![]() ![]() A property of spatial databases is called topological if it is invariant under topological transformations of the plane. Motivated by applications in geographical information systems (GIS), we investigate the question of which topological properties can be expressed in this first-order logic. rather well-known) framework of constraint query languages introduced by Kanellakis, Kuper and Revesz. Such a spatial query language fits in the (by now. First-order logic over the reals expanded with a binary relation symbol to address the spatial database provides a natural language for expressing properties of such databases. Spatial databases are modeled as closed subsets of the real plane that can be defined by a Boolean system of polynomial inequalities (i.e., as closed semi-algebraic sets). They have a key position in HR implementation and, as outlined, their fair and consistent implementation of HR practices as well as their overall leadership styles will affect the extent to which employees perceive and appreciate the HR practices that are offered to them. In this chapter, leadership and HRM are linked by focusing on the HR tasks of line managers. The organisation's HR tasks also include ensuring that line managers have the skills and motivation to be able to carry out the needed HR tasks effectively. Finally it is concluded that this changing role of line managers also has an impact on HR practices aimed at these managers. leadership form completely separate fields of research that have typically not been connected, one offers some suggestions for a more integrated view on leadership and HR implementation. It is noted that such differences can form a barrier to the effectiveness of HR. ![]() There are differences between line and HR managers and between managers and employees in their views on HR tasks and the importance of HR. This chapter presents the role of leaders in implementing HR practices, and by linking the HR and leadership literature it tries to bring further insight in this role. The dilemma for CS educators is to find avenues through which these topics can be explored in an efficient and effective manner. They must also extend this to supplemental and advanced topics. Students in the computing disciplines must develop a strong knowledge base and build a firm foundation in core database concepts and principles. Modules covered include data warehousing, data exchange via XML, database security and database system architecture, performance and tuning. This paper proposes extending that model to modules of relevant and advanced database topics. Through an NSF proof-of-concept grant, we designed and developed courseware incorporating the use of animations to deepen and enrich standard presentations of core database concepts and to complement database teachings as found in the most popular texts. While a set of commonly identified core concepts and principles exists, there is little consensus on what supplemental materials should be included in database courses. This is challenging given the restraints on the number of courses that can be included in a typical CS or IS program. Students found the labs stimulating and praised them in end-of-semester evaluations.Īs database concepts and technologies continue to evolve there exists a need to expand the topics included in database curricula. Nevertheless, all students assigned the labs completed them successfully. Prior to this class the students have had no previous digital design experience or exposure to electronic circuits. The labs were designed to require no expensive test equipment beyond a simple multimeter. My students are computer science students in a small department with limited resources. In the course of fourteen 50-minute labs, students built an 8085-based computer from discrete chips on a breadboard and constructed a communications interface with a laptop. ![]() This paper describes a computer design lab sequence that I included as part of my computer organization class. The exceptions typically either have students work with FPGAs or pre-built single board computers, both of which shield students from the actual hardware underneath. Most modern computer organization courses give students little hands-on experience in physically designing computers. As computers become increasingly complex, computer science students have less tangible understanding of computer hardware.
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