Essay on Change Analysis Chart Postclassical (600-1450 C.E.)

* Change Analysis Chart Postclassical (600-1450 C.E.) | Basic Features at Beginning of period | Key Continuities | Key Changes | Basic Features at End of Period | Reasons for Change or Continuities | Global Trade What other trading systems existed at the beginning of the period? The Indian Ocean system is a continuity, not a change.What about the gold-salt trade? Dont you mean the Pax Mongolica? | * Trade was very international. * Silk roads linked Eurasia, and goods traded hands many times along the roads. | * There was still international trade. * The silk roads were still in use as major trade routes. | * New trade routes were made, such as the Indian Ocean routes, and old routes were expanded upon, like the silk†¦show more content†¦You really didnt discuss labor in your continuities. What other major changes were there. Discuss the rise of serfdom in Europe for example. | * agriculture was more popular due to the lack of the major growth of cities * was always labor organization, either on manors or in Indian guilds | * India kept guilds throughout the entire period * always encouraged trade and economic growth * was economically the other half of agricu lture | * Europe developed a system of guilds * Bubonic plague cases drop in labor | * guilds were developed * it promoted trade among different societies * labor increased with growth of cities | * disease caused for the decline in the middle ages * guilds develop to regulate laws of a particular occupation * growth of cities increased because of the need for more labor involved products | Human Effects on the Environment Your beginning features and continuities are good; you need more changes. Discuss the ending features further. | * The environment had already been changed by: slash and burn, deforestisation, desertification. The more people cultivated the lands, the more they changed it. Many societies also used irrigation systems and built canals, dikes, etc. to meet their own needs. | * People kept adapting

The Political Crisis Of The 1790 S - 869 Words

Breann Allen Short Essay 2 AMH2010 More than personality fueled the political crisis of the 1790’s; two strong individuals dominated the era. (Reader, 165) The federalist split into two factions over financial policy and the French Revolution, and their leaders, Alexander Hamilton and Thomas Jefferson, offered contrasting visions of the future. (Textbook, 193) The conflict gave rise to political parties by creating factions on opposite political sides. Both saw a great future for the nation but very different approaches. Washington as President took advice from some of his advisors--especially Hamilton, but ultimately he made the decisions. (Lectures, Slide 2) When Washington was in office two political groups formed the Federalist and the Anti-Federalist-which had not become parties. James Madison and John Adam contributed to the creation of the two parties, but Hamilton and Jefferson represented the two parties. Hamilton wanted us to start to push our own goods. Industrialization was essential in his views. (Farless) He believed that a strong government would provide a good business that would allow industries to grow. He established a National Bank and funded the National Debt so that the United States would have a national credit that would standardize a national currency. Hamilton argued that the bank would provide stability to the specie-starved American economy by making loans to merchants, handling government funds, and issuing bills of credit; much as theShow MoreRelatedThe Scope Of Gordon Wood s History862 Words   |  4 Pagesto cover a lot of territory in his lengthy study of a crucial period in the nation’s history. Wood spent nearly twenty years preparing this work, and yet he dedicates a whole chapter the two years preceding the turn of the 19th century. I chose The Crisis of 1798-1799 because it seemed to be one of the most germane selections in the book. It is common knowledge among Americans that the Declaration of Independence was signed in 1776, and most know that the Constitutional convention took place justRead MoreResolutions For Amending The Constitution On Election Of The President1263 Words   |  6 Pages(Gilder Lehrman Collection) Nasty political mud-slinging. Campaign attacks and counterattacks. Personal insults. Outrageous newspaper invective. Dire predictions of warfare and national collapse. Innovative new forms of politicking capitalizing on a growing technology. As much as this seems to describe our present-day presidential contests, it actually describes an election more than two hundred years past. The presidential election of 1800 was an angry, dirty, crisis-ridden contest that seemed to threatenRead MoreContemporary Art And Artistic Practices1465 Words   |  6 Pagesbeen directly related to the idea of autonomy of art, a crucial issue in the shaping of artistic field, and condition that will be throw into crisis successively along art history. In this sense, the turning point of l art pour l art is an affirmation of art as an end in itself, and does not as a means to serve other purposes (scientific, moral, political or economic), because it should only responds its internal logic, relatively free from normative interference. It is therefore an idea linkedRead MoreImmigration Of The United States1440 Words   |  6 Pagesallowed to visit up to 90 days without obtaining a visa (What is Immigration Law). Immigration is an important factor in the development of all countries as long as it is legal. Here in the United States, immigration provides for economic, social, and pol itical growth. Immigration helps America in a way because immigrants offer to take jobs that regular Americans turn down. About 22 million immigrants work in the United States, more than six million undocumented immigrants and 240,000 temporary guest workersRead MoreNew Historicism: The Wasteland1519 Words   |  7 PagesWaste Land, was published in October of 1922. The 1920’s and 1930’s are often known as the interwar period. The decades were profoundly shaped by the dislocations of World War I and then the mounting crisis that led to World War II. These were decades of considerable dislocation in the West. Revolutionary regimes in several societies provided another source of change. New, authoritarian political systems were another response to crisis, particularly after the Great Depression, in several partsRead MoreWhy Did Political Parties Spring Up in the United States in the 1790s?2165 Words   |  9 PagesWhy did political parties spring up in the United States in the 17 90s? Why did political parties spring up in the United States in the 1790s? On the 30th April 1789 America’s first President, George Washington was elected into office and was to stay in power until 1797. Within this time the political scope of the United States of America expanded hugely, giving birth to the politics in which we see in America even to this present day. This essay will tackle the many aspects of the developmentRead MoreRacial Identity : Early American History1440 Words   |  6 Pagescelebrated are now used to persecute and ostracize? No longer does the individual have a choice as to what identities they will use and how those identities will be represented in the world. America was founded as a result of a religious identity crisis in England yet at the same time the Founding Fathers used the identity of race as a way to persecute a large body of individuals. There are a myriad of texts that help explain the idea of race and the implications of it in America. The legal documentsRead More1998 Ap Ushistory Dbq Essay1078 Words   |  5 PagesNardine Salama 1998 DBQ ESSAY AP. USHISTORY The origins of the Federalist and Democratic-Republican parties can be traced back to the early 1790s. Initially, the Federalists, or broad constructionists, favored the growth of federal power and a strong central government. The Federalists promulgated a loose interpretation of the Constitution, which meant that they believed that the government could do anything by the implied powers of the Constitution or that congress had the right toRead MoreEssay on causes of french revoultionary war1624 Words   |  7 Pagesinitially allied groups would become the source of conflict and bloodshed. Absolutism and privilege France in 1789 was, at least in theory, an absolute monarchy, an increasingly unpopular form of government at the time. In practice, the king\\\\\\s ability to act on his theoretically absolute power was hemmed in by the (equally resented) power and prerogatives of the nobility and the clergy, the remnants of feudalism. Similarly, the peasants covetously eyed the relatively greater prerogatives ofRead MoreThe Expansion Of Slavery During The 19th Century1410 Words   |  6 Pagesproduction in the US and led to a boost of the economy of the New Republic. By the 1850 s, US had become a country segregated into two regional identities, known as the Slave South and the Free North. While the South maintained a pro-slavery identity that supported and protected the expansion of slavery westward, the North largely held abolitionist views and opposed the slavery’s westward expansion. Until the 1850 s the nation uncertainly balanced the slavery subject between the two opponents. However

An Adolescent Ailment Free Essays

Gun Violence: An Adolescent Ailment BY Arod56 On an unseasonably cold March morning in 1993, high school sophomore Edward Gillom exited his first period classroom and made his way through the crowded hallways of Harlem High School. After engaging in a heated argument, allegedly over a girl, with Ronricas â€Å"Pony’ Gibson and Ricoh Lee, Gillom pulled out a . 38-caliber gun and opened fire. We will write a custom essay sample on An Adolescent Ailment or any similar topic only for you Order Now Gillom’s shots fatally wounded Gibson and left Lee with a non-fatal gunshot wound to the neck (Washington Ceasefire, 2011 pg 1). The shooting in Harlem, Georgia sparked national attention as one of the first high school shootings nd added to the alarmingly high rates of gun violence by adolescents during the 1990s. According to the Virginia Youth Violence Project, forty-two homicides took place in American schools in 1993 (2009 pg/par). While the rate of gun violence in American schools has decreased substantially since the early 1990s, the death rate for adolescents due to firearms in the United States is still higher than in any other industrialized nation (Vittes, Sorenson, ump; Gilbert, 2003 pg/par). The current generation of American teenagers has grown up surrounded by gun violence: in the ews; in their video games; and in the television programs they watch. In the last twenty years, the United States has seen an upsurge of gun related crimes among adolescents; as a result, political leaders and their constituents have become outraged at how accessible the nation’s gun laws make firearms to children and the mentally unstable to obtain, especially considering the dramatic decrease of gun control, which will inevitably lead to increased gun crimes involving teenagers and young adults. Thomas Jefferson, the third president of the United States once said, â€Å"No free man shall be debarred the use of arms†. The constitutional right to keep and bear arms stems from the right to self-defense, and in the 2008 Supreme Court case District of Columbia v. Heller, the court ruled that â€Å"the Second Amendment protects a pre-existing individual right to keep and bear arms†¦ ncluding, the individual right to possess and carry weapons in case of confrontation† (National Rifle Association, 2011 par 4). Although the Constitution gives individuals the right to bear arms, it does not exclude â€Å"prohibitions on the possession of firearms by felons and the mentally ill, or laws forbidding the carrying of firearms in sensitive places†¦ or laws imposing onditions and qualifications on the commercial sale of firearms,† (Romano ;ump; Wingert, 2011 par 13). In recent years here has been much discussion among the nation’s lawmakers and their constituents as to whether or not the Second Amendment is still constitutional; the question is whether or not the Second Amendment should be revised, to prohibit the sale of firearms to those who do not meet certain conditions and qualifications, or even removed from the constitution. According to a national survey of 1 ,005 high school students, conducted by Vittes, Sorrenson and Gilbert, â€Å"63. percent of high school students believe that regulating he sale of guns does not violate the constitution† (2003, pg 12). In the same survey, 64. 6 percent responded that they would support stricter laws addressing the sale of firearms, and 82. 2 percent of those surveyed, believe that the government should make and enforce laws making it more difficult for criminals to obtain a gun†even if it means law abiding citizens would have a harder time purchasing guns (2003, pg 9). While the probability ot the Second Amendment being removed trom the Constitution is highly unlikely, the regulations that pro-gun control lobbyists have suggested seem incredibly logical. But despite the seemingly widespread support of stricter gun control, the gun control legislation that many Americans would like to see has yet to be passed by congress. According to the Center for Responsive Politics, in 2008 the National Rifle Association, the largest anti-gun control agency, spent 2. million dollars lobbying for pro-gun legislation, which is forty one times more than what gun control lobbyist could spend (Romano ump; Wingert, 2011 par 7). The Gun Control Act of 1968, which is a revision of the National Firearms Act of 1934, established regulations for the selling of firearms and was passed in an effort to educe the amount of illegal firearm sales, to confine the sales of firearms to the buyer’s state and to restrict certain people from, buying, selling, or transporting fi rearms (National Rifle Association, 2011b pg/par). As a result, national law prohibits the sale of firearms to those whom are currently under indictment for a felony, have been convicted of a felony, an illegal alien, a fugitive from the law, has been dishonorably discharged from the military, addicted to illegal narcotics or are non- residents of the state in which they are trying to purchase a gun (National Rifle Association, 2011b pg/par). Despite these laws, lack of enforcement allowed individuals like Seung-Hui Cho and Jared Loughner, the shooters at the 2007 Virginia Tech massacre and the 2011 Tucson, Arizona shooting, to obtain firearms and take the lives of innocent people. The longer these laws go unenforced the longer gun violence crimes will continue to rise. There have been three noticeable periods in history during which the rates of adolescent gun violence peaked dramatically–1972-74, 1980 and 1992-3, with 1992-3 being the most dramatic increase (Wilkinson ump; Fagan, 2001 pg 110). During the fourteen year timespan etween 1997 and 2011 there have been one-hundred and eighty-seven shootings on public school property in the United States (The Brady Campaign to Prevent Gun Violence, 2010). In their study of adolescents and their exposure to gun violence Wilkinson and Fagan stated that, Although violence has been a recurrent theme for decades among urban delinquency, youth gun violence has become more prevalent and more concentrated spatially and socially in the past two decades. Starting in 1985, gun violence among teenagers rose sharply in prevalence; it diffused quickly through a generation of teenagers; it sustained a high prevalence and incidence for ver 5 years; and it has declined steadily in the past several years. This patter resembles nothing less than the outbreak of a contagious disease (Wilkinson ;ump; Fagan, 2001 pg 109). Although this study was conducted in 2001, its findings remain true, according to the National Institute of Justice since 2002 the prevalence of adolescent gun violence in America has risen steadily since 2000 (2010, chart 1). This â€Å"outbreak† of violence among youth is most prevalent and abundant in urban communities with high rates of low-income families and gang activity like Chicago, Illinois. In their 2009 report on youth violence in Chicago Roseanna Ander, Phillip Cook, Jens Ludwig and Harold Pollack stated that, â€Å"Over the past 50 years, our society has made far less progress in understanding how to protect our citizens from violence than from all manner of disease. How to cite An Adolescent Ailment, Papers

University Of Pennsylvania-Free-Samples for Students-Myassignment

Question: Common app essay about dad being your role model and how he Influenced your life. Answer: I browsed through the website of the University of Pennsylvania and explored the wide range of opportunities it provides to the students (Pennsylvania 2017). I had a glance at the university campus and it and it amazed me how well managed the university was. Apart from that, it also has an excellent academic structure and allows students to get involved in various co-curricular activities. I have always felt that learning should not be monotonous and fixed to just one objective; it should be vibrant and exciting. University of Pennsylvania, in this case, is just the right place for me to pursue not only my academic interests but also explore other skills and talents. The Wharton School of Business of the University of Pennsylvania has one of worlds best business management courses (The Wharton School 2017). The Wharton 101 course focuses primarily on inspiring students to reflect not only on their academic aspect but also on developing their co-curricular skills (Selipsky 2017). I, as a student have multiple interests that I want to explore while studying at the University of Pennsylvania. My academic interests include gaining knowledge in business studies and economics, French and international studies. In many universities, the curriculum does not allow students to take up courses other than the school for which one has applied. Through the dual degree provided by Penn, students can receive two bachelors degrees concurrently (College.upenn.edu, 2017). I can pursue my business studies as well as international studies and learning in French from other schools of Penn. Wharton provides an opportunity to the high school students to be introduced to the business and entrepreneurship concepts through the Global Young Leaders Academy (GYLA) program. I can have a firsthand knowledge about business and its related concepts before taking admission by enrolling into the GYLA program. This two-week summer program features community service, field trips, residential activities and relationship building with peers (The Wharton School 2017). It is an excellent platform for young students like me to experience life at Penn. The Wharton International Program (WIP) that is organized every year for business enthusiasts will also allow me to fulfill my dream of meeting leading international business personalities and be involved in business projects. The program also provides an opportunity to go on cultural excursion and be acquainted with different people and cultures and environment (Undergrad Inside 2017). Other than accomplishing my academic goals, I also have zeal to work for the betterment of the community. I had been an active participant of community services during my life at school. Through the Netter Center of Penn, I will have a golden chance to participate in community services that are funded by the university itself (Netter Center for Community Partnerships 2017). I believe that when I graduate from Penn, I will be a more strong, mature and independent individual. I will have a broader perspective about the world and the people of different cultures through the several international tours that I will have undertaken at Penn. I look ahead with anxious anticipation and excitement, four fulfilling years of my student life at Penn. References: College.upenn.edu 2017. [online] Available at: https://www.college.upenn.edu/dual-degree [Accessed 28 Oct. 2017]. Netter Center for Community Partnerships. 2017.Programs. [online] Available at: https://www.nettercenter.upenn.edu/what-we-do/programs [Accessed 27 Oct. 2017]. Pennsylvania, U. 2017.Life at Penn | University of Pennsylvania. [online] Upenn.edu. Available at: https://www.upenn.edu/life-at-penn [Accessed 28 Oct. 2017]. Selipsky, N. 2017.Management 100 will be replaced in the fall here's what students are saying. [online] Thedp.com. Available at: https://www.thedp.com/article/2017/03/management-100-being-replaced [Accessed 27 Oct. 2017]. The Wharton School. 2017.Pre-College Programs - The Wharton School. [online] Available at: https://www.wharton.upenn.edu/pre-college-programs/ [Accessed 28 Oct. 2017]. Undergrad Inside. 2017.Wharton International Program (WIP) - Undergrad Inside. [online] Available at: https://undergrad-inside.wharton.upenn.edu/wip/ [Accessed 28 Oct. 2017]

Proc Report Secreates Essay Example

Proc Report Secreates Essay PharmaSUG 2012 Paper TF20-SAS PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software Allison McMahill Booth, SAS Institute Inc. , Cary, NC, USA ABSTRACT Have you ever wondered why a numeric variable is referenced in different forms within a COMPUTE block? Do you know the difference between a DATA step variable and a variable that is listed in the COLUMN statement? Then, this paper is for you! Welcome to PROC REPORT Unwrapped. We are looking at PROC REPORT and uncovering some of the behind-the-scenes details about this classic procedure. We will explore the components associated with PROC REPORT and discover ways to move column headings and change default attributes with styles and CALL DEFINE statements. We will also dig deep into example code and explore the new ability to use multilabel formatting for creating subgroup combinations. So for anyone who has ever written PROC REPORT code, stay tuned. Its PROC REPORT Unwrapped! INTRODUCTION Which popular SAS procedure has features of the PRINT, MEANS, and TABULATE procedures and features of the DATA step in a single report-writing tool? It enables you to create a variety of reports including a detail report, which contains a row of data for every input data set observation, or a summary report, which consolidates data so that each row represents multiple input data set observations. Here is another hint: this same procedure provides the ability to create both default and customized summaries, add text and statistics, and create columns of data that do not exist in the input data set. If you guessed PROC REPORT, you are correct! We will write a custom essay sample on Proc Report Secreates specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Proc Report Secreates specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Proc Report Secreates specifically for you FOR ONLY $16.38 $13.9/page Hire Writer For anyone who has written PROC REPORT code and has wondered what is going on behind the scenes, this is the paper for you. This paper explores some of the behind-the-scenes secrets of PROC REPORT. We will dig deep into example code as we begin to uncover some of the details of this classic report-writing procedure. As a bonus, you will discover some facts about the REPORT procedure that you might not have known. By the way, the code output in this paper is based on the SAS ® 9. 3 default output destination of HTML. Although most of the paper ontent can also be applied to the LISTING destination, the code that is shown in this paper is intended to be used in an Output Delivery System (ODS) destination, unless otherwise indicated. With that being said†¦are you ready to explore? Welcome to PROC REPORT Unwrapped! EXPLORING THE SECRETS (HOW IT’S MADE) PROC REPORT first began life as a procedure many years ago in SAS ® 6. Since then, it has been gaining popularity as the t ool of choice for report writing. Even with such popularity, there are still aspects of the REPORT procedure that can be further explored. In this segment, we will unwrap and explore some of the secrets behind this most popular procedure with a focus on the following components: ? referencing a numeric variable in a COMPUTE block ? exploring the difference between an input data set variable and a DATA step variable ? discovering ways to move column headings ? changing default attributes with styles ? using the CALL DEFINE statement ? exploring the new ability in SAS 9. 3 to use multilabel formatting for creating subgroup combinations Let’s start exploring the secrets! REFERENCING A NUMERIC VARIABLE IN A COMPUTE BLOCK All numeric variables are referenced the same way, right? Well, that depends on how the numeric variable is defined in the PROC REPORT DEFINE statement. Before we can explore more about the how a numeric variable is defined, we first need to understand some PROC REPORT basics. Then we will explore the many ways a numeric variable 1 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued can be defined in the DEFINE statement and how that definition determines the manner in which the variable is referenced in a COMPUTE block. In the PROC REPORT statement, the input data set is listed using the option DATA= . If the DATA= option is not specified, PROC REPORT will use the last data set that was created in the current SAS session. The input data set contains variables and observations. The variables are categorized as either character or numeric— that is it, character or numeric. PROC REPORT does not use all of the variables from the input data set. Only the input data set variables that are listed in the COLUMN statement or in the BY statement are used. All of the report items, including the variables from the input data set that are listed in the COLUMN statement can be used in a COMPUTE block. Each report item in the COLUMN statement has an associated DEFINE statement. If a DEFINE statement for the report item is not supplied, PROC REPORT will create a default DEFINE statement behind the scenes. If a COLUMN statement is not specified, PROC REPORT will create a COLUMN statement behind the scenes. The COLUMN statement will contain only the variables from the input data set in the order of the data set. DEFINE statements can be supplied without a supplied COLUMN statement. The minimum statements that are needed to run PROC REPORT are a PROC REPORT statement with an input data set and a RUN statement. Behind the scenes, PROC REPORT will create all the necessary minimum default statements. To see the default statements, add the LIST option in the PROC REPORT statement. The LIST option will produce the basic code, including all of the DEFINE statements, in the SAS log. The NOWD option enables the report to run in the non-windowing mode. Here is an example of PROC REPORT code with the LIST option: proc report data=sashelp. class nowd list; run; The SAS log is shown in Output 1. Output 1. SAS Log Output By default, the DEFINE statement for a numeric input data set variable that is listed in the COLUMN statement will be associated with the SUM statistic. An alias for the SUM statistic is ANALYSIS. The SUM statistic is the most common statistic that is used in PROC REPORT code. The SUM statistic can be replaced with any valid PROC REPORT statistic such as MIN or MEAN. At BREAK and RBREAK rows, the numeric input data set variable with an associated statistic will consolidate automatically based on the associated statistic. When a numeric input data set variable with an associated statistic is referenced in a COMPUTE block, the form of the variable-name. statistic is used. In a COMPUTE block, if a numeric input data set variable name is used without the corresponding statistic (which is the statistic listed in the DEFINE statement), a note might be written to the SAS log. The following code will produce a note in the SAS log: roc report nowd data=sashelp. class; col age height weight total; define age / group; define heightweight/ mean; define total / computed; compute total; total=height. mean/weight; endcomp; run; 2 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued In the preceding code, the DEFINE statement for the WEIGHT variable lists MEAN as the statistic. The calculation in the COMPUTE TOTAL block for the TOTAL COMPUTED variable shows the WEIGHT variable without the statistic of MEAN. PROC REPORT requires this statistic and does not recognize the WEIGHT variable. A note, such as the following, is produced in the SAS log: NOTE: Variable weight is uninitialized. PROC REPORT allows duplication of report items in the COLUMN statement. This duplicated report item becomes an alias. When an alias of the numeric input data set variable is referenced in a COMPUTE block, the alias name is used without the associated statistic. Behind the scenes, any duplication of the same variable or statistic in the COLUMN statement will be associated with an alias name. If an alias name is not specified, PROC REPORT will create one. To see the assigned alias name, add the LIST option to the PROC REPORT statement and review the SAS log for the code. Using the preceding code in this section, the HEIGHT variable is duplicated in the COLUMN statement as follows: col age height height weight total; The resulting SAS log is shown in Output 2. Output 2. SAS Log Output Showing an Alias Name of _A1 Assigned behind the Scenes When the numeric input data set variable with an associated statistic is associated with an across variable, the column number, in the form of Cn_, is used in a COMPUTE block. In the form of _Cn_, n is the column number. The position of the columns shown in the output report is based on the left-to-right placement of the report-items in the COLUMN statement. For example, if a numeric variable with an associated statistic is placed as the first column under the ACROSS grouping but it is the second column in the output report, _C2_ is the correct value to use in a COMPUTE block. Behind the scenes, all columns are considered to have a column number even if the column is not printed in the final output report. Here is an example COLUMN statement: col sex age, (weight height); In this column statement, the first value of the WEIGHT variable is in the second column in the report. AGE is an across variable and is not counted as a column. The first column of the WEIGHT variable is associated with the first value of AGE and is referenced in a COMPUTE block as _C2_. The next column of the WEIGHT variable that is associated with the second value of AGE is referenced in a COMPUTE block as _C4_. Each unique value of the across variable becomes a header. Under each ACROSS header are the columns of variables that are associated with each unique across variable value. Each variable associated with an across variable becomes a column under the unique variable value. The number of unique values of an across variable controls the number of columns that are created for a variable associated with the across variable from the COLUMN statement. Behind the scenes, PROC REPORT has to know the specific column placement of a variable that is referenced in a COMPUTE block. The _Cn_ is used instead of the variable-name. statistic, the alias name, or the variable name. PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued The following example code shows this concept: proc report nowd data=sashelp. class list; col age sex, (weight height total); define age / group; define sex / across; define heightweight/ sum format=8. 2; define total / computed format=8. 2; compute total; _c4_=_c 2_/_c3_; _c7_=_c5_/_c6_; endcomp; run; The COMPUTE TOTAL block shows two assignment statements. Each assignment corresponds to a column of WEIGHT, HEIGHT, and TOTAL for each unique value of the across variable SEX. The resulting output is shown in Output 3. Output 3. Output Using _Cn_ in the COMPUTE TOTAL Calculations A numeric input data set variable can also be defined as DISPLAY, GROUP, ORDER, or COMPUTED. Because there is no statistic associated with these definitions, the numeric input data set variable name is used in a COMPUTE block. Regardless of the definition, the numeric report-item can still be used in any computation. However, for GROUP or ORDER definitions, behind the scenes the values are evaluated from the printed output report instead of the input data. This means that if the ORDER or GROUP defined variable for a particular row and column shows as a blank on the printed output report, a blank is the value that will be used for any computation or evaluation. The following code shows three different methods for assigning the value of the ORDER variable AGE to a COMPUTED variable. proc report nowd data=sashelp. class; col age newage1 newage2 newage3; define age / order; define newage1 / computed; define newage2 / computed; define newage3 / computed; /* method 1 */ compute newage1; newage1=age*1. 5; endcomp; /* method 2 */ ompute newage2; if age ne . then hold_age=age; newage2=hold_age*1. 5; endcomp; /* method 3 */ compute before age; before_age=age; endcomp; compute newage3; newage3=before_age*1. 5; endcomp; run; 4 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued In the first method, the value for NEWAGE1 will contain a value only when AGE has a value for the sam e row. In the second method, the value of NEWAGE2 will contain a value for every row because it is obtaining a value from the DATA step variable HOLD_AGE. In the third method, the value of NEWAGE3 will contain a value for every row because it is obtaining a value from the DATA step variable BEFORE_AGE. The DATA step variable is created in the COMPUTE BEFORE AGE block. Behind the scenes, a DATA step variable changes values only through the code instructions. Also, behind the scenes, GROUP and ORDER numeric input data set variables are internally set to a blank in the printed output report at the RBREAK level. A COMPUTE AFTER block with an assignment statement for a numeric GROUP or ORDER variable at the RBREAK level will be ignored. A DISPLAY is always set to a blank at the BREAK and RBREAK levels. If you are routing the report output to an ODS destination, using a COMPUTE block CALL DEFINE statement with the STYLE attribute name and a style option that will accept text, such as PRETEXT=, is a way to override the blank values. A COLUMN STATEMENT VARIABLE VERSUS A DATA STEP VARIABLE PROC REPORT creates a column type of output report based on the variables and statistics listed in the COLUMN statement. Any variable from the input data set that is to be used as a report column or used in a COMPUTE block has to be listed in the COLUMN statement. The placement of the report items, variables, and statistics in the COLUMN statement is very important. PROC REPORT reads and processes the report items from the COLUMN statement in a left-to-right, top-to-bottom direction. Until the report item is processed, it will be initialized to missing for numeric variables and blank for character variables. Once the entire COLUMN statement report-items are processed for a row, PROC REPORT reinitializes all of the report-items back to missing for numeric and blank for character variables. Then PROC REPORT begins the process all over again for the next row of data by processing the report items in the COLUMN statement in a left-to-right direction. Behind the scenes, PROC REPORT consolidates all the input data set variables and statistics listed in the COLUMN statements for the execution of RBREAK BEFORE and BREAK BEFORE statements. For example, the RBREAK, meaning the report break, in the following code is calculated first: proc report nowd data=sashelp. class; col sex age,(height weight); define age / group; define height / min format=8. 2 Height min; efine weight / max format=8. 2 Weight max; rbreak before / summarize; run; The output is shown in Output 4. Output 4. PROC REPORT Output Showing the RBREAK Values COMPUTE blocks are also sensitive to the placement of the variables and statistics in the COLUMN statement. As PROC REPORT processes the report-items in a left-to-right direction, any associated COMPUTE blocks are also processed in the same order. This means th at in a COMPUTE block that is based on a COLUMN statement reportitem, any referenced variable or statistic to the right of the COMPUTE block variable is missing. Simply put, PROC REPORT does not know about any report-item that is to the right of the COMPUTE block variable in the COLUMN statement. A DATA step variable, also referred to as a temporary variable, is different from the COLUMN statement variable. A DATA step variable is created and used in a COMPUTE block. It is not part of the COLUMN statement. The value of the DATA step variable comes directly from the code in a COMPUTE block. DATA step variables are often used in IF statements when there is a comparison of the current row value to that of the value in the DATA step variable. PROC REPORT recomputes a COMPUTED variable value at every row, including at the BREAK and RBREAK rows. Values are not accumulated. An accumulated value can be calculated quickly using a DATA step variable in a 5 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued COMPUTE block because the value changes through the code only. Behind the scenes, DATA step variables used to accumulate values also include values at the BREAK and RBREAK levels. Adding an IF statement to check the value of the _BREAK_ automatic variable will help control when the accumulations takes place. In the following code, the computed variable TOTAL_AGE is the sum of two variables from the COLUMN statement. ACCUM_AGE is the accumulated value of AGE stored in the DATA step variable TEMP_AGE. proc report nowd data=sashelp. class; col age total_age accum_age height weight; define age / group; define height / min format=8. 2 Height min; define weight / max format=8. 2 Weight max; define total_age / computed; define accum_age / computed; compute total_age; if _break_ eq then total_age+age; endcomp; compute accum_age; if _break_ eq then temp_age+age; accum_age=temp_age; endcomp; break after / summarize; run; The output is shown in Output 5. Output 5. Comparison of the TOTAL_AGE Column and the ACCUM_AGE Column Notice the difference between the TOTAL_AGE column and the ACCUM_AGE column in Output 5. The TOTAL_AGE and AGE values are reinitialized for every row so that the values are not accumulated. The ACCUM_AGE and AGE values are reinitialized for every row but the TEMP_AGE value is not. TEMP_AGE is a DATA step variable and is not listed in the COLUMN statement. The result is an accumulated column for ACCUM_AGE. The _BREAK_ automatic variable will be blank for detail rows. A quick way to determine the value of a _BREAK_ variable value is to create an output data set with the OUT= option in the PROC REPORT statement and examine the _BREAK_ values in the output data set. DISCOVERING WAYS TO MOVE COLUMN HEADERS By default, the column heading values come from the label in the DEFINE statement. If you do not specifically specify a label in your code either in the DEFINE statement or through a LABEL statement, add the LIST option to the PROC REPORT statement, submit your code, and look at the code that is created in the SAS log. Behind the scenes, PROC REPORT will generate the default values it needs to create the output report. One of the default values is the label specified in the DEFINE statement. All of the column headings from the label option in the DEFINE statement span over a single column with one exception, variables that are defined as across variables. A column heading for an across variable can span over multiple columns. In the COLUMN statement, a comma after the across variable indicates which variable or group of variables are associated with the across variable. An example of PROC REPORT code containing an across variable is shown below: 6 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued title Default Column Headers; proc report nowd data=sashelp. shoes; column Region Product,Sales; define Region / group format= $25. Region; define Product / across format= $14. Product; define Sales / sum format= DOLLAR12. Total Sales; run; Output 6 shows the PROC REPORT example output. Output 6. Default Column Heading with an Across Label Spanning over Multiple Columns Behind the scenes, each unique value of an across variable is transposed from a column to a row. The row data is not available for any further processing within the code as it now becomes a column heading. In Output 6, each value of Product becomes a column with the Product value as the column heading. Under each Product column heading value is the Sales variable column heading and data for the particular Product value. The heading label Total Sales for every column is redundant. The output report would look better if Total Sales were removed from under the Product column heading and placed above the Product column headings. PROC REPORT provides a way to add column heading information that can span over multiple columns by using a SPANNED HEADER. The SPANNED HEADER is used in the COLUMN statement in this way: column (spanned header text variable-list)†¦; The following example code shows three different methods for using the DEFINE statement and SPANNED HEADERS for creating the column heading: proc report nowd data=sashelp. shoes split=*; olumn region ((1)Total Sales (1)Product (2)Total Sales*(2)Product product, sales); define region / group format= $25. Region; define product / across format= $14. (3)Total Sales (3)Product ; define sales / sum format=DOLLAR12. ; run; You can mix and match the methods. There is no best practice for using each method. The method that you choose depends on the look that you want for the column heading. The output is shown in Output 7. 7 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued Output 7. Moved Column Headings from Different Methods The three different methods are numbered in the example code and the output shown in Output 7: method (1) uses multiple SPANNED HEADER text; method (2) uses SPANNED HEADER text with the PROC REPORT SPLIT= character of * to force the text to continue on the next row; method (3) uses multiple labels in the DEFINE statement (you can also use a split character here). Let’s choose method (1) for the column heading and move the column heading to the top row. You can remove the label from the DEFINE statement by replacing the Region text with a blank â€Å" â€Å" and moving the Region text to a SPANNED HEADER in the COLUMN statement. There are three rows of headers. This means that the text of Region will need to be pushed up to the top row. You can do this by adding blank SPANNED HEADER text after the Region text in the COLUMN statement. Here is the modified PROC REPORT code with method (1) and the column heading text of Region: proc report nowd data=sashelp. shoes split=*; column (Region Region) (Total Sales Product Product , Sales); define Region / group format= $25. ; define Product / across format= $14. ; define Sales / sum format=DOLLAR12. ; run; Output 8 shows the output. Output 8. Moving Column Headings Using Blank SPANNED HEADERS Behind the scenes, when there is a blank header row and the output is routed to an ODS destination, the blank row is removed automatically. This does not affect the LISTING output. If you want to preserve the blank row, change the blank label on one of the DEFINE statements that is not an across variable to some value. Then add a style 8 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued statement for the header, assigning the foreground color to the background color. For example, if your column heading background is purple, then the style statement for the DEFINE statement would look something like this: style(header)=[background=purple foreground=purple] With the background and the foreground assigned to the same color, any text in the label will blend into the background color. CHANGING DEFAULT ATTRIBUTES WITH STYLES Beginning with SAS 9. 3, the default output destination is HTML. Behind the scenes, PROC REPORT is using the HTMLBLUE style. All the output in this paper all uses this default destination. What if you are not fond of the HTMLBLUE style? Then, what do you do if you want to change the default style of your output report? If you want to change the style of HTMLBLUE to another style that is supplied in the Sashelp. Tmplmst template store, you can run the following code to create a list of all the styles that are available: proc template; list styles; run; You can apply the styles by adding an ODS statement with the specified style before the PROC REPORT statement. For example, if you want to use the FESTIVAL style instead of the default HTMLBLUE style, the ODS statement would look similar to this: ods html style=festival; PROC REPORT also provides the ability to change the styles of the different report locations. Here are the style location values and a description for each that indicates which part of the report is affected: ? ? ? ? ? ? REPORT—the report as a whole HEADER|HDR—the column headings COLUMN—the column cells LINES—the lines generated by LINE statements SUMMARY—the summary rows created from BREAK and RBREAK statements CALLDEF—the cells identified by a CALL DEFINE statement All of the style locations are valid in the PROC REPORT statement. These styles apply to the entire location that is specified. The style locations can also be combined if the same attribute is being applied to multiple locations. This is the correct syntax: style= The following code shows how to apply the styles in the PROC REPORT statement: ods html style=festival; title Styles on the PROC REPORT statement; proc report nowd data=sashelp. class(obs=5) split=* style(report)=[outputwidth=7in] style(column)=[background=lavender] style(header)=[foreground=green] style(summary)=[background=purple foreground=white] style(lines)=[background=lime] style(calldef)=[background=yellow foreground=black]; olumn name age sex weight height; define name / display; define age / order; define sex / display; define heightweight / sum; break after age / summarize; rbreak after / summarize; compute before; line this is the beginning; endcomp; 9 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued compute age; if _break_ ne then call define(age,style,style=[pr etext=total]); endcomp; run; The STYLE options in the preceding PROC REPORT statement are formatting the output in this way: ? ? ? style(report) sets the report output width to 7 inches. style(column) sets the background for all of the columns to lavender. style(header) applies a green foreground to all of the headers. style(summary) sets all of the summary rows created from BREAK and RBREAK statements with a ? ? style(lines) sets the line statements to a background of lime. style(calldef) sets the foreground to black and background to yellow for the CALL DEFINE locations. background of purple and a foreground of white. The resulting report output is shown in Output 9. Output 9. Changing Default Styles in the PROC REPORT Statement The DEFINE statement supports two types of styles: STYLE(COLUMN) and STYLE(HEADER). STYLE(COLUMN) applies to the entire column but will not override any styles that are applied to other locations in the column. Using the same code in this section, you can modify the DEFINE statement for the NAME variable that creates the Name column like this: define name / display style(column header)=[background=plum]; The background of the HEADER and COLUMN locations for the NAME variable is set to plum. Because styles were applied already to the SUMMARY location, only the header and detail cells for the NAME column are changed to plum. A CALL DEFINE statement is used to override the SUMMARY style for the NAME column. The CALL DEFINE statement is discussed more in the next section. Output 10 is the resulting report output. Output 10. Changing the Default Styles for the NAME Column Using a DEFINE Statement 10 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued The BREAK and RBREAK statements support style changes for summary lines, customized lines, or both. A summary line is created from the BREAK or RBREAK statements. A customized line is created from a LINE statement within a COMPUTE BEFORE or a COMPUTE AFTER COMPUTE block. The is a break-variable that is defined as either GROUP or ORDER or the _PAGE_ location. A style on the BREAK and RBREAK statements will not override a cell style that is created by a CALL DEFINE statement or the STYLE(CALLDEF) option in the PROC REPORT statement. A CALL DEFINE statement will be used to make the style changes in this case. Using the same code in this section, you can modify the RBREAK statement like this: break after / summarize style=[background=pink foreground=black font_weight=bold]; The COMPUTE BEFORE or a COMPUTE AFTER supports a style option in the COMPUTE statement. A forward slash ‘/’ precedes the style option in the COMPUTE statement. The style option only applies to the LINE statement and will override any previous STYLE(LINES) requests. The style applies to all of the LINE s tatements within the COMPUTE block. Using the code from this section, a COMPUTE AFTER AGE block is added to show a style modification to the foreground of the LINE statement output. ompute after age/ style=[foreground=red]; line this is after age; endcomp; A CALL DEFINE is a statement within a COMPUTE block. To change a style using a CALL DEFINE statement, the STYLE attribute is specified for the attribute-name and the style option is specified as the value. The following is the syntax for a CALL DEFINE statement: call define (column-id | _ROW_ , attribute-name, value); Here is the code with all of the style modifications: ods html style=festival; title Changing Default Attributes with Styles; proc report nowd data=sashelp. lass(obs=5) split=* style(report)=[outputwidth=7in] style(column)=[background=lavender] style(header)=[foreground=green] style(summary)=[background=purple foreground=white] style(lines)=[background=lime] style(calldef)=[background=yellow foreground=black]; colum n name age sex weight height; define name / display style(column header)=[background=plum]; define age / order; define sex / display; define heightweight / sum; break after age / summarize; rbreak after / summarize style=[background=pink foreground=black font_weight=bold]; ompute before; line this is the beginning; endcomp; compute age; if _break_ ne then call define(age,style,style=[pretext=total]); endcomp; compute after age/ style=[foreground=red]; line this is after age; endcomp; run; The updated output is shown in Output 11. 11 PROC REPORT Unwrapped: Exploring the Secrets behind One of the Most Popular Procedures in Base SAS ® Software, continued Output 11. Final Report Output with Changes to Default Attributes Using Style Options You also can change styles by using inline formatting. Inline formatting is a feature of the Output Delivery System that enables you to insert simple formatting text into ODS output by using the ODS ESCAPECHAR statement. For example, here is a TITLE statement and the resulting output: title This is ^{style [color=red font_weight=bold] RED}; This is RED The inline formatting in the TITLE statement changes the text of RED to the color of red. The caret (^) in the TITLE statement is the declared ODS ESCAPECHAR. The ODS ESCAPECHAR statement has to be submitted before any inline formatting will take place. The caret (^) can be any unique character that would not normally be in your code. USING THE CALL DEFINE STATEMENT The previous section discussed using the CALL DEFINE statement as a way to change a style by specifying the STYLE attribute for the attribute-name and the STYLE= op

010 So What and Who Cares Professor Ramos Blog

010 So What and Who Cares Chapter 7, Who Cares? Quick Write What questions do you have about the annotated bib? Due Today Annotated Bib 5 Sources (3 Scholarly) Im Gay and African American Raynard Kington, â€Å"I’m Gay and African American.† [p. 576] In small groups of two or three, answer these questions. Who has a stake in the matter? Who does this affect? Why does this matter? I’m _______________, and this matters to me because_________________ . . . Chapter 7, Who Cares? Chapter 7 explains the importance of addressing the so what? and who cares? questions when writing and making an argument. You essays will become stronger once you begin addressing these questions in your writing. The who cares? question considers who has a stake in the argument. The so what? helps the reader understand what the larger implications or consequences of the topic are. These questions work great in many parts of your essays. They are especially helpful for writers who struggle with introductions and conclusions. A good tip is to address these questions in the introduction and conclusions. Report Topic, So What? Who are the people that care about your topic? Who has a stake in the matter? Brainstorm for three minutes all the groups who have a stake in the argument. Free Write Free write for five minutes on why these groups care or why the topic matters. Template To Use: I’m _______________, and this matters to me because_________________ . . . Quick  Write Draft a paragraph, introduction or conclusion, incorporating the so what? and who cares? factors. This is important because ___________ . . . This essay will benefit _______________, because _____________________. . . Creating Structure There are many different ways to structure a report. Decide on the final type of report you will be writing and we can begin to outline the structure. There are as many ways to organize a report and there are types of reports. Here are some examples: Organize by date, time, or sequence Organize by magnitude or order of importance Organize by division Organize by classification Organize by position, location, or space Organize by definition Organize by comparison/contrast Organize by thesis statement Organize by genre (Wikipedia, Encyclopedia, News Report) You do not have to develop your own structure from scratch, although you can. Look at examples of the type of report you are writing to help determine the structure for your report. Example: Look at a Wikipedia entry similar to your topic. How is it structured? What order do they present information? Quick Write How are you organizing your report?

Essay on Flow Cytometry Example | Topics and Well Written Essays - 750 words

On Flow Cytometry - Essay Example The light source usually used is a laser light. The cells are hydro-dynamically maneuvered such that only one cell intercepts the laser beam at a given time. When these cells intercept the laser beam, light is scattered by them and absorbed by the fluorochrome. The fluorochrome gets excited and releases a photon of light with specific spectra unique to that fluorochrome. This scattered and emitted light is converted to electrical pulses by the optical detectors. Parallel light waves are picked up by the confocal lenses focused at the point where the cells intercept the laser beam. Optical filters are used to send light to different detectors, where it is processed by a series of linear and log amplifiers and finally the analogs are digitalized to plots and graphs (Berkeley). Flow cytometry is done when the experimenter is not interested in keeping the cells but simply in analyzing the distribution of cell size and/or surface molecules on the cells in the suspension. But if he/she is interested in identifying and separating the cells, then a flow cytometer equipped with fluorescence activated cell sorter (FACS) is required. In FACS, the scattered and emitted signals passed onto the computer are used to generate electrical charge, which is then passed onto the cells-stream just before forming droplets. Having attained a charge, these cells deflect from the main stream as they pass between plates having opposite charge. Positive drops go to negatively charged plate and vice versa. In this way subpopulation of cells can be purified from a collection of cells, distinguished by the labeled antibodies. Data Analysis: An important principle of flow cytometry data analysis is to selectively visualize the cells of interest while eliminating results from unwanted particles e.g. dead cells and debris. This procedure is called gating. This is based on the fact that dead cells have lower forward scatter and higher side scatter than living cells. The data collected by the com puter is represented in several ways like density plots, contour diagrams, and histograms. On density plots each dot represents an individual cell that has intercepted the laser beam. Contour diagrams are an alternative way to demonstrate the same data. Joined lines represent similar numbers of cells. Histograms can be a single parameter or two parameter histograms based on the parameters displayed on the two axes. Single parameter histograms are graphs that display a single measurement parameter (relative fluorescence or light scatter intensity) on the x-axis and the number of events (cell count) on the y-axis. Two parameter histograms are graphs that display two measurement parameters, one on the x-axis and one on the y-axis, and the cell count as a density (dot) plot or contour map (Kenneth 2012). Technical Hints: Single cells must be suspended at a density of 105–107 cells/ml to prevent tubing from clogging up. The rate of flow sorting should be adjusted to 2000–20 ,000 cells/second. If cells have intracellular antigens, these cells have to be fixed and permeabilized prior to adding the fluorochrome. This allows probes to access intracellular structures while leaving the morphological scatter characteristics of the cells intact. Splenocytes: Mouse spleen can have several cell types at any given time. These cells could be B cells and its subtypes, T cells and its sub