HDTenEightyP/NetNews huggingface dataset:
X-Organization: stichting wetenschappelijk onderzoek verkeersveiligheid SWOV
X-Envelope-to: sas-l@AWIIMC12.BITNET
X-VMS-To: IN%sas
Newsgroups: bit.listserv.sas-l
Date:         Wed, 22 Jul 1992 10:50:00 +0100
Reply-To:     Frank Poppe <POPPE@SWOV.NL>
From:         Frank Poppe <POPPE@SWOV.NL>
Subject:      Re: Memory / Proc Mixed / VMS

CONTENT:  Response
SUMMARY:  memory problems on VMS can be due to VIRTUALPAGECNT
REL/PLTF:  VMS

 I saw the following message only as a `unsent'-message from a
 mailer-system, so i'm replying to the list - although not everybody
 might be interested.

]From: Dale Houston <dhouston@bio.ri.ccf.org>
]
]One of our statisticians is using PROC MIXED under VMS. When he runs it,
]some times he gets an error message of the form:
]       ERROR: Unable to allocate sufficient memory. At least XXXXXK bytes
]were requested but only YYYYK were available. You must either increase the
]amount of memory available, or approach the problem differently.
]
]My question is this: when SAS says 'memory' under VMS, is it talking about
]available work space (disk quota) or actual physical memory? Does anyone
]know?
]
]dale
]dhouston@bio.ri.ccf.org
]
 My experience (not with proc mixed but with proc cmp (SAS/OR) has
 been that SAS is talking about the VIRTUALPAGECNT. This is the
 SYSGEN-parameter that establishes the amount of virtual memory any
 user can have.
 You might try to change that one (although you'll have to reboot
 before it's effective).
 The working set is the amount of *physical* memory a specific user
 has, and this works as a window on the virtual memory. This physical
 memory is governed by WSDEFAULT (initial) WSQUO and WSEXTENT (all in
 the user-UAF). WSMAX (SYSGEN) is the maximum for all users.
 Any *virtual* memory that is not in the *physical* memory is swapped
 to the PAGEFILE. When you raise the VIRTUALPAGECNT above the
 available workspace you'll have to raise the PAGEFILEQUOTA (UAF) for a
 specific user too, otherwise nobody can use the virtual memory
 because the part that is not in physical memory can't be written to
 the pagefile.
 Finally make sure that the PAGEFILE is large enough to accomodate
 all the requests of users trying to swap to it. If it isn't you'll
 system will freeze, all users (including the system-manager) waiting
 for each other to make some room in the PAGEFILE...

 All this is NOT a comprehensive account of VMS memory management -
 and it might be partly (or totally) wrong. It is just my experience
 as a SAS user. Anybody trying to change these things will do it at
 his/her own risk.
 virtual memory.
 _____________________________________________________________________________
 Frank Poppe             <poppe@swov.nl>                tel:   +31 70 3209323
 Institute for Road Safety Research SWOV                fax:   +31 70 3201261
    ,,,  ,, ,, ,,  .... ,, ,,                           mail:      PO Box 170
   ||,,, || || || :: :: || ||                            2260 AD Leidschendam
   ,,,|~ ||,'|,~  :: :' ||,~                                  the Netherlands
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X-Envelope-to: sas-l@vtvm2.BITNET
X-VMS-To: SAS-L
X-VMS-Cc: RJOHNSON
Newsgroups: bit.listserv.sas-l
Date:         Mon, 20 Jul 1992 16:36:00 EDT
Reply-To:     BOB <RJOHNSON@VCUVAX.BITNET>
From:         BOB <RJOHNSON@VCUVAX.BITNET>
Subject:      Re: missing data analysis

> has anybody out there had any experience doing analysis on missing data?

        Most of the packages I use require at least some of the data to be
non-missing.  Funny thing, but most clients want non-missing data as well.
But one could point out that the sample size is manageable!

        (:!  =>  tongue-in-cheek

Bob Johnson
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Newsgroups: bit.listserv.sas-l
Date:         Thu, 30 Jul 1992 08:12:33 PDT
Reply-To:     "P. Oldenkamp 5-4481" <oldenkmp@ESPRESSO.BOEING.COM>
From:         "P. Oldenkamp 5-4481" <oldenkmp@ESPRESSO.BOEING.COM>
Subject:      Re: Comma delimited output file from SAS on MVS/ESA
Comments: To: SAS-L@uga.cc.uga.edu, sdd@leicester.ac.uk

----------------------------------------------------------------------
CONTENT:  Comment
SUMMARY:  SI to have SAS/ACCESS product for PC file formats.
REL/PLTF: 6.07.02/SunOS 6.06/MVS 6.06/CMS 6.04/PC-DOS
E-ADDR:   oldenkmp@ESPRESSO.boeing.com
NAME:     Paul OldenKamp
PHONE:    206-865-4481
----------------------------------------------------------------------
Simon Dunkley commented on Kevin's complaint:

> Kevin Nechodom <knechod@EDU.UTAH.MED.STACC> writes:
> > Finally, to voice an old complaint, it would be nice if the standard
> > implementation of SAS included 'standard' (in quotes in deference to
> > those who actually measure and evaluate such standards) file formats,
> > like CSV, DBF, DIF, etc.  With the proliferation of UN*X workstations
> > and the migratation of DOS programs like dBase to those workstations,
> > the need is becoming greater!
> >
>     What about proc dbf and proc dif?

They don't exist in releases beyond 6.04.  At a marketing 'seminar' last
week the regional marketing manager announced that SI has decided to offer
a SAS/ACCESS product for popular PC file structures(dbf, dif, etc.) under
OS/2.  In response to a question, she said that no decision had been made
on Windows 3.1.

It occures to me that with SAS/TOOLKIT third parties could meet the need
and sell it independently of SI.  Wow, competition in SAS Software!!!

----------------------------------------------------------------------
	       //  Paul OldenKamp
	      //   BCS Research and Technology          .
	     //    P. O. Box 24346, MS 7L-21            |\
	    //     Seattle, WA   98124-0346             | \____oo_
	   //==========================================((__|  /___>
	  //       ___ ___ ___ ___     __                  | //
	 //       /__//  //__  /  /\ //  _                 |//
	//       /__//__//__ _/_ /  //__/                  ''
       //
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Newsgroups: bit.listserv.sas-l
Date:         Wed, 29 Jul 1992 15:08:00 EST
Reply-To:     Rachael C Knott <RED@UNC.BITNET>
From:         Rachael C Knott <RED@UNC.BITNET>
Subject:      SAS programmers

Dear SAS-Lers,
This comes from Judie Mopsik, whom many of you know.

RECRUITING NOTICE FOR SAS PROGRAMMERS AND ANALYSTS

Atlantic Reaserch Corporation (ARC) has immediate openings for mid-level
and "seasoned" SAS programmers.  These psoitions require a minimum of
two years of SAS programming using the Data step and the Macro language
for data manipulation and reporting.  Expertise in at least two of the
following- SAS/FSP, SAS/AF, SAS/Graph, Proc Tabulate, Proc Report - is
required.

There are up to ten (10) positions and all work will be based in the
Washington, D.C. metropolitan area, but there will be opportunities for
travel.  Please contact Judie Mopsik, at (301) 258-5542 or FAX your
resume to the attention of the Applications Support Manager at
(301) 258-6878 to discuss this further and arrange for an interview.
In preperation for the interview, a portfolio of recent work will be
required (SAS program and a sample of technical documentation).  ARC
will cover your relocation costs.
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Newsgroups: bit.listserv.erl-l
Date:         Sat, 25 Jul 1992 22:02:00 CDT
From:         P30JWP1@NIU.BITNET
Subject:      OERI: Reading Research Center (28 lines)

The following is provided by the Office of Educational Research
and Improvement, U.S. Department of Education.  Please feel
welcome to distribute.


                  U.S. DEPARTMENT OF EDUCATION
         OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

NEW READING RESEARCH CENTER

OERI has awarded a $7.7 million grant to create a new research
center that will be a resource for educators and policymakers
seeking information about reading. The five-year grant was
awarded to a consortium of the University of Georgia at Athens,
and the University of Maryland at College Park.

Researchers will study topics such as learning to read in a
variety of settings, including homes, schools, and communities;
assessments that help improve teaching and learning; and teacher-
researcher communities that promote professionalism in reading.

The National Reading Research Center is located at the University
of Georgia, Graduate Studies Research Center, Room 621, Athens,
GA 30602. The phone number is 404-542-2718.

For further information about the center, contact Anne P. Sweet
in OERI at 202-219-2021.
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Newsgroups: bit.listserv.erl-l
Date:         Sat, 25 Jul 1992 22:08:00 CDT
From:         P30JWP1@NIU.BITNET
Subject:      OERI: Family involvement in schools (48 lines)

The following is provided by the Office of Educational Research
and Improvement, U.S. Department of Education.  Please feel
welcome to distribute.

                 U.S. DEPARTMENT OF EDUCATION
         OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

FAMILIES IN SCHOOLS

Although a growing body of literature exists on the need for more
family involvement in education, information is limited on how
states and state education agencies encourage such involvement,
which policies and strategies have been used, and their effects.
FAMILIES IN SCHOOLS describes the approaches four
states--Alabama, California, Florida, and Minnesota--used to
increase family involvement in their schools. The book discusses
a study done by the Council of Chief State School Officers with
funding from OERI's Field-Initiated Studies program. It combines
perspectives from the literature on research and practice with
the experiences of the four states. It examines promising
practices, key components, costs, pitfalls, barriers, successes,
and failures.

The study found that while many states promote family support
services as a way to prevent a variety of problems such as child
abuse and school failure, the four states studied also see family
and community involvement as central to their school reform and
restructuring efforts. In these states, policies and laws
regarding family involvement allow parents to become active
players in determining the quality of education available to
their children.

The report cautions that little evaluation data is available to
assess the effectiveness of parent involvement initiatives and to
document their impact on school, student, and family
improvements. In many cases, states are just beginning to define
their terms and to establish comprehensive goals and approaches
for parent involvement. Over time, however, school projects that
have improved school-family partnerships report better relations,
ication between the home and the
school, and a feeling of empowerment among the stakeholders in
the process.

For a copy of FAMILIES IN SCHOOL, send a check for $5 to the
Council of Chief State School Officers, One Massachusetts Avenue
NW, Suite 700, Washington, DC 20001. Quantities are limited.
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Newsgroups: bit.listserv.erl-l
Date:         Sat, 25 Jul 1992 22:05:00 CDT
From:         P30JWP1@NIU.BITNET
Subject:      OERI: Teacher Education Curricular Guidelines (68 lines)

The following is provided by the Office of Educational Research
and Improvement, U.S. Department of Education.  Please feel
welcome to distribute.


                  U.S. DEPARTMENT OF EDUCATION
         OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT


A NEW CHALLENGE FOR TEACHER EDUCATORS

Both fledgling and experienced teachers and the institutions that
train them face new and difficult challenges as states develop
and implement curriculum guidelines linked to world class
standards. RAISING STANDARDS FOR AMERICAN EDUCATION, a recent
report from the National Council on Education Standards and
Testing, underscored the magnitude of this challenge when it
stressed the futility of trying to achieve higher standards for
students without having high standards for those who teach them.

To promote dialogue and generate ideas among teachers, teacher
educators, and policymakers on developing excellent teachers,
OERI invited 60 prominent individuals concerned with educating
teachers to participate in a meeting on "Achieving World Class
Standards:  The Challenge for Educating Teachers." The
participants, who had diverse views about policies and practices
affecting teacher education, discussed the extent to which our
current systems--including postsecondary institutions, inservice
programs, and regulatory agencies--are capable of developing
teachers with the knowledge and skills necessary for achieving
higher standards.

They examined obstacles to change and to promising reforms in
teacher education, and recommended strategies and steps to
strengthen the preparation of teachers.

Specifically, OERI asked the group to address six key issues:

o    What kind of teaching do we need to achieve world class
     standards?

o    What do we really know about the nation's capacity to
     educate teachers for teaching to world class standards?

o    What additional issues should be considered for teaching in
     the core areas of English, math, science, history, and
     geography?

o    What shifts in policies and practices must occur in the
     education of teachers?

o    How well will current reform efforts facilitate the needed
     shifts in teacher education? What else may be necessary?
o    What strategies will be effective in implementing change?
In responding to these questions, some participants underscored
the "serious mismatch" between proposed standards and the higher
education curriculum in arts and science, while others argued
passionately for more professional interaction and collaboration
among classroom teachers. Still others urged licensing and
certification systems that emphasize world class standards and
stressed the importance of professional development to help
current teachers learn how to teach to these standards.

Later this year, OERI will publish and disseminate a report of
issues and recommendations raised by the group.

For further information, contact Barbara Lieb at 202-219-2187.
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Newsgroups: bit.listserv.erl-l
Date:         Sat, 25 Jul 1992 21:56:00 CDT
From:         P30JWP1@NIU.BITNET
Subject:      OERI: Deputy Assistant Secretary (31 lines)

The following is provided by the Office of Educational Research
and Improvement, U.S. Department of Education.  Please feel
welcome to distribute.

                  U.S. DEPARTMENT OF EDUCATION
         OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

DEPUTY ASSISTANT SECRETARY NAMED

Francie Alexander has joined the Office of Educational Research
and Improvement as Deputy Assistant Secretary.  Ms. Alexander was
executive director of the National Council on Education Standards
and Testing, which was created by the National Education Goals
Panel, Congress, and the President to determine the desirability
and feasibility of developing national standards and a system of
assessments.

The Council's report, RAISING STANDARDS FOR AMERICAN EDUCATION
(see RAISING STANDARDS FOR AMERICAN EDUCATION on the PUBLICATIONS
List for ordering information) is discussed in the Assistant
Secretary's column titled FROM THE ASSISTANT SECRETARY.

Before coming to Washington, Ms. Alexander was associate
superintendent for curriculum, instruction, and assessment in the
California State Department of Education where she oversaw the
development of California's curriculum frameworks, or guidelines.

The frameworks have received national recognition for their
excellence. She also served as a member of the National
Assessment Governing Board, and has been a classroom teacher.
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Newsgroups: bit.listserv.erl-l
Date:         Sat, 25 Jul 1992 23:01:00 CDT
From:         P30JWP1@NIU.BITNET
Subject:      OERI: Q & A's about 6 Goals

The following is provided by the Office of Educational Research
and Improvement, U.S. Department of Education.  Please feel
welcome to distribute.

                  U.S. DEPARTMENT OF EDUCATION
         OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

NATIONAL EDUCATION GOALS--AMERICA'S SCHOOL BOARDS RESPOND.

Published by OERI and the National School Boards Association,
this booklet answers school board members' questions about the
six goals; identifies actions needed to attain the six goals;
and suggests advocacy, leadership, and collaboration roles school
boards may take to help their districts meet the goals.  $1.75
from GPO; #065-000-00494-1.

How To Order

To expedite handling, please give the title(s) and order
number(s). If no order number is listed, no order number is
necessary. Match the acronym at the end of each description with
the list below to find out where to send your order.

Only single copies of the free items are available; however, you
are welcome to duplicate these materials. If a publication is for
sale, the price is given near the entry. Make out your check to
the organization receiving your order. GPO books require
prepayment.


GPO
New Orders
Superintendent of Documents
PO Box 371954
Pittsburgh, PA  15250-7954
Order Desk: 202-783-3238
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Newsgroups: bit.listserv.erl-l
Date:         Mon, 27 Jul 1992 12:50:36 -0400
From:         bflorini@NYSERNET.ORG
Subject:      Re: OERI: Blue Ribbon Schools (43 lines)
Comments: cc: Jim Harper <PQOY@CORNELLA.cit.cornell.edu>,
              Steve Worona <SLW@CORNELLA.cit.cornell.edu>
              25 Jul 92 22:12:00 CDT." <9207271618.AA10467@nysernet.ORG>

Steve--Thanks for thinking of me, but I'm a regular on erl-l.  They sure
unleashed a volume in the last few days!!  Barbara.
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Newsgroups: bit.listserv.erl-l
Date:         Sat, 25 Jul 1992 22:12:00 CDT
From:         P30JWP1@NIU.BITNET
Subject:      OERI: Blue Ribbon Schools (43 lines)

The following is provided by the Office of Educational Research
and Improvement, U.S. Department of Education.  Please feel
welcome to distribute.


                  U.S. DEPARTMENT OF EDUCATION
         OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

BLUE RIBBON SCHOOLS FUNDED AGAIN

OERI's Blue Ribbon Schools Program, which has recognized
excellence in public and private schools since 1983, has had its
funding restored. Congress had failed to provide support for the
program in the fiscal year 1992 budget.

The Secretary of Education, citing the program's cost
effectiveness in identifying successful schools for others to
emulate, requested that funds be restored. Congress agreed,
allowing the Secretary to reallocate $885,000 from Educational
Excellence Act funds to finance the 1991-92 award program. This
year 478 elementary schools were nominated for recognition.

The Blue Ribbon Schools Program honors elementary and secondary
schools in alternate years. State education agencies, the Bureau
of Indian Affairs, the Department of Defense Dependents' Schools,
and the Council for American Private Education nominate schools.
Experts from outside the Department evaluate applications,
conduct site visits of the leading contenders, and recommend the
schools to be recognized. Last September, the President
recognized 222 secondary schools as 1990-91 Blue Ribbon Schools
at a ceremony in Washington, DC.

Because of the delayed funding, the 1991-92 recognition program
will operate on an adjusted schedule. Site visits will be
conducted this fall; schools will be selected for recognition in
December 1992; and an awards ceremony will be held in Washington
in early 1993. The 1992-93 Blue Ribbon Schools Program,
recognizing secondary schools, will follow the usual schedule,
including a recognition ceremony in Washington in September 1993.

For further information on the Blue Ribbon Schools Program,
contact Jean Narayanan at 202-219-2137.
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Newsgroups: bit.listserv.erl-l
Date:         Sat, 25 Jul 1992 22:55:00 CDT
From:         P30JWP1@NIU.BITNET
Subject:      OERI: Funded Grants & Contracts (45 lines)

The following is provided by the Office of Educational Research
and Improvement, U.S. Department of Education.  Please feel
welcome to distribute.

                  U.S. DEPARTMENT OF EDUCATION
         OFFICE OF EDUCATIONAL RESEARCH AND IMPROVEMENT

RECENT GRANTS AND CONTRACTS

For a glossary of acronyms listed after each item, see the "OERI
PHONE LIST."

Library Services Construction Act State Awards. FY 1992 formula
grants totalling $81.1 million were awarded to 46 state library
administrative agencies to fund new public library service
projects (Title I), public library construction and technology
projects (Title II), and interlibrary cooperative grants
promoting sharing among all types of libraries (Title III).  The
awards range from $6.6 million (New York) to $34,853 (Tennessee).
LP

National Reading Research Center. A 5-year grant totaling $7.7
million was awarded to a consortium of the University of Georgia,
Athens, and the University of Maryland at College Park. (See
article on NEW READING RESEARCH CENTER). OR

Basic Grants under the Library Services for Indian Tribes and
Hawaiian Natives Program, LSCA Title IV. FY 92 grants totaling
$899,892 have been awarded to 219 projects to develop and improve
public library services on the reservation. The majority of the
Indian tribes use funds to purchase materials and to pay
supplemental salaries for library staff. LP

Library Career Training Program, Higher Education Act, Title
II-B. Seventy-three FY 92 grants totaling $5 million were awarded
to 38 institutions of higher education to support 300 master's,
12 post-master's, and 104 doctoral fellowships in library and
information science. LP

Strengthening Research Library Resources Program. FY 92
continuation grants totaling $1.4 million were awarded to eight
major research libraries to improve the sharing of library
resources that are rare, unique, or exclusively held and of
interest to a national research audience. LP
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