Airline Reservation System

Airline Reservation System
In this project, you will design and implement a simple interactive airline reservation system similar to orbitz (www.orbitz.com). The system is

a typical client-server application with a web-based front-end for the user and a database backend. This project will focus only on the backend

and NOT on the front end. This document provides a high-level description of the project and outlines the deliverables expected of your team. It

is crucial that you have a good solid design before you start coding.
The purpose of the online system is to create convenient and easy-to-use online system for passengers, trying to buy airline tickets. The system

is based on a relational database with its flight management and reservation functions. We will have a database supporting dozens of major

cities around the world as well as hundreds of flights by various airline companies. Above all, we hope to provide a comfortable user experience

along with the best pricing available.
Project is worth 20% of your final grade.
Each team can have maximum of three members.
Requirements
Users of the system should be able to retrieve flight information between two given cities with the given dates/times of travel from the

database. A route from city A to city B is a sequence of connecting flights from A to B such that: a) there are at most two connecting stops,

excluding the starting city and destination city of the trip, b) the connecting time is between one to two hours. The system will support two

types of user privileges, Customer and Employee. Customers will have access to customer functions, and the employees will have access to both

customer and flight management functions.
The customer should be able to do the following functions:
• Make a new reservation.
o One-way
o Round-Trip
• Cancel an existing reservation.
• View his itinerary.

The Employee should have following management functionalities:
• Customer functions.
• Reporting
o Get all customers who have seats reserved on a given flight.
o Get all flights for a given airport.
o Calculate total sales for a given flight.
• Administrative
o Add/Delete a flight
o Add a new airport
o Update fare for flights.

Each flight has a limited number of available seats. There are number of flights that go from/to different cities at different dates and time.
Part 1: Database Design Document (Due Date: March 30th): (20 points)
This will include a precise description of the project as you understood it, the complete ER diagrams outlining the database schema, and the

tools and technologies that you intend to use for the project. Convert the E/R diagram to a relational schema. Indicate primary keys, foreign

keys, triggers and any other constraints you may have. Clearly specify any assumptions you make and your rationale.
Implement the SQL database schema for the design using CREATE TABLE commands. Have enough cities, flights and flight legs to test the above

functionalities. Assume suitable data types for the attributes.
To Submit:
• E/R model and relation schema of your database.
• SQL queries used to create the tables.

Part 2:PL/SQL Code along with the Admin and User functions(50 points)
This part of the project should have all the functions implemented in PL/SQL. For example: the admin should be able to create new flights, which

would be entered in the appropriate table, the user should be able to make a reservation, etc.
To Submit:
• PL/SQL code for all the working functions.
• A snapshot of each of the functions working
• A snapshot of the reporting of the admin
Final Project Demo: (30 points)
You will come up with a summary report which outlines your learning experience in the project and identify changes/modifications to the design.

Include the contributions of both team members.

TESTING AND ASSESSMENT OF LANGUAGE PERFORMANCE

Write BOTH Task1 and Task 2(read carefully)

Instructions for Task 1. (40%)
Examine the three authentic texts, suitable for communicative testing of Listening, Reading, or writing at intermediate level.

Select one or two text (s).

Design one test activity (either listening, reading or writing) which is underpinned by the principles of communicative testing. Provide

instructions to the candidates and a scoring system. Your test will take approximately one hour to administer. Your activity should include 5-8

item types for listening or reading and 1-2 item type(s) for writing.

Explain in about 800 words why you designed the activity in the way you did, referring to relevant concepts from the literature. This is the

‘rationale’.

Include at least two references. The texts have been posted on VITAL.

Instructions for Task 2. (60%)

Analyse and evaluate a General English test in Speaking, Listening, Reading, Writing and Use of English. The test has been posted on VITAL.
Form teams of 4 or 5.
In your teams, analyse and evaluate the test.

Allocate the following topics to different team members:
a. evaluation of the Listening component
b. evaluation of the Reading
c. evaluation of the Speaking component
d. evaluation of the Writing component
e. evaluation of the Use of English component(write this part vocabulary and grammar)

Individually, describe each of the items or groups of items in your section of the test.
Provide a rationale for each item or group of items.
Show how the test items or groups of items fit into the test as a whole.
Making reference to concepts from the relevant literature, discuss the extent to which you believe that the test designers have succeeded in

producing a valid and reliable test. Explain how the test reflects the language use the candidates are likely to be involved in.
Include at least five references for the evaluation of your section of the test.

Write between 1500 and 2000 words for each individual section. DO not write introduction,just use of language
As for Task 2, please start from the purpose of the test based on the handbooks (two handbooks on VITAL thus you have more information about FCE

to evaluate the test) and evaluate the test in terms of validity, reliability, authenticity, practicality, washback and other essential test

design principles.
In your final assignment, you need to submit your work individually consisting of two parts:

a. Task 1: design and justify one test activity (either listening, reading or writing) within 800 words.

b. Task 2: introduction of the whole testing + your evaluation of one section (either listening, reading, speaking, writing or use of

English component) within 1500words.

Submission of a Soft Copy:

Late submission will be penalised. So please submit your assignment on time.

Advice for assignment

Task 1. Develop ONE test activity, reading, listening or writing)
5-8 item types for reading and listening. A test item type for reading and listening includes gap fill/ mcq/cloze/ true-false et al. Refer to

weekly lecture slides.

1-2 item types for writing. If you wish to design integrative tasks, refer to the writing task in TOEFL iBT (uploaded on VITAL).
If you feel the audio file is too short to design an one hour listening test, you could choose two texts.
Rationale means the reasons why you designed the test in the way you did.

Task 2. Evaluate one section of the test

Follow the publishers’ guidelines and website as closely as possible. Relevant links and documents have been uploaded on VITAL.

Interpret your test scores and refer to appropriate statistical analysis methods we discussed in sessions.

Your evaluation of the test should include a discussion of the issues relating to the key concepts in testing: validity, reliability,

authenticity, backwash, target language use, and practicability.

Refer to at least five references.
Please paginate your assignments.
Refer to the APA style closely, in particular the format of the in-text citations.
Please proof read your assignment (by your self or group members) before you submit your assignment.

Mini-Case Study: The Birdie Golf-Hybrid Golf Merger

This case study highlights the decisions that senior managers and boards of directors face when deciding whether to merge with another firm. In

addition to projecting future organizational performance of their current firm, the board of directors and senior management must analyze the

other firm’s financial data and consider the possible outcomes of joining the two organizations and the impact the merger may have on their own

finances and future.

After reading the scenario:

Briefly answer the four questions at the end (2 or 3 sentences each).
Include all calculations you were asked to provide.

Chapter 7 review

Over the semester, you will submit two short chapter reviews (400 to 600 words). One chapter review from chapters 3-7; and one from chapters 8-14.

Your review will clearly articulate the main thesis of the chapter. You will put the author’s argument into your own words. Historical arguments are made up of smaller points and arguments.

Your review will tell readers how the author used various points and sections to support her main claim. Capture the author’s argument and tell your reader how the author built it.

Finally, you will include some sort of criticism. This will range from critiques about style, organization, or tone, to meatier matters: weakness in argument, circular reasoning, or —most often— unanswered questions. When historians attempt to explain why something happened in the past, their argument often leads us to new unanswered questions or problems. Tell your reader what new puzzles or questions the chapter presents us.

EXAMPLE:

Chapter 2: “Latin America in 1790,” by Teresa A. Meade, from A History of Modern Latin America: 1800 to the Present. Reviewed by Michael E. deGruccio

In this chapter, Meade tries to explain why it is that over the 18th century, and especially by 1790, so many Latin Americans, from all classes, joined in a growing number of revolts and rebellions. Meade shows how Latin America society, from the first days of the encounter, was founded upon extreme inequality and privilege. The encomienda system awarded whole indigenous communities to the care (and exploitation) of Spanish colonizers. Spanish and Portuguese colonizers also relied on indigenous hierarchies. Indian chiefs and leaders– called Caciques– served as brokers between the conquerors and the conquered masses. Even more, the crown appointed the sons of privileged families to serve as “corregidores”– a lucrative position which enforced tribute and work from Indian communities. Everywhere, in other words, the Iberian conquerors established a world of slavery, peonage, exploitation, and privilege for the few.
Meade argues that ironically the growing revolts did not happen under this older system of repression; instead, Latin American rebellions sprung up when new, more modernizing monarchs (like the Bourbons) attempted to make their empires more efficient and productive. These new “enlightened” monarchs clamped down on smuggling and unsanctioned trade, made new bureaucratic appointments, and established new elaborate tax systems. Two reformers in particular— José de Gálvez of Spain and Marques de Pombal of Portugal—drastically changed how the two empires governed their distant colonies.
Meade argues that folks from all walks of life resented the creeping bureaucratic intervention from Spain and Portugal. Rebellions across the colonies erupted: Túpac Amaru II and his Andean indigenous followers; Túpac Katari and his insurgents in Bolivia; the Comunero Revolt in present-day Columbia; and a massive revolt by Brazilian miners, led by a dentist. All of the revolts were brutally crushed. Meade argues that women played a large role in these uprisings, even in military leadership. Meade also claims that during this period a new sense of Latin American identity emerged, deeply shaped by the mixing of European, African and Indian blood and culture. One can see this unique identity in the images of dark-skinned virgins, or depictions of Jesus eating new world indigenous delicacies, like guinea pig, or in stories of Mexico’s mythological Quetzalcoatl having possibly been Jesus—all of this suggesting that New World subjects no longer needed Europeans for moral direction.
By the end of the chapter, Meade leaves us with a Latin America, in the final decade of the 1700s, tending toward revolt, and armed with cultural expressions that demonstrate their new identity as independent peoples with their own past and future.
Meade’s chapter, though, leaves us with more questions. Why, for example, were there more revolts in the 1700s when there was so much exploitation from the beginning of the conquest? And in a search for a story about Latin America’s unique history, has Meade downplayed the power of the American Revolution and the European Enlightenment ideas that inspired it? In short, Meade fails to demonstrate why the new reforms were so agitating and offensive to so many Latin Americans.

M6 Discussion – Cardiovascular Disease and Cancer

This discussion forum has two parts:

Part A:
What is Cardiovascular Disease? How does lifestyle contribute to lowering or raising your risk factors? Please view the short video: Life’s

Simple 7. What from the video relates further to these topics more specifically?

Part B:
What are the inherent and environmental risk factors for cancer? How does behavioral factors increase or decrease risk of cancer? Additionally,

what from the video Your Health Depends on Where You Live also relates to this discussion?
Required Reading
Reading Chapters 9 & 10
Video: Davenhall, Bill. (Oct. 2009). Your Health Depends On Where You Live. TEDTalks. (9:59)
Video: American Heart Association. (June, 2014). Life’s Simple 7 – Simple Factors that Impact Health and Quality of Life. (3:50).

International Trade

 

International Trade
For international supply chain management, what are the risks, issues, opportunities, and impacts of recent trends of trade protectionism and nationalist policies of some countries?

Draw examples from recent global events.

Use the examples to explain the risks, issues, opportunities, and impacts to international supply chain management.

 

 

Natural History Essay

(250-300 words).

To complete this essay, you will need to take a walk in Florida’s woods or a tangled, overgrown backyard. Look around, ‘travel’ through the environment you choose, spend some time, record your ‘travels.’ Choose one particular native species (you may have to do some quick research to make sure it’s a native) and photograph or draw the plant’s blossom (if any), its habitat, leaves, stem, etc. Be sure to find its official scientific name. Then pretend you are a naturalist like Bartram and be prepared to write your own mini-Travels.

This essay asks you to recreate a lost form in the style of William Bartram. The essay is to accompany one plant specimen, which should either be drawn or photographed and included in your essay—like William Bartram! Rather than taking a strictly technical approach, you should draw more clearly from the model of the 18th c and Bartram’s Travels; that is, there should be no strict divide between scientific precision and verbal art. Your essay must fulfill the criteria of botanic description — it should account for the habitat, history, notable and descriptive elements of plant, but like Bartram you can bring it alive with some of his stylistic techniques, such as:

antique language and syntax: (“Behold!”)
anthropomorphizing both animals and plants: (Giving them human qualities)
a sense of moving through space—a travel narrative + natural history document
little dramas involving natives, plants, animals, other people
tools a naturalist brings along (fusee, clubs)

Secondary Reading Assignment for William Bartram

BARTRAM from Travels.
April. Set off having a very good interpreter. Rode a mile and half over low level land, almost entirely covered with small Dwarf Palmetto, under scattering Pine Trees, the soil a white fine sand, came to a branch of water, the bottom a hard white sand, the soil on each side for a small distance wet and owsey producing Red Bay, Candle Berry Myrtle, short Magnolia Glauca, then taller leaning Palmettos. Then we came to a sandy ridge, the sand dry, producing Palmettos, shrubby Oaks that grow about twenty feet high, large tall Pine Trees; these sand hills or ridges, are the highest land of those flat sandy countries of the sea coast of Carolina and Florida dividing the waters of different rivers from each other, generally dry white sand, they are generally, however, productive of grass and Palmettos, various little shrubs, such as, various species of Kalmia, Andromeda, Myrica Cerifera. Prinos, Little Dwarf Oaks, and Chinquapins, as well as good large Pine Trees of the long leaved species reconed the most valuable, both for lumber and its yielding Turpentine, Tar, and Pitch: we next come to Bay Gales, two miles through. As I shall have occasion often to mention these bay gales and savannahs in describing, the different situations of these countries, I shall now endeavour to explain them. These rivers that do not reach the hilly or mountainous parts of these countries have their source in small lakes or savannas that have been lakes or ponds now filled up and become grassy meadows or savannahs which sometimes are vast and extensive, and beautiful bay and expression, or rather they primarily derive from gale bays, which are vast extensive wet and boggy shrubby plains, producing Red Bay, Horse-Sugar Shrubs, Magnolia Glauca, Alcea Florida, all indifferently called Bays by the inhabitants, mixed with sweet Gale, Candle Berry Shrubs, Evergreen Prinos, various Andromeda. Which are perpetually kept low by the annual firing the woods, these gale bays are, on one side of the savannahs, roundabout under the sand hill and ridges, where the wet, owsing out, feeds the savannah with moisture; or the gale bays are on the lower side of the savannahs, where the brook begins a constant running stream. Next we come to a moist flat pine forest, the ground covered with low Palmitos, thus continued a mile then we came to a low wet extensive savannah, overgrown with very tall straight Swamp Pine that seemed to be of a new year’s growth, the soil a black sandy slush about a foot deep, on a hard white sandy bottom, this place was about one mile through, producing very good tall grass, intermixed with, various species of plants, Lobelia, Phlox, abundance of pretty large White Lilies, on dry knowles. Very large thistles, with red crimson and white flowers, Loblolly Bay, very tall beautiful trees, Magnolia glauca, finely in flower, tall and beautiful Cabbage Trees, (Palma vera). Thus having passed four or five miles through a very wet and disagreeable road, we got to dry pine forests. We began gradually to rise on the sand hills. We rode three miles, came to a large rapid stream of water, crossed and went through a narrow swamp of middling good land, then rise on the sandy pine forest, the ground covered with low Palmettos, and pretty good pine timber continuing several miles, rise higher land, Pine and Black Jacks. We continued rising sand hills, came to another large creek, some pretty good swamp land high sandy pine forest such as we had passed, the land becomes now higher and more uneven, beginning to form chains or ridges of higher sand hills, the appearance of which though sandy and barren, yet exhibits a pleasing prospect high pine forest, hills and little lakes and savannahs, some round, and deep between the hills, these ponds and little lakes are of various sizes and form, some one mile over, other five or six miles, some partly surrounded with delightful green level meadows, other encompassed by high steep hills, and the large pine trees, being thinly planted about the green grassy hills, we might from the top of the high ridges see numbers of these little lakes at a great distance glittering through the groves and surrounding us on every side and their banks frequently planted with orange groves, all in flower, perfuming the air, rendered our journey this part of the day perfectly agreeable and made ample amends for the difficulties I met with in the morning. This evening came to camp by the side of a large pond about seven or eight miles in length, bordered round with extensive green grassy lawns or meadow, sometimes partly dividing the waters by long points or peninsulas, everywhere inhabited with varieties, of species of Herons, Bitterns, Storks, herds of Deer. This is called Long Pond or Halfway Pond; the mosquitoes were very troublesome, got very little rest. This morning being very fine we early got on our way, but our people having occasion to hunt the woods for horses, we could not reach the town this day. We camped by the side of a pleasant pond. The face of the country was much the same as passed yesterday. Alternately high sand hills and green savannahs. Observed the sand hills to be the highest land, had yet seen in the isthmus and the surface of the earth about them to be covered with Pebbles, pieces of white and yellow flint, pieces of course kind of white limestone, being concretions of small pieces of seashells cemented together with sand, and some masses of rocks of the same composition appeared above the earth. Early this morning we came to a very pleasant creek, which emptied its waters into a large pond or lake. Now the land begins again to fall lower. From this creek for the distance of seven or eight miles we travelled over a level pine forest and some savannahs, overgrown with large timber and the ground richly covered with good grass intermixed with varieties of flowers of various species and colours, we crossed part of a vast extensive marsh, we then entered a hammock, through which we continued three or four miles. The soil pretty good, producing Live Oak, Water Oak, Hickory, Linden, Mulberry, Elm, Magnolia grandiflora; this sort of land is too high for the produce of rice, but is very proper for Corn, Indigo, and Cotton. Next we entered an open pine forest through which at a small distance presented to view an exceedingly beautiful lake. Our road passing but a small distance from it and observing a large Indian Mound, which stood on the high banks of the lake; I rode up to it from which I had an agreeable prospect over the water, that has been formerly an Indian town but unknown to the present Indian Nation inhabiting this country. Here are a few Indian houses, but the people were gone out hunting except a few women and children.
.

Efficiency and Adaptation

 

Cooperation and trade are common in the natural world. Based on the cost of production and the constraints presented by the environment, an organism may be

more successful by trading for a product than producing it. In this situation the organism may specialize in one product and trade for another. In this SLP

we will examine an example of trading partners, mycorrhizal fungi and plants, and compare it to the principles of international trade, an important

component of macroeconomics. After you view this tutorial, consider some of the principles it introduced and how they apply to specialization and trade

between the symbiotic partners that make up a mycorrhizal association.
In the videos and tutorials you completed for your Case 3 Assignment, you learned about how plants can utilize sunlight to build sugars. Some of these

sugars are sent to plant roots for growth and storage. Mycorrhizal fungi live within or surrounding plant roots as a symbiosis. Mycorrhizal fungi cannot

make their own food. As fungi, they have the ability to decompose organic (carbon-based) material, but they do not contain chlorophyll and must obtain

carbon directly from the environment (like we do!). The fossil record shows mycorrhizal fungi living in association with the earliest plants, bryophytes.
In the following image, you can see the cross section of a mycorrhizae root with only the cortical cells of the root being invaded by the fungus. The large

circular cells are the cortical cells and the black areas are the invading fungus. Note, the fungus is invading the root, but not penetrating the cortical

cells.
Image. Symbiosis: Mycorrhizae and Lichens. Accessed May 11, 2017 at http://www.botany.hawaii.edu/faculty/wong/BOT135/Lect26.htm

Scientists believe that this symbiosis may have been key to the success of plants on land. Begin your introduction to this symbiosis at the Compost

Gardener, and be sure to view their video. Next, proceed to this site maintained by the University of Western Australia, School of Plant Biology:

http://mycorrhizas.info/vam.html to complete your research and locate important images for your SLP assignment.
Using the resources provided above, develop a PowerPoint presentation that includes the following:
Slides 1–3
Compose a brief overview of the structure and function of plant roots. Include definitions and images of these terms: epidermis, exodermis, cortex,

endodermis, and root hairs. You can refer to the following resource:
Roots:
http://mycorrhizas.info/root.html
Slides 4–10
Provide an explanation of the symbiosis between mycorrhizal fungi and plant roots. Include definitions and explanation of the differences between

Arbuscularmycorrhiza and Ectomycorrhizal fungi using the following images:
mycorrhizal fungi image 1.pdf
mycorrhizal fungi image 2.pdf
Ectomycorrhizal Associations.pdf
And the websites: http://mycorrhizas.info/vam.html
http://www.the-compost-gardener.com/plant-fungi.html
Slides 11–15
Discussion of the costs and benefits associated with this trade arrangement using the following resources:
Terms of Trade.ppt
Walder, F., Niemann, H., Natarajan, M., Lehmann, M. F., Boller, T. &Wiemken, A. Mycorrhizal Networks: Common Goods of Plants Shared under Unequal Terms of

Trade. Plant Physiology. 2012. 159:789–797. Accessed on August 8, 2014, at http://www.plantphysiol.org/content/159/2/789.full
Slide 16
Now view information by Green Economy about a company that markets this symbiosis. Read more about mycorrhizae and Mycorrhizal Applications, Inc. at their

website http://mycorrhizae.com/.
• How can the trade between these organisms benefit our economy and land use?
Slide 17—References

 

Additional References:
Pearson Learning Solutions: International Trade and Finance. Pearson Higher Education, 2014. Accessed on August 8, 2014, at

http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=12090
The Plant Fungi Partnership—Benefits of Trade.The Compost Gardener. 2014. Accessed on August 8, 2014, at http://www.the-compost-gardener.com/plant-

fungi.html.
University of Western Australia, School of Plant Biology.Mycorrhizal Associations: The Web Resource. Accessed on August 8, 2014, at

http://mycorrhizas.info/vam.html
Green Economy: Mycorrhizal Applications, Inc. Accessed on August 8, 2014, at https://www.youtube.com/watch?v=6JuVOJaYrZc&feature=youtu.be

 

SLP Assignment Expectations
For this SLP assignment you will develop a PowerPoint Presentation that is 17–20 slides in length and addresses the requirements outlined above. Place the

text containing the answers to the questions above in the slide area or you may use the notes section of your slide presentation as well if needed. Discuss

the processes that are occurring in the images you use to support your answers to the questions above. Be sure your last slide is a references slide that

contains the full references to all sources and images cited on your slides in APA format.

 

 

Long-Term Investment Decisions

 

Assume that the low-calorie frozen, microwavable food company from Assignments 1 and 2 wants to expand and has to make some long-term capital budgeting

decisions. The company is currently facing increases in the costs of major ingredients.

Use the Internet and Strayer databases to research government policies and regulation.

Write a six to eight (6-8) page paper in which you:
1.Outline a plan that managers in the low-calorie, frozen microwaveable food company could follow in anticipation of raising prices when selecting

pricing strategies for making their products response to a change in price less elastic. Provide a rationale for your response..
2.Examine the major effects that government policies have on production and employment. Predict the potential effects that government policies could

have on your company..
3.Determine whether or not government regulation to ensure fairness in the low-calorie, frozen microwavable food industry is needed. Cite the major

reasons for government involvement in a market economy. Provide two (2) examples of government involvement in a similar market economy to support your

response..
4.Examine the major complexities that would arise under expansion via capital projects. Propose key actions that the company could take in order to

prevent or address these complexities..
5.Suggest the substantive manner in which the company could create a convergence between the interests of stockholders and managers. Indicate the most

likely impact to profitability of such a convergence. Provide two (2) examples of instances that support your response.

 

Literature

 

Write a 250-word (minimum) response to each writing prompt below. You must meet the minimum word count for each response to get full credit.
3.Use only the assigned readings unless otherwise instructed.
4.Your responses must include quotes from each text used to get full credit. Be sure to quote, cite, and reference from the text(s) using appropriate APA format. For assistance with APA citations, review the “APA Format” link (go to “Start Here” and then “Course Resources”).
5.Put all writing assignments in ONE Microsoft Word document, and identify your work by using your last name in the file name (example: LastnameWeek1.docx). Upload it by clicking on the “W4 Writing Assignments” link below and upload the file as an attachment.

 

***Submissions that are not in accepted file formats or cut and pasted into the comments section of the submission area will not be accepted. Please check to be sure your file has uploaded correctly. It is your responsibility to verify that you submitted the assignment successfully. Do not wait until you see a zero in the gradebook!

 

This Week’s Writing Assignments

 

1. In “Cathedral,” how would you describe the relationship between the narrator and his wife? Do you think their relationship will change after this experience? What do you feel is the significance of the Robert’s lack of vision?

2. Look at Alice Walker’s “Everyday Use” and explain how the quilts in the story symbolize the family’s heritage. How do Dee and Maggie view the significance of the family’s heritage, and how is that represented by the quilts in the story?