SQL Description and Best Practices.docx SQL Description and Best Practices DAT/390 SQL Description and Best Practices The focus for the database is to structure and organize data to determine schools that generate
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SQL Description and Best Practices.docx SQL Description and Best Practices DAT/390 SQL Description and Best Practices The focus for the database is to structure and organize data to determine schools that generate the highest amount of debt and employment rate for students who have graduated. In order to achieve this we must create tables that provide relevant data to help us find the answer we require. Before even getting into specifics we first created the table for the federal schools and created columns to determine school code, school name, address, city, state code and zip code. Once we have that information we are able to get more specific and see where funds are being allocated. The tables we populated next was the grant volume with related tables of federal pell, teach program and Iraq Afghanistan Service. For grant volume we developed the following columns of OPE ID, school, state, zip code and school type. We then address the different types of grants to determine how many schools were receiving disbursements. We then moved over to the next category of loan volume. In the loan volume data table we developed columns to address OPE ID, school, state, zip code and school type. We got even more specific and broke down the various loan types into dl subsidized, dl unsubsidized-undergraduate, dl parent plus and dl grad plus. For each loan type we populated data to showcase the recipients, number of loans originated, sum of loans originated, number of disbursements and sum of disbursements. We narrowe. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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