What Is An Affirmative Action Essay Example For Students

What Is An Affirmative Action Essay Confucius and Confucianism-Books related to Confucius and Confucianism-Confucius and Confucianism- LIFE OF CONFUCIUS Confucius was believed to have been born in 551 BC., in the state of Lu, known today as the Shandong province. His parents, who died while he was a child, named him Kong Qui. Confucius was derived from the Latin word Kongfuzi which means Great Master Kong. Confucius was the most influential and respected philosopher in Chinese history. His ideas were the single strongest influence on Chinese society from around 100 BC. to the AD. 1900s. The Chinese government made his ideas the official state philosophy and many nearby countries honored his beliefs. Confucius wanted to gain the position as an adviser to a wise ruler, but he failed. He hoped to do this in order to be able to employ his ideas for reforming society. We will write a custom essay on What Is An Affirmative Action specifically for you for only $16.38 $13.9/page Order now If it wasnt for the disciples of Confucius his teachings would have never been spread around China, and he would have never been made known. His teachings were never written down by him, but his conversations and sayings were written down by his disciples in the analects. CONFUCIANISM Confucianism was the single most important thing in Chinese life. It affected everything in China; education, government, and attitudes toward behavior in public and private life. Confucianism is not a religion, but it is more a philosophy and a guide to morality and good government. At the time Confucius was born, China was in a constant state of war, and rapid political change altered the structure of Chinese society so much that people no longer respected the established behavioral guidelines. Confucius stated that the ideal person was one of good moral character. The ideal person was also truly reverent in worship and sincerely respected his father and his ruler. He was expected to think for himself, guided by definite rules of conduct. As Confucius said, he was expected to take as much trouble to discover what was right as lesser men take to discover what will pay. Confucius believed that this type of behavior by rulers had a greater effect on the people than did laws or codes of punishment. So when these types of people were rulers, their moral example would inspire the people to lead good lives. Confucius died sometime around 479 B.C., and his philosophy was not very well known. If it werent for his disciples his ideas would probably still be unknown. Confucius never wrote anything down himself; his disciples wrote all of his sayings down in a collection of books called the Analects. These contain all that modern day man knows about Confucius. There existed two important Confucian philosophers-Mencius (390-305 BC) and Xunzi (mid 200s B.C. ). They held beliefs similar to Confucius but they were somewhat different. Menciuss viewpoint was that people were born good, and that they had to preserve the natural compassion of the heart. Xunzi opposed this by saying that people could be good and live peacefully only if their minds were shaped by education and conduct. Both of these ideas parallel Confucius, in that they both state that people can be good. Confucianism was concerned primarily with the needs of society, and unlike Buddhism and Taoism, not the ability for a person to live in harmony with nature. Beginning in the 200s B.C. Buddhism and Taoism began to affect and reshape the standards of Confucianism, and things such as nature came into play. Around A.D. 200 to 600, there was a rapid decline in the Confucian Beliefs in China. This was partly because Confucianism now had to compete with Buddhism and Taoism, which were developed around this time. These religions were to Confucianism as night is to day, in other words, they were exact opposites. Buddhism and Taoism were largely concerned with the meaning of suffering and death, while Confucianism largely ignored these. The revival of Confucianism began around the 600s and was fully revived by the 700s. .u1c043055871811abeae7189a9cc26b65 , .u1c043055871811abeae7189a9cc26b65 .postImageUrl , .u1c043055871811abeae7189a9cc26b65 .centered-text-area { min-height: 80px; position: relative; } .u1c043055871811abeae7189a9cc26b65 , .u1c043055871811abeae7189a9cc26b65:hover , .u1c043055871811abeae7189a9cc26b65:visited , .u1c043055871811abeae7189a9cc26b65:active { border:0!important; } .u1c043055871811abeae7189a9cc26b65 .clearfix:after { content: ""; display: table; clear: both; } .u1c043055871811abeae7189a9cc26b65 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1c043055871811abeae7189a9cc26b65:active , .u1c043055871811abeae7189a9cc26b65:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1c043055871811abeae7189a9cc26b65 .centered-text-area { width: 100%; position: relative ; } .u1c043055871811abeae7189a9cc26b65 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1c043055871811abeae7189a9cc26b65 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1c043055871811abeae7189a9cc26b65 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1c043055871811abeae7189a9cc26b65:hover .ctaButton { background-color: #34495E!important; } .u1c043055871811abeae7189a9cc26b65 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1c043055871811abeae7189a9cc26b65 .u1c043055871811abeae7189a9cc26b65-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1c043055871811abeae7189a9cc26b65:after { content: ""; display: block; clear: both; } READ: My Most Embarassing Day Ever Essay In the 1100s, there was a movement lead by Zhu-Xi called the Neo-Confucianism movement. He developed a branch of this movement known as the rational-wing, it dealt with the study of Li, the relationship between humans and nature. Another branch was called the intuitional-wing and it dealt mostly with enlightenment by a combination of meditation and moral action. In the 1900s there was a clash between Confucianism and Western beliefs such as Communism. For many years after the Communist change in China, the Government greatly opposed Confucianism because it tended to look into the past rather than to the future. However, all government opposition ended in 1977.

Parentâ€Child and Sibling Relationships

Parent–Child and Sibling Relationships Introduction This section lays a foundation on the subject of sibling relationships. The goal is to give the reader a highlight of the content of the paper. Research on children relationships takes three divergent routes. The research on parent–child relationships focuses on how parents establish and/or maintain relationships with their children. The second approach entails how children form relationships with their peers in different social settings such as schools. The third approach, which is the focus of this thesis, is on children relationships with their siblings. This relationship exists long after the demise of one’s parents and long before one meets his or her spouse. In this sense, it may be regarded as the longest relationship that people form in their lives. It determines children social capabilities and their capacity to resolve conflicts positively. Hence, the connection is critical in their emotional and cognitive developments (Kennedy, Kramer, 2008, p. 568).Advertising We will write a custom thesis sample on Parent–Child and Sibling Relationships specifically for you for only $16.05 $11/page Learn More Using peer-reviewed journal articles, the current thesis begins with a discussion of the general informational and historical background of sibling relationships. It then discusses impacts of sibling relationships, their differences across cultures, factors that influence them and their effects on siblings. In the last section, the thesis addresses the ways of ensuring closeness in sibling relationships. The Sibling Relationships Historical Views on Sibling Relations This section presents the psychoanalytic approach to family relations as one of the earliest attempts to explain sibling relationships. This school of thought is associated with psychologist Sigmund Freud. Sigmund interpreted sibling relations as a manifestation of Oedipus complex where male siblings competed for maternal attention while female siblings compete for the attention of their fathers (De Vleminck, 2010, p. 173). Although contentious, psychologists such as Alfred Adler assert that siblings build their personality through struggles to gain significance from their parents and that birth order is an important determinant of the development of sibling personalities (Boll, Ferring, Filipp, 2005, p. 155). According to Howe (2012), psychologist David Levy suggested in 1941 that siblings exhibit rivalry with older siblings (p. 1). They show an aggressive behavior towards new infant siblings in such a typical way so that it can be sufficiently considered a normal character of sibling relationships.Advertising Looking for thesis on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Any behavior towards a newborn sibling is related to the perception of different changes in the previous relationships between firstborns and the parents so that peopleâ€℠¢s psychological processes can be said to influence sibling relationships. Cross-section and longitudinal researches that were conducted in the 21st century reveal that sibling relations influence the personality of individuals. With the identified risk factors to poor sibling relationships, various studies by identify aggression prevention and conflicts prevention as important strategies for creating positive sibling relationships (Murray, Dwyer, Rubin, Knighton-Wisor, Booth-LaForce, 2014, p.1361; Buist Vermande, 2014, p.529). In the literature on quality of sibling relationships, the focus has been made on studying psychological implications of sibling relationships, variations in sibling relationships in societies, and the implications of their successful and unsuccessful development. Characteristics of Sibling Relationships This bit presents sibling relationships as an issue that is characterized by conflicts, intimacy, rivalry, and warmth during childhood, adolescence, and ad ulthood (Dixon, Reyes, Leppert Pappas, 2008, p. 119). The type of sibling relationships depends on different factors such as attachment levels, the environment in which children are brought up, and/or family constellation. For example, the process of modernization and industrialization increases social mobility such that siblings become detached from one another with time (Knigge, Maas, Leeuwen, Mandemakers, 2014, p.549).Advertising We will write a custom thesis sample on Parent–Child and Sibling Relationships specifically for you for only $16.05 $11/page Learn More Attachment between children and their parents has a powerful role in the development of social-emotional traits at childhood. Ward, Vaughan, and Robb (1988) posit that parent-child attachments predict future child aptitude and interaction behaviors with peers and siblings since the kids tend to emulate their parents’ behaviors (p.643). A scholarly contention has been witnessed th at early children relationships are critical in determining their identity and personality. Since parents and siblings form the first relationships with infants, there has been intense interest in studying the influence of parents and sibling relationships on psychological development of children from infancy and early childhood through adolescence to adulthood (Kolak, Volling, 2011, p. 214). Hence, it is crucial to investigate the issue of conflicts that characterizes parent-sibling interactions. Conflict among siblings is a common characteristic of the sibling relationship. Conflicting relationships among siblings may result from learning (Bascoe, Davies, Cummings, 2012, p. 2121). Children learn to be violent from observing parents and adults who engage in violent acts. Therefore, it is possible for children brought up by parents who regularly have domestic wrangles to be violent. Siblings also learn conflict resolution and management from their immediate environment. Sibling ri valry is also a common phenomenon.Advertising Looking for thesis on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Children learn rivalry from their environment. When parents, relatives, and neighbors involve themselves in rivalry, children consider enmity an acceptable behavior (Campione-Barr, Bassett Greer, Schwab Kruse, 2014, p. 666). Therefore, they follow by imitating and replicating the behavior. However, the development of such characteristics is highly dependent on individual child’s characteristics and guidance from parents. Impact of Sibling Relationships This section explores the benefits of successful sibling relations with peers, parents, relatives, and teachers. The section further explores the effects of unsuccessful sibling relationships. Successful sibling relationship refers to a situation where people from a certain family end up demonstrating a long-lasting mutual relationship that is marked by the cooperation of all members, regardless of their marital status or job rank as they grow up. Benefits of Successful Sibling Relationships As this section reveals, sibling re lations are associated with benefits such as the privilege of enjoying the companionship of each other and the sharing of each other’s emotions in a joyous setting. Individuals who have successful relationships end up enjoying the companionship of each of the siblings. Feinberg, Sakuma, Hostetler, and McHale (2013) assert that most people in the US are more likely to have siblings to get the aforementioned camaraderie (p.97). In the European-American context, the authors also reckon that children’s most time is spent in the company of siblings as opposed to any other person. In the minority groups, siblings play the role of companionship and care giving (Feinberg et al., 2013, p.97). Therefore, it is important to ensure sibling closeness as a strategy that guarantees positive interactions. Feinberg et al. (2013) present SAS (Siblings Are Special) program for preventing adolescence-related behavioral problems, which may decrease sibling closeness by impairing the qualit y of their relationships (p. 98). Analysis of the program reveals that SAS model is important in increasing sibling engagements. Sibling interactions form the basic tenets for developing relationship skills. Building positive relationships is impossible without a compromise. Indeed, Feinberg et al. (2013) assert that sibling relations are built on frequent and high conflict levels compared to any other close relationship in people’s lives (p.98). Aggressive behavior is also common among siblings. Therefore, the closeness between siblings can be increased by encouraging constructive conflicts to help in establishing avenues for building trust among them. In this process, attention should be focused on reducing antagonism, quests for domineering other siblings, and negative criticism. Specifically, parents have major responsibilities to ensure fairness and equality amongst siblings to minimize power struggles. Siblings who have successful associations exchange their emotions in an environment of love, engagement in conflicts, and support. Although aggression among siblings has been considered an acceptable phenomenon, it potentially influences childhood and adolescent adjustments (p.2). The researcher finds proactive aggressive behavior among siblings, increased use of substances, and high depressive moods as important risk factors for child delinquency. These relationships persist even after the researchers adjust various family differences, stress, and even social-graphic variations (Tucker et al., 2014, p.1). Therefore, minimization of proactive aggression among siblings can aid in increasing their closeness. Oh et al. (2015) examined the longitudinal trajectories in behaviors of young children towards their infants in the context of avoidance, antagonism, and positive engagement (p. 126). 50% of all the investigated children were well engaged. Such children portrayed outstanding levels of engagement with their siblings’ infants who were charact erized by little incidents of avoidance and antagonism (Oh et al., 2015, p.126). This claim suggests that reducing antagonism and avoidance behaviors towards infants by other siblings through enhancing positive engagement can help to increase closeness among siblings. For adolescents who are transiting to colleges, Lindell, Campione-Barr, and Greer (2014) reckon the need to put in place strategies for ensuring continued positive relationships between the first and second born as the firstborn transits into college is important for the sustenance of close sibling relationships in the future years, including adulthood (p. 79). Such strategies entail maintaining adequate egalitarian relationship during childhood and reducing sibling conflicts both in childhood and in adolescence (Lindell et al., 2014, p.80). Negative Effects of Unsuccessful Sibling Relations As this section reveals, unsuccessful sibling relationships have negative implications such as sibling victimization and psycholo gical issues that lead to conflicts. Sibling victimization may involve physical assault, which leads to injury. Such injuries produce negative psychological effects on the victim. The situation may lead to rivalry and lower warmth between siblings. Although psychology scholars contend that aggression is normal among siblings, aggression that leads to victimization indicates unsuccessful sibling relationships. Iturralde et al. (2013) identify moderating effects of successful sibling relationships in adjusting to inter-parental conflicts (p. 716). Therefore, unsuccessful sibling relations heighten the threshold of negative effects of inter-parental conflicts. There is growing research evidence that links psychological issues to sibling relationships. For example, Buist and Vermande (2014) assert that sibling relationships have identifiable implications on psychosocial functioning of children (p.529). Some of the indicators of the level of quality sibling relationships are warmth and c onflicts (Randell, Peterson, 2009, p. 859). Warmth refers to the psychological feeling of intimacy and the capacity of a sibling to provide companionship (Gamble, Yu, Kuehn, 2011, p. 606). Emotional attraction towards one’s siblings determines whether to connect more or retract from the siblings’ warmth or companionship. Hatred constitutes a psychological emotion that influences sibling relationships. Hatred and perceptions of competition for parental attention can influence the degree of closeness between siblings. The two elements have the potential of forming sibling relationships based on negative conflicts and proactive aggression. Influences on Sibling Relationships Introduction This section provides various studies that have been done concerning the influence of cross-cultures on sibling relations. The section presents cross-culture, identity, personality, and social development as some of the areas that sibling relationships tend to influence. Cross-Culture E ffects Individualist customs that are prevalent in America and some parts of Europe highlight individual accomplishment, irrespective of the cost of team ambitions. Such customs lead to a tough rivalry. Collectivist customs that are common in China focus on the folks and group agenda, as opposed to personal needs. In their literature review on cross-cultural differences in sibling relationships, Buist, Paalman, and Branje (2014) identify different studies that confirm cultural differences in sibling relationships among western and non-western societies (p. 267). They reveal how past studies define sibling relationships in terms of love-hate dimension, which reflects individuation and competition that are associated with western cultures (Buist et al., 2014, p.267). In the western cultures, siblings have a discretionary type of sibling interactions. They are encouraged to remain in close contact. Some elder brothers and sisters may be required to assume the role of taking care of the ir other younger blood relatives while their parents assume the main duty of attending to their kids. However, in the case of non-industrialized cultures, forming relationships with younger siblings constitutes an obligation for older siblings (Buist et al., 2014, p.267). This observation suggests that cultural norms and values advocate strong cooperation and closeness among siblings in such cultures (Kretschmer, Pike, 2010, p. 411). Culture defines norms, values, and ways of thinking of a given group of people. These aspects may determine the mechanisms for forming social relationships between siblings. Buist et al. (2014) examined sibling relationships in the cross-cultural context by comparing the quality of sibling associations among the Moroccan and Dutch sibling samples (p. 269). After collecting data through questionnaires and analyzing it, the researchers found a significant difference in the quality of sibling relationships amongst Moroccan and Dutch adolescents. The Moroc can siblings reported high levels of quality relationships and lower prevalence levels of behavior problems compared to the Dutch adolescents (Buist et al., 2014, p.269). Nevertheless, problems of anxiety and depression among the siblings in both Moroccan and Dutch samples were similar (Buist et al., 2014, p.272). Different cultures adopt different parenting styles. In the Mexican descent society, Gamble and Yu (2014) observe how democratic parenting supports sibling relationships that are characterized by less egoism and high levels of warmth (p.223). Identity As this paragraph confirms, different identities and socialization processes that form the personality of siblings may impair sibling associations due to disagreements and low cooperation levels. Through differentiation, during puberty and maturity, siblings distinguish themselves from others to create uniqueness in behaviors and socialization processes (Wong et al., 2010, p.674). Cultures such as Indonesia and Costa Rica are identified by their value of the family unit (Yaman, Mesman, Jzendoorn, Bakermans-Kranenburg, Linting, 2010, p. 619). Hence, children and teenagers show more security, intimacy, companionship, and satisfaction when they are with their siblings than when they are with their friends. Youths in countries such as the USA find happiness and acceptance from their friends (Yaman et al., 2010). Time for most of the USA children is spent in shared activities with friends. Family-oriented societies, also known as collectivistic cultures, enhance more sibling interdependence where the situation of children looking out for each other defines the daily life (Yaman et al., 2010, p. 621). In South Asian communities, children play important responsibilities in the course of their continued existence. Running of home properties, birthright sharing, and important formal procedures are effectively taken care of by brothers and sisters. In idiosyncratic societies, a high significance is given to pers onal accomplishments. Yaman et al. (2010) conduct a study on collectivist and individualistic cultures (p. 618). According to Yaman et al. (2010), collectivist cultures are identified by their participation in cooperative tasks (p. 621). Besides, much focus is given to what people have in common. Individualistic societies are characterized by participation in competitive duties. Much weight is given to what makes the individuals unique (Yaman et al., 2010, p. 621). Affluence, independence, and variety among siblings are given importance in the individualistic setting. Siblings in the individualistic settings grow to be strong and self-independent (Yaman et al., 2010, p. 620). Eccentricity exists in Western Europe and a large part of the US while the communal society is evident in Asia and some Europe regions among other places. Due to the self-independent nature of the individualistic society, children in such a society mature and discover themselves at an early age. Development pre vails in the individualistic society because siblings value personal achievement and sovereignty (Yaman et al., 2010, p. 621). Personality This section shows how sibling relationships shape the personality of many kids, when it comes to the sharing of skills and ideas with their peers, especially if they have same age bracket where they spend most of their times interacting as a team. Children utilize most of their time with their peers than their parents while growing up. Through this interaction, Cicirelli (1995) confirms how they form their characters and learn effective skills on socializing and taking care of each other (p. 23). Therefore, siblings act as cultural brokers who transfer values and practices across generations. Regardless of the widespread inclination in sibling associations, the society shows differences in family affairs. In industrialized nations such as the United States, siblings are defined mainly by biological relations, which focus on the immediate family as the defining factor of relationship. In other countries, all kids within an equivalent age bracket are considered brothers and sisters, while other cultures deploy a discrete characterization to distinguish brothers and sisters by considering their masculinity or femininity traits and birth arrangements. More respect and responsibility are usually placed on older siblings across all generations. Children influence each other as they grow. A kid’s peers determine his or her character. Parents across cultures are always aware of this fact since most of them end up advising their kids on the groups of peers that they need to interact with or avoid. They have always been judgmental of their children’s company. While growing, children consider things such as birth order, sex, and age to select their mates (Robertson, Shepherd, Goedeke, 2014, p.37). Collective cultures and individualistic cultures differ when it comes to sibling relationships. Collective cultures tend to be more family-oriented (Yaman et al., 2010). They have shown a significant level of sibling relations and involvement. Brothers and sisters in communal backgrounds such as the Latinos utilize approximately half of their valuable moments with their peers and relatives as opposed to the American kids who do not utilize as much duration with their relatives. They tend to find more value in spending time with their friends. Social Development This segment shows how collectivistic societies instill the culture of family cohesion, cooperation, togetherness, and conformity to the set standards. The section shows how this culture cultivates an environment of unity and love where all members are free to seek and get crucial advice from the rest when it comes to accomplishing any task in the family. The idiosyncratic society upholds personal growth and the communication of individual issues. When the American children who grew in an individualistic society are asked to express themselves or narrate a story that they had been told before, most of them are specific. They describe the story from a personal experience than Korean or Chinese kids who grew up in a collective society (Yaman et al., 2010, p. 619). Children in the collective society evaluate stories from a positive aspect and discuss other people more than the American children. The mind of children in individualistic societies is more specific. It focuses on individual situations that they have encountered. On the other hand, the mindset of children in a collective society is more general and less emotional. Their thinking is social relationship-focused. These patterns and differences in mindset and reasoning are seen because western cultures enhance autonomy (Yaman et al., 2010, p. 620). They put significance on personal qualities. Hence, siblings in such cultures are raised to stand out and speak for themselves, whereas eastern cultures improve togetherness and give importance to the group. Siblings here ar e brought up to focus on the society around them. The cultural differences in siblings across culture persist even into their adult life. College students in the individualistic society talk about personal preferences and autonomy in relation to their partners in the collective society. Despite the differences in a relationship due to cultural differences, siblings can integrate more than their culture when exposed to a different environment where they can form a bicultural identity (Yaman et al., 2010, p. 619). Influence on the Quality of Sibling Relations Successful Relationships Parent/Peer-Child Interaction As this section reveals, successful sibling relationships produce positive effects on the growth and development of children from their childhood through adolescence to adulthood. Such effects can be grouped into peer/parent-child, child-environment interaction, and child-power status. Sibling relationships constitute one of the long lasting relationships in an individualâ₠¬â„¢s life (Iturralde, Margolin, Shapiro, 2013, p.717). Such interactions also act as the foundation for the formation of other relationships such as a positive affiliation with peers and parents (Downey et al., 2015, p. 274). For instance, successful sibling associations increase warmth and emotional attachments between children and their parents and peers (Buist Vermande, 2014, p.529). Therefore, success in inducing positive sibling relationships is important for better sibling interaction with other peers in their adolescent and adulthood (Campione-Barr, Smetana, 2010, p. 464). Cultural value theory and ethnic equivalence hypothesis explain how differences in familial relationships influence the quality sibling relationships (Padilla-Walker, Harper, Jensen, 2010, p. 420). Families that have different ethnicity when compared to the main cultures thrive in alternative value systems. This situation has the implication of encountering similar experiences among specific family con texts to produce deviations in the meaning of certain elements that define sibling relationships among minority families. Ethnic equivalence theory holds that familial relations do not have direct impacts on the outcomes of children since they surpass any ethnic boundary to display universality in terms of their influence. This claim implies that no significant differences in sibling relationships are anticipated in cross-cultural contexts. The assemblage of families, their structure, and traits of each child influence value sibling relationships. Assemblage implies the number of brothers and sisters, birth progression, kids and grownups’ gender and years, the level of interaction (taken up or brother/sister), and kids’ intervals. Despite the fact that different types of family relationships play a key part in influencing sibling relationships, the quality of parent-children relationship greatly influences sibling relationships. Differences that are peculiar to each ch ild are important in influencing their interaction (Shalash, Wood, Parker, 2013, p.288). For example, young children have temperament as an important factor that determines their relationships while older children have cognitive, personality, and social skills, which are important determinants of sibling relationships (Murray et al., 2014, p.1363). Factors that influence the quality of sibling rapport are related to one another. For example, Dixon et al. (2008) observed the relationships between personality and birth order in large families (families with 6 or more siblings) using a sample size of 361 siblings (p. 119). The researchers focused on Neuroticism, Psychoticism, and extraversion personality traits (Dixon et al., 2008, p.119). Using hierarchical model, the researchers also scrutinized the impacts of age, size of families, and gender on the siblings’ personality. They identified an age effect on the extraversion personality while the size of families and gender did not produce any significant impacts on any of the investigated personality aspects (Dixon et al., 2008, p.119). This observation suggests that age has an effect on the quality of sibling relationships. As the age increases, it influences the personality of individual siblings. Oh, Volling, and Gonzalez (2015) indicate that the quality of sibling relationships changes with time, as it is emotionally less intense among middle-aged siblings and those in the adolescent stage (p.120). Although the family environment during the siblings’ childhood may have produced high-quality relationships, they (siblings) experience lower quality relationships at adulthood due to the competing pressures of their work and individual families. Child-Environment Interaction The environment in which siblings are brought up influences the quality of their relationships. The environment can be shared or not (Dixon et al., 2008, p.120). Mutual surroundings such as growing up in the same home produce mo re similarities in terms of character definition while the non-shared atmosphere is associated with character variations that may be observed among brothers and sisters. Siblings may also fail to share the same environment due to their birth order. Thus, they undergo different experiences, which influence their personalities differently (Dixon et al., 2008, p.120). Although the birth sequence may affect the quality of interaction in terms of their people’s distinctiveness, there lacks scholarly evidence and agreement on how it exactly influences the personality of individuals. However, the power difference that is associated with the birth order has effects on the quality of sibling relationships. Child-Power Status Firstborns are co-caregivers in many nonwestern societies. Thus, they function as surrogates parents. This situation makes them enjoy high power over other siblings in a family. The power status increases with an increasing age gap between siblings. It also varies depending on gender. For example, older girls are known in some cultures as better caregivers and teachers to their younger siblings relative to older boys. Dixon et al. (2008) assert that birth order has effects on the quality of sibling relationships (p.120). Firstborns feel more threatened by a second born since they have to share their power and parents’ attention and affection with the second and subsequent births. Second and subsequent births may not feel this threat since they find power already vested in the firstborn sibling. In a cross-sectional study, Whiteman, McHale, and Crouter (2007) examined the influence of older siblings on younger siblings (p. 970). They assessed aspects such as peer competence, interests in sports and arts, and engagement in risky behaviors. The researchers found a positive correlation between the reported temporary involvement together with intimacy and positive influence for younger siblings (Whiteman et al., 2007, p.963). Indeed, sibli ngs reported similarities in terms of engagement, interest in the examined domains and high competence when older ones had the power of influence to the younger ones (Whiteman et al., 2007, p.970). In nonwestern cultures, sibling relationships are characterized by high cooperation. To verify this claim, Song and Volling (2015) examined the relationship between co-parenting, temperament among firstborns, and cooperative behaviors upon request by their mothers to help in changing their one-month-old infant diapers (p. 130). Questionnaires were given to gather primary data concerning the assessment of parents’ temperament and cooperative behaviors of their children. Song and Volling (2015) confirm the study results that suggest that irrespective of mothers’ demographic characteristics, co-parenting influences the quality of sibling relationships whereby soothability acts as an important determinant of cooperation among siblings (p. 130). Unsuccessful Relationships Many fa ctors cause unsuccessful relationships among siblings. They include sibling birth and aggressive behavior/victimization. This segment considers poor reception of a subsequent birth by other siblings an important determinant of failing sibling relationships. Volling et al. (2014) assert that mothers report high opposition behaviors among firstborns against their siblings in three weeks after birth (p.634). This situation causes noncompliance and naughty conducts among firstborns. For mothers, such manners cause a considerable amount of stress. Firstborns who eagerly wait for their siblings’ birth respond in an affectionate manner as a call for caring of the infant sibling few days after birth (Volling et al., 2014, p.634). This claim suggests that where firstborns receive their second born and subsequent siblings as threats to their power structures with their parents, they (subsequent siblings) are likely to receive them negatively. This case leads to poor quality sibling rel ationships at an early age where the family environment does not shape the initial negative perceptions accordingly. Indeed, among adult siblings, the quality of their relationships depends on their childhood familial environment (Dixon et al., 2008, p.120). Through LPA (latent profile analysis), Volling et al. (2014) researched the reactions of children to their fathers or mothers’ interactions with newborn sibling infants (p. 634). The examined parents reported a high prevalence of behavioral problems among children after one to four months of sibling birth. A new birth creates an emotion of jealousy in an older sibling (Volling et al., 2014, p. 634). This case creates a rivalry behavior. Nevertheless, having a sibling has positive effects on educational skill attainment. Downey, Condron, and Yucel (2015) found that children who did not have siblings lagged behind in the attainment of social skills from kindergarten to the fifth grade compared to those who had either brothe rs or sisters (p. 273). This observation suggests that siblings influence one other positively through social skill development where each relative is free to share his or her social skills such as playing particular games and group singing among other social activities. In fact, as Downey et al. (2015) confirm with reference to social skill development, the quality of sibling affiliation, which increases social skill attainment, depends on sibling interactions in a family context (p. 273). The quality of such interactions then influences the capacity of siblings to form positive relationships with their peers in other social settings such as schools. Tanrikulu and Campell (2014) investigated the engagement of siblings in bullying behavior (p. 1). Drawing from 455 participants from grade 5-12, the findings indicated a high percentage of traditional bullying behavior for siblings relative to bullying by peers. Despite the low number of intimidators in cyber and other localities, brot hers and sisters mentioned unfair treatment and sophisticated deeds in the process of carrying out harassment. Maltreatment is a negative behavior. It affects people’s creativity levels, reduces morale, may cause accidents, influences negatively moral and ethical judgment capacity, and/or hinders people from realizing their full potential in their areas of talent (Feinberg et al., 2013, p. 97). Thus, its possession among siblings indicates unsuccessful sibling relations. Aggression and victimization are associated with unsuccessful sibling relations. For example, Tucker, Finkelhor, Turner, and Shattuck (2014) present a growing body of research that indicates how victimization among siblings has direct relationships with poor mental health (p.625). The researchers hypothesize that conflicts between parents and violence in families influence experiences of children in victimization. Upon conducting a multinomial regression analysis, the results indicate that sibling victimizati on relates to negative family experiences. This observation implies that parent–children relationships are important not only for a successful development of sibling relations, but also for mitigation of sibling engagement in family conflicts (Recchia Howe, 2008, p. 1564). However, although negative conflicts among siblings may indicate unsuccessful sibling relations, positive conflicts are important as the basis of developing respect and trust among siblings. Conclusion This study has established issues that parents should focus on in their parenting roles to ensure that siblings develop and maintain positive relationships from childhood to adolescence and even in adulthood. The study emphasizes that parents should note that although issues that influence the quality of sibling relationships such as their separation when they attend colleges or relocation in search of jobs are inevitable, they have the capacity to create and control the environment for developing and sustai ning their positive relationship. They need to mitigate factors that lead to poor quality sibling relationships. Research on various normative issues that influence sibling relations at adulthood identifies childhood environment as an important issue that determines the quality of the relationship. Siblings who grow up in families that have cohesive ties exhibit closer relationships. Psychological factors such as emotional attention between siblings and warmth affect the element of closeness among siblings. Proactive aggression and negative conflicts have the effect of lowering the quality of sibling relationships. Thus, to create closeness among siblings, parents need to provide an enabling environment for facilitating their close interactions by eliminating risk factors that allow the growth of conflicts, which may lead to the emergence of aggressive behaviors among siblings. Reference List Bascoe, M., Davies, T., Cummings, M. (2012). Beyond Warmth and Conflict: The Developmental Utility of a Boundary Conceptualization of Sibling Relationship Processes. Child Development, 83(6), 2121-2138. Boll, T., Ferring, D., Filipp, S. (2005). Effects of Parental Differential Treatment on Relationship Quality with Siblings and Parents: Justice Evaluations as Mediators. Social Justice Research, 18(2), 155-182. Buist, K., Vermande, M. (2014). Sibling Relationships and their Associations with Child Competence and Problems Behavior. Journal of Family Psychology, 28(4), 529-537. Buist, K., Paalman, C., Branje, S. (2014). Longitudinal Effects of Sibling Relationships Quality on Adolescent Problems Behavior: A Cross-Ethnic Comparison. Cultural Diversity and Ethnic Minority Psychology, 20(2), 266-275. Campione-Barr, N., Smetana, J. (2010). Who Said You Could Wear My Sweater?’’ Adolescent Siblings’ Conflicts and Associations With Relationship Quality. Child Development, 81(2), 464–471. Campione-Barr, N., Bassett Greer, K., Schwab, K., Kruse, A. ( 2014). Differing Domains of Actual Sibling Conflict Discussions and Associations with Conflict Styles and Relationship Quality. Social Development, 23(4), 666-683. Cicirelli, G. (1995). Sibling Relationships across The Life Span. New York, NY: Plenum Press. De Vleminck, J. (2010). Oedipus and Cain: Brothers in arms. International Forum of Psychoanalysis, 19(3), 172-184. Dixon, M., Reyes, C., Leppert, M., Pappas, L. (2008). Personality and Birth order in Large Families. Personality and Individual Differences, 44(1), 119-128. Downey, D., Condron, D., Yucel, D. (2015). Number of Siblings and Social Skills Revisited Among American Fifth Graders. Journal of Family Issues, 36(2), 273-296. Feinberg, M., Sakuma, K., Hostetler, M., McHale, S. (2013). Enhancing Sibling Relationships to Prevent Adolescent Problems Behaviors: Theory, Design And Feasibility of Sibling Are Special. Evaluation and Program Planning, 36(3), 97-106. Gamble, W., Yu, J. (2014). Young Children’s Sibling Relat ionship Interactional types: Associations with Family Characteristics, Parenting, and Child Characteristics. Early Education and Development, 25(1), 223-239. Gamble, W., Yu, J., Kuehn, E. (2011). Adolescent Sibling Relationship Quality and Adjustment: Sibling Trustworthiness and Modeling, as Factors Directly and Indirectly Influencing These Associations. Malden, MA: Blackwell Publishing. Howe, C. (2012, Nov. 24). Sibling Rivalry: One Long Food Fight. The NYT, pp. 1-3. Iturralde, E., Margolin, G., Shapiro, L. (2013). Positive and Negative Interactions Observed Between Siblings: Moderating Effects for Children Exposed to Parents Conflict. Journal of Research on Adolescence, 23(4), 716-729. Kennedy, D., Kramer, L. (2008). Improving Emotion Regulation and Sibling Relationship Quality: The More Fun With Sisters and Brothers Program. Family Relations, 57(1), 567–578. Kennedy, M., Betts, L., Underwood, J. (2014). Moving Beyond the Mother–Child Dyad: Exploring the Link bet ween Maternal Sensitivity and Siblings’ Attachment Styles. The Journal of Genetic Psychology: Research and Theory on Human Development, 175(4), 287-300. Knigge, A., Maas, I., Leeuwen, M., Mandemakers, K. (2014). Status Attainment of Siblings during Modernization. American Sociological Review, 79(3), 549-574. Kolak, A., Volling, B. (2011). Sibling Jealousy in Early Childhood: Longitudinal Links to Sibling Relationship Quality. Infant and Child Development, 20(1), 213–226. Kretschmer, T., Pike, A. (2010). Associations Between Adolescent Siblings’ Relationship Quality and Similarity and Differences in Values. Journal of Family Psychology, 24(4), 411–418 Lindell, A., Campione-Barr, N., Greer, K. (2014). Associations between Adolescent Sibling Conflicts and Relationship Quality during Transitions to College. Emerging Adulthood, 2(2), 79-91. Murray, K., Dwyer, K., Rubin, K., Knighton-Wisor, S., Booth-LaForce, C. (2014). Parent-Child Relationships, Parenta l Psychological Control and Aggression: Maternal and Parental Relationships. Journal of Youth Adolescence, 43(1), 1361-1373. Oh, W., Volling, B., Gonzalez, R. (2015). Trajectories of Children’s Social Interactions with their Infant Sibling in the First Year: A Multidimensional Approach. Journal of Family Psychology, 29(1), 119-129. Padilla-Walker, L., Harper, J., Jensen, A. (2010). Self-Regulation as a Mediator Between Sibling Relationship Quality and Early Adolescents’ Positive and Negative Outcomes. Journal of Family Psychology, 24(4), 419-428. Randell, A., Peterson, C. (2009). Affective Qualities of Sibling Disputes, Mothers’ Conflict Attitudes, and Children’s Theory of Mind Development. Malden, MA: Blackwell Publishing. Recchia, H., Howe, N. (2008). Associations Between Social Understanding, Sibling Relationship Quality, and Siblings’ Conflict Strategies and Outcomes. Child Development, 80(5), 1564–1578. Robertson, R., Shepherd, D., Goedeke, S. (2014). Fighting Like Brother and Sister: Sibling Relationships and Future Adult Romantic Relationship Quality. Australian Psychologist, 49(1), 37-43. Shalash, M., Wood, D., Parker, S. (2013). Our Problems Are Your Siblings Fault: Exploring the Connections Between Conflict Styles of Siblings During Adolescence and Later Adult Committed Relationships. American Journal of Family Therapy, 41(4), 288-298. Song, J., Volling, B. (2015). Co-parenting and Children’s Temperament Predict Firstborns’ Cooperation in the Care of an Infant Sibling. Journal of Family Psychology, 29(1), 130-135. Tanrikulu, I., Campell, M. (2014). Sibling Bullying Perpetration: Associations with Gender, Grade, Peer Perpetration, Trait Anger, and Moral Disengagement. Journal of Interpersonal Violence, 1(1), 1-15. Tucker, C., Finkelhor, D., Turner, H., Shattuck, A. (2014). Family Dynamics and Young Children’s Sibling Victimization, Journal of Family Psychology, 28(5), 625-633. Tuc ker, C., Gundy, K., Wiesen-Martin, D., Sharp, E., Rebellon, C., Strcuzzi, N. (2014). Proactive and Reactive Sibling Aggression and Adjustment in Adolescence. Journal of Interpersonal Violence, 1(1), 1-23. Volling, B., Yu, T., Gonzalez, R., Kennedy, D., Rosenberg, L., Oh, W. (2014). Children are Responses to Mother-Infant and Interaction with a Baby Sibling: Jealousy or Joy? Journal of Family Psychology, 28(5), 634-644. Ward, M., Vaughan, B., Robb, M. (1988). Social-Emotional Adaptations and Infant-Mother Attachment in Siblings: Role of the Mother in Cross-Sibling Consistency. Child Development, 59(1), 643-651. Whiteman, S., McHale, S., Crouter, A. (2007). Explaining Sibling Similarities: Perceptions of Sibling Influences. Journal of Youth Adolescence, 36(1), 963-972. Wong, T., Branje, S., VanderValk, I., Hawk, S., Meeus, W. (2010). The Roles of Sibling in Identity Development in Adolescence and Emerging Adulthood. Journal of Adolescence, 33(2), 673-682. Yaman, A., Mesman, J., J zendoorn, M., Bakermans-Kranenburg, M., Linting, M. (2010). Parenting in an Individualistic Culture with a Collectivistic Cultural Background: The Case of Turkish Immigrant Families with Toddlers in the Netherlands. Journal of Child Family Studies, 19(5), 617-628.

Assignment 3 Essay Example | Topics and Well Written Essays - 750 words - 1

Assignment 3 - Essay Example The main statutes that make up the antitrust law are the Sherman Act 1890, the Federal State Commission Act of 1914 and the Clayton Act of 1914. These laws are meant to prohibit and restrict the formation of cartels and other activities aimed at restraining trade. They also constrain acquisitions and mergers which would reduce competition. These laws restrict the creation of monopolies that intend to abuse the monopoly power. Antitrust laws are put in place to protect the consumers from greedy business practices by making sure that there is fair competition in the market. The core function of the antitrust provisions is to safeguard the welfare of the consumers. Both the Antitrust Division of the Department of Justice as well as the Federal Trade Commission can bring actions to enforce antitrust laws. State governments can also bring actions to enforce antitrust laws. It is also noteworthy that private civil suits can also be brought to enforce these laws. Public enforcement is, howe ver, more effective as the costs, complexity and overwhelming tasks provide a challenge to private parties considering that enforcement is often against large corporations (Weiser 2005). How the antitrust laws have ensured fair, balanced, and competitive business practices. ... Among the most notable cases brought under the antitrust law is the disintegration of the AT&T telephone service monopoly in 1982. The company was broken up into one distant company and seven regional companies. The argument for the disintegration was that competition should replace a monopoly for the benefit of both the economy and consumers (Connor, 2006, p. 198). In United States v. Eastman Kodak Company (1921) the court used antitrust law to check the absorption, acquisition and elimination of other enterprises involved in the photographic trade. The court prohibited the procurement of monopolistic raw materials and eliminated the obligation on dealers not to deal with products of competitors. Antitrust law was also significant in preventing a movement to change the motion picture industry into a giant cooperation. In United States v. Fox Theatres Corporation, et al (1948) the court disabled a merger of two main players in the industry. United States v. National Retail Credit Ass ociation (1933) also used antitrust law to prevent the elimination of almost three hundred and fifty independent retail credit businesses. A strategy to monopolize the retail credit business in the country had been developed and enforced by the credit association. Members were allocated regions where each was to serve as a monopoly. The other small retail credit businesses were to be removed from the business by policies intended at eliminating their source of credit information. United States v. Kansas City Ice Company also used antitrust law to prevent the destruction of small businesses in the ice trade. The Kansas City Ice Company had acquired control of almost 90% of ice supply through contracts to purchase the whole production of ice

Isb dis Essay Example | Topics and Well Written Essays - 250 words

Isb dis - Essay Example I think both coal plants and nuclear power plants are equally dangerous. The contaminants leaked from either can pollute the air and water bodies and even underground water sources for miles around. I would however feel that the coal plant would be the more dangerous choice. Coal plants regularly disgorge carbon dioxide and toxins like nitrous oxide and sulfur dioxide. Coal fly ash that pours into slurry pits contains toxic heavy metals. Coal pollution exposes people to low doses of radiation. Statistics show that these emissions kill 24,000 Americans every year. The cumulative effects of these on humans promise to be catastrophic. In normal circumstances Nuclear power plants produce cleaner energy. Since there is no burning, there are no emissions either which makes it the safer choice. Of course if there should be an accident like Fukushima or Chernobyl or a terrorist attack, the results could be unimaginable. The choice of living near either a coal plant or nuclear power plant is like choosing between the devil and the deep sea. I think living near a nuclear plant would pose a lesser risk, although I would prefer not to live near

Response to Intervention Essay Example | Topics and Well Written Essays - 1500 words

Response to Intervention - Essay Example The major advantage of using Response to Intervention Method is that students with learning disabilities and whose performance is below that of their peers is seen sooner rather than later and afforded the necessary interventions that they may need, this allow them more time to try and become successful students rather than their just waiting to fail. This results in a series of intensive group or individual, based programs interventions.The programs help some students in obtaining the necessary support that they need early. The rapid response afforded by Response to Intervention is proving to be cheaper, as opposed to waiting for a case study analysis to be completed that is seen, when other methods of assessment are used.Another key benefit of using the Response to Intervention process is that the long duration a student normally waits before they can begin receiving additional instructional assistance or special education services in school is greatly reduced. This helps in averti ng the usual scenario whereby most students continue on failing to make any significant improvement in their studies for long stretches of time, which may sometimes run for several years before someone notices that they may have learning disabilities, and require the help of special education, as is seen in the use of the test-score discrepancy model. Response to Intervention also has the added benefit of helping in identifying students having learning disabilities, are seen to be at risk of failing.... This helps in averting the usual scenario whereby most students continue on failing to make any significant improvement in their studies for long stretches of time, which may sometimes run for several years before someone notices that they may have learning disabilities, and require the help of special education, as is seen in the use of the test-score discrepancy model. (Mary & Ayn, 2011) Response to Intervention also has the added benefit of helping in identifying students having learning disabilities, are seen to be at risk of failing. With the early detection, appropriate adjustments can be made to their systems of teaching and progress monitoring assessment that will help the students be successful and achieve success at higher levels and thus serving to avoid potential individual failure. (Rachel & Mark, 2010) The intense one on one and group supplementary assistance, afforded by Response to Intervention has had a rather profound effect in reducing the overall number of student s, who end up getting referred for special education services. As a result of this effect, the resources available in special education services are now channeled towards helping more disadvantaged students with severe learning disabilities. Response to Intervention has also been attributed with the increase in the number of students that end up becoming successful while still in the normal education system. This is as a result, of their problem areas not being identified and rectified in advance, some of these students get locked out of the regular education system. Because it is structured to compare the performance between students, the response is intervention model can differentiate between students posting inconsistent / poor results and those who have a learning

The Corporate Social Responsibility of Motorola

The Corporate Social Responsibility of Motorola Corporate Social Responsibility also referred to as CSR can be defined as the notion that corporations have an obligation to society to take into account not just their economic impact but also their social and environmental impact. Motorola defines corporate social responsibility as a means of harnessing the power of our global business to benefit people.It means doing the right thing in all aspects of our business, including how we treat the environment, our employees, our customers,our partners and our communities. ROLE OF CORPORATE SOCAIL RESPONSIBILITY In recent years Corporate Social Responsibility is being linked to Business Ethics. Ethics? There are rules that indicate the difference between right and wrong. Ethics encourages the business to do what is right there by conforming the organization to ethical behaviour. CSR has brought about Code Of Ethics , a document that organisations write to set out standards of behaviour that is expected by a set of stakeholders. Some code of ethics include principles such as honesty, integrity, loyalty, fairness, trustworthiness, law abiding, leadership, accountability, values, morales and respect and concern for others. These incorporate characteristics and behaviour of principles that are expected by organizations. Many companies previously viewed Corporate Socail Responsibility in terms of a form of administrative compliance with standards that are legal and in keeping with rules and regulation internal to the company. It must be noted that this have since changed and for businesses to survive in todays global world companies must pay attention to earning trust, confidence and respect of their customers. In todays global world businesses are being demanded to practice ethical behaviour. It can then be said that CSR is interested with ways an organisation exceeds the minimum obligations to stakeholders specified through regulations and corporate governance. It takes into consideration as to how demands of different stakeholders can be reconciled. CSR should improve corporate operations as it relates to human rights, environmental protection, sponsorship to local communities and diversity among others in the work place. HISTORY OF CORPORATE SOCIAL RESPONSIBILITY It has been argued that social responsibility movement came about during the 1960s or 1970s, the public consciousness was increased about the role of business, helping to grow and maintain highly ethical practices in society and particularly in the natural environment. GROWTH OF CORPORATE SOCIAL RESPONSIBILITY In most recent years CSR have become very popular globally and the contributing factors include public awareness and technology. The public have now become aware through technological mechanisium such as the internet, sattalite viewing, mobile phones and the ability to communicate through the use of programmes such as skype and video conferencing. The ability to get information on a real time bases has allowed the public to be informed of global issues. Issues such as bribery and corruption in other countries and how this have impacted on their citizens. The public is also able to get information about businesses around the world and in most cases the business that make headlines are the ones that is not seeking the welfare of the natural environment and human resources alike. Business that may have had incidences of harm to natural environment or to human resources have caused some NGOs to be born. The strikes and pickets and bad publicity the the business may receive would have serious long term consequences on the exsistance and survival of the business. BRIBERY AND CORUPTION Sue Hawley (2000) stated that some businesses pay massive amounts of money to gain contracts or concessions they would not have otherwise won. She estimated that about US$80billion a year is paid and that this amount is about the amount that is needed by the UN. The UN believes that this amount would be needed to eradicate world poverty. These bribes and the cost attached to it falls mainly on the poor,whether it is through the diversion of aid money into corrupt officials pockets or through hiking up prices when the cost of bribes is passed on in raised prices to consumers. Bribery and corruption undermine the proper workings of a market economy which can seriously reduce GDP in the poorest countries. It reflects false price and cost considerations so that sources of wealth or resources are not used efficiently. Decisions are being made based on who pays the biggest bribes rather than quality, price, innovation and service. Causing prices to rise for everyone the impact is felt by the poor. It can be noted that resources are frequently diverted away from smaller projects that assist in development of a country but rather placed in big projects that are said to be high profile, where there is more scope for improper payments and practices. This impacts on the poor who are denied basic vital public services. Being involved in corruption is ethically wrong, here power is misused or abused undermining the intergrity of all concerned. Corruptions however undermines the democratic process as well the rule of law. Government must earn its licience to operate just as any other business that operates. Government officials and politicians all lose their legitimacy in a climate of corruption.Againwith the poor being affected the most. Environmental issues are likely to suffer in an regime that corruption is predominant, environmental legislations usually is lacking as corrupt officials is paid for turning a blind eye. Business are also at risk when there is bribery and corruption in a country. There are legal implications and risk, this type of behaviour id illegal where ever it occurs but even if it were not, because of international pressure example the UN convention against corruption it is becoming increasingly illegal to engage in these type of practices in many countries. Accusations of corruption whether proven or not can cause reputations to be lost or tarnished and the risk of a falling business is very possible. Example Nike where accused of using children to work in sweat shops to produce high end products that were very costly to cunsumers. Nike have since spent millions of dollars to rebuild its reputation as losses started to be realised. As a business that may be cheating, it may encourage other businesses to cheat to have a competitive advantage or simply to survive. This makes doing business much more difficult. There is added substantability to the cost of doing business. There can be loss of trust by all stakeholders involved employess, suppliers and customers. Transparency International every year produces the Corruption Perception Index. This Index ranks one hundred and seventy eight countries according to the level of corruption perceived to exist among public officials and politicians. A score indicating zero means that the country is highly corrupt and a score of ten indicates highly clean. The following diagram is the 2010 Corruption Perceptions Index. RANK COUNTRY/ TERRITORY SCORE RANK COUNTRY/ TERRITORY SCORE RANK COUNTRY/ TERRITORY SCORE 1 Denmark 9.3 30 Spain 6.1 59 Tunisia 4.3 1 New Zealand 9.3 32 Portugal 6.0 62 Croatia 4.1 1 Singapore 9.3 33 Botswana 5.8 62 FYR Macedonia 4.1 4 Finland 9.2 33 Puerto Rico 5.8 62 Ghana 4.1 4 Sweden 9.2 33 Taiwan 5.8 62 Samoa 4.1 6 Canada 8.9 36 Bhutan 5.7 66 Rwanda 4.0 7 Netherlands 8.8 37 Malta 5.6 67 Italy 3.9 8 Australia 8.7 38 Brunel 5.5 68 Georgia 3.8 8 Switzerland 8.7 39 Korea (South) 5.4 69 Brazil 3.7 10 Norway 8.6 39 Mauritius 5.4 69 Cuba 3.7 11 Iceland 8.5 41 Costa Rica 5.3 69 Montenegro 3.7 11 Luxembourg 8.5 41 Oman 5.3 69 Romania 3.7 13 Hong Kong 8.4 41 Poland 5.3 73 Bulgaria 3.6 14 Ireland 8.0 44 Dominica 5.2 73 El Salvador 3.6 15 Austria 7.9 45 Cape Verde 5.1 73 Panama 3.6 15 Germany 7.9 46 Lithuania 5.0 73 Trinidad and Tobago 3.6 17 Barbados 7.8 46 Macau 5.0 73 Vanuatu 3.6 17 Japan 7.8 48 Bahrain 4.9 78 China 3.5 19 Qatar 7.7 49 Seychelles 4.8 78 Colombia 3.5 20 United Kingdom 7.6 50 Hungary 4.7 78 Greece 3.5 21 Chile 7.2 50 Jordan 4.7 78 Lesotho 3.5 22 Belgium 7.1 50 Saudi Arabia 4.7 78 Peru 3.5 22 United States 7.1 53 Czech Republic 4.6 78 Serbia 3.5 24 Uruguay 6.9 54 Kuwait 4.5 78 Thailand 3.5 25 France 6.8 54 South Africa 4.5 85 Malawi 3.4 26 Estonia 6.5 56 Malaysia 4.4 85 Morocco 3.4 27 Slovenia 6.4 56 Namibia 4.4 87 Albania 3.3 28 Cyprus 6.3 56 Turkey 4.4 87 India 3.3 28 United Arab Emirates 6.3 59 Latvia 4.3 87 Jamaica 3.3 30 Israel 6.1 59 Slovakia 4.3 87 Liberia 3.3 RANK COUNTRY/ TERRITORY SCORE RANK COUNTRY/ TERRITORY SCORE RANK COUNTRY/ TERRITORY SCORE 91 Bosnia and Herzegovina 3.2 116 Tanzania 2.7 146 Nepal 2.2 91 Djibouti 3.2 116 Vietnam 2.7 146 Paraguay 2.2 91 Gambia 3.2 123 Armenia 2.6 146 Yemen 2.2 91 Guatemala 3.2 123 Eritrea 2.6 154 Cambodia 2.1 91 Kiribati 3.2 123 Madagascar 2.6 154 Central African Republic 2.1 91 Sri Lanka 3.2 123 Niger 2.6 154 Comoros 2.1 91 Swaziland 3.2 127 Belarus 2.5 154 Congo-Brazzaville 2.1 98 Burkina Faso 3.1 127 Ecuador 2.5 154 Guinea-Bissau 2.1 98 Egypt 3.1 127 Lebanon 2.5 154 Kenya 2.1 98 Mexico 3.1 127 Nicaragua 2.5 154 Laos 2.1 101 Dominican Republic 3.0 127 Syria 2.5 154 Papua New Guinea 2.1 101 Sao Tome Principle 3.0 127 Timor-Leste 2.5 154 Russia 2.1 101 Tonga 3.0 127 Uganda 2.5 154 Tajikistan 2.1 101 Zambia 3.0 134 Azerbaijan 2.4 164 Democratic Republic of the Congo 2.0 105 Algeria 2.9 134 Bangladesh 2.4 164 Guinea 2.0 105 Argentina 2.9 134 Honduras 2.4 164 Kyrgyzstan 2.0 105 Kazakhstan 2.9 134 Nigeria 2.4 164 Venezuela 2.0 105 Moldova 2.9 134 Philippines 2.4 168 Angola 1.9 105 Senegal 2.9 134 Sierra Leone 2.4 168 Equatorial Guinea 1.9 110 Benin 2.8 134 Togo 2.4 170 Burundi 1.8 110 Bolivia 2.8 134 Ukraine 2.4 171 Chad 1.7 110 Gabon 2.8 134 Zimbabwe 2.4 172 Sudan 1.6 110 Indonesia 2.8 143 Maldives 2.3 172 Turkmenistan 1.6 110 Kosovo 2.8 143 Mauritania 2.3 172 Uzbekistan 1.6 110 Solomon Islands 2.8 143 Pakistan 2.3 175 Iraq 1.5 116 Ethiopia 2.7 146 Cameroon 2.2 176 Afghanistan 1.4 116 Guyana 2.7 146 Cote dlvoire 2.2 176 Myanmar 1.4 116 Mali 2.7 146 Haiti 2.2 178 Somalia 1.1 116 Mongolia 2.7 146 Iran 2.2 116 Mozambique 2.7 146 Libya 2.2 2010 Corruption Perceptions Index. (Nearly three quarter of the 178 countries in the index score below five, on a scale from ten to zero. These results indicate a serious corruption problem in the world.) THE HISTORY OF ALCOA Aluminium was considered to be a semi-precious metal, this metal was so scarce that silver was much more popular during the middle of the1880s. Charles Martin Hall was a chemistry student at Oberlin College in Ohio, here he meet Professor Frank Jewett whom introduced his students to a small piece of aluminium and informed them that anyone producing this metal in an economical way would become rich. Halls passion for experimenting with minerals continued after his graduation, and he learnt how to produce alumina, aluminium oxide and created his own carbon crucible. On a February day in 1886 he discovered pure aluminium, for Hall to continue to produce this on a large scale he needed financial assistance. He gained assistance through a group of six industrialist led by Alfred Hunt. A company called Pittsburgh Reduction company was formed as part of the venture, and a small plant was built. In 1888 on Thanksgiving day Hall and Arthur Vining Davis, Halls first employee produced the first commercial aluminium using Halls technology. The company had out grown its name as it grew to include bauxite mines, a refinery and three aluminium smelters. The companies names was then changed by its owners to what they felt were more appropriate; Aluminum Company of America. As the company grew and became more global its name changed again and is currently called Alcoa Inc. Alcoa see itself as the worlds leading producer and manager of primary aluminium, alumina facilities and fabricated aluminium. Some of the industries that Alcoa Servers include aerospace,automotive, building, construction, packaging, commercial transportation,engineering and Alcoa also promotes brands such as Reynolds Wrap (foil and plastic). Alcoa presently have approximately 123,000 employees in 44 countries in the world. Alcoa has been named by the World Economic Forum in Davos Switzerland as one of the top sustainable corporations in the world.

The Tragedy Of Hamlet, Prince Of Denmark :: essays research papers

The Tragedy of Hamlet, Prince of Denmark I. a) Time: Sixteenth Century b) Place: Denmark c) Preliminary situation: King Hamlet, King of Denmark is killed. Hamlet the Prince's uncle,   Ã‚  Ã‚  Ã‚  Ã‚  Claudius, receives the throne and marries Queen Gertrude. II. a) Initial Incident: A ghost appears to Marcellus and another guard who decide to inform Hamlet of   Ã‚  Ã‚  Ã‚  Ã‚  it's presence. b) Rising Action:   Ã‚  Ã‚  Ã‚  Ã‚  1.2 Claudius, the new King, is holding court and thanks his subjects for their support. He then sends an ambassador to Norway to protect from an invasion from Fortinbras, Hamlets second cousin. He gives Laertes permission to return to France but will not allow Hamlet to go to Wittenburg. Hamlet feels alone and is upset that his mother married so shortly after her husband's death. The guards arrive and tell Hamlet about the ghost and Hamlet agrees to join them that night in search of the ghost, his father.   Ã‚  Ã‚  Ã‚  Ã‚  1.3 At Polonius's room, Laertes says good-bye to his sister Ophelia and tells her not to trust Hamlet. Polonius arrives and says good-bye Laertes and offers him advice. He then talks to Ophelia about not seeing Hamlet and then orders her stay away from him.   Ã‚  Ã‚  Ã‚  Ã‚  1.4 Claudius is drinking the night and Hamlet, Horatio, and Marcellus see the ghost again. The ghost signals to Hamlet to come, but the others try and hold him back. Hamlet struggles free and moves towards the apparition.   Ã‚  Ã‚  Ã‚  Ã‚  1.5 The ghost tells Hamlet that he is the spirit of his father and that he was not poisoned, but murdered. He demands that Hamlet avenge his death by murdering the killer, King Claudius. Hamlet promises to get revenge and orders the other to swear they haven't seen anything with the help of the ghost.   Ã‚  Ã‚  Ã‚  Ã‚  2.1 Polonius sends his servant, Reynaldo, to Paris to spy and ask about Laertes. Ophelia then enters the room and tells her father that Hamlet was visiting and was completely mad. Polonius believes that Hamlet has gone crazy due to the rejection from Ophelia and rushes off to inform the king.   Ã‚  Ã‚  Ã‚  Ã‚  2.2 King and Queen send Rosencrantz and Guildenstern, old school buddies, to spy on Hamlet and determine why he has gone crazy. Polonius tells everyone that Hamlet is crazy because of unreturned love. Claudius isn't quite convinced that Hamlet really is crazy but agrees to help Polonius spy on him. Hamlet, when confronted by Rosencrantz and Guildenstern, pretends to be mad so no one will find out about the ghost and what Hamlet knows. Then, a group of touring actors enters the scene and Hamlet makes one of them recite a speech he likes. When finished, Hamlet realizes that the actor read the speech with more

Informatic Practile Grade 11 Cbse .

A Text Book on INFORMATICS PRACTICES CLASS XI Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110 092 India A text book on Informatics Practices, Class XI. PRICE : Rs. FIRST EDITION 2010 CBSE, India COPIES: â€Å"This book or part thereof may not be reproduced by any person or agency in any manner. † PUBLISHED BY : The Secretary, Central Board of Secondary Education, Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 DESIGN, LAYOUT : Multi Graphics, 5745/81, Reghar Pura, Karol Bagh, New Delhi-110005, Phone : 25783846 PRINTED BY : ii Foreword Information and Communication Technology has permeated in every walk of life affecting the technology fields such as launching satellites, managing businesses across the globe and also enabling social networking. The convergence of computer, communication and content technologies, being known as ICT, have attracted attention of academia, business, government and communities to use it for innovative profitable propositions. Year by year it is becoming simpler to use devices such as desktop, palm top, iPod, etc. 21st century is characterized with the emergence of knowledge based society wherein ICT plays a pivotal role. In its vision, the National Policy on ICT in School Education by MHRD, Govt. of India, states â€Å"The ICT policy in School Education aims at preparing youth to participate creatively in the establishment, sustenance and growth of a knowledge society leading to all around socio economic development of the nation and global competitiveness†. The policy envisages three stages of ICT implementations at school level – ICT literacy and Competency Enhancement, ICT enabled teachinglearning, and introduction of ICT related elective subjects at Senior Secondary level. With this backdrop a major paradigm shift is imperative in imparting ICT-enabled instructions, collaborative learning, multidisciplinary problem-solving and promoting critical thinking skills as envisaged in the National curriculum framework 2005. Foundation of these skills is laid at school level. Armed with such skills it is expected that a student will transform knowledge into easy to use systems to the ultimate benefit of the society at large. Syllabus of Informatics Practices has been revisited accordingly with a focus on generic concepts with domain specific practical experiments and projects to ensure conceptual knowledge with practical skills. The societal impact of ICT have been discussed. A new Unit on IT Applications has been added to enhance understanding of the above tools and techniques to solve real life problems by designing both front end and back end with proper data connectivity. Introduction of Open Standards and Open Source to promote Vendor Neutrality of tools. Creativity and Collaborative Learning/Programming is also an added feature. Specifically, a Unit on Networking and Open Standards is introduced in place of Business Computing. For IDE based programming, Java is introduced in place of VB. Relational Database Management System is dealt with using My SQL in place of SQL & PL/SQL using Oracle. The CBSE had been recommending different books in the past. With a total overhauling of the course on Informatics Practices it has ventured to bring out a comprehensive text book for all units for the first time. I am happy to release Part-1 of Informatics Practices for Class – XI. I would like to express my deep appreciation to the text book development team for their contribution and to the convener of the team, Prof. Om Vikas who aptly steered this activity. Appreciation is also due to Mrs. C Gurumurthy, Director (Academic) and Dr. (Smt) Srijata Das, Education Officer, for planning, coordinating and executing this initiative and bringing out this publication. It is hoped that all students and teachers will benefit by making best use of this publication. Their feedback will be highly appreciated for further improvement. VINEET JOSHI CHAIRMAN H l d d H d d x , H d H l lt l h d T d x l x d d l L d l td d d t p D l H l d h L l d h l d , d, l D d d h x d h , d l p d h 100 || ASkills>100 || GK>100) JOptionPane. showMessageDialog(this,†Re-Enter Marks (Out of 100)†); v if the marks input by the user for any of the subjects are greater than 100 Check or not an if they are then display the message â€Å"Re-Enter Marks (Out of 100). Since we have to display the error message if the marks of even one subject are out of limit so we have used the || operator which means OR. So in simple english it means if marks of English are >100 or marks of ASkills >100 or marks of GK > 100, then display the error message. So the message will be displayed even if only one condition evaluates to true. if (ASkills>=90 && GK>=90 ) { JOptionPane. showMessageDialog(this,†** Selected for Achiever's Award **†); jTextField6. setText(â€Å"*†); } 158 INFORMATICS PRACTICES Chapter-6 Control Structures v if the marks of ASkills and GK are both >= 90 or not. If they are then Check display the message â€Å"** Selected for Achiever's Award **† and also display a â€Å"*† in the text field. Since we have to check that both the marks should be greater than 90 so we have use the && operator which in simple English means AND. So the condition will evaluate to true only if both the conditions are satisfied. Let us now write the code for the Grade calculator application as shown in Figure 6. 38 private void jButton1ActionPerformed(java. awt. event. ActionEvent evt) { // Variable Declaration and assignment operations int Total,English,ASkills,GK; English=Integer. parseInt(jTextField1. getText()); ASkills=Integer. parseInt(jTextField2. getText()); GK=Integer. arseInt(jTextField3. getText()); //Validation of Entered Marks if (English>100 || ASkills>100 || GK>100) JOptionPane. showMessageDialog (this,†Re-Enter Marks (Out of 100)†); else { Total=English+ASkills+GK; jTextField4. setText(Integer. toString(Total)); jButton2. setEnabled(true); } } private void jButton2ActionPerformed(java. awt. event. ActionEvent evt) { // Variable Declaration and assignment operations ch ar Grade; int ASkills,GK,Total; ASkills=Integer. parseInt(jTextField2. getText()); GK=Integer. parseInt(jTextField3. getText()); Total=Integer. arseInt(jTextField1. getText()); INFORMATICS PRACTICES 159 Chapter-6 Control Structures //Decision for Achiever's Award if (ASkills;=90 && GK;=90 ) { JOptionPane. showMessageDialog (this,†** Selected for Achiever's Award **†); jTextField6. setText(â€Å"*†); } //Finding Grade if (Total;=80) jTextField5. setText(â€Å"A†); else if (Total;=70) jTextField5. setText(â€Å"B†); else if (Total;=60) jTextField5. setText(â€Å"C†); else if (Total;=50) jTextField5. setText(â€Å"D†); else jTextField5. setText(â€Å"E†); } private void jButton3ActionPerformed(java. awt. event. ActionEvent evt) { // To Exit from application System. exit(0); } Figure 6. 38 Code for the Grade Calculator Application Since in this application we had to test for multiple conditions in a if statement, so we had to join the conditions using some operators. Such conditions that are formed by joining simple conditions are called complex conditions and they are usually joined using the logical operators. Logical Operator A logical operator denotes a logical operation. Logical operators and relational operators are used together to form a complex condition. Logical operators are: 160 INFORMATICS PRACTICES Chapter-6 Control Structures Operator && || ! Use a;10 && b10 || bMySQL Command Line Client OR Goto the folder C:Program FilesMySQLMySQL Server 5. 1in as the drive having MySQL] And Click on the file MySQL. EXE MySQL will prompt a message to provide password (it requires the same password which was entered during the installation) Enter Password:**** Welcome to the MySQL monitor. Commands end with ; or g. Your MySQL connection id is 4 Server version: (GPL) 5. 0. 51a-community-nt MySQL Community Edition [Assuming C: drive Type ‘help;' or ‘h' for help. Type ‘c' to clear the buffer. Mysql; To exit from MySQL, type QUIT or EXIT Mysql;QUIT The above steps ensure successful installation and configuration of MySQL database server. Next time in the MySQL prompt, one can create and use databases, create tables and execute SQL queries. Downloading MySQL [Linux Environment]: Installation of the binary version of MySQL, release 4. 0. 20, to run on Linux is as follows: Installation file for MySQL may be downloaded from the link: INFORMATICS PRACTICES 203 Chapter-8 Introduction to MySQL http://dev. mysql. com/downloads/mysql/5. 1. tml#downloads (Choose appropriate download link as per the desired operating system) Create MySQL User Account: # cd /usr/local # groupadd mysql # useradd -c â€Å"MySQL Software Owner† -g mysql mysql # passwd mysql Changing password for user mysql. password: all authentication tokens updated successfully. Installing Binary Version: Unzip the files and change the directory to mysql # cd mysql # scripts/m ysql_install_db –user=mysql Preparing db table Preparing host table Preparing user table Preparing func table †¦ †¦ †¦ The latest information about MySQL is available on the web at http://www. ysql. com Support MySQL by buying support/licenses at https://order. mysql. com 204 INFORMATICS PRACTICES Chapter-8 Introduction to MySQL Start and Stop The Database Software: Starting the MySQL Database # su # cd /usr/local/mysql # bin/mysqld_safe –user=mysql & Starting mysqld daemon with databases from /usr/local/mysql/data Stopping the MySQL Database # su # cd /usr/local/mysql # bin/mysqladmin -u root shutdown 040803 23:36:27 mysqld ended [1]+ Done Know more Visit the following website to find a vast list of free and open source softwares available: http://en. wikipedia. rg/wiki/List_of_free_and_open_source_software_packages bin/mysqld_safe –user=mysql Summary A database is an organised collection of data. v Data vis stored in a relational database in one or more tables. A group v of rows and columns forms a Table. The horizontal subset of a Table is known as a Row/Tuple. v The vertical subset of a Table is known as a Column/Attribute. v A Candidate key is an attribute (or a set of attributes) that uniquely identifies a v row. A Primary Key is one of the candidate keys. Only v one of the Candidate keys is selected as the primary key of a table. All other candidate keys are called Alternate keys. INFORMATICS PRACTICES 205 Chapter-8 Introduction to MySQL Multiple Choice Questions 1. A relation can have only one ________ key and may have more than one _______ keys. a) b) c) d) 2. Primary, Candidate Candidate, Alternate Candidate, Primary Alternate, Candidate The vertical subset of a table is known as: a) b) c) d) Tuple Row Attribute Relation 3. If software is released under open source, it means: a) b) c) d) It is expensive. Its source code is available to the user. It belongs to a company. It is a DBMS. 4. Which of the following columns in a Student table can be used as the primary key? ) b) c) d) Class Section First Name Admission No 5. A tuple is also known as a ___________________________ . a) b) c) d) table relation row field INFORMATICS PRACTICES 206 Chapter-8 Introduction to MySQL 6. An attribute is also known as a_________________________. a) b) c) d) table relation row column 7. A field or a combination of fields in a table that has a unique value for each row is calle d: a) b) c) d) Candidate key. Foreign key. Main key. Alternate key. Exercises 1. Answer the following questions: a) Define the following terms: i) ii) Database Table iii) Primary key iv) v) b) c) d) e) f) 2. Candidate key Alternate key What is the relationship between a Database and a Table? What is DBMS? Write names of any two DBMSs. How is data organized in a table? What is a Primary key? What is its purpose in a table? What is MySQL? Distinguish between the following pairs a) b) Row and Column Primary key and Candidate key. INFORMATICS PRACTICES 207 9 Learning Objectives After studying this lesson the students will be able to: State vcategories of SQL statements. Create v a database Create v a table. Add rows to a table. v MySQL Retrieve v data in various ways from table using SELECT statement. Display v data in a sorted way using ORDER BY clause. Modify v data stored in a table. View v structure of a table Modify v structure of table Delete v rows from a table In the previous lesson, you have learnt that Relational Databases use tables to store data. A table simply refers to a two dimensional representation of data using columns and rows. MySQL lets us manipulate and manage these tables in an efficient way. We have learnt that MySQL is a Relational Database Management System. In this lesson we will learn about SQL (Structured Query Language). It is a Standard language used for accessing and manipulating relational databases. Ms. Sujata is a Class teacher of Class XI. She wants to store data of her students i. e. Names and marks secured, in a database. A database is used to house data in the form of tables. She uses a CREATE DATABASE statement to create a new database named School. 208 INFORMATICS PRACTICES Chapter-9 MySQL mysql; CREATE DATABASE School; Once the above mentioned statement gets executed, a database with the name School is created on her system. Now she has to open the database to work on it. For this USE statement is required. She opens the School database: Statement entered by user mysql; USE School; Database Changed Display by system Now, MySQL prompt can accept any query related to the database School. ! Semicolon is standard way to end SQL statement. Creating a table After creating a database, the next step is creation of tables in the database. For this CREATE TABLE statement is used. Syntax: CREATE TABLE ( , ,†¦ , ); Since Ms. Sujata is just learning, she initially creates a simple table named Learner with only two columns RollNo and Name in the School database. To do this, she enters the following statement: mysql; CREATE TABLE Learner ( RollNo INTEGER, Name VARCHAR(25) ); INFORMATICS PRACTICES 209 Chapter-9 MySQL v Give meaningful name to a table. If a table will store information about students, name it STUDENTS, not Abc or Person. vnames and column names are not case sensitive. For example, Table STUDENTS is treated the same as STuDents or students. We will study about the CREATE TABLE statement in detail later in this lesson. What if Ms. Sujata wants to see the names of all the tab les in the database? At any point of time, she can view names of all the tables contained in the current database by using SHOW TABLES statement as shown below: mysql; SHOW TABLES; +——————+ | Tables_in_school | +——————+ | Learner | ——————+ 1 row in set (0. 00 sec) Once the table named Learner is created, Ms. Sujata would like to add data of students in the table, which is also known as populating table with rows. To add row(s) in the table she uses the INSERT INTO statement: Syntax: INSERT INTO VALUES (,,†¦ ,); 210 INFORMATICS PRACTICES Chapter-9 MySQL She inserts 4 rows : mysql> INSERT INTO Learner VALUES (14,'Aruna Asaf Ali'); mysql> INSERT INTO Learner VALUES (12,'Tarun Sinha'); mysql> INSERT INTO Learner VALUES (16,'John Fedrick'); mysql> INSERT INTO Learner VALUES (10,'Yogi Raj Desai'); ! In INSERT statement: Character, date and Time data should be enclosed in Quotes. Numeric values should not be enclosed in quotes. Now that she has added 4 rows in the table, she wants to view the contents of the table. How can she do that? To view the contents of the table, she uses the following SELECT statement. In the simplest way, SELECT statement is used like this: Syntax: SELECT * FROM ; So, she types the statement: mysql; SELECT * FROM Learner; +—————————+ |RollNo | Name | +—————————+ | 14 | 12 | 16 | 10 | Aruna Asaf Ali | Tarun Sinha | John Fedrick | Yogi Raj Desai | | | | —————————+ In the above statement, FROM clause states which table to look in for data. Any time to know the database currently in use, the SELECT DATABASE() statement can be used. INFORMATICS PRACTICES 211 Chapter-9 MySQL mysql> SELECT DATABASE(); DATABASE() school 1 row in set (0. 0 sec) ! Statements in MySQL are not case sensitive. It means select DATABASE(); or SELECT DATABASE(); or SELECT database(); would all work the same way. Some Terminologies Keyword: A keyword refers to a special word that has a special meaning to SQL. For example, SELECT and FROM are keywords. Clause : A clause is a portion of an SQL statement. Each clause is identified by a keyword. For example, consider the statement SELECT name FROM Learner; Here SELECT name is a clause. SELECT is a statement as well as a clause. SELECT clause is everything from keyword SELECT until keyword FROM. SELECT statement is the entire command. FROM Learner is a FROM clause, which specifies the table from which data has to be selected. Statement : A statement is a combination of two or more clauses. For example, SELECT name FROM Learner; is a statement. 212 INFORMATICS PRACTICES Chapter-9 MySQL MySQL Data Types Well, before we learn more about making a table, there is one thing we need to understand first: Data Types. They indicate the type of data that you are storing in a given table column. So, what are the different Data Types available in MySQL? Here is a list of some of the most common ones and what type of values they hold: Class Text Data Type CHAR(size) Description A fixed-length string from 1 to 255 characters in length right-padded with spaces to the specified length when stored. Values must be enclosed in single quotes or double quotes. Example ‘Maths' â€Å"TexT† VARCHAR(size) A variable-length string from 1 to 255 characters in length; for example VARCHAR(25). Values must be enclosed in single quotes or double quotes. ‘Computer' â€Å"Me and u† Numeric DECIMAL(size,d) It can represent number with or without the fractional part. The maximum number of digits may be specified in the size parameter. The maximum number of digits to the right of the decimal point is specified in the d parameter INT Or INTEGER It is used for storing integer values. You can specify a width upto 11 digits. 17. 32 345 76 INFORMATICS PRACTICES 213 Chapter-9 MySQL Date DATE It represents the date including day, month and year It represents time. Format: HH:MM:SS Note: The supported range is from ‘-838:59:59' to ‘838:59:59' ‘2009-0702' TIME() TIME Categories of SQL Commands SQL commands can be classified into the following categories: 1. Data Definition Language (DDL) Commands The DDL part of SQL permits database tables to be created or deleted. It also defines indices (keys), specifies links between tables, and imposes constraints on tables. Examples of DDL commands in SQL are: v CREATE DATABASE – creates a new database v CREATE TABLE – creates a new table v TABLE – modifies a table ALTER v TABLE – deletes a table DROP 2. The Data Manipulation Language (DML) Commands The query and update commands form the DML part of SQL: Examples of DDL commands are: v SELECT – extracts data from a table v UPDATE – updates data in a table v DELETE – deletes data from a table v INSERT INTO – inserts new data into a table CREATE TABLE Ms. Sujata feels good that she has successfully created a table named Learner with 2 columns using CREATE TABLE statement. She now creates a table named Student with 214 INFORMATICS PRACTICES Chapter-9 MySQL four columns. When tables are created its columns are named, data types and sizes are supplied for each column. While creating a table at least one column must be specified. Syntax: CREATE TABLE (; column name; [ ], (; column name; [ ], †¦); Example: mysql; USE school; Database changed mysql; CREATE TABLE Student( Rollno INTEGER, Name VARCHAR(25), Gender CHAR(1), Marks1 DECIMAL(4,1)); Query OK, 0 rows affected (0. 16 sec) ! If table Student already exists in database school, then the error message â€Å"Table Student already exists† is displayed. Each column in the table is given a unique name. In the example above the column names are Rollno, Name etc. This doesn't mean each column that is named has to be unique within the entire database. It only has to be unique within the table where it exists. Also notice that the names do not use any spaces. !When naming tables and columns be sure to keep it simple with letters and numbers. Spaces and symbols are invalid characters except for underscore(_). Column names like first_name,last_name,email are valid column names. Viewing Structure of Table The DESCRIBE statement can be used to see the structure of a table as indicated in the Create Statement. It displays the Column names, their data types, whether Column must contain data ,whether the Column is a Primary key etc. INFORMATICS PRACTICES 215 Chapter-9 MySQL Syntax: DESCRIBE ; OR DESC ; mysql> DESCRIBE Student; Statement entered by user +——–+————–+——+—–+———+——-+ | Field | Type | Null | Key | Default | Extra | +——–+————–+——+—–+———+——-+ | Rollno | int(11) | Name | varchar(25) | YES | YES | YES | | | | | NULL | NULL | NULL | NULL | | | | | | | | Output shown by system | Gender | char(1) | Marks1 | decimal(4,1) | YES +——–+————–+——+—–+———+——-+ 4 rows in set (0. 01 sec) Ms. Sujata adds some rows in the Student table using the INSERT INTO statement: INSERT INTO Student VALUES (1,'Siddharth Sehgal','M',93); INSERT INTO Student VALUES (2,'Gurpreet Kaur','F',91); INSERT INTO Student VALUES (3,'Monica Rana','F',93); INSERT INTO Student VALUES (4,'Jatinder Sen','M',78); INSERT INTO Student VALUES (5,'George Jacob','M',76); INSERT INTO Student VALUES (6,'Deepa Bhandari','F',77); INSERT INTO Student VALUES (7,'Akshay Nath','M',65); Changing Structure of table When we create a table we define its structure. We can also change its structure i. e. add, remove or change its column(s) using the ALTER TABLE statement. Syntax: ALTER TABLE ADD/DROP [datatype]; ALTER TABLE MODIFY ; 216 INFORMATICS PRACTICES Chapter-9 MySQL Example: Ms. Sujata adds a column named Games. mysql> ALTER TABLE Student ADD Games VARCHAR(20); Now she wants to check the structure of the table to see that the new column Games is added. mysql> DESCRIBE Student; +——–+————–+——+—–+———+——-+ | Field | Type | Null | Key | Default | Extra | +——–+————–+——+—–+———+——-+ | Rollno | int(11) | Name | varchar(25) | YES | YES | YES | | | | | | NULL | NULL | NULL | NULL | NULL | | | | | | | | | | Gender | char(1) | Marks1 | decimal(4,1) | YES | Games | varchar(20) | YES +——–+————–+——+—–+———+——- + 5 rows in set (0. 00 sec) After execution of the above ALTER TABLE statement, the Games column is added and a NULL value is assigned to all the rows in this column. mysql> SELECT * FROM Student; +——–+——————+——–+——–+——-+ | Rollno | Name | | | | | | | 1 | Siddharth Sehgal 2 | Gurpreet Kaur 3 | Monica Rana 4 | Jatinder Sen 5 | George Jacob 6 | Deepa Bhandari 7 | Akshay Nath | Gender | Marks1 |M |F |F |M |M |F |M | | | | | | | 93. 91. 0 93. 0 78. 0 76. 0 77. 0 65. 0 | Games | | NULL | NULL | NULL | NULL | NULL | NULL | NULL | | | | | | | +——–+——————+——–+——–+——-+ +——–+——————+——–+——–+——-+ INFORMATICS PRACTICES 217 Chapter-9 MySQL Now, s uppose we want to change the newly added Games column to hold integers(in place of character data) using ALTER TABLE statement: mysql> ALTER TABLE Student MODIFY games INTEGER; To delete a column of a table the ALTER TABLE statement is used with Drop clause. Ms. Sujata deletes the Games column using the ALTER TABLE statement: mysql> ALTER TABLE Student DROP Games; mysql> DESC student; +——–+————–+——+—–+———+——-+ | Field | Type | Null | Key | Default | Extra | +——–+————–+——+—–+———+——-+ | Rollno | int(11) | Name | varchar(25) | YES | YES | YES | | | | | NULL | NULL | NULL | NULL | | | | | | | | | Gender | char(1) | Marks1 | decimal(4,1) | YES +——–+————–+——+—–+———+——-+ 4 rows in set (0. 00 sec) The above display shows that Games column is removed from the table. The word â€Å"DESC† can also be used in place of â€Å"DESCRIBE† Retrieving Information with SELECT Statement The SELECT statement is used to fetch data from one or more database tables. Retrieving Single Column Here is the syntax of SELECT statement to retrieve a single column from a table: Syntax: SELECT FROM ; 218 INFORMATICS PRACTICES Chapter-9 MySQL Example: Ms. Sujata wants to display Roll numbers of all her students. She uses the following statement: mysql> SELECT Rollno FROM Student; +———- + | Rollno | +———- + | | | | | | | 1 2 3 4 5 6 7 | | | | | | | ———- + 7 rows in set (0. 00 sec) Retrieving Multiple Columns We can display more than one column(s) from a table using SELECT statement: Syntax: SELECT , FROM ; Example: Now, Ms. Sujata displays two columns :Roll numbers and names of all the students. mysql> SELECT Rollno, Name FROM Student; +———- +——————+ | Rollno | Name | +———- +——————+ | | 1 2 | Siddharth Se hgal | Gurpreet Kaur | | 219 INFORMATICS PRACTICES Chapter-9 MySQL | | | | | 3 4 5 6 7 | Monica Rana | Jatinder Sen | George Jacob | Deepa Bhandari | Akshay Nath | | | | +———- +——————+ 7 rows in set (0. 00 sec) Changing the order of display of Columns We can display columns in any order by specifying the columns in that order in SELECT statement . The following statement displays Names first and then Roll numbers from the table Student. mysql> SELECT Name,Rollno FROM Student; +——————+——–+ | Name | Rollno | +——————+——–+ | Siddharth Sehgal | Gurpreet Kaur | Monica Rana | Jatinder Sen | George Jacob | Deepa Bhandari | Akshay Nath | | | | | | | 1 | 2 | 3 | 4 | 5 | 6 | 7 | ——————+——–+ 7 rows in set (0. 00 sec) In the Output, notice that the first column displaying names is left-justified and the second column displaying roll numbers is right justified. The format of output follows the pattern that character data is left justified and numeric data is right justified. 220 INFORMATICS PRACTICES Chapter-9 MySQL Retrieving all Columns To see all the columns of the table, we can write * in place of names of all the columns. The columns are displayed in the order in which they are stored in the table. Ms. Sujata uses the following statement to see all the columns of her table: mysql> SELECT * FROM Student; +——–+——————+——–+——–+ | Rollno | Name | Gender | Marks1 | +——–+——————+——–+——–+ | | | | | | | 1 2 3 4 5 6 7 | Siddharth Sehgal | Gurpreet Kaur | Monica Rana | Jatinder Sen | George Jacob | Deepa Bhandari | Akshay Nath |M |F |F |M |M |F |M | | | | | | | 93. 0 | 91. 0 | 93. 0 | 78. 0 | 76. 0 | 77. 0 | 65. 0 | +——–+——————+——–+——–+ 7 rows in set (0. 00 sec) ! The asterisk (*) means â€Å"All†. SELECT * means display all columns Eliminating duplicate values By default data is displayed from all the rows of the table, even if the data in the result is duplicated. Using the keyword DISTINCT, the duplicate values can be eliminated in the result. When DISTINCT keyword is specified, only one instance of the duplicated data is shown. The following query without the DISTINCT keyword shows 7 rows while the same query with DISTINCT keyword shows 6 rows as duplicate data 93 is displayed only once. INFORMATICS PRACTICES 221 Chapter-9 MySQL mysql> SELECT Marks1 FROM Student; +——–+ | Marks1 | +——–+ | | | | | | | 93. | 91. 0 | 93. 0 | 78. 0 | 76. 0 | 77. 0 | 65. 0 | 93 displayed twice +——–+ 7 rows in set (0. 00 sec) mysql> SELECT DISTINCT Marks1 FROM Student; +——–+ | Marks1 | +——–+ | | | | | | 93. 0 | 91. 0 | 78. 0 | 76. 0 | 77. 0 | 65. 0 | +——–+ 6 rows in set (0. 00 sec) 222 INFORMATICS PRACTICES Chapter-9 MySQL Retrieving Data From All Rows If we write the keyword ALL in place of DISTINCT, then the result of SELECT query displays all the values including duplicate values. The output is the same as what we get when we do not write DISTINCT keyword in the SELECT query. Using Arithmetic Operators with SELECT Arithmetic operators perform mathematical calculations. In SQL the following arithmetic operators are used: Operator + * / % What it does Addition Subtraction Multiplication Division Modulus (or remainder) Modulus operator (%) returns the remainder of a division. We can perform simple arithmetic computations on data using SELECT statement. Ms. Sujata thinks what if all my students had secured 5 marks more. She enters the following statement to display marks of all students increased by 5. mysql> SELECT Marks1+5 FROM Student; +———-+ | Marks1+5 | +———-+ | | | | | | | 98. 96. 0 98. 0 83. 0 81. 0 82. 0 70. 0 | | | | | | | +———-+ 7 rows in set (0. 02 sec) INFORMATICS PRACTICES 223 Chapter-9 MySQL Marks1 column is displayed increased by 5. The actual values are not increased in the table. Here are some more examples: mysql> SELECT Name,Marks1+0. 05*Marks1 FROM Student ; mysql> SELECT Name, Marks1-10 FROM Student ; mysql> SELECT Name,Marks1/2 FROM Student ; ! Using these operators on tables does not create new columns in the tables or change the actual data values. The results of the calculations appear only in the output. In the above examples, arithmetic calculations were based on Student table. Arithmetic calculations may not always be based on tables. For example when we want to compute 7*3+1, there is no table to be referenced. In such queries no FROM clause is used : mysql> SELECT 7*3+1; +——-+ | 7*3+1 | +——-+ | 22 | +——-+ 1 row in set (0. 09 sec) mysql> SELECT 71+34; +——-+ | 71+34 | +——-+ | 105 | +——-+ 1 row in set (0. 00 sec) 224 INFORMATICS PRACTICES Chapter-9 MySQL Using Column Alias Till now, we have seen that when the result of an SQL statement is displayed, the heading displayed at the top of column is same s the column name in the table or the arithmetic operation being done on the Column. While displaying marks from the table Student, Ms. Sujata wants the output to display a column heading (for Marks) that is easier to understand and is more meaningful and presentable like â€Å"Marks Secured† inste ad of Marks1. Column alias lets different name (heading) to appear for a column than the actual one in the output. She enters the statement like this: mysql> SELECT Marks1 AS â€Å"Marks Secured† FROM Student; +—————+ | Marks Secured | +—————+ | | | | | | | 93. | 91. 0 | 93. 0 | 78. 0 | 76. 0 | 77. 0 | 65. 0 | +—————+ 7 rows in set (0. 00 sec) Notice that the column Marks1 has been given the column heading â€Å"Marks Secured† . If a column alias consists of more than one word ,then it should be enclosed in quotes as in â€Å"Marks Secured†,otherwise error message is displayed. ! Using Column Alias does not rename a column. It simply displays a different column name in the output. The AS keyword between the column name and alias is optional. We can also write SELECT Marks1 â€Å"Marks Secured† FROM Student; INFORMATICS PRACTICES 225 Chapter-9 MySQL Putting text in Query output Can Ms. Sujata make the query output more presentable by inserting items such as symbols or text in the query output ? Yes. She can. She uses the following statement. mysql> SELECT Rollno,Name,'has secured marks',marks1 FROM student; +——–+——————+——————-+——–+ | Rollno | Name | has secured marks | marks1 | +——–+——————+——————-+——–+ | | | | | | | 1 | Siddharth Sehgal | has secured marks 2 | Gurpreet Kaur 3 | Monica Rana 4 | Jatinder Sen 5 | George Jacob 6 | Deepa Bhandari 7 | Akshay Nath | has secured marks | has secured marks | has secured marks | has secured marks | has secured marks | has secured marks | | | | | | | 93. 0 | 91. 0 | 93. 0 | 78. 0 | 76. 0 | 77. 0 | 65. 0 | +——–+——————+——————-+——–+ 7 rows in set (0. 00 sec) The text ‘has secured marks' is displayed with every row of the table. Retrieving specific rows – WHERE clause Tables usually contain many rows. Mostly, we do not want to display all the rows of a table. Certain rows can be displayed based on the criteria for selection of rows using the keyword WHERE. The WHERE clause is used to filter records. It is used to extract only those records that fulfill a specified criterion. Syntax: SELECT [, ,†¦. ] FROM WHERE ; Ms. Sujata wants to display the names and marks of all those students who have secured marks above 80, she enters: 226 INFORMATICS PRACTICES Chapter-9 MySQL mysql> SELECT Name,Marks1 FROM Student WHERE Marks1 > 80; +——————+———-+ | Name | Marks1 | +——————+———-+ | Siddharth Sehgal | Gurpreet Kaur | Monica Rana | | | 93. 91. 0 93. 0 | | | +——————+———-+ 3 rows in set (0. 00 sec) She thinks â€Å"What would be the marks of my students if they were increased by 5 for all those students who secured marks below 80? † She enters the statement : mysql> SELECT Name,Marks1+5 FROM Student WHERE marks1 < >= SELECT * FROM Student WHERE Marks1>=93; +——–+——————+——–+——–+ | Rollno | Name | Gender | Marks1 | +——–+——————+——–+——–+ | | 1 3 | Siddharth Sehgal | Monica Rana |M |F | | 93. 0 93. 0 | | +——–+——————+——–+——–+ 2 rows in set (0. 6 sec) ! When we use relational operators with character data type, < means earlier in the alphabet and > means later in the alphabet. ‘Aman' < ‘Ayan' as ‘m' comes before ‘y' in alphabet. Some more examples of queries involving relational expressions: mysql> SELECT Name,Marks1 FROM Student WHERE Marks1 SELECT * FROM Student WHERE Name = ‘Gurpreet Kaur'; mysql> SELE CT RollNo,Marks1 FROM Student WHERE Rollno SELECT RollNo,Marks1 FROM Student WHERE Rollno 3; mysql> SELECT RollNo,Marks1 FROM Student WHERE Name ‘Mani Kumar'; 228 INFORMATICS PRACTICES Chapter-9 MySQL Logical Operators OR, AND, NOT logical operators are used in SQL. Logical operators OR and AND are used to connect relational expressions in the WHERE clause. If any of the comparisons are true, OR returns TRUE. AND requires both conditions to be true in order to return TRUE. NOT negates a condition. If a condition returns a True value, adding NOT causes the condition to return a False value and vice versa. The symbol || can be used in place of OR, && can be used in place of AND, ! can be used in place of NOT operator. Ms. Sujata uses the following statement (with Logical operator AND) to display Roll numbers and names of students who have secured marks above 70 but below 80. mysql> SELECT Rollno, Name,Marks1 FROM Student WHERE Marks1 > 70 AND Marks1 < 80; +——–+—————-+——–+ | Rollno | Name | Marks1 | +——–+—————-+——–+ | | | 4 5 6 | Jatinder Sen | George Jacob | Deepa Bhandari | | | 78. 0 | 76. 0 | 77. 0 | +——–+—————-+——–+ 3 rows in set (0. 01 sec) Some example of SQL statements with Logical operators are shown below. ysql> SELECT Empnumber, EmpName FROM Employee WHERE Department = ‘Accoumts' OR Department = ‘Personnel'; mysql> SELECT Empnumber, EmpName FROM Employee WHERE Department = ‘Accoumts' AND Designation = ‘Manager'; mysql> SELECT Empnumber, EmpNa me FROM Employee WHERE NOT(Designation = ‘Manager'); mysql> SELECT Name,TotalMarks FROM Candidate WHERE writtenmarks>80 || Interviewmarks>10; SELECT Name,TotalMarks FROM Candidate WHERE writtenmarks>80 && Interviewmarks>10; INFORMATICS PRACTICES 229 Chapter-9 MySQL Using Parenthesis in WHERE clause Sometimes we have to write a criterion using a combination of AND and OR. The parentheses not only help us visually see how things are grouped together but they also let the DBMS know exactly what to do. SELECT * FROM Emp WHERE first_name='Amit' AND (last_name='Sharma' OR last_name='Verma'); So, how does that work? It simply states that we are looking for anyone with the first name as Amit and the last name as Sharma or Verma. They must have the first name as Amit but can have the last name as either Sharma or Verma. Condition based on Range The BETWEEN operator defines the range of values within which the column values must fall into to make the condition true. The range includes both the upper and lower values. Ms. Sujata uses the following statement to display roll numbers and marks of students who have secured marks in the range 70 to 80 (including 70 and 80). mysql> SELECT Rollno,Name,Marks1 FROM Student WHERE Marks1 BETWEEN 70 AND 80; +——–+—————-+——–+ | Rollno | Name | Marks1 | +——–+—————-+——–+ | | | 4 5 6 | Jatinder Sen | George Jacob | Deepa Bhandari | | | 78. 0 | 76. 0 | 77. 0 | +——–+—————-+——–+ 3 rows in set (0. 06 sec) The following statement displays roll numbers and marks of students who have secured marks other than the ones in the range 70 to 80(including 70 and 80). 30 INFORMATICS PRACTICES Chapter-9 MySQL mysql> SELECT Rollno,Name,Marks1 FROM Student WHERE Marks1 NOT BETWEEN 70 AND 80; ! BETWEEN displays all values between the lower and the upper va lues including the lower and the upper values. To display marks in the range 70 to 80, Ms. Sujata could have used the following statement to give the same output as the one using BETWEEN operator. mysql> SELECT Rollno,Name,Marks1 FROM Student WHERE Marks1>=70 AND Marks1 SELECT Rollno, Name, Marks1 FROM Student WHERE Marks1 IN (68,76,78); +————-+———————+————–+ | Rollno | Name | Marks1 | ————-+———————+————–+ | | 4 5 | Jatinder Sen | 78. 0 76. 0 | | | George Jacob | +————-+———————+————–+ 2 rows in set (0. 00 sec) In an Employee table, to display rows where State is ‘DELHI' or ‘MUMBAI' or ‘UP', we write the query like this: SELECT * FROM E mployee WHERE State IN (‘DELHI','MUMBAI','UP'); In an Employee table, to display all rows except those that have State as ‘DELHI' or ‘MUMBAI' or ‘UP', we write the query like this: INFORMATICS PRACTICES 231 Chapter-9 MySQL SELECT * FROM Employee WHERE State NOT IN (‘DELHI','MUMBAI','UP'); Till now Ms. Sujata's table Student has 7 rows. She wants to populate it with some more rows. She uses the following INSERT INTO statement. INSERT INTO Student VALUES (8,'Samdisha Sen','F',76); INSERT INTO Student VALUES (9,'Geeta Sen Sharma','F',91); INSERT INTO Student VALUES (10,'Geet Kadamb','M',66); INSERT INTO Student VALUES (11,'Aman Ali','M',92); INSERT INTO Student VALUES (12,'Ayan Ali','M',87); She checks that the table has the new rows inserted by using the following SELECT statement: SELECT * FROM Student; +——–+——————+——–+——–+ | Rollno | name | Gender | Marks1 | ——–+——————+——–+——–+ | | | | | | | | | | | | 1 2 3 4 5 6 7 8 9 10 11 12 | Siddharth Sehgal | | Gurpreet Kaur | Monica Rana | Jatinder Sen | George Jacob | Deepa Bhandari | Akshay Nath | Samdisha Sen | Geeta Sen Sharma | G eet Kadamb | Aman Ali | Ayan Ali | | | | | | | | | | | M F F M M F M F F M M M | | | | | | | | | | | | 93 91 93 78 76 77 65 76 91 66 92 87 | | | | | | | | | | | | +——–+——————+——–+——–+ 12 rows in set (0. 00 sec) 232 INFORMATICS PRACTICES Chapter-9 MySQL Condition based on pattern matches Sometimes while trying to remember somebody's name, you remember a part of his/her name but not the exact name. In such cases, MySQL has wildcards to help you out. % and _ are two wild card characters. The percent (%) symbol is used to represent any sequence of zero or more characters. The underscore (_) symbol is used to represent a single character. LIKE clause is used to fetch data which matches the specified pattern from a table. The LIKE clause tells the DBMS that we won't be doing a strict comparison like = or ; or ; but we will be using wildcards in our comparison. Syntax: SELECT , [†¦] WHERE LIKE Pattern [AND [OR]] ; For example, Ms. Sujata wants to display details of students who have their names ending with ‘Sen', she enters: mysql; SELECT * FROM Student WHERE Name LIKE ‘%Sen'; +——–+————–+——–+———-+ | Rollno | Name | Gender | Marks1 | +——–+————–+——–+———-+ | | 4 | Jatinder Sen | M 8 | Samdisha Sen | F | | 78. | 76. 0 | +——–+————–+——–+———-+ 2 rows in set (0. 00 sec) To display rows from the table Student with names starting with ‘G', she enters: mysql> SELECT * FROM Student WHERE Name LIKE †˜G%'; +——–+——————+——–+———-+ | Rollno | name | Gender | Marks1 | +——–+——————+——–+———-+ | 2 | Gurpreet Kaur |F | 91. 0 | 233 INFORMATICS PRACTICES Chapter-9 MySQL | | | 5 | George Jacob 9 | Geeta Sen Sharma 10 | Geet Kadamb |M |F |M | | | 76. 0 | 91. | 66. 0 | +——–+——————+——–+———-+ 4 rows in set (0. 02 sec) To display rows that have names starting with ‘G' and ending with ‘b', she enters: mysql> SELECT * FROM Student WHERE Name LIKE ‘G%b'; +———-+——————+————-+———–+ | Rollno | name | Gender | Marks1 | +———-+—â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€+————-+———–+ | | 5 10 | George Jacob | Geet Kadamb |M |M | | 76. 0 66. 0 | | +———-+——————+————-+———–+ 2 rows in set (0. 0 sec) To display rows from the table Student that have ‘Sen' anywhere in their names, she enters: mysql> SELECT * FROM Student WHERE Name LIKE ‘%Sen%'; +———-+——————+————-+———–+ | Rollno | name | Gender | Marks1 | +———-+——————+————-+———–+ | | | 4 8 9 | Jatinder Sen | Samdisha Sen | Geeta Sen Sharma |M |F |F | | | 78 76 91 | | | +———-+——————+—â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€-+———–+ 3 rows in set (0. 00 sec) 234 INFORMATICS PRACTICES Chapter-9 MySQL To display rows that have names starting with ‘A' and then having any 4 characters and ending with ‘Ali', she uses underscore wild card like this: mysql; SELECT * FROM Student WHERE Name LIKE ‘A_ _ _ _ Ali'; +———-+——————+————-+———–+ | Rollno | name | Gender | Marks1 | +———-+——————+————-+———–+ | | 11 12 | Aman Ali | Ayan Ali |M |M | | 92. 0 87. 0 | | +———-+——————+————-+———–+ 2 rows in set (0. 00 sec) Some more examples ‘Am%' matches any string starting with Am. %Singh%' matches any string containing ‘Singh' ‘%a' matches any string ending with ‘a' ‘_ _ _' matches any string that is exactl y 3 characters long. ‘_ _ %' matches any string that has at least 2 characters. ‘_ _ _ g' matches any string that is 4 characters long with any 3 characters in the beginning but ‘g' as the 4th character. The keyword NOT LIKE is used to select the rows that do not match the specified pattern. To display rows from the table Student that have names not starting with ‘G', she enters: mysql> SELECT * FROM Student WHERE Name NOT LIKE ‘G%'; Precedence of Operators All the operators have precedence. Precedence is the order in which different operators are evaluated in the same expression. When evaluating an expression containing INFORMATICS PRACTICES 235 Chapter-9 MySQL multiple operators, operators with higher precedence are evaluated before evaluating those with lower precedence. Operators with equal precedence are evaluated from left to right within the expression. Parenthesis can be used to change the preference of an operator. Various operators in descending order of precedence (top to bottom) are listed below: ! (unary minus) ^ *, /, DIV, %, MOD -, + =, , ;=, ;, INSERT INTO Student(Rollno,Marks1) VALUES (14,45); Query OK, 1 row affected (0. 05 sec) Since values are provided only for Roll number and marks, Ms. Sujata uses the SELECT statement and notices the word NULL displayed for Name and Gender for Roll number 14 : mysql; SELECT * FROM Student WHERE Rollno =14; +——–+——+——–+———-+ | Rollno | name | Gender | Marks1 | +——–+——+——–+———-+ | 14 | NULL | NULL | 45. 0 | +——–+——+——–+———-+ 1 row in set (0. 0 sec) Explicitly Inserting NULL Values We have learnt that if a column can hold NULL values, it can be omitted from the INSERT INTO statement. INSERT INTO statement will automatically insert a null value in that column. This is called Implicitly inserting a NULL value. mysql> INSERT INTO Student(Rollno,Name,Gender) Values(15,'Charvi Chanana','F'); Query OK, 1 row affected (0. 11 sec) In the above INSERT INTO statement Marks1 column is omitted, therefore NULL value will be inserted for it. We can also explicitly add NULL value by using the NULL keyword in the VALUES list for those columns that can hold null values. ysql> INSERT INTO Student Values(14,'Siddharth Sehgal','M',NULL); Query OK, 1 row affected (0. 11 sec) 242 INFORMATICS PRACTICES Chapter-9 MySQL ! A NULL value means no value has been entered for that column i. e. the value for that column is not known. Inserting Date Values The default way to store a date in MySQL is with the type DATE. Below is the format of a DATE. YYYY-MM-DD To insert the current date into a table, MySQL's built-in function CURDATE() can be used in the query. Following are some examples of inserting date values. ysql> INSERT INTO my_table (idate) VALUES (19970505); mysql> INSERT INTO my_table (idate) VALUES ('97-05-05†²); mysql> INSERT INTO my_table (idate) VALUES (‘1997. 05. 05'); mysql> INSERT INTO my_table (idate) VALUES (‘0000-00-00'); ! While Inserting data: v Text values must be enclosed in quotes. v Standard date format is â€Å"yyyy-mm-dd†. v Standard time format is â€Å"hh:mm:ss†. v are required around the standard date and time formats. Quotes UPDATE STATEMENT In the table student, Ms. Sujata entered a student's marks as 93. Suppose, that student found out that one of her answers was unchecked and got her marks increased by 1. How would Ms. Sujata change it in the table? She can use the UPDATE statement to modify existing data in the table. (a) Syntax: UPDATE SET = , [ = , †¦] [WHERE ]; INFORMATICS PRACTICES 243 Chapter-9 MySQL The statement can be used to update one or more columns together. WHERE clause helps in updation of particular rows in a table. The following statement sets the marks(Mark1) of all the rows to 94. UPDATE Student SET Marks1 = 94; The following statement sets the marks(Mark1) of the row with name as ‘Monica Rana' to 94. ysql; UPDATE Student SET Marks1 = 94 WHERE name = ‘Monica Rana'; Query OK, 1 row affected (0. 03 sec) Rows matched: 1 Changed: 1 Warnings: 0 The marks displayed from the table shows 94 marks now: mysql; SELECT Name,Marks1 FROM Student WHERE Name = ‘Monica Rana'; Output: +—————+——–+ | Name | Marks1 | +—————+——–+ | Monica Rana | 94 | +—————+——–+ 1 row in set (0. 00 sec) What if Ms. Sujata wants to change the name and marks both at the same time? Multiple columns can also be updated at one time. The following statement changes the name to â€Å"Chhavi Chanana† and Marks to 90 for the roll number 15. mysql; UPDATE Student SET name = ‘Chhavi Marks1= 90 WHERE Rollno = 15; Output: Query OK , 1 row affected (0. 8 sec) 244 INFORMATICS PRACTICES Chanana', Chapter-9 MySQL DELETE STATEMENT Sometimes students leave school or an employee leaves an organization. Their rows have to be deleted from the table. Deleting data from a table is very simple. DELETE statement is used to delete rows from a table. DELETE removes the entire row, not the individual column values. Care must be taken while using this statement as accidentally important data may get deleted. Syntax: mysql; DELETE FROM ; tablename; [ Where ; condn;]; One of the students with Roll number 14 has left the school and Ms. Sujata wants to delete his/her row. She uses the following statement to delete the row with roll number 14. mysql; DELETE FROM Student WHERE Rollno = 14; Query OK, 1 row affected (0. 03 sec) DELETE statement can be used to delete all rows of the table also . The following statement can be used to delete all the rows from Student table. ysql; DELETE from Student; mysql ; Select * FROM Student; +——–+———+——–+——-+ |Rollno | | Name | | Gender |Marks1 | | | | +——–+———+——–+——-+ +——–+———+——–+——-+ 0 row in set (0. 01 sec) Know more The MySQL databas e management system contains an enormous amount of functionality and power. Using a simple set of statements for inserting, retrieving, deleting and updating data, we can develop quite a useful set of databases and tables. To learn more about MySQL you may visit the website: http://www. mysqltutorial. org INFORMATICS PRACTICES 245 Chapter-9 MySQL Summary 1. 2. 3. 4. 5. 6. 7. 8. CREATE DATABASE statement is used to create a new database. CREATE TABLE statement is used to create a new table. INSERT INTO statement is used to insert a new row in a table. The SELECT statement is used to fetch data from one or more database tables. SELECT * means display all columns. The WHERE clause is used to select specific rows. The DESCRIBE statement is used to see the structure of a table. We can change the structure of a table ie. add, remove or change its column(s) using the ALTER TABLE statement. The keyword DISTINCT is used to eliminate redundant data from display. a) Logical operators OR and AND are used to connect relational expressions in the WHERE clause. Logical operator NOT is used to negate a condition. 9. 10. (b) 11. The BETWEEN operator defines the range of values that the column values must fall into to make the condition true. The IN operator selects values that match any value in the given list of values. % and _ are two wild card characters. The percent (%) symbol is used to represent any sequence of zero or more characters. The underscore (_) symbol is used to represent a single character. NULL represents a value that is unavailable, unassigned, unknown or inapplicable. The results of the SELECT statement can be displayed in the ascending or descending order of a single column or columns using ORDER BY clause. UPDATE statement is used to modify existing data in a table. DELETE statement is used to delete rows from a table. 12. 13. 14. 15. 16. 17. 246 INFORMATICS PRACTICES Chapter-9 MySQL Multiple Choice questions 1. Which statement is used to extract data from a table? A. B. C. D. 2. SELECT DISPLAY READ EXTRACT How do you select all the columns from a table named â€Å"Employee†? A. B. C. D. SELECT [all] FROM Employee; SELECT Employee; SELECT * BY Employee; SELECT * FROM Employee ; . How do you select a column named â€Å"IName† from a table named â€Å"Inventory†? A. B. C. D. SELECT Inventory FROM Iname; DISPLAY Iname SELECT Iname FROM Inventory; FROM Inventory; SELECT Iname, Inventory FROM Iname; 4. Which of the following are valid column names? A. B. C. D. Marks Eng 66_Marks Marks_Eng #Eng_Marks 5. SELECT statement can be use d to perform these functions. A. B. C. D. Insert rows into a table. Choose and display columns from a table. Modify data in a table. Select and display structure of a table INFORMATICS PRACTICES 247 Chapter-9 MySQL 6. Which statement is used to insert new data in a table? A. B. C. D. ADD RECORD INSERT RECORD INSERT INTO INSERT ROW 7. How would you display all those rows from a table named â€Å"Friends† where the value of the column â€Å"Hobbies† is â€Å"SWIMMING† A. B. C. D. SELECT ALL FROM Friends WHERE Hobbies IS ‘SWIMMING'; SELECT * FROM Friends WHERE Hobbies='SWIMMING'; SELECT * FROM Friends WHERE Hobbies = ‘Swimming† ; SELECT ALL FROM Friends WHERE Hobbies ‘SWIMMING' ; 8. Which statement is used to modify data in a table? A. B. C. D. CHANGE MODIFY UPDATE SAVE AS 9. Which SQL statement is used to delete data from a table? A. B. C. D. DELETE DROP TRUNCATE REMOVE 10. How do you select all the rows from a table named â€Å"Student† where the value of the column â€Å"FName† starts with â€Å"G†? A. B. C. D. SELECT * FROM Student WHERE FName LIKE ‘G_' ; SELECT * FROM Student WHERE FName='G'; SELECT * FROM Student WHERE FName LIKE ‘G%' ; SELECT * WHERE Student WHERE FName='%G%' ; INFORMATICS PRACTICES 248 Chapter-9 MySQL 11. The OR operator displays a record if ANY of the conditions listed are true. The AND operator displays a record if ALL of the conditions listed are true A. B. False True 12. Which keyword is used to return only different values in a column? A. B. C. D. DIFFERENT EXCLUSIVE DISTINCT UNIQUE 3. Which SQL keyword(s) is/are used to sort the rows in the output: A. B. C. D. SORTED ORDER SORT SORT BY ORDER BY 14. How would you return all the rows from a table named â€Å"Item† sorted in descending order on the column â€Å"IName†? A. B. C. D. SELECT * FROM Item SORT ‘IName' DESC; SELECT * FROM Item ORDER BY IName DESC ; SELECT * FROM Item ORDER IName DESC ; SELECT * FROM Item SORT BY ‘IName' DESC ; 15. How can you insert a new row into the â€Å"Store† table? A. B. C. D. INSERT (1,'Abc Rice') INTO Store; INSERT VALUES (1,'Abc Rice') INTO Store ; INSERT INTO Store VALUES (1,'Abc Rice'); ADD ROW Store values(1,'Abc Rice'); INFORMATICS PRACTICES 249 Chapter-9 MySQL 16. Which statement is appropriate to change the first name â€Å"Madhur† to â€Å"Mridul† in the â€Å"FName† column in the ‘Student' table? A. B. C. D. UPDATE Student SET FName='Mridul' WHERE FName='Madhur' ; MODIFY Student SET FName='Madhur' INTO FName='Mridul ; UPDATE Student SET FName='Madhur' INTO FName='Mridul' ; UPDATE Student SET FName='Madhur' WHERE FName='Mridul' ; 17. How can you delete the rows with marks below 33 in the ‘Student' Table? A. B. C. D. DELETE FROM Student WHERE marks