We study three fundamental problems in information integration: 1. the data integration query problem, 2.the data exchange core computation problem, and 3. the schema mapping composition problem. The first problem consists of computing the certain answers to a query over a target schema for a source instance under constraints which relate the source and target schemas. We show how to compute certain answers for a larger family of constraints and queries than those previously addressed. One of the main tools is the chase, which we study and extend significantly. The second problem deals with inserting data from one database into another database having a different schema. Fagin, Kolaitis, and Popa have shown that among the universal solutions of a solvable data exchange problem, there exists -- up to isomorphism -- a most compact one, ̀̀the core'', and have convincingly argued that this core should be the database to be materialized. We show how to compute the core in the general setting where the mapping between the source and target schemas is given by source-to-target constraints which are arbitrary tuple generating dependencies (TGDs) and target constraints consisting of equality generating dependencies (EGDs) and weakly-acyclic TGDs. The third problem, composition of mappings between schemas, is essential to support schema evolution, data exchange, data integration, and other data management tasks. We study the issues involved in composing schema mappings given by embedded dependencies that need not be source-to-target and we concentrate on obtaining (first-order) embedded dependencies. We provide a composition algorithm and several negative results. In particular, we show that even full dependencies that are not limited to be source-to- target are not closed under composition and that determining whether the composition can be given by these kinds of dependencies is undecidable. These negative results carry over to mappings given by embedded dependencies

This article proposes a process for building ESOL students’ capacity for engaged and active citizenship through which EL/civics classes serve as a venue for not just comprehending, but also critically examining, the systems we have. It draws on years of work with ESOL providers, the Equipped for the Future citizen/community member role map, and a theoretical framework that describes three kinds of citizens: personally responsible, participatory, and justice-oriented citizens. The process guides educators to approach every teaching context as having the potential to foster all three kinds of citizenship, and it encourages the exploration of possibilities at every level of English proficiency. It honors the lifetime of experience as community members that immigrants bring to each new civic task in this culture. The author lays out the process in a series of steps with specific suggestions for classroom activities and examples from teachers with whom she has worked.