Conflict paper Essay Example | Topics and Well Written Essays - 4000 words

Conflict paper - Essay Example e different forces or ideologies that there exists miss understanding between the individuals, groups, parties, or forces involved in the conflict (Raines, 2013). The two conflicting sides in a conflict are usually referred to as the protagonists and antagonists. There are various classifications of conflict, these include man against society: this is where man is in conflict with a social institution that is man-made. Conflicts that come under this classification, include the social conflicts, for example slavery, and bullying (Wandberg, 2001). The underlying principle here is that man is forced to make moral choices or is deeply forced by society’s moral values and rules that make him or her frustrated and desperately long for change. Man against man: this is wherepeople are usually against other people, it is also referred to as external conflict, and it may be in terms of direct opposition, for example, buy the use of weapons, for example, the Vietnam War, or World War II or reflect a subtle conflict of desires between two or more parties, for example, family disputes or a romance war (Dana, 2001). Man against nature: this is a type of conflict where man is in conflict with a particular force of nature, for example, animals; this has greatly been depicted in various parts of the world as man encroaches into territories that are usually in habited by animals (IrsÃŒÅ'icÃŒÅ', 2007). Additionally man could be experiencing weird forces of nature which include storms, tornedoes, snow storms as well as snow storms. Man against self: this is a classification of conflict where man tries too hard to overcome his or her own nature and follow a particular path that he or she deems desirable. It is also referred to as internal conflict and individuals apply the logic of good or evil, for example, a drug addict desperately trying to fight his addiction, a sinner desperately trying to avoid sin and embrace salvation (Hocker & Wilmot, 2013). In this particular piece of work,

The Mauritius Institute Of Education On Teachers Education Essay

The Mauritius Institute Of Education On Teachers Education Essay Education has always been among the top priorities of every government into power. In Mauritius, education was declared free after the country gained independence from the British in 1968. Since then, every child of the country had the opportunity to go to school and learn. After the decision of free schooling, the government found the need to train sufficient teachers to work in the schools in regions where there were growing demands. Such training course is still being delivered by the Mauritius Institute of Education (MIE), which equip the future teachers with the necessary skills to deliver a quality service. From the beginning of the 21st century much emphasis is put on the quality of teaching and management in schools as it has been proven that schools with strong ethical managing members outperformed other schools in the academic results. It has always been said that Discipline is the key to success; those schools realised it through hard and structured work and achieved the best results. Discipline is not meant for pupils only and applies for teachers and even top management of the schools. Certain schools even set codes of conduct for their teachers to abide too; which provide a clear line of conduct expected from the teachers. These codes of conduct are simply ethics of care, justice, critique, profession and community put into phrases which demonstrate the expected behaviour of top management and teachers of the schools. Review of Literature The significance of school management and leadership There is great concern in educational leadership in the early part of the 21st century. Since people believe that the quality of leadership makes a significant difference to school and student outcomes. In many parts of the world, there is recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. As the global economy gathers pace, more governments are realising that their main assets are their people and that remaining, or becoming, competitive depends increasingly on the development of a highly skilled workforce. This requires trained and committed teachers but they, in turn, need the leadership of highly effective principals and the support of other senior and middle managers (Bush, in press). The process of deciding on the aims of the organization is at the heart of educational management. In most schools, aims are decided by the principal, often working in association with the senior management team and perhaps also with the school governing body. However, school aims are strongly influenced by pressures from the external environment, and particularly from the expectations of government, often expressed through legislation or formal policy statements. Schools may be left with the residual task of interpreting external imperatives rather than determining aims on the basis of their own assessment of learner needs. The key issue here is the extent to which school managers are able to modify government policy and develop alternative approaches based on school-level values and vision. (Bush 2003:1-2). Distinction between school management and leadership The concept of management overlaps with that of leadership, a notion of great contemporary interest in most countries in the developed world. However, despite these developments management remains the dominant term in the debate about aspects of school organisation. Cuban (1988) provides one of the clearest distinctions between leadership and management. He links leadership with change while management is seen as a maintenance activity. He also stresses the importance of both dimensions of organisational activity: By leadership, I mean influencing others actions in achieving desirable ends. Leaders are people who shape the goals, motivations, and actions of others. Frequently they initiate change to reach existing and new goals Leadership takes much ingenuity, energy and skill. Managing is maintaining efficiently and effectively current organisational arrangements. While managing well often exhibits leadership skills, the overall function is toward maintenance rather than change. I prize both managing and leading and attach no special value to either since different settings and times call for varied responses. Day et al.s (2001) study of twelve effective schools leads to the discussion of several dilemmas in school leadership. One of these relates to management, which is linked to systems and paper, and leadership, which is perceived to be about the development of people. Bush (1998; 2003) links leadership to values or purpose while management relates to implementation or technical issues. Leadership and management need to be given equal prominence if schools are to operate effectively and achieve their objectives. Leading and managing are distinct, but both are important The challenge of modern organizations requires the objective perspective of the manager as well as the flashes of vision and commitment wise leadership provides (Bolman Deal, 1997). Leithwood et al. (1999) make the important point that, in practice, principals in their day-to-day work are rarely aware of whether they are leading or managing; they are simply carrying out their work on behalf of the school and its learners. However, the nature of that work should reflect the school context and, in particular, its needs at any one time. Underperforming schools may require a greater emphasis on basic management, making the organization functional, rather than a visionary approach. This may involve ensuring regular and timely attendance by learners and educators, maintaining order and discipline in classrooms, and proving adequate resources to enable learning to take place. Once schools are functional, leaders can progress to developing vision, and outlining clear aims and policies, with the confidence that systems are in place to secure their implementation. Models of educational leadership and management Theories of educational management for over 20 years (Bush, 1986; 1995; 2003) have been presented and classified into six major models: formal, collegial, political, subjective, ambiguity, and cultural (see Table 1). More recently, the author of these theories has reviewed concepts of educational leadership, notably in work undertaken for the English National College for School Leadership (Bush Glover, 2002). The literature on leadership has generated a number of alternative, and competing, models. Some writers have sought to cluster these various conceptions into a number of broad themes or types. The best known of these typologies is that by Leithwood, Jantzi and Steinbach (1999), who identified six models from their scrutiny of 121 articles in four international journals. Bush and Glover (2002) extended this typology to eight models. These are among the nine leadership models shown in Table 1, alongside the management models mentioned earlier. Table : Typology of management and leadership models (Bush, 2003) Management model Leadership model Formal Collegial Political Subjective Ambiguity Cultural Managerial Participative Transformational Interpersonal Transactional Post-modern Contingency Moral Instructional Ethics Ethics refer to accepted norms and standards set by people considering them as good practices that one must follow in terms of behaviour and action. Ethics are frequently interchanged with other words such as values, morality, norms, principles and beliefs. According to Fraenkel (1973: 49), values represent everything that people regard as important in life. They represent ideas on what is good, beautiful, effective and appropriate, . and therefore worth having, worth doing, or worth striving to attain. Ethics and Values Ethical framework for education The literature provides  ¬Ã‚ ve major paradigms used to analyse ethics and ethical dilemmas. Ethic of Justice The first type of ethic is the ethic of justice. This ethic often provides a basis for legal principles and ideals. Here, one may ask questions related to the rule of law and the more abstract concepts of fairness, equity and justice. Starratt (1994) characterizes this ethic as originating in two schools of thought, one focusing on the individual as central and the other stressing society as its key component. The former generally involves the concept of social contract where the individual gives up certain rights for the good of society; it includes the work of earlier philosophers including Hobbes and Kant and more contemporary scholars such as Lawrence Kohlberg and John Rawls. The latter conceptualizes justice as emerging from communal understandings (Starratt, 1994, p. 50). Also writing within this paradigm is Kenneth Strike, a scholar who focuses on justice and its in ¬Ã¢â‚¬Å¡uence on educational decision making by stressing concepts such as maximum bene ¬Ã‚ ts and its rela tionship to respect for individual needs (Strike et al., 1998). Ethic of care Second is an ethic of care. Out of the ethic of justice, the ethic of care shifts the emphasis on rights and laws to compassion and empathy. When the ethic of care is valued, school leaders emphasize relationships and connections in the decision-making process, rather than techniques and rules associated with a hierarchical approach. Noddings (2003) work is central to this ethic as are the writings of contemporary scholars including Gilligan (1982) who challenged Kohlbergs (1981) model of ethical decision making as relates to women and Sernak (1998) who contends that school leaders must balance power with caring. Ethic of Critique Critique is the third ethic. Firmly rooted in critical theory, the ethic of critique seeks to challenge the status quo and give voice to the marginalized sectors of society. Under the ethic of critique, theorists such as Apple (2000, 2001, 2003), Capper (1993), Foster (1986) and Giroux (1991, 2000, 2003), among others, ask us to not only rethink laws and justice, but also consider other concepts such as privilege, power, culture and language. Here, one might question who makes the laws, who bene ¬Ã‚ ts from them, and how they apply to a variety of different people. Grogan (2003) and Marshall et al. (1989) join the ranks of these contemporary scholars who urge educators to consider issues of social justice in their ethical decision making. Ethic of the profession The ethic of the profession (Shapiro and Stefkovich, 2001) calls for school leaders to consider professional and personal ethical principles and codes, as well as standards of the profession and individual professional codes to create a dynamic model that places the best interests of the student as central. This paradigm considers the other frameworks as well as issues such as what the profession expects, what happens when personal and professional ethics clash, and how community in ¬Ã¢â‚¬Å¡uences educators ethical decision making. This paradigm of the profession moves beyond a multi-paradigmatic approach and strives to consider moral aspects unique to the profession and the questions that arise as educational leaders become more aware of their own personal and professional codes of ethics (Shapiro and Stefkovich, 2001, p. 18). As Walker (1998, p. 300) points out: The well-considered shibboleth that the best interests of children will be taken to override con ¬Ã¢â‚¬Å¡icting inter ests may be considered both a safe and essential grounds for educational decision making. Ethic of the Community Furman (2003) proposes a  ¬Ã‚ fth ethic for educational leaders that of community. Furman (2004) explicates this ethical posture in an article appearing in this issue of the Journal of Educational Administration. For Furman, community becomes the context within which the other ethical postures are applied as school leaders make decisions in an ever-changing environment. She de ¬Ã‚ nes the ethic of community as the moral responsibility of educators to engage in communal processes. Here, the communal, rather than the individual, is the major focus of schools moral agency. This ethic is very different from Sergiovanni (1994) who views community as an entity and Shapiro and Stefkovich (2001) who see community in relation to the individual. Each of these  ¬Ã‚ ve paradigms is important to educational leaders who are asked to make ethical decisions. By considering the paradigms as complementary parts of a whole, the school leader has access to a more advanced set of tools for decision making. Ethics in School Management and Leadership For a better understanding of the impact of ethics in school management and leadership, a framework would be much appropriate. In their book, Ethical Leadership and Decision Making in Education, Shapiro and Stefkovich (2001) propose a framework for responding to ethical dilemmas. Ethical paradigms based on models of justice, caring, and critique are merged into a fourth paradigm, that of the profession. At the centre of this conceptualization is the best interests of the student. Educators have often used this concept to justify important moral and ethical decisions; therefore it seems apt that this concept would lie at the heart of a professional paradigm. Application of Ethics in School Management and Leadership The point that school administrative decision making requires more than the mechanical application of existing rules, regulations and various levels of school and school-related policy has been well established (Hoy and Miskel, 2005). The essential aspects of school leadership are more than simply possessing and carrying out certain technical skills to ensure effective and ef ¬Ã‚ cient management of organizational operations (Sergiovanni, 2009). The emphasis and preoccupation with bureaucratic scientism and management perspectives has given way to the importance of value, moral, and ethical bases for educational leadership decision making. There is an increasing recognition that putatively value free administrative decisions and actions are actually value-laden, even value-saturated enterprises(s) (Hodgkinson, 1978, p.122) that undergird our understanding of what Green ¬Ã‚ eld (1985, 1999), and others (Green, 1990) have articulated in more precise terms as the careful location of purpose and worth in things, or in other words moral education and moral leadership. This recognition of value-driven, moral leadership action, according to Hodgkinson (1978), is an administrative logic of a new order. The Ethic of the Profession and the Model for Promoting Students Best Interests (Shapiro and Stefkovich, 2001, 2005; Stefkovich, 2006), recognizes moral aspects unique to the profession that are primarily client-based and highlights the inevitable internal struggle experienced by school leaders due to a wide variety of considerations and factors that seek to inform and in ¬Ã¢â‚¬Å¡uence their moral practice as school leaders. This existential struggle can be characterized as a phenomenon of intrapersonal moral discord experienced as part of the process of deciding ethically when faced with dif ¬Ã‚ cult moral choices centered on personal versus organizational and/or professional value discrepancy, described as a clashing of codes within the framework. The professional ethic recognizes moral aspects unique to the profession of educational leadership and grounds the moral dimension of the profession on the monothetic injunction to serve the best interests of the student (Shapiro and Stefkovich, 2001, p.23) whereby promoting the success of all students (ISLLC, 1996, p. 8) by focusing on the needs of children (Walker, 1998).

An Analysis of Four Advertisements Essay -- Media Advertising Essays

Imagery, literature and language - modes of communication - are all ways by which a society constructs its beliefs and narratives, and how we are able to find meaning in the world. As contemporary notions of capitalism have reigned in North American culture throughout the 20th century, an awareness of production and consumerism is essential to an understanding of culture itself. As psychologically savvy advertising executives plague the fashion industry, it is often cited that "sex sells", that consumers are drawn toward purchases due to the sexual content and appeal of an image; but is this clichà ©d utterance enough to grasp the cultural phenomenon of material fetish? Even if one accepts that mass culture is driven to consumerism as a result of selling by sex, one must wonder: what is sex selling? Through imagery, especially the print media, the emotional effect of advertising can be witnessed. Viewers always have an emotional reaction on some level, whether admitted or not - how else would one be able to designate favorite or undesirable advertisements without having assigned some type of emotional value to it? The question as to how these commercial images work, and how they are successful, however, remains unanswered. Their connection to a consumer cannot be wholly conscious; otherwise, one would be able to comprehend it in simple, logical terms. The rationale for the thriving advertising industry cannot be as simple as sex selling (that buying clothing/fashion is buying sex), or idolization and imitation (that one desires to be the woman in the image and tries to emulate her). Thus an analysis of four advertisements from the October 2009 issue of Vogue magazine will demonstrate that the efficiency of commercial adverti... ...e. The argument can be made that one receives pleasure in these purchases, as a displacement of a desire for sex transforms into a fetish for shopping. If the image is seen as manifest, and meaning is latent, then the viewer isn't simply buying sex, nor prostitution, but is rather purchasing a state of mind. The image does not appeal to the viewer only on the level of illicit sexual behaviour (prostitution, lesbianism, pedophilia ), but rather as a deviance from the socially acceptable and appropriate; in viewing and accepting the eroticized image in the unconscious, one is able to experience via catharsis societal taboo and rebellion, and to penetrate social norms. Advertisements, then, maintain social order in allowing viewers to participate in a controlled and directed unconscious rebellion, all without admitting to any conscious denial of capitalism consumerism.

Case Study Pandora Essay

2. How do horizontal and vertical conflict impact Pandora? 2. Horizontal conflict impacts Pandora by the number of alternative radio streaming companies and â€Å"players† available to the market. Because the radio market is no longer a closed loop network that is dictated by area codes or other geographic locations, Pandora risks losing its listeners among the competitors like Spotify, the radio, online streaming, iTunes, or even YouTube. The Vertical conflicts impacting Pandora are the licensing to songs, the audio quality available to the company, the effectiveness of channels to stream their music, their intermodal transportation networks, Pandora’s add-free listening with contracts could bolster their listening audience, but also impact their profits due to the loss in advertising sales. However, these two conflicts impact Pandora’s profits, quality, and exposer to the consumers 3.How does Pandora add value for customers through its distribution functions? 3. Pandora adds value for customers through its distribution functions by implementing the vertical marketing system. Ultimately, the producers of the music have the most hold over Pandora, for if they do not give Pandora the rights to play the songs, then Pandora would be at a loss without those tracks. However, the producers benefit from being on Pandora because people get to listen to the music and may ultimately buy the song because it is made easy through the app. This benefits customers because it gives them what they want. The greater the selection of music, the more likely customers are to stay.

Relational Databases

CHAPTER 4 RELATIONAL DATABASES SUGGESTED ANSWERS TO DISCUSSION QUESTIONS4. 1 Contrast the logical and the physical view of data and discuss why separate views are necessary in database applications. Describe which perspective is most useful for each of the following employees: a programmer, a manager, and an internal auditor. How will understanding logical data structures assist you when designing and using database systems?4. 2 Databases are possible because of their database management system (DBMS). As shown in Figure 4. 2, the DBMS is a software program that sits between the actual data stored in the system and the application programs that use the data. As shown in Figure 4. 4, this allows users to separate the way they view the data (called the logical view) from the way the data is actually stored (the physical view). The DBMS interprets the users' requests and retrieves, manipulates, or stores the data as needed. The two distinct views separate the applications from the physi cal information, providing increased flexibility in applications, improved data security, and ease of use.In a database system, the manager will rarely need to understand or be familiar with the physical view of the data. Nor, in most instances, will the internal auditor and the programmer as most everything they do involves the logical view of the data. If accountants understand logical data structures and the logical view of the data, they are better able to manage, use, and audit a database and its data. 4. 2 The relational data model represents data as being stored in tables. Spreadsheets are another tool that accountants use to employ a tabular representation of data.What are some similarities and differences in the way these tools use tables? How might an accountant’s familiarity with the tabular representation of spreadsheets facilitate or hinder learning how to use a relational DBMS? A major difference between spreadsheets and databases is that spreadsheets are design ed primarily to handle numeric data, whereas databases can handle both text and numbers. Consequently, the query and sorting capabilities of spreadsheets are much more limited than what can be accomplished with a DBMS that has a good query language.Accountants’ familiarity with spreadsheets might hinder their ability to design and use relational DBMS because many links in spreadsheets are preprogrammed and designed in, whereas a well-designed relational database is designed to facilitate ad-hoc queries. Accountants’ familiarity with spreadsheets sometimes leads them to use a spreadsheet for a task that a database could handle much better. Over the years, the Journal of Accountancy has published a number of very good articles on how to use databases and when to use databases and when to use spreadsheets. These articles can be found on the Journal’s website: http://www. ournalofaccountancy. com/4. 3 Some people believe database technology may eliminate the need fo r double-entry accounting. This creates three possibilities: (1) the double-entry model will be abandoned; (2) the double-entry model will not be used directly, but an external-level schema based on the double-entry model will be defined for accountants’ use; or (3) the double-entry model will be retained in database systems. Which alternative do you think is most likely to occur? Why? There is no correct answer to this question because it is asking the student to express his opinion on what will happen in the future.Therefore, the quality of his answer depends on the justifications provided. Good answers should address the following:Database technology does permit abandonment of double entry, but there will likely be great resistance to such a radical change. Thus, students choosing this option need to present reasons why they think such a radical change would succeed.The use of a schema for accountants seems quite plausible. It does eliminate the redundancy of double entry from the database system, yet it still provides a framework familiar and useful to accountants and financial analysts.There is a good possibility that double entry will remain, even in databases, due to inertia. Indeed, many modern AIS, such as ERP systems, use databases but also retain the principles of double entry.4. 4 Relational DBMS query languages provide easy access to information about the organization’s activities. Does this mean that online, real-time processing should be used for all transactions? Does an organization need real-time financial reports? Why or why not? ;lt;/para;gt;;lt;/question;gt;;lt;/general-problem;gt;;lt;/problemset;gt; On-line real-time processing is not necessary for every business transaction.For example, batch processing is adequate for payroll: there is little need for the data to be current except on payday. Real-time financial statements are useful for planning and provide management with better ability to react to changes in the environm ent. Nevertheless, real-time financial statements may present distorted pictures of reality if accruals have been ignored or not properly recognized.4. 5 Why is it so important to have good data? Bad data costs businesses over $600 billion a year. Some people estimate that over 25% of business data is inaccurate or incomplete. In addition, incorrect database data can lead to bad decisions, embarrassment, and angry users. The text illustrated this with the following examples: For quite some time, a company sent half its catalogs to incorrect addresses. A manager finally investigated the large volume of returns and customer complaints and corrected the customer addresses in the database.He saved the company $12 million a year. Valparaiso, Indiana used the county database to develop its tax rates. After mailing the tax notices, it was discovered that a $121,900 home was valued at $400 million. Due to the $3. 1 million property tax revenue shortfall, the city, the school district, and g overnmental agencies had to make severe budget cuts.   Managing data is not going to get any easier as the quantity of data generated and stored doubles every 18 months.4.6 What is a data dictionary, what does it contain, and how is it used? contains information about the structure of the database. Table 4-1 shows that there is a record in the dictionary describing each data element. The DBMS maintains the data dictionary, whose inputs include new or deleted data elements and changes in data element names, descriptions, or uses.Outputs include reports for programmers, designers, and users. These reports are used for system documentation, database design and implementation, and as part of the audit trail.4. 7   Compare and contrast the file-oriented approach and the database approach. Explain the main advantages of database systems. Information about the attributes of a customer, such as name and address, are stored in fields. Fields contain data about one entity (e. g. , one cus tomer). Multiple fields form a record. A set of related records, such as all customer records, forms a file (e. g. , the customer file).A set of interrelated, centrally coordinated files forms a database. illustrates the differences between file-oriented and database systems. In the database approach, data is an organizational resource that is used by and managed for the entire organization, not just the originating department. A database management system (DBMS) is the interface between the database and the various application programs.The database, the DBMS, and the application programs that access the database through the DBMS are referred to as the Database systems were developed to address the proliferation of master files. This proliferation created problems such as the same data stored in two or more master files. This made it difficult to integrate and update data and to obtain an organization-wide view of data.LimitAccount Balance| 4. 2Most DBMS packages contain data defini tion, data manipulation, and data query languages. For each of the following, indicate which language would be used and why. 1. A database administrator defines the logical structure of the database The DDL – this is the language used to define the database. b. The controller requests a cost accounting report containing a list of all employees being paid for more than 10 hours overtime in a given week. The DQL – this is an example of a query. c. A programmer develops a program to update the fixed-assets records stored in the database.The DML – this is the language used to actually process transaction data and update the database. d. The human resources manager requests a report noting all employees who are retiring within five years. The DQL – another example of a task that involves querying the database. e. The inventory serial number field is extended in the inventory records to allow for recognition of additional inventory items with serial numbers con taining more than 10 digits. The DDL and the DML – the former to alter the structure, the latter to make the change. f. A user develops a program to print out all purchases made during the past two weeks.The DQL – this listing can be produced by a query. g. An additional field is added to the fixed-asset records to record the estimated salvage value of each asset. The DDL and the DML – the former to add the field, the latter to enter data in it. 4. 3Ashton wants to store the following data about S;amp;S’s purchases of inventory: item numberdate of purchase vendor numbervendor address vendor namepurchase price quantity purchasedemployee number employee namepurchase order number descriptionquantity on hand extended amounttotal amount of purchase a. Design a set of relational tables to store this data.Do all of the data items need to be stored in a table? If not, which ones do not need to be stored and why do they not need to be stored? b. Identify the prima ry key for each table. c. Identify the foreign keys needed in the tables to implement referential integrity. Table Name| Primary Key| Foreign Keys| Other Attributes| Inventory| Item Number| | DescriptionQuantity on Hand| Purchases| Purchase order number| Vendor numberPurchasing Agent (employee number)| Date of purchaseTotal amount of purchase| Purchases-Inventory| Item numberPurchase order number| |Quantity purchasedUnit cost (actual)Extended amount| Vendor| Vendor number| | Vendor nameVendor address| Employees | Employee number | | Employee name| Extended amount and Total amount of purchase do not have to be stored in the database as they can be calculated from other values. Extended amount is Quantity purchased x Unit cost. Total amount of purchase is the sum of all the extended amounts for all items on a particular purchase order, d. Implement your tables using any relational database product to which you have access.Test your specification by entering sample data in each table. f. Create a few queries to retrieve or analyze the data you stored. There is no solution to parts d through f as students will select different software packages and come up with different queries. 4. 4Retrieve the S;amp;S In-Chapter Database (in Microsoft Access format) from the text’s Web site (or create the tables in a relational DBMS product).NOTE: In order to get a list of lenders without duplicates the property sheet of the query needs to be modified by setting the value of the Unique Values property to Yes. This can be seen in the screenshot below. The property sheet is found under the Design tab of the ribbon. Setting Unique Values to Yes is the equivalent of entering the DISTINCT keyword in SQL select statements. Query Result f. Which borrower requested the largest mortgage? Query Notice that in the Design section on the ribbon, you must set the Return value to 1 (located in the Query Setup group).This indicates to Access to only return the top result. See the image below for a screenshot of this. Query Result g. Which borrower requested the smallest mortgage? Query Query Result As with problem 4-10-f, you must set the Return value to 1 in the Design section of the ribbon (located in the Query Setup group). This indicates to Access to only return the top result. See the image below for a screenshot of this. SUGGESTED ANSWERS TO THE CASES 4. 1As in all areas of information technology, DBMSs are constantly