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1) Which of the following is a generic entity type that has a relationship with one or more
subtypes?
A) Megatype
B) Supertype
C) Subgroup
D) Class
Answer: B
Diff: 1 Page Ref: 113
Topic: Representing Supertypes and Subtypes
AACSB: Use of Information Technology
2) Given the following entities, which of the choices below would be the most complicated?
3) The property by which subtype entities possess the values of all attributes of a supertype is
called:
A) hierarchy reception.
B) class management.
C) attribute inheritance.
D) generalization.
Answer: C
Diff: 2 Page Ref: 115
Topic: Representing Supertypes and Subtypes
AACSB: Use of Information Technology
Subtopic: Attribute Inheritance
1
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
A) Outpatient
B) Physician
C) Bed
D) All of the above
Answer: A
Diff: 2 Page Ref: 117
Topic: Representing Supertypes and Subtypes
AACSB: Analytic Skills, Use of Information Technology
6) The process of defining one or more subtypes of a supertype and forming relationships is
called:
A) specialization.
B) generalization.
C) creating discord.
D) selecting classes.
Answer: A
Diff: 1 Page Ref: 119
Topic: Representing Supertypes and Subtypes
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Representing Specialization and Generalization
2
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
7) In the figure below, to which of the following entities are the entities "CAR" and "TRUCK"
generalized?
A) Make
B) Vehicle
C) Model
D) Price
Answer: B
Diff: 2 Page Ref: 118
Topic: Representing Supertypes and Subtypes
AACSB: Analytic Skills, Use of Information Technology
Subtopic: Representing Specialization and Generalization
8) The process of defining a more general entity type from a set of more specialized entity types
is called:
A) generalization.
B) specialization.
C) normalization.
D) none of the above.
Answer: A
Diff: 2 Page Ref: 117
Topic: Representing Specialization and Generalization
AACSB: Reflective Thinking
Subtopic: Generalization
3
Copyright © 2013 Pearson Education, Inc. Publishing as Prentice Hall
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died in bed, knew what his progenitors had been spared. Even in the
soberly civilized eighteenth century there lingered a doubt as to the
relative value of battle-field, gallows and sick-chamber.
“True blue
And Mrs. Crewe”
and how shall we reach him save through the pages of history? It is
the foundation upon which are reared the superstructures of
sociology, psychology, philosophy and ethics. It is our clue to the
problems of the race. It is the gateway through which we glimpse the
noble and terrible things which have stirred the human soul.
A cultivated American poet has said that men of his craft “should
know history inside out, and take as much interest in the days of
Nebuchadnezzar as in the days of Pierpont Morgan.” This is a
spacious demand. The vast sweep of time is more than one man can
master, and the poet is absolved by the terms of his art from severe
study. He may know as much history as Matthew Arnold, or as little
as Herrick, who lived through great episodes, and did not seem to be
aware of them. But Mr. Benét is wise in recognizing the inspiration of
history, its emotional and imaginative appeal. New York and Pierpont
Morgan have their tale to tell; and so has the dark shadow of the
Babylonian conqueror, who was so feared that, while he lived, his
subjects dared not laugh; and when he died, and went to his
appointed place, the poor inmates of Hell trembled lest he had come
to rule over them in place of their master, Satan.
“The study of Plutarch and ancient historians,” says George
Trevelyan, “rekindled the breath of liberty and of civic virtue in
modern Europe.” The mental freedom of the Renaissance was the
gift of the long-ignored and reinstated classics, of a renewed and
generous belief in the vitality of human thought, the richness of
human experience. Apart from the intellectual precision which this
kind of knowledge confers, it is indirectly as useful as a knowledge of
mathematics or of chemistry. How shall one nation deal with another
in this heaving and turbulent world unless it knows something of
more importance than its neighbour’s numerical and financial
strength—namely, the type of men it breeds. This is what history
teaches, if it is studied carefully and candidly.
How did it happen that the Germans, so well informed on every
other point, wrought their own ruin because they failed to understand
the mental and moral make-up of Frenchmen, Englishmen and
Americans? What kind of histories did they have, and in what spirit
did they study them? The Scarborough raid proved them as ignorant
as children of England’s temper and reactions. The inhibitions
imposed upon the port of New York, and the semi-occasional ship