Database Systems: Design, Implementation, & Management
13th Edition
ISBN: 9780357155868
Author: Carlos Coronel; Steven Morris
Publisher: Cengage Learning US
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Chapter 7, Problem 12RQ
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Subquery:
Any SQL query can be written in the sub query approach.
- The SQL subquery returns one or more column as the result.
- Most SQL systems return a pair wise joining of one and only one column in an inner query with one column of an outer query.
- The data displayed form the table referenced in outer query only.
Characteristics of subquery:
Some of the characteristics of subquery are as follows:
- It is a query written inside another query...
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Chapter 7 Solutions
Database Systems: Design, Implementation, & Management
Ch. 7 - Prob. 1RQCh. 7 - Explain why the following command would create an...Ch. 7 - What is a cross join? Give an example of its...Ch. 7 - What three join types are included in the outer...Ch. 7 - Using tables named T1 and T2, write a query...Ch. 7 - Prob. 6RQCh. 7 - Rewrite the following WHERE clause without the use...Ch. 7 - Explain the difference between an ORDER BY clause...Ch. 7 - Explain why the following two commands produce...Ch. 7 - What is the difference between the COUNT aggregate...
Ch. 7 - Prob. 11RQCh. 7 - Prob. 12RQCh. 7 - Prob. 13RQCh. 7 - Prob. 14RQCh. 7 - Prob. 15RQCh. 7 - What does it mean to say that SQL operators are...Ch. 7 - Prob. 17RQCh. 7 - Prob. 18RQCh. 7 - Prob. 19RQCh. 7 - Prob. 20RQCh. 7 - Given the employee information in Question 19,...Ch. 7 - Given the employee information in Question 19,...Ch. 7 - Prob. 23RQCh. 7 - Prob. 24RQCh. 7 - Prob. 25RQCh. 7 - What Oracle function should you use to calculate...Ch. 7 - What string function should you use to list the...Ch. 7 - Prob. 28RQCh. 7 - Given the structure and contents of the...Ch. 7 - Using the EMPLOYEE, JOB, and PROJECT tables in the...Ch. 7 - Write the SQL code that will produce the same...Ch. 7 - Prob. 4PCh. 7 - Write the SQL code to validate the ASSIGN_CHARGE...Ch. 7 - Using the data in the ASSIGNMENT table, write the...Ch. 7 - Prob. 7PCh. 7 - Prob. 8PCh. 7 - Prob. 9PCh. 7 - Prob. 10PCh. 7 - Generate a listing of all purchases made by the...Ch. 7 - Prob. 12PCh. 7 - Prob. 13PCh. 7 - Modify the query in Problem 13 to include the...Ch. 7 - Prob. 15PCh. 7 - Prob. 16PCh. 7 - Prob. 17PCh. 7 - Prob. 18PCh. 7 - Prob. 19PCh. 7 - Prob. 20PCh. 7 - Prob. 21PCh. 7 - Create a query to find the balance characteristics...Ch. 7 - Prob. 23PCh. 7 - Prob. 24PCh. 7 - Prob. 25PCh. 7 - Find the total value of the product inventory. The...Ch. 7 - Prob. 27PCh. 7 - Write a query to display the SKU (stock keeping...Ch. 7 - Prob. 29PCh. 7 - Prob. 30PCh. 7 - Prob. 31PCh. 7 - Prob. 32PCh. 7 - Prob. 33PCh. 7 - Prob. 34PCh. 7 - Prob. 35PCh. 7 - Prob. 36PCh. 7 - Prob. 37PCh. 7 - Prob. 38PCh. 7 - Prob. 39PCh. 7 - Prob. 40PCh. 7 - Prob. 41PCh. 7 - Prob. 42PCh. 7 - Prob. 43PCh. 7 - Prob. 44PCh. 7 - Prob. 45PCh. 7 - Prob. 46PCh. 7 - Prob. 47PCh. 7 - Prob. 48PCh. 7 - Prob. 49PCh. 7 - Prob. 50PCh. 7 - Prob. 51PCh. 7 - Prob. 52PCh. 7 - Prob. 53PCh. 7 - Prob. 54PCh. 7 - Prob. 55PCh. 7 - Prob. 56PCh. 7 - Prob. 57PCh. 7 - Prob. 58PCh. 7 - Prob. 59PCh. 7 - Prob. 60PCh. 7 - Prob. 61PCh. 7 - Prob. 62PCh. 7 - Prob. 63PCh. 7 - Prob. 64PCh. 7 - Prob. 65PCh. 7 - Prob. 66PCh. 7 - Prob. 67PCh. 7 - Prob. 68PCh. 7 - Prob. 69PCh. 7 - Prob. 70PCh. 7 - Prob. 71PCh. 7 - Prob. 72PCh. 7 - Prob. 73PCh. 7 - Prob. 74PCh. 7 - Prob. 75PCh. 7 - Prob. 76PCh. 7 - Prob. 77PCh. 7 - Prob. 78PCh. 7 - Prob. 79PCh. 7 - Prob. 80PCh. 7 - Prob. 81PCh. 7 - Prob. 82PCh. 7 - Prob. 83PCh. 7 - Prob. 84PCh. 7 - Prob. 85PCh. 7 - Prob. 86PCh. 7 - Prob. 88PCh. 7 - Prob. 89PCh. 7 - Prob. 90PCh. 7 - Prob. 91PCh. 7 - Prob. 92PCh. 7 - Prob. 93PCh. 7 - Prob. 94PCh. 7 - Prob. 95PCh. 7 - Prob. 96PCh. 7 - Prob. 97PCh. 7 - Prob. 98PCh. 7 - Prob. 99PCh. 7 - Prob. 100PCh. 7 - Prob. 101PCh. 7 - Prob. 102PCh. 7 - Prob. 103PCh. 7 - Prob. 104PCh. 7 - Prob. 105PCh. 7 - Prob. 106PCh. 7 - Prob. 107PCh. 7 - Prob. 108PCh. 7 - Prob. 109P
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- In the diagram, there is a green arrow pointing from Input C (complete data) to Transformer Encoder S_B, which I don’t understand. The teacher model is trained on full data, but S_B should instead receive missing data—this arrow should not point there. Please verify and recreate the diagram to fix this issue. Additionally, the newly created diagram should meet the same clarity standards as the second diagram (Proposed MSCATN). Finally provide the output image of the diagram in image format .arrow_forwardPlease 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_forward
- Here 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_forwardPlease 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_forward
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