Each reply should be one paragraph in length (or about 50 words) and must be substantive. Do not simply say “I agree” or “That is great”; specify why and be detailed in your explanation. You may use research in your responses but it is not required.

In your own words, respond to the discussion and comments of classmates. Grades will be based on effectual, concise, and interactive feedback. The excessive use of quotes will directly impact performance since this indicates a lack of comprehension and shows that you may not have mastered the concepts.

Unit 3 Discussion Questions

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QUESTION

Social and Communication Development

You need to watch the Tim video to be able to complete this activity.  The video is available in the Unit 3 folder.  You need to respond to each of the questions.  There is not a specific length requirement for the activity questions but, to receive all of the points, you need to completely answer each question.

Activity 2:  Tim

Watch Tim as he interactions in a group setting.  Jot down ideas for answering the following questions and discussion.

What communication is the child using to interact with peers?

Form: 

Function:

What communication stage do you think the child is at?

Intentional Communication OR Using and Understanding Words OR Having Conversation

               Why do you believe this is the communication stage of the child?

Identify strategies to support communication.

  1. Activity Strategies (at least 2):

Adult Partner Strategies (at least 2):

  1. What could the adult do to enhance communication with peers (at least 2 suggestions)?

PBS: Determining the Meaning of Challenging Behaviors

1.  Evan is playing with Duplos. He tries to attach a block to his stack of 3. He can’t quite get the blocks to connect. He looks up at the adult and begins fussing. He holds the stack of blocks up, looks at the blocks, and looks at the adult. The adult helps him put the blocks together.

  1. · What is the child trying to communicate?

· How do you know?

  1. · Define and discuss the different components of the behavioral equation (setting event, trigger, behavior, and maintaining consequence).

2. Shana is sitting in her high chair with nothing on the tray. Her mother is stirring her oatmeal. Shana begins crying and bangs her head on the back of the seat. Her mother says to her “It’s not cool enough, honey, just a minute”. Shana stops crying when the oatmeal is placed on her tray.

· What is the child trying to communicate?

· How do you know?

· Discuss the gathering information (functional assessment) part of this process and the outcomes of the functional assessment.

PBS: Positive Behavior Interventions and Supports

  1. 1. What are prevention strategies? Discuss two examples of prevention strategies.

2. What are replacement skills? Discuss two examples of replacement skills.

  1. 3. Discuss how you would teach two replacement skills.

4. Once you have implemented a plan, discuss two ways you might respond to the challenging behavior.

PBS: Teaming to Build a Behavior Support Plan

  1. 1. What advice would you give a professional preparing to work with a team to develop a behavior support plan for a child with challenging behaviors?

2. What advice specifically about working with parents would you give?

  1. 3. Discuss the importance of the steps in developing a behavior support plan.

PBS: Interventions in Everyday Settings

1.What are the benefits of embedding interventions within children’s typical routines?

2.Discuss three of the instructional strategies presented in the notes.

3.Discuss how you can increase opportunities for communication and social interactions for children with challenging behaviors.

PBS: Supporting Families

1.Why are families so important in this process?

2.Given that family participation improves family and child outcomes, why is it challenging in many situations?

3.Imagine you and your 2-year-old twins, Austin and Abigail, are meeting friends at the park. It’s been weeks since you tried to do anything fun with the kids and even longer since you spent time with a friend your own age. Living away from family, working part-time while your partner is overseas with the military, and caring for the twins has taken incredible energy. Lately, Austin has been especially consuming. He screams and throws himself on the ground when expected to follow directions and he hits, kicks, and bites other kids at childcare when he wants something they have. He has “pitched fits” as your grandpa calls them, in the grocery store, at the gas station, and at the doctor’s. What are you feeling? Walk in her shoes!

Preeclampsia Peer Response

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QUESTION

Peer Responses – Martha

For peer posts and subsequent posts under the initial discussion board thread add in second and third line treatments and additional considerations (250 word maximum for responses). Example requirement, only evidence-based sources, such as AAFP, CDC, IDSA, ADA, JNC 8 etc. (textbook resources and internet sites affiliated with medical associations are considered credible sources to obtain the information on the most up to date guidelines). Add in the link to the guideline(s) within the discussion board for further reading by your peers.

  • The International Society for the Study of Hypertension in Pregnancy (ISSHP) defines hypertensive disorders in pregnancy as new onset hypertension after 20 weeks of gestation, affecting 10% of pregnancies, including preeclampsia, gestational hypertension, and chronic hypertension (Fox et al., 2019). Hypertensive disorders during pregnancy can significantly impact the mother and fetus’ health, increasing the risk of stroke, cardiovascular death, and long-term hypertension. Prenatal risks include intrauterine growth restriction, oligohydramnios, placental abruption, and preterm birth. Exposure to these disorders during pregnancy can lead to serious long-term consequences (Fox et al., 2019).
  • Risk factors for preeclampsia include hypertensive disease history, maternal diseases such as diabetes, and chronic kidney disease (Fox et al., 2019). Additional risk factors include advanced maternal age, obesity, multifetal pregnancy, or long pregnancy intervals. Preeclampsia risk can be heightened by clinical factors such as elevated blood pressure, polycystic ovarian syndrome, sleep difficulties, and infections. Obstetric history, oocyte donation, and vaginal bleeding during pregnancy increase the risk of preeclampsia (Fox et al., 2019).

Aspirin is the only medication supported by research to lower preeclampsia risk in high-risk women. Current guidelines suggest low-dose aspirin from 12 weeks gestation to delivery (Fox et al., 2019).

Preeclampsia is a condition characterized by hypertension and new-onset proteinuria under 20 weeks gestation (Dynamedex, 2024). In the absence of proteinuria, one of the following criteria must be present: thrombocytopenia, impaired liver function, severe pain, elevated liver transaminases, new renal insufficiency, pulmonary edema, headache, and visual disturbances (Dynamedex, 2024).

Preeclampsia involves dysfunctional placentation, systemic inflammation, and oxidative stress (Fox et al., para. 12, 2019). It causes oligohydramnios, placental abruption, IGUR, preterm birth, chronic placental ischemia, and fetal distress, among adverse outcomes (Fox et al., para. 12, 2019).

The American College of Obstetricians and Gynecologists (ACOG) recommends that pregnant women with preeclampsia or hypertension undergo blood tests, including liver enzymes, electrolytes, serum creatinine, and platelet counts (Dynamedex, 2024). For women without severe features and under 37 weeks of gestation, ongoing observation, biweekly blood pressure monitoring, and weekly measurements of liver enzymes, serum creatinine, and platelet counts (Dynamedex, 2024).

Standard measures for fetal surveillance include monitoring fetal movements, biophysical profiles, cardiotocography, amniotic fluid volume assessment, ultrasound growth assessment, and ultrasound Doppler measurements (Fox et al., 2019).

Preeclampsia-related problems in the fetus are managed with antenatal corticosteroids and magnesium sulfate infusions to prevent adverse outcomes (Fox et al., 2019). The only effective treatment for preeclampsia is delivery. However, the delivery decision involves weighing the mother’s health against the fetus and gestation. Optimizing the mother’s health with antihypertensives (labetalol, nifedipine, methyldopa, or a beta-blocker) and magnesium sulfate may also benefit the fetus (Fox et al., 2019).

Patient education should include warning signs of preeclampsia, including shortness of breath, weight gain, visual changes, unrefractory headache, and nausea and vomiting in the second half of pregnancy (Roberts et al., 2023). Patients should be encouraged to exercise, maintain a healthy weight, and eat a well-balanced diet low in fat and sugar. Additionally, they should be advised to take prenatal vitamins and low-dose aspirin if indicated. Home blood pressure monitoring should be discussed in the care plan. Patients require cardiac monitoring after delivery, and yearly follow-up is recommended to evaluate for cardiovascular disorders (Roberts et al., 2023).

ocean 112.

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QUESTION

Application Discussion Board

This is your third discussion board activity that is not part of the module points. As stated in the syllabus, you will have various discussion board activities that will be based on current events, analysis of scientific articles, podcast reflections and more in order to apply what you are learning in this class to your daily life. This discussion board is worth a total of 15 points and will go towards the application discussion board activities points category. 

What will you do:

In the last module, we explored ocean salinity. Throughout the world, access to fresh, drinkable water can be rare and hard to find. This is a major issue for the people of these regions and a battle they constantly face. They are often located near coastlines where seawater is plentiful. However, due to seawater’s incredibly high salinity, it is not drinkable and will lead to severe dehydration (see the table in your textbook comparing seawater to pure water). One proposed method for combating this issue is to create desalination plants.

Read the following article below explaining what desalination means: https://www.unenvironment.org/news-and-stories/story/towards-sustainable-desalination

You can also refer to “Diving Deeper 5.1” on page 152-153 of your textbooks for a QUESTION on desalination and the different methods used to remove the salinity from seawater in order to make it drinkable.

  1. Now, do your research and look up some articles that discuss whether or not desalination plants are a good idea. What solutions do they offer? Are they sustainable? Do they solve the main issue of water shortages? Do they create any new problems, or do the positives outweigh the negatives? You will address this point in your personal replies.

(Links to an external site (Links to an external site.)

  1. Personal Replies: (10 pts)
  2. Once you have completed your reading, post a reply to this discussion board answering the following questions:

Define the process of desalination.

What are some general potential pros of building desalination plants? (cite your own research here)

What are some general potential cons of building desalination plants? (cite your own research here)

Did you know they opened a couple desalination plants throughout coastal California to help reduce the threat of drought? Here is a link to the website for the one in Carlsbad so you can review their operation and protocols: http://carlsbaddesal.sdcwa.org/overview/Links to an external site.

Are these plants a good idea when considering all environmental impacts, energy usage, and resources managed to keep the plant active? Should we build more of them?

Now that you have explored the science behind these processes, this question is looking for your personal opinion and how you support your thoughts using data and scientific understanding. There is no right or wrong answer here, just back up what you say.

Be sure to explain why you have responded the way you have and support your answer with scientific evidence. 

  1. You will have to post your own reply before you can see what your peers have written.
  2. Peer Replies (5 points)
  3. Here is your chance to interact with your peers. Reply to your peers posts and let them know what you think of their answer. Do you agree? Do you disagree? WHY? Please respond to 2-3 of your peers posts. Make sure your responses are thoughtful and grounded in scientific evidence, part of the points for the peer replies will be based on the thoughtfulness of your response. Show me you thought about it and debated both sides of this topic with yourself before replying to your peers!
  4. Netiquette:

Please remember to use proper netiquette here and be kind to one another, even in disagreement. Please reference the netiquette page and the rules for discussion board responses in the orientation module.

Discussion: Intellectual Property Law in the News BUS205

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QUESTION

I’m sure some of you are listening to music to help keep yourself awake while reading about intellectual property law. Well, for this discussion, listening to music can directly help you learn about intellectual property law. For this discussion, we will try to liven things up a bit by looking at some cases involving “music plagiarism.” While some of the legal issues in this discussion are very specific for the music industry, keep in mind that the purpose of intellectual property protection is pretty much the same across industries. The idea is to encourage innovation and creativity by allowing the creator to earn a profit from their new creation without fear of their ideas being stolen. But intellectual property laws are also not supposed to be so severe that they will discourage others from innovating in the same industry. For this discussion, we will look at the music industry, since this discussion should be a tad bit more lively than a discussion about cases such as the highly technical disputes between Samsung and Apple over advanced smartphone technologies.

One of the most widely covered intellectual property law cases in recent history is the lawsuit by the family of Marvin Gaye against the team of Pharrell Williams and Robin Thicke over their hit song “Blurred Lines”. Marvin Gaye’s family won a judgement of over $7 million, with the jury agreeing that “Blurred Lines” was a copyright infringement of the Marvin Gaye song “Got to Give It Up.” Accusations and lawsuits over music plagiarism are nothing new, but some legal experts were surprised by this verdict, and believe it will greatly widen the extent of intellectual property protection for songwriters for future cases.

For this discussion, find a case of a copyright infringement case involving a song. You can choose the Marvin Gaye case if you are a really big fan of “Blurred Lines” or “Got to Give It Up.” But so everyone does not choose the same songs, it is strongly preferable that you find another case. Whatever your favorite genre of music, you can probably find some kind of dispute, as anytime there is a big hit song it is common that other songwriters will claim their own song ideas were stolen. Another recent case involved an accusation that Sam Smith copied a song by Tom Petty. If you prefer the golden oldies, there are many famous cases, such as Chuck Berry versus the Beach Boys or a lawsuit against George Harrison alleging that he ripped off the song “He’s So Fine” by the Shangri-Las. These are just a couple examples, so do some research and find a case that interests you.

Once you have found a good example, carefully listen to the two songs that were in dispute. Post the links to YouTube if videos are available to share with your classmates. Then discuss the following issues:

  1. On first listen, what was your immediate reaction? Do the two songs sound so much alike that you are not surprised that a lawsuit was threatened or filed? Or are you puzzled that there was a dispute?
  2. Based on listening to the songs and what you read about the legal dispute, what lessons do you think you have learned about intellectual property law? Cite one of the readings from the background materials, or another article or book from Trident library on intellectual property law.

While this discussion has focused on the very narrow area of music copyrights, what implications does this have for the wider business community? Is very strict enforcement of intellectual property law such as in the “Blurred Lines” case something that encourages or discourages creativity and innovation?

Week 2 Discussion and responses

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QUESTION

This week we will be discussing the ethical dilemma between street crime and white-collar crime. First, you should read about the Ford Pinto case. Familiarize yourself with the facts of the case, and the outcome.

Use Google – the search words Ford Pinto Lawsuit should bring up a ton of information

Then, you should read Section 3 of Chapter 10.

1. You are to draft arguments that Lee Iacocca should have been prosecuted criminally.

2. Choose opposing posts and defend your position.

Please respond to the Posts Below

Thomas

In the Ford Pinto case, Lee Iacocca’s criminal prosecution would probably be unnecessary due to the absence of concrete evidence linking him to deliberate misconduct. It is possible that Iacocca was more concerned with making strategic decisions as an executive in charge of a big company like Ford than he was with the specifics of the Pinto’s design. Even if it was a morally dubious choice, Iacocca may not have had a direct influence on the decision to put money above safety (Rossow, 2015). Moreover, compared to today, the regulatory climate governing automobile safety standards was less strict in the 1970s, which made it difficult to prove that Iacocca had committed certain legal crimes. Given the complexity of business decision-making and the absence of defined legal norms at the time, it could be challenging to show his direct involvement and intent to hurt customers in order to pursue criminal charges against him.  
 

If there was any misconduct connected to the Pinto case, civil remedies like fines or settlements could be a more suitable course of action than criminal prosecution. In civil action, it is not necessary to establish unlawful intent without a reasonable doubt in order to resolve disputes and compensate damages (Rossow, 2015). It is also critical to take into account the larger ethical framework that surrounded business decision-making in that time period. despite the fact that Ford’s cost-benefit analysis of the Pinto’s safety problems is heavily criticized, it is essential to acknowledge the moral inconsistencies and conflicting interests at play (Rossow, 2015). Given the facts, seeking civil instead of criminal action against Iacocca seems to be a more appropriate course of action, reflecting the complexity of the case while providing for responsibility and justice. 

References 

Rossow, M. (2015). Ethics: An Alternative Account of the Ford Pinto Case.

Dawn Jenkins

   Lee Iacocca was part of a large team at Ford. Many people were involved in making decisions about the Pinto, not just him. It’s hard to blame just one person for these team choices.  To charge someone with a crime, you require strong proof that they did something wrong on purpose. Finding evidence that Mr. Iacocca ignored safety on purpose would be very difficult because so many factors and people were involved.  Back in 1971 when the Pinto was built, the rules about car safety were not as strict as they are now. It is not fair to judge past actions by today’s standards.  Lee Iacocca did many good things for the car industry and for  Ford. It is important to recognize his positive contributions, not just focus on the Pinto issue.

     Government agencies that check if cars are safe had no problem with the Pinto being sold. This suggests that the Pinto met the safety standards of that time, which makes it difficult to blaming  Mr. Iacocca alone.

    In essence, arguing against criminal prosecution for Lee Iacocca in the context of the Ford Pinto saga requires an appreciation for the complexities of corporate decision-making, the stringent requirements for proving criminal negligence, the historical context of automotive safety standards, and the broader implications of regulatory compliance and individual contributions to industry practices.

Reference:

https://youtu.be/2YsyENXphuA?si=nY_kJ-HIutNlKBLQ

MySQL Question

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Question

# Insert into University

use university;
select * from course;

INSERT INTO `university`.`course` (`CourseDept`, `CourseNumber`, `CourseDesc`, `CourseUnits`)
VALUES
(‘FIN’, ‘760’, ‘Derivatives’, ‘3’),
(‘DAT’, ‘480’, ‘Visualization’, ‘3’),
(‘ART’, ‘560’,’Renaissance’,’2′),
(‘ENG’, ‘240’,’Short Stories’,’3′),
(‘IS’, ‘120’,’Database Fundamentals’,’1′),
(‘IS’, ‘420’,’Distributed Databases’,’4′),
(‘IS’, ‘650’,’Cybersecurity’,’4′),
(‘FIN’, ‘700’,’Bond Valuation’,’4′),
(‘DAT’, ‘460’,’Cryptocurrency’,’3′),
(‘ART’, ‘250’,’Graphic Design’,’3′),
(‘DAT’, ‘515’,’Data Mining’,’4′);

# Faculty

INSERT INTO `university`.`faculty` (`FacFirstName`, `FacLastName`, `FacRank`, `FacStartDate`) VALUES
(‘Victoria’,’Emmerline’,’Prof’,’1994-06-01′),
(‘Greg’,’Brown’,’Prof’,’2010-09-01′),
(‘Ed’,’Smith’,’Prof’,’1998-01-01′),
(‘Tracey’,’Winter’,’Prof’,’2002-03-01′),
(‘Taylor’,’Languid’,’Asst’,’2010-01-01′),
(‘Kimberly’,’Smathers’,’Asst’,’2011-03-01′),
(‘Lee’,’Marshall’,’Asst’,’2009-06-01′),
(‘Rajean’,’Jackson’,’Asst’,’2014-09-01′),
(‘Lee’,’Sepulveda’,’Assc’,’2018-01-01′),
(‘Sylvester’,’Jackson’,’Assc’,’2015-09-01′),
(‘Laura’,’Smith’,’Assc’,’2015-03-01′),
(‘Colin’,’Ensenada’,’Assc’,’2015-01-01′),
(‘Jackson’,’Nelson’,’Assc’,’2017-03-01′),
(‘Victoria’,’Emmerline’,’Prof’,’2019-06-01′),
(‘Victoria’,’Nelson’,’Prof’,’2019-06-01′),
(‘Jackson’,’Smith’,’Prof’,’2021-02-01′),
(‘Jackson’,’Emmerline’,’Prof’,’2021-09-01′)
;

select * from faculty;

# Insert students
INSERT INTO `university`.`student` (`stdFirstName`, `stdLastName`, `stdMajor`, `stdStanding`, `stdResidence`)
VALUES
(‘Jordan’,’Adams’,’FIN’,’SO’,’Out of state’),
(‘Hailey’,’Alexander’,’IS’,’JR’,’In state’),
(‘Iris’,’Allen’,’DATA’,’SR’,’In state’),
(‘Leo’,’Allen’,’FIN’,’SR’,’In state’),
(‘Cameron’,’Anderson’,’DATA’,’FR’,’Out of state’),
(‘Wyatt’,’Anderson’,’FIN’,’JR’,’In state’),
(‘Zion’,’Bailey’,’FIN’,’FR’,’In state’),
(‘Joseph’,’Baker’,’FIN’,’FR’,’In state’),
(‘Abigail’,’Barnes’,’LSA’,’SR’,’Out of state’),
(‘William’,’Bell’,’IS’,’SR’,’Out of state’),
(‘Adalyn’,’Bennett’,’FIN’,’JR’,’In state’),
(‘Lily’,’Brooks’,’DATA’,’SO’,’Out of state’),
(‘Angel’,’Brown’,’IS’,’JR’,’In state’),
(‘Mateo’,’Brown’,’IS’,’SR’,’In state’),
(‘Kinsley’,’Bryant’,’LSA’,’JR’,’In state’),
(‘Hannah’,’Butler’,’IS’,’JR’,’In state’),
(‘Madison’,’Campbell’,’IS’,’SR’,’In state’),
(‘Justin’,’Carter’,’FIN’,’SR’,’In state’),
(‘Gabriel’,’Clark’,’DATA’,’SR’,’Out of state’),
(‘Josiah’,’Clark’,’DATA’,’FR’,’In state’),
(‘Penelope’,’Cole’,’LSA’,’FR’,’In state’),
(‘Avery’,’Coleman’,’IS’,’SR’,’In state’),
(‘Michael’,’Collins’,’IS’,’FR’,’In state’),
(‘Trinity’,’Cook’,’FIN’,’SO’,’In state’),
(‘Emma’,’Cooper’,’FIN’,’SO’,’In state’),
(‘Isabella’,’Cox’,’FIN’,’SR’,’In state’),
(‘Michael’,’Cruz’,’DATA’,’SO’,’In state’),
(‘Aniyah’,’Davis’,’DATA’,’SO’,’In state’),
(‘Caleb’,’Davis’,’DATA’,’SO’,’In state’),
(‘William’,’Bell’,’UNK’,’FR’,’In state’),
(‘Matthew’,’Edwards’,’DATA’,’SR’,’In state’),
(‘Ethan’,’Ellis’,’FIN’,’JR’,’Out of state’),
(‘Malik’,’Evans’,’FIN’,’SO’,’In state’),
(‘Oliver’,’Fisher’,’FIN’,’SO’,’In state’),
(‘Arianna’,’Flores’,’LSA’,’JR’,’In state’),
(‘Anna’,’Ford’,’DATA’,’FR’,’In state’),
(‘Ellie’,’Foster’,’LSA’,’SR’,’In state’),
(‘James’,’Freeman’,’IS’,’SO’,’Out of state’),
(‘Diamond’,’Garcia’,’UNK’,’FR’,’In state’),
(‘Levi’,’Garcia’,’FIN’,’SO’,’In state’),
(‘Muhammad’,’Gibson’,’DATA’,’SR’,’In state’),
(‘Jacob’,’Gomez’,’FIN’,’SO’,’Out of state’),
(‘Kaylee’,’Gonzales’,’FIN’,’FR’,’In state’),
(‘Joshua’,’Gonzalez’,’LSA’,’JR’,’In state’),
(‘Brooklyn’,’Graham’,’FIN’,’SO’,’In state’),
(‘Amelia’,’Gray’,’IS’,’JR’,’In state’),
(‘Jordan’,’Green’,’IS’,’JR’,’In state’),
(‘Paisley’,’Griffin’,’FIN’,’SO’,’In state’),
(‘Isaiah’,’Hall’,’LSA’,’FR’,’In state’),
(‘Nathan’,’Hall’,’LSA’,’SO’,’Out of state’),
(‘Sarah’,’Hamilton’,’IS’,’SR’,’In state’),
(‘Daniel’,’Harris’,’DATA’,’JR’,’In state’),
(‘Isaiah’,’Harris’,’DATA’,’SR’,’In state’),
(‘Jayden’,’Harrison’,’LSA’,’FR’,’In state’),
(‘Addison’,’Hayes’,’DATA’,’FR’,’In state’),
(‘Aaliyah’,’Henderson’,’LSA’,’SO’,’Out of state’),
(‘James’,’Hernandez’,’LSA’,’FR’,’In state’),
(‘Jaylen’,’Hill’,’LSA’,’SR’,’In state’),
(‘Mia’,’Howard’,’LSA’,’SO’,’In state’),
(‘Camilla’,’Hughes’,’LSA’,’SR’,’In state’),
(‘Christian’,’Jackson’,’FIN’,’SR’,’Out of state’),
(‘Connor’,’Jackson’,’FIN’,’FR’,’In state’),
(‘Charlotte’,’James’,’FIN’,’FR’,’In state’),
(‘Ella’,’Jenkins’,’DATA’,’SO’,’In state’),
(‘Alexandra’,’Johnson’,’IS’,’JR’,’Out of state’),
(‘Matthew’,’Johnson’,’FIN’,’SR’,’In state’),
(‘Alyssa’,’Jones’,’LSA’,’SO’,’In state’),
(‘Jayce’,’Jones’,’FIN’,’FR’,’In state’),
(‘Mason’,’Jordan’,’FIN’,’JR’,’Out of state’),
(‘Chloe’,’Kelly’,’DATA’,’SR’,’In state’),
(‘Jasmine’,’King’,’LSA’,’SR’,’Out of state’),
(‘Hannah’,’Lee’,’FIN’,’JR’,’In state’),
(‘Samuel’,’Lee’,’IS’,’SR’,’Out of state’),
(‘Dylan’,’Lewis’,’FIN’,’SO’,’In state’),
(‘Hailey’,’Lewis’,’IS’,’SR’,’In state’),
(‘Mila’,’Long’,’LSA’,’SO’,’In state’),
(‘Jayla’,’Lopez’,’FIN’,’FR’,’In state’),
(‘Sebastian’,’Marshall’,’IS’,’SO’,’In state’),
(‘David’,’Martin’,’UNK’,’FR’,’In state’),
(‘Isaac’,’Martin’,’DATA’,’JR’,’In state’),
(‘Cameron’,’Martinez’,’LSA’,’JR’,’In state’),
(‘Elijah’,’Martinez’,’IS’,’FR’,’In state’),
(‘Carter’,’Mcdonald’,’LSA’,’FR’,’In state’),
(‘Anthony’,’Miller’,’FIN’,’JR’,’In state’),
(‘Luke’,’Miller’,’LSA’,’SO’,’In state’),
(‘Kayla’,’Mitchell’,’IS’,’FR’,’In state’),
(‘Brianna’,’Moore’,’IS’,’JR’,’Out of state’),
(‘Jack’,’Moore’,’UNK’,’FR’,’In state’),
(‘Tyler’,’Morgan’,’FIN’,’SR’,’In state’),
(‘Sydney’,’Morris’,’LSA’,’SR’,’In state’),
(‘Xavier’,’Murphy’,’IS’,’FR’,’In state’),
(‘Benjamin’,’Murray’,’FIN’,’SR’,’Out of state’),
(‘Isabelle’,’Myers’,’IS’,’SO’,’In state’),
(‘Josiah’,’Nelson’,’DATA’,’SR’,’In state’),
(‘Alexander’,’Ortiz’,’DATA’,’SR’,’In state’),
(‘Elijah’,’Owens’,’FIN’,’SR’,’In state’),
(‘Makayla’,’Parker’,’LSA’,’JR’,’In state’),
(‘Nora’,’Patterson’,’IS’,’FR’,’Out of state’),
(‘Kennedy’,’Perez’,’LSA’,’FR’,’In state’),
(‘Scarlett’,’Perry’,’LSA’,’FR’,’In state’),
(‘Zoe’,’Peterson’,’LSA’,’SR’,’In state’),
(‘Laila’,’Phillips’,’DATA’,’SO’,’In state’),
(‘Maya’,’Powell’,’IS’,’SR’,’Out of state’),
(‘Evelyn’,’Price’,’DATA’,’SO’,’Out of state’),
(‘Layla’,’Ramirez’,’LSA’,’SO’,’In state’),
(‘Tiana’,’Reed’,’LSA’,’JR’,’In state’),
(‘Logan’,’Reynolds’,’LSA’,’JR’,’In state’),
(‘Ava’,’Richardson’,’DATA’,’SO’,’In state’),
(‘Olivia’,’Rivera’,’DATA’,’SR’,’In state’),
(‘Kevin’,’Roberts’,’UNK’,’FR’,’In state’),
(‘Ethan’,’Robinson’,’LSA’,’SR’,’Out of state’),
(‘Nicholas’,’Robinson’,’LSA’,’JR’,’In state’),
(‘Gabrielle’,’Rodriguez’,’DATA’,’SO’,’Out of state’),
(‘Lincoln’,’Rodriguez’,’DATA’,’JR’,’In state’),
(‘Taylor’,’Rogers’,’IS’,’SO’,’In state’),
(‘Madison’,’Ross’,’UNK’,’FR’,’In state’),
(‘Madelyn’,’Russell’,’IS’,’SR’,’In state’),
(‘Neve’,’Sanchez’,’LSA’,’SR’,’In state’),
(‘Harper’,’Sanders’,’LSA’,’SR’,’In state’),
(‘Jeremiah’,’Scott’,’IS’,’SR’,’In state’),
(‘Leah’,’Simmons’,’LSA’,’FR’,’Out of state’),
(‘Aliyah’,’Smith’,’LSA’,’SR’,’In state’),
(‘Ryan’,’Smith’,’DATA’,’FR’,’In state’),
(‘Nathan’,’Stewart’,’LSA’,’JR’,’Out of state’),
(‘Mackenzie’,’Sullivan’,’DATA’,’SO’,’In state’),
(‘Caleb’,’Taylor’,’UNK’,’FR’,’In state’),
(‘William’,’Taylor’,’IS’,’SR’,’In state’),
(‘Chloe’,’Thomas’,’FIN’,’SO’,’In state’),
(‘Gabriel’,’Thomas’,’LSA’,’SR’,’Out of state’),
(‘Destiny’,’Thompson’,’DATA’,’SR’,’Out of state’),
(‘Owen’,’Thompson’,’DATA’,’SR’,’In state’),
(‘Riley’,’Torres’,’FIN’,’JR’,’In state’),
(‘Kiara’,’Turner’,’DATA’,’SR’,’Out of state’),
(‘Imani’,’Walker’,’LSA’,’JR’,’In state’),
(‘John’,’Walker’,’FIN’,’SO’,’In state’),
(‘Victoria’,’Wallace’,’IS’,’SO’,’In state’),
(‘Aria’,’Ward’,’FIN’,’SO’,’In state’),
(‘Eliana’,’Washington’,’IS’,’SR’,’In state’),
(‘Aubrey’,’Watson’,’IS’,’SR’,’In state’),
(‘Grace’,’West’,’IS’,’SR’,’In state’),
(‘Christopher’,’White’,’LSA’,’JR’,’In state’),
(‘Henry’,’White’,’UNK’,’FR’,’In state’),
(‘Alexis’,’Williams’,’FIN’,’FR’,’In state’),
(‘Daniel’,’Williams’,’FIN’,’SO’,’Out of state’),
(‘Brandon’,’Wilson’,’DATA’,’SR’,’Out of state’),
(‘Julian’,’Wilson’,’IS’,’SR’,’In state’),
(‘Emily’,’Wood’,’FIN’,’JR’,’In state’),
(‘Luna’,’Woods’,’IS’,’JR’,’In state’),
(‘Jayden’,’Wright’,’IS’,’FR’,’Out of state’),
(‘Jada’,’Young’,’DATA’,’JR’,’In state’),
(‘Aniyah’,’Bell’,’FIN’,’SO’,’In state’),
(‘Emily’,’Davis’,’DATA’,’SO’,’In state’),
(‘William’,’West’,’LSA’,’FR’,’In state’),
(‘Watson’,’Torres’,’DATA’,’JR’,’In state’),
(‘Kiara’,’Word’,’DATA’,’JR’,’Out of state’),
(‘Aubrey’,’Walker’,’FIN’,’SR’,’In state’),
(‘Jack’,’East’,’UNK’,’FR’,’In state’),
(‘Elijah’,’Morris’,’IS’,’SR’,’In state’),
(‘Daniel’,’Morris’,’LSA’,’SO’,’In state’),
(‘Joe’,’Murphy’,’IS’,’FR’,’In state’),
(‘Benjamin’,’Daniel’,’FIN’,’SO’,’Out of state’),
(‘Isabelle’,’Thames’,’DATA’,’SR’,’In state’),
(‘Josiah’,’Goodman’,’LSA’,’SR’,’In state’),
(‘Josiah’,’Ortiz’,’DATA’,’SR’,’In state’),
(‘Samuel’,’Watson’,’IS’,’JR’,’In state’)
;

select * from student limit 10;

# Offerings
INSERT INTO `university`.`offering` (`OffTerm`, `Format`, `Capacity`, `Course_idCourse`, `Faculty_idFaculty`)
VALUES
(‘Spring’,’Online’,’30’,’10’,’13’),
(‘Fall’,’Online’,’30’,’1′,’3′),
(‘Spring’,’Online’,’50’,’11’,’12’),
(‘Summer’,’Online’,’20’,’10’,’1′),
(‘Spring’,’In person’,’20’,’10’,’1′),
(‘Spring’,’Online’,’20’,’8′,’11’),
(‘Summer’,’Online’,’30’,’1′,’11’),
(‘Summer’,’Online’,’30’,’11’,’6′),
(‘Spring’,’Online’,’40’,’7′,’9′),
(‘Spring’,’Online’,’20’,’11’,’6′),
(‘Summer’,’Online’,’40’,’9′,’6′),
(‘Fall’,’In person’,’50’,’1′,’11’),
(‘Spring’,’Online’,’40’,’11’,’12’),
(‘Spring’,’Online’,’40’,’11’,’6′),
(‘Fall’,’Online’,’40’,’6′,’5′),
(‘Spring’,’In person’,’20’,’11’,’6′),
(‘Fall’,’Online’,’50’,’9′,’12’),
(‘Fall’,’Online’,’20’,’4′,’10’),
(‘Fall’,’In person’,’30’,’5′,’5′),
(‘Fall’,’In person’,’50’,’3′,’13’),
(‘Fall’,’Online’,’30’,’5′,’5′),
(‘Spring’,’Online’,’30’,’6′,’9′),
(‘Spring’,’In person’,’40’,’6′,’9′),
(‘Spring’,’Online’,’50’,’7′,’5′),
(‘Fall’,’Online’,’40’,’6′,’9′),
(‘Fall’,’Online’,’20’,’7′,’9′),
(‘Spring’,’Online’,’50’,’10’,’1′),
(‘Fall’,’In person’,’40’,’8′,’11’),
(‘Fall’,’Online’,’40’,’11’,’12’),
(‘Spring’,’Online’,’40’,’1′,’3′),
(‘Summer’,’Online’,’40’,’3′,’1′),
(‘Fall’,’Online’,’50’,’6′,’5′),
(‘Summer’,’In person’,’20’,’2′,’6′),
(‘Fall’,’In person’,’50’,’9′,’6′),
(‘Spring’,’Online’,’20’,’3′,’1′),
(‘Spring’,’Online’,’20’,’10’,’1′),
(‘Fall’,’In person’,’20’,’7′,’5′),
(‘Fall’,’In person’,’40’,’5′,’5′),
(‘Fall’,’In person’,’40’,’2′,’2′),
(‘Fall’,’Online’,’20’,’3′,’13’),
(‘Fall’,’Online’,’30’,’9′,’2′),
(‘Summer’,’In person’,’30’,’1′,’3′),
(‘Spring’,’In person’,’50’,’7′,’9′),
(‘Summer’,’Online’,’50’,’7′,’9′),
(‘Spring’,’In person’,’40’,’3′,’1′),
(‘Fall’,’In person’,’30’,’3′,’13’),
(‘Fall’,’Online’,’20’,’2′,’6′),
(‘Spring’,’In person’,’30’,’3′,’13’),
(‘Fall’,’In person’,’20’,’1′,’4′),
(‘Spring’,’Online’,’40’,’2′,’6′),
(‘Summer’,’In person’,’50’,’6′,’5′),
(‘Summer’,’Online’,’20’,’10’,’1′),
(‘Summer’,’In person’,’30’,’9′,’2′),
(‘Spring’,’Online’,’20’,’3′,’1′),
(‘Spring’,’In person’,’20’,’9′,’2′),
(‘Fall’,’Online’,’40’,’10’,’13’),
(‘Fall’,’In person’,’20’,’5′,’5′),
(‘Fall’,’Online’,’20’,’10’,’1′),
(‘Spring’,’In person’,’30’,’9′,’2′),
(‘Spring’,’In person’,’30’,’7′,’9′),
(‘Fall’,’In person’,’15’,’1′,’14’),
(‘Fall’,’Online’,’30’,’10’,’15’),
(‘Spring’,’In person’,’15’,’9′,’15’),
(‘Spring’,’Online’,’20’,’11’,’16’),
(‘Fall’,’Online’,’15’,’10’,’16’),
(‘Spring’,’Online’,’20’,’2′,’17’),
(‘Fall’,’In person’,’15’,’5′,’17’),
(‘Summer’,’Online’,’20’,’2′,’13’),
(‘Spring’,’In person’,’15’,’9′,’14’)
;

# Enrollments
# Have about 165 students, about 186 enrollments

INSERT INTO `university`.`enrollment` (`LetterGrade`, `GPAPoints`, `Student_idStudent`, `Offering_idOffering`)
VALUES
(‘B’,’3′,’157′,’64’),
(‘A’,’4′,’158′,’63’),
(‘B’,’3′,’111′,’32’),
(‘B’,’3′,’73’,’7′),
(‘C’,’2′,’119′,’36’),
(‘B’,’3′,’28’,’51’),
(‘B’,’3′,’22’,’45’),
(‘C’,’2′,’58’,’5′),
(‘C’,’2′,’5′,’49’),
(‘B’,’3′,’20’,’27’),
(‘B’,’3′,’100′,’28’),
(‘A’,’4′,’136′,’35’),
(‘A’,’4′,’62’,’36’),
(‘B’,’3′,’117′,’29’),
(‘B’,’3′,’128′,’37’),
(‘C’,’2′,’51’,’6′),
(‘B’,’3′,’59’,’16’),
(‘C’,’2′,’80’,’43’),
(‘B’,’3′,’1′,’31’),
(‘A’,’4′,’160′,’65’),
(‘A’,’4′,’161′,’63’),
(‘F’,’0′,’20’,’15’),
(‘B’,’3′,’134′,’38’),
(‘B’,’3′,’8′,’18’),
(‘C’,’2′,’37’,’16’),
(‘A’,’4′,’10’,’8′),
(‘A’,’4′,’85’,’6′),
(‘A’,’4′,’145′,’1′),
(‘A’,’4′,’119′,’51’),
(‘F’,’0′,’118′,’20’),
(‘C’,’2′,’154′,’63’),
(‘B’,’3′,’155′,’66’),
(‘B’,’3′,’159′,’67’),
(‘B’,’3′,’160′,’64’),
(‘A’,’4′,’59’,’34’),
(‘C’,’2′,’96’,’51’),
(‘B’,’3′,’164′,’63’),
(‘C’,’2′,’165′,’64’),
(‘C’,’2′,’8′,’46’),
(‘B’,’3′,’2′,’37’),
(‘D’,’1′,’29’,’10’),
(‘B’,’3′,’142′,’9′),
(‘A’,’4′,’40’,’44’),
(‘B’,’3′,’111′,’12’),
(‘B’,’3′,’35’,’56’),
(‘A’,’4′,’13’,’12’),
(‘B’,’3′,’129′,’14’),
(‘A’,’4′,’5′,’51’),
(‘B’,’3′,’92’,’47’),
(‘B’,’3′,’106′,’14’),
(‘B’,’3′,’92’,’60’),
(‘C’,’2′,’2′,’6′),
(‘B’,’3′,’22’,’1′),
(‘C’,’2′,’113′,’50’),
(‘A’,’4′,’10’,’49’),
(‘D’,’1′,’109′,’23’),
(‘B’,’3′,’79’,’33’),
(‘B’,’3′,’75’,’10’),
(‘B’,’3′,’92’,’25’),
(‘A’,’4′,’79’,’14’),
(‘C’,’2′,’45’,’59’),
(‘B’,’3′,’161′,’62’),
(‘B’,’3′,’162′,’63’),
(‘C’,’2′,’32’,’31’),
(‘A’,’4′,’111′,’6′),
(‘B’,’3′,’64’,’44’),
(‘B’,’3′,’56’,’51’),
(‘C’,’2′,’126′,’43’),
(‘B’,’3′,’94’,’60’),
(‘A’,’4′,’33’,’49’),
(‘A’,’4′,’153′,’68’),
(‘A’,’4′,’154′,’61’),
(‘D’,’1′,’51’,’27’),
(‘A’,’4′,’151′,’62’),
(‘A’,’4′,’10’,’7′),
(‘B’,’3′,’139′,’59’),
(‘C’,’2′,’108′,’51’),
(‘A’,’4′,’96’,’14’),
(‘F’,’0′,’44’,’8′),
(‘C’,’2′,’39’,’9′),
(‘A’,’4′,’91’,’40’),
(‘B’,’3′,’35’,’47’),
(‘A’,’4′,’69’,’7′),
(‘A’,’4′,’10’,’9′),
(‘B’,’3′,’51’,’34’),
(‘B’,’3′,’59’,’2′),
(‘A’,’4′,’33’,’8′),
(‘A’,’4′,’15’,’4′),
(‘B’,’3′,’150′,’10’),
(‘D’,’1′,’83’,’46’),
(‘B’,’3′,’45’,’55’),
(‘A’,’4′,’1′,’20’),
(‘B’,’3′,’42’,’16’),
(‘B’,’3′,’110′,’58’),
(‘A’,’4′,’57’,’13’),
(‘B’,’3′,’98’,’27’),
(‘B’,’3′,’70’,’38’),
(‘B’,’3′,’152′,’66’),
(‘B’,’3′,’70’,’36’),
(‘A’,’4′,’78’,’8′),
(‘A’,’4′,’75’,’31’),
(‘C’,’2′,’6′,’40’),
(‘B’,’3′,’158′,’65’),
(‘B’,’3′,’153′,’66’),
(‘B’,’3′,’117′,’34’),
(‘B’,’3′,’133′,’21’),
(‘B’,’3′,’59’,’58’),
(‘F’,’0′,’130′,’47’),
(‘B’,’3′,’2′,’19’),
(‘B’,’3′,’131′,’14’),
(‘B’,’3′,’164′,’61’),
(‘F’,’0′,’163′,’65’),
(‘B’,’3′,’79’,’5′),
(‘B’,’3′,’10’,’8′),
(‘A’,’4′,’4′,’14’),
(‘F’,’0′,’122′,’60’),
(‘F’,’0′,’84’,’2′),
(‘B’,’3′,’31’,’42’),
(‘A’,’4′,’111′,’10’),
(‘C’,’2′,’162′,’66’),
(‘A’,’4′,’11’,’36’),
(‘B’,’3′,’42’,’1′),
(‘A’,’4′,’26’,’45’),
(‘A’,’4′,’124′,’5′),
(‘A’,’4′,’77’,’16’),
(‘A’,’4′,’120′,’18’),
(‘D’,’1′,’127′,’39’),
(‘A’,’4′,’129′,’9′),
(‘B’,’3′,’29’,’28’),
(‘A’,’4′,’150′,’19’),
(‘C’,’2′,’7′,’35’),
(‘C’,’2′,’70’,’57’),
(‘F’,’0′,’113′,’31’),
(‘A’,’4′,’47’,’46’),
(‘B’,’3′,’118′,’51’),
(‘C’,’2′,’15’,’57’),
(‘A’,’4′,’77’,’45’),
(‘B’,’3′,’33’,’55’),
(‘B’,’3′,’103′,’7′),
(‘A’,’4′,’128′,’44’),
(‘B’,’3′,’86’,’49’),
(‘B’,’3′,’132′,’3′),
(‘B’,’3′,’55’,’35’),
(‘B’,’3′,’65’,’33’),
(‘B’,’3′,’37’,’55’),
(‘B’,’3′,’143′,’40’),
(‘A’,’4′,’96’,’20’),
(‘A’,’4′,’116′,’38’),
(‘B’,’3′,’98’,’12’),
(‘B’,’3′,’72’,’43’),
(‘B’,’3′,’161′,’69’),
(‘F’,’0′,’163′,’65’),
(‘C’,’2′,’39’,’27’),
(‘C’,’2′,’114′,’19’),
(‘C’,’2′,’71’,’57’),
(‘B’,’3′,’70’,’9′),
(‘B’,’3′,’146′,’54’),
(‘F’,’0′,’30’,’38’),
(‘B’,’3′,’69’,’10’),
(‘C’,’2′,’120′,’25’),
(‘A’,’4′,’131′,’34’),
(‘F’,’0′,’135′,’8′),
(‘B’,’3′,’45’,’24’),
(‘A’,’4′,’152′,’61’),
(‘B’,’3′,’164′,’67’),
(‘B’,’3′,’163′,’66’),
(‘A’,’4′,’156′,’62’),
(‘C’,’2′,’14’,’38’),
(‘C’,’2′,’151′,’61’),
(‘B’,’3′,’114′,’34’),
(‘D’,’1′,’32’,’3′),
(‘B’,’3′,’152′,’64’),
(‘B’,’3′,’101′,’17’),
(‘D’,’1′,’59’,’6′),
(‘B’,’3′,’158′,’67’),
(‘C’,’2′,’83’,’15’),
(‘A’,’4′,’99’,’12’),
(‘B’,’3′,’115′,’5′),
(‘C’,’2′,’61’,’56’),
(‘C’,’2′,’45’,’1′),
(‘B’,’3′,’165′,’65’),
(‘C’,’2′,’161′,’68’),
(‘C’,’2′,’155′,’61’),
(‘D’,’1′,’152′,’63’),
(‘B’,’3′,’156′,’68’),
(‘A’,’4′,’157′,’67’)
;

— MySQL Workbench Forward Engineering

SET @OLD_UNIQUE_CHECKS=@@UNIQUE_CHECKS, UNIQUE_CHECKS=0;
SET @OLD_FOREIGN_KEY_CHECKS=@@FOREIGN_KEY_CHECKS, FOREIGN_KEY_CHECKS=0;
SET @OLD_SQL_MODE=@@SQL_MODE, SQL_MODE=’ONLY_FULL_GROUP_BY,STRICT_TRANS_TABLES,NO_ZERO_IN_DATE,NO_ZERO_DATE,ERROR_FOR_DIVISION_BY_ZERO,NO_ENGINE_SUBSTITUTION’;

— —————————————————–
— Schema university
— —————————————————–
DROP SCHEMA IF EXISTS `university` ;

— —————————————————–
— Schema university
— —————————————————–
CREATE SCHEMA IF NOT EXISTS `university` ;
— —————————————————–
— Schema university
— —————————————————–
DROP SCHEMA IF EXISTS `university` ;

— —————————————————–
— Schema university
— —————————————————–
CREATE SCHEMA IF NOT EXISTS `university` ;
USE `university` ;

— —————————————————–
— Table `Student`
— —————————————————–
DROP TABLE IF EXISTS `Student` ;

CREATE TABLE IF NOT EXISTS `Student` (
 `idStudent` INT NOT NULL AUTO_INCREMENT,
 `stdFirstName` VARCHAR(45) NULL,
 `stdLastName` VARCHAR(45) NULL,
 `stdMajor` VARCHAR(45) NULL,
 `stdStanding` VARCHAR(45) NULL DEFAULT NULL,
 `stdResidence` VARCHAR(45) NULL,
 PRIMARY KEY (`idStudent`))
ENGINE = InnoDB;

— —————————————————–
— Table `Faculty`
— —————————————————–
DROP TABLE IF EXISTS `Faculty` ;

CREATE TABLE IF NOT EXISTS `Faculty` (
 `idFaculty` INT NOT NULL AUTO_INCREMENT,
 `FacFirstName` VARCHAR(45) NULL,
 `FacLastName` VARCHAR(45) NULL,
 `FacRank` VARCHAR(45) NULL,
 `FacStartDate` DATE NULL,
 PRIMARY KEY (`idFaculty`))
ENGINE = InnoDB;

— —————————————————–
— Table `Course`
— —————————————————–
DROP TABLE IF EXISTS `Course` ;

CREATE TABLE IF NOT EXISTS `Course` (
 `idCourse` INT NOT NULL AUTO_INCREMENT,
 `CourseDept` VARCHAR(45) NULL,
 `CourseNumber` INT NULL,
 `CourseDesc` VARCHAR(45) NULL,
 `CourseUnits` INT NULL,
 PRIMARY KEY (`idCourse`))
ENGINE = InnoDB;

— —————————————————–
— Table `Offering`
— —————————————————–
DROP TABLE IF EXISTS `Offering` ;

CREATE TABLE IF NOT EXISTS `Offering` (
 `idOffering` INT NOT NULL AUTO_INCREMENT,
 `OffTerm` VARCHAR(45) NULL,
 `Format` VARCHAR(45) NULL,
 `Capacity` INT NULL,
 `Course_idCourse` INT NOT NULL,
 `Faculty_idFaculty` INT NOT NULL,
 PRIMARY KEY (`idOffering`, `Course_idCourse`, `Faculty_idFaculty`),
 INDEX `fk_Offering_Course1_idx` (`Course_idCourse` ASC),
 INDEX `fk_Offering_Faculty1_idx` (`Faculty_idFaculty` ASC),
 CONSTRAINT `fk_Offering_Course1`
   FOREIGN KEY (`Course_idCourse`)
   REFERENCES `university`.`Course` (`idCourse`)
   ON DELETE NO ACTION
   ON UPDATE NO ACTION,
 CONSTRAINT `fk_Offering_Faculty1`
   FOREIGN KEY (`Faculty_idFaculty`)
   REFERENCES `university`.`Faculty` (`idFaculty`)
   ON DELETE NO ACTION
   ON UPDATE NO ACTION)
ENGINE = InnoDB;

— —————————————————–
— Table `Enrollment`
— —————————————————–
DROP TABLE IF EXISTS `Enrollment` ;

CREATE TABLE IF NOT EXISTS `Enrollment` (
 `idEnrollment` INT NOT NULL AUTO_INCREMENT,
 `LetterGrade` CHAR(1) NULL,
 `GPAPoints` INT NULL,
 `Student_idStudent` INT NOT NULL,
 `Offering_idOffering` INT NOT NULL,
 PRIMARY KEY (`idEnrollment`, `Student_idStudent`, `Offering_idOffering`),
 INDEX `fk_Enrollment_Student_idx` (`Student_idStudent` ASC),
 INDEX `fk_Enrollment_Offering1_idx` (`Offering_idOffering` ASC),
 CONSTRAINT `fk_Enrollment_Student`
   FOREIGN KEY (`Student_idStudent`)
   REFERENCES `Student` (`idStudent`)
   ON DELETE NO ACTION
   ON UPDATE NO ACTION,
 CONSTRAINT `fk_Enrollment_Offering1`
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SEU Evaluating Leadership in Vision 2030 Mohammed Abdullah AI Jadaan Discussion

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Question

Reply to Introduction to Leadership Discussion 1

Q – Please read the discussion below and prepare a Reply to this discussion post with comments that further and advance the discussion topic.

Discussion

Introduction to Leadership

The KSA leader that I selected is Mohammed Abdullah Al Jadaan who is the Chairman of the Financial Sustainability Program, Minister of Finance and Member of Council for Economic & Development in Saudi Arabia. I chose him because he wears a cap of a leader who reflect Saudi Vision 2030. The Saudi Vision 2030 is an all-inclusive approach to turn Saudi Arabia into a global wall of investment. Al-Jadaan’s contribution to the Fiscal Sustainability Program corresponds with some of the economic objectives in Saudi Vision 2030 which is to decries subsidies, create sovereign wealth fund and open Saudi Aramco to private investment through partial IPO.

         The aim of the Fiscal Sustainability Program is to keep public finances stable and achieve fiscal balance in the Kingdom. Saudi Vision 2030’s aspiration for economic sustainability is reflected through Al-Jadaan’s work as Structural Fiscal Reforms and reduction of the Kingdom Net Deficit Ratio of 15.8% in year 2015 to 2.3% by 2021 (Saudi Vision 2030). The program’s attempts to enhance financial accountability, develop public finances through the formation of institutions such as Government Expenditure & Projects Efficiency Authority, National Debt Management Center and Non-Oil Revenue Development Centre are consistent with vision for diversification of economy and reduction in dependence on oil.

        With regards to the imperial bases of power identified by French and Raven’s, Al-Jadaan makes use both expert power and legitimate authority (Feriors, 2021). Expert power comes from his knowledge of finance and economics that is essential for running the Fiscal Sustainability Program. From his position as the Minister of Finance, he has legitimate power that enables him to influence and take decisions. As a result, his authority serves as the impetus for promoting fiscal reforms that are specifically listed in Saudi Vision 2030.

         Al-Jadaan stand as a leader who can be emulated by others in leadership and governance. On the other hand, he is also a transformational leader as he leads Kingdom through an momentous shift in its economy. As illustrated by Kotter (1990), transformational leaders strive to create an environment that facilitate their performance of some great deeds which allows them to inspire and motivate people and Al-Jadaan uses kind of approach which is visible in his efforts towards effective structural reform.

        Additionally, he implements a participative style of leadership through openness and disclosure in financial planning. Al-Jadaan ensures that there is the formulation of a culture for collaboration and evidence base decision making through creating annually budgeted in sustainable way designing it to fit on conditions at macroeconomics level over next few years. This participative approach does not only develop trust and confidence between the citizens but it also correlates with modern leadership theories that entail a process of shared-decisions.

        The successes achieved by the Fiscal Sustainability Program under Al Jadaan’s leadership indicate that a new era has arrived in Saudi Arabia. This determination to achieve both medium- and long-term aims is strengthened by increasing non-oil revenues, and improving of financial management that are also redirecting goals of Saudi Vision 2030. Therefore, Al-Jadaan’s leadership is crucial in steering the Kingdom into economic diversification, stability and credibility on public finance thus reflecting one of the aspirations for a prosperous future.

References

Feriors. (2021, January 26). Bases of power in leadership by French and Raven.

Kotter, J (1990). Leadership versus management and emerged leadership, John Kotter’s Approach. Creative Commons. New York, NY.

Saudi Vision 2030. (n.d.). Fiscal Sustainability Program. Www.vision2030.Gov.sa. https://www.vision2030.gov.sa/en/vision-2030/vrp/fiscal-sustainability-program/

responsee.

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QUESTION

Respond to discussion

Subjective Information to Be Gathered

To accurately diagnose the 78-year-old and formulate a comprehensive care plan, it is crucial to inquire about additional subjective and objective information on top of the patient’s complaints (Mason et al., 2020). The additional subjective information I will obtain from the patient is the duration and severity of fatigue, her medical history, changes to her sleeping pattern, and her appetite. Also, I will ask if the patient has had any past mental health disorders or any references to psychiatric treatment. Another crucial subjective information to gather is whether the patient has a social support system.

Objective Findings to Be Examined

In addition to the vital signs presented by the patient, I will conduct physical and medical examinations to examine objective findings such as general appearance, gait, posture, walking, and general hygiene (Ma et al., 2020). I will also conduct physical examinations and assess the patient’s neurological functioning, focusing on neurological deficits and abnormalities in her reflexes. I will also examine her mental health status, nutritional status, functional and occupational assessment, and musculoskeletal system function.

Differential Diagnoses

Based on the patient’s clinical manifestation and the physical assessment, the primary differential diagnoses include major depressive disorder because she lost her sister recently and showcasing fatigue, sadness, and confusion (Liu et al., 2021). Other diagnosis possibilities include bereavement-related adjustment disorder, which can be explained by the sudden change in her health following the death of her sister. The patient’s complaints of reduced appetite and self-neglect are critical indicators of possible malnutrition and dehydration, thus potential differential diagnoses. Other potential differential diagnoses include anemia, hyperthyroidism, and cardiovascular diseases.

Laboratory Tests to Rule Out Some of the Differential Diagnoses

I will utilize several laboratory assessments and tests to rule out some differential diagnoses (Liu et al., 2021). I will conduct serum albumin level tests to rule out potential malnutrition or dehydration cases. A complete blood count will determine the patient’s iron status concerning potential anemia. Other tests to rule out differential diagnoses are thyroid-stimulating hormone tests and lipid profiling for hyperthyroidism and cardiovascular infections.

Screening Tools to be Utilized on the Patient

The patient must be screened to assess whether she has suspected health conditions. I shall utilize a Geriatric Depression Scale (GDS) to screen the patient for significant depression disorders and the severity of the condition (Ma et al., 2020). An additional screening tool I shall utilize is the mini-nutritional assessment (MNA) tool to assess the patient’s nutritional and hydration status. An Instrumental Activities of Daily Living (IADL) tool will determine the patient’s functional and occupational capabilities. MMSEs are recommended as screening tools for assessing a patient’s cognitive functioning and well-being.

Plan of Care

The care plan is intended to address immediate psychological health concerns and formulate a long-term care plan (Mason et al., 2020). I shall offer supportive counseling and empathy to address the patient’s fatigue and sadness. The other part of the plan of care will be ordering laboratory tests to detect any underlying health conditions the patient might be suffering from. Additionally, I shall oversee the patient using self-care techniques and formulate a working follow-up plan.

Additional Teachings and Consultation

Additional teachings I shall provide the patient include the essence of self-care, including proper nutrition, hydration, and rest (Mason et al., 2020). During the treatment, I will teach the patient strategies for managing stress and improving coping skills. As a final teaching component, I will provide information on local grief support groups and counseling services. Regarding consultation, the core practitioners I can consult with are a psychiatrist for mental health assessment and a nutritionist for evaluation and guidance on optimizing nutritional intake.