bluuebunny/crossref_metadata_2025_split huggingface dataset:
Mapping and Predicting Non-LinearBrassica rapaGrowth Phenotypes Based on Bayesian and Frequentist Complex Trait Estimation
Authors: Baker R L , Leong W F , Welch S , Weinig C 
Published: February 2018

AbstractPredicting phenotypes based on genotypes and understanding the effects of complex multi-locus traits on plant performance requires a description of the underlying developmental processes, growth trajectories, and their genomic architecture. Using data from Brassica rapa genotypes grown in multiple density settings and seasons, we applied a hierarchical Bayesian Function-Valued Trait (FVT) approach to fit logistic growth curves to leaf phenotypic data (length and width) and characterize leaf development. We found evidence of genetic variation in phenotypic plasticity of rate and duration of leaf growth to growing season. In contrast, the magnitude of the plastic response for maximum leaf size was relatively small, suggesting that growth dynamics vs. final leaf sizes have distinct patterns of environmental sensitivity. Consistent with patterns of phenotypic plasticity, several QTL-by-year interactions were significant for parameters describing leaf growth rates and durations but not leaf size. In comparison to frequentist approaches for estimating leaf FVT, Bayesian trait estimation resulted in more mapped QTL that tended to have greater average LOD scores and to explain a greater proportion of trait variance. We then constructed QTL-based predictive models for leaf growth rate and final size using data from one treatment (uncrowded plants in one growing season). Models successfully predicted non-linear developmental phenotypes for genotypes not used in model construction and, due to a lack of QTL-by-treatment interactions, predicted phenotypes across sites differing in plant density.
Mitotic and Meiotic Functions for the SUMOylation Pathway in the Caenorhabditis elegans Germline
Authors: Reichman Rachel , Shi Zhuoyue , Malone Robert , Smolikove Sarit 
Published: February 2018

Abstract
Meiosis is a highly regulated process, partly due to the need to break and then repair DNA as part of the meiotic program. Post-translational modifications are widely used during meiotic events to regulate steps such as protein complex formation, checkpoint activation, and protein attenuation. In this paper, we investigate how proteins that are obligatory components of the SUMO (small ubiquitin-like modifier) pathway, one such post-translational modification, affect the Caenorhabditis elegans germline. We show that UBC-9, the E2 conjugation enzyme, and the C. elegans homolog of SUMO, SMO-1, localize to germline nuclei throughout prophase I. Mutant analysis of smo-1 and ubc-9 revealed increased recombination intermediates throughout the germline, originating during the mitotic divisions. SUMOylation mutants also showed late meiotic defects including defects in the restructuring of oocyte bivalents and endomitotic oocytes. Increased rates of noninterfering crossovers were observed in ubc-9 heterozygotes, even though interfering crossovers were unaffected. We have also identified a physical interaction between UBC-9 and DNA repair protein MRE-11. ubc-9 and mre-11 null mutants exhibited similar phenotypes at germline mitotic nuclei and were synthetically sick. These phenotypes and genetic interactions were specific to MRE-11 null mutants as opposed to RAD-50 or resection-defective MRE-11. We propose that the SUMOylation pathway acts redundantly with MRE-11, and in this process MRE-11 likely plays a structural role.
Modelos de frecuencia de choques para segmentos e intersecciones: Ruta 34 en Costa Rica
Authors: Varela Araya Viviana , Agüero Valverde Jonathan 
Published: February 2018

La Ruta Nacional 34 tiene una gran relevancia tanto a nivel nacional como internacional pues permite atravesar Costa Rica de frontera a frontera, sin ingresar a la zona metropolitana. A diferencia de estudios previos, por primera vez para un corredor en Costa Rica, se realizaron modelos tanto para segmentos como para intersecciones simultáneamente. Se estudiaron los 16 segmentos y 11 intersecciones con mayor exceso de frecuencia de choques. El proceso de gestión de seguridad vial que se utilizó es el recomendado por el Manual de Seguridad de Carreteras del 2010, del cual se desarrollaron los primeros tres pasos: evaluación de la red, diagnóstico y selección de contramedidas. Para realizar el análisis se utilizó el método de exceso de frecuencia de choques esperado con el ajuste de Bayes empírico, debido a que se distingue de otros métodos por su precisión al considerar la disponibilidad de datos, el sesgo de regresión a la media y cómo se establece el umbral de desempeño. Una de las principales problemáticas encontradas en esta carretera es la falta de facilidades para peatones y ciclistas, problemas con la gestión de accesos, anchos de espaldón, velocidad y diseño de intersecciones.
Implementation of the Directive 2013/11/EU on Alternative Dispute Resolution for Consumer Disputes – Historical Background and Legal Consequences of a Failure to Transpose the Directive within the Prescribed Time
Authors: Magoń Karol 
Published: February 2018

The purpose of this article is to undertake a legal analysis of the legal process of implementing Directive 2013/11/EU into the Polish legal order and to present the legal consequences of a failure to transpose the Directive within the prescribed period. In the first part, the author presents the description of work that has been done at the EU level on the alternative resolution of consumer disputes and evaluates the proposals for specific legal solutions presented in the course of this work. The author then presents the main issues and challenges associated with the process of the transposition of Directive 2013/11/EU. In particular, the author reflects on the direct effect of Directive 2013/11/EU, in both vertical and horizontal terms. As a result, the author concludes that the failure to implement the Directive in the prescribed period initiates the State’s liability to an individual for damage caused by the lack of proper implementation and imposes on the national courts the duty of applying a pro-EU interpretation of national law. In turn, in the light of the well-established case law of the CJEU, and given the nature of the analysed Directive, the lack of a proper implementation of Directive 2013/11/EU within the prescribed period, does not entitle the consumer to effectively assert his rights against the trader for non-fulfillment of the obligations resulting from the Directive.
Temozolomide Plus Bevacizumab in Elderly Patients with Newly Diagnosed Glioblastoma and Poor Performance Status: An ANOCEF Phase II Trial (ATAG)
Authors: Reyes-Botero Germán , Cartalat-Carel Stéphanie , Chinot Olivier L. , Barrie Maryline , Taillandier Luc , Beauchesne Patrick , Catry-Thomas Isabelle , Barrière Jérôme , Guillamo Jean-Sebastien , Fabbro Michel , Frappaz Didier , Benouaich-Amiel Alexandra , Le Rhun Emilie , Campello Chantal , Tennevet Isabelle , Ghiringhelli François , Tanguy Marie-Laure , Mokhtari Karima , Honnorat Jérôme , Delattre Jean-Yves 
Published: February 2018

Abstract

Lessons Learned
Results suggest that the combination of bevacizumab plus temozolomide is active in terms of response rate, survival, performance, quality of life, and cognition in elderly patients with glioblastoma multiforme with poor performance status. Whether this combination is superior to temozolomide alone remains to be demonstrated by a randomized study.

Background
The optimal treatment of glioblastoma multiforme (GBM) in patients aged ≥70 years with a Karnofsky performance status (KPS) &lt;70 is not established. This clinical trial evaluated the efficacy and safety of upfront temozolomide (TMZ) and bevacizumab (Bev) in patients aged ≥70 years and a KPS &lt;70.

Materials and Methods
Patients aged ≥70 years with a KPS &lt;70 and biopsy-proven GBM were eligible for this multicenter, prospective, nonrandomized, phase II trial of older patients with impaired performance status. Treatment consisted of TMZ administered at 130–150 mg/m2 per day for 5 days every 4 weeks plus Bev administered at 10 mg/kg every 2 weeks.

Results
The trial included 66 patients (median age of 76 years; median KPS of 60). The median overall survival (OS) was 23.9 weeks (95% confidence interval [CI], 19–27.6), and the median progression-free survival (PFS) was 15.3 weeks (95% CI, 12.9–19.3). Twenty-two (33%) patients became transiently capable of self-care (i.e., KPS &gt;70). Cognition and quality of life significantly improved over time during treatment. Grade ≥3 hematological adverse events occurred in 13 (20%) patients, high blood pressure in 16 (24%), venous thromboembolism in 3 (4.5%), cerebral hemorrhage in 2 (3%), and intestinal perforation in 2 (3%).

Conclusion
This study suggests that TMZ + Bev treatment is active in elderly patients with GBM with low KPS and has an acceptable tolerance level.
Ebelik ve hemşirelik öğrencilerinin eleştirel düşünme eğilimleri ve öğrenme stilleri
Authors: KARADAĞ Mevlude , ALPARSLAN Özgür , PEKİN İŞERİ Özge 
Published: February 2018

Amaç: Bu çalışmada ebelik ve hemşirelik öğrencilerinin eleştirel düşünme eğilimleri ile öğrenme stillerinin incelenmesi amaçlanmıştır. Gereç ve Yöntem: Araştırmanın örneklemini 230'u hemşirelik, 134'ü ebelik bölümünden olmak üzere toplam 364 sağlık yüksekokulu öğrencisi oluşturmuştur. Araştırma verilerinin toplanmasında, kişisel bilgi formu, Kalifornia Eleştirel Düşünme Eğilimi Ölçeği ve Kolb Öğrenme Stili Envanteri kullanılmıştır.Bulgular: Kalifornia Eleştirel Düşünme Eğilimi Ölçeği'nin bazı alt boyutlarında cinsiyete göre anlamlı farklılaşmanın olduğu ancak bölüm ve sınıfa göre farklılaşmanın anlamlı olmadığı saptanmıştır. Analizler öğrencilerin %43.7'sinin değiştiren, %22.3 'ünün özümseyen, %19.0' unun yerleştiren ve %15.1'inin ise ayrıştıran öğrenme stiline sahip olduklarını göstermiştir. Öğrenme stillerine göre eleştirel düşünme eğilimleri arasında istatistiksel olarak anlamlı bir fark olduğu saptanmıştır. Öğrencilerin sahip oldukları öğrenme stiline göre eleştirel düşünme eğilimleri içerisinde genel toplamda en yüksek ortalamayı ayrıştıran, en düşük ortalamayı ise değiştiren almıştır. Her iki alt boyutta da analitiklik, açık fikirlilik ve meraklılık en yüksek ortalamalara sahipken, sistematiklik en düşük ortalamayı almıştır.Sonuç: Öğrencilerin sahip oldukları öğrenme stillerine göre en fazla değiştiren alt boyutunu kullandıkları, eleştirel düşünme eğiliminde ise analitik düşündükleri belirlenmiştir. Ancak iki ölçeğin alt boyutları karşılaştırıldığında öğrenme stili ile eleştirel düşünme eğilimleri arasında farklılıklar olduğu saptanmıştır.
Kompetensi Pedagogik Guru Pendidikan Agama Islam Sekolah Menengah Atas
Authors: Zulvah Irvina 
Published: February 2018

Penelitian ini bertujuan untuk mengetahui realitas upaya guru Pendidikan Agama Islam (PAI) dalam meningkatkan kompetensi pedagogik di sekolah menengah atas (SMA) se-Kecamatan Bringin, Kabupaten pada tahun 2012, termasuk: (1) Untuk menentukan kompetensi pedagogik guru PAI, (2) Untuk mengetahui upaya guru PAI dalam meningkatkan kompetensi pedagogik, (3) Untuk mengetahui pelaksanaan kompetensi pedagogic guru PAI se-Kecamatam Bringin. Penilaian dilakukan penelitian kualitatif, informan terdiri dari guru PAI dan kepala sekolah. Penelitian ini menggunakan pendekatan deskriptif dengan metode kualitatif. Kesimpulan dari penelitian ini adalah (1) kompetensi pedagogik guru PAI SMA se-Kecamatan Bringin Semarang 2012 tergolong baik, terbukti dari latar belakang pendidikan guru yang linier dengan pelajaran yang diampu, pemahaman terhadap kompetensi pedagogik yang baik, persiapan alat pembelajaran dan manajemen pembelajaran yang sesuai dengan ketentuan (2) upaya untuk meningkatkan kompetensi pedagogik adalah dengan memperbanyak referensi mengenai kompetensi pedagogik PAI, menghadiri berbagai seminar, lokakarya, pelatihan, dan mengikuti Musyawarah Guru Mata Pelajaran (MGMP). Pihak sekolah juga melakukan upaya melalui evaluasi belajar, memeriksa pembelajaran, supervisi kelas, dan mendorong guru untuk menghadiri seminar pendidikan (3) Pelaksanaan pedagogik pembelajaran pendidikan Islam akan menentukan kualitas pembelajaran itu sendiri, dengan guru yang memiliki kompetensi pedagogik, manajemen pembelajaran akan berjalan lancar. This study aims to determine the reality of the efforts of teachers of Islamic religious education (PAI) in improving pedagogic competence at senior high school (SMA) throughout Bringin Semarang regency in 2012, including: (1) To determine the pedagogical competence of PAI teachers, (2) To know the efforts of PAI teacher in improving pedagogical competence, (3) To know the implementation of pedagogical competence in PAI. The assessment was conducted qualitative research to informants, both PAI teacher and the headmaster. This study uses a descriptive qualitative procedure. The conclusions are (1) pedagogical competence of PAI teachers at SMA 1 Bringin Semarang Regency 2012 is good, proven by the teachers’ linear education background with teaching load, understanding towards good pedagogic, the preparation of learning tools and management in accordance with the provisions (2) efforts to improve pedagogical competence are by reading various reference regarding it, attending seminars, workshops, trainings, and following deliberation subject teachers (MGMP), the school authorities make efforts through the evaluation of learning, classroom supervision, and creating opportunities for teachers to attend educational seminars (3) Implementation of pedagogic on learning Islamic education will determine the quality of learning itself. With teachers who have pedagogic competence, learning management will go smoothly. Kata kunci: kompetensi pedagogik, guru PAI, SMA
Implementasi Kurikulum dan Strategi Pembelajaran Pendidikan Agama Islam pada PAUD
Authors: Fa Zul 
Published: February 2018

Kurikulum merupakan bagian integral dari pendidikan. Kurikulum juga merupakan media untuk menumbuhkan nilai-nilai agama pada anak-anak, terutama di bidang pendidikan anak usia dini (usia 0-6 tahun). Fokus utama dari penelitian ini adalah beberapa Pendidikan Anak Usia Dini (PAUD) di Kota Salatiga dan Kabupaten Semarang. Penelitian ini bertujuan untuk memperoleh suatu tujuan, faktual, akurat dan sistematis proses pelaksanaan kurikulum pendidikan Islam dan strategi yang diterapkan pada objek penelitian. Data dikumpulkan dengan beberapa metode yaitu observasi, dokumentasi dan wawancara. Kemudian data yang dikumpulkan dianalisis dengan menggunakan pendekatan deskriptif kualitatif. Hasil penelitian menunjukkan pelaksanaan kurikulum pendidikan agama Islam di PAUD di Salatiga dan kabupaten Semarang sudah mengacu pada standar di Permendiknas Nomor 58 tahun 2009. Beberapa dari mereka belum mengacu patokan dasar pemerintah. Mereka juga melakukan pengembangan yang sesuai dengan karakteristik masing-masing lembaga. Bahan pendidikan agama Islam yang diberikan cocok dengan tahap perkembangan peserta didik. Materi tersebut disampaikan melalui bercerita, bercakap-cakap, tugas, Iqro ', simulasi dan praktek. Curriculum is an integral part of education. The curriculum is also a medium to cultivate of religious values in children,especially in early childhood education (ages 0-6 years). The main focus of this study is some early childhood education in Salatiga and Semarang district. This study is aimed to gain an objective, factual, accurate and systematic of curriculum implementation process of Islamic education and its strategies that applied in the research object. The data is collected by several methods namely, observation, documentation and interviews. Then the gathered data were analyzed using descriptive qualitative approach. The results indicate the implementation of Islamic religious education curriculum in early childhood education in Salatiga and Semarang districts already refers to the standards in Permendiknas No. 58 of 2009. Some of them have not referring to the government's basic benchmark. They also undertake the development which is appropriate with the characteristics of each institution. The materials of Islamic religious education is given suited with stage of learners’ development. It is delivered by storytelling, chatting, assignments, Iqro ', simulation and practice. Kata kunci: implementasi, kurikulum pendidikan Islam, strategi
Upaya Guru dan Kepala Madrasah dalam Meningkatkan Daya Saing Madrasah
Authors: Umayah Siti 
Published: February 2018

Penelitian ini bertujuan untuk mengetahui strategi guru Sekolah Islam dan kepala sekolah untuk meningkatkan daya saing sekolah dan untuk menganalisis objektivitas strategi menuju sekolah berdaya saing. Peneliti menggunakan metode eksploratif deskriptif dalam melakukan penelitian ini dengan melakukan observasi dan wawancara. Objek penelitian ini adalah dua pesantren yang dipilih secara purposive; yaitu MTs N Ngablak dan MTs Ma'arif 3 Grabag Magelang. Hasil penelitian ini menunjukkan bahwa ada tujuh strategi yang digunakan oleh kepala sekolah Islam untuk meningkatkan daya saing sekolah. Tujuh strategi tersebut adalah efektifitas peran komite sekolah Islam, restrukturisasi organisasi sekolah, pengembangan kurikulum pendidikan (KTSP), meningkatkan profesi, sarana dan prasarana pendidik, melaksanakan berbagai program pembelajaran, dan memberikan jam tambahan untuk les pelajaran. Sementara itu, akurasi objektivitas strategi untuk meningkatkan daya saing menunjukkan enam sumber yang memiliki daya dukung tinggi yang telah terbukti berhasil yaitu upaya meningkatkan profesionalisme guru dan karyawan, meningkatkan manajemen dan administrasi sekolah dengan kerja tim, kepemimpinan yang kuat dan visioner serta tim yang solid, ketersediaan sumber belajar, meningkatkan pelaksanaan kurikulum, peningkatan ketersediaan dan infrastruktur pemeliharaan sekolah dan meningkatkan akuntabilitas sekolah. This study is intended to find out the Islamic School’s teachers and headmasters strategies to improve school competitiveness and to analyze the objectivity of the strategies toward schools’ competitiveness. The researcher used Descriptive explorative methods in conducting this research by doing observation and interview. The objects of this research are two Islamic School chosen purposively; they are MTs N Ngablak and MTs Ma’arif 3 Grabag, Magelang. The result of this research shows that there are seven strategies used by Islamic Schools’ headmaster to improve schools’ competitiveness. They are effectiveness of Islamic School committee role, restructuring school organization, developing the education curriculum (KTSP), improving the educators’ profession, meeting of facilities and infrastructure, implementing various learning programs, and giving extra hour for tutoring lessons. Meanwhile, the accuracy of objectivity of strategies to improve competitiveness shows six resources which has a high carrying capacity that has been successfully proven, they are; continuously effort of improving teachers and employees professionalism, improving management and school’s administration with a strong and visionary leadership team work and solid, the availability of learning resources, enhancing the implementation of successful curriculum, availability improvement and maintenance school’s infrastructures and improving schools’ accountability. Kata kunci: guru, kepala sekolah islam, daya saing
OPTIMALISASI PENDIDIKAN AGAMA ISLAM DI SEKOLAH
Authors: Manizar Elly 
Published: February 2018

Kemajuan suatu bangsa hanya dapat dicapai melalui penataan pendidikan yang baik. Upaya peningkatan mutu pendidikan itu diharapkan dapat menaikkan harkat dan martabat manusia Indonesia, termasuk penataan pendidikan agama Islam. Tulisan ini dibuat dengan tujuan untuk mengkaji permasalahan pendidikan Agama Islam di sekolah dan mencoba memberikan solusi dalam mengoptimalisasikan pendidikan agama islam di Sekolah. Peningkatan mutu (kualitas) berarti penambahan pengetahuan, pembinaan skil, dan pengembangan keterampilan tentang pelaksanaan tugas mengajar sebagai guru. Dalam konteks zaman yang terus berubah, maka peningkatan kualitas menjadi suatu keniscayaan. Adapun yang layaknya diterapkan guna mencapai pengajaran dan kualias guru bidang pendidikan agama islam yang prima dilakukan langkah berikut : (1) Adanya kesetaraan sejawat di sekolah, (2) Sarana penunjang kegiatan, (3) Dukungan pihak terkait, (4) Menerapkan pengitegrasian Pendidikan Agama Islam, (5) Melakukan Evaluasi.
PENERAPAN POLA ASUH TERHADAP SANTRI DI PONDOK PESANTREN AL-AMALUL KHAIR PALEMBANG
Authors: Ali Kemas Mas'ud , Imtihana Aida , Ismail Fajri , Zaini Herman 
Published: February 2018

Pola asuh yang diterapkan di asrama cenderung bersifat otoriter atau berpusat pada satu figur saja. Melalui gaya pembinaaan yang seperti ini diharapkan santri akan patuh dan berkembang kearah yang diharapkan oleh pondok pesantren. Gaya pengasuhan yang otoriter berpengaruh terhadap kondisi santri yang tinggal di pondok pesantren bila dibandingkan dengan pola asuh yang lainnya seperti permisif dan demokratis. Pengaruh yang menonjol salah satunya terhadap kedisiplinan santri. Oleh sebab itu, Pembina harus membiasakan santri untuk mengikuti serangkaian kegiatan pondok pesantren dan menaati peraturan yang berlaku. Strategi untuk mencapai tujuan mendisiplinkan santri antara lain melalui keteladanan pengasuhnya melalui nasehat-nasehat, bimbingan dan ta’zir (hukuman). Oleh karena itu, sangat menarik untuk mengambil penelitian tentang pola pengasuhan anak yang diselenggarakan di Pondok Pesantren Al-Amalul Khair Palembang.Penelitian ini merupakan penelitian lapangan. Data yang dikumpulkan meliputi data primer dan data sekunder. Data primer dikumpulkan melalui survey dengan mewawancarai sejumlah responden yang terpilih, yaitu pengasuh pondok pesantren, santri dan pengusaha yang berada di sekeliling pondok pesantren. Sedangkan pengumpulan data sekunder dilakukan pada penduduk di sekitarnya, tokoh masyarakat dan Ketua RT setempat. Analisis data dimulai dengan tabulasi data dilanjutkan dengan tabulasi silang dan analisis deskriptif. Hasil penelitian menunjukkan bahwa Pesantren menerapkan aturan yang harus ditaati oleh setiap santri, apabila terjadi pelanggaran, santri akan mendapatkan hukuman dari riang sampai ke berat, seperti membersihkan pekarangan di sekitar Pesantren, dipukul pada bagian telapak kaki, dan dijemur dalam waktu tertentu. Disiplin dilakukan melihat situasi dan kondisi, adakala diperketat dan di hari lain diperlonggar. Kiyai selalu dijadikan figur bagi santri. Oleh karena itu, mereka sering mengadakan berkomunikasi dengan Kiyai, sedangkan Kiyai merespon semua keluhan santri. Di samping itu, Kiyai selalu memberikan wejangan kepada santri. Kiyai selalu memberikan kebebasan kepada para santri untuk menumbuhkem-bangkan bakat mereka, jika mereka mendapatkan prestasi akan diberi penghargaan/apresiasi oleh Kiyai. Kiyai selalu membangkitkan semangat para santri agar tidak terlalu bergantung kepada seseorang dan menekankan agar santri dapat hidup mandiri.