How to run PHP on PC using XAMPP

Using an editor (Sublime Text), create a php file and place it in the designated folder:

C:\xampp\htdocs

In it I created a php file "progate_practice.php"with the following content. XAMPP's Apache must be on (I usually  click on both Apache and MySQL).

Use a browser and type in "http://localhost/progate_practice.php."  You will see the php result returned.   I have a subfolder I created for this purpose "C:\xampp\htdocs\kaz," but I couldn't let it run from there (I don't know why this does not work).

<?php
$menus = array(
array('name' => 'CURRY', 'price' => 9),
array('name' => 'PASTA', 'price' => 12),
array('name' => 'COFFEE', 'price' => 6)
);

$totalPrice = 0; // Variable to store the total price
foreach ($menus as $menu) {
$price = $menu['price'];
echo $menu['name'].' is $'.$price;
echo '<br>';
// Add each price to $totalPrice
$totalPrice += $price;
}
echo 'The total price is $'.$totalPrice;

?>

Quik Lok Fully Adjustable Tripod Laptop Holder and Desk, with pull-out mouse tray, LPH-003.

This allows one to stand and work using a laptop.  The height can be adjusted, so you can sit and work too.

https://www.amazon.com/Adjustable-Tripod-Laptop-pull-out-LPH-003/dp/B0023LXSCQ/ref=sr_1_1?ie=UTF8&qid=1541602301&sr=8-1&keywords=Quik+Lok+Fully+Adjustable+Tripod+Laptop+Holder+and+Desk%2C+with+pull-out+mouse+tray%2C+LPH-003.

The Quiklok website:

http://www.quiklok.com/catalog/?p=productsMore&iProduct=477&sName=LPH-003

 

After a year and half, the part (60.00199 - FZPL006 1 nut + 1 plastic insert ) broke, so I am going to order a new piece for it.

www.nippondream.com/file/LPH003 SPARE PARTS.pdf

 

Suppress graphic printing in SAS

SAS prints graphics by default.  This can be suppressed by:

ods graphics off;

To suppress printing specifically of PROC REG, add the following to the PROC REG  statement:

PLOT(MAXPOINTS=NONE)

 

Official examplanation:

MAXPOINTS=NONE | max <heat-max>

suppresses most plots that require processing more than max points. When the number of points exceeds max but does not exceed heat-max divided by the number of independent variables, heat maps are displayed instead of scatter plots for the fit and residual plots. All other plots are suppressed when the number of points exceeds max. The default is MAXPOINTS=5000 150000. These cutoffs are ignored if you specify MAXPOINTS=NONE.

Thanks MM.

Baseline equivalence for QED (Quasi-experimental study)

https://ies.ed.gov/ncee/wwc/Document/33#/typesout

"In addition, if there is evidence that the populations were drawn from very different settings, the principal investigator may decide that the environments are too dissimilar to provide an adequate comparison. The High School Mathematics review team also will examine other baseline characteristics (when available) to assess baseline equivalence of studies. These characteristics include, but are not limited to, the following:

  • Gender
  • Socioeconomic status
  • Racial/ethnic breakdown
  • Percentage of English as a second language students
  • Percentage of bicultural students
  • “At-risk” status (as provided by study authors)
  • Location of the schools involved
  • Homogeneous groupings of students
  • School type (public, private, religious)
  • School SES (e.g., Title I school)
  • Average class size (small, medium, large)
  • Average teacher characteristics (e.g., teacher education and experience)
  • School size

The provision of all such information, however, is not a requirement of the review."

 

WWC attrition table

P. 13 of the WWC stadards document.

https://ies.ed.gov/ncee/wwc/Docs/referenceresources/wwc_procedures_v3_0_standards_handbook.pdf

 

Overall Attrition Conservative Boundary Liberal Boundary
0 0.057 0.1
0.01 0.058 0.101
0.02 0.059 0.102
0.03 0.059 0.103
0.04 0.06 0.104
0.05 0.061 0.105
0.06 0.062 0.107
0.07 0.063 0.108
0.08 0.063 0.109
0.09 0.063 0.109
0.1 0.063 0.109
0.11 0.062 0.109
0.12 0.062 0.109
0.13 0.061 0.108
0.14 0.06 0.108
0.15 0.059 0.107
0.16 0.059 0.106
0.17 0.058 0.105
0.18 0.057 0.103
0.19 0.055 0.102
0.2 0.054 0.1
0.21 0.053 0.099
0.22 0.052 0.097
0.23 0.051 0.095
0.24 0.049 0.094
0.25 0.048 0.092
0.26 0.047 0.09
0.27 0.045 0.088
0.28 0.044 0.086
0.29 0.043 0.084
0.3 0.041 0.082
0.31 0.04 0.08
0.32 0.038 0.078
0.33 0.036 0.076
0.34 0.035 0.074
0.35 0.033 0.072
0.36 0.032 0.07
0.37 0.031 0.067
0.38 0.029 0.065
0.39 0.028 0.063
0.4 0.026 0.06
0.41 0.025 0.058
0.42 0.023 0.056
0.43 0.021 0.053
0.44 0.02 0.051
0.45 0.018 0.049
0.46 0.016 0.046
0.47 0.015 0.044
0.48 0.013 0.042
0.49 0.012 0.039
0.5 0.01 0.037
0.51 0.009 0.035
0.52 0.007 0.032
0.53 0.006 0.03
0.54 0.004 0.028
0.55 0.003 0.026
0.56 0.002 0.023
0.57 0 0.021
0.58 - 0.019
0.59 - 0.016
0.6 - 0.014
0.61 - 0.011
0.62 - 0.009
0.63 - 0.007
0.64 - 0.005
0.65 - 0.003

Statistical joint test of categorical variables when expressed as a series of dummy variables

When I have multiple subgroup represented in a series of dummy variables (e.g.,  race groups, grade levels, etc.), I want to know if dummy variables as a system  contribute to the model with statistical significance.   This may be called a joint test because I want to know if, for example, race groups together (not separately)  make a differences to the model.

The easiest way to do this is to treat those variables as classification variables.  You will get a joint statistical test in one of the result tables.

proc glimmix ..;

class race grade_level;

....

run;

In my applications I almost always use numeric version of variables, i.e., dummy variables (coded as 0 or 1).  I like this approach because I can use PROC MEANS on them to create a descriptive statistics table.

The question is how I get joint statistical tests when  all of my predictors are numerically coded and thus I can't rely on the class statement (shown above in the syntax example).

The GLIMMIX syntax below treats race groups and grade levels as numerically coded dummy variables (if YES 1, else 0).

The parameter estimate tables will show coefficients derived for each of the numeric variables; however, I wouldn't know if race groups as a group matters to the model or grade levels as a system matters to the model.   For example, even when  the coefficient derived for subjects being black is statistically significant, that is only about how black students are different from white students (reference group in this example).  We don't know if race as a group matters and race groups jointly make a statistically significant contribution to the model.

<Again this can be done easily by using class variables instead (as shown earlier); however, I like using numeric variables in my models.>

Contrast statements will do the trick.

proc glimmix data=usethis namelen=32;
class groupunit;
model Y= treat black hispanic other grade09 grade10 grade11/
solution ddfm=kr dist=&dist link=&link ;
output out=&outcome.gmxout residual=resid;
random intercept /subject=groupunit;
CONTRAST 'Joint F-Test Race groups ' Black 1, Hispanic 1, other 1;
CONTRAST 'Joint F-Test Grade levels' grade09 1, grade10 1, grade11 1,

ods output
ParameterEstimates=_3_&outcome.result covparms=_3_&outcome.cov
Contrasts=cont&outcome;
run;

 

Why use METHOD=RSPL for PROC GLIMMIX

The reason for using R (Restricted method) is because the alternative M (Maximum method) can have bias about covariance (level-2 variance in our application) and when the number of group unit is relatively small, so this is a real threat.