Preserving Aggregation in an Object-Relational DBMS

2002 ◽  
pp. 1-10 ◽  
Author(s):  
Johanna Wenny Rahayu ◽  
David Taniar
Keyword(s):  
Object Relational

Object-relational complex structures for XML storage

2006 ◽  
Vol 48 (6) ◽  
pp. 370-384 ◽  
Author(s):  
Eric Pardede ◽  
J. Wenny Rahayu ◽  
David Taniar
Keyword(s):  
Complex Structures ◽  
Object Relational

IFC Model Restructuring Framework for Efficient Bulk-loading to Object-relational IFC Model Server

2018 ◽  
Vol 22 (12) ◽  
pp. 4930-4939 ◽  
Author(s):  
Chi Yon Cho ◽  
Jongsung Won ◽  
Sungil Ham
Keyword(s):  
Bulk Loading ◽  
Object Relational

On parallel processing of aggregate and scalar functions in object-relational DBMS

1998 ◽  
Vol 27 (2) ◽  
pp. 379-389 ◽  
Author(s):  
Michael Jaedicke ◽  
Bernhard Mitschang
Keyword(s):  
Parallel Processing ◽  
Object Relational

Effects of Speech and Speech and Sign Instruction on Oral Language Learning and Generalization of Action + Object Combinations by Down's Syndrome Children

1984 ◽  
Vol 49 (3) ◽  
pp. 293-302 ◽  
Author(s):  
Mary Ann Romski ◽  
Kenneth F. Ruder
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Early Stage ◽  
Down's Syndrome ◽  
Down’S Syndrome ◽  
Treatment Conditions ◽  
Linguistic System ◽  
Object Relational ◽  
Sign Conditions ◽  
Level Performance

This study was designed to compare the effects of speech and speech-plus-sign stimulation during comprehension treatment on the oral language learning and generalization of action + object relational meanings. Ten home-reared Down's syndrome children in Early Stage I received concurrent comprehension treatment in Speech and Speech-Sign conditions using a miniature linguistic system. Upon attainment of criterion level performance in both conditions, generalization tasks were administered to measure the effects of the comprehension treatment on the comprehension and the production of treated and untreated action + object combinations. The results obtained from this study indicated that the two treatment conditions did not differ significantly for either learning or generalization. The data did, however, indicate that individual patterns of acquisition were evident among the children. Caution is advised concerning the automatic adoption or rejection of manual sign as part of oral language intervention programs.

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