Edited, memorised or added to reading list

on 11-Apr-2019 (Thu)

Do you want BuboFlash to help you learning these things? Click here to log in or create user.

Article 3970353204492

Analytical Reading: Pigeonholing a Book: The Importance of Classifying Books
#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

Pigeonholing a Book We said at the beginning of this book that the instruction in reading that it provides applies to anything you have to or want to read. However, in expounding the rules of analytical reading, as we will do in Part Two, we may seem to be ignoring that fact. We will usually, if not always, refer to the reading of whole books. Why is this so? The answer is simple. Reading a whole book, and especially a long and difficult one, poses the severest problems any reader can face. Reading a short story is almost always easier than reading a novel; reading an article is almost always easier than reading a book on the same subject. If you can read an epic poem or a novel, you can read a lyric or a short story; if you can read an expository book—a history, a philosophical work, a scientific treatise—you can read an article or abstract in the same field. Hence everything that we will say about reading books applies to reading other materials of the kinds indicated. You are to understand,



Article 3970355039500

Analytical Reading: Pigeonholing a Book: What You Can Learn from the Title of a Book
#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

What You Can Learn from the Title of a Book The numbers of readers who pay no attention to the signals is larger than you might expect. We have had this experience again and again with students. We have asked them what a book was about. We have asked them, in the most general terms, to tell us what sort of book it was. This is a good way, almost an indispensable way, to begin a discussion of a book. Nevertheless, it is often hard to get any kind of answer to the question. Let us take a couple of examples of the kind of confusion that can occur. In 1859, Darwin published a very famous book. A century later the entire English-speaking world celebrated the publication of the book. It was discussed endlessly, and its influence was assessed by learned and not-so-learned commentators. The book was about the theory of evolution, and the word “species” was in the title. What was the title? Probably you said The Origin of Species, in which case you were correct. But you might not have said that.



Article 3970357136652

Analytical Reading: Pigeonholing a Book: Practical vs. Theoretical Books
#Practical-vs-Theoretical-Books #analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

Practical vs. Theoretical Books Everyone uses the words “theoretical” and “practical,” but not everyone knows what they mean, perhaps least of all the hardheaded practical man who distrusts all theorists, especially if they are in the government. For such persons, “theoretical” means visionary or even mystical; “practical” means something that works, something that has an immediate cash return. There is an element of truth in this. The practical has to do with what works in some way, at once or in the long run. The theoretical concerns something to be seen or understood. If we polish the rough truth that is here being grasped, we come to the distinction between knowledge and action as the two ends a writer may have in mind. But, you may say, in dealing with expository books, are we not dealing with books that convey knowledge? How does action come into it? The answer, of course, is that intelligent action depends on knowledge. Knowledge can be used in many ways, not only for controlling nature and



Article 3970360020236

Analytical Reading: Pigeonholing a Book: Kinds of Theoretical Books
#Kinds-of-Theoretical-Books #analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

Kinds of Theoretical Books The traditional subdivision of theoretical books classifies them as history, science, and philosophy. Everybody knows the differences here in a rough way. It is only when you try to refine the obvious, and give the distinctions greater precision, that you get into difficulties. For the moment, let us try to skirt that danger and let rough approximations suffice. In the case of history, the title usually does the trick. If the word “history” does not appear in the title, the rest of the front matter is likely to inform us that this is a book about something that happened in the past—not necessarily in the far past, of course, because it may have happened only yesterday. The essence of history is narration. History is knowledge of particular events or things that not only existed in the past but also underwent a series of changes in the course of time. The historian narrates these happenings and often colors his narrative with comment on, or insight into, the significance of



Books vs other stuff
#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

We said at the beginning of this book that the instruction in reading that it provides applies to anything you have to or want to read. However, in expounding the rules of analytical reading, as we will do in Part Two, we may seem to be ignoring that fact. We will usually, if not always, refer to the reading of whole books. Why is this so?

The answer is simple. Reading a whole book, and especially a long and difficult one, poses the severest problems any reader can face. Reading a short story is almost always easier than reading a novel; reading an article is almost always easier than reading a book on the same subject. If you can read an epic poem or a novel, you can read a lyric or a short story; if you can read an expository book—a history, a philosophical work, a scientific treatise—you can read an article or abstract in the same field.

Hence everything that we will say about reading books applies to reading other materials of the kinds indicated. You are to understand, when we refer to the reading of books, that the rules expounded refer to lesser and more easily understood materials, too. Sometimes the rules do not apply to the latter in quite the same way, or to the extent that they apply to whole books. Nevertheless, it will always be easy for you to adapt them so that they are applicable.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

Analytical Reading: Pigeonholing a Book
Pigeonholing a Book We said at the beginning of this book that the instruction in reading that it provides applies to anything you have to or want to read. However, in expounding the rules of analytical reading, as we will do in Part Two, we may seem to be ignoring that fact. We will usually, if not always, refer to the reading of whole books. Why is this so? The answer is simple. Reading a whole book, and especially a long and difficult one, poses the severest problems any reader can face. Reading a short story is almost always easier than reading a novel; reading an article is almost always easier than reading a book on the same subject. If you can read an epic poem or a novel, you can read a lyric or a short story; if you can read an expository book—a history, a philosophical work, a scientific treatise—you can read an article or abstract in the same field. Hence everything that we will say about reading books applies to reading other materials of the kinds indicated. You are to understand, when we refer to the reading of books, that the rules expounded refer to lesser and more easily understood materials, too. Sometimes the rules do not apply to the latter in quite the same way, or to the extent that they apply to whole books. Nevertheless, it will always be easy for you to adapt them so that they are applicable. The Importance of Classifying Books The first rule of analytical reading can be expressed as follows: RULE 1. YOU MUST KNOW WHAT KIND OF BOOK YOU ARE READING, AND YOU SHOULD KNOW THIS A




#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading
The first rule of analytical reading can be expressed as follows: RULE 1. YOU MUST KNOW WHAT KIND OF BOOK YOU ARE READING, AND YOU SHOULD KNOW THIS AS EARLY IN THE PROCESS AS POSSIBLE, PREFERABLY BEFORE YOU BEGIN TO READ.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

Analytical Reading: Pigeonholing a Book: The Importance of Classifying Books
quite the same way, or to the extent that they apply to whole books. Nevertheless, it will always be easy for you to adapt them so that they are applicable. The Importance of Classifying Books <span>The first rule of analytical reading can be expressed as follows: RULE 1. YOU MUST KNOW WHAT KIND OF BOOK YOU ARE READING, AND YOU SHOULD KNOW THIS AS EARLY IN THE PROCESS AS POSSIBLE, PREFERABLY BEFORE YOU BEGIN TO READ. You must know, for instance, whether you are reading fiction—a novel, a play, an epic, a lyric—or whether it is an expository work of some sort. Almost every reader knows a work of fict




Troubles in Categorizing
#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

You must know, for instance, whether you are reading fiction—a novel, a play, an epic, a lyric—or whether it is an expository work of some sort. Almost every reader knows a work of fiction when he sees it. Or so it seems—and yet this is not always easy. Is Portnoy’s Complaint a novel or a psychoanalytical study? Is Naked Lunch a fiction or a tract against drug abuse, similar to the books that used to recount the horrors of alcohol for the betterment of readers? Is Gone with the Wind a romance or a history of the South before and during the Civil War? Do Main Street and The Grapes of Wrath belong in the category of belles-lettres or are both of them sociological studies, the one concentrating on urban experiences, the other on agrarian life?

All of these, of course, are novels; all of them appeared on the fiction side of the best-seller lists. Yet the questions are not absurd. Just by their titles, it would be hard to tell in the case of Main Street and Middletown which was fiction and which was social science. There is so much social science in some contemporary novels, and so much fiction in much of sociology, that it is hard to keep them apart. But there is another kind of science, too—physics and chemistry, for instance—in books like The Andromeda Strain or the novels of Robert Heinlein or Arthur C. Clarke. And a book like The Universe and Dr. Einstein, while clearly not fiction, is almost as “readable” as a novel, and probably more readable than some of the novels of, say, William Faulkner.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

Analytical Reading: Pigeonholing a Book: The Importance of Classifying Books
reading can be expressed as follows: RULE 1. YOU MUST KNOW WHAT KIND OF BOOK YOU ARE READING, AND YOU SHOULD KNOW THIS AS EARLY IN THE PROCESS AS POSSIBLE, PREFERABLY BEFORE YOU BEGIN TO READ. <span>You must know, for instance, whether you are reading fiction—a novel, a play, an epic, a lyric—or whether it is an expository work of some sort. Almost every reader knows a work of fiction when he sees it. Or so it seems—and yet this is not always easy. Is Portnoy’s Complaint a novel or a psychoanalytical study? Is Naked Lunch a fiction or a tract against drug abuse, similar to the books that used to recount the horrors of alcohol for the betterment of readers? Is Gone with the Wind a romance or a history of the South before and during the Civil War? Do Main Street and The Grapes of Wrath belong in the category of belles-lettres or are both of them sociological studies, the one concentrating on urban experiences, the other on agrarian life? All of these, of course, are novels; all of them appeared on the fiction side of the best-seller lists. Yet the questions are not absurd. Just by their titles, it would be hard to tell in the case of Main Street and Middletown which was fiction and which was social science. There is so much social science in some contemporary novels, and so much fiction in much of sociology, that it is hard to keep them apart. But there is another kind of science, too—physics and chemistry, for instance—in books like The Andromeda Strain or the novels of Robert Heinlein or Arthur C. Clarke. And a book like The Universe and Dr. Einstein, while clearly not fiction, is almost as “readable” as a novel, and probably more readable than some of the novels of, say, William Faulkner. An expository book is one that conveys knowledge primarily, “knowledge” being construed broadly. Any book that consists primarily of opinions, theories, hypotheses, or speculations, for




Expository Books
#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading
An expository book is one that conveys knowledge primarily, “knowledge” being construed broadly. Any book that consists primarily of opinions, theories, hypotheses, or speculations, for which the claim is made more or less explicitly that they are true in some sense, conveys knowledge in this meaning of knowledge and is an expository work. As with fiction, most people know an expository work when they see it. Here, however, the problem is not to distinguish nonfiction from fiction, but to recognize that there are various kinds of expository books. It is not merely a question of knowing which books are primarily instructive, but also which are instructive in a particular way. The kinds of information or enlightenment that a history and a philosophical work afford are not the same. The problems dealt with by a book on physics and one on morals are not the same, nor are the methods the writers employ in solving such different problems.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

Analytical Reading: Pigeonholing a Book: The Importance of Classifying Books
arke. And a book like The Universe and Dr. Einstein, while clearly not fiction, is almost as “readable” as a novel, and probably more readable than some of the novels of, say, William Faulkner. <span>An expository book is one that conveys knowledge primarily, “knowledge” being construed broadly. Any book that consists primarily of opinions, theories, hypotheses, or speculations, for which the claim is made more or less explicitly that they are true in some sense, conveys knowledge in this meaning of knowledge and is an expository work. As with fiction, most people know an expository work when they see it. Here, however, the problem is not to distinguish nonfiction from fiction, but to recognize that there are various kinds of expository books. It is not merely a question of knowing which books are primarily instructive, but also which are instructive in a particular way. The kinds of information or enlightenment that a history and a philosophical work afford are not the same. The problems dealt with by a book on physics and one on morals are not the same, nor are the methods the writers employ in solving such different problems. Thus this first rule of analytical reading, though it is applicable to all books, applies particularly to nonfictional, expository works. How do you go about following the rule, particu




How to
#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

Thus this first rule of analytical reading, though it is applicable to all books, applies particularly to nonfictional, expository works. How do you go about following the rule, particularly its last clause?

As we have already suggested, you do so by first inspecting the book—giving it an inspectional reading. You read the title, the subtitle, the table of contents, and you at least glance at the preface or introduction by the author and at the index. If the book has a dust jacket, you look at the publisher’s blurb. These are the signal flags the author waves to let you know which way the wind is blowing. It is not his fault if you will not stop, look, and listen.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

Analytical Reading: Pigeonholing a Book: The Importance of Classifying Books
ophical work afford are not the same. The problems dealt with by a book on physics and one on morals are not the same, nor are the methods the writers employ in solving such different problems. <span>Thus this first rule of analytical reading, though it is applicable to all books, applies particularly to nonfictional, expository works. How do you go about following the rule, particularly its last clause? As we have already suggested, you do so by first inspecting the book—giving it an inspectional reading. You read the title, the subtitle, the table of contents, and you at least glance at the preface or introduction by the author and at the index. If the book has a dust jacket, you look at the publisher’s blurb. These are the signal flags the author waves to let you know which way the wind is blowing. It is not his fault if you will not stop, look, and listen. <span>




How to Classify them
#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

Again, however, to group books as being of the same kind is not enough; to follow this first rule of reading you must know what that kind is. The title will not tell you, nor all the rest of the front matter, nor even the whole book itself sometimes, unless you have some categories you can apply to classify books intelligently. In other words, this rule has to be made a little more intelligible if you are to follow it intelligently. It can only be made intelligible by drawing distinctions and thus creating categories that make sense and will stand up to the test of time.

We have already discussed a rough classification of books. The main distinction, we said, was between works of fiction, on the one hand, and works conveying knowledge, or expository works, on the other hand. Among expository works, we can further distinguish history from philosophy, and both from science and mathematics.

Now this is all very well as far as it goes. This is a classification scheme with fairly perspicuous categories, and most people could probably place most books in the right category if they thought about it. But not all books in all categories.

The trouble is that as yet we have no principles of classification. We will have more to say about these principles as we proceed in our discussion of the higher levels of reading. For the moment, we want to confine ourselves to one basic distinction, a distinction that applies across the board to all expository works. It is the distinction between theoretical and practical works.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

Analytical Reading: Pigeonholing a Book: What You Can Learn from the Title of a Book
, Hobbes’ Leviathan, and Rousseau’s Social Contract are political treatises, although a careful perusal of their chapter headings would reveal the problems that are common to these three books. <span>Again, however, to group books as being of the same kind is not enough; to follow this first rule of reading you must know what that kind is. The title will not tell you, nor all the rest of the front matter, nor even the whole book itself sometimes, unless you have some categories you can apply to classify books intelligently. In other words, this rule has to be made a little more intelligible if you are to follow it intelligently. It can only be made intelligible by drawing distinctions and thus creating categories that make sense and will stand up to the test of time. We have already discussed a rough classification of books. The main distinction, we said, was between works of fiction, on the one hand, and works conveying knowledge, or expository works, on the other hand. Among expository works, we can further distinguish history from philosophy, and both from science and mathematics. Now this is all very well as far as it goes. This is a classification scheme with fairly perspicuous categories, and most people could probably place most books in the right category if they thought about it. But not all books in all categories. The trouble is that as yet we have no principles of classification. We will have more to say about these principles as we proceed in our discussion of the higher levels of reading. For the moment, we want to confine ourselves to one basic distinction, a distinction that applies across the board to all expository works. It is the distinction between theoretical and practical works. <span>




#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading
The title will not tell you, nor all the rest of the front matter, nor even the whole book itself sometimes, unless you have some categories you can apply to classify books intelligently. In other words, this rule has to be made a little more intelligible if you are to follow it intelligently. It can only be made intelligible by drawing distinctions and thus creating categories that make sense and will stand up to the test of time.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on


Parent (intermediate) annotation

Open it
Again, however, to group books as being of the same kind is not enough; to follow this first rule of reading you must know what that kind is. The title will not tell you, nor all the rest of the front matter, nor even the whole book itself sometimes, unless you have some categories you can apply to classify books intelligently. In other words, this rule has to be made a little more intelligible if you are to follow it intelligently. It can only be made intelligible by drawing distinctions and thus creating categories that make sense and will stand up to the test of time. We have already discussed a rough classification of books. The main distinction, we said, was between works of fiction, on the one hand, and works conveying knowledge, or expository wor

Original toplevel document

Analytical Reading: Pigeonholing a Book: What You Can Learn from the Title of a Book
, Hobbes’ Leviathan, and Rousseau’s Social Contract are political treatises, although a careful perusal of their chapter headings would reveal the problems that are common to these three books. <span>Again, however, to group books as being of the same kind is not enough; to follow this first rule of reading you must know what that kind is. The title will not tell you, nor all the rest of the front matter, nor even the whole book itself sometimes, unless you have some categories you can apply to classify books intelligently. In other words, this rule has to be made a little more intelligible if you are to follow it intelligently. It can only be made intelligible by drawing distinctions and thus creating categories that make sense and will stand up to the test of time. We have already discussed a rough classification of books. The main distinction, we said, was between works of fiction, on the one hand, and works conveying knowledge, or expository works, on the other hand. Among expository works, we can further distinguish history from philosophy, and both from science and mathematics. Now this is all very well as far as it goes. This is a classification scheme with fairly perspicuous categories, and most people could probably place most books in the right category if they thought about it. But not all books in all categories. The trouble is that as yet we have no principles of classification. We will have more to say about these principles as we proceed in our discussion of the higher levels of reading. For the moment, we want to confine ourselves to one basic distinction, a distinction that applies across the board to all expository works. It is the distinction between theoretical and practical works. <span>




#analytical-reading #how-to-read-a-book #part-two #pigeonholing-a-book #the-third-level-of-reading

We have already discussed a rough classification of books. The main distinction, we said, was between works of fiction, on the one hand, and works conveying knowledge, or expository works, on the other hand. Among expository works, we can further distinguish history from philosophy, and both from science and mathematics.

Now this is all very well as far as it goes. This is a classification scheme with fairly perspicuous categories, and most people could probably place most books in the right category if they thought about it. But not all books in all categories.

The trouble is that as yet we have no principles of classification. We will have more to say about these principles as we proceed in our discussion of the higher levels of reading. For the moment, we want to confine ourselves to one basic distinction, a distinction that applies across the board to all expository works. It is the distinction between theoretical and practical works.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on


Parent (intermediate) annotation

Open it
intelligible if you are to follow it intelligently. It can only be made intelligible by drawing distinctions and thus creating categories that make sense and will stand up to the test of time. <span>We have already discussed a rough classification of books. The main distinction, we said, was between works of fiction, on the one hand, and works conveying knowledge, or expository works, on the other hand. Among expository works, we can further distinguish history from philosophy, and both from science and mathematics. Now this is all very well as far as it goes. This is a classification scheme with fairly perspicuous categories, and most people could probably place most books in the right category if they thought about it. But not all books in all categories. The trouble is that as yet we have no principles of classification. We will have more to say about these principles as we proceed in our discussion of the higher levels of reading. For the moment, we want to confine ourselves to one basic distinction, a distinction that applies across the board to all expository works. It is the distinction between theoretical and practical works. <span>

Original toplevel document

Analytical Reading: Pigeonholing a Book: What You Can Learn from the Title of a Book
, Hobbes’ Leviathan, and Rousseau’s Social Contract are political treatises, although a careful perusal of their chapter headings would reveal the problems that are common to these three books. <span>Again, however, to group books as being of the same kind is not enough; to follow this first rule of reading you must know what that kind is. The title will not tell you, nor all the rest of the front matter, nor even the whole book itself sometimes, unless you have some categories you can apply to classify books intelligently. In other words, this rule has to be made a little more intelligible if you are to follow it intelligently. It can only be made intelligible by drawing distinctions and thus creating categories that make sense and will stand up to the test of time. We have already discussed a rough classification of books. The main distinction, we said, was between works of fiction, on the one hand, and works conveying knowledge, or expository works, on the other hand. Among expository works, we can further distinguish history from philosophy, and both from science and mathematics. Now this is all very well as far as it goes. This is a classification scheme with fairly perspicuous categories, and most people could probably place most books in the right category if they thought about it. But not all books in all categories. The trouble is that as yet we have no principles of classification. We will have more to say about these principles as we proceed in our discussion of the higher levels of reading. For the moment, we want to confine ourselves to one basic distinction, a distinction that applies across the board to all expository works. It is the distinction between theoretical and practical works. <span>




#1 #Design #Engineering #IUM #Lesson #Planning #Project #SDE60US #Software #Systems #for
Basics of project planning for software engineering.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

pdf

cannot see any pdfs




Flashcard 3970527530252

Tags
#1 #Design #Engineering #IUM #Lesson #Planning #Project #SDE60US #Software #Systems #for
Question
Basics of project [...] for software engineering.
Answer
planning


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Basics of project planning for software engineering.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970529103116

Tags
#1 #Design #Engineering #IUM #Lesson #Planning #Project #SDE60US #Software #Systems #for
Question
Basics of project planning for [...] engineering.
Answer
software


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Basics of project planning for software engineering.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970530675980

Tags
#1 #Design #Engineering #IUM #Lesson #Planning #Project #SDE60US #Software #Systems #for
Question
Basics of project planning for software [...].
Answer
engineering


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Basics of project planning for software engineering.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970539851020

Question
Whenever a student, teacher, administrator (or any person using a computer) [...] with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?
Answer
interacts


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970541423884

Question
Whenever a student, teacher, administrator (or any person using a computer) interacts with a [...], pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?
Answer
website


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970542996748

Question
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are [...]. The website application may be unique to that school or company, but what happens in the background?
Answer
collected


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?

Original toplevel document (pdf)

cannot see any pdfs







#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

pdf

cannot see any pdfs




Flashcard 3970546404620

Question
Whenever a [...], teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?
Answer
student


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but wha

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970547977484

Question
Whenever a student, [...], administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?
Answer
teacher


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970549550348

Question
Whenever a student, teacher, [...] (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?
Answer
administrator


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the backgro

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970551123212

Question
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website [...] may be unique to that school or company, but what happens in the background?
Answer
application


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970552696076

Question
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that [...] or company, but what happens in the background?
Answer
school


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the background?

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970554268940

Question
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or [...], but what happens in the background?
Answer
company


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
span> Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or <span>company, but what happens in the background? <span>

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970555841804

Question
Whenever a student, teacher, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the [...]?
Answer
background


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
, administrator (or any person using a computer) interacts with a website, pieces of data are collected. The website application may be unique to that school or company, but what happens in the <span>background? <span>

Original toplevel document (pdf)

cannot see any pdfs







#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the school average.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

pdf

cannot see any pdfs




Flashcard 3970558987532

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Think about test scores, for example. In one class, if every student receives a numbered score, the [...] can be calculated to determine a class average. The class averages can be calculated to determine the school average.
Answer
scores


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the school average.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970560560396

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a [...] average. The class averages can be calculated to determine the school average.
Answer
class


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the school average.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970562133260

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class [...]. The class averages can be calculated to determine the school average.
Answer
average


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the school average.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970563706124

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The [...] can be calculated to determine the school average.
Answer
class averages


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the school average.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970565278988

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the [...] average.
Answer
school


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
t scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the <span>school average. <span>

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970566851852

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Think about test scores, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the school [...].
Answer
average


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
s, for example. In one class, if every student receives a numbered score, the scores can be calculated to determine a class average. The class averages can be calculated to determine the school <span>average. <span>

Original toplevel document (pdf)

cannot see any pdfs







#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
The Oracle database software will transform recorded/stored data and statistics into useful pieces of information. Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

pdf

cannot see any pdfs




#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
The Oracle database software will transform recorded/stored data and statistics into useful pieces of information.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on


Parent (intermediate) annotation

Open it
The Oracle database software will transform recorded/stored data and statistics into useful pieces of information. Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs




Flashcard 3970571570444

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
The Oracle database software will transform recorded/stored data and [...] into useful pieces of information.
Answer
statistics


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
The Oracle database software will transform recorded/stored data and statistics into useful pieces of information.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970573143308

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
The Oracle database software will transform recorded/stored data and statistics into useful pieces of [...].
Answer
information


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
The Oracle database software will transform recorded/stored data and statistics into useful pieces of information.

Original toplevel document (pdf)

cannot see any pdfs







#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on


Parent (intermediate) annotation

Open it
The Oracle database software will transform recorded/stored data and statistics into useful pieces of information. Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs




Flashcard 3970576289036

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test [...] is one piece of data. Information: The class’ average score or the school’s average score.
Answer
score


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970577861900

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test score is one piece of [...]. Information: The class’ average score or the school’s average score.
Answer
data


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970579434764

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test score is one piece of data. Information: The [...] average score or the school’s average score.
Answer
class’


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970581007628

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test score is one piece of data. Information: The class’ average score or the [...] average score.
Answer
school’s


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970582580492

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test score is one piece of data. Information: The class’ [...] score or the school’s average score.
Answer
average


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970584153356

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test score is one piece of data. Information: The class’ average [...] or the school’s average score.
Answer
score


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970585726220

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s [...] score.
Answer
average


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970587299084

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test score is one [...] of data. Information: The class’ average score or the school’s average score.
Answer
piece


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970588871948

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average [...].
Answer
score


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
Data: Each student’s test score is one piece of data. Information: The class’ average score or the school’s average score.

Original toplevel document (pdf)

cannot see any pdfs







#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
A database is a centralized and structured set of data stored on a computer system. • A database provides facilities for retrieving, adding, modifying, and deleting the data when required. • A database also provides facilities for transforming retrieved data into useful information.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

pdf

cannot see any pdfs




#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
A database is a centralized and structured set of data stored on a computer system.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on


Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system. • A database provides facilities for retrieving, adding, modifying, and deleting the data when required. • A database also provides facilities for transforming retrieved data into usefu

Original toplevel document (pdf)

cannot see any pdfs




Flashcard 3970594376972

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A [...] is a centralized and structured set of data stored on a computer system.
Answer
database


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970595949836

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is a [...] and structured set of data stored on a computer system.
Answer
centralized


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970597522700

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is a centralized and [...] set of data stored on a computer system.
Answer
structured


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970599095564

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is a centralized and structured [...] of data stored on a computer system.
Answer
set


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970600668428

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is a centralized and structured set of [...] stored on a computer system.
Answer
data


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970602241292

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is a centralized and structured set of data [...] on a computer system.
Answer
stored


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970603814156

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is a centralized and structured set of data stored on a [...] system.
Answer
computer


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970605387020

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is a centralized and structured set of data stored on a computer [...].
Answer
system


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system.

Original toplevel document (pdf)

cannot see any pdfs







#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
A database provides facilities for retrieving, adding, modifying, and deleting the data when required.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on


Parent (intermediate) annotation

Open it
A database is a centralized and structured set of data stored on a computer system. • A database provides facilities for retrieving, adding, modifying, and deleting the data when required. • A database also provides facilities for transforming retrieved data into useful information.

Original toplevel document (pdf)

cannot see any pdfs




Flashcard 3970608532748

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database provides [...] for retrieving, adding, modifying, and deleting the data when required.
Answer
facilities


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database provides facilities for retrieving, adding, modifying, and deleting the data when required.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970610105612

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database provides facilities for [...], adding, modifying, and deleting the data when required.
Answer
retrieving


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database provides facilities for retrieving, adding, modifying, and deleting the data when required.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970611678476

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database provides facilities for retrieving, [...], modifying, and deleting the data when required.
Answer
adding


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database provides facilities for retrieving, adding, modifying, and deleting the data when required.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970613251340

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database provides facilities for retrieving, adding, [...], and deleting the data when required.
Answer
modifying


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database provides facilities for retrieving, adding, modifying, and deleting the data when required.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970614824204

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database provides facilities for retrieving, adding, modifying, and [...] the data when required.
Answer
deleting


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database provides facilities for retrieving, adding, modifying, and deleting the data when required.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970616397068

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database provides facilities for retrieving, adding, modifying, and deleting the [...] when required.
Answer
data


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database provides facilities for retrieving, adding, modifying, and deleting the data when required.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970617969932

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database provides facilities for retrieving, adding, modifying, and deleting the data when [...].
Answer
required


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database provides facilities for retrieving, adding, modifying, and deleting the data when required.

Original toplevel document (pdf)

cannot see any pdfs







#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
A database also provides facilities for transforming retrieved data into useful information.

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on


Parent (intermediate) annotation

Open it
n> A database is a centralized and structured set of data stored on a computer system. • A database provides facilities for retrieving, adding, modifying, and deleting the data when required. • <span>A database also provides facilities for transforming retrieved data into useful information. <span>

Original toplevel document (pdf)

cannot see any pdfs




Flashcard 3970622426380

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database also provides facilities for [...] retrieved data into useful information.
Answer
transforming


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database also provides facilities for transforming retrieved data into useful information.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970623999244

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database also provides facilities for transforming [...] data into useful information.
Answer
retrieved


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database also provides facilities for transforming retrieved data into useful information.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970625572108

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database also provides facilities for transforming retrieved [...] into useful information.
Answer
data


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database also provides facilities for transforming retrieved data into useful information.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970627144972

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database also provides facilities for transforming retrieved data into [...] information.
Answer
useful


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database also provides facilities for transforming retrieved data into useful information.

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970628717836

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database also provides facilities for transforming retrieved data into useful [...].
Answer
information


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database also provides facilities for transforming retrieved data into useful information.

Original toplevel document (pdf)

cannot see any pdfs







#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
A database is usually managed by a Database Administrator (DBA).

statusnot read reprioritisations
last reprioritisation on reading queue position [%]
started reading on finished reading on

pdf

cannot see any pdfs




Flashcard 3970631863564

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A [...] is usually managed by a Database Administrator (DBA).
Answer
database


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is usually managed by a Database Administrator (DBA).

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970633436428

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is usually [...] by a Database Administrator (DBA).
Answer
managed


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is usually managed by a Database Administrator (DBA).

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970635009292

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is usually managed by a [...] (DBA).
Answer
Database Administrator


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is usually managed by a Database Administrator (DBA).

Original toplevel document (pdf)

cannot see any pdfs







Flashcard 3970636582156

Tags
#Data #Databases #FDA60US #Fundamentals #IUM #Information #Oracle #of #versus
Question
A database is usually managed by a Database Administrator [...].
Answer
(DBA)


statusnot learnedmeasured difficulty37% [default]last interval [days]               
repetition number in this series0memorised on               scheduled repetition               
scheduled repetition interval               last repetition or drill

Parent (intermediate) annotation

Open it
A database is usually managed by a Database Administrator (DBA).

Original toplevel document (pdf)

cannot see any pdfs