Functional Regression

This chapter deals with the main theoretical fundamentals and practical issues of using functional regression in the context of genomic prediction. We explain how to represent data in functions by means of basis functions and considered two basis functions: Fourier for periodic or near-periodic data and B-splines for nonperiodic data. We derived the functional regression with a smoothed coefficient function under a fixed model framework and some examples are also provided under this model. A Bayesian version of functional regression is outlined and explained and all details for its implementation in glmnet and BGLR are given. The examples take into account in the predictor the main effects of environments and genotypes and the genotype × environment interaction term. The examples are done with small data sets so that the user can run them on his/her own computer and can understand the implementation process.

Reproducing Kernel Hilbert Spaces Regression and Classification Methods

The fundamentals for Reproducing Kernel Hilbert Spaces (RKHS) regression methods are described in this chapter. We first point out the virtues of RKHS regression methods and why these methods are gaining a lot of acceptance in statistical machine learning. Key elements for the construction of RKHS regression methods are provided, the kernel trick is explained in some detail, and the main kernel functions for building kernels are provided. This chapter explains some loss functions under a fixed model framework with examples of Gaussian, binary, and categorical response variables. We illustrate the use of mixed models with kernels by providing examples for continuous response variables. Practical issues for tuning the kernels are illustrated. We expand the RKHS regression methods under a Bayesian framework with practical examples applied to continuous and categorical response variables and by including in the predictor the main effects of environments, genotypes, and the genotype ×environment interaction. We show examples of multi-trait RKHS regression methods for continuous response variables. Finally, some practical issues of kernel compression methods are provided which are important for reducing the computation cost of implementing conventional RKHS methods.

Oral Mucosa vs. Penile Skin Flap in Substitution Urethroplasty for Anterior Urethral Strictures: A Systematic Review and Meta-Analysis

Background: The purpose of this study is to compare the effectiveness and safety of oral mucosa and penile skin flaps in the treatment of anterior urethral stricture.Methods: This meta-analysis was carried out according to the principle of preferred reporting items for systematic reviews and meta-analysis (PRISMA) and registered at PROSPERO (CRD42021277688). The Cochrane Library, PubMed, Embase, CKNI databases were searched and reviewed up to Sep 2021. Quality evaluation was performed with Newcastle-Ottawa Scale (NOS) system for non-randomized studies and Cochrane stools for randomized studies. Data synthesis was conducted with RevMan 5.4 software (Cochrane) and a Stata 15.0 environment (Stata Corpor, College Station, TX, USA).Results: After the research screening, eight studies (comprising 445 patients) were finally included in the quantitative analysis. In the success rate comparison, there was no significant difference between oral mucosa and penile skin flaps (oral mucosa vs. penile skin flap, Mantel-Haenszel statistic [M-H] fixed model, OR: 0.80, 95% CI: 0.47–1.34, P = 0.39). There was no significant difference in the post-operative complication comparison (oral mucosa vs. penile skin flap, Mantel-Haenszel statistic [M-H] fixed model, OR: 0.68, 95% CI: 0.40–1.16, P = 0.15). However, considering that the site of oral mucosa is far from the anterior urethra, it may have advantages in operation time through simultaneous operations (oral mucosa vs. penile skin flap, MD: −40.05, 95% CI: −79.42, −0.68, P = 0.046).Conclusion: When the oral mucosal graft was used in the anterior urethra urethroplasty, it had a similar success rate and post-operative complication rate, and oral mucosa substitution had a shorter operation time. This evidence-based medical research further supports the view that oral mucosa is the preferred substitution material for the anterior urethra urethroplasty.

PENGARUH PENGETAHUAN AWAL DAN TES FORMATIF TERTULIS BERBASIS WEBSITE TERHADAP HASIL BELAJAR FISIKA SISWA MTs NEGERI BATAM

This study aims to determine: (1) Differences in physics learning outcomes between students who are given a website-based formative written test and students who are given a paper and pencil-based formative written test; (2) The effect of the interaction between a website-based formative written test and a written formative test based on a website, paper and pencil, and the level of initial knowledge of physics learning outcomes; (3) The difference in physics learning outcomes between students who were given a website-based formative written test and a paper and pencil-based formative written test in a group of students who had a high level of initial knowledge; and (4 ) Differences in physics learning outcomes between students who were given a website-based formative written test and a paper and pencil-based written formative test in a group of students who had a low level of initial knowledge. This research uses experimental method with treatment by level fixed model design. The population of the entire class VIII of MTsN Batam for the academic year 2010/2011 is 10 classes. The research sample was determined by multi-stage random sampling consisting of 4 classes. Two experimental classes 1 were given a website-based formative written test and two experimental classes 2 were given a paper and pencil-based written formative test. Each treatment consisted of 40 students. The technique of collecting initial knowledge data and learning outcomes data is done by testing. Test requirements analysis was carried out with normality test and homogeneity test. The research hypothesis was tested using two-way ANOVA and further tests were carried out with the Tukey test. Based on the results of data analysis, it can be concluded: (1) Overall, the learning outcomes of students who are given a written formative test based on a website are higher than students who are given a written formative test based on paper and pencil; (2) There is an interaction effect between written formative tests and the level of initial knowledge. on physics learning outcomes; (3) Overall, in the group of students who have a high level of initial knowledge, the learning outcomes of students who are given a website-based formative written test are higher than students who are given a paper and pencil-based written formative test; and (4) Generally Overall, in the group of students who have a low level of prior knowledge, the learning outcomes of students who are given a paper and pencil-based formative written test are higher than students who are given a website-based formative written test. ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dengan siswa yang diberikan tes formatif tertulis berbasis paper and pencil; (2) Pengaruh interaksi antara tes formatif tertulis berbasis website, tes formatif tertulis berbasis paper and pencil, dan tingkat pengetahuan awal terhadap hasil belajar fisika; (3) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dan tes formatif tertulis berbasis paper and pencil pada kelompok siswa yang memiliki tingkat pengetahuan awal tinggi; dan (4) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dan tes formatif tertulis berbasis paper and pencil pada kelompok siswa yang memiliki tingkat pengetahuan awal rendah. Penelitian ini menggunakan metode eksperimen dengan desain treatment by level fixed model. Populasi seluruh kelas VIII MTsN Batam tahun pelajaran 2010/2011 sebanyak 10 kelas. Sampel penelitian ditentukan secara multi stage random sampling terdiri 4 kelas. Dua kelas eksperimen 1 diberi perlakuan tes formatif tertulis berbasis website dan dua kelas eksperimen 2 diberikan perlakuan tes formatif tertulis berbasis paper and pencil. Masing masing perlakuan terdiri dari 40 siswa. Teknik pengumpulan data pengetahuan awal dan data hasil belajar dilakukan dengan tes. Uji persyaratan analisis dilakukan dengan uji normalitas dan uji homogenitas. Uji hipotesis penelitian menggunakan anava dua jalan dan dilakukan uji lanjut dengan uji Tukey. Berdasarkan hasil analisa data disimpulkan: (1) Secara keseluruhan, hasil belajar siswa yang diberikan tes formatif tertulis berbasis website lebih tinggi dibanding siswa yang diberikan tes formatif tertulis berbasis paper and pencil; (2) Terdapat pengaruh interaksi antara tes formatif tertulis dan tingkat pengetahuan awal terhadap hasil belajar fisika; (3) Secara keseluruhan, pada kelompok siswa yang memiliki tingkat pengetahuan awal tinggi, hasil belajar siswa yang diberikan tes formatif tertulis berbasis website lebih tinggi dari siswa yang diberikan tes formatif tertulis berbasis paper and pencil; dan (4) Secara keseluruhan, pada kelompok siswa yang memiliki tingkat pengetahuan awal rendah, hasil belajar siswa yang diberikan tes formatif tertulis berbasis paper and pencil lebih tinggi dari siswa yang diberikan tes formatif tertulis berbasis website.

The five-point non-coherent model of a distributed radar object providing the independent control of angle noise probability characteristics along two orthogonal coordinate axes

The two-dimensional five-point non-coherent model replacing a distributed radar target is explored in this work. Four fixed model points are set in corners of the square but the fifth movable point lies inside of this square. Model points are supplied by normal uncorrelated random processes. The possibilities of the five-point non-coherent model of a distributed radar object for independent control of the producing angle noise parameters along two orthogonal coordinate axes are explored. The disadvantage of this model is noted - the connection of parameters values of angle noise probability density function for two coordinate axes. The expression describing this connection is specified. Expressions determining the boundaries of the allowable coordinate values of the fifth movable point of the five-point non-coherent model, within which the model provides the set parameters of the angle noise probability density function, are defined. The arrived results are validated by program simulations.

Equalities between the BLUEs and BLUPs under the partitioned linear fixed model and the corresponding mixed model

In this article we consider the partitioned fixed linear model F : y = X1β1 + X2β2 + ε" and the corresponding mixed model M : y =X1β1+X2u+ ε, where ε is a random error vector and u is a random effect vector. In 2006, Isotalo, M¨ols, and Puntanen found conditions under which an arbitrary representation of the best linear unbiased estimator (BLUE) of an estimable parametric function of β1 in the fixed model F remains BLUE in the mixed model M . In this paper we extend the results concerning further equalities arising from models F and M.

Fixing the model for the seasonal component: A new revision policy

One of the multiple decisions that statisticians have to face on the release of seasonal and calendar adjusted series, is the revision policy when new data are available. The INE used to apply the policy of Partial Concurrent Adjustment: ARIMA Parameters in JDemetra+, but huge revisions from the beginning of the series were occasionally observed. Analyzing this issue deeply, we realized that revisions were due to two main reasons: model changes because of lack of admissible decomposition, and especially, changes in the autoregressive roots assignment. In this paper, we present the new revision policy applied at the INE, which may be considered a compromise between the Partial Concurrent Adjustment: ARIMA Parameters policy and the Partial Concurrent Adjustment: Fixed Model, both implemented in JDemetra+. This new policy avoids model changes by: (i) fixing the last estimated model with admissible decomposition when a model change is triggered and (ii) adjusting root assignment parameters to make sure autoregressive roots remain in the same component. In doing so, we improve the estimation of the model parameters with the new data, while avoiding big revisions, as shown in the examples.

A Comparison of Arctic and Atlantic Cyclone Predictability

Arctic cyclones (ACs) are synoptic scale features that can be associated with strong, intense winds over the Arctic region for long periods of time, potentially leading to rapid declines of sea ice during the summer. As a consequence, sea ice predictions may rely on the predictability of cyclone-related wind speed and direction, which critically depends on the cyclone track and intensity. Despite this, there are relatively few studies that have documented the predictability of ACs during the summer, beyond a few case studies, nor has there been an extensive comparison of whether these cyclones are more or less predictable relative to comparable midlatitude cyclones, which have been studied in greater detail. The goal of this study is to document the practical predictability of AC position and intensity forecasts over 100 cases and compare it to 89 Atlantic basin midlatitude cyclones using the Global Ensemble Forecast System (GEFS) Reforecast V2. This dataset contains 11-member ensemble forecasts initialized daily from 1985-present using a fixed model. In this study, 1 and 3 day forecast hours are compared, where predictability is defined as the ensemble mean root mean square error and ensemble standard deviation (SD). Although Atlantic basin cyclone tracks are characterized by higher predictability relative to comparable ACs, intensity predictability is higher for ACs. In addition, storms characterized by low ensemble SD and predictability are found in regions of higher baroclinic instability than storms characterized by high predictability. There appears to be little, if any, relationship between latent heat release and precipitable water and predictability.

PENGARUH PENGETAHUAN AWAL DAN TES FORMATIF TERTULIS BERBASIS WEBSITE TERHADAP HASIL BELAJAR FISIKA SISWA MTs NEGERI BATAM

This study aims to determine: (1) Differences in physics learning outcomes between students who are given a website-based formative written test and students who are given a paper and pencil-based formative written test; (2) The effect of the interaction between a website-based formative written test and a written formative test based on a website, paper and pencil, and the level of initial knowledge of physics learning outcomes; (3) The difference in physics learning outcomes between students who were given a website-based formative written test and a paper and pencil-based formative written test in a group of students who had a high level of initial knowledge; and (4 ) Differences in physics learning outcomes between students who were given a website-based formative written test and a paper and pencil-based written formative test in a group of students who had a low level of initial knowledge. This research uses experimental method with treatment by level fixed model design. The population of the entire class VIII of MTsN Batam for the academic year 2010/2011 is 10 classes. The research sample was determined by multi-stage random sampling consisting of 4 classes. Two experimental classes 1 were given a website-based formative written test and two experimental classes 2 were given a paper and pencil-based written formative test. Each treatment consisted of 40 students. The technique of collecting initial knowledge data and learning outcomes data is done by testing. Test requirements analysis was carried out with normality test and homogeneity test. The research hypothesis was tested using two-way ANOVA and further tests were carried out with the Tukey test. Based on the results of data analysis, it can be concluded: (1) Overall, the learning outcomes of students who are given a written formative test based on a website are higher than students who are given a written formative test based on paper and pencil; (2) There is an interaction effect between written formative tests and the level of initial knowledge. on physics learning outcomes; (3) Overall, in the group of students who have a high level of initial knowledge, the learning outcomes of students who are given a website-based formative written test are higher than students who are given a paper and pencil-based written formative test; and (4) Generally Overall, in the group of students who have a low level of prior knowledge, the learning outcomes of students who are given a paper and pencil-based formative written test are higher than students who are given a website-based formative written test. ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dengan siswa yang diberikan tes formatif tertulis berbasis paper and pencil; (2) Pengaruh interaksi antara tes formatif tertulis berbasis website, tes formatif tertulis berbasis paper and pencil, dan tingkat pengetahuan awal terhadap hasil belajar fisika; (3) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dan tes formatif tertulis berbasis paper and pencil pada kelompok siswa yang memiliki tingkat pengetahuan awal tinggi; dan (4) Perbedaan hasil belajar fisika antara siswa yang diberikan tes formatif tertulis berbasis website dan tes formatif tertulis berbasis paper and pencil pada kelompok siswa yang memiliki tingkat pengetahuan awal rendah. Penelitian ini menggunakan metode eksperimen dengan desain treatment by level fixed model. Populasi seluruh kelas VIII MTsN Batam tahun pelajaran 2010/2011 sebanyak 10 kelas. Sampel penelitian ditentukan secara multi stage random sampling terdiri 4 kelas. Dua kelas eksperimen 1 diberi perlakuan tes formatif tertulis berbasis website dan dua kelas eksperimen 2 diberikan perlakuan tes formatif tertulis berbasis paper and pencil. Masing masing perlakuan terdiri dari 40 siswa. Teknik pengumpulan data pengetahuan awal dan data hasil belajar dilakukan dengan tes. Uji persyaratan analisis dilakukan dengan uji normalitas dan uji homogenitas. Uji hipotesis penelitian menggunakan anava dua jalan dan dilakukan uji lanjut dengan uji Tukey. Berdasarkan hasil analisa data disimpulkan: (1) Secara keseluruhan, hasil belajar siswa yang diberikan tes formatif tertulis berbasis website lebih tinggi dibanding siswa yang diberikan tes formatif tertulis berbasis paper and pencil; (2) Terdapat pengaruh interaksi antara tes formatif tertulis dan tingkat pengetahuan awal terhadap hasil belajar fisika; (3) Secara keseluruhan, pada kelompok siswa yang memiliki tingkat pengetahuan awal tinggi, hasil belajar siswa yang diberikan tes formatif tertulis berbasis website lebih tinggi dari siswa yang diberikan tes formatif tertulis berbasis paper and pencil; dan (4) Secara keseluruhan, pada kelompok siswa yang memiliki tingkat pengetahuan awal rendah, hasil belajar siswa yang diberikan tes formatif tertulis berbasis paper and pencil lebih tinggi dari siswa yang diberikan tes formatif tertulis berbasis website.

Performance Evaluation of DSRC-Zigbee Heterogeneous Network for Intelligent Transportation System

Transportation is one of the primary needs of human beings that cannot be avoided, with the increasing vehicle can lead to a congested road situation which can lead to less safe road safety. An Intelligent Transportation System (ITS) can be used to increase road safety. This system uses a Dedicated Short-Range Communication (DSRC) protocol for network access due to its low latency transmission time. Unfortunately, there is research shows that DSRC has a performance issue in a dense area or increased network load. This problem is mostly solved with a heterogeneous network DSRC-LTE but utilizes mobile phone networks that dynamically change can lead to inconsistent and unpredictable network performance. There is some research about ZigBee for ITS shows that it is decent enough for non-critical applications. Thus, the authors try to utilize Zigbee to create the DSRC-Zigbee heterogeneous network so that the network is independent for the ITS application. The proposed heterogeneous network is a fixed model due to its simple architecture. OMNeT++ and Simulation of Urban Mobility (SUMO) are used to evaluate the performance of the network in an urban area with various scenarios. The simulation result shows that the proposed heterogeneous network is capable to improve the messages dissemination rate by 15.78% and 1.22% in a certain scenario compared to the homogeneous network DSRC only.