Thanks Richard,
the "rounding claim" was my mistake (as I replied to Martin), I should
said "truncates toward zero" as you explain.
However, my point was that these two mathematical functions should be
defined in the documentation, as you also say. And I was surprised that
there is no consen
Boris,
What you are telling us is not particularly new or spectacular in a sense.
It has often been hard to grade assignments students do when they choose an
unexpected path. I had one instructor who always graded my exams (in the
multiple courses I took with him) because unlike most of the sheep,
The Fortran '08 standard says <<
One operand of type integer may be divided by another operand of type
integer. Although the mathematical
quotient of two integers is not necessarily an integer, Table 7.2 specifies
that an expression involving the division
operator with two operands of type integer
In clinical medicine, the question the patient asks rarely represents
their main concern. Most of what I've done in my career, and most of
what I've taught, is about how to have the back-and-forth dynamic dialoq
with the patient, to help them formulate what's really on their mind,
and make sure I u
Exactly. But not just "error prone", rather: eloquently and confidently
incorrect. And that in itself is a problem. When I evaluate students' work, I
implicitly do so from a mental model of the student - aptitude, ability,
experience, language skills etc. That's useful for summative assessment,
Yes ... but that "1" is my correction to the AI's suggested "2".
Sorry if that was confusing.
:-)
> On 2022-12-19, at 14:10, John Kane wrote:
>
> Does not Medians <- apply(numeric_data, 1, median) give us the rom medians?
>
> On Mon, 19 Dec 2022 at 05:52, Milan Glacier wrote:
> On 12/18/22
Does not Medians <- apply(numeric_data, 1, median) give us the rom medians?
On Mon, 19 Dec 2022 at 05:52, Milan Glacier wrote:
> On 12/18/22 19:01, Boris Steipe wrote:
> >Technically not a help question. But crucial to be aware of, especially
> for those of us in academia, or otherwise teaching
"It would probably be helpful to add a short paragraph to ?Arithmetic
about the fact that R's %% uses the "floored" version, as
recommended by Donald Knuth and as documented on the above
Wikipedia page."
Agreed (who am I to disagree?!).
But perhaps something simpler like:
"a %% b must always be
> Jeff Newmiller
> on Mon, 19 Dec 2022 08:37:32 -0800 writes:
> See https://en.m.wikipedia.org/wiki/Modulo_operation,
> Variants of the definition, esp the point that Knuth
> recommended the floor definition. The behavior of %/%
> follows from the definition of %% give
See https://en.m.wikipedia.org/wiki/Modulo_operation, Variants of the
definition, esp the point that Knuth recommended the floor definition. The
behavior of %/% follows from the definition of %% given the documented relation
in ?Arithmetic.
R is not obligated to repeat the mistakes of C or Fort
If R does exactly what it says it does, why are you surprised, whether or
not that is what other languages do? (Please excuse my fractured English).
(Note: -8 = 1 + 3*(-3) = (-8 %% 3) + 3 * (-8 %/% 3 ), exactly as the
Help excerpt you cited says)
Of course, one may always question the wisdom
Den 2022-12-19 kl. 15:41, skrev Martin Maechler:
Göran Broström
on Mon, 19 Dec 2022 14:22:00 +0100 writes:
> I have a long vector x with five-digit codes where the
> first digit of each is of special interest, so I extracted
> them through
>> y <- x %/% 1
> Göran Broström
> on Mon, 19 Dec 2022 14:22:00 +0100 writes:
> I have a long vector x with five-digit codes where the
> first digit of each is of special interest, so I extracted
> them through
>> y <- x %/% 1
> but to my surprise y contained the value -1 in
I have a long vector x with five-digit codes where the first digit of
each is of special interest, so I extracted them through
> y <- x %/% 1
but to my surprise y contained the value -1 in some places. It turned
out that x contains -1 as a symbol for 'missing value' so in effect I
found t
Le 19/12/2022 à 10:52, Witold E Wolski a écrit :
Dear Uwe,
Unfortunately there isn't much of an output. This is all what I have:
$ R CMD INSTALL --log prolfqua
Warning: unknown option '--log'
* installing to library 'C:/Users/witoldwolski/AppData/Local/R/win-library/4.2'
* installing *source* p
On 12/18/22 19:01, Boris Steipe wrote:
Technically not a help question. But crucial to be aware of, especially for
those of us in academia, or otherwise teaching R. I am not aware of a suitable
alternate forum. If this does not interest you, please simply ignore - I
already know that this may
Ah, before that you wrote
""
ERROR: lazy loading failed for package 'prolfqua'
* removing 'C:Users
"
and C:Users without a slash sonds suspicious. Now with the new output I
do not see where the issue is from. Does this also happen when you try
it on winbuilder?
Best,
Uwe Ligges
On 19.12.20
Dear Uwe,
Unfortunately there isn't much of an output. This is all what I have:
$ R CMD INSTALL --log prolfqua
Warning: unknown option '--log'
* installing to library 'C:/Users/witoldwolski/AppData/Local/R/win-library/4.2'
* installing *source* package 'prolfqua' ...
** using staged installation
Hi Boris,
I think these are good questions.
Some initial reactions:
1. with better tools available to the students, you can cover more material
at a faster pace 🙂
2. For years, it has been possible for students to find "answers" online
(e.g. Google search). Most programmers would regard this as an
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