The Virtues of Open Source by David Januszewski
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SAS/QC® Software
TECHNICAL REPORT SAS/QC® Software: Changes and Enhancements, Release 8.2 The correct bibliographic citation for this manual is as follows: SAS Institute Inc., SAS/QC ® Software: Changes and Enhancements, Release 8.2, Cary, NC: SAS Institute Inc., 2001 SAS/QC ® Software: Changes and Enhancements, Release 8.2 Copyright Ó 2001 by SAS Institute Inc., Cary, NC, USA. ISBN 1-58025-868-9 All rights reserved. Printed in the United States of America. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior written permission of the publisher, SAS Institute Inc. U.S. Government Restricted Rights Notice. Use, duplication, or disclosure of this software and related documentation by the U.S. government is subject to the Agreement with SAS Institute and the restrictions set forth in FAR 52.227-19 Commercial Computer Software-Restricted Rights (June 1987). SAS Institute Inc., SAS Campus Drive, Cary, North Carolina 27513. 1st printing, January 2001 SAS ® and all other SAS Institute Inc. product or service names are registered trademarks or trademarks of SAS Institute Inc. in the USA and other countries. ® indicates USA registration. Other brand and product names are registered trademarks or trademarks of their respective companies. Table of Contents Chapter1.TheCAPABILITYProcedure......................... 1 Chapter2.TheRELIABILITYProcedure........................ 17 Chapter3.TheSHEWHARTProcedure........................ -
Introduction to SAS
1 Introduction to SAS How to Get SAS® The University has a license agreement with SAS® for individual use for $35 a year. You can buy and download the software package at: https://software.ucdavis.edu/index.cfm. If you can have the software installed on your laptop and bring it with you to the seminar, we can work through the examples and exercises together. SAS will run in Windows® Vista, 7, 8, and 10, and on UNIX. To run SAS on a Mac® you can run SAS University, which is a limited version that is free and runs virtually on OS X http://www.sas.com/en_us/software/university-edition/download-software.html#os-x or you will need to log in remotely to a Windows or UNIX system or use a desktop virtualization program such as Parallels®. Your department can purchase a license for Parallels® using the link above for a discount. You can get a free 14 day trial of Parallels at: http://trial.parallels.com/?lang=en&terr=us. What is SAS®? SAS is an integrated software system that enables you to perform a variety of tasks. For the purposes of this seminar series, we will be focusing on: 1) Data entry, retrieval, and management 2) Tables and graphics 3) Statistical analysis For this session held on Sept 14 and 21 we will mainly discuss (1) and (2) as a start. The future seminars will discuss (3) in detail in the context of statistical analysis methods covered. SAS stands for Statistical Analysis Software, but now we just use SAS as the registered trademark for the software package. -
Educating the Net Generation Diana G
Educating the Net Generation Diana G. Oblinger and James L. Oblinger, Editors Chapter 1: Introduction by Diana Oblinger, EDUCAUSE, and James Oblinger, North Carolina State University Chapter 2: Is It Age or IT: First Steps Toward Understanding the Net Generation by Diana Oblinger, EDUCAUSE, and James Oblinger, North Carolina State University • Introduction • Implications • Asking the Right Questions • Endnotes • Acknowledgments • About the Authors Chapter 3: Technology and Learning Expectations of the Net Generation by Gregory Roberts, University of Pittsburgh–Johnstown • Introduction • Technology Expectations of the Net Generation • Learning Expectations of the Net Generation • Conclusion • Endnotes • About the Author Chapter 4: Using Technology as a Learning Tool, Not Just the Cool New Thing by Ben McNeely, North Carolina State University • Growing Up with Technology • How the Net Gen Learns • Cut-and-Paste Culture • Challenges for Higher Education • The Next Generation • About the Author Chapter 5: The Student’s Perspective by Carie Windham, North Carolina State University • Introduction • Meet Generation Y Not • Filling the Attention Deficit • Reaching the Net Generation in a Traditional Classroom • A Virtual Education: Crafting the Online Classroom • E-Life: The Net Gen on Campus • Outlook for the Future • Endnotes • About the Author ISBN 0-9672853-2-1 © 2005 EDUCAUSE. Available electronically at www.educause.edu/educatingthenetgen/ Chapter 6: Preparing the Academy of Today for the Learner of Tomorrow by Joel Hartman, Patsy Moskal, -
Conference Program July 26-29, 2021 | Pacific Daylight Time 2021 Asee Virtual Conference President’S Welcome
CONFERENCE PROGRAM JULY 26-29, 2021 | PACIFIC DAYLIGHT TIME 2021 ASEE VIRTUAL CONFERENCE PRESIDENT’S WELCOME SMALL SCREEN, SAME BOLD IDEAS It is my honor, as ASEE President, to welcome you to the 128th ASEE Annual Conference. This will be our second and, almost certainly, final virtual conference. While we know there are limits to a virtual platform, by now we’ve learned to navigate online events to make the most of our experience. Last year’s ASEE Annual Conference was a success by almost any measure, and all of us—ASEE staff, leaders, volunteers, and you, our attendees—contributed to a great meeting. We are confident that this year’s event will be even better. Whether attending in person or on a computer, one thing remains the same, and that’s the tremendous amount of great content that ASEE’s Annual Conference unfailingly delivers. From our fantastic plenary speakers, paper presentations, and technical sessions to our inspiring lineup of Distinguished Lectures and panel discussions, you will have many learning opportunities and take-aways. I hope you enjoy this week’s events and please feel free to “find” me and reach out with any questions or comments! Sincerely, SHERYL SORBY ASEE President 2020-2021 2 Schedule subject to change. Please go to https://2021asee.pathable.co/ for up-to-date information. 2021 ASEE VIRTUAL CONFERENCE TABLE OF CONTENTS 2021 ASEE VIRTUAL CONFERENCE AND EXPOSITION PROGRAM ASEE BOARD OF DIRECTORS ................................................................................4 CONFERENCE-AT-A-GLANCE ................................................................................6 -
F\N EVALUATION of ADULT EDUCATION ACTIVITIES O~
f\N EVALUATION OF ADULT EDUCATION ACTIVITIES O~ THE SP.ACE SCIENCE EDUCATION PROJECT IN A TOTAL COMMUNITY AWARENESS ~ROGRAM By LAWRENCE HENRY HAPKE l' Bachelor of Science Morningside Co~lege Sio\lX Citt, Ibwa 1958 Ma~ter of Arts . :Bowling Green State tJnive:tsit~ B6wling Green, dhid 1964 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillm~nt of the requirements for the Degree of DOCTOR OF EDUCATION May, 1975 T~ ;970D H~S:i..e, ~.,:;_,, OK LAMON.A STATE UNIVERSITY LIBRARY MAY 12 1916 AN EVALUATION OF ADULT EDUCATION ACTIVITIES OF THE SPACE SCIENCE EDUCATION PROJECT IN A TOTAL COMMUNITY AWARENESS PROGRAM Thesis Approved: 0 9--..... 1,_,dt '7 kj1-L /212 if~ - Dean of the Graduate College 938938 ii PREFACE The concern of this study is an attempt to evaluate the efforts of the Space Science Education Project's activities in the adult portion of the Total Community Awareness Programs. The primary objective is to determine if there is a significant difference in the knowledge of, and understanding and awareness for, space activities and their impact on society in adults after they have witnessed a presentation by a space science education specialist. The author wishes to express his appreciation to his major adviser, Dr. Kenneth E. Wiggins, for his guidance, assistance, and encouragement .throughout the program of study. Appreciation is also expressed to the other committee members: Dr. Lloyd D. Briggs, Dr. Lloyd Wiggins, Dr. L. Herbert Bruneau, and Dr. James Y. Yelvington for their timely sugges tions and assistance. -
Xerox University Microfilms
INFORMATION TO USERS This material was produced from a microfilm copy of the original document: While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent ~ pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is Customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, " however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
Security and Privacy Implications of Third-Party Access to Online Social Networks
Die approbierte Originalversion dieser Dissertation ist in der Hauptbibliothek der Technischen Universität Wien aufgestellt und zugänglich. http://www.ub.tuwien.ac.at The approved original version of this thesis is available at the main library of the Vienna University of Technology. http://www.ub.tuwien.ac.at/eng Security and Privacy Implications of Third-Party Access to Online Social Networks PhD THESIS submitted in partial fulfillment of the requirements of Doctor of Technical Sciences within the Vienna PhD School of Informatics by Markus Huber, M.Sc. Registration Number 0306665 to the Faculty of Informatics at the Vienna University of Technology Advisor: Privatdoz. Dipl.-Ing. Mag.rer.soc.oec. Dr.techn. Edgar Weippl Second advisor: o.Univ.Prof. Dipl.Ing. Dr. A Min Tjoa External reviewers: Assoc. Prof. Dr. Engin Kirda. Northeastern University, USA. Prof. Dr. Stefan Katzenbeisser. Technische Universität Darmstadt, Germany. Wien, 27.08.2013 (Signature of Author) (Signature of Advisor) Technische Universität Wien A-1040 Wien Karlsplatz 13 Tel. +43-1-58801-0 www.tuwien.ac.at Declaration of Authorship Markus Huber, M.Sc. Burggasse 102/8, AT-1070 Vienna, Austria I hereby declare that I have written this Doctoral Thesis independently, that I have com- pletely specified the utilized sources and resources and that I have definitely marked all parts of the work - including tables, maps and figures - which belong to other works or to the internet, literally or extracted, by referencing the source as borrowed. (Vienna, 27/08/2013) (Signature of Author) i Acknowledgements I am grateful to my supervisor Edgar R. Weippl for his excellent mentoring over the course of my postgraduate studies and for giving me the freedom to pursue my own research ideas. -
Company-Overview-Annual-Report.Pdf
2020-2021 corporate NEW DAY. NEW ANSWERS. overview INSPIRED BY CURIOSITY. It’s hard to conceive that for more than a year the COVID-19 pandemic has wreaked havoc around the world. Like most companies in the digital era, we’ve also taken steps to transform who we are and how we contribute Many of us have never lived through anything like the coronavirus, nor such an incredible amount of disruption to our customers’ success. Even in the most difficult economic times, we’ve maintained that spirit of innova- in our daily lives. From something as simple as taking a walk in the park or hosting a birthday party to broader tion, constantly reimagining how analytics can improve the world. Last year, we continued to deliver on our decisions like canceling large gatherings or working remotely, the way we make decisions vastly shifted. We are promise of a $1 billion investment into advancing AI technology, education and services. A significant part of reconsidering every decision and re-evaluating every necessity. Actions that were once subconscious instinctive our annual revenue is reinvested into R&D to optimize the analytics life cycle for our customers. behavior are now calculated, cautious equations. But our innovation does not stop within our own technology boundaries. We’ve adapted to the demand The same applies to business. Many of the insights that once drove critical business decisions no longer apply for analytics in the cloud by reimagining how we collaborate and integrate complementary technologies. as organizations adapt to an ever-changing new normal – including disruptions in critical supply chains, medical Last year, we acquired Boemska, whose technology will allow us to lower customer cost consumption in supply shortages and workforce constraints. -
The Distribution of Teacher Value Added in North Carolina
Consortium for Educational Research and Evaluation– North Carolina The Distribution of Teacher Value Added in North Carolina Douglas L. Lauen, Gary T. Henry, Roderick A. Rose, and Karen Phelan Kozlowski Carolina Institute for Public Policy, UNC-CH December 2013 The Distribution of Teacher Value Added in North Carolina December 2013 Table of Contents Executive Summary ........................................................................................................................ 2 Introduction: Teacher Quality and North Carolina’s Race to the Top Initiative ............................ 5 Background and Purpose ................................................................................................................ 7 Overview of Race to the Top-Funded Educator Distribution Initiatives .................................... 7 Overview and Purpose of the Study of the Equitable Distribution of and Access to Effective Teachers in North Carolina ......................................................................................................... 8 Data, Sample, Measures, and Analytical Techniques ..................................................................... 9 Data and Sample ......................................................................................................................... 9 The Teacher Value-Added Model .............................................................................................. 9 Analytical Techniques ............................................................................................................. -
Pi Mu Epsilon Journal the Official Publication of the Honorary Mathematical Fraternity - Volume 3 Number 8
PI MU EPSILON JOURNAL THE OFFICIAL PUBLICATION OF THE HONORARY MATHEMATICAL FRATERNITY - VOLUME 3 NUMBER 8 CONTENTS Networks, Ham Sandwiches, and Putty - Stewart S. Cairns . 389 Sylow Theory - Joseph J. Malone Jr. ..................... 404 Problem Department .................................... 409 Book Reviews ......................................... 415 Gus Haggstrom, Jane I. Roberston, A.M. Glicksman, Leone Low, John J. Andrews, Robert J. Thomas, Franz E. Hohn, R.L. Bishop, Richard L. Bishop, Frans M. Djorup, Gilbert L. Sward, Beverly M. Toole, Raymond Freese, Richard Jerrard, J.W. Moon, L.H. Swinford, Neal J. Rothman, E.J. Scott, Edwin G. Eigel, Jr., Lawrence A. Weller, L.L. Helms, Paul T. Bateman, J. William Toole, D.A. Moran, Books Received for Review .............................. 431 Operations Unlimited ................................... 432 News and Notices ..................................... 443 Chapter Activities ...................................... 444 Initiates .............................................. 446 SPRING 1963 Copyright 1963 by Pi Mu Epsilon Fraternity, Inc. i *- NETWORKS, HAM SANDWICHES, AND PUTTY' PI MU EPSILON JOURNAL THE OFFICIAL PUBLICATION OF THE HONORARY MATHEMATICAL-FRATERNITY Stewart S. Cairns Francis Regan, Editor ASSOCIATE EDITORS Josephine Chanler Franz E. Hohn Mathematicians are frequently occupied with problems which, to a Mary Cummings H. T. Kames non-mathematician, are incomprehensible. On the other hand, they sometimes devote extraordinary efforts to proving the "obvious" or M. S. Klamkin to investigating questions which appear to be merely amusing puzzles. The "obvious", however, occasionally turns out to be John J. Andrews, Business Manager false and, if true, is often much more difficult to prove than many a GENERAL OFFICERS OF THE FRATERNITY result which is hard to understand. As for problems in the puzzle category, their entertainment value is sufficient justification for Director General: J. -
Chapter 1 Why Do I Need to Write Code?
Chapter 1 Why Do I Need to Write Code? Introduction 2 A Brief History of SAS 2 SAS: A Complete Programming Language 2 SAS Enterprise Guide: A Graphical User Interface for SAS 4 So How Does SAS Enterprise Guide Work? 5 Examples of Enhancing the Generated Code 8 Examples of Writing Your Own Code 11 Summary 12 Constable, Neil. SAS® Programming for Enterprise Guide Users, Second Edition. Copyright © 2010, SAS Institute Inc., Cary, North Carolina, USA. ALL RIGHTS RESERVED. For additional SAS resources, visit support.sas.com/publishing. Introduction This introductory chapter looks at what SAS is and how SAS Enterprise Guide fits into the overall SAS product set. It then explores with a few examples some of the effects that can be achieved by adding small amounts of code to SAS Enterprise Guide tasks. This book assumes a good working knowledge of SAS Enterprise Guide and familiarity with basic SAS concepts such as tables, libraries, naming standards, SAS formats, and SAS functions. An extremely good introduction to SAS Enterprise Guide is The Little SAS Book for Enterprise Guide 4.2 by Susan Slaughter and Lora Delwiche. Alternatively, you can use the built-in SAS Enterprise Guide Help Tutorial, SAS training, or SAS Enterprise Guide online documentation at support.sas.com/eguide to review any areas you are not familiar with. This book does not assume any prior knowledge of SAS coding. A Brief History of SAS Let’s look first at what we mean when we talk about SAS. SAS: A Complete Programming Language The name “SAS” is used to refer to SAS the company, the core products offered by the company, and the underlying programming language that lets all the SAS products do their work. -
The Development and Evaluation of Selected Instructional Materials for Teaching Percussion Instruments in the Beginning Band Class
INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or "target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation.