ARRANGEMENT AND MODULATION OF ETL PROCESS IN THE STORAGE

Data warehouse (DW) is the basis of systems for operational data analysis (OLAP-Online Analytical Processing). Data extracted from different sources transforms and load in DW. Proper organization of this process, which is called ETL (Extract, Transform, Load) has important significance in creation of DW and analytical data processing. Forms of organization, methods of realization and modeling of ETL processes are considered in this paper.Data warehouse (DW) is the basis of systems for operational data analysis (OLAP-Online Analytical Processing). Data extracted from different sources transforms and load in DW. Proper organization of this process, which is called ETL (Extract, Transform, Load) has important significance in creation of DW and analytical data processing. Forms of organization, methods of realization and modeling of ETL processes are considered in this paper

Information model portal of scientific knowledge

Information model portal of scientific knowledge which should provide substantial access to scientific information resources is proposed. Information model combines the models of domain and problem fields of the portal, as well as describes the types of the presented information. On the base of this model, the internal portal data storage is constructed, its information content, navigation and search are organized

Influence of High Impact Teaching Skills on the Teaching - Learning Process in Engineering Education

Teaching in higher education institutions is becoming more and more critical and intricate with each new generation of students entering the portals of higher education. Academic Staff College at VIT University, from time to time, has been organizing a range of training programmes and faculty empowerment workshops for its faculty, newly recruited and faculty who are already serving. During the training sessions, it has been observed that there are some specific soft skills desired to be possessed by engineering teachers, in addition to their disciplinary knowledge and subject matter expertise. These skills are: creating a positive impression, simplifying complex information, use of analogies, communicating with greater impact, responding to difficult class room situations and inspiring peers and students to embrace change. In addition, generic communication skills such as use of appropriate body language and gestures, confidence, presentation of information in a logical and methodical manner, showing empathy and concern and listening skills are also required for engineering teachers. The authors have designed and implemented a model in a training environment to impart these soft skills and training in a comprehensive manner. The training methodology adopted, analysis of the observations made, the key learnings and the challenges that lie ahead for the successful development of soft skills amongst the engineering educators and teacher trainers are presented in this paper. Keywords: engineering education, training, soft skills, communication skills, using analogies, class room situations, inspiring to embrace change

Changing Relations Among Cognitive Abilities Across Development: Implications for Measurement and Research

The constructs of intelligence and executive function are critical concepts of ability in neuropsychological research, cognitive research, developmental research, and clinical assessment. Yet, we have limited understanding of the changing age-related associations among these cognitive constructs. To better understand the development of these abilities, we compared a child sample and a young-adult sample on several measures of intelligence and executive functions. We used confirmatory factor analysis to estimate models for each developmental period. In addition, the association with ratings of inattention and hyperactivity/impulsivity, a dispositional measure of cognitive and behavioural regulation, was examined. The results indicated that cognitive abilities are more dependent on age in children than in young adults and that these abilities are more highly associated with ratings of cognitive and behavioural regulation in children than in young adults. The results support the integral relationship between intelligence and executive function throughout development, but especially in children

LIVED EXPERIENCES OF PUBLIC-SCHOOL TEACHERS’ STRESS DURING THE RECALL OF IN-PERSON CLASSES: BASIS FOR A PROPOSED STRESS COPING PLAN

The reintegration of in-person classes poses unique challenges for public-school teachers, whose experiences during this transitional period significantly contribute to the overall stress levels. Understanding the nuanced aspects of their lived experiences is crucial for developing an effective stress coping plan that addresses the specific needs and concerns arising from the recall of in-person classes. This study sought to determine the lived experiences of public-school teachers during the recall of in-person classes.  The study employed qualitative research design specifically the transcendental phenomenological approach and thematic analysis technique. The study found that public school teachers faced various challenges during in-person classes, including work overload problems, work struggles, students’ behavioral problems, and low literacy skill development. To cope with the stress caused by these challenges, teachers used differentiated instruction, and collaborative learning, and focused on their holistic wellness. A stress-coping plan has been proposed that involves developing effective teaching strategies, increasing parental engagement, and building personal and professional resilience. Promoting differentiated instruction and collaborative learning and supporting teachers’ personal and professional well-being will be taken into consideration to improve the educational experience of both teachers and students

An Examination of the Structure and Common Correlates of Three Domains of Contaminated Mindware in Adolescence and Young Adulthood

Limited research has examined individual differences in the accumulation of misinformation and unwarranted beliefs, known as contaminated mindware. The three unwarranted beliefs examined in this dissertation are paranormal, conspiracy, and anti-science beliefs. These beliefs remain prevalent in the public despite their epistemically suspect or unsubstantiated nature. This dissertation focused on the psychometric properties of items measuring individual differences in unwarranted beliefs to address three research objectives: (1) examine the underlying dimensional structure of unwarranted belief items in adolescents and young adults, (2) examine individual differences predicting susceptibility to these beliefs, and (3) examine differences between adolescents and young adults with respect to these beliefs. Study One examined the underlying structure of individual differences in unwarranted belief scores and its correlates in a sample of young-adults. Study Two confirmed that the same structure and correlates are found in adolescents. Both studies demonstrate the multidimensional nature of unwarranted beliefs that form domains of contaminated mindware. Specifically, the optimal factor model among adolescents and young adults was a hierarchical factor model with three correlated general factors (paranormal, conspiracy, and anti-science beliefs) and four specific paranormal factors (i.e., psi, superstition, spiritualism, and precognition). Further, we observed unique effects of individual differences in thinking and reasoning on individual differences in unwarranted beliefs. In Study Three, we assessed the measurement invariance of these scales across the two developmental groups, to allow for cross-sectional comparisons and age associations. The paranormal and conspiracy scales were characterized by strict invariance and the anti-science scale was characterized by strong invariance. With respect to developmental comparisons, endorsement of the unwarranted beliefs did not differ across development, except for a small difference in paranormal belief. Further, the unwarranted beliefs total scores were not associated with age. We discuss the novelty of the results within the belief literature on contaminated mindware and focus on the utility of this scale for future research

Closure formula for ideals in intermediate rings

[EN] In this paper, we prove that the closure formula for ideals in C(X) under m topology holds in intermediate ring also, i.e. for any ideal I in an intermediate ring with m topology, its closure is the intersection of all the maximal ideals containing I.Kharbhih, JPJ.; Dutta, S. (2020). Closure formula for ideals in intermediate rings. Applied General Topology. 21(2):195-200. https://doi.org/10.4995/agt.2020.11903OJS195200212S. K. Acharyya and B. Bose, A correspondence between ideals and z-filters for certain rings of continuous functions - some remarks, Topology and its Applications 160, no. 13 (2013), 1603-1605. https://doi.org/10.1016/j.topol.2013.06.011S. K. Acharyya, K. C. Chattopadhyay and D. P. Ghosh, A class of subalgebras of C(X) and the associated compactness, Kyungpook Math. J. 41, no. 2 (2001), 323-324.S. K. Acharyya and D. De, An interesting class of ideals in subalgebras of C(X) containing C*(X), Comment. Math. Univ. Carolin. 48, no. 2 (2007), 273-280.S. K. Acharyya and D. De, Characterization of function rings between C*(X) and C(X), Kyungpook Math. J. 46 (2006), 503-507.H. L. Byun and S. Watson, Prime and maximal ideals in subrings of C(X), Topology and its Applications 40 (1991), 45-62. https://doi.org/10.1016/0166-8641(91)90057-SJ. M. Domínguez and J.-Gómez Pérez, Intersections of maximal ideals in algebras between C*(X) and C(X), Topology and its Applications 98 (1999), 149-165. https://doi.org/10.1016/S0166-8641(99)00043-7L. Gillman, M. Henriksen and M. Jerison, On a theorem of Gelfand and Kolmogoroff concerning maximal ideals in rings of continuous functions, Proc. Amer. Math. Soc. 5 (1954), 447-455. https://doi.org/10.1090/S0002-9939-1954-0066627-6L. Gillman and M. Jerison, Rings of continuous functions, Univ. Ser. Higher Math, D. Van Nostrand Company, Inc., Princeton, N. J., 1960. https://doi.org/10.1007/978-1-4615-7819-2E. Hewitt, Rings of real-valued continuous functions I, Trans. Amer. Math. Soc. 64, no. 1 (1948), 45-99. https://doi.org/10.1090/S0002-9947-1948-0026239-9D. Plank, On a class of subalgebras of C(X) with applications to $beta X setminus X$, Fund. Math. 64 (1969), 41-54. https://doi.org/10.4064/fm-64-1-41-54L. Redlin and S. Watson, Maximal ideals in subalgebras of C(X), Proc. Amer. Math. Soc. 100, no. 4 (1987), 763-766. https://doi.org/10.2307/2046719T. Shirota, On ideals in rings of continuous functions, Proc. Japan Acad. 30, no. 2 (1954), 85-89. https://doi.org/10.3792/pja/119552617

Case Studies in Mentoring Community College Faculty

This interactive session explores ways in which an academic division at a community college developed a program of faculty development and evaluation. We will discuss teaching evaluations for faculty, mentoring in preparation for tenure, and the support system provided to mentors