PROJECT TO INTERCOMPARE REGIONAL CLIMATE SIMULATIONS
(PIRCS)
William J. Gutowski, Jr., Eugene S. Takle, Raymond W. Arritt, William
A. Gallus, Jr., Richard W. Turner and Zaitao Pan
Iowa State University, Ames, Iowa
1. INTRODUCTION AND RATIONALE
The Project to Intercompare Regional Climate Simulations (PIRCS) is a
community-based program whose mission is to advance the status of
regional climate modeling by evaluating the strengths and weaknesses of
limited-area models and their component procedures through systematic,
comparative simulations. PIRCS has several goals within this mission,
among them:
* To establish credibility of climate simulation using mesoscale
models
* To complement GCIP/G-NEP
* To create benchmark for assessing performance of limited-area models
* To be relatively easy to perform
PIRCS was organized under the auspices of the International Institute
of Theoretical and Applied Physics (IITAP), a joint venture of UNESCO
and Iowa State University. As part of its mission, IITAP aims at
fostering excellence in scientific research and teaching in developing
geographical areas. PIRCS organizers feel that mesoscale models offer
opportunities for scientists in these areas to address applied problems
of their home country while also contributing to basic, world-class
research. The inter-comparison also offers opportunities for creating
and expanding partnerships between scientists in different countries.
2. EXPERIMENT 1
An initial planning workshop was held 17-18 November 1994, which
coincided with the formal launching of IITAP. Thirty-five scientists
from Europe, Canada and the U.S. attended and helped formulate a
mission, scientific objectives, and design of the initial
intercomparison experiment.
The location of the initial experiment was chosen to be the central
United States (Fig. 1). Several factors motivated this choice in
addition to the goals listed above. The central U.S. is a region with
substantial available data for model validation and it has a strong
mesoscale climate feature, the nocturnal low-level jet. In addition,
in keeping with the aims of IITAP, it is also an agriculturally
important region with significant water-cycle variability.
Experiment 1 consists of two 60-day simulation periods:
Each period is characterized by a strong climatic signal: the drought
of 1988 and the U.S. Midwest flooding of 1993. These periods thus
provide clear climatic signals for the models to simulate. Exp. 1(a)
emphasizes thermal and dynamical processes and is intended to
provide an initial comparison of how well regional models represent
aggregate characteristics of weather events in a simulation long enough
to include many such events (i.e., to simulate regional climate) during
a period when surface thermal forcing within the domain is large and
precipitation and latent-heat effects are minimal. Exp. 1(b)
emphasizes processes of the water cycle and will examine
strengths and weaknesses of parameterizations of precipitation. A
major focus in each case is on how surface forcing within the models
contributes or even dominates the resulting regional climate.
Figure 1. Simulation domain for Experiment 1. The outer rectangle is
the "forcing frame" for external boundary conditions.
Simulations will be constrained in a "forcing frame" at the lateral
boundaries (Fig. 1) by 6-hr data from NCEP reanalyses for 1988 and
1993. PIRCS will provide the necessary NCEP data . In addition, PIRCS
will provide initial soil-moisture and periodic ocean and lake surface
temperatures. For simplicity, each modeling group is encouraged to use
their model's topography and land characterization procedures already
established for this region, if they exist. The PIRCS support staff,
however, will provide a reference topography and land-characterization
dataset for participants needing this information. The choice of
physical parameterizations such as cumulus convection and radiation is
left to each modeling group.
3. DIAGNOSIS
PIRCS will maintain a data archive for comparative diagnosis of model
behavior. Like the first experiment, the archival dataset for model
output is designed to be relatively simple to promote participation of
modeling groups and to minimize data exchange errors. Three types of
data will be included in the archive:
(a) Hourly
surface energy and moisture fluxes
top-of-atmosphere energy fluxes
surface pressure
precipitable water
mixed-layer depth
horizontal wind at 500 m above ground
"rawinsonde" profiles at select locations
(b) Daily
maximum termperature at 1.5 m
minimum temperature at 1.5 m
soil moisture
(c) Averages over consecutive 5-day periods
Variables: Temperature, specific humidity,
horizontal winds, geopotential height
Levels: 1000, 925, 850, 700, 500, 400,
300, 200 mb
The archive will be used, for example, for diagnosis and validation of
the moisture budget, the energy budget, precipitation and daily
temperature extremes. In addition, PIRCS will perform and encourage
supplementary simulations that alter conditions, such as domain size,
initial soil moisture and data set used for external forcing.
PIRCS will work with other international numerical modeling programs
including COMPARE, GEWEX [specifically the GEWEX Numerical
Experimentation Panel (GNEP) and GCIP], AMIP, and PILPS and with the
WGNE to ensure coordination with related experiments.
4. PLANS
The PIRCS planning group has released a beta-test data set. This is a
prototype set of initial and boundary conditions for a 5-day period
that is being used to test simulation and archiving procedures. It
will also provide interested parties a means of assessing the resources
needed to participate. After refining procedures based on feedback
from beta-test participants, we will release the full, 60-day dataset
for experiment 1(a).
More information on PIRCS can be found on the Internet at:
http://www.physics.iastate.edu/atmos/pircs.html.
5. ACKNOWLEDGMENTS
We thank F. Giorgi, R. Pielke, A. Staniforth, and E. Kalnay for their
support and oversight of our effort. Partial support for this project
has been provided by IITAP and the Center for Global and Regional
Environmental Research, University of Iowa.


Breaking News! Ontario high school students have been found to have the lowest student performance outcomes in decades and is currently 30% below the national average. This is a provincial emergency. Premier Doug Ford and his cabinet are looking for change, particularly in switching up classroom sizes. We have invited those most affected by the proposed policy changes here today to discuss if classroom size matters in relation to student outcomes amongst secondary students. First, we have Lucy Smith who has done profound research on its impact on students’ test scores:
For both traditional and online secondary schools, I believe that class size matters. Following Maimonides’ rule of 40, researchers have found that smaller class sizes are correlated with more chances of score manipulation by teachers. In a study set in Italy, it is found that teachers are more likely to manipulate standardized tests, specifically dishonest transcription of handwritten answer sheets onto machine-readable score report forms when there is a lack of social constraint by peers. This behaviour is even more likely to occur in areas where there are weak worker performance standards set in place. On the other hand, in a four year national study in the U.S., smaller high school classroom sizes were a significant predictor for student’s strong college science performances and led to higher adult earnings. However, it is well documented that as schools shift to an online setting our pre-existing knowledge of how class size affects student grades also changes. Researchers showed a statistically significant result for science, math, social science and art classes, a trend in which final grades increased as class sizes increased in an online learning environment, with the optimal online class size occurring around 35-42 students. So, if Ford wants to better the school system, I believe he should highly consider changing up classes as suggested as smaller class sizes lead to higher test scores and earning potential in an in-person classroom but they have to be careful to implement restrictions in order to avoid score manipulation by teachers. But if social distancing is still a major contributing factor and there’s a need for online classrooms, larger classrooms are suggested as that leads to higher student achievement..
In 2002, in Seoul, South Korea, a large-scale class size reduction policy was implemented in secondary schools. Researchers found that the College Scholastic Ability Test (CSAT) scores for the years prior to the CSR and following the CSR had very little change despite any factors that may have influenced grades such as students changing schools or teachers taking a few years to adjust their curriculum to better accommodate the new class size. There was also no significant change among low socioeconomic students’ grades and since almost every high school student in Seoul takes the CSAT, whether they attend college or not, it is evident that class size does not matter in secondary school. Ford should not be placing his focus on changing high school classroom sizes but rather focus on other factors that may be impacting these low scores. For instance, an emphasis on the educators teaching these students would be a better use of his resources as they have the largest and most direct impact on them.
Ford’s focus on class size is vital to improving high school students’ grades. My colleagues and I recently conducted a study on the effects of class size reduction on secondary students in England and found that although students who were performing well in school prior to any class size reduction were not impacted by the change, low attainment students had significant improvement in their performance as they spent more time on-task when in smaller class sizes compared to more time off-task when in larger class sizes. The substantial effect of a class size reduction on low attainment students’ grades would thus improve overall high school student grades. To support this, one of the students who was part of this research, Nancy, has joined me to discuss her results when her class sizes reduced.
I fully agree that Ford should be focusing on class size to improve student grades. Personally, whenever I’m in larger classes, I have a harder time focusing and don’t perform as well as I do in smaller class sizes where I can have more one-on-one time with my teachers. I find that this is true for me and all my friends who already have a hard time in class as we tend to get more distracted in larger class sizes. Since it’s important to be inclusive, having smaller classes, even if it does not benefit students who perform well in larger classes, would benefit students like me which in turn would raise the average student grades since we’re being the most heavily affected by the large class sizes.
I’m not saying high school class sizes don't matter, but it plays such a miniscule part in impacting student outcomes, and is definitely not what the Ford government’s educational policy changes should focus on. Research has shown that how school system inputs are used matter much more than the amount of school inputs. This means things like instruction time and how different resources are implemented in the classroom are significantly more important than class size in high school. It’s about how well a student is engaged, not how many students there are. And this is simply things within the school that we have control over. Every student is different, comes from different familial, cultural, and socio-economic backgrounds. They have different histories and upbringings, which is all going to affect their education. These are all factors that are going to impact student performance, and these factors aren’t going to change because a student has less or more students around them. In fact, meta-analyses have shown that out of all the Education Production Function inputs, both factors within and beyond the school system, expenditures per student and class size have the least impact on student performance. Expenditures per students and class size... both factors of the amount of school inputs. The evidence suggests that we’re focusing on the wrong factors here.
I would like to express that class size matters a lot in terms of the addition or reduction in expenditures on student resources, teacher salaries, and building space if class sizes were to increase or decrease! Some research has suggested that smaller class sizes lead to better student performance. However, given that smaller class sizes would mean an additional cost, mainly through hiring more teachers, this would take away the budget to student resources such as school supplies, club funding, and comfortable classroom spaces that play a part in student success. An analysis done by Harris in Class Size and School Size: Taking the Trade-Offs Seriously suggests that reducing class size would increase test scores by 0.05 of a standard deviation, but would also require $1,287 in additional expenditures per pupil. Therefore, reducing class size may counter student outcomes as it takes away the budget from essential resources. Whether class sizes should be made smaller or larger also depends on the school size as the fixed costs associated with dividing up smaller class sizes are more spread out, which reduces the cost per pupil. At the same time, if there are more students at the school, they will have higher operating costs to run the school. Therefore, when deciding whether or not to reduce class size, Ford should ensure that the budget for such policies implemented would not offset the crucial resources students need to achieve high performances.
As Superintendent, when making decisions to better the overall performance of students, research has shown that classroom sizes actually have a minimal effect and what we should really be looking at is teacher quality. Taking an overview look at significant studies done in the research from the STAR Project, research done by Angrist and Lavy, and overall studies that compare western versus non-western countries, for example, there’s an inconclusive opinion as to whether class sizes make an impact but what is consistent in research - is teacher quality. For instance, when a reduction in class size was implemented in California, a 2002 study done by Jepsen and Rivkin showed that this caused teacher quality to decrease as a result of immediate hiring and therefore, caused lower student outcomes. A WoBmann and West study done in the same year, but across 40 countries backed this finding when they examined that less capable teachers performed well in smaller settings but not so much in a larger setting. Therefore, when looking at research that stated classroom sizes had an impact, a big contributing factor as to why that’s the case is in the appreciation or depreciation of teacher quality. Furthermore, when Hargreaves, Galton, and Pell conducted an experiment in 1998 observing 14 high-quality teachers and them in classrooms of different sizes, they measured an insignificant difference in student performance because they were able to adapt their teaching strategies to new situations. As superintendent, I would suggest implementing policies that eliminate less qualified instructors, while overall better training teachers to adapt to inevitable changing classroom environments.
While the Ford government has not yet confirmed what the policy changes are going to be, it appears the change in high school classroom sizes has caused quite the turmoil throughout Ontario. With many people agreeing with the government that high school class sizes are an important factor in impacting student performance, there are also a number of people who argue that class size bears no impact on student performance in high school. The cabinet has been in discussions surrounding the effect changes in high school class sizes will have on test scores, the community environment for students, the relevance of confounding factors such as family, cultural, and socio-economic backgrounds, the financial burdens this could impose on the province, and the quality of our educators. The conversations appear to be continuing, with no final decision being determined. The question remains: Does class size in high school really matter? Tweet us your thoughts using the hashtag #HighSchoolClassSizeDebate. I’m Joe Johnson at UTSC4.0. Thank you for watching.
Joe Johnson is a fun loving guy and alumni of UTSC. As a former communication major Joe joined the crew at UTSC4.0 News in 2010 as an intern. He later became the lead host. Follow him @JoeJohnsonUTSC
Lucy is an economist and researcher from the University of Toronto who specializes in education. After achieving her pHD in 2003 and joining the faculty at UofT she went on to join the UTSC4.0 team as an Analyst. She firmly believes that class size does matter by advocating that it affects student's test scores.
Andrea Horwath MPP is a Canadian politician who currently serves as the leader of the Official Opposition in Ontario since 2018 and leader of the Ontario New Democratic Party since 2009. She advocates that class size does not matter since there is evidence that grades do not change when class size changes. Rather the government should focus on other aspects of education.
Penelope is an independent researcher who joined the UTSC4.0 team in 2013. She believes that class size affects student behavior. This is evident in her research.
Nancy is a foreign exchange student from England who participated in Penelope's study. Being a student she firmly believes that class size matters as she can focus better in smaller classes.
Susan is a high school teacher for the York Region School board. Being a teacher she believes her first hand experience gives her a unique perspective. She believes that class size does not matter. Rather there are other factors which affect student performance and achievement.
Lisa is a financial Analyst for UTSC4.0 news. She believes her analytical background gives her a unique insight into the debate. Lisa argues that class size matters since variation in class size affects how school resources are allocated.
Paula is a superintendent for York Regional School Board. As a superintendent she believe her first hand experience managing all teachers allows her to recognize and argue that class size does not matter. She firmly believes that teacher quality is the most important factor.


The following options are available for use with the SET command. Case does not matter when they are entered.
Most of these options have already been discussed in the sections on the various Options dialog boxes. Click on the headings below to go to these discussions.
The options marked with asterisks (**) are discussed after the list of available options.
SET Command Options
NUMERIC-NAMES (Y/N)
Write new, numeric variable names
PRESERVE-LABEL-SETS (Y/N)
Preserve variable label tags and grouping where possible
SAMP-SEED (Auto/Value)
Seed for sampling functions
VAR-CASE-CI (lower/preserve-mixed/preserve-always/ upper)
Variable case conversion rule for case-insensitive output file
VAR-CASE-CS (lower/ preserve-mixed/ preserve-always/upper)
Variable case conversion rule for case-sensitive output file
WRITE-OLD-VER (Y/N) or (Number/N) **
Write older versions of output file
DROP-KEEP (Clear/Save) **
Reset variable selection statement
BYTE-ORDER (HL/LH) **
Set byte order for output SPSS and S-PLUS files
PRESERVE-STR-WIDTHS (Y/N)
Preserve the input widths of string variables if possible
PRESERVE-NUM-WIDTHS (Y/N)
Preserve the input widths of string variables if possible
USER-MISS (All/First/None)
Honor user-missing values
MAP-USER-MISS (Y/N)
Map user missing value to extended missing values
MAP-MISS-WITH-LABS (Y/N)
Map user missing using the first letter of the variable label, if possible
DATE-FMT-READ (Format string)
Format for reading dates from ASCII files
TIME-FMT-READ (Format string)
Format for reading times from ASCII files
DATETIME-FMT-READ (Format string)
Format for reading date/time from ASCII files
DATE-SCAN-FMT (Format string)
Format for scanning ASCII files for dates and times
CENTURY-CUTOFF (Value)
Century cutoff for two digit years, defaults to 20
DATE-FMT-WRITE (Format string)
Format for writing dates in ASCII files
TIME-FMT-WRITE (Format string)
Format for writing times in ASCII files
DATETIME-FMT-WRITE (Format string)
Format for writing date/time in ASCII files
IN-ENCODING (System/Other)
Translate from this encoding when reading files
OUT-ENCODING (System/Other)
Translate from this encoding when writing files
If you choose to override the default behavior, you can choose a different encoding by going to the user interface, clicking on the Options tab and selecting Encoding Options. First select the Region and then the Character Set. The value in parentheses after the name of the character set is the value you should enter for 'Other'. Be sure to read the section Encoding Options.
ODBC-NULL-STRINGS (Y/N)
Use nulls for missing strings
ODBC-USE-DATETIME (Y/N)
When possible, use larger datetime type
ODBC-DATE-ROWS-TO-READ (10/Number/All)
Number of rows to read to determine the type of date variable
ODBC-VARCHAR-OVER-CHAR (Y/N)
Use varchar if it has the same length as char
DB-TABLE-APPEND (Y/N)
Append to Access or ODBC database tables
DELIMITER-RD (Autosense/Comma/Tab/Space/Semicolon/Other)
Delimiter for reading ASCII files, Other is any character, such as '|'
COMBINE-DELIMITERS (Off/Spaces only/Spaces+Tabs)
Combine adjacent delimiters when reading space delimited files
ASCII-RD-VNAMES (Autosense/First-row/Make-up)
Field names when reading ASCII files
ASCII-VAR-LABS-2ND-ROW (Y/N)
Read variable labels from row following variable names
SKIP-ROWS (0/Number)
Number of rows to skip at the top of the file
NUM-MISS-RD (Missing value characters/Extended/None)
Numeric missing value when reading ASCII files
QUOTE-CHAR-RD (Character/None)
Quote character used when reading ASCII files, defaults to
MAX-LINES (Number/All)
Maximum ASCII lines to examine for variable type
DECIMAL-POINT (Character)
Decimal point for reading ASCII files, defaults to .
THOUSANDS-SEP (Character)
Thousands separator for reading ASCII files, defaults to ,
DELIMITER-WR (Comma/Tab/Space/Semicolon)
Delimiter for writing ASCII files, Other is any character, such as '|'
QUOTE-CHAR-WR (Character/None)
Quote character used when writing ASCII files, defaults to
NUM-MISS-WR (Missing value characters/Extended/None)
Numeric missing value when writing ASCII files
SET LINE-END (Win, Unix)
Line endings for either Windows style or Unix style files
WRITE-FIELD-NAMES (Y/N)
Write field names to ASCII files
CODE-OMIT-PATHS (Y/N)
Omit paths from generated program files
PROG-PRESERVE-WIDTHS (Y/N)
Preserve input variable widths in output programs
SCHEMA-VAR-NUMBERS (Y/N)
Write variable numbers in schemas for delimited files
READ-SAS-FMTS (Y/N)
Read value labels
READ-FMT-NAME (Filespec)
Name of SAS value label catalog or data file
(See below **)
UDF-CAT-MEMBER (catalogname)
Name of the catalog in the CPORT file to be used for reading formats
(See below **)
UDF-DAT-MEMBER (datasetname)
Name of the dataset in a CPORT or Transport file to be used for reading formats
(See below **)
CAT-ABSENCE-OK (Y/N)
Continue processing if no format file is found
CAT-ERROR-OK (Y/N)
Ignore errors in processing SAS catalog
** The various choices for reading SAS value labels are discussed in the section SAS Value Label Options. The following SET command sequences correspond to these choices.
|
|
Do not read formats |
SET READ-SAS-FMTS N |
|
Read directly from a catalog file |
SET READ-SAS-FMTS Y SET READ-FMT-NAME filename.sas7bcat (the extension indicates a catalog file) |
|
|
Read from a catalog in a CPORT library |
SET READ-SAS-FMTS Y SET READ-FMT-NAME filename.stc (the extension indicates a CPORT library) SET UDF-CAT-MEMBER catalogname |
|
|
Read from a SAS datafile |
SET READ-SAS-FMTS Y SET READ-FMT-NAME filename.sas7bdat (the extension indicates a data file) |
|
|
Read from a dataset in a CPORT library |
SET READ-SAS-FMTS Y SET READ-FMT-NAME filename.stc (the extension indicates a CPORT library) SET UDF-DAT-MEMBER datasetname |
|
|
Read from a SAS Transport file |
SET READ-SAS-FMTS Y SET READ-FMT-NAME filename.tpt (the extension indicates a Transport file) SET UDF-DAT-MEMBER datasetname |
WRITE-SAS-FMTS (Y/N)
Write Proc Format program for SAS
WRITE-FMT-NAME (Filespec)
File name for Proc Format program
SAS-DATE-FMT (Format)
The SAS format used for date variables
SAS-TIME-FMT (Format)
The SAS format used for time variables
SAS-DATETIME-FMT (Format)
The SAS format used for DateTime variables
WKS-NAME-ROW (Autosense/1st-row/No-name/Num)
Reading of worksheet variable names
WKS-DATA-RANGE (Autosense/Name/Coordinates)
Specifying a data range as input
WKS-VAR-LABS-2ND-ROW (Y/N)
Read variable labels from the row following the variable names
WKS-BLANK-ROWS (Stop/Skip/Use)
Treatment of worksheet null rows
CONCATENATE-PAGES (Y/N)
Concatenate worksheet pages into a single output file
WKS-NA-STRING (string)
Indicate a string to be considered numeric missing when reading worksheets
WKS-RD-BLANK-COLS (Y/N)
Transfer blank columns from worksheets
WKS-WRITE-VNAMES (Y/N)
Write a field name row in worksheet output
WKS-WRITE-VAR-LABS (Y/N)
Write variable labels in the second row of worksheets.
XLX-WRITE-VAL-LABS (Y/N)
Write value labels instead of numbers to Excel.
JMP-LABELS (Y/N)
Write value labels into JMP files
JMP-CUST-PROPERTIES (Y/N)
Append custom properties to variable labels when reading JMP files
FACTOR-AS-STRING (Y/N)
Convert factors to strings (Y) or leave as numerical variables with labeled values (N)
R-OLD-NA (Y/N)
Write Version One missing strings
RATS-DATE-VAR (First, Specified, None)
The variable in the input file that specifies the series start and frequency in RATS output
RATS-DATE-VAR-NAME (Variable name)
If rats-date-var is set to "specified" , the variable name should be set with this option
RATS-VAR-DATE-FREQ (Autosense, Daily, Weekly, Monthly, Quarterly, Annual)
This option will be applied if rats-date-var is set to "specified" or "first"
RATS-START-DATE (Date in DD/MM/YYYY format)
This will be used if "rats-date-var" is set to none
RATS-DATE-FREQ (Daily, Weekly, Monthly, Quarterly, Annual)
This is applied if "rats-date-var" is set to none)
SAS-OUTREP (Alpha_True64 / Alpha_Vms_32 /
Alpha_Vms_64 / Alpha_Ia64 /
Hp_Ux_32 / Hp_Ux_64 /
Intel_Abi / Linux_32 / Mips_Abi /
Os2 / Rs_6000_Aix_32 /
Rs_6000_Aix_64 / Solaris_32 /
Solaris_64 / Windows_32 /
Windows_64)
SAS data representation
MLAB-DATETIME-AS-STRING (Y/N)
Write Matlab Date/Time values as strings
STAT7-VLAB-DESCRIP (Y/N)
Concatenate Statistica 7+ value labels and descriptions
DDI-AGENCY (example.org)
Agency name/url written into DDI Schema files
WRITE-STATA-SE (Y/N)
Adjust the limit on the number of output variables for Stata SE/MP.
STATA-STRL-THRESHOLD (number/32)
Strings longer than the value given in this option will be written as strl’s rather than Stata strings.
GRETL-ROW-LABEL-VAR (first/none/specify)
This variable will be used as the row label when writing gretl files.
GRETL-ROW-LABEL-NAME (name of string or date variable)
If gretl-row-label-var is set to specify, this option specifies the name of the variable. It is case sensitive.
SET Options Used Only in Command Processor
Controlling the Version of Output Files
WRITE-OLD-VER (Y/N) or (Number/N)
WRITE-VER (Number)
By default, except for Stata, a particular output file type will be written using the latest version supported by Stat/Transfer. For example SAS Version 9 files will be written if SAS is specified.
If Stata is specified as the output file type, Stata Version 13 files will be written by default. If Stata Version 14 files were to be written, then users of older versions of Stata might see an error message, "File is not in Stata format" generated when Stata sees the newer file type. The default Stata Version 13 files can be read by newer Stata versions.
To write a file for a previous version of a particular file type, use either of the SET commands:
SET WRITE-OLD-VER Y|N
SET WRITE-VER Number
where Number is the version number of the output file that you wish to use. The number will be useful if you wish to precisely control the version of SPSS or Stata files.
If you use the first form of the SET command, Stat/Transfer will use the next-to-the-last version of the output file type you have selected. For example, if you have selected a SAS output file,
set write-old-ver y
would tell Stat/Transfer to write a SAS Version 8 output file.
If you wished to create a Stata 5 output file, you would use
set write-ver 5
Note that you can use either form if you wish to use the next-to-the-last version.
Reset Variable Selection Statement
DROP-KEEP (Clear/Save)
If data are transferred from more than one input file during a single session, then you need to specify the variables that are to be transferred from each file, using the KEEP or DROP variable selection command. The DROP-KEEP options of the SET command allow you to reuse or clear the variable selection command.
Input Files Specified Separately
If the input files are specified with separate COPY commands (that is, without using wildcards), then the default behavior is that you must give a separate KEEP or DROP variable selection statement before each COPY command. This corresponds to the option 'Clear' for DROP-KEEP.
However, if the same variables are to be transferred from each file, you can specify that the same KEEP or DROP command apply to all input files that follow, until another KEEP or DROP command is encountered. To do so use the SET command
set drop-keep save
Input Files Specified with Wildcards
If the input files are specified with wildcards, then the default behavior is that the KEEP or DROP variable selection command you give before a COPY command applies to all of the files specified in that command. Thus the default when files are specified with wildcards is 'Save'.
If you set the DROP-KEEP option to 'Clear', then the variable selection statement will apply only to the first file. All of the other files given by the wildcard specification will transfer all of their variables.
Note that the default changes depending on whether or not the input file specification contains wildcards. The default is 'Clear' for no wildcards and 'Save' for wildcards.
Set Byte Order for S-PLUS and SPSS Output Files
BYTE-ORDER (HL/LH)
By default, under Windows Stat/Transfer will write files in low-high byte order for S-PLUS and SPSS output files. Unix machines vary in their byte order. DEC Alpha and Intel processors are low-high byte order, other Unix machines are high-low. You can change the default in order to write a file appropriate for a Unix machine with the second byte order.
For example, if you wish to produce an S-PLUS file suitable for a Sun machine, you would use the SET command
set byte-order hl


| song |
Album |
Artist |
Genre |
| Secrets |
Don't know |
One Republic |
Rock |
| Songs |
Album titles |
artist |
genre |
| heaven |
music |
Michel jackson |
genre |
| moon |
music |
Michel Jackson |
genre |
| sun |
music |
Michel Jackson |
genre |
What OS do you prefer?
This list will be red.
This list will be blue.
This list will be green.
A Poem
- Oooey gooey was a worm
- A mighty worm was he
- he stepped upon the railroad tracks
- the train he did not see
- oooey gooey!
somethin cool
- I'm quite impressive
- I'm an old typewriter
- I'm fancy shmancy
4.2.18


Winthrop stuns No. 18 Saint Mary’s 61-59
MORAGA, Calif. (AP) - Saint Mary’s star Jordan Ford missed a layin with 1 second left and Winthrop pulled off a 61-59 upset of the No. 18 Gaels a night after losing on a buzzer beater.
Chandler Vaudrin had 19 points, five rebounds and four assists off the bench for Winthrop (2-1), the Big South Conference School from Rock Hill, South Carolina. The Eagles lost 77-74 at Fresno State on Sunday before traveling to the Bay Area to take on West Coast Conference power Saint Mary’s.
Winthrop’s jubilant players danced through the hallways of McKeon Pavilion celebrating on the way to the locker room after stunning the Gaels.
Ford had converted a layin with 10 seconds left to pull Saint Mary’s within 61-59. Saint Mary’s Elijah Thomas quickly fouled Russell Jones, who missed the front end of a 1-and-1 free throw opportunity and the Gaels secured the rebound to give themselves one more chance.
Ford finished with 22 points and six rebounds and Malik Fitts added 18 points and 13 rebounds for Saint Mary’s (1-1).
“I think we have pretty good players and we are pretty good defensively,” Saint Mary’s coach Randy Bennett said. “We just have to figure out the right pieces to put together, trust each other and share the ball.”
Jamal King made a 3-pointer early in the second half to put Winthrop ahead 31-28 then the Eagles followed with a key 8-0 run.
The teams were even on the boards with 31 each and both had 15 turnovers.
BIG PICTURE
Winthrop: The Eagles had never played in the state of California before the Sunday-Monday back-to-back. They began the season with four straight road games and will finally play their home opener Saturday against Mid-Atlantic Christian.
Saint Mary’s: Only five Saint Mary’s players scored points, their bench outscored 38-2. The Gaels shot 40.4 percent, going just 5 of 17 from deep.
UP NEXT
Winthrop: At East Tennessee State on Thursday night.
Saint Mary’s: Hosts Long Beach State on Thursday night.
More AP college basketball: https://apnews.com/Collegebasketball and https://twitter.com/AP_Top25 For women’s games: https://apnews.com/Womenscollegebasketball and https://twitter.com/AP_Top25
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--- title: North Koreans Begin Exchange of New Currency layout: post ---
North Korea said Monday it would issue new won currency this week that would in effect lop two zeros off the old -- requiring 1,000-won bills, for example, to be exchanged for 10-won notes with, theoretically, the same buying power. It said it would limit the amount of old currency it would accept in exchange, to the equivalent of about $40 worth at unofficial exchange rates.
The rest of the money would be scrapped in an apparent effort to make people more dependent on the government, the most far-reaching of Pyongyang's recent moves to crack down on market activities perceived to weaken its power.
This is just disgusting.


Create a new phonegap application
Enter a name for the new project and choose a path to save the project.
Your directory path:
Select path to new project
Create project


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MIAMI -- NYPD numbers confirmed hate crime incidents are occurring more frequently in Lower Manhattan and nearby neighborhoods in Brooklyn.
652 confirmed incidents of hate crimes have been confirmed from January 2019 through September 2020, according to open data website. 208 of those incidents have occurred this year.
The NYC Mayor’s Office of Criminal Justice had reported a 15% increase from 2018 to 2019.
Last year, the city council approved creating the Office for the Prevention of Hate Crimes. Deborah Lauter, the executive director, said in a press release that the office is fully staffed and ready to go.
She pointed to the need to pay attention to NYC’s Jewish communities, “because of the increase in hate crimes motivated by anti-Semitism, particularly targeting the religious Jewish communities in Brooklyn…”
One of the goals of the office is to address the problem of underreporting such incidents.
Here’s the rate of incidents by precinct:


Final Project
For my final project I made a sign/light to hang on a wall or place on a desk/shelf of any sorts.
It is in the shape of a Les Paul guitar head with my logo and producer name laser cut into the top. Inside is a white LED backlight module.
It is all made from wood.
I used wood, a toggle switch, battery pack, LED, paint, and wood stain. Not to mention the lasers.
I spent almost every possible minute of my free time working on this project.
It took me about the entire rotation plus weekends, free periods, after school until 6, and A+.
The machines I used the most were the table saw and the laser engraver. For the laser engraver, I was using vectors to cut out the shape of the guitar and the hole for my switch as well as the decoration on the front.
The vector settings were varied between 8/10/100 and 2/20/100 depending on whether I was using 1/8 of an inch of wood or 1/4 of an inch.
I learned my way around Corel Draw a little better, and I learned how to use various tools such as drills, routers, and table saws.
I also learned the importance of planning, as it was something I had to do in the back of my head at times I wasn’t in the WIC.
Here are pictures that show my progress as I worked on the project:
This the end result.


TWELVE MONKEYS (R)
Directed by Terry Gilliam Running Time: 129 minutes Originally Released: January 5, 1996 (USA-Wide)
Reviewed by E. Benjamin Kelsey
* * * 1/2 (out of four)
Time travel is a fascinating, confusing, very complex subject. That's one reason movies about time travel are, in theory, fascinating, confusing, and very complex. TWELVE MONKEYS is a prime example of these attributes . . . an *excellent* example.
In the 2020's, a date never specified but pretty conclusive, James Cole (Bruce Willis) is an underground prisoner. Yes, a *literal* underground prisoner. You see, most of the Earth's population, 99% to be exact, was eliminated by a mysterious virus about thirty years earlier; a virus that has forced the survivors to forever live in an underground, hellish sanctuary. Forever, that is, unless thru the use of unwilling "volunteers", they can discover the beginning of this virus and learn how to destroy it.
The "volunteers" are prisoners, used like guinea pigs and thrust back in time with orders to gain information about the plague. Cole is chosen by the dictator-like group of scientists as a very promising candidate. One problem: time travel is still a shaky form of transportation, and when Cole is meant to go back to November of 1996 (one month before the deaths began), he is instead sent to April 1990.
1990 proves to be too early for Cole to gain any information about the virus. Instead, he is found to be insane and locked up in an institution. During all this we are introduced to two crucial characters: Dr. Kathryn Railly (Madeleine Stowe), the psychiatrist in charge of Cole's evaluation, and Jeffrey Goines (Brad Pitt), a patient in the asylum and the son of a Nobel Prize winning scientist. Cole miraculously escapes the institution, traveling back "home" to tell the scientists what he has learned, which is nothing. But, while he's back in the 21st century, we do learn that Goines is the man behind the Army of the Twelve Monkeys, a militant radical group believed to spawn the virus that destroys mankind. So, in just a matter of minutes to us, Cole is sent back, this time correctly to 1996 (via World War I - see the movie to find out why).
In 1996, Cole quickly locates Railly and abducts her, reminding her that she had promised six years ago to help him out. Railly is a compassionate, albeit frightened woman who wants to help Cole, but can't be convinced of his absurd tales of time travel and apocalyptic prophesies. Eventually, pieces of the puzzle start falling into place just as two conflicting elements come to pass: Cole begins to believe he *is* insane while Railly begins to believe he isn't!
We're almost as messed up in the head as Cole as we try to figure out who's who, what's what, and even when's when! We don't know who to trust and we don't know what's behind a lot of things, but it all starts to unravel and, like a good time travel story, wrap around so the beginning and ending blend into one and we're stuck in an M.C. Escher-like mind trip.
TWELVE MONKEYS is an awesome flick that explores time travel with a surprisingly believable approach. They're not trying to prevent the past. Everything that has happened *has* happened and there's no changing it. They are merely observing it with hopes of a better future. Willis has proved himself quite a good actor with roles like this and in PULP FICTION. He's good at action roles because unlike Segal and Van Damme, Willis has depth, not just muscles and a chiseled chin. Stowe does a fine job, but the real performance here is by Pitt. As scrutinized as he can be, Pitt is an excellent actor who caters to a variety of characters. He very much deserved the Best Supporting Actor nomination he got for this role.
TWELVE MONKEYS isn't the light-hearted time travel movie we're used to seeing. This ain't no BILL & TED'S EXCELLENT ADVENTURE (thankfully). It's not a comedy, but you couldn't call it an action film either. It's more of a brutal psychological thriller that's so mentally captivating and intriguing that one can't help but sit wide-eyed thru every scene, ears perked so as not to miss a crucial bit of information. Trust me, there's a lot of them. TWELVE MONKEYS is enjoyable enough to sit through several times. In fact, if you're ever going to figure out this film, you just might have to! Then again, that's part of what makes this film so fun.
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class: center, middle, inverse, title-slide # STA 235 - Model Selection I: Bias vs Variance, Cross-Validation, and Stepwise ## Spring 2021 ### McCombs School of Business, UT Austin ---  # Introduction to prediction .pull-left[ - So far, we had been focusing on **.darkorange[causal inference]**: - Estimating an effect and "predicting" a counterfactual (what if?) - Now, we will focus on **.darkorange[prediction]**: - Estimate/predict outcomes under specific conditions. ] .pull-right[ .center[ ![](https://media.giphy.com/media/3orieSdZDhn7I6gViw/giphy.gif) ] ] --- # Differences between inference and prediction - Inference `\(\rightarrow\)` focus on **.darkorange[covariate]** - **.darkorange[Interpretability]** of model. - Prediction `\(\rightarrow\)` focus on **.darkorange[outcome variable]** - **.darkorange[Accuracy]** of model. .box-2[Both can be complementary!] --- # Example: What is churn? .pull-left[ - **.darkorange[Churn:]** Measure of how many customers stop using your product (e.g. cancel a subscription). ] .pull-right[ .center[ ![:scale 80%](https://raw.githubusercontent.com/maibennett/sta235/main/exampleSite/content/Classes/Week10/2_ModelSelection/images/churn1.png)] ] --- # Example: What is churn? .pull-left[ - **.darkorange[Churn:]** Measure of how many customers stop using your product (e.g. cancel a subscription). .box-2[Less costly to keep a customer than bring a new one] ] .pull-right[ .center[ ![:scale 80%](https://raw.githubusercontent.com/maibennett/sta235/main/exampleSite/content/Classes/Week10/2_ModelSelection/images/churn1.png)] ] --- # Example: What is churn? .pull-left[ - **.darkorange[Churn:]** Measure of how many customers stop using your product (e.g. cancel a subscription). .box-2[Less costly to keep a customer than bring a new one] .box-4[Prevent churn] ] .pull-right[ .center[ ![:scale 80%](https://raw.githubusercontent.com/maibennett/sta235/main/exampleSite/content/Classes/Week10/2_ModelSelection/images/churn1.png)] ] --- # Example: What is churn? .pull-left[ - **.darkorange[Churn:]** Measure of how many customers stop using your product (e.g. cancel a subscription). .box-2[Less costly to keep a customer than bring a new one] .box-4[Prevent churn] .box-7[Identify customer that are likely to cancel/quit/fail to renew] ] .pull-right[ .center[ ![:scale 80%](https://raw.githubusercontent.com/maibennett/sta235/main/exampleSite/content/Classes/Week10/2_ModelSelection/images/churn1.png)] ] --- # Bias vs Variance .box-4["There are no free lunches in statistics"] -- - Not one method dominates others: Context/dataset dependent. - Remember that the goal of prediction is to have a method that is accurate in predicting outcomes on **.darkorange[previously unseen data]**. - **.darkorange[Validation set approach:]** Training and testing data -- .box-2[Balance between flexibility and accuracy] --- # Bias vs Variance .box-2[Variance] .box-2t["[T]he amount by which f would change if we estimated it using a different training dataset"] -- .box-7[Bias] .box-7t["[E]rror introduced by approximating a real-life problem with a model"] --- .center2[ .box-5LA[Which models do you think are higher variance: More flexible models or less flexible models?] ] --- # Bias vs. Variance: The ultimate battle - In inference, **.darkorange[bias >> variance]** - In prediction, we care about **.darkorange[both]**: - Measures of accuracy will have both bias and variance. .box-4[Trade-off at different rates] --- # How do we measure accuracy? Different measures: - Remember `\(Adj-R^2\)`? -- - **.darkorange[Mean Squared Error (MSE)]**: *Can be decomposed into variance and bias terms* `$$MSE = \frac{1}{n}\sum_{i=1}^n(y_i-\hat{f}(x_i))^2$$` --- # How do we measure accuracy? Different measures: - **.darkorange[Akaike Information Criterion (AIC)]**: *Balances goodness of fit while penalizing for number of predictors* `$$AIC = 2(d+1) - 2\log(\hat{L}) \overset{OLS}{=} \frac{1}{n\hat{\sigma}^2}(RSS + 2d\hat{\sigma}^2)$$` -- - **.darkorange[Bayesian Information Criterion (BIC)]**: *Balances goodness of fit while penalizing for number of predictors* `$$BIC = (d+1)\log(n) - 2\log(\hat{L}) \overset{OLS}{=} \frac{1}{n\hat{\sigma}^2}(RSS + \log(n)d\hat{\sigma}^2)$$`
 where `\(\hat{\sigma}^2\)`: Estimate of the error variance (full model), `\(d\)`: Number of predictors, `\(\hat{L}\)`: Maximum likehood estimate. --- # Is flexibility always better?  --- # Is flexibility always better?  --- # Is flexibility always better?  --- # Is flexibility always better?  --- # Example: Let's predict pre-churn! - You work at Disney+ and you know that a good measure for someone at risk of unsubscribing is the times they've logged in the past week: ```r disney <- read.csv("https://raw.githubusercontent.com/maibennett/sta235/main/exampleSite/content/Classes/Week10/2_ModelSelection/data/disney.csv") head(disney) ``` ``` ## id female city age logins mandalorian unsubscribe ## 1 1 1 1 53 10 0 1 ## 2 2 1 1 48 7 1 0 ## 3 3 0 1 45 7 1 0 ## 4 4 1 1 51 5 1 0 ## 5 5 1 1 45 10 0 0 ## 6 6 1 0 40 0 1 0 ``` --- # Two candidates: Simple vs Complex - **.darkorange[Simple Model]**: `$$logins_i = \beta_0 + \beta_1\times mandalorian + \beta_2 \times city + \varepsilon_i$$` - **.darkorange[Complex Model]**: $$ `\begin{aligned} logins_i =& \beta_0 + \beta_1\times mandalorian + \beta_2\times age + \beta_3\times age^2 +\\ &\beta_4\times city + \beta_5\times female + \varepsilon_i \end{aligned}` $$ --- .center2[ .box-4LA[Let's go to R] ] --- # Cross-Validation - To avoid using only **.darkorange[one training and testing dataset]**, we can iterate over *k-fold* division of our data: .center[ ![:scale 80%](https://raw.githubusercontent.com/maibennett/sta235/main/exampleSite/content/Classes/Week10/2_ModelSelection/images/cv.png)] --- # Cross-Validation **.darkorange[Procedure for *k-fold* cross-validation]**: 1. Divide your data in *k-folds* (usually, `\(K=5\)` or `\(K=10\)`). 2. Use `\(k=1\)` as the testing data and `\(k=2,..,K\)` as the training data. 3. Calculate the accuracy measure `\(A_k\)` on the testing data. 4. Repeat for each `\(k\)`. 5. Average `\(A_k\)` for all `\(k \in K\)`. -- Main advantage: Use the entire dataset for training **.darkorange[AND]** testing. Extreme scenario: `\(K=n\)` `\(\rightarrow\)` Leave One Out Cross-Validation (LOOCV) --- .center2[ .box-7LA[Do you think 5-fold CV is better or worse than a LOOCV?] ] --- # How do we do CV in R? ```r *library(caret) set.seed(100) train.control <- trainControl(method = "cv", number = 10) lm_simple <- train(logins ~ mandalorian + city, data = disney, method="lm", trControl = train.control) lm_simple ``` --- # How do we do CV in R? ```r library(caret) *set.seed(100) train.control <- trainControl(method = "cv", number = 10) lm_simple <- train(logins ~ mandalorian + city, data = disney, method="lm", trControl = train.control) lm_simple ``` --- # How do we do CV in R? ```r library(caret) set.seed(100) *train.control <- trainControl(method = "cv", number = 10) lm_simple <- train(logins ~ mandalorian + city, data = disney, method="lm", trControl = train.control) lm_simple ``` --- # How do we do CV in R? .small[ ```r library(caret) *set.seed(100) train.control <- trainControl(method = "cv", number = 10) *lm_simple <- train(logins ~ mandalorian + city, data = disney, method="lm", trControl = train.control) lm_simple ``` ``` ## Linear Regression ## ## 5000 samples ## 2 predictor ## ## No pre-processing ## Resampling: Cross-Validated (10 fold) ## Summary of sample sizes: 4500, 4501, 4499, 4500, 4500, 4501, ... ## Resampling results: ## ## RMSE Rsquared MAE ## 2.087314 0.6724741 1.639618 ## ## Tuning parameter 'intercept' was held constant at a value of TRUE ``` ] --- # Stepwise selection - We have seen how to choose between some given models. **.darkorange[But what if we want to test all possible models?]** - **.darkorange[Stepwise selection]**: Computationally-efficient algorithm to select a model based on the data we have (subset selection). -- Algorithm for forward stepwise selection: 1. Start with the *null model*, `\(M_0\)` (no predictors) 2. For `\(k=0, ..., p-1\)`: (a) Consider all `\(p-k\)` models that augment `\(M_k\)` with one additional predictor. (b) Choose the *best* among these `\(p-k\)` models and call it `\(M_{k+1}\)`. 3. Select the single best model from `\(M_{0},...,M_p\)` using CV. .source[Backwards stepwise follows the same procedure, but starts with the full model.] --- .center2[ .box-2LA[Will forward stepwise subsetting yield the same results as backwards stepwise selection?] ] --- # How do we do stepwise selection in R? .small[ ```r library(leaps) regfit.fwd <- regsubsets(logins ~ . - unsubscribe, data=disney, method = "forward") summary(regfit.fwd) ``` ``` ## Subset selection object ## Call: regsubsets.formula(logins ~ . - unsubscribe, data = disney, method = "forward") ## 5 Variables (and intercept) ## Forced in Forced out ## id FALSE FALSE ## female FALSE FALSE ## city FALSE FALSE ## age FALSE FALSE ## mandalorian FALSE FALSE ## 1 subsets of each size up to 5 ## Selection Algorithm: forward ## id female city age mandalorian ## 1 ( 1 ) " " " " " " " " "*" ## 2 ( 1 ) " " " " "*" " " "*" ## 3 ( 1 ) " " " " "*" "*" "*" ## 4 ( 1 ) " " "*" "*" "*" "*" ## 5 ( 1 ) "*" "*" "*" "*" "*" ``` ] --- # How do we do stepwise selection in R? .small[ ```r set.seed(100) train.control <- trainControl(method = "cv", number = 10) #set up a 10-fold cv *lm.fwd <- train(logins ~ . - unsubscribe, data = disney, method = "leapForward", * tuneGrid = data.frame(nvmax = 1:5), trControl = train.control) lm.fwd$results ``` ``` ## nvmax RMSE Rsquared MAE RMSESD RsquaredSD MAESD ## 1 1 2.273269 0.6113410 1.847755 0.04250683 0.01688996 0.04353289 ## 2 2 2.087314 0.6724741 1.639618 0.04920703 0.01434646 0.04889721 ## 3 3 2.087994 0.6722625 1.640315 0.04919353 0.01436182 0.04904907 ## 4 4 2.088156 0.6722088 1.640489 0.04919301 0.01435653 0.04904416 ## 5 5 2.088235 0.6721845 1.640525 0.04925197 0.01438207 0.04908729 ``` ] --- # Takeaway points .pull-left[ - In prediction, everything is going to be about **.darkorange[bias vs variance]**. - Importance of **.darkorange[validation sets]**. - We have methods to **.darkorange[select models]**. ] .pull-right[ .center[ ![](https://media.giphy.com/media/n8SkNR77udWlG/giphy.gif) ] ] --- # Next class .pull-left[ - **.darkorange[Shrinkage methods]**: Ridge regression and Lasso. - **.darkorange[K-nearest neighbors]**: classification and regression. ] .pull-right[ .center[ ![](https://media.giphy.com/media/oYtVHSxngR3lC/giphy.gif) ] ] --- # References - James, G. et al. (2013). "Introduction to Statistical Learning with Applications in R". *Springer*. *Chapter 2, 5, and 6*. - STDHA. (2018). ["Stepwise Regression Essentials in R."](http://www.sthda.com/english/articles/37-model-selection-essentials-in-r/154-stepwise-regression-essentials-in-r/) - STDHA. (2018). ["Cross-Validation Essentials in R."](http://www.sthda.com/english/articles/38-regression-model-validation/157-cross-validation-essentials-in-r/)


The only file you need to download manually is config.tgz. Unpack, configure by editing config/targets, and install by running config/install.sh. The installer automatically downloads any additional files it might need. For more information, see INSTALL.
Note: the file runtime.tgz was updated on August 26, 2016 (after the release of 110.80) to address an issue with building from source on some versions of Mac OS X. This change does not affect other platforms.
You can use the "generic Unix" procedure above, or you can install a pre-built system using the installer package in either smlnj-x86-110.80.pkg (for Intel/Mac OS X 10.6 Snow Leopard or later) or smlnj-ppc-110.80.dmg (for PPC/Mac OS X 10.5 Leopard). For more information, see below.
Download smlnj-110.80.msi and follow the instructions in WININSTALL.
For information on how to use access the subversion repository,
refer to our subversion recipe page.
Warning: When pulling the latest sources via subversion,
there is no guarantee that config/install.sh will operate
successfully due to a lack of usable bootfiles.
In this case you might be able to
generate new bootfiles using the bootstrap compiler (of an older
version). However, even that can be very difficult or even impossible,
in which case you will have to wait for the next working version to
be released.
As of this release, the Mac OS X installer (on Intel) puts SML/NJ in the directory /usr/local/smlnj. Future releases will update this installation in place (i.e., overwrite it). If you wish to install at a different location, you should use the build procedure for Unix systems.


Preview: Wigan Athletic vs. West Bromwich Albion - prediction, team news, lineups
Two sides at opposite ends of the Championship meet on Wednesday when West Bromwich Albion travel to face Wigan Athletic at the DW Stadium.
by Leo NieboerThe Baggies are flying high at the top of the division, while Wigan find themselves languishing in 22nd place.
Match preview
Following an impressive eight-year stay in the Premier League, hallmarked by remarkable late escapes from relegation, Wigan are now a team that oscillates between the second and third division of English football.
Between 2014 and 2018, the Latics were relegated to League One twice and then promoted straight back to the Championship on both occasions - a notion that highlights Wigan as something of a 'yoyo club'.
Despite managing to avoid a third relegation to League One last season, finishing in 18th place, Wigan's failure to claim results this season puts them in real danger of the drop.
Yet to win an away game and with only 18 goals in 20 outings, the second lowest behind Middlesbrough, it is clear that, ahead of the second half of the season, something needs to change for Paul Cook's side.
Beating the league leaders in front of their own fans on Wednesday would certainly serve as a galvanising influence on this depleted Wigan side, who are now without a win in eight games.
On the other end of the spectrum, you have a West Brom side that does not look like losing and seems almost destined to make a return to the Premier League after finishing third in the Championship last term.
Sunday's 5-1 win over Swansea City was the club's sixth straight victory and added to a run of 10 games without a defeat for Slaven Bilic's side.
Indeed, that there were five different scorers on Sunday highlighted how this is a West Brom team built on an admirable collectivist approach, always attacking and defending as one unit.
Along with an impressive amount of defensive organisation, West Brom are by far and away the top scorers in the division with 41 goals in 20 games - eight more than their closest competitor.
As they prepare for a trip to face Wigan, most people will be expecting the Midlands side to rack up another glut of goals against the relegation candidates.
Recent Wigan Athletic form: LLLDLL
Recent West Bromwich Albion form: WWWWWW
Team News
Wigan duo Danny Fox, Joe Williams and David Marshall are all definitely out for this game due to various injuries picked up over the past couple of weeks.
Chey Dunkley is also out for this game after picking up two yellow cards in Wigan's most recent game.
West Brom, on the other hand, are blessed by the fact that they have no injury concerns to worry about.
As a result, Bilic will want to unleash the likes of Matt Phillips, Grady Diangana, Matheus Pereira and Hal Robson-Kanu.
Wigan Athletic possible starting lineup:
Jones; Sterling, Kipre, Mulgrew, Robinson; Macleod, Morsy, Pilkington, Lowe; Moore, Garner
West Bromwich Albion possible starting lineup:
Johnstone; Ferguson, Bartley, Ajayi, Gibbs; Sawyers, Livermore; Phillips, Pereira, Diangana; Robson-Kanu
We say: Wigan Athletic 0-3 West Bromwich Albion
When you have one team that has lost five of its last six games against a side with six wins on the bounce, there is only one conceivable outcome. Expect West Brom to have an enjoyable evening in front of goal against a side that is bereft of confidence.
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The Apprentice's Ryan-Mark backs calls to go on I'm A Celebrity 2020
The Apprentice’s Ryan-Mark Parsons has revealed he would definitely give I’m A Celebrity…Get Me Out Of Here a go if he got approached by TV bosses – and it would be pure comedy gold.
The 19-year-old who was the latest candidate to be fired from the BBC show told Metro.co.uk that he’s ‘always up for a challenge’.
‘I mean if ITV got in touch and wanted me in I would say yes, I am always up for a challenge and it would be comedy TV gold,’ Ryan-Mark began.
The womenswear consultant continued that he’s already faced worse in The Apprentice than what he would come up against in the jungle.
He laughed: ‘I was dealing with worse sharing a bed with Thomas Skinner that is worse than eating a kangaroo anus.
‘Dealing with Thomas has actually prepared me for the jungle if it was to happen and I think it should happen.’
The ITV show, hosted by Ant McPartlin and Declan Donnelly has already started and the line-up includes the likes of Caitlyn Jenner, Adele Roberts and Ian Wright.
Advertisement Advertisement
Ryan-Mark’s pal Lottie Lion has also recently fuelled rumours that she would go on I’m A Celeb.
The 19-year-old, who was in the centre of a ‘racism’ storm at the beginning of this Apprentice series, has been responding to fans on social media who are calling for her to go into the Australian jungle in 2020.
And while the librarian has been retweeting the calls to ‘get her in the jungle’, she hasn’t responded as to whether she would take part or not.
One questioned: ‘You like the idea then Lottie?’
Another tweeted: ‘Lottie needs to be in I’m A Celeb next year’
The Apprentice continues Wednesday at 9pm on BBC One and I’m A Celeb airs on 17 November on ITV.
Got a showbiz story?
If you've got a story, video or pictures get in touch with the Metro.co.uk Entertainment team by emailing us<EMAIL_ADDRESS>calling 020 3615 2145 or by visiting our Submit Stuff page - we'd love to hear from you.


Anyone that wants to learn a new language is welcome to the Worldwide Slang we're creating a huge source of useful words and sentences that a book just can't teach you.
Feel free to email us if you have any questions, suggestions or just to say hello!


Author: Sande Gilda, Emmanuel Hugonett
Level: Beginner
Technologies: WebSocket, CDI, JSF
Summary: The websocket-hello
quickstart demonstrates how to create a simple WebSocket application.
Target Product: JBoss EAP
Source: https://github.com/jboss-developer/jboss-eap-quickstarts
The websocket-hello
quickstart demonstrates how to create a simple WebSocket-enabled application in Red Hat JBoss Enterprise Application Platform. It consists of the following:
jboss-web.xml
file configured to enable WebSocketsWebSockets are a requirement of the Java EE 7 specification and are implemented in JBoss EAP 7. They are configured in the undertow
subsystem of the server configuration file. This quickstart uses the WebSocket default settings, so it is not necessary to modify the server configuration to deploy and run this quickstart.
Note: This quickstart demonstrates only a few of the basic functions. A fully functional application should provide better error handling and intercept and handle additional events.
The application this project produces is designed to be run on Red Hat JBoss Enterprise Application Platform 7 or later.
All you need to build this project is Java 8.0 (Java SDK 1.8) or later and Maven 3.2.5 or later. See Configure Maven for JBoss EAP 7 to make sure you are configured correctly for testing the quickstarts.
In the following instructions, replace EAP7_HOME
with the actual path to your JBoss EAP installation. The installation path is described in detail here: Use of EAP7_HOME and JBOSS_HOME Variables.
The following shows the command line to start the server:
For Linux: EAP7_HOME/bin/standalone.sh
For Windows: EAP7_HOME\bin\standalone.bat
Type this command to build and deploy the archive:
mvn clean install wildfly:deploy
This will deploy target/jboss-websocket-hello.war
to the running instance of the server.
The application will be running at the following URL: http://localhost:8080/jboss-websocket-hello.
Open Connection
button to create the WebSocket connection and display current status of Open
.Say Hello
to create and send the Say hello to <NAME>
message. The message appears in the server log and a response is sent to the client.Close Connection
button to close the WebSocket connection and display the current status of Closed
.If you attempt to send another message after closing the connection, the following message appears on the page:
WebSocket connection is not established. Please click the Open Connection button.
When you are finished testing, type this command to undeploy the archive:
mvn wildfly:undeploy
You can also start the server and deploy the quickstarts or run the Arquillian tests from Eclipse using JBoss tools. For general information about how to import a quickstart, add a JBoss EAP server, and build and deploy a quickstart, see Use JBoss Developer Studio or Eclipse to Run the Quickstarts.
If you want to debug the source code of any library in the project, run the following command to pull the source into your local repository. The IDE should then detect it.
mvn dependency:sources


|
Causes
Experts are still trying to determine exactly what causes premature ejaculation. While it was once thought to be only psychological, we now know premature ejaculation is more complicated and involves a complex interaction of both psychological and biological factors.
Psychological causes
Early sexual experiences may establish a pattern that can be difficult to change later in life such as:
- Situations in which you may have hurried to reach climax in order to avoid being discovered
- Guilty feelings that increase your tendency to rush through sexual encounters
Other factors that can play a role in causing premature ejaculation include:
- Erectile dysfunction. Men who are anxious about obtaining or maintaining their erection during sexual intercourse may form a pattern of rushing to ejaculate which can be difficult to change.
- Anxiety. Many men with premature ejaculation also have problems with anxiety — either specifically about sexual performance, or caused by other issues.
Biological causes
Experts believe a number of biological factors may contribute to premature ejaculation, including:
- Abnormal hormone levels
- Abnormal levels of brain chemicals called neurotransmitters
- Abnormal reflex activity of the ejaculatory system
- Certain thyroid problems
- Inflammation and infection of the prostate or urethra
- Inherited traits
Rarely, premature ejaculation is caused by:
- Nervous system damage resulting from surgery or trauma
- Withdrawal from narcotics or drugs that treat anxiety and other mental health problems
Although both biological and psychological factors likely play a role in most cases of premature ejaculation, experts think a primarily biological cause is more likely if it has been a lifelong problem.
|


Remove-sign icon:
Remove-sign icon as a link:
Remove-sign icon on a button: Remove
Remove-sign icon on a styled link button: Remove


Q1. You need to create a file share for your company that must be accessible from all branch offices and its share path must have the name Work Share. Which server role do you install?
- [✅] BranchCache for Network Files - [ ] File Server - [ ] Work Folders - [ ] DFS Namespaces
Q2. You support an IT infrastructure for an organization that has physical locations and WAN connections from the main office to each branch. You are designing a network where users at all locations have access to shared files, both online and offline. Which Windows technology is best for your design?
[ ] Data Deduplication
[x] BranchCache
[ ] DFS Replication
[ ] File and Storage Services
Q3. Which type ot DNS record is most commonly used in a forward lookup zone to resolve a host name to a specific IP address?
[ ] an MX record
[x] an A record
[ ] an RTP record
[ ] a TXT record
Q4. What can you perform to free up space on a Windows Server 2012 R2 C: drive?
[ ] a disk migration
[x] a disk cleanup
[ ] a disk consolidation
[ ] a disk defragmentation
Q5. A Windows Server 2012 R2 VM is available to use. You created an XML file that includes all the server roles and features you require for a file server. The XML tile is stored at the root of the D: drive. What PowerShell command do you run to configure the server?
Q6. When configuring a CA which role service provides a web interface for users to easily request and renew certificates?
[ ] Network Device Enrollment Service
[x] Certification Authority Web Enrollment
[ ] Online Responder
[ ] Certificate Enrollment Policy Web Service
Q7. Two companies with different names and domains are merging. What do you set up to ensure that name resolution requests are forwarded directly to the other company's authoritative server?
[x] DNS conditional forwarder
[x] DNS secondary zone
[ ] DNS forward lookup zone
[ ] DNS reverse lookup zone
Q8. Hyper-V ____ is a disaster recovery tool that replicates virtual machines from one Hyper-V host server to another in a Hyper-V Windows Server 2016 environment.
[ ] Manager
[x] Replica
[ ] Backup
[ ] Data Protection Manager
Q9. You deployed a Windows Server 2012 R2 virtual machine and configured the File and Storage Services server role. Where do you begin configuring the use of Previous Versions for restoring files?
[ ] A
[ ] B
[ ] C
[x] D
Q10. You have installed the Remote Desktop Services role. Which remote desktop mode comes with two built-in licenses?
[x] RDA Administration Mode
[x] RDS Session Mode
[ ] RDS User Mode
[ ] RDA Application Mode
Q11. How would you link a unique users policy made for the Human Resources Department users in your domain?
[ ] Link the GPO to the Human Resources OU.
[ ] Link the GPO to the Default Domain Policy.
[ ] Link the GPO to the domain root
[x] Link the GPO to the Computers OU.
Q12. You've deployed a Server Core installation of Windows Server 2016. Which is NOT a way to update the server?
[x] Configure the server to use a WSUS server with Group Policy.
[ ] Run the following command: Net stop wuauserv %systemroot%\system32\Cscript scregedit.wsf /AU 4 Net start wuauserv.
[ ] Run the following command: Wusa <updatename>.msu /quiet.
[ ] Install the WSUS server role.
Q13. When deploying a Windows Server as a print server, which role needs to be installed?
Q14. Which type of DNS record is NOT specifically associated with an AD domain controller?
[ ] LDAP
[ ] Kerberos
[x] GC
[ ] PTR
Q15. Your Hyper-V server has two physical disks installed, Disk 1 is a C: drive that hosts the Windows system files, and disk 2 is a D: drive that has no data. You need to connect the D: drive to a newly created VM using a pass-through disk configuration. What is true about the D: drive?
[ ] The physical disk must be in a RAID 6 configuration.
[x] The physical disk must be reformatted.
[x] The physical disk must be offline.
[ ] The physical disk must use iSCSI.
Q16. Which Windows Server technology enables replication of volumes between servers or clusters for disaster recovery?
[x] Storage Replica
[ ] Storage Spaces Direct
[ ] Stretch Cluster
[ ] Storage Spaces
Q17. You are setting up new branch that has 50 client computers, all of which have been joined to the existing Active Directory domain. You deployed a DHCP server and were able to log in with your domain admin credentials, however the local clients are not receiving IP addresses. What is the cause of this issue?
[ ] The DHCP server is not part of the DHCP Servers OU in AD.
[x] The DHCP server has not been authorized.
[ ] Your domain admin account is not part of the local computer's Administrators group.
[ ] The DHCP server is not part of the AD domain.
Q18. You want to verify that a DHCP server has been authorized use in Active Directory. Which cmdlet do you run in Windows PowerShell?
[ ] Add-DhcpServerInDC
[x] Get-DhcpServerInDC
[ ] Get-WindowsFeature DHCP
[ ] Instä11-WindowsFeature DHCP
Q19. You log in to the domain controller to manage some user and computer accounts in Active Directory (AS) and you cannot find the AD tools. To resolve this using the Add Roles and Features Wizard, which feature would you install without any unnecessary services?
[ ] Hyper-V Management Tools
[ ] Remove Server Administration Tools
[ ] Active Directory Rights Management Services
[x] AD DS and AD LDS Tools
Q20. You deploy Windows Server 2012 R2 server as a VPN server and must configure new firewall rules for workstation connections. Which command do you use to configure the new rules with the least amount of effort?
[ ] Use dism.exe from the command prompt.
[ ] Use dsadd.exe from the command prompt.
[x] Use the New-NetFirewallRule command in PowerShell.
[ ] use the Enable-NetFirewallRule in PowerShell.
Q21. A basic DHCP server can provide clients with an IP address, subnet mask, default gateway, DNS IP address. and what other IP address?
[ ] file server
[x] WINS server
[ ] WSUS
[ ] proxy server
Q22. When setting up a disaster recovery plan for your Hyper-V virtual machines in a System Center Virtual Machine Manager (VMM) cloud, what happens during the initial replication?
[ ] A Hyper-V VM snapshot is taken.
[x] Delta replication begins.
[ ] Delta disk changes are logged and merged with the parent disk.
[ ] Virtual hard disks on the VM are replicated to the secondary site.
Q23. You want to secure your Windows server so the built-in web browser can navigate only to sites listed in Internet Explorer's ‘trusted sites' list. How can you configure this security capability?
[ ] Go to the Manager and enable IE Enhanced Security Configuration.
[ ] Go to Internet Explorer's Internet Options end add unauthorized website URLs te the ‘restricted sites' list.
[x] Go to Internet Explorer's Internet Options and add authorized website URLs to the ‘trusted sites' list.
[ ] Go to the Control Panel and enable user Account Control.
Q24. After adding a network printer to the Windows print server, you try to add the printer to a Windows 8 desktop client. While typing the network path to the new printer, you are unable to find it. Why is the new network printer unavailable for selection?
[ ] You did not add the printer drivers to the print server.
[x] You did not select the Share the Printer check box.
[ ] You need to re-add the printer to the Print Management console.
[ ] The printer lost connection to the network.
Q25. You built a container image on Nano Server. The container image has multiple layers, including a custom application built for your company, and your development team pushed the image to your Azure image registry. What happens if you attempt to pull that image to a new server with previously downloaded OS images?
[ ] Your custom layers will be pulled from your Azure registry and you will receive an notifying you of the missing base image.
[x] You will receive an notifying you of the missing base image and you will not be allowed to pull the image.
[ ] All layers will be downloaded from your Azure registry.
[ ] The base OS image layers will automatically be pulled from Microsoft's registry at Docker Hub, and your custom layers will be pulled from your Azure registry.
Q26. You need to configure your DHCP server to deny certain client MAC addresses receiving an IP address. Where do you configure this setting?
[ ] Filters folder
[x] Policies folder
[ ] Scope Default folder
[ ] Scope Options folder
Q27. Where can you go to restore deleted objects in Active Directory without the use of Microsoft PowerShell or ldp.exe?
[x] Active Directory Administrative Center
[ ] Active Directory Domains and Trusts
[ ] Active Directory and Computers
[ ] Active Directory Sites and Services
Q28. You have a running Active Directory Certificate Services (AD CS) server and need to back up the certificate databases and private keys. How do you accomplish this?
[x] Use the certutil.exe command.
[ ] Schedule a full backup of the server.
[ ] Perform a direct copy of database files and private keys to a file share.
[ ] Schedule an incremental backup of the server.
Q29. You must configure set of three DNS IP addresses to be given to clients that receive IP configuration from your DHCP server. The DNS IP will apply to all DHCP created on the server. Where on your DHCP do you configure this setting?
[ ] Server Options
[ ] Scope Options
[ ] Scope Clients
[x] Policies
Q30. You are working toward managing cross-forest certificate enrollment deployment and need to copy objects in the source forest to the target forest. How do you keep the source and target forest synchronized?
[x] storage replication
[x] pkisync.ps1
[ ] site replication
[ ] certificate templates
Q31. A company IIS server will host the corporate site, which is accessible only by company computers. You need to configure this website to SSL. You obtain certificate to install on the server. Into which certificate store should you import the server's certificate?
[ ] Trusted Root Certification Authorities under Local Computer
[ ] Trusted Root Certification Authorities under Current User
[x] Personal under Local Computer
[ ] Client Authentication Computer
Q32. You are preparing a Windows Server 2016 server image for deployment. You want to further customize your server by adding applications and device drivers, and to test your computer in Windows environment. What sysprep.exe parameters would you select when customizing your server image?
- [ ] A - [ ] B - [✅] C - [ ] D
Q33. A domain GPO must apply to users based on the location of the computer to which they are logging in. You set up this ability by using which group policy feature?
[ ] inheritance
[x] administrative
[ ] loopback
[ ] filter
Q34. You are planning to install a SAN that will utilize iSCSI storage. You want to provide automatic discovery, management and configuration of iSCSI devices. After running the Get-WindowsFeature * PowerShell command, which should you install?
[ ] Network Load Balancing
[ ] EnhancedStorage
[x] iSNS
[ ] Multipath IO
Q35. As you create a new share, you are unable to configure the default classification of data on the folder. Why would the New Share Wizard prevent this configuration?
- [ ] The File Resource Manager must be installed. - [✅] The Distributed File System server must also be installed. - [ ] The Windows server license is not compatible with the feature. - [ ] The file share groups must be configured first.
Q36. When installing the AD DS server role, which will NOT be installed as part of the requited features and services for AD DS to run?
[ ] DFS Replication
[ ] DFS Namespaces
[x] Active Directory Lightweight Directory Services
[ ] File Replication services
Q37. Which is NOT a reason to deploy a DHCP super scope in your network?
[ ] The current address pool is almost depleted and more clients will added.
[x] Clients will be migrated to a new scope in a phased approach.
[ ] More than one DHCP server wants to manage separate logical IP networks on the same physical network segment.
[ ] A proven failover option is required so clients are always connected.
Q38. You prestaged a computer in Active Directory in a domain controller at company headquarters. After 30 minutes, that new computer object is still not available at the branch office domain What should you run from prompt to get a summary of the AD replication status in your domain from the perspective of all domain controllers?
[ ] repadmin /replsum
[x] repadmin /showrepl *
[ ] ntdsutil.exe
[ ] repadmin /queue
Q39. You currently have a DHCP server issuing addresses to clients. Which task should you perform first to set up your DHCP server to dynamically issue addresses to clients on the network?
[x] Add IPv6 scope.
[x] Configure an IPv6 address for the interface on the DHCP server.
[ ] Set up Windows client configuration.
[ ] Install the DHCPv6 server role.
Q40. In the Add Roles and Features Wizard window, you are unable to remove Active Directory domain Services—the check box is greyed out. How can you remove AC DS from a Windows Server 2012 R2?
[ ] Click Next and review the Features section.
[ ] Click Previous choose a different server.
[ ] Click Cancel and restart the server.
[x] Click Cancel and open the Remove Roles and Features Wizard.
Q41. In the image below, what is being installed on the server?
- [ ] AD CS - [ ] AD FS - [✅] AD DS - [ ] AD LDS
Q42. The first ot root server in a PKI must have the Active Directory Certificate Services installed running which role service?
[x] Certification Authority Web Enrollment
[ ] Certificate Authority
[ ] Network Device Enrollment Service
[ ] Online Responder
Q43. You have shared folder on your FILESVR01 server. You want to be notified vie email when files are saved in the folder. How do you automate this task?
[ ] Use Storage Reports.
[ ] Use File Management Tasks.
[ ] Use Quota Management.
[ ] Use File Screen Management.
Q44. What you use to implement a secure hardware store for your CA keys?
[ ] storage area network
[ ] network attached storage
[x] hardware security module
[ ] encrypted hard drive
Q45. You are deploying a highly available file server using a Hyper-V cluster configuration. After creating the cluster, why must you add d disk as a cluster shared volume (CSV)?
[ ] to provide nodes in cluster independent VMs slot age location
[ ] to implement fault tolerance zero downtime for the VM
[ ] to protect data from loss
[ ] to prevent nodes in a cluster from accessing a storage location
Q46. When setting up a new RADIUS client, what piece of information verifies a secure and trusted connection with the RADIUS server?
[ ] shared secret
[ ] hash key
[ ] vendor name availability
[ ] authentication methods
Q47. You run a script to encrypt a client computer's hard drive with BitLocker and back up the recovery password to Active Directory. When researching the computer object's properties, you cannot find the BitLocker recovery password. What may be the cause?
[ ] BitLocker Drive Encryption Administration Utilities are not installed on the client computer.
[ ] BitLocker Drive Encryption Administration Utilities are not installed on the domain controller.
[ ] BitLocker Drive Encryption Tools are not installed on the domain controller.
[ ] BitLocker Drive Encryption Tools are not installed on the client computer.


Microphone On/Off
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Chat, Talk and even share a common whiteboard with a single click
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Turtles' idea is to start a global movement to reduce plastic straw usage and help clean up the oceans. The turtles suggest we start utilizing environmentally friendly reusable bamboo straws.
We are attempting to tackle a global problem by reducing the unimaginably high amount of plastic straws used in the world. In the US alone, more than 500 million plastic straws are being used every single day. A lot of those end up in the ocean and damage the marine world.
Turtles are reptiles of the order Testudines characterized by a special bony or cartilaginous shell developed from their ribs and acting as a shield.
Turtles are reptiles of the order Testudines characterized by a special bony or cartilaginous shell developed from their ribs and acting as a shield.
Turtles are reptiles of the order Testudines characterized by a special bony or cartilaginous shell developed from their ribs and acting as a shield.
Turtles are reptiles of the order Testudines characterized by a special bony or cartilaginous shell developed from their ribs and acting as a shield.
Design/Communications and Marketing Lead
Tech Development Lead
Jēkabs N. Janovs, the creator of Turtles' Idea, believes that we can change the world only when working together. Turtles' Idea needs to become a movement in order to achieve any significant results. Help us by sharing the #TurtlesIdea in your social media accounts. This is why You need to help us and buy our product - all of the revenue will be immediately invested back into the company and its growth.


const val CHANGE_BEHAVIOR_OUT: Int
Flag specifying that the text changing animation should first fade out the original text completely. The new text is set on the target view at the end of the fade-out animation. This transition is typically used with a later .CHANGE_BEHAVIOR_IN transition, allowing more flexibility than the .CHANGE_BEHAVIOR_OUT_IN by allowing other transitions to be run sequentially or in parallel with these fades.


Additional remarks for Account.Category_06
The [Cicmpy.Category] field stores the sixth account category.


105
Tell of All His Wonderful Works
1 Oh give thanks to the LORD; call upon his name;
make known his deeds among the peoples!
2 Sing to him, sing praises to him;
tell of all his wondrous works!
3 Glory in his holy name;
let the hearts of those who seek the LORD rejoice!
4 Seek the LORD and his strength;
seek his presence continually!
5 Remember the wondrous works that he has done,
his miracles, and the judgments he uttered,
6 O offspring of Abraham, his servant,
children of Jacob, his chosen ones!
7 He is the LORD our God;
his judgments are in all the earth.
8 He remembers his covenant forever,
the word that he commanded, for a thousand generations,
9 the covenant that he made with Abraham,
his sworn promise to Isaac,
10 which he confirmed to Jacob as a statute,
to Israel as an everlasting covenant,
11 saying, “To you I will give the land of Canaan
as your portion for an inheritance.”
12 When they were few in number,
of little account, and sojourners in it,
13 wandering from nation to nation,
from one kingdom to another people,
14 he allowed no one to oppress them;
he rebuked kings on their account,
15 saying, “Touch not my anointed ones,
do my prophets no harm!”
16 When he summoned a famine on the land
and broke all supply of bread,
17 he had sent a man ahead of them,
Joseph, who was sold as a slave.
18 His feet were hurt with fetters;
his neck was put in a collar of iron;
19 until what he had said came to pass,
the word of the LORD tested him.
20 The king sent and released him;
the ruler of the peoples set him free;
21 he made him lord of his house
and ruler of all his possessions,
22 to bind his princes at his pleasure
and to teach his elders wisdom.
23 Then Israel came to Egypt;
Jacob sojourned in the land of Ham.
24 And the LORD made his people very fruitful
and made them stronger than their foes.
25 He turned their hearts to hate his people,
to deal craftily with his servants.
26 He sent Moses, his servant,
and Aaron, whom he had chosen.
27 They performed his signs among them
and miracles in the land of Ham.
28 He sent darkness, and made the land dark;
they did not rebel against his words.
29 He turned their waters into blood
and caused their fish to die.
30 Their land swarmed with frogs,
even in the chambers of their kings.
31 He spoke, and there came swarms of flies,
and gnats throughout their country.
32 He gave them hail for rain,
and fiery lightning bolts through their land.
33 He struck down their vines and fig trees,
and shattered the trees of their country.
34 He spoke, and the locusts came,
young locusts without number,
35 which devoured all the vegetation in their land
and ate up the fruit of their ground.
36 He struck down all the firstborn in their land,
the firstfruits of all their strength.
37 Then he brought out Israel with silver and gold,
and there was none among his tribes who stumbled.
38 Egypt was glad when they departed,
for dread of them had fallen upon it.
39 He spread a cloud for a covering,
and fire to give light by night.
40 They asked, and he brought quail,
and gave them bread from heaven in abundance.
41 He opened the rock, and water gushed out;
it flowed through the desert like a river.
42 For he remembered his holy promise,
and Abraham, his servant.
43 So he brought his people out with joy,
his chosen ones with singing.
44 And he gave them the lands of the nations,
and they took possession of the fruit of the peoples' toil,
45 that they might keep his statutes
and observe his laws.
Praise the LORD!


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Run, rabbit run. Dig that hole, forget the sun. And when at last the work is done, don't sit down it's time to dig another one.


Class VisualNumerics.math.DoubleMatrix
All Packages Class Hierarchy This Package Previous Next Index
Class VisualNumerics.math.DoubleMatrix
java.lang.Object
|
+----VisualNumerics.math.DoubleMatrix
- public class DoubleMatrix
- extends Object
Double precision matrix manipulation functions.
This class cannot be instantiated because all of its methods are static.
-
add(double[][], double[][])
-
Add two rectangular arrays, a + b.
-
determinant(double[][])
-
Return the determinant of the matrix from its LU factorization.
-
frobeniusNorm(double[][])
-
Return the frobenius norm of a matrix.
-
infinityNorm(double[][])
-
Return the infinity norm of a matrix.
-
inverse(double[][])
-
Return the inverse of the matrix a using its LU factorization.
-
multiply(double[], double[][])
-
Return the product of the row vector x and the rectangular array a.
-
multiply(double[][], double[])
-
Multiply the rectangular array a and the column vector x.
-
multiply(double[][], double[][])
-
Multiply two rectangular arrays, a * b.
-
oneNorm(double[][])
-
Return the matrix one norm.
-
QRsolve(double[][], double[])
-
Solve ax=b for x, using the QR decomposition of a.
-
solve(double[][], double[])
-
Solve ax=b for x using the LU factorization of a.
-
subtract(double[][], double[][])
-
Take the difference between two arrays, a - b.
-
trace(double[][])
-
Return the sum of the diagonal elements.
-
transpose(double[][])
- Return the transpose of a matrix.
DoubleMatrix
public DoubleMatrix()
transpose
public static double[][] transpose(double a[][]) throws IllegalArgumentException
- Return the transpose of a matrix.
- Parameters:
- a - A matrix with elements of type double.
- Returns:
- The matrix transpose of the argument.
- Throws: IllegalArgumentException
- This exception is thrown when the lengths of
the rows of the input matrix are not uniform.
multiply
public static double[] multiply(double x[],
double a[][]) throws IllegalArgumentException
- Return the product of the row vector x and the rectangular array a.
- Parameters:
- x - A row vector with elements of type double.
- a - A rectangular matrix with elements of type double.
- Returns:
- The product of the arguments.
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of the input matrix are not uniform, and (2) the number of elements
in the input vector is not equal to the number of rows of the matrix.
multiply
public static double[] multiply(double a[][],
double x[]) throws IllegalArgumentException
- Multiply the rectangular array a and the column vector x.
- Parameters:
- a - A rectangular matrix with elements of type double.
- x - A vector with elements of type double.
- Returns:
- The product of the arguments.
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of the input matrix are not uniform, and (2) the number of columns in the input
matrix is not equal to the number of elements in the input vector.
multiply
public static double[][] multiply(double a[][],
double b[][]) throws IllegalArgumentException
- Multiply two rectangular arrays, a * b.
- Parameters:
- a - An (m x n) rectangular array with elements of type double.
- b - An (n x p) rectangular array with elements of type double.
- Returns:
- The matrix product of the two arguments with dimensions (m x p).
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of either of the input matrices are not uniform, and (2) the number of columns in
a is not equal to the number of rows in b.
add
public static double[][] add(double a[][],
double b[][]) throws IllegalArgumentException
- Add two rectangular arrays, a + b.
- Parameters:
- a - A rectangular array with elements of type double.
- b - A rectangular array with elements of type double.
- Returns:
- The sum of the two arrays.
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of either of the input matrices are not uniform, and (2) corresponding
dimensions of the two matrices are not equal to each other.
subtract
public static double[][] subtract(double a[][],
double b[][]) throws IllegalArgumentException
- Take the difference between two arrays, a - b.
- Parameters:
- a - A rectangular array with elements of type double.
- b - A rectangular array with elements of type double.
- Returns:
- The difference between the two arrays.
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of either of the input matrices are not uniform, and (2) corresponding
dimensions of the two matrices are not equal to each other.
solve
public static double[] solve(double a[][],
double b[]) throws IllegalArgumentException, MathException
- Solve ax=b for x using the LU factorization of a.
- Parameters:
- a - A square matrix with elements of type double.
- b - A column vector with elements of type double.
- Returns:
- A column vector containing the solution to the linear system
of equations.
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of the input matrix are not uniform, and (2) the number of rows
in the input matrix is not equal to the number of elements in x.
- Throws: MathException
- This exception is thrown when the matrix is singular.
inverse
public static double[][] inverse(double a[][]) throws IllegalArgumentException, MathException
- Return the inverse of the matrix a using its LU factorization.
- Parameters:
- a - A square matrix with elements of type double.
- Returns:
- The matrix inverse of a.
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of the input matrix are not uniform, and (2) the input matrix is
not square.
- Throws: MathException
- This exception is thrown when the matrix is singular.
determinant
public static double determinant(double a[][]) throws IllegalArgumentException, MathException
- Return the determinant of the matrix from its LU factorization.
- Parameters:
- a - A square matrix with elements of type double.
- Returns:
- A double value equal to the determinant of the matrix.
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of the input matrix are not uniform, and (2) the input matrix is
not square.
- Throws: MathException
- This exception is thrown when the matrix is singular.
QRsolve
public static double[] QRsolve(double a[][],
double b[]) throws IllegalArgumentException, MathException
- Solve ax=b for x, using the QR decomposition of a.
When A is not square, it returns the least squares solution.
- Parameters:
- a - A rectangular array with elements of type double.
- b - A column vector with elements of type double.
- Returns:
- A column vector with elements containing the
least squares solution to the linear system.
- Throws: IllegalArgumentException
- This exception is thrown when (1) the lengths of the
rows of the input matrix are not uniform, and (2) the number of rows in the
input matrix is not equal to the number of elements in the input vector.
- Throws: MathException
- This exception is thrown when the upper triangular matrix R from
the QR factorization has a zero diagonal element.
trace
public static double trace(double a[][]) throws MathException
- Return the sum of the diagonal elements.
- Parameters:
- a - A square matrix with elements of type double.
- Returns:
- A double value equal to the sum of the diagonal elements.
- Throws: MathException
- This exception is thrown when the matrix is not square.
oneNorm
public static double oneNorm(double array[][])
- Return the matrix one norm.
- Parameters:
- array - A rectangular array with elements of type double.
- Returns:
- A double value equal to the maximum of the column sums
of the absolute values of the array elements.
frobeniusNorm
public static double frobeniusNorm(double array[][])
- Return the frobenius norm of a matrix.
- Parameters:
- array - A rectangular matrix with elements of type double.
- Returns:
- A double value equal to the frobenius norm of the matrix.
infinityNorm
public static double infinityNorm(double array[][])
- Return the infinity norm of a matrix.
- Parameters:
- array - A rectangular matrix with elements of type double.
- Returns:
- A double value equal to the maximum of the row sums
of the absolute values of the array elements.
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