U.S. Student Aid Data Debrief.docx U.S. Student Aid Data Debrief DAT/390 U.S. Student Aid Data Debrief We elected to utilize a schema diagram to help provide us with a visual representation of the database. The dia
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U.S. Student Aid Data Debrief.docx U.S. Student Aid Data Debrief DAT/390 U.S. Student Aid Data Debrief We elected to utilize a schema diagram to help provide us with a visual representation of the database. The diagram presented objects that were formulated into rows and columns which represented the different relationships amongst the data types. We were able to achieve this by showcasing relationships with the aid of primary and foreign keys. Of course the first step in resolving schematic discrepancies is to first address where the issue may occur. Once you™ve determine this then you are ready to focus on action plan for resolution. When it comes to the tables some of the discrepancies we ran into is the fact that entity types and attributes are similar amongst some of the data tables. For instance, our tables for the different types of loan require the exact same attributes. Now one way we can fix this is even though the attributes are same as long as we distinguish the different entity types with different tables it should avoid confusion. What I mean is by creating different tables for DL subsidized, DL Parent Plus, DL Grad Plus, etc. we are developing separate entity types which will require different values to be inputted for the attributes. 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. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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