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Statistical Methods for Standard Membrane-Feeding Assays to Measure Transmission Blocking or Reducing Activity in Malaria
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| Pengarang | : | Bruce J. Swihart |
| Nama Majalah/Jurnal | : | Journal of the American Statistical Association |
| Volume / Edisi | : | 113 (No. 522) |
| Halaman | : | 534-545 |
| Abstrak | : | Transmission blocking vaccines for malaria are not designed to directly protect vaccinated people from malaria disease, but to reduce the probability of infecting other people by interfering with the growth of the malaria parasite in mosquitoes. Standard membrane-feeding assays compare the growth of parasites in mosquitoes from a test sample (using antibodies from a vaccinated person) compared to a control sample. There is debate about whether to estimate the transmission reducing activity (TRA) which compares the mean number of parasites between test and control samples, or transmission blocking activity (TBA) which compares the proportion of infected mosquitoes. TBA appears biologically more important since each mosquito with any parasites is potentially infective; however, TBA is less reproducible and may be an overly strict criterion for screening vaccine candidates. Through a statistical model, we show that the TBA estimand depends on μc, the mean number of parasites in the control mosquitoes, a parameter not easily experimentally controlled. We develop a standardized TBA estimator based on the model and a given target value for μc which has better mean squared error than alternative methods. We discuss types of statistical inference needed for using these assays for vaccine development. Supplementary materials for this article are available online. |
PELATIH SEBAGAI PROFESI
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Olahraga |
| Volume / Edisi | : | I/- (No. 0) |
| Halaman | : | 26-33 |
| Abstrak | : | Pekerjaan melatih pada beberapa cabang olahraga tampak masih menjadi pekerjaan sampingan, belum ditekuni secara profesional. Agar pekerjaan melatih dapat menjadi profesi diperlukan syarat dan kompetensi khusus. Kompetensi pelatih yang baik di antaranya adalah sehat jasmani rohani, berpengetahuan dan memiliki keterampilan cabang olahraga yang ditekuni, berkepribadian baik dan dapat berperan sebaga seorang guru Adapun profesionalisme menuntut persyaratan, antara lain: ahli dalam suatu cabang olahraga tertentu, bertanggungjawab, dan memiliki rasa kesejawatan. |
PELATIH DAN PERKEMBANGAN KEPRIBADIAN OLAHRAGAWAN
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Olahraga |
| Volume / Edisi | : | I/- (No. 0) |
| Halaman | : | 14-25 |
| Abstrak | : | Pembinaan olahraga prestasi bertujuan menghantarkan olahragawan pada prestasi puncak. Untuk mencapai tujuan tersebut diperlukan komunikasi yang interaktif antara pelatih dan olahragawan. Pembibitan merupakan tahap awal dari perjalanan panjang dalam proses pembinaan prestasi olahraga yang bermuara pada terciptanya juara. Untuk itu bibit olahragawan harus memiliki kemampuan biomotorik, biometrik serta kematangan psikologis yang memadai. Juara sejati adalah olahragawan yang mampu memadukan potensi fisik, dengan kematangan kepribadian yang tercermin dalam sikap dan perilakunya. Kepribadian seorang juara bercirikan: stabil dalam segala situasi, berkuasa, berintelegensi tinggi, teliti, berkemauan keras, percaya diri, dan berinisiatif. Pelatih berkewajiban membantu olahragawannya untuk mencapai kesempurnaan keterampilan cabang olahraga pilihannya. Untuk itu seorang pelatih harus mampu menciptakan lingkungan yang kondusif dalam setiap interaksi, guna memacu potensi fisik serta mengembangkan kepribadian olahragawan. |
STRATEGI PEMBINAAN SEPAKBOLA DI INDONESIA DALAM MENGHADAPI GLOBALISASI
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Olahraga |
| Volume / Edisi | : | I/- (No. 0) |
| Halaman | : | 3-13 |
| Abstrak | : | Perkembangan sepakbola dalam Kejuaraan Sepakbola Piala Dunia di Amerika Serikat cukup menggembirakan, karena begitu tinggi mutu persepakbolaan saat ini. Namun demikian, dalam menghadapi era globalisasi apabila melihat perkembangan di Indonesia cukup memprihatinkan, karena bukan mengalami kemajuan, melainkan kemerosotan belaka yang ada. Kompetisi yang diwarnai dengan unjuk rasa, main gajah, semua ini menunjukkkan tidak kemampuan kesebelasan untuk menampilkan permainan yang bermutu. Sebab-sebab kemerosotan prestasi ini dapat ditelusuri dari segi pemasalan dan pembibitan sepakbola yang melupakan SD dan SMP sebagai potensi sumberdaya manusia bibit unggul sepakbola, kurikulum sekolah yang mengurangi jumlah jam pendidikan maupun di Perserikatan. Untuk meningkatkan prestasi sepakbola memerlukan strategi pembinaan dengan dua jalur strategi ialah strategi pemasalan dan pembibitan lewat SD dan SMP, dan strategi Klub sebagai Pusat Pembangkit Kemajuan sepakbola. Untuk menjaring olahragawan bibit unggul sepakbola lewat SD dan SMP perlu diciptakan instrumen yang memiliki komponen tes: intelegensi (I.Q.), tes kejiwaan (psiko tes), tes fisik, dan tes keterampilan bermain sepakbola Penjaringan, lewat kompetisi perlu meningkatkan peran Klub sebagai pembangkit kemajuan sepakbola. |
What Science and STEM Teachers Can Learn from COVID-19: Harnessing Data Science and Computer Science through the Convergence of Multiple STEM Subjects
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 8) |
| Halaman | : | 932–944 |
| Abstrak | : | The COVID-19 pandemic is a historic global event that has extended to all parts of society and shaken the core of what we know and how we live. During this pandemic, the work of STEM professionals has taken center stage. Through our close observations of how the events of the pandemic have been unfolding across the globe, we propose an instructional framework that emerged out of the real-time responses of STEM professionals to explain the pandemic and find solutions. This framework centers on data science, computer science, and multidisci plinary convergence as tools for engaging K-12 students in complex societal problems like the pandemic. In this theoretical position state ment, we propose our framework that is grounded in three areas: (a) data science and computer science, (b) multidisciplinary convergence, and (c) orientation and support for science teachers specifically and STEM teachers broadly to prepare them for fundamentally different roles. Using data and computer models, students find phenomena and problems compelling, appreciate the power and potential of STEM subjects, and explain phenomena and design solutions to real-world problems. Then, through multidisciplinary convergence, individuals and societies integrate STEM disciplinary knowledge and practices to make informed decisions and take responsible actions. As STEM tea chers engage students in explaining phenomena and solving complex societal problems with data science and computer science through the convergence of multiple STEM subjects, teachers take on roles that are fundamentally different from the roles they have traditionally played. |
Secondary Science Teachers’ Pedagogical Design Capacities for Multicultural Curriculum Design
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 8) |
| Halaman | : | 821–840 |
| Abstrak | : | While multicultural teaching strategies show promise in meeting the educational needs of ethnically, culturally, and linguistically diverse students, science teachers often leave traditional preparation pro grams with little-to-no exposure to such practices. As there are few resources around multicultural science education, teachers must develop a strong pedagogical design capacity—the ability to appro priately identify and mobilize curricular and personal resources—for constructing multicultural curricula for their students. This explana tory case study describes the curriculum design processes of begin ning in-service secondary science teachers as they redesigned their own curriculum units with stronger multicultural science connections than originally present. Primary data sources included teachers’ ori ginal and final science curriculum units and daily curriculum-writing reflections. Data were analyzed using mixed methods, including deductive coding based on James Banks’ typologies of multicultural content integration. Results indicate that the increase in multicultural content integration from teachers’ original to final science units was significant. Thematic analysis revealed four design moves made by the teachers: (1) Creating student-centered instruction from student input, (2) Increasing opportunities for collaboration, (3) Integrating cultural and community sources of knowledge, and (4) Situating science lessons within sociopolitical contexts. The number of design moves made and resources utilized were positively associated with the multicultural connections present in teachers’ final curricula. Implications are provided to support teachers in designing multi cultural science experiences. |
Scalable Bayesian Modeling, Monitoring, and Analysis of Dynamic Network Flow Data
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of the American Statistical Association |
| Volume / Edisi | : | 113 (No. 522) |
| Halaman | : | 519-533 |
| Abstrak | : | Abstrak tidak tersedia. |
Negotiating Dissonant Identities as a Teacher of Science During Student Teaching
| Pengarang | : | Canipe, Martha |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 8) |
| Halaman | : | 914–931 |
| Abstrak | : | Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Identity is a multifaceted construct and for pro spective elementary teachers there are many possible sources for learning about what it means to be a teacher and these sources may tell conflicting stories. The negotiation of these dissonant identity stories may in fact be a productive space for prospective teacher identity development. Using a narrated identity framework, I explored the identity of one prospective elementary teacher as a teacher of science. Additionally, I observed how she enacted this identity within the context of her student teaching. Findings from this case study showed that the prospective teacher tried to enact identity stories that had their roots in her science methods course, but at times was challenged by the identity stories that were told by her mentor teacher about what it meant to be a teacher of science. Encountering these conflicts required the prospective teacher to negotiate the dis sonance identities as she enacted her identity as a teacher of science. These findings suggest that supporting prospective teachers in nego tiating dissonant identities may be an important role for teacher educators. |
Estimating the Number of Sources in Magnetoencephalography Using Spiked Population Eigenvalues
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of the American Statistical Association |
| Volume / Edisi | : | 113 (No. 522) |
| Halaman | : | 505-518 |
| Abstrak | : | Magnetoencephalography (MEG) is an advanced imaging technique used to measure the magnetic fields outside the human head produced by the electrical activity inside the brain. Various source localization methods in MEG require the knowledge of the underlying active sources, which are identified by a priori. Common methods used to estimate the number of sources include principal component analysis or information criterion methods, both of which make use of the eigenvalue distribution of the data, thus avoiding solving the time-consuming inverse problem. Unfortunately, all these methods are very sensitive to the signal-to-noise ratio (SNR), as examining the sample extreme eigenvalues does not necessarily reflect the perturbation of the population ones. To uncover the unknown sources from the very noisy MEG data, we introduce a framework, referred to as the intrinsic dimensionality (ID) of the optimal transformation for the SNR rescaling functional. It is defined as the number of the spiked population eigenvalues of the associated transformed data matrix. It is shown that the ID yields a more reasonable estimate for the number of sources than its sample counterparts, especially when the SNR is small. By means of examples, we illustrate that the new method is able to capture the number of signal sources in MEG that can escape PCA or other information criterion-based methods. Supplementary materials for this article are available online. |
Ethiopian Preservice Primary Science Teachers’ Perceptions of Mentoring in Science Teaching
| Pengarang | : | Tarekegn, Getachew ,Terfa, Deresse,Tadesse, Mesfin,Atnafu, Mulugeta |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 31 (No. 8) |
| Halaman | : | 894–913 |
| Abstrak | : | This study explores Ethiopian preservice primary science teachers’ per ception of mentoring practices. Using a survey design, the Amharic translation of Mentoring for Effective Primary Science Teaching (MEPST) was administered to 239 graduating preservice science tea chers, enrolled in four teacher education colleges. In addition, we inter viewed 20 students, using semi-structured interviews, to better understand their perceptions of mentoring practices. For the survey, the analysis combined confirmatory factor analysis (CFA) and other relevant statistic to ensure the psychometric properties of MEPST- Amharic and to explore their perception of mentoring practices respec tively. The fit indices were χ 2 = 1184.287, df = 514, TLI = .905, CFI = .913, RMR = .074, RMSEA = .074 (p < .001) and a reliability value of.979. These verify that MEPST-Amharic has both factorial validity and internal con sistency reliability. Most student indicated they (about 80%) did not benefit much from their teaching practices. The study also found that the mentors’ personal traits were unsupportive of mentees professional development. Majority of mentees were not introduced to the necessary policy and school documents. The professional knowledge of mentees was not reinforced with timely guidance and constructive feedback. Student responses also showed that mentors lacked personality of primary science teacher, thus, they found challenging to model their mentors’ science teaching. Moreover, the supports and feedbacks gained from mentors focus on class and time management issues and lesson plans respectively. To improve the mentoring practices, it is necessary to give mentors trainings in science-specific mentoring skills to make them an effective science teacher and mentor. Personal attri butes and pedagogical knowledge of mentors should be emphasized |