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1
Copyright © 2014 Pearson Education, Inc.
Essentials of Database Management (Hoffer et al.)
Chapter 6 Introduction to SQL
1) Which of the following is a purpose of the SQL standard?
A) To specify syntax and semantics of SQL data definition and manipulation
B) To specify minimal and complete standards, which permit different degrees of adoption in
products
C) To define the data structures and basic operations for SQL databases
D) All of the above
Answer: D
Diff: 2 Page Ref: 193
Topic: Origins of the SQL Standard
AACSB: Use of Information Technology
2) The benefits of a standardized relational language include:
A) application longevity.
B) reduced training costs.
C) cross-system communication.
D) all of the above.
Answer: D
Diff: 2 Page Ref: 193
Topic: Origins of the SQL Standard
AACSB: Use of Information Technology
3) The ________ is the structure that contains descriptions of objects such as tables and views
created by users.
A) SQL
B) schema
C) catalog
D) master view
Answer: B
Diff: 1 Page Ref: 195
Topic: The SQL Environment
AACSB: Analytic Skills, Use of Information Technology
4) ________ is a set of commands used to control a database, which includes security.
A) DML
B) DDL
C) DCL
D) DPL
Answer: C
Diff: 1 Page Ref: 196
Topic: The SQL Environment
AACSB: Use of Information Technology
2
Copyright © 2014 Pearson Education, Inc.
5) ________ is a set of commands used to update and query a database.
A) DML
B) DDL
C) DCL
D) DPL
Answer: A
Diff: 1 Page Ref: 195
Topic: The SQL Environment
AACSB: Use of Information Technology
6) DDL is typically used during which phases of the development process?
A) Implementation
B) Physical design
C) Analysis
D) All of the above
Answer: B
Diff: 3 Page Ref: 195
Topic: The SQL Environment
AACSB: Analytic Skills, Use of Information Technology
7) The command for creating a database is:
A) create table.
B) create view.
C) create schema.
D) create authorization.
Answer: C
Diff: 2 Page Ref: 199
Topic: Defining a Database in SQL
AACSB: Use of Information Technology
8) The SQL command ________ defines a logical table from one or more tables or views.
A) create table
B) alter table
C) create view
D) create relationship
Answer: C
Diff: 1 Page Ref: 199
Topic: Defining a Database in SQL
AACSB: Use of Information Technology
Subtopic: Generating SQL Database Definitions
3
Copyright © 2014 Pearson Education, Inc.
9) Any create command may be reversed by using a ________ command.
A) truncate
B) drop
C) delete
D) unpack
Answer: B
Diff: 1 Page Ref: 199
Topic: Defining a Database in SQL
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Generating SQL Database Definitions
10) The first in a series of steps to follow when creating a table is to:
A) identify columns that must be unique.
B) identify each attribute and its characteristics.
C) create an index.
D) identify columns that must be null.
Answer: B
Diff: 2 Page Ref: 200
Topic: Defining a Database in SQL
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Creating Tables
11) The SQL command ________ adds one or more new columns to a table.
A) create table
B) alter table
C) create view
D) create relationship
Answer: B
Diff: 1 Page Ref: 202
Topic: Defining a Database in SQL
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Changing Table Definitions
12) What does the following SQL statement do?
Alter Table Customer_T
Add (Type Varchar (2));
A) Alters the Customer_T table to accept Type 2 Varchars
B) Alters the Customer_T table to be a Type 2 Varchar
C) Alters the Customer_T table, and adds a field called "Type"
D) Alters the Customer_T table by adding a 2-byte field called "Varchar"
Answer: C
Diff: 2 Page Ref: 202
Topic: Defining a Database in SQL
AACSB: Use of Information Technology
Subtopic: Changing Table Definitions
4
Copyright © 2014 Pearson Education, Inc.
13) What does the following SQL command do?
insert into Customer_T values (001,'John Smith','231 West St','Boston','MA','02115');
A) Adds a new record to the Customer_T
B) Creates the Customer_T table
C) Deletes the Customer_T table
D) Updates the Customer_T table
Answer: A
Diff: 2 Page Ref: 203,204
Topic: Inserting, Updating, and Deleting Data
AACSB: Analytic Skills
14) Given a table named store with 5 fields: store_id, address, city, state, zipcode, why would the
following insert command not work?
insert into store values ('234 Park Street')
A) It would work just fine.
B) You must specify the fields to insert if you are only inserting some of the fields.
C) There is no table keyword.
D) None of the above.
Answer: B
Diff: 2 Page Ref: 203,204
Topic: Inserting, Updating, and Deleting Data
AACSB: Analytic Skills
15) What does the following SQL statement do?
Delete from Customer_T
where state = 'HI';
A) Deletes all records from customer_t where the state is equal to HI
B) Removes the Customer_T table from the database
C) Deletes all records from the Customer_T table
D) None of the above
Answer: A
Diff: 2 Page Ref: 205
Topic: Inserting, Updating, and Deleting Data
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Deleting Database Contents
5
Copyright © 2014 Pearson Education, Inc.
16) What does the following SQL statement do?
Update Product_T
Set Unit_Price = 775
Where Product_ID = 7
A) Changes the price of a unit called Product_T to 7
B) Changes the unit price of Product 7 to 775
C) Changes the length of the Unit_Price field to 775
D) Updates the Product_T table to have a unit price of 775
Answer: B
Diff: 2 Page Ref: 205
Topic: Inserting, Updating, and Deleting Data
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Updating Database Contents
17) Which of the following is a technique for optimizing the internal performance of the
relational data model?
A) Avoiding indexes on secondary keys
B) Clustering data
C) Not reporting statistics to save machine resources
D) Using random index organizations
Answer: B
Diff: 2 Page Ref: 206
Topic: Internal Schema Definitions in RDBMSs
AACSB: Use of Information Technology
18) Indexes are created in most RDBMSs to:
A) provide a quicker way to store data.
B) decrease the amount of disk space utilized.
C) provide rapid random and sequential access to base-table data.
D) increase the cost of implementation.
Answer: C
Diff: 2 Page Ref: 206
Topic: Internal Schema Definitions in RDBMSs
AACSB: Use of Information Technology
Subtopic: Creating Indexes
6
Copyright © 2014 Pearson Education, Inc.
19) In an SQL statement, which of the following parts states the conditions for row selection?
A) Select
B) From
C) Where
D) Group By
Answer: C
Diff: 1 Page Ref: 207
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Clauses of the SELECT Statement
20) What does the following SQL statement do?
Select * From Customer Where Cust_Type = "Best"
A) Selects all the fields from the Customer table for each row with a customer labeled "Best"
B) Selects the "*" field from the Customer table for each row with a customer labeled "Best"
C) Selects fields with a "*" in them from the Customer table
D) Selects all the fields from the Customer table for each row with a customer labeled "*"
Answer: A
Diff: 2 Page Ref: 207,208
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Clauses of the SELECT Statement
21) What result will the following SQL statement produce?
Select Avg(standard_price) as average from Product_V;
A) The average of all products in Product_V
B) The average Standard_Price of all products in Product_V
C) The average price of all products
D) None of the above
Answer: B
Diff: 2 Page Ref: 209-210
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Expressions
7
Copyright © 2014 Pearson Education, Inc.
22) Which of the following questions is answered by the SQL statement?
Select Count (Product_Description) from Product_T;
A) How many products are in the table Product_T?
B) How many products have product descriptions in the Product Table?
C) How many characters are in the field name "Product_Description"?
D) How many different columns named "Product_Description" are there in table Product_T?
Answer: B
Diff: 2 Page Ref: 210
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Functions
23) What results will be produced by the following SQL query?
Select sum(standard_price) as Total_Price
from Product_V
where Product_Type = 'WOOD';
A) The total price of all products that are of type wood
B) The total price of all products
C) The Standard_Price of the first wood product in the table
D) The Standard_Price of any wood product in the table
Answer: A
Diff: 3 Page Ref: 209-210
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Expressions
24) Which of the following counts ONLY rows that contain a value?
A) Count
B) Count(*)
C) Tally(*)
D) Checknum
Answer: A
Diff: 2 Page Ref: 210
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Functions
8
Copyright © 2014 Pearson Education, Inc.
25) Which of the following will produce the minimum of all standard prices?
A) Select standard_price from Product_V where Standard_Price = min;
B) Select min(standard_price) from Product_V;
C) Select Standard_Price from min(Product_V);
D) Select min(Standard_Price) from Product_V where Standard_Price = min(Standard_Price);
Answer: B
Diff: 2 Page Ref: 210
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Functions
26) What will result from the following SQL Select statement?
Select min(Product_Description)
from Product_V;
A) The minimum value of Product_Description will be displayed.
B) An error message will be generated.
C) The first product description alphabetically in Product_V will be shown.
D) None of the above.
Answer: C
Diff: 3 Page Ref: 210
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Functions
27) Which of the following is the wildcard operator in SQL statements?
A) < >
B) *
C) =
D) &
Answer: B
Diff: 1 Page Ref: 213
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Wildcards
9
Copyright © 2014 Pearson Education, Inc.
28) What result set will the following query return?
Select Item_No
from Order_V
where quantity > 10;
A) The Item_No of all orders that had more than 10 items
B) The Order_Id of all orders that had more than one item
C) The Order_Id of all orders that had more than 10 items
D) The Item_No of all orders that had 10 or more items
Answer: A
Diff: 2 Page Ref: 213
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Comparison Operators
29) What result set will the following query return?
Select Item_No, description
from item
where weight > 100 and weight < 200;
A) The Item_No and description for all items weighing less than 100
B) The Item_No for all items weighing between 101 and 199
C) The Item_No and description for all items weighing between 101 and 199
D) The Item_No for all items weighing more than 200
Answer: C
Diff: 2 Page Ref: 216
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Ranges for Qualification
30) To eliminate duplicate rows in a query, the ________ qualifier is used in the SQL Select
command.
A) alter
B) distinct
C) check
D) specific
Answer: B
Diff: 1 Page Ref: 217
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Using Distinct Values
10
Copyright © 2014 Pearson Education, Inc.
31) What result set is returned from the following query?
Select Customer_Name, telephone
from customers
where city in ('Boston','New York','Denver');
A) The Customer_Name and telephone of all customers
B) The Customer_Name and telephone of all customers living in either Boston, New York or
Denver
C) The Customer_Name and telephone of all customers living in Boston and New York and
Denver
D) The Customer_Name of all customers living in Boston, New York or Denver
Answer: B
Diff: 2 Page Ref: 219
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: IN and NOT IN with Lists
32) To get all the customers from Hawaii sorted together, which of the following would be used?
A) ORDER BY
B) GROUP BY
C) HAVING
D) SORT
Answer: A
Diff: 1 Page Ref: 219,220
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Sorting Results: The ORDER BY Clause
33) A single value returned from an SQL query that includes an aggregate function is called a(n):
A) agate.
B) scalar aggregate.
C) vector aggregate.
D) summation.
Answer: B
Diff: 1 Page Ref: 220
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Categorizing Results: The GROUP BY Clause
11
Copyright © 2014 Pearson Education, Inc.
34) Multiple values returned from an SQL query that includes an aggregate function are called:
A) vector aggregates.
B) scalar aggregates.
C) agates.
D) summations.
Answer: A
Diff: 1 Page Ref: 220
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Categorizing Results: The GROUP BY Clause
35) Which of the following can produce scalar and vector aggregates?
A) ORDER BY
B) GROUP BY
C) HAVING
D) SORT
Answer: B
Diff: 2 Page Ref: 220
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Categorizing Results: The GROUP BY Clause
36) What will be returned when the following SQL statement is executed?
Select driver_no,count(*) as num_deliveries
from deliveries
group by driver_no;
A) A listing of all drivers, sorted by driver number
B) A listing of each driver as well as the number of deliveries that he or she has made
C) A count of all of the deliveries made by all drivers
D) None of the above
Answer: B
Diff: 3 Page Ref: 220,221
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Categorizing Results: The GROUP BY Clause
12
Copyright © 2014 Pearson Education, Inc.
37) What will be returned when the following SQL statement is executed?
Select driver_no, count(*) as num_deliveries
from deliveries
where state = 'MA'
group by driver_no;
A) A listing of all drivers who made deliveries to state = 'MA', sorted by driver number
B) A listing of each driver who made deliveries to state = 'MA' as well as the number of
deliveries that each driver has made to that state
C) A count of all of the deliveries made to state = 'MA' by all drivers
D) None of the above
Answer: B
Diff: 3 Page Ref: 220,221
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Categorizing Results: The GROUP BY Clause
38) Which of the following finds all groups meeting stated conditions?
A) Select
B) Where
C) Having
D) Find
Answer: C
Diff: 1 Page Ref: 221,222
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Qualifying Results by Categories: The HAVING Clause
39) What will be returned when the following SQL query is executed?
Select driver_no, count(*) as num_deliveries
from deliveries
group by driver_no
having count(*) > 2;
A) A listing of all drivers who made more than 2 deliveries as well as a count of the number of
deliveries
B) A listing of all drivers
C) A listing of the number of deliveries greater than 2
D) A listing of all drivers who made more than 2 deliveries
Answer: A
Diff: 3 Page Ref: 221,222
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Qualifying Results by Categories: The HAVING Clause
13
Copyright © 2014 Pearson Education, Inc.
40) Which of the following is true of the order in which SQL statements are evaluated?
A) The SELECT clause is always processed first.
B) The SELECT clause is always processed last.
C) The SELECT clause is processed before the ORDER BY clause.
D) The GROUP BY clause is processed before the WHERE clause.
Answer: C
Diff: 3 Page Ref: 223
Topic: Processing Single Tables
AACSB: Use of Information Technology
41) A ________ view is materialized when referenced.
A) virtual
B) dynamic
C) materialized
D) base
Answer: B
Diff: 2 Page Ref: 223
Topic: Using and Defining Views
AACSB: Use of Information Technology
42) SQL is both an American and international standard for database access.
Answer: TRUE
Diff: 1 Page Ref: 191
Topic: Introduction
AACSB: Use of Information Technology
43) SQL has been implemented only in the mainframe and midrange environments.
Answer: FALSE
Diff: 1 Page Ref: 192
Topic: Introduction
AACSB: Use of Information Technology
44) SQL originated from a project called System-S.
Answer: FALSE
Diff: 1 Page Ref: 192
Topic: History of the SQL Standard
AACSB: Use of Information Technology
45) One of the original purposes of the SQL standard was to provide a vehicle for portability of
database definition and application modules between conforming DBMSs.
Answer: TRUE
Diff: 1 Page Ref: 193
Topic: Origins of the SQL Standard
AACSB: Use of Information Technology
14
Copyright © 2014 Pearson Education, Inc.
46) A major benefit of SQL as a standard is reduced training costs.
Answer: TRUE
Diff: 1 Page Ref: 193
Topic: Origins of the SQL Standard
AACSB: Use of Information Technology
47) Implementation of a standard can never stifle creativity and innovation.
Answer: FALSE
Diff: 2 Page Ref: 193
Topic: Origins of the SQL Standard
AACSB: Use of Information Technology
48) Applications can be moved from one machine to another when each machine uses SQL.
Answer: TRUE
Diff: 1 Page Ref: 193
Topic: Origins of the SQL Standard
AACSB: Use of Information Technology
49) A catalog is the structure that contains object descriptions created by a user.
Answer: FALSE
Diff: 1 Page Ref: 194
Topic: The SQL Environment
AACSB: Use of Information Technology
50) Some DBMS can handle graphic data types as well as text and numbers.
Answer: TRUE
Diff: 2 Page Ref: 194
Topic: The SQL Environment
AACSB: Use of Information Technology
51) DCL is used to update the database with new records.
Answer: FALSE
Diff: 1 Page Ref: 195
Topic: The SQL Environment
AACSB: Use of Information Technology
52) A database table is defined using the data definition language (DDL).
Answer: TRUE
Diff: 1 Page Ref: 195
Topic: The SQL Environment
AACSB: Use of Information Technology
53) A database is maintained and queried using the data mapping language (DML).
Answer: FALSE
Diff: 1 Page Ref: 195
Topic: The SQL Environment
AACSB: Use of Information Technology
15
Copyright © 2014 Pearson Education, Inc.
54) The CREATE SCHEMA DDL command is used to create a table.
Answer: FALSE
Diff: 1 Page Ref: 199
Topic: Defining a Database in SQL
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Generating SQL Database Definitions
55) When creating tables, it's important to decide which columns will allow null values before
the table is created.
Answer: TRUE
Diff: 1 Page Ref: 200
Topic: Defining a Database in SQL
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Creating Tables
56) When creating a table, it is not important to consider foreign key—primary key mates.
Answer: FALSE
Diff: 1 Page Ref: 200
Topic: Defining a Database in SQL
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Creating Tables
57) A referential integrity constraint specifies that the existence of an attribute in one table
depends upon the existence of a foreign key in the same or another table.
Answer: FALSE
Diff: 2 Page Ref: 202
Topic: Defining a Database in SQL
AACSB: Use of Information Technology
Subtopic: Creating Data Integrity Controls
58) The DELETE TABLE DDL command is used to remove a table from the database.
Answer: FALSE
Diff: 2 Page Ref: 203
Topic: Defining a Database in SQL
AACSB: Use of Information Technology
Subtopic: Removing Tables
59) The ALTER TABLE command is used to change a table definition.
Answer: TRUE
Diff: 1 Page Ref: 202,203
Topic: Defining a Database in SQL
AACSB: Use of Information Technology
Subtopic: Changing Table Definitions
16
Copyright © 2014 Pearson Education, Inc.
60) The SQL command used to populate tables is the INSERT command.
Answer: TRUE
Diff: 1 Page Ref: 203,204
Topic: Inserting, Updating, and Deleting Data
AACSB: Use of Information Technology
61) An insert command does not need to have the fields listed.
Answer: TRUE
Diff: 1 Page Ref: 203,204
Topic: Inserting, Updating, and Deleting Data
AACSB: Analytic Skills
62) The following command would work fine:
insert into budget values 121,222,111;
Answer: FALSE
Diff: 1 Page Ref: 203,204
Topic: Inserting, Updating, and Deleting Data
AACSB: Analytic Skills
63) The DROP command deletes rows from a table individually or in groups.
Answer: FALSE
Diff: 1 Page Ref: 205
Topic: Inserting, Updating, and Deleting Data
AACSB: Use of Information Technology
Subtopic: Deleting Database Contents
64) In order to update data in SQL, one must inform the DBMS which relation, columns, and
rows are involved.
Answer: TRUE
Diff: 2 Page Ref: 205
Topic: Inserting, Updating, and Deleting Data
AACSB: Use of Information Technology
Subtopic: Updating Database Contents
65) Indexes generally slow down access speed in most RDMS.
Answer: FALSE
Diff: 2 Page Ref: 206
Topic: Internal Schema Definitions in RDBMSs
AACSB: Use of Information Technology
17
Copyright © 2014 Pearson Education, Inc.
66) The WHERE clause includes the conditions for row selection within a single table or view
and the conditions between tables or views for joining.
Answer: TRUE
Diff: 1 Page Ref: 207
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Clauses of the SELECT Statement
67) Expressions are mathematical manipulations of data in a table that may be included as part of
the SELECT statement.
Answer: TRUE
Diff: 2 Page Ref: 209.210
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Expressions
68) Count(*) tallies only those rows that contain a value, while Count counts all rows.
Answer: FALSE
Diff: 2 Page Ref: 211
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Functions
69) The asterisk (*) wildcard designator can be used to select all fields from a table as well as in
WHERE clauses when an exact match is not possible.
Answer: TRUE
Diff: 1 Page Ref: 213
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Wildcards
70) The comparison operators = and != are used to establish a range of values.
Answer: FALSE
Diff: 2 Page Ref: 213
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Using Comparison Operators
71) If multiple Boolean operators are used in an SQL statement, NOT is evaluated first, then
AND, then OR.
Answer: TRUE
Diff: 2 Page Ref: 214
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Boolean Operators
18
Copyright © 2014 Pearson Education, Inc.
72) The following two SQL statements will produce the same results.
Select last_name, first_name
from customer
where credit_limit > 99 and credit_limit < 10001;
Select last_name, first_name
from customer
where credit_limit between 100 and 10000;
Answer: TRUE
Diff: 2 Page Ref: 216,217
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using Ranges for Qualification
73) Adding the DISTINCT keyword to a query eliminates duplicates.
Answer: TRUE
Diff: 1 Page Ref: 218
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Using Distinct Values
74) The following two SQL statements will produce different results.
Select last_name, first_name
from customer
where state = 'MA' or state = 'NY' or state = 'NJ' or state = 'NH' or state = 'CT';
Select last_name, first_name
from customer
where state in ('MA','NY','NJ','NH','CT');
Answer: FALSE
Diff: 2 Page Ref: 219
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using IN and NOT IN with Lists
75) The ORDER BY clause sorts the final results rows in ascending or descending order.
Answer: TRUE
Diff: 1 Page Ref: 219,220
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Sorting Results: The ORDER BY Clause
19
Copyright © 2014 Pearson Education, Inc.
76) A single value returned from an SQL query that includes an aggregate function is called a
vector aggregate.
Answer: FALSE
Diff: 1 Page Ref: 220,221
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Categorizing Results: The GROUP BY Clause
77) When a GROUP BY clause is included in an SQL statement, only those columns with a
single value for each group can be included.
Answer: TRUE
Diff: 2 Page Ref: 220,221
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Categorizing Results: The GROUP BY Clause
78) The HAVING clause and the WHERE clause perform the same operation.
Answer: FALSE
Diff: 2 Page Ref: 221,222
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Qualifying Results by Categories: The HAVING Clause
79) The following query totals sales for each salesperson.
Select salesperson_id, sum(sales)
from salesperson
group by salesperson_id;
Answer: TRUE
Diff: 2 Page Ref: 220,221
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Categorizing Results: The GROUP BY Clause
80) The following query totals sales in state= 'MA' for each salesperson.
Select salesperson_id, sum(sales)
from salesperson
group by salesperson_id
having state = 'MA';
Answer: FALSE
Diff: 3 Page Ref: 220-222
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Qualifying Results by Categories: The HAVING Clause
20
Copyright © 2014 Pearson Education, Inc.
81) The ORDER BY clause is the first statement processed in an SQL command.
Answer: FALSE
Diff: 2 Page Ref: 219,220
Topic: Processing Single Tables
AACSB: Use of Information Technology
82) The WHERE clause is always processed before the GROUP BY clause when both occur in a
SELECT statement.
Answer: TRUE
Diff: 2 Page Ref: 223
Topic: Processing Single Tables
AACSB: Use of Information Technology
83) The FROM clause is the first statement processed in an SQL command.
Answer: TRUE
Diff: 2 Page Ref: 223
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
84) The content of dynamic views is generated when they are referenced.
Answer: TRUE
Diff: 1 Page Ref: 223
Topic: Processing Single Tables
AACSB: Use of Information Technology
Subtopic: Using and Defining Views
85) The views are created by executing a CREATE VIEW SQL command.
Answer: TRUE
Diff: 1 Page Ref: 224
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using and Defining Views
86) When the SELECT clause in the create view statement contains the keyword DISTINCT, the
view can be used to update data.
Answer: FALSE
Diff: 1 Page Ref: 224
Topic: Processing Single Tables
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Using and Defining Views
21
Copyright © 2014 Pearson Education, Inc.
87) What were the original purposes of SQL, and does SQL as we know it today live up to those
standards?
Answer: The following were the original purposes of SQL:
1. To specify the syntax and semantics of SQL data definition and manipulation languages
2. To define the data structures and basic operations for designing, accessing, maintaining,
controlling, and protecting an SQL database
3. To provide a vehicle for portability of database definition and application modules between
conforming DBMSs
4. To specify both minimal (Level 1) and complete (Level 2) standards, which permit different
degrees of adoption in products
5. To provide an initial standard, although incomplete, that will be enhanced later to include
specifications for handling such topics as referential integrity, transaction management, user-
defined functions, join operators beyond the equi-join, and national character sets
While SQL as we know it today does have some variants, there is a basic standard which is
adhered to. As mentioned in the text, it seems that industry lags behind the standards somewhat.
Each vendor has its own set of proprietary features which differ from the standard.
Diff: 3 Page Ref: 192,193
Topic: Origins of the SQL Standard
AACSB: Reflective Thinking
88) What are some of the advantages and disadvantages to an SQL standard?
Answer: Some of the advantages are reduced training costs, increased productivity, application
portability, application longevity, reduced dependence on a single vendor and cross-system
communication. Some disadvantages include stifling creativity, difficulty in changing standard,
and loss of application portability when adding additional proprietary features.
Diff: 3 Page Ref: 193
Topic: Origins of the SQL Standard
AACSB: Reflective Thinking
89) Explain the three classes of SQL commands and when they would be used.
Answer: There are three classes or types of SQL commands. Data definition language
commands are used to create tables, alter and drop tables, views and indexes. These commands
are used to build the structure of the database as well as some additional objects. The next type is
Data Manipulation Language commands, which are used to maintain and query a database.
Commands in this class include select, update, delete and insert. The last type is the data control
language commands, which are used to grant and revoke privileges on tables and other objects in
the database.
Diff: 3 Page Ref: 195,196
Topic: The SQL Environment
AACSB: Analytic Skills, Reflective Thinking
22
Copyright © 2014 Pearson Education, Inc.
90) What steps should be followed when preparing to create a table?
Answer: When preparing to create a table, one should:
1. Identify the appropriate data type and length for each attribute
2. Identify the columns that should accept null values
3. Identify that columns that need to be unique
4. Identify all primary-foreign key mates
5. Determine default values
6. Identify any columns for which domain constraints, such as check, need to be stated
7. Create the table and any indexes using create table and create index statements
Diff: 3 Page Ref: 201,202
Topic: Defining a Database in SQL
AACSB: Analytic Skills
Subtopic: Creating Tables
91) What three clauses are contained in most SQL retrieval statements?
Answer: The SELECT clause, which lists the columns and calculated expression from base
tables. The FROM clause, which identifies tables and views which we want to gather data from
in the query. Finally, the WHERE clause, which is used to specify conditions for selection of
rows in the result set.
Diff: 3 Page Ref: 207
Topic: Processing Single Tables
AACSB: Analytic Skills
Subtopic: Clauses of the SELECT Statement
92) What are some of the standard SQL functions that can be used in the SELECT clause?
Answer: The standard functions can be broken down into 4 categories: Mathematical, String,
Date and Analytical. Mathematical functions include Min, Max, Count, Sum, Round, Trunc and
Mod. String functions include lower, upper, initcap, concat, substr and coalesce. Date functions
are used for converting dates and calculating dates and include next_day, add_months and
months_between. Top (to find the top n values) is one of the analytical functions.
Diff: 2 Page Ref: 210
Topic: Processing Single Tables
AACSB: Analytic Skills
Subtopic: Using Functions
93) Discuss when to use the GROUP BY clause.
Answer: The GROUP BY clause is useful when you have a set of values for one column (such
as a salesperson ID) and you would like to then calculate something like total sales for each
salesperson. Rather than having to use the sum function with one salesperson's ID in the
WHERE clause (and run multiple queries), you can use the GROUP BY to get the same results
in one query.
Diff: 2 Page Ref: 220,221
Topic: Processing Single Tables
AACSB: Analytic Skills
Subtopic: Categorizing Results: The GROUP BY Clause
23
Copyright © 2014 Pearson Education, Inc.
94) How is the HAVING clause different from the WHERE clause?
Answer: While the WHERE clause works on each row in a query resultset, the HAVING clause
works on the aggregate (or combined) rows in a GROUP BY. WHERE does not allow
aggregates, while the HAVING does allow aggregates. For example, if you had the following
query:
select customer_id, sum(purchase_price*quantity)
from customer
where sum(purchase_price*quantity) > 100
this would not work. However, with a GROUP BY and HAVING written as follows we would
get back all customers whose total purchases were greater than $100.
select customer_id, sum(purchase_price*quantity)
from customer
group by customer_id
having sum(purchase_price*quantity) > 100
Diff: 3 Page Ref: 221,222
Topic: Processing Single Tables
AACSB: Analytic Skills, Reflective Thinking
Subtopic: Qualifying Results by Categories: The HAVING Clause
95) Discuss the pros and cons of using dynamic views.
Answer: A dynamic view is useful, since it provides a way to access part of a table or a
combination of columns from multiple tables. A view can simplify query commands, since much
of the complicated syntax of a query can be done to create the view. A view can also improve
programmer productivity, since programmers can access views rather than have to rewrite the
SQL commands for a query. Security is increased, since users can only see what the view
presents. Also, views use little or no storage space. On the downside, views use processing time
each time that the view is recreated for reference. Also, the views may or may not be recreatable.
Diff: 3 Page Ref: 223
Topic: Using and Defining Views
AACSB: Analytic Skills, Reflective Thinking
Other documents randomly have
different content
“Exactly. You’ll land. You’ve got the knack. The slick, smooth, oily
trick of making the thing seem what it ain’t. So pretty soon I’ll have
to take that back about your having the soul of a louse. You’ll be
worse than that. I’ll tell you what you’ll be.” And he told, naming a
very ancient and much blown-upon profession.
“That’ll be enough an’ some-to-carry from you,” said the Boot &
Shoe Surgeon indignantly. “Get out of my place an’ don’t come back
until you’ve cleaned your dirty tongue.”
Resentment of his brusque dismissal was far remote from Mr.
Nicholas Milliken’s philosophic mind, if one were to judge by the
cheerful smile with which he rose. “All right, old moozle-head!” he
returned affectionately. “He fires me about once a week,” he
explained to Jeremy. “That’s when he can’t stand any more good,
plain facts. They boil over on him and out I go, with the steam.
Don’t you mind me, either, young feller. You’ll see I’m right, one day.
We’re all bound upon the Wheel of Things, as the old Lammy said to
Kim. Supprised, are you, that I know Roodyerd Kipling?” He preened
himself with a childish vanity. “I read everything! The old Lammy
was a bit of a Socialist himself. All bound upon the Wheel of Things.
And if I see a little clearer than you, it’s only because I happen to be
bound a turn or two higher up.”
The ineffable patronage of this amused Jeremy into good humor.
“I’ll call on you for that apology, though, one of these days,” he said
to the parting guest, Eli Wade looked after Milliken with a frown.
“Them shoes of his have got a gallows gait,” he declared. “Lawless
paths! Lawless paths! Why do I stand his bitter tongue? I guess it’s
because he makes me think. I wish I had his education,” sighed the
old man.
“Where did he get it?”
“Picked it up. Libraries, night schools, and the like. He was a New
England mill-hand, always in hot water. Stirrin’ up labor troubles an’
all that. Picked up typography an’ drifted out here. A quirky mind an’
a restless one, an’ a bad course it sets for his feet to follow,” said the
gentle, one-ideaed old philosopher of foot-gear. “But not a bad
heart, Nick has n’t. Come in again, young gentleman,” he added.
“Not in the way of trade. Come in an’ talk with the old man. One of
you newspaper gentlemen drops in for a chat, often. Mr. Galpin of
The Guardian. You’ll know him, I guess?”
“Very well.”
“Them are his spare shoes, yonder. Rough, ordinary, plain articles.
Plodders. But good wearing stuff in ’em an’ right solid on the
ground, every inch. Slow-moving,” he nodded thoughtfully. “Yes;
they’ll move slow, but they won’t never wobble. An’ don’t think to
trip up the man that walks in ’em. It ain’t to be done.”
“I believe you’re right, there.”
“Right? Cert’nly I’m right. Leather never lies. Not good leather. An’
poor leather’s a dead give-away. My museum of soles.” He waved a
showman’s hand toward the rows of shoes suspended neatly in
brackets of his own devising against the walls. “Look at them
Congress gaiters. Would n’t you know they was a banker’s
belongings? Robert Wanser, President of the Trust Company. Full and
easy and comfortable and mebbe a little sly in the gait. But there’s
weight in ’em. Don’t get in their way. There’s Rappelje’s next ’em;
Professor Rappelje, of the University. Queer neighbors. Straight and
thin and fine finished, his gear. Mebbe a little pinchy. But a man to
swear by. And Bausch: them high-button calfs. He’s a buster. Busts
his buttons off. One of them big, puffin’-up Germans. Always
marching. Tramp-tramp-tramp: the goose-step. Nothin’ o’ that in
that lot on the end. Judge Dana. See the ball of the soles? Worn
down. Creeps, he does. Guess he can jump too, after he’s crept near
enough. An’ that pair below, on the right. That’s a shuffler. Mr.
Wymett. Owns The Guardian and runs it. Now here’s a mincer.
Dainty an’ soft he goes an’ dainty an’ soft he lives: the Rev. Mr.
Merserole, rector of our rich folks’ church. For all that, there’s stuff
an’ weight in his shoes.” His hand hovered and touched a pair of
elegantly made, low, laced Oxfords, of almost feminine delicacy.
“Style there, eh? Know what they want, those shoes. Got to be jest
so. Spick an’ span. They say Montrose Clark never has to pay to
have ’em cleaned.”
“Why is that?” asked Jeremy, responsive to the look of invitation in
the old man’s eye.
“Got so many boot-lickers around him,” chuckled the philosopher.
“Kick you as soon as look at you, those would, for all they look so
finicky.”
“I’ll come in to see you when I need pointers about people,” said
Jeremy, smiling.
The Boot & Shoe Surgeon handed him the repaired golf-boots.
“I’m an ignorant old man,” he said, “but I know folks’s feet and
sometimes I can guess what path they’ll take. I’ve been talking
pretty free to you, Mr. Robson, for a stranger. But I reckon you’re
trustable, ’spite of what Nick Milliken says.”
“I reckon I am, Doctor Wade,” returned Jeremy, and believed
himself as he said it.
“Yes: the old man likes to talk,” confessed Eli Wade; “an’ about
people. Gossip, some call it. That’s a silly word. What’s history but
gossip about folks that are dead? But, of course, a man like me has
to be careful who he talks to, being in public life.”
“Certainly,” acquiesced the amused Jeremy. “But I did n’t know
you were in public life. What office do you hold?”
“I’m on the Fenchester Public School Board,” said Eli Wade with
simple but profound pride.
Essentials of Database Management 1st Edition Hoffer Test Bank
B
CHAPTER V
OBOLINK on a grass-tuft piped ecstatic welcome to a long-lost
friend, the sun. Five gray and weary days had passed since
that amiable orb had bestowed so much as one uncloaked
beam upon birds and men, and on each of those rain-soaked days,
Jeremy Robson had racked his overstrained vocabulary for new
objurgations against the malign fates which had spread a watery
barrier between himself and Marcia Ames. Now the sun was an hour
above the eastern horizon with a flawless sky outspread like a
luxurious carpet for its day’s journey. Secure at that hour in the
undisputed possession of the earth, bobolink swayed and sang,
when to its wrath and amaze a shining missile descended from the
sky and bounded with sprightly twists toward its chosen choir-loft.
“Sliced into the rough again,” said a voice of despair from the
hollow below, and two figures appeared, headed toward the singer,
who moved on with an indignant and expostulatory chirp, but found
another perch still within ear-shot.
“Because you will not keep your head down,” reprehended the
deeper tones of the young man.
Bobolink stretched his liquid throat in a love-song. He sang the
warm sweetness of the earth, and the conquering glory of the sun;
the breeze’s kiss and the welcome of the flower for the bees, and
youth which is made up of all these and comes but once. Out of a
full heart he sent forth his missioning call to young hearts; then, as
the girl turned an exquisite face toward him, he waited for her
response.
“That is four,” said she, “and I am not out yet.” And she hewed
away a whole clump of innocent daisies, with one ferocious chop.
“You should have used a niblick the first time,” observed the
young man.
Perceiving that romance had forever departed from the human
race when, on such a May morning, such a maid and such a youth
could satisfy their soul with such conversation as this, bobolink flew
away to a tussock in an adjacent field where his own private
romance was safe hidden.
To versatile human kind, it is given to make love in many and
diverse manners uncomprehended of the bird species. Not the least
ingenious of his species, Mr. Jeremy Robson had marked out as his
first step the establishment of a systematic association with Miss
Marcia Ames, through golf; and until that association could be
trusted to walk alone, as it were, he purposed to confine his
attention strictly to the matter in hand. Her desire to make the
college team was a very genuine one, and he guessed her to be a
young lady of no small determination. Therefore, he was well
satisfied to observe that, on this their first experiment as teacher
and pupil, she was playing rather poorly. This meant longer and
more arduous practice. At the end of the first round, during which
he had devoted close attention but scant suggestion to her
performance, he was four up and her card showed a painful total.
“Fifty-twos will never land you anywhere,” was the conclusion
which he derived from the addition.
“What is to be done?” she asked in her precise English. “I grow
worse.”
“Do you read Ibsen?” he inquired.
“I have read him a great deal. But not upon golf,” said Miss Ames
with raised eyebrows.
“Does your playing suggest any particular character of his?”
“You are being absurd. Or is it one of your riddles, at which I am
not clever?”
“I’m giving you a test in self-analysis. ‘The Ibsen character whom
you suggest, particularly when you play your iron shots, is Little
Eyolf. The l silent, as in ’Hades.’”
“I do not think that a very funny joke,” she said scornfully.
“It’s been turned down by three comic papers, though,” he
defended.
“Then why must I bear it?”
“To make the point stick in your memory. Once, quite early in the
morning, I came around the corner of a barn on a Philadelphia golf
course, and there was a nice-looking elderly lady whom I had seen
the day before taking her two small grandchildren out walking,
addressing a ball with a brassie and saying, ‘Eye on the ball; slow
back; carry through. Eye on the ball; slow back; carry through,’ over
and over again. Brassie shots were her weakness. The next day that
persevering old grandma went out and made low score in the
National Women’s Championship. Now, if you’ll just think of yourself
as Little Eyolf until you’re good and mad, it’ll help do the trick.”
“What were you doing in Philadelphia?” inquired the girl
irrelevantly.
“Not golfing,” he returned. “So, if you don’t mind, we’ll postpone
that. This is a golf lesson, and right here the serious business of the
day begins. The first consideration is to cure you of star-gazing. You
appreciate that that’s your main trouble?”
“Raising my head, you mean?”
“That’s it. Star-gazing, we call it.”
“It occurs because I forget myself.”
“And mostly on your irons. You get your wooden shots off clean.
Now, let’s drive.”
Two straight shots flew down the course, his the longer by fifteen
yards. A ninety-yard approach lay before her.
“Beginneth here the first lesson,” said Jeremy. “It’s a sure cure, on
the homoeopathic principle. Invented it myself for a fellow on our
college team who was a stargazer, and he showed his gratitude by
eliminating me from the individual championship, that fall.” He took
a cardboard box from his pocket, and extracted from it one of a
number of small, gilt stars such as stationers carry in stock. This he
pressed down upon the grass so close behind his pupil’s ball as
almost to touch its lower arc. “Behold the star of your hopes.”
“What am I to do with it?”
“Keep your eye on it—if you can.”
“Until after I have struck the ball?”
“Longer than that. After you’ve played, step forward and plant the
sole of your foot on the star. But you won’t be able to do it. Not the
first time.”
“I shall,” said the girl with quiet conviction.
Taking her stance, she measured the distance with a careful eye,
and sent the ball off with a clean click. Her head remained bent with
an almost devotional intentness. She stepped forward and covered
the star with that boot which Eli Wade had so warmly praised.
“Good!” approved the instructor. “You’ve got will power.”
“I have needed to have,” replied the girl. Her tone was curiously
musing and confidential. “May I look up now?”
“Surely. ‘You’ll like the view.”
The ball, rising high, had landed upon the edge of the green and
rolled to within ten feet of the cup.
“Oh!” she cried. “Do you suppose I could do it again?”
“Any number of times, if you’ll keep your eye on the star.”
“But one could not carry about a box of stars in a match, could
one?”
“One could. But it won’t be necessary. Two weeks’ practice at that
will get you clean out of the Little Eyolf habit.”
“Will it, indeed? But why do you look so intently at the spot?”
“I beg your pardon,” said Jeremy hastily. “It was your boot—I
mean, I was thinking what that queer old codger Eli Wade said when
I went after your boots.”
“And was that golf?” inquired Miss Ames with a demure and
candid air. “No? Then, if you do not mind, we will postpone it, shall
we not?”
“Stung!” confessed Jeremy. “We shall.”
The bestarred second round cut no less than five strokes from the
score of the gratified pupil and her even more highly pleased
instructor. This in spite of the fact that she had once lifted her head
and perpetrated a lamen table foozle, whereupon Jeremy gravely
pasted one of the stars on the toe of her left boot: “To keep you
reminded,” he explained.
“But,” he added, “you’ve got to clip at least three more strokes off
to be safe. That’ll take you all your time.”
It took a disproportionate amount of Jeremy Robson’s, too, which,
to do him justice, he did not begrudge. As a corollary to the morning
lessons he took to dropping in at the Pritchard mansion of an
evening to discuss some of the more abstruse points of the game,
where he found himself in active competition with the picked youth
of the University and the town, for Miss Marcia gathered a court as
irresistibly as a flower gathers bees. Quite unjustifiably Jeremy was
inclined to sulk a bit over this, unmindful of the favor of the gods in
affording him her undivided companionship in those early morning
hours. Whereupon the gods, as is their custom, withdrew their
unappreciated bestowals. Buddy Higman discovered the golf practice
and straightway volunteered as caddy. Jealousy as well as desire to
be of service to the liege lady prompted his offer, which was
straightway accepted. So the morning practice continued while
bobolink from his daisied choir-loft (no longer invaded by balls
wandering from the straight and narrow path which leads to the
House of Bogie) alternately cheered and jeered at this chaperoned
companionship.
One stroke, two strokes, and finally five strokes were subtracted
from the aspirant’s nine-hole score. Her master gave her his blessing
and told her to go in and win. In the Varsity competition, she
qualified with a highly respectable round, and in the play-off for the
team, won her place. The team captain posted the choice for the
yearly match against Kirk College on the athletic bulletin, one line of
which read:
No. 4—M. Ames.
In special celebration of the event, the pupil accepted an invitation
to dine at the Country Club that evening with the instructor.
“Will you make an agreement?” she asked, as they faced each
other across the little table, pleasantly remote in a far corner of the
veranda.
“Unsight-unseen?” he smiled. “All right. I’ll swap.”
“That is quite too American for me. But you agree. Then let us not
speak the word ‘golf’ all this evening. I am tired of it.”
“Stale,” commented the expert. “You must lay off for a week. Well,
let’s forget it. What shall we talk about?”
“What are you doing here in Fenchester?”
He smiled at the directness of the question. “Plain and fancy
reporting.”
“You do not seem to belong here.”
“What makes you think that?”
She considered him meditatively. “I suppose it was your clothes,
first. You dress differently from the others. More like the men I have
known over there.”
“Remnants of past glory,” he assured her lightly. “I have n’t always
lived here, you know.”
“Where then? Do you mind my asking?”
“Not a bit. I’ve drifted about doing worthless things for several
years. Philadelphia mainly, New York a little. Getting myself mis-
educated. You see, I’m something of a failure.”
“You should not say that even in fun. I do not like to hear it.”
“It is n’t in fun. Ask my aged and highly respectable great-aunt,
Miss Greer, in Philadelphia, and you’ll learn something to my
disadvantage.”
“I shall,” said the girl gravely, “if I ever go back there. Did you live
with her?”
“For a time. After my college course she sent me on a year’s tour
and then made me take one of those ornamental post-graduate
courses that lead into the lily-fingered occupations that are neither
professions nor business. She had a fond hope that I’d take to
diplomacy.”
“No!” said the girl with unflattering surprise. “I know many
diplomats. I do not think you would be successful there.”
“I’m about as diplomatic as a punch in the eye,” admitted her
companion. “The old lady considered it plumb disgusting of me not
to take to refined international mendacity. But then I did n’t take to
much of anything else that she laid out for me. I had vulgar tastes. I
wanted to go into the newspaper business, and when I’d learnt it,
have Great-Aunt kindly buy me a paper to play with. Great-Aunt did
n’t see it that way. She cut me off with a small amount of hard cash
and a large amount of hard talk, and I took a School of Journalism
course and eventually drifted out here because I liked what I
remembered of the town and wanted to bore in where I was n’t
hampered by friends and acquaintances. Does that strike you as a
record of glowing success? Considering that I’m nearly twenty-seven
years old, and have n’t made a scratch on the face of the world
yet?”
“But you began late,” condoned his companion. “And you are still
learning. But I cannot see why your aunt should object to your
wishing to own a newspaper. One would say, a harmless ambition.”
“One that I’m quite unlikely to realize, now. As for its being
harmless, why, my dear child—excuse the freedom of an aged golf-
professor—there’s a charge of dynamite in every font of type.”
“Then you have a penchant for high explosives?”
“Have I? I don’t think I’d put it that way,” mused Jeremy. “I’ve a
taste for adventure. And running a newspaper of your own has
always seemed to me about the liveliest and most adventurous job
going. But I don’t want to blow things up.”
“What do you want to do?”
“Oh, just to have a hand in things, in a real, live American
community like this, where the soil is good and new ideas sprout. I’d
like to get into the political fight, too. A really good one, I mean,
with something worth aiming at.”
“That I can understand. But I still fail to make you fit into this
environment.”
“What about yourself?” he countered “Have n’t you rather the air
of coming out of the great world and condescending to this raw and
rural town?”
“Have I? Have I been condescending to you?”
“If you had, it would be more than I deserve,” he said contritely.
“I’d no business to say that. And I did n’t mean it, anyway. But this
is a queer place for you to be, is n’t it?”
“Not for my purposes?”
“Are you specializing at Old Central?”
“One might call it that. I made inquiries for the most typically
American college, and a list was made up for me. I chose the
University of Centralia to be with my mother’s cousin, Miss
Pritchard.”
“Just like that? All yourself?”
“All myself,” she assented gravely.
“You came here to get Americanized?”
“Yes. My mother married again. A German. A man of great
scientific attainments and high position. He is very gentle and vague
and absent-minded, and good to me. And when I told them that I
would like to take my own money and come here to my own country
for a year before”—she hesitated almost imperceptibly—“before
anything was settled for me, he consented. Think what a wrench it
must have been for his old-world prejudices against emancipated
women and all that!”
“Yet I don’t think you need Americanizing. You’re a real American
type if there ever was one.”
She flushed a little. “I like to hear that. My father would have liked
it. What makes you say it?”
“It’s—it’s your honesty, I think. There’s a quality of frankness
about you that could be—well, almost brutal, I think. Do you know
what I mean?”
“I suppose I am a crank. That is American enough, is it not?” she
laughed. “A crank about the truth. I hate anything that even
suggests a lie, or a dodging, or an evasion. So perhaps I should not
like your newspaper profession.”
“But that’s just it!” he cried eagerly. “If one had a paper of one’s
own, he could make his own rules for the game.”
“If he were big enough—and brave enough.”
“Brave enough,” he repeated. “Eli Wade said that about you, too.
Reading your character from your shoes, you know. That you had
courage and honesty. I think he thought it a rare thing in a woman.”
“It is not,” she flashed. “But if I have, it is no credit to me. I have
wholly loved and trusted only one person on earth. That was my
father, and he was the soul of truth. So, some of my friends laugh at
me a little and think me a crank, because I have—what do you
Americans—we Americans say?—no use for any one whom I cannot
wholly trust.”
“And you would be hard, too,” he said.
“Perhaps. If I were, it would be because I could not help it. I think
that I do things because something inside makes me before I have
even time to consider, sometimes.”
“Like your standing up alone at the Federated German meeting.
By the way, I brought my story of it for you to read.”
She held out her hand for the proofs. “I am glad,” she said.
She read it, slowly and studiously, and as she read an expression,
new to Jeremy in the changeful charm of her face, puzzled his
watchful eyes.
“It is very vivid,” she said, “and enthusiastic.”
She rose. On their way back to the Pritchard house she plied him
with questions bearing on the technique of journalism. As he stood,
bareheaded under the porch light looking up at her, she asked:
“May I keep the proof of the article?”
“Yes. You like it, then?”
“I love it. But I am glad that it was not published.”
“Why?”
“There is too much Me in it.” She paused. “Did I seem to you like
that—then?”
“Yes. And more.”
She shook her head. “I am glad that it was not published,” she
repeated. “It would have said to too many people—” She hesitated.
“What?” he asked.
For the first time her eyes faltered before his. They were hesitant,
and deep-shadowed and troubled.
“What?” he repeated.
“What should have been said to only one.”
“Marcia!” he cried.
But the door had closed on her and he barely heard her soft-toned
“Good-night” from beyond its jealous interception.
Essentials of Database Management 1st Edition Hoffer Test Bank
A
CHAPTER VI
BSTENTION from the art and practice of golf for one week
had been Professor Robson’s ukase. Had he foreseen the
course of more personal events he would never have issued it.
For he now had no opportunity of seeing his pupil alone. Nothing so
direct as avoidance could be charged against her. But since that
parting on the Pritchard porch, he had never been able to achieve so
much as two minutes of her undivided time. Her eyes, when they
met his only to be swiftly withdrawn, were sweetly troubled. The
Eternal Feminine within her was, for the time at least, in flight. And
along those paths of delicate elusiveness, the clumsy and pursuing
feet of man stumble and trip. Jeremy’s soul was sorely tried and not
less sorely puzzled.
If he found difficulties in Marcia’s attitude, his own future course
with regard to her was dubious. What could he, in his position and
with his resources, ask of her? To wait? Certainly nothing more than
that. And was even that much fair to her? His own feeling was
simplicity itself. Life had, in these few short weeks of association,
summed and compressed itself into his love for Marcia Ames. Until
that abrupt change in the tone of their relations brought about by
her half-acceptance of his devotion, she had never evinced anything
more than a frank and confident comradeship. Now he felt that he
might speak—if he could find opportunity. That he could not, almost
caused him to accuse Marcia of unfairness. Yet could he honorably
ask her to marry him and tie herself to a meager and as yet
unpromising career? Within himself Jeremy had begun to assume
that confidence of future success which comes with the assured
sense of workmanship. He would cheerfully gamble his own future
on it. But how could he ask her to risk hers? Even supposing that
she cared for him! There was the thought that ached; the
uncertainty of it. In any case he had to know how it stood with him
in her heart.
Upon her inviolable truthfulness he could depend for a full and fair
answer, if he were able to state his case. He knew that all her frank
and unevasive courage would answer to his demand; that she would
look that fate, or any other, steadily in the eyes. But not before her
own good time. And that the time was not yet, became sufficiently
apparent, one week before the match when the lessons were
resumed, for with the resumption Buddy Higman was quietly
established at once as caddy, chaperon, and dragon with the added
qualities of the modestly adhesive burdock. The skill and technique
of “No. 4.—M. Ames” prospered and improved mightily, which is
more than can be said of the disposition of her instructor.
Some men’s work would have suffered. Not Jeremy’s. He was of
that fortunate temperament which, keeping its troubles to itself,
boils them out into steam and transforms the steam into energy.
Besides, he had now “the grip of his pen.” He derived a glowing
satisfaction from the expert performance of his craft. The editorial
page was hospitable to him, especially for contributions in lighter
vein. Many special assignments for work out of the ordinary, calling
for a knack of description or characterization, came to him. His
writings were beginning to earn the knighthood conferred by the
clipping shears and the paste-pot. Newspapers in larger cities than
Fenches-ter copied and privately asked questions about them. But
what made it all so worth while, what gave a touch of exaltation to
the dogged purpose for success, was the conviction that all this
forwarded him upon the road which led to Marcia.
The tournament with Kirk College, on the Fenchester Country Club
grounds, was now two days away. Jeremy had asked for and
obtained the assignment to cover it. He had long before applied for
and received the job of caddying for No. 4 of the team opposing his
own college, which was regarded by the visiting Kirks as an ignoble
instance of loyalty corrupted by the baser passions. However, Jeremy
was perfectly willing that Kirk should win; rather hoped it would, in
fact, provided only the No. 4 of Old Central beat her man. He
believed her capable of doing it, unless her nerve faltered, which he
deemed improbable. On her most recent performances she was from
two to four strokes lower than any one but himself and Buddy
Higman appreciated.
Important though the event was to Jeremy Robson, the authorities
on The Record considered it rather a waste of their brilliant
youngster’s time. However, they were appeased by the cropping out
meantime of a story so much in the Robson line that it might have
been made to order for him. Wackley, the managing editor, outlined
it to him, when he arrived in the morning.
“Robson, do you know a queer old bat up on Banks Street who
runs a shoe surgery?”
“Eli Wade? Yes; quite well.”
“He’s a nut of the old Know-Nothing kind, is n’t he? Hates all
foreigners and all that?”
“He’s a pretty hard-shelled Yankee.”
“Well; he’s done it this time. Made a fine young riot for himself last
night. It seems he’s been pasting cartoons and mottoes in his show
window; and some of the younger fellows from the Deutscher Club,
who pass there on their way home, naturally got sore. Last night
with a few beers aboard, they stopped and gave him a raree
serenade. Out comes the old boy in his nighty and makes ’em a red-
hot speech. They give him the whoop, and he begins to damn ’em
all back to Germany.”
“Yes; he’s got fighting stuff in him,” agreed Jeremy.
“Too much for his own good. Somebody ups with a rock, and
down comes the big boot over the door. Well, the old boy goes dippy
over that. Dives inside and grabs up a hammer and right into them.
First thing you know, they have him on a rail—a scantling from that
new building on the corner—and are yelling for tar. It might have
been serious for the old boy, but just then along comes Andy Galpin
of The Guardian. You know him; he’s some young husky. Guard on
the O. C. team for three years. Well, he bucks the center and lays
out a couple of the merry villagers and there’s a pretty mix-up, and I
understand Galpin got one in the eye that did n’t improve his make-
up. But the boys were sick of the fun anyway, and they let Galpin
get away with it and take old Wade home. Instead of doing the
sensible thing and sleeping it off, Wade gets all het up, and swears
out warrants and they’re going to thrash it out in police court this
noon, in time for the edition. Probably Wade ’ll make a speech.
Anyhow, there’ll be a circus when he goes on the stand. We want a
rattling good story on it; and put in your best touches on the old
boy. He’ll do for a local character to hang all sorts of stories on,
later.”
“But look here, Mr. Wackley: I know Eli Wade pretty well. He’s—
he’s a sort of friend of mine.”
“What if he is? You can have fun with him, can’t you? He won’t
know the difference. And if he does, he won’t care. Those fanatical
guys are crazy for publicity. He’ll eat it up.”
It was Jeremy’s settled intention, so he told himself, as he set out
for court, to write an account which, while lively, should fairly set
forth his friend’s side. When he saw Eli Wade at court his heart
misgave him, the Boot & Shoe Surgeon looked so whitely wrathful.
The proceedings dwindled into nothing. The “life” was out of the
story, quite to one reporter’s relief, when his evil genius inspired Eli
Wade to address the court. At the outset he was simple and
dignified. But counsel for the serenaders interpolated some well-
timed taunts which roused him to indignation. He had not slept that
night, for shame of the treatment to which he had been subjected;
and his self-control was in abeyance. Indignation, as he answered
the taunts, waxed to fury. He burst into a savage and absurd
invective, aimed at “German interlopers,” “foreign clubs that run our
city,” and the like; his voice shrilling louder and louder until he was
drowned out by the uncontrollable laughter of the court-room. It
was all quite absurd and pitiable. Instinctively Jeremy’s pencil took it
down. Here was his story, ready to hand.
As he sat in the office, the grip of characterization settled upon
him. Oddments and gleams of past conversations in the “Infirmary”
came back to him, and he embodied them. Stroke by stroke there
grew up under his hand a portrait, crude from haste but vivid,
telling, and a stimulant to mirth, not always of the kindliest. It was
not intentionally unfair; it was never malicious in purpose. But it was
the more deadly in effect. By the magic transformation of print it
made out of an unpolished, simple, generous, fervent, and
thoughtful artisan, a laughable homunculus. Yet there was in it no
element of “fake.” Jeremy could have defended it at all points. Any
newspaper judgment would have credited it with due fidelity to
facts. The sum-total was a subtle and gross misrepresentation. Had
the writer read it over he would perhaps have seen this for himself.
But there was no time. He barely caught the edition. Wackley’s:
“Great stuff, my boy! You’ll hear of this,” happily distracted him from
the stirrings of a conscience which faintly wished to know how Eli
Wade would take it.
“You’re doing golf to-morrow,” continued the managing editor.
“Don’t bother to come to the office first.” Profiting by this, Jeremy,
an hour before match time, called at Miss Pritchard’s for Marcia. He
was informed that she had left on an errand, but would meet him at
the Country Club. When, just before the first pair teed up, she
appeared, her mentor was startled, she looked so wan and languid.
“Good Heavens!” said Jeremy in a whisper. “You have n’t let this
thing get on your nerves?”
She shook her head. Her eyes did not avoid his now; but the
changeful lights seemed to have dwindled to the merest flicker in
inscrutable depths.
“Let me get you a cup of coffee. That’ll brace you up.”
“I shall be all right,” she said with an effort.
At the call for the fourth pair she stepped to the tee and hit a ball
straight down the center for 160-odd yards. It was the virtue of her
game that she was straight on the pin, nine shots out of ten,
thereby overcoming the handicap of greater distance sure to be
against her in college competition. Great and grinful was the
satisfaction of her trainer at observing the demeanor of her
opponent. When he was presented to her, that gentleman, a sightly
and powerful youth notable for his long drives, took one extended,
admiring, and astounded survey of “M. Ames”—he had n’t known
what the bewildering fates held in store for him inquired privately
but passionately of high Heaven and his team-mates how a fellow
was going to keep his eye on the ball with a vision like that to look
at, and entered upon a disastrous career by nearly slaying, with his
first drive, a squirrel in a tree a good hundred yards off the course.
He recovered in time to record an unparalleled ten for the first hole.
M. Ames, dead on the pin, scored a correct five. Everson (the Kirk
boy) contributed three putts on the second green, and M. Ames won
it in a sound four. But as his pupil took her stance for a brassie, after
a respectable tee-shot from the third, Jeremy perceived with dismay
that her hands were shaking. Up went her head, as she swung, and
the ball darted from the toe of her club into the rough. She was out
in three, but again she succumbed to star-gazing on her mashie
shot, and her opponent still triangulating the course like a care-free
surveyor, was able to halve it. From then on, Jeremy the mentor was
in agony. Except off the tees, where she clung to her beautiful, free-
limbed, lissome swing, as it were by instinct, No. 4 for Old Central
topped, sliced, pulled, and scarified the helpless turf. The gallant
foeman was so distressed at her obviously unusual ineptitudes, that
his own game went glimmering down the grassy bypaths that lead
to traps and bunkers. Only this involuntary gallantry saved M. Ames
from practical extinction. As it was, she was two down at the end of
the first nine, with a dismal fifty-four. As they left the ninth green
she turned to Jeremy: “Would you mind not caddying for me the rest
of the match?”
“But Marcia!” he cried, aghast. “What’s wrong?”
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  • 5. 1 Copyright © 2014 Pearson Education, Inc. Essentials of Database Management (Hoffer et al.) Chapter 6 Introduction to SQL 1) Which of the following is a purpose of the SQL standard? A) To specify syntax and semantics of SQL data definition and manipulation B) To specify minimal and complete standards, which permit different degrees of adoption in products C) To define the data structures and basic operations for SQL databases D) All of the above Answer: D Diff: 2 Page Ref: 193 Topic: Origins of the SQL Standard AACSB: Use of Information Technology 2) The benefits of a standardized relational language include: A) application longevity. B) reduced training costs. C) cross-system communication. D) all of the above. Answer: D Diff: 2 Page Ref: 193 Topic: Origins of the SQL Standard AACSB: Use of Information Technology 3) The ________ is the structure that contains descriptions of objects such as tables and views created by users. A) SQL B) schema C) catalog D) master view Answer: B Diff: 1 Page Ref: 195 Topic: The SQL Environment AACSB: Analytic Skills, Use of Information Technology 4) ________ is a set of commands used to control a database, which includes security. A) DML B) DDL C) DCL D) DPL Answer: C Diff: 1 Page Ref: 196 Topic: The SQL Environment AACSB: Use of Information Technology
  • 6. 2 Copyright © 2014 Pearson Education, Inc. 5) ________ is a set of commands used to update and query a database. A) DML B) DDL C) DCL D) DPL Answer: A Diff: 1 Page Ref: 195 Topic: The SQL Environment AACSB: Use of Information Technology 6) DDL is typically used during which phases of the development process? A) Implementation B) Physical design C) Analysis D) All of the above Answer: B Diff: 3 Page Ref: 195 Topic: The SQL Environment AACSB: Analytic Skills, Use of Information Technology 7) The command for creating a database is: A) create table. B) create view. C) create schema. D) create authorization. Answer: C Diff: 2 Page Ref: 199 Topic: Defining a Database in SQL AACSB: Use of Information Technology 8) The SQL command ________ defines a logical table from one or more tables or views. A) create table B) alter table C) create view D) create relationship Answer: C Diff: 1 Page Ref: 199 Topic: Defining a Database in SQL AACSB: Use of Information Technology Subtopic: Generating SQL Database Definitions
  • 7. 3 Copyright © 2014 Pearson Education, Inc. 9) Any create command may be reversed by using a ________ command. A) truncate B) drop C) delete D) unpack Answer: B Diff: 1 Page Ref: 199 Topic: Defining a Database in SQL AACSB: Analytic Skills, Use of Information Technology Subtopic: Generating SQL Database Definitions 10) The first in a series of steps to follow when creating a table is to: A) identify columns that must be unique. B) identify each attribute and its characteristics. C) create an index. D) identify columns that must be null. Answer: B Diff: 2 Page Ref: 200 Topic: Defining a Database in SQL AACSB: Analytic Skills, Use of Information Technology Subtopic: Creating Tables 11) The SQL command ________ adds one or more new columns to a table. A) create table B) alter table C) create view D) create relationship Answer: B Diff: 1 Page Ref: 202 Topic: Defining a Database in SQL AACSB: Analytic Skills, Use of Information Technology Subtopic: Changing Table Definitions 12) What does the following SQL statement do? Alter Table Customer_T Add (Type Varchar (2)); A) Alters the Customer_T table to accept Type 2 Varchars B) Alters the Customer_T table to be a Type 2 Varchar C) Alters the Customer_T table, and adds a field called "Type" D) Alters the Customer_T table by adding a 2-byte field called "Varchar" Answer: C Diff: 2 Page Ref: 202 Topic: Defining a Database in SQL AACSB: Use of Information Technology Subtopic: Changing Table Definitions
  • 8. 4 Copyright © 2014 Pearson Education, Inc. 13) What does the following SQL command do? insert into Customer_T values (001,'John Smith','231 West St','Boston','MA','02115'); A) Adds a new record to the Customer_T B) Creates the Customer_T table C) Deletes the Customer_T table D) Updates the Customer_T table Answer: A Diff: 2 Page Ref: 203,204 Topic: Inserting, Updating, and Deleting Data AACSB: Analytic Skills 14) Given a table named store with 5 fields: store_id, address, city, state, zipcode, why would the following insert command not work? insert into store values ('234 Park Street') A) It would work just fine. B) You must specify the fields to insert if you are only inserting some of the fields. C) There is no table keyword. D) None of the above. Answer: B Diff: 2 Page Ref: 203,204 Topic: Inserting, Updating, and Deleting Data AACSB: Analytic Skills 15) What does the following SQL statement do? Delete from Customer_T where state = 'HI'; A) Deletes all records from customer_t where the state is equal to HI B) Removes the Customer_T table from the database C) Deletes all records from the Customer_T table D) None of the above Answer: A Diff: 2 Page Ref: 205 Topic: Inserting, Updating, and Deleting Data AACSB: Analytic Skills, Use of Information Technology Subtopic: Deleting Database Contents
  • 9. 5 Copyright © 2014 Pearson Education, Inc. 16) What does the following SQL statement do? Update Product_T Set Unit_Price = 775 Where Product_ID = 7 A) Changes the price of a unit called Product_T to 7 B) Changes the unit price of Product 7 to 775 C) Changes the length of the Unit_Price field to 775 D) Updates the Product_T table to have a unit price of 775 Answer: B Diff: 2 Page Ref: 205 Topic: Inserting, Updating, and Deleting Data AACSB: Analytic Skills, Use of Information Technology Subtopic: Updating Database Contents 17) Which of the following is a technique for optimizing the internal performance of the relational data model? A) Avoiding indexes on secondary keys B) Clustering data C) Not reporting statistics to save machine resources D) Using random index organizations Answer: B Diff: 2 Page Ref: 206 Topic: Internal Schema Definitions in RDBMSs AACSB: Use of Information Technology 18) Indexes are created in most RDBMSs to: A) provide a quicker way to store data. B) decrease the amount of disk space utilized. C) provide rapid random and sequential access to base-table data. D) increase the cost of implementation. Answer: C Diff: 2 Page Ref: 206 Topic: Internal Schema Definitions in RDBMSs AACSB: Use of Information Technology Subtopic: Creating Indexes
  • 10. 6 Copyright © 2014 Pearson Education, Inc. 19) In an SQL statement, which of the following parts states the conditions for row selection? A) Select B) From C) Where D) Group By Answer: C Diff: 1 Page Ref: 207 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Clauses of the SELECT Statement 20) What does the following SQL statement do? Select * From Customer Where Cust_Type = "Best" A) Selects all the fields from the Customer table for each row with a customer labeled "Best" B) Selects the "*" field from the Customer table for each row with a customer labeled "Best" C) Selects fields with a "*" in them from the Customer table D) Selects all the fields from the Customer table for each row with a customer labeled "*" Answer: A Diff: 2 Page Ref: 207,208 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Clauses of the SELECT Statement 21) What result will the following SQL statement produce? Select Avg(standard_price) as average from Product_V; A) The average of all products in Product_V B) The average Standard_Price of all products in Product_V C) The average price of all products D) None of the above Answer: B Diff: 2 Page Ref: 209-210 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Expressions
  • 11. 7 Copyright © 2014 Pearson Education, Inc. 22) Which of the following questions is answered by the SQL statement? Select Count (Product_Description) from Product_T; A) How many products are in the table Product_T? B) How many products have product descriptions in the Product Table? C) How many characters are in the field name "Product_Description"? D) How many different columns named "Product_Description" are there in table Product_T? Answer: B Diff: 2 Page Ref: 210 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Functions 23) What results will be produced by the following SQL query? Select sum(standard_price) as Total_Price from Product_V where Product_Type = 'WOOD'; A) The total price of all products that are of type wood B) The total price of all products C) The Standard_Price of the first wood product in the table D) The Standard_Price of any wood product in the table Answer: A Diff: 3 Page Ref: 209-210 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Expressions 24) Which of the following counts ONLY rows that contain a value? A) Count B) Count(*) C) Tally(*) D) Checknum Answer: A Diff: 2 Page Ref: 210 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Functions
  • 12. 8 Copyright © 2014 Pearson Education, Inc. 25) Which of the following will produce the minimum of all standard prices? A) Select standard_price from Product_V where Standard_Price = min; B) Select min(standard_price) from Product_V; C) Select Standard_Price from min(Product_V); D) Select min(Standard_Price) from Product_V where Standard_Price = min(Standard_Price); Answer: B Diff: 2 Page Ref: 210 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Functions 26) What will result from the following SQL Select statement? Select min(Product_Description) from Product_V; A) The minimum value of Product_Description will be displayed. B) An error message will be generated. C) The first product description alphabetically in Product_V will be shown. D) None of the above. Answer: C Diff: 3 Page Ref: 210 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Functions 27) Which of the following is the wildcard operator in SQL statements? A) < > B) * C) = D) & Answer: B Diff: 1 Page Ref: 213 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Wildcards
  • 13. 9 Copyright © 2014 Pearson Education, Inc. 28) What result set will the following query return? Select Item_No from Order_V where quantity > 10; A) The Item_No of all orders that had more than 10 items B) The Order_Id of all orders that had more than one item C) The Order_Id of all orders that had more than 10 items D) The Item_No of all orders that had 10 or more items Answer: A Diff: 2 Page Ref: 213 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Comparison Operators 29) What result set will the following query return? Select Item_No, description from item where weight > 100 and weight < 200; A) The Item_No and description for all items weighing less than 100 B) The Item_No for all items weighing between 101 and 199 C) The Item_No and description for all items weighing between 101 and 199 D) The Item_No for all items weighing more than 200 Answer: C Diff: 2 Page Ref: 216 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Ranges for Qualification 30) To eliminate duplicate rows in a query, the ________ qualifier is used in the SQL Select command. A) alter B) distinct C) check D) specific Answer: B Diff: 1 Page Ref: 217 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Using Distinct Values
  • 14. 10 Copyright © 2014 Pearson Education, Inc. 31) What result set is returned from the following query? Select Customer_Name, telephone from customers where city in ('Boston','New York','Denver'); A) The Customer_Name and telephone of all customers B) The Customer_Name and telephone of all customers living in either Boston, New York or Denver C) The Customer_Name and telephone of all customers living in Boston and New York and Denver D) The Customer_Name of all customers living in Boston, New York or Denver Answer: B Diff: 2 Page Ref: 219 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: IN and NOT IN with Lists 32) To get all the customers from Hawaii sorted together, which of the following would be used? A) ORDER BY B) GROUP BY C) HAVING D) SORT Answer: A Diff: 1 Page Ref: 219,220 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Sorting Results: The ORDER BY Clause 33) A single value returned from an SQL query that includes an aggregate function is called a(n): A) agate. B) scalar aggregate. C) vector aggregate. D) summation. Answer: B Diff: 1 Page Ref: 220 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Categorizing Results: The GROUP BY Clause
  • 15. 11 Copyright © 2014 Pearson Education, Inc. 34) Multiple values returned from an SQL query that includes an aggregate function are called: A) vector aggregates. B) scalar aggregates. C) agates. D) summations. Answer: A Diff: 1 Page Ref: 220 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Categorizing Results: The GROUP BY Clause 35) Which of the following can produce scalar and vector aggregates? A) ORDER BY B) GROUP BY C) HAVING D) SORT Answer: B Diff: 2 Page Ref: 220 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Categorizing Results: The GROUP BY Clause 36) What will be returned when the following SQL statement is executed? Select driver_no,count(*) as num_deliveries from deliveries group by driver_no; A) A listing of all drivers, sorted by driver number B) A listing of each driver as well as the number of deliveries that he or she has made C) A count of all of the deliveries made by all drivers D) None of the above Answer: B Diff: 3 Page Ref: 220,221 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Categorizing Results: The GROUP BY Clause
  • 16. 12 Copyright © 2014 Pearson Education, Inc. 37) What will be returned when the following SQL statement is executed? Select driver_no, count(*) as num_deliveries from deliveries where state = 'MA' group by driver_no; A) A listing of all drivers who made deliveries to state = 'MA', sorted by driver number B) A listing of each driver who made deliveries to state = 'MA' as well as the number of deliveries that each driver has made to that state C) A count of all of the deliveries made to state = 'MA' by all drivers D) None of the above Answer: B Diff: 3 Page Ref: 220,221 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Categorizing Results: The GROUP BY Clause 38) Which of the following finds all groups meeting stated conditions? A) Select B) Where C) Having D) Find Answer: C Diff: 1 Page Ref: 221,222 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Qualifying Results by Categories: The HAVING Clause 39) What will be returned when the following SQL query is executed? Select driver_no, count(*) as num_deliveries from deliveries group by driver_no having count(*) > 2; A) A listing of all drivers who made more than 2 deliveries as well as a count of the number of deliveries B) A listing of all drivers C) A listing of the number of deliveries greater than 2 D) A listing of all drivers who made more than 2 deliveries Answer: A Diff: 3 Page Ref: 221,222 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Qualifying Results by Categories: The HAVING Clause
  • 17. 13 Copyright © 2014 Pearson Education, Inc. 40) Which of the following is true of the order in which SQL statements are evaluated? A) The SELECT clause is always processed first. B) The SELECT clause is always processed last. C) The SELECT clause is processed before the ORDER BY clause. D) The GROUP BY clause is processed before the WHERE clause. Answer: C Diff: 3 Page Ref: 223 Topic: Processing Single Tables AACSB: Use of Information Technology 41) A ________ view is materialized when referenced. A) virtual B) dynamic C) materialized D) base Answer: B Diff: 2 Page Ref: 223 Topic: Using and Defining Views AACSB: Use of Information Technology 42) SQL is both an American and international standard for database access. Answer: TRUE Diff: 1 Page Ref: 191 Topic: Introduction AACSB: Use of Information Technology 43) SQL has been implemented only in the mainframe and midrange environments. Answer: FALSE Diff: 1 Page Ref: 192 Topic: Introduction AACSB: Use of Information Technology 44) SQL originated from a project called System-S. Answer: FALSE Diff: 1 Page Ref: 192 Topic: History of the SQL Standard AACSB: Use of Information Technology 45) One of the original purposes of the SQL standard was to provide a vehicle for portability of database definition and application modules between conforming DBMSs. Answer: TRUE Diff: 1 Page Ref: 193 Topic: Origins of the SQL Standard AACSB: Use of Information Technology
  • 18. 14 Copyright © 2014 Pearson Education, Inc. 46) A major benefit of SQL as a standard is reduced training costs. Answer: TRUE Diff: 1 Page Ref: 193 Topic: Origins of the SQL Standard AACSB: Use of Information Technology 47) Implementation of a standard can never stifle creativity and innovation. Answer: FALSE Diff: 2 Page Ref: 193 Topic: Origins of the SQL Standard AACSB: Use of Information Technology 48) Applications can be moved from one machine to another when each machine uses SQL. Answer: TRUE Diff: 1 Page Ref: 193 Topic: Origins of the SQL Standard AACSB: Use of Information Technology 49) A catalog is the structure that contains object descriptions created by a user. Answer: FALSE Diff: 1 Page Ref: 194 Topic: The SQL Environment AACSB: Use of Information Technology 50) Some DBMS can handle graphic data types as well as text and numbers. Answer: TRUE Diff: 2 Page Ref: 194 Topic: The SQL Environment AACSB: Use of Information Technology 51) DCL is used to update the database with new records. Answer: FALSE Diff: 1 Page Ref: 195 Topic: The SQL Environment AACSB: Use of Information Technology 52) A database table is defined using the data definition language (DDL). Answer: TRUE Diff: 1 Page Ref: 195 Topic: The SQL Environment AACSB: Use of Information Technology 53) A database is maintained and queried using the data mapping language (DML). Answer: FALSE Diff: 1 Page Ref: 195 Topic: The SQL Environment AACSB: Use of Information Technology
  • 19. 15 Copyright © 2014 Pearson Education, Inc. 54) The CREATE SCHEMA DDL command is used to create a table. Answer: FALSE Diff: 1 Page Ref: 199 Topic: Defining a Database in SQL AACSB: Analytic Skills, Use of Information Technology Subtopic: Generating SQL Database Definitions 55) When creating tables, it's important to decide which columns will allow null values before the table is created. Answer: TRUE Diff: 1 Page Ref: 200 Topic: Defining a Database in SQL AACSB: Analytic Skills, Use of Information Technology Subtopic: Creating Tables 56) When creating a table, it is not important to consider foreign key—primary key mates. Answer: FALSE Diff: 1 Page Ref: 200 Topic: Defining a Database in SQL AACSB: Analytic Skills, Use of Information Technology Subtopic: Creating Tables 57) A referential integrity constraint specifies that the existence of an attribute in one table depends upon the existence of a foreign key in the same or another table. Answer: FALSE Diff: 2 Page Ref: 202 Topic: Defining a Database in SQL AACSB: Use of Information Technology Subtopic: Creating Data Integrity Controls 58) The DELETE TABLE DDL command is used to remove a table from the database. Answer: FALSE Diff: 2 Page Ref: 203 Topic: Defining a Database in SQL AACSB: Use of Information Technology Subtopic: Removing Tables 59) The ALTER TABLE command is used to change a table definition. Answer: TRUE Diff: 1 Page Ref: 202,203 Topic: Defining a Database in SQL AACSB: Use of Information Technology Subtopic: Changing Table Definitions
  • 20. 16 Copyright © 2014 Pearson Education, Inc. 60) The SQL command used to populate tables is the INSERT command. Answer: TRUE Diff: 1 Page Ref: 203,204 Topic: Inserting, Updating, and Deleting Data AACSB: Use of Information Technology 61) An insert command does not need to have the fields listed. Answer: TRUE Diff: 1 Page Ref: 203,204 Topic: Inserting, Updating, and Deleting Data AACSB: Analytic Skills 62) The following command would work fine: insert into budget values 121,222,111; Answer: FALSE Diff: 1 Page Ref: 203,204 Topic: Inserting, Updating, and Deleting Data AACSB: Analytic Skills 63) The DROP command deletes rows from a table individually or in groups. Answer: FALSE Diff: 1 Page Ref: 205 Topic: Inserting, Updating, and Deleting Data AACSB: Use of Information Technology Subtopic: Deleting Database Contents 64) In order to update data in SQL, one must inform the DBMS which relation, columns, and rows are involved. Answer: TRUE Diff: 2 Page Ref: 205 Topic: Inserting, Updating, and Deleting Data AACSB: Use of Information Technology Subtopic: Updating Database Contents 65) Indexes generally slow down access speed in most RDMS. Answer: FALSE Diff: 2 Page Ref: 206 Topic: Internal Schema Definitions in RDBMSs AACSB: Use of Information Technology
  • 21. 17 Copyright © 2014 Pearson Education, Inc. 66) The WHERE clause includes the conditions for row selection within a single table or view and the conditions between tables or views for joining. Answer: TRUE Diff: 1 Page Ref: 207 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Clauses of the SELECT Statement 67) Expressions are mathematical manipulations of data in a table that may be included as part of the SELECT statement. Answer: TRUE Diff: 2 Page Ref: 209.210 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Expressions 68) Count(*) tallies only those rows that contain a value, while Count counts all rows. Answer: FALSE Diff: 2 Page Ref: 211 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Functions 69) The asterisk (*) wildcard designator can be used to select all fields from a table as well as in WHERE clauses when an exact match is not possible. Answer: TRUE Diff: 1 Page Ref: 213 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Wildcards 70) The comparison operators = and != are used to establish a range of values. Answer: FALSE Diff: 2 Page Ref: 213 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Using Comparison Operators 71) If multiple Boolean operators are used in an SQL statement, NOT is evaluated first, then AND, then OR. Answer: TRUE Diff: 2 Page Ref: 214 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Boolean Operators
  • 22. 18 Copyright © 2014 Pearson Education, Inc. 72) The following two SQL statements will produce the same results. Select last_name, first_name from customer where credit_limit > 99 and credit_limit < 10001; Select last_name, first_name from customer where credit_limit between 100 and 10000; Answer: TRUE Diff: 2 Page Ref: 216,217 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using Ranges for Qualification 73) Adding the DISTINCT keyword to a query eliminates duplicates. Answer: TRUE Diff: 1 Page Ref: 218 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Using Distinct Values 74) The following two SQL statements will produce different results. Select last_name, first_name from customer where state = 'MA' or state = 'NY' or state = 'NJ' or state = 'NH' or state = 'CT'; Select last_name, first_name from customer where state in ('MA','NY','NJ','NH','CT'); Answer: FALSE Diff: 2 Page Ref: 219 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using IN and NOT IN with Lists 75) The ORDER BY clause sorts the final results rows in ascending or descending order. Answer: TRUE Diff: 1 Page Ref: 219,220 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Sorting Results: The ORDER BY Clause
  • 23. 19 Copyright © 2014 Pearson Education, Inc. 76) A single value returned from an SQL query that includes an aggregate function is called a vector aggregate. Answer: FALSE Diff: 1 Page Ref: 220,221 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Categorizing Results: The GROUP BY Clause 77) When a GROUP BY clause is included in an SQL statement, only those columns with a single value for each group can be included. Answer: TRUE Diff: 2 Page Ref: 220,221 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Categorizing Results: The GROUP BY Clause 78) The HAVING clause and the WHERE clause perform the same operation. Answer: FALSE Diff: 2 Page Ref: 221,222 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Qualifying Results by Categories: The HAVING Clause 79) The following query totals sales for each salesperson. Select salesperson_id, sum(sales) from salesperson group by salesperson_id; Answer: TRUE Diff: 2 Page Ref: 220,221 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Categorizing Results: The GROUP BY Clause 80) The following query totals sales in state= 'MA' for each salesperson. Select salesperson_id, sum(sales) from salesperson group by salesperson_id having state = 'MA'; Answer: FALSE Diff: 3 Page Ref: 220-222 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Qualifying Results by Categories: The HAVING Clause
  • 24. 20 Copyright © 2014 Pearson Education, Inc. 81) The ORDER BY clause is the first statement processed in an SQL command. Answer: FALSE Diff: 2 Page Ref: 219,220 Topic: Processing Single Tables AACSB: Use of Information Technology 82) The WHERE clause is always processed before the GROUP BY clause when both occur in a SELECT statement. Answer: TRUE Diff: 2 Page Ref: 223 Topic: Processing Single Tables AACSB: Use of Information Technology 83) The FROM clause is the first statement processed in an SQL command. Answer: TRUE Diff: 2 Page Ref: 223 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology 84) The content of dynamic views is generated when they are referenced. Answer: TRUE Diff: 1 Page Ref: 223 Topic: Processing Single Tables AACSB: Use of Information Technology Subtopic: Using and Defining Views 85) The views are created by executing a CREATE VIEW SQL command. Answer: TRUE Diff: 1 Page Ref: 224 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using and Defining Views 86) When the SELECT clause in the create view statement contains the keyword DISTINCT, the view can be used to update data. Answer: FALSE Diff: 1 Page Ref: 224 Topic: Processing Single Tables AACSB: Analytic Skills, Use of Information Technology Subtopic: Using and Defining Views
  • 25. 21 Copyright © 2014 Pearson Education, Inc. 87) What were the original purposes of SQL, and does SQL as we know it today live up to those standards? Answer: The following were the original purposes of SQL: 1. To specify the syntax and semantics of SQL data definition and manipulation languages 2. To define the data structures and basic operations for designing, accessing, maintaining, controlling, and protecting an SQL database 3. To provide a vehicle for portability of database definition and application modules between conforming DBMSs 4. To specify both minimal (Level 1) and complete (Level 2) standards, which permit different degrees of adoption in products 5. To provide an initial standard, although incomplete, that will be enhanced later to include specifications for handling such topics as referential integrity, transaction management, user- defined functions, join operators beyond the equi-join, and national character sets While SQL as we know it today does have some variants, there is a basic standard which is adhered to. As mentioned in the text, it seems that industry lags behind the standards somewhat. Each vendor has its own set of proprietary features which differ from the standard. Diff: 3 Page Ref: 192,193 Topic: Origins of the SQL Standard AACSB: Reflective Thinking 88) What are some of the advantages and disadvantages to an SQL standard? Answer: Some of the advantages are reduced training costs, increased productivity, application portability, application longevity, reduced dependence on a single vendor and cross-system communication. Some disadvantages include stifling creativity, difficulty in changing standard, and loss of application portability when adding additional proprietary features. Diff: 3 Page Ref: 193 Topic: Origins of the SQL Standard AACSB: Reflective Thinking 89) Explain the three classes of SQL commands and when they would be used. Answer: There are three classes or types of SQL commands. Data definition language commands are used to create tables, alter and drop tables, views and indexes. These commands are used to build the structure of the database as well as some additional objects. The next type is Data Manipulation Language commands, which are used to maintain and query a database. Commands in this class include select, update, delete and insert. The last type is the data control language commands, which are used to grant and revoke privileges on tables and other objects in the database. Diff: 3 Page Ref: 195,196 Topic: The SQL Environment AACSB: Analytic Skills, Reflective Thinking
  • 26. 22 Copyright © 2014 Pearson Education, Inc. 90) What steps should be followed when preparing to create a table? Answer: When preparing to create a table, one should: 1. Identify the appropriate data type and length for each attribute 2. Identify the columns that should accept null values 3. Identify that columns that need to be unique 4. Identify all primary-foreign key mates 5. Determine default values 6. Identify any columns for which domain constraints, such as check, need to be stated 7. Create the table and any indexes using create table and create index statements Diff: 3 Page Ref: 201,202 Topic: Defining a Database in SQL AACSB: Analytic Skills Subtopic: Creating Tables 91) What three clauses are contained in most SQL retrieval statements? Answer: The SELECT clause, which lists the columns and calculated expression from base tables. The FROM clause, which identifies tables and views which we want to gather data from in the query. Finally, the WHERE clause, which is used to specify conditions for selection of rows in the result set. Diff: 3 Page Ref: 207 Topic: Processing Single Tables AACSB: Analytic Skills Subtopic: Clauses of the SELECT Statement 92) What are some of the standard SQL functions that can be used in the SELECT clause? Answer: The standard functions can be broken down into 4 categories: Mathematical, String, Date and Analytical. Mathematical functions include Min, Max, Count, Sum, Round, Trunc and Mod. String functions include lower, upper, initcap, concat, substr and coalesce. Date functions are used for converting dates and calculating dates and include next_day, add_months and months_between. Top (to find the top n values) is one of the analytical functions. Diff: 2 Page Ref: 210 Topic: Processing Single Tables AACSB: Analytic Skills Subtopic: Using Functions 93) Discuss when to use the GROUP BY clause. Answer: The GROUP BY clause is useful when you have a set of values for one column (such as a salesperson ID) and you would like to then calculate something like total sales for each salesperson. Rather than having to use the sum function with one salesperson's ID in the WHERE clause (and run multiple queries), you can use the GROUP BY to get the same results in one query. Diff: 2 Page Ref: 220,221 Topic: Processing Single Tables AACSB: Analytic Skills Subtopic: Categorizing Results: The GROUP BY Clause
  • 27. 23 Copyright © 2014 Pearson Education, Inc. 94) How is the HAVING clause different from the WHERE clause? Answer: While the WHERE clause works on each row in a query resultset, the HAVING clause works on the aggregate (or combined) rows in a GROUP BY. WHERE does not allow aggregates, while the HAVING does allow aggregates. For example, if you had the following query: select customer_id, sum(purchase_price*quantity) from customer where sum(purchase_price*quantity) > 100 this would not work. However, with a GROUP BY and HAVING written as follows we would get back all customers whose total purchases were greater than $100. select customer_id, sum(purchase_price*quantity) from customer group by customer_id having sum(purchase_price*quantity) > 100 Diff: 3 Page Ref: 221,222 Topic: Processing Single Tables AACSB: Analytic Skills, Reflective Thinking Subtopic: Qualifying Results by Categories: The HAVING Clause 95) Discuss the pros and cons of using dynamic views. Answer: A dynamic view is useful, since it provides a way to access part of a table or a combination of columns from multiple tables. A view can simplify query commands, since much of the complicated syntax of a query can be done to create the view. A view can also improve programmer productivity, since programmers can access views rather than have to rewrite the SQL commands for a query. Security is increased, since users can only see what the view presents. Also, views use little or no storage space. On the downside, views use processing time each time that the view is recreated for reference. Also, the views may or may not be recreatable. Diff: 3 Page Ref: 223 Topic: Using and Defining Views AACSB: Analytic Skills, Reflective Thinking
  • 28. Other documents randomly have different content
  • 29. “Exactly. You’ll land. You’ve got the knack. The slick, smooth, oily trick of making the thing seem what it ain’t. So pretty soon I’ll have to take that back about your having the soul of a louse. You’ll be worse than that. I’ll tell you what you’ll be.” And he told, naming a very ancient and much blown-upon profession. “That’ll be enough an’ some-to-carry from you,” said the Boot & Shoe Surgeon indignantly. “Get out of my place an’ don’t come back until you’ve cleaned your dirty tongue.” Resentment of his brusque dismissal was far remote from Mr. Nicholas Milliken’s philosophic mind, if one were to judge by the cheerful smile with which he rose. “All right, old moozle-head!” he returned affectionately. “He fires me about once a week,” he explained to Jeremy. “That’s when he can’t stand any more good, plain facts. They boil over on him and out I go, with the steam. Don’t you mind me, either, young feller. You’ll see I’m right, one day. We’re all bound upon the Wheel of Things, as the old Lammy said to Kim. Supprised, are you, that I know Roodyerd Kipling?” He preened himself with a childish vanity. “I read everything! The old Lammy was a bit of a Socialist himself. All bound upon the Wheel of Things. And if I see a little clearer than you, it’s only because I happen to be bound a turn or two higher up.” The ineffable patronage of this amused Jeremy into good humor. “I’ll call on you for that apology, though, one of these days,” he said to the parting guest, Eli Wade looked after Milliken with a frown. “Them shoes of his have got a gallows gait,” he declared. “Lawless paths! Lawless paths! Why do I stand his bitter tongue? I guess it’s because he makes me think. I wish I had his education,” sighed the old man. “Where did he get it?” “Picked it up. Libraries, night schools, and the like. He was a New England mill-hand, always in hot water. Stirrin’ up labor troubles an’ all that. Picked up typography an’ drifted out here. A quirky mind an’
  • 30. a restless one, an’ a bad course it sets for his feet to follow,” said the gentle, one-ideaed old philosopher of foot-gear. “But not a bad heart, Nick has n’t. Come in again, young gentleman,” he added. “Not in the way of trade. Come in an’ talk with the old man. One of you newspaper gentlemen drops in for a chat, often. Mr. Galpin of The Guardian. You’ll know him, I guess?” “Very well.” “Them are his spare shoes, yonder. Rough, ordinary, plain articles. Plodders. But good wearing stuff in ’em an’ right solid on the ground, every inch. Slow-moving,” he nodded thoughtfully. “Yes; they’ll move slow, but they won’t never wobble. An’ don’t think to trip up the man that walks in ’em. It ain’t to be done.” “I believe you’re right, there.” “Right? Cert’nly I’m right. Leather never lies. Not good leather. An’ poor leather’s a dead give-away. My museum of soles.” He waved a showman’s hand toward the rows of shoes suspended neatly in brackets of his own devising against the walls. “Look at them Congress gaiters. Would n’t you know they was a banker’s belongings? Robert Wanser, President of the Trust Company. Full and easy and comfortable and mebbe a little sly in the gait. But there’s weight in ’em. Don’t get in their way. There’s Rappelje’s next ’em; Professor Rappelje, of the University. Queer neighbors. Straight and thin and fine finished, his gear. Mebbe a little pinchy. But a man to swear by. And Bausch: them high-button calfs. He’s a buster. Busts his buttons off. One of them big, puffin’-up Germans. Always marching. Tramp-tramp-tramp: the goose-step. Nothin’ o’ that in that lot on the end. Judge Dana. See the ball of the soles? Worn down. Creeps, he does. Guess he can jump too, after he’s crept near enough. An’ that pair below, on the right. That’s a shuffler. Mr. Wymett. Owns The Guardian and runs it. Now here’s a mincer. Dainty an’ soft he goes an’ dainty an’ soft he lives: the Rev. Mr. Merserole, rector of our rich folks’ church. For all that, there’s stuff an’ weight in his shoes.” His hand hovered and touched a pair of
  • 31. elegantly made, low, laced Oxfords, of almost feminine delicacy. “Style there, eh? Know what they want, those shoes. Got to be jest so. Spick an’ span. They say Montrose Clark never has to pay to have ’em cleaned.” “Why is that?” asked Jeremy, responsive to the look of invitation in the old man’s eye. “Got so many boot-lickers around him,” chuckled the philosopher. “Kick you as soon as look at you, those would, for all they look so finicky.” “I’ll come in to see you when I need pointers about people,” said Jeremy, smiling. The Boot & Shoe Surgeon handed him the repaired golf-boots. “I’m an ignorant old man,” he said, “but I know folks’s feet and sometimes I can guess what path they’ll take. I’ve been talking pretty free to you, Mr. Robson, for a stranger. But I reckon you’re trustable, ’spite of what Nick Milliken says.” “I reckon I am, Doctor Wade,” returned Jeremy, and believed himself as he said it. “Yes: the old man likes to talk,” confessed Eli Wade; “an’ about people. Gossip, some call it. That’s a silly word. What’s history but gossip about folks that are dead? But, of course, a man like me has to be careful who he talks to, being in public life.” “Certainly,” acquiesced the amused Jeremy. “But I did n’t know you were in public life. What office do you hold?” “I’m on the Fenchester Public School Board,” said Eli Wade with simple but profound pride.
  • 33. B CHAPTER V OBOLINK on a grass-tuft piped ecstatic welcome to a long-lost friend, the sun. Five gray and weary days had passed since that amiable orb had bestowed so much as one uncloaked beam upon birds and men, and on each of those rain-soaked days, Jeremy Robson had racked his overstrained vocabulary for new objurgations against the malign fates which had spread a watery barrier between himself and Marcia Ames. Now the sun was an hour above the eastern horizon with a flawless sky outspread like a luxurious carpet for its day’s journey. Secure at that hour in the undisputed possession of the earth, bobolink swayed and sang, when to its wrath and amaze a shining missile descended from the sky and bounded with sprightly twists toward its chosen choir-loft. “Sliced into the rough again,” said a voice of despair from the hollow below, and two figures appeared, headed toward the singer, who moved on with an indignant and expostulatory chirp, but found another perch still within ear-shot. “Because you will not keep your head down,” reprehended the deeper tones of the young man. Bobolink stretched his liquid throat in a love-song. He sang the warm sweetness of the earth, and the conquering glory of the sun; the breeze’s kiss and the welcome of the flower for the bees, and youth which is made up of all these and comes but once. Out of a full heart he sent forth his missioning call to young hearts; then, as the girl turned an exquisite face toward him, he waited for her response. “That is four,” said she, “and I am not out yet.” And she hewed away a whole clump of innocent daisies, with one ferocious chop.
  • 34. “You should have used a niblick the first time,” observed the young man. Perceiving that romance had forever departed from the human race when, on such a May morning, such a maid and such a youth could satisfy their soul with such conversation as this, bobolink flew away to a tussock in an adjacent field where his own private romance was safe hidden. To versatile human kind, it is given to make love in many and diverse manners uncomprehended of the bird species. Not the least ingenious of his species, Mr. Jeremy Robson had marked out as his first step the establishment of a systematic association with Miss Marcia Ames, through golf; and until that association could be trusted to walk alone, as it were, he purposed to confine his attention strictly to the matter in hand. Her desire to make the college team was a very genuine one, and he guessed her to be a young lady of no small determination. Therefore, he was well satisfied to observe that, on this their first experiment as teacher and pupil, she was playing rather poorly. This meant longer and more arduous practice. At the end of the first round, during which he had devoted close attention but scant suggestion to her performance, he was four up and her card showed a painful total. “Fifty-twos will never land you anywhere,” was the conclusion which he derived from the addition. “What is to be done?” she asked in her precise English. “I grow worse.” “Do you read Ibsen?” he inquired. “I have read him a great deal. But not upon golf,” said Miss Ames with raised eyebrows. “Does your playing suggest any particular character of his?” “You are being absurd. Or is it one of your riddles, at which I am not clever?”
  • 35. “I’m giving you a test in self-analysis. ‘The Ibsen character whom you suggest, particularly when you play your iron shots, is Little Eyolf. The l silent, as in ’Hades.’” “I do not think that a very funny joke,” she said scornfully. “It’s been turned down by three comic papers, though,” he defended. “Then why must I bear it?” “To make the point stick in your memory. Once, quite early in the morning, I came around the corner of a barn on a Philadelphia golf course, and there was a nice-looking elderly lady whom I had seen the day before taking her two small grandchildren out walking, addressing a ball with a brassie and saying, ‘Eye on the ball; slow back; carry through. Eye on the ball; slow back; carry through,’ over and over again. Brassie shots were her weakness. The next day that persevering old grandma went out and made low score in the National Women’s Championship. Now, if you’ll just think of yourself as Little Eyolf until you’re good and mad, it’ll help do the trick.” “What were you doing in Philadelphia?” inquired the girl irrelevantly. “Not golfing,” he returned. “So, if you don’t mind, we’ll postpone that. This is a golf lesson, and right here the serious business of the day begins. The first consideration is to cure you of star-gazing. You appreciate that that’s your main trouble?” “Raising my head, you mean?” “That’s it. Star-gazing, we call it.” “It occurs because I forget myself.” “And mostly on your irons. You get your wooden shots off clean. Now, let’s drive.”
  • 36. Two straight shots flew down the course, his the longer by fifteen yards. A ninety-yard approach lay before her. “Beginneth here the first lesson,” said Jeremy. “It’s a sure cure, on the homoeopathic principle. Invented it myself for a fellow on our college team who was a stargazer, and he showed his gratitude by eliminating me from the individual championship, that fall.” He took a cardboard box from his pocket, and extracted from it one of a number of small, gilt stars such as stationers carry in stock. This he pressed down upon the grass so close behind his pupil’s ball as almost to touch its lower arc. “Behold the star of your hopes.” “What am I to do with it?” “Keep your eye on it—if you can.” “Until after I have struck the ball?” “Longer than that. After you’ve played, step forward and plant the sole of your foot on the star. But you won’t be able to do it. Not the first time.” “I shall,” said the girl with quiet conviction. Taking her stance, she measured the distance with a careful eye, and sent the ball off with a clean click. Her head remained bent with an almost devotional intentness. She stepped forward and covered the star with that boot which Eli Wade had so warmly praised. “Good!” approved the instructor. “You’ve got will power.” “I have needed to have,” replied the girl. Her tone was curiously musing and confidential. “May I look up now?” “Surely. ‘You’ll like the view.” The ball, rising high, had landed upon the edge of the green and rolled to within ten feet of the cup. “Oh!” she cried. “Do you suppose I could do it again?”
  • 37. “Any number of times, if you’ll keep your eye on the star.” “But one could not carry about a box of stars in a match, could one?” “One could. But it won’t be necessary. Two weeks’ practice at that will get you clean out of the Little Eyolf habit.” “Will it, indeed? But why do you look so intently at the spot?” “I beg your pardon,” said Jeremy hastily. “It was your boot—I mean, I was thinking what that queer old codger Eli Wade said when I went after your boots.” “And was that golf?” inquired Miss Ames with a demure and candid air. “No? Then, if you do not mind, we will postpone it, shall we not?” “Stung!” confessed Jeremy. “We shall.” The bestarred second round cut no less than five strokes from the score of the gratified pupil and her even more highly pleased instructor. This in spite of the fact that she had once lifted her head and perpetrated a lamen table foozle, whereupon Jeremy gravely pasted one of the stars on the toe of her left boot: “To keep you reminded,” he explained. “But,” he added, “you’ve got to clip at least three more strokes off to be safe. That’ll take you all your time.” It took a disproportionate amount of Jeremy Robson’s, too, which, to do him justice, he did not begrudge. As a corollary to the morning lessons he took to dropping in at the Pritchard mansion of an evening to discuss some of the more abstruse points of the game, where he found himself in active competition with the picked youth of the University and the town, for Miss Marcia gathered a court as irresistibly as a flower gathers bees. Quite unjustifiably Jeremy was inclined to sulk a bit over this, unmindful of the favor of the gods in affording him her undivided companionship in those early morning
  • 38. hours. Whereupon the gods, as is their custom, withdrew their unappreciated bestowals. Buddy Higman discovered the golf practice and straightway volunteered as caddy. Jealousy as well as desire to be of service to the liege lady prompted his offer, which was straightway accepted. So the morning practice continued while bobolink from his daisied choir-loft (no longer invaded by balls wandering from the straight and narrow path which leads to the House of Bogie) alternately cheered and jeered at this chaperoned companionship. One stroke, two strokes, and finally five strokes were subtracted from the aspirant’s nine-hole score. Her master gave her his blessing and told her to go in and win. In the Varsity competition, she qualified with a highly respectable round, and in the play-off for the team, won her place. The team captain posted the choice for the yearly match against Kirk College on the athletic bulletin, one line of which read: No. 4—M. Ames. In special celebration of the event, the pupil accepted an invitation to dine at the Country Club that evening with the instructor. “Will you make an agreement?” she asked, as they faced each other across the little table, pleasantly remote in a far corner of the veranda. “Unsight-unseen?” he smiled. “All right. I’ll swap.” “That is quite too American for me. But you agree. Then let us not speak the word ‘golf’ all this evening. I am tired of it.” “Stale,” commented the expert. “You must lay off for a week. Well, let’s forget it. What shall we talk about?” “What are you doing here in Fenchester?” He smiled at the directness of the question. “Plain and fancy reporting.”
  • 39. “You do not seem to belong here.” “What makes you think that?” She considered him meditatively. “I suppose it was your clothes, first. You dress differently from the others. More like the men I have known over there.” “Remnants of past glory,” he assured her lightly. “I have n’t always lived here, you know.” “Where then? Do you mind my asking?” “Not a bit. I’ve drifted about doing worthless things for several years. Philadelphia mainly, New York a little. Getting myself mis- educated. You see, I’m something of a failure.” “You should not say that even in fun. I do not like to hear it.” “It is n’t in fun. Ask my aged and highly respectable great-aunt, Miss Greer, in Philadelphia, and you’ll learn something to my disadvantage.” “I shall,” said the girl gravely, “if I ever go back there. Did you live with her?” “For a time. After my college course she sent me on a year’s tour and then made me take one of those ornamental post-graduate courses that lead into the lily-fingered occupations that are neither professions nor business. She had a fond hope that I’d take to diplomacy.” “No!” said the girl with unflattering surprise. “I know many diplomats. I do not think you would be successful there.” “I’m about as diplomatic as a punch in the eye,” admitted her companion. “The old lady considered it plumb disgusting of me not to take to refined international mendacity. But then I did n’t take to much of anything else that she laid out for me. I had vulgar tastes. I wanted to go into the newspaper business, and when I’d learnt it,
  • 40. have Great-Aunt kindly buy me a paper to play with. Great-Aunt did n’t see it that way. She cut me off with a small amount of hard cash and a large amount of hard talk, and I took a School of Journalism course and eventually drifted out here because I liked what I remembered of the town and wanted to bore in where I was n’t hampered by friends and acquaintances. Does that strike you as a record of glowing success? Considering that I’m nearly twenty-seven years old, and have n’t made a scratch on the face of the world yet?” “But you began late,” condoned his companion. “And you are still learning. But I cannot see why your aunt should object to your wishing to own a newspaper. One would say, a harmless ambition.” “One that I’m quite unlikely to realize, now. As for its being harmless, why, my dear child—excuse the freedom of an aged golf- professor—there’s a charge of dynamite in every font of type.” “Then you have a penchant for high explosives?” “Have I? I don’t think I’d put it that way,” mused Jeremy. “I’ve a taste for adventure. And running a newspaper of your own has always seemed to me about the liveliest and most adventurous job going. But I don’t want to blow things up.” “What do you want to do?” “Oh, just to have a hand in things, in a real, live American community like this, where the soil is good and new ideas sprout. I’d like to get into the political fight, too. A really good one, I mean, with something worth aiming at.” “That I can understand. But I still fail to make you fit into this environment.” “What about yourself?” he countered “Have n’t you rather the air of coming out of the great world and condescending to this raw and rural town?”
  • 41. “Have I? Have I been condescending to you?” “If you had, it would be more than I deserve,” he said contritely. “I’d no business to say that. And I did n’t mean it, anyway. But this is a queer place for you to be, is n’t it?” “Not for my purposes?” “Are you specializing at Old Central?” “One might call it that. I made inquiries for the most typically American college, and a list was made up for me. I chose the University of Centralia to be with my mother’s cousin, Miss Pritchard.” “Just like that? All yourself?” “All myself,” she assented gravely. “You came here to get Americanized?” “Yes. My mother married again. A German. A man of great scientific attainments and high position. He is very gentle and vague and absent-minded, and good to me. And when I told them that I would like to take my own money and come here to my own country for a year before”—she hesitated almost imperceptibly—“before anything was settled for me, he consented. Think what a wrench it must have been for his old-world prejudices against emancipated women and all that!” “Yet I don’t think you need Americanizing. You’re a real American type if there ever was one.” She flushed a little. “I like to hear that. My father would have liked it. What makes you say it?” “It’s—it’s your honesty, I think. There’s a quality of frankness about you that could be—well, almost brutal, I think. Do you know what I mean?”
  • 42. “I suppose I am a crank. That is American enough, is it not?” she laughed. “A crank about the truth. I hate anything that even suggests a lie, or a dodging, or an evasion. So perhaps I should not like your newspaper profession.” “But that’s just it!” he cried eagerly. “If one had a paper of one’s own, he could make his own rules for the game.” “If he were big enough—and brave enough.” “Brave enough,” he repeated. “Eli Wade said that about you, too. Reading your character from your shoes, you know. That you had courage and honesty. I think he thought it a rare thing in a woman.” “It is not,” she flashed. “But if I have, it is no credit to me. I have wholly loved and trusted only one person on earth. That was my father, and he was the soul of truth. So, some of my friends laugh at me a little and think me a crank, because I have—what do you Americans—we Americans say?—no use for any one whom I cannot wholly trust.” “And you would be hard, too,” he said. “Perhaps. If I were, it would be because I could not help it. I think that I do things because something inside makes me before I have even time to consider, sometimes.” “Like your standing up alone at the Federated German meeting. By the way, I brought my story of it for you to read.” She held out her hand for the proofs. “I am glad,” she said. She read it, slowly and studiously, and as she read an expression, new to Jeremy in the changeful charm of her face, puzzled his watchful eyes. “It is very vivid,” she said, “and enthusiastic.” She rose. On their way back to the Pritchard house she plied him with questions bearing on the technique of journalism. As he stood,
  • 43. bareheaded under the porch light looking up at her, she asked: “May I keep the proof of the article?” “Yes. You like it, then?” “I love it. But I am glad that it was not published.” “Why?” “There is too much Me in it.” She paused. “Did I seem to you like that—then?” “Yes. And more.” She shook her head. “I am glad that it was not published,” she repeated. “It would have said to too many people—” She hesitated. “What?” he asked. For the first time her eyes faltered before his. They were hesitant, and deep-shadowed and troubled. “What?” he repeated. “What should have been said to only one.” “Marcia!” he cried. But the door had closed on her and he barely heard her soft-toned “Good-night” from beyond its jealous interception.
  • 45. A CHAPTER VI BSTENTION from the art and practice of golf for one week had been Professor Robson’s ukase. Had he foreseen the course of more personal events he would never have issued it. For he now had no opportunity of seeing his pupil alone. Nothing so direct as avoidance could be charged against her. But since that parting on the Pritchard porch, he had never been able to achieve so much as two minutes of her undivided time. Her eyes, when they met his only to be swiftly withdrawn, were sweetly troubled. The Eternal Feminine within her was, for the time at least, in flight. And along those paths of delicate elusiveness, the clumsy and pursuing feet of man stumble and trip. Jeremy’s soul was sorely tried and not less sorely puzzled. If he found difficulties in Marcia’s attitude, his own future course with regard to her was dubious. What could he, in his position and with his resources, ask of her? To wait? Certainly nothing more than that. And was even that much fair to her? His own feeling was simplicity itself. Life had, in these few short weeks of association, summed and compressed itself into his love for Marcia Ames. Until that abrupt change in the tone of their relations brought about by her half-acceptance of his devotion, she had never evinced anything more than a frank and confident comradeship. Now he felt that he might speak—if he could find opportunity. That he could not, almost caused him to accuse Marcia of unfairness. Yet could he honorably ask her to marry him and tie herself to a meager and as yet unpromising career? Within himself Jeremy had begun to assume that confidence of future success which comes with the assured sense of workmanship. He would cheerfully gamble his own future on it. But how could he ask her to risk hers? Even supposing that she cared for him! There was the thought that ached; the
  • 46. uncertainty of it. In any case he had to know how it stood with him in her heart. Upon her inviolable truthfulness he could depend for a full and fair answer, if he were able to state his case. He knew that all her frank and unevasive courage would answer to his demand; that she would look that fate, or any other, steadily in the eyes. But not before her own good time. And that the time was not yet, became sufficiently apparent, one week before the match when the lessons were resumed, for with the resumption Buddy Higman was quietly established at once as caddy, chaperon, and dragon with the added qualities of the modestly adhesive burdock. The skill and technique of “No. 4.—M. Ames” prospered and improved mightily, which is more than can be said of the disposition of her instructor. Some men’s work would have suffered. Not Jeremy’s. He was of that fortunate temperament which, keeping its troubles to itself, boils them out into steam and transforms the steam into energy. Besides, he had now “the grip of his pen.” He derived a glowing satisfaction from the expert performance of his craft. The editorial page was hospitable to him, especially for contributions in lighter vein. Many special assignments for work out of the ordinary, calling for a knack of description or characterization, came to him. His writings were beginning to earn the knighthood conferred by the clipping shears and the paste-pot. Newspapers in larger cities than Fenches-ter copied and privately asked questions about them. But what made it all so worth while, what gave a touch of exaltation to the dogged purpose for success, was the conviction that all this forwarded him upon the road which led to Marcia. The tournament with Kirk College, on the Fenchester Country Club grounds, was now two days away. Jeremy had asked for and obtained the assignment to cover it. He had long before applied for and received the job of caddying for No. 4 of the team opposing his own college, which was regarded by the visiting Kirks as an ignoble instance of loyalty corrupted by the baser passions. However, Jeremy was perfectly willing that Kirk should win; rather hoped it would, in
  • 47. fact, provided only the No. 4 of Old Central beat her man. He believed her capable of doing it, unless her nerve faltered, which he deemed improbable. On her most recent performances she was from two to four strokes lower than any one but himself and Buddy Higman appreciated. Important though the event was to Jeremy Robson, the authorities on The Record considered it rather a waste of their brilliant youngster’s time. However, they were appeased by the cropping out meantime of a story so much in the Robson line that it might have been made to order for him. Wackley, the managing editor, outlined it to him, when he arrived in the morning. “Robson, do you know a queer old bat up on Banks Street who runs a shoe surgery?” “Eli Wade? Yes; quite well.” “He’s a nut of the old Know-Nothing kind, is n’t he? Hates all foreigners and all that?” “He’s a pretty hard-shelled Yankee.” “Well; he’s done it this time. Made a fine young riot for himself last night. It seems he’s been pasting cartoons and mottoes in his show window; and some of the younger fellows from the Deutscher Club, who pass there on their way home, naturally got sore. Last night with a few beers aboard, they stopped and gave him a raree serenade. Out comes the old boy in his nighty and makes ’em a red- hot speech. They give him the whoop, and he begins to damn ’em all back to Germany.” “Yes; he’s got fighting stuff in him,” agreed Jeremy. “Too much for his own good. Somebody ups with a rock, and down comes the big boot over the door. Well, the old boy goes dippy over that. Dives inside and grabs up a hammer and right into them. First thing you know, they have him on a rail—a scantling from that new building on the corner—and are yelling for tar. It might have
  • 48. been serious for the old boy, but just then along comes Andy Galpin of The Guardian. You know him; he’s some young husky. Guard on the O. C. team for three years. Well, he bucks the center and lays out a couple of the merry villagers and there’s a pretty mix-up, and I understand Galpin got one in the eye that did n’t improve his make- up. But the boys were sick of the fun anyway, and they let Galpin get away with it and take old Wade home. Instead of doing the sensible thing and sleeping it off, Wade gets all het up, and swears out warrants and they’re going to thrash it out in police court this noon, in time for the edition. Probably Wade ’ll make a speech. Anyhow, there’ll be a circus when he goes on the stand. We want a rattling good story on it; and put in your best touches on the old boy. He’ll do for a local character to hang all sorts of stories on, later.” “But look here, Mr. Wackley: I know Eli Wade pretty well. He’s— he’s a sort of friend of mine.” “What if he is? You can have fun with him, can’t you? He won’t know the difference. And if he does, he won’t care. Those fanatical guys are crazy for publicity. He’ll eat it up.” It was Jeremy’s settled intention, so he told himself, as he set out for court, to write an account which, while lively, should fairly set forth his friend’s side. When he saw Eli Wade at court his heart misgave him, the Boot & Shoe Surgeon looked so whitely wrathful. The proceedings dwindled into nothing. The “life” was out of the story, quite to one reporter’s relief, when his evil genius inspired Eli Wade to address the court. At the outset he was simple and dignified. But counsel for the serenaders interpolated some well- timed taunts which roused him to indignation. He had not slept that night, for shame of the treatment to which he had been subjected; and his self-control was in abeyance. Indignation, as he answered the taunts, waxed to fury. He burst into a savage and absurd invective, aimed at “German interlopers,” “foreign clubs that run our city,” and the like; his voice shrilling louder and louder until he was drowned out by the uncontrollable laughter of the court-room. It
  • 49. was all quite absurd and pitiable. Instinctively Jeremy’s pencil took it down. Here was his story, ready to hand. As he sat in the office, the grip of characterization settled upon him. Oddments and gleams of past conversations in the “Infirmary” came back to him, and he embodied them. Stroke by stroke there grew up under his hand a portrait, crude from haste but vivid, telling, and a stimulant to mirth, not always of the kindliest. It was not intentionally unfair; it was never malicious in purpose. But it was the more deadly in effect. By the magic transformation of print it made out of an unpolished, simple, generous, fervent, and thoughtful artisan, a laughable homunculus. Yet there was in it no element of “fake.” Jeremy could have defended it at all points. Any newspaper judgment would have credited it with due fidelity to facts. The sum-total was a subtle and gross misrepresentation. Had the writer read it over he would perhaps have seen this for himself. But there was no time. He barely caught the edition. Wackley’s: “Great stuff, my boy! You’ll hear of this,” happily distracted him from the stirrings of a conscience which faintly wished to know how Eli Wade would take it. “You’re doing golf to-morrow,” continued the managing editor. “Don’t bother to come to the office first.” Profiting by this, Jeremy, an hour before match time, called at Miss Pritchard’s for Marcia. He was informed that she had left on an errand, but would meet him at the Country Club. When, just before the first pair teed up, she appeared, her mentor was startled, she looked so wan and languid. “Good Heavens!” said Jeremy in a whisper. “You have n’t let this thing get on your nerves?” She shook her head. Her eyes did not avoid his now; but the changeful lights seemed to have dwindled to the merest flicker in inscrutable depths. “Let me get you a cup of coffee. That’ll brace you up.” “I shall be all right,” she said with an effort.
  • 50. At the call for the fourth pair she stepped to the tee and hit a ball straight down the center for 160-odd yards. It was the virtue of her game that she was straight on the pin, nine shots out of ten, thereby overcoming the handicap of greater distance sure to be against her in college competition. Great and grinful was the satisfaction of her trainer at observing the demeanor of her opponent. When he was presented to her, that gentleman, a sightly and powerful youth notable for his long drives, took one extended, admiring, and astounded survey of “M. Ames”—he had n’t known what the bewildering fates held in store for him inquired privately but passionately of high Heaven and his team-mates how a fellow was going to keep his eye on the ball with a vision like that to look at, and entered upon a disastrous career by nearly slaying, with his first drive, a squirrel in a tree a good hundred yards off the course. He recovered in time to record an unparalleled ten for the first hole. M. Ames, dead on the pin, scored a correct five. Everson (the Kirk boy) contributed three putts on the second green, and M. Ames won it in a sound four. But as his pupil took her stance for a brassie, after a respectable tee-shot from the third, Jeremy perceived with dismay that her hands were shaking. Up went her head, as she swung, and the ball darted from the toe of her club into the rough. She was out in three, but again she succumbed to star-gazing on her mashie shot, and her opponent still triangulating the course like a care-free surveyor, was able to halve it. From then on, Jeremy the mentor was in agony. Except off the tees, where she clung to her beautiful, free- limbed, lissome swing, as it were by instinct, No. 4 for Old Central topped, sliced, pulled, and scarified the helpless turf. The gallant foeman was so distressed at her obviously unusual ineptitudes, that his own game went glimmering down the grassy bypaths that lead to traps and bunkers. Only this involuntary gallantry saved M. Ames from practical extinction. As it was, she was two down at the end of the first nine, with a dismal fifty-four. As they left the ninth green she turned to Jeremy: “Would you mind not caddying for me the rest of the match?” “But Marcia!” he cried, aghast. “What’s wrong?”
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