Oracle 12c: SQL
3rd Edition
ISBN: 9781305251038
Author: Joan Casteel
Publisher: Cengage Learning
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Chapter 4, Problem 6HOA
Add a constraint to make sure the Rep_ID value entered in the BOOK_STORES table is a valid value contained in the STORE_REPS table. The Rep_ID columns of both tables were initially created as different datatypes. Does this cause an error when adding the constraint? Make table modifications as needed so that you can add the required constraint.
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Chapter 4 Solutions
Oracle 12c: SQL
Ch. 4 - What is the difference between a PRIMARY KEY...Ch. 4 - How can you verify the constraints that exist for...Ch. 4 - A table can have a maximum of how many PRIMARY KEY...Ch. 4 - Which type of constraint can be used to make...Ch. 4 - Which type of constraint should you use to ensure...Ch. 4 - How is adding a NOT NULL constraint to an existing...Ch. 4 - When must you define constraints at the table...Ch. 4 - Prob. 8RQCh. 4 - What is the difference between disabling a...Ch. 4 - Prob. 10RQ
Ch. 4 - Prob. 1MCCh. 4 - Which of the following is not a valid constraint...Ch. 4 - Which of the following SQL statements is invalid...Ch. 4 - What is the maximum number of PRIMARY KEY...Ch. 4 - Prob. 5MCCh. 4 - How many NOT NULL constraints can be created at...Ch. 4 - The FOREIGN KEY constraint should be added to...Ch. 4 - What is the maximum number of columns you can...Ch. 4 - Which of the following commands can you use to...Ch. 4 - Prob. 10MCCh. 4 - In the initial creation of a table, if a UNIQUE...Ch. 4 - Which type of constraint should you use on a...Ch. 4 - Which of the following commands can be used to...Ch. 4 - Which of the following keywords allows the user to...Ch. 4 - Which of the following data dictionary objects...Ch. 4 - Which of the following types of constraints cant...Ch. 4 - Suppose you created a PRIMARY KEY constraint at...Ch. 4 - You’re creating a new table consisting of three...Ch. 4 - Which of the following types of restrictions can...Ch. 4 - Which of the following is the valid syntax for...Ch. 4 - Prob. 1HOACh. 4 - Prob. 2HOACh. 4 - Prob. 3HOACh. 4 - Add a column named Base_salary with a datatype of...Ch. 4 - Create a table named BOOK_STORES to include the...Ch. 4 - Add a constraint to make sure the Rep_ID value...Ch. 4 - Change the constraint created in Assignment #6 so...Ch. 4 - Create a table named REP_CONTRACTS containing the...Ch. 4 - Produce a list of information about all existing...Ch. 4 - Issue the commands to disable and then enable the...
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- Please provide me with the output image of both of them . below are the diagrams code make sure to update the code and mentionned clearly each section also the digram should be clearly describe like in the attached image. please do not provide the same answer like in other question . I repost this question because it does not satisfy the requirment I need in terms of clarifty the output of both code are not very well details I have two diagram : first diagram code graph LR subgraph Teacher Model (Pretrained) Input_Teacher[Input C (Complete Data)] --> Teacher_Encoder[Transformer Encoder T] Teacher_Encoder --> Teacher_Prediction[Teacher Prediction y_T] Teacher_Encoder --> Teacher_Features[Internal Features F_T] end subgraph Student_A_Model[Student Model A (Handles Missing Values)] Input_Student_A[Input M (Data with Missing Values)] --> Student_A_Encoder[Transformer Encoder E_A] Student_A_Encoder --> Student_A_Prediction[Student A Prediction y_A] Student_A_Encoder…arrow_forwardWhy I need ?arrow_forwardHere are two diagrams. Make them very explicit, similar to Example Diagram 3 (the Architecture of MSCTNN). graph LR subgraph Teacher_Model_B [Teacher Model (Pretrained)] Input_Teacher_B[Input C (Complete Data)] --> Teacher_Encoder_B[Transformer Encoder T] Teacher_Encoder_B --> Teacher_Prediction_B[Teacher Prediction y_T] Teacher_Encoder_B --> Teacher_Features_B[Internal Features F_T] end subgraph Student_B_Model [Student Model B (Handles Missing Labels)] Input_Student_B[Input C (Complete Data)] --> Student_B_Encoder[Transformer Encoder E_B] Student_B_Encoder --> Student_B_Prediction[Student B Prediction y_B] end subgraph Knowledge_Distillation_B [Knowledge Distillation (Student B)] Teacher_Prediction_B -- Logits Distillation Loss (L_logits_B) --> Total_Loss_B Teacher_Features_B -- Feature Alignment Loss (L_feature_B) --> Total_Loss_B Partial_Labels_B[Partial Labels y_p] -- Prediction Loss (L_pred_B) --> Total_Loss_B Total_Loss_B -- Backpropagation -->…arrow_forward
- Please provide me with the output image of both of them . below are the diagrams code I have two diagram : first diagram code graph LR subgraph Teacher Model (Pretrained) Input_Teacher[Input C (Complete Data)] --> Teacher_Encoder[Transformer Encoder T] Teacher_Encoder --> Teacher_Prediction[Teacher Prediction y_T] Teacher_Encoder --> Teacher_Features[Internal Features F_T] end subgraph Student_A_Model[Student Model A (Handles Missing Values)] Input_Student_A[Input M (Data with Missing Values)] --> Student_A_Encoder[Transformer Encoder E_A] Student_A_Encoder --> Student_A_Prediction[Student A Prediction y_A] Student_A_Encoder --> Student_A_Features[Student A Features F_A] end subgraph Knowledge_Distillation_A [Knowledge Distillation (Student A)] Teacher_Prediction -- Logits Distillation Loss (L_logits_A) --> Total_Loss_A Teacher_Features -- Feature Alignment Loss (L_feature_A) --> Total_Loss_A Ground_Truth_A[Ground Truth y_gt] -- Prediction Loss (L_pred_A)…arrow_forwardI'm reposting my question again please make sure to avoid any copy paste from the previous answer because those answer did not satisfy or responded to the need that's why I'm asking again 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…arrow_forwardThe 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…arrow_forward
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