Display values from table: The contents from the table can be viewed by using “SELECT” statement which comes under Data Manipulation Language (DML). The Syntax to view the contents using asterisk () is as follows: SELECT FROM table_Name; Selective columns can also be retrieved by replacing all the column(s) names in place of the asterisk symbol. ORDER BY Clause: SQL contains “GROUP BY” clause in order to sort rows. The values get sorted in ascending as well as descending order. The keyword used to sort values in ascending order is “ASC” and for descending order is “DESC”. By default, it sorts values by ascending order. Syntax: SELECT column_Name1, column_Name2 FROM table_Name ORDER BY column_Name2 ASC, column_Name1 DESC;

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Chapter 3, Problem 3.27RQ

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Display values from table:

The contents from the table can be viewed by using “SELECT” statement which comes under Data Manipulation Language (DML).

The Syntax to view the contents using asterisk () is as follows:

SELECT FROM table_Name;

Selective columns can also be retrieved by replacing all the column(s) names in place of the asterisk symbol.

ORDER BY Clause:

SQL contains “GROUP BY” clause in order to sort rows. The values get sorted in ascending as well as descending order.

The keyword used to sort values in ascending order is “ASC” and for descending order is “DESC”. By default, it sorts values by ascending order.

Syntax:

SELECT column_Name1, column_Name2 FROM table_Name ORDER BY column_Name2 ASC, column_Name1 DESC;

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The knowledge distillation part is not very clear in the diagram. Please create two new diagrams by separating the two student models: First Diagram (Student A - Missing Values): Clearly illustrate the student training process. Show how knowledge distillation happens between the teacher and Student A. Explain what the teacher teaches Student A (e.g., handling missing values) and how this teaching occurs (e.g., through logits, features, or attention). Second Diagram (Student B - Missing Labels): Similarly, detail the training process for Student B. Clarify how knowledge distillation works between the teacher and Student B. Specify what the teacher teaches Student B (e.g., dealing with missing labels) and how the knowledge is transferred. Since these are two distinct challenges (missing values vs. missing labels), they should not be combined in the same diagram. Instead, create two separate diagrams for clarity. For reference, I will attach a second image…