Mathematics

Purpose. To manipulate the activity of polymyxin B sulfate (PXB sulfate) by encapsulation in liposomes derived from appropriately selected surfactants that exhibit optimum entrapment and aerosol delivery of encapsulated PXB sulfate. Methods. A combination of phospholipid (DMPG) and nonionic surfactants (Span 20 + Tween 80) was selected to encapsulate PXB sulfate. The nebulization properties were evaluated by nebulizing the liposomal dispersions with Pari LC Star nebulizers. The in vitro antibacterial activities of the original and nebulized liposomal formulations were evaluated against Pseudomonas aeruginosa (ATCC 27853) strains by broth microdilution, and their minimum inhibitory concentrations (MICs) were compared with those of free PXB sulfate and colistin methanesulfonate. Measurements of the aerosol properties during nebulization were used as input for a mathematical model of airway surface liquid in the lung of an average adult, to estimate the airway surface liquid concentration of the deposited liposomal PXB sulfate. Results. The selected combination of surfactants showed maximum nebulization efficiency without compromising liposomal integrity during nebulization. PXB sulfate was added at a concentration of 10 mg/ml, and a molar ratio of PXB sulfate to dimyristoyl phosphatidylglycerol (DMPG) (sodium salt) of 1:5 was required to achieve 100% entrapment of PXB sulfate and no leakage on nebulization. Another formulation comprising half the concentrations of the optimized nonionic surfactants and DMPG was prepared to achieve a balance between the toxicity and efficacy after nebulization of encapsulated PXB sulfate. The in vitro antibacterial activities against Pseudomonas aeruginosa indicated that the activity of PXB sulfate could be manipulated by appropriate concentrations of the selected surfactants to achieve activity equivalent to that of colistin methanesulfonate, which is known to be less toxic than unencapsulated PXB sulfate. The estimated airway surface liquid concentrations of the deposited liposomal PXB sulfate reveal that the MIC of the nebulized liposomal PXB sulfate can be achieved over most of the tracheobronchial region, using a jet nebulizer with a volume fill of 2.5 ml or more. Conclusions. It was established from this study that the encapsulation of PXB sulfate in liposomes reduces its activity against P. aeruginosa strains. Concentrations of PXB sulfate deposited in the tracheobroncial region, predicted using a mathematical model, were above the measured MICs except in the case of very high mucus production rate and low mucus velocities.

People abused by angry discipline as children, may tend to abuse or overly punish other people or themselves for perceived wrongs in their adult life. In some individuals, aggressive personality traits may be genetically inherited. The aggressive personality may feel weakened by having guidelines or boundaries for anger. Anger is a normal human emotion, and these guidelines can help express anger in a healthy way.

Bapak, Ibu guru kami yang terhormat, banyak hal yang sudah kita lakukan sebagai usaha
membelajarkan peserta didik dengan harapan, mereka berketuhanan, berperikemanusiaan,
berpengetahuan, dan berketerampilan melalui pendidikan matematika. Harapan dan tugas mulia ini
cukup berat, menuntut tanggung jawab yang tidak habis-habisnya dari generasi ke generasi.
Banyak masalah pembelajaran matematika yang kita hadapi, bagaikan menelusuri sebuah
lingkaran dengan titik-titik masalah yang tak berhingga banyaknya. Tokoh pendidikan matematika
Soedjadi dan Yansen Marpaung menyatakan, kita harus berani memilih/menetapkan tindakan dan
menghadapi resiko untuk meningkatkan kualitas pendidikan matematika di setiap sekolah tempat
guru melaksanakan tugas profesionalitasnya. Artinya, guru sebagai orang yang pertama dan yang
utama bertindak sebagai pengembang kurikulum yang mengenal karakteristik siswa dengan baik,
dituntut bekerjasama memikirkan jalan keluar permasalahan yang terjadi. Pola pembelajaran yang
bagaimana yang sesuai dengan karakteristik matematika dan karakteristik peserta didik di sekolah
Bapak/Ibu ?.
Salah satu alternatif, kita akan mengembangkan pembelajaran matematika berbasis paham
konstruktivisme. Buah pikiran ini didasari prinsip bahwa: (1) setiap anak lahir di bumi, mereka telah
memiliki potensi, (2)  cara berpikir, bertindak, dan persepsi setiap orang dipengaruhi budaya, (3)
matematika adalah produk budaya, yaitu hasil konstruksi sosial dan sebagai alat penyelesaian
masalah kehidupan, dan (4) matematika adalah hasil abstraksi pikiran manusia. Untuk itu diperlukan
perangkat pembelajaran, media pembelajaran, asesmen otentik dalam pelaksanaan proses
pembelajaran di kelas.
Model pembelajaran yang menganut paham konstruktivistik yang relevan dengan karakteristik
matematika dan tujuan pembelajaran matematika cukup banyak, seperti (1) model pembelajaran
berbasis masalah, (2) pembelajaran kontekstual, (3) pembelajaran kooperatif dan banyak model
pembelajaran lainnya. Bapak/Ibu dapat mempelajarinya secara mendalam melalui aneka sumber
pembelajaran.
Pokok bahasan yang dikaji dalam buku petunjuk guru ini, antara lain: (1) eksponen dan logaritma,
(2) persamaan dan pertidaksamaan linier, (3) sistem persamaan dan pertidaksamaan linier, (4)
matriks, (5) relasi dan fungsi, (6) barisan dan deret, (7) persamaan dan fungsi kuadrat, (8) geometri,
(9) trigoniometri, (10) statistik, (11) peluang, dan (12) limit fungsi yang tertera dalam kurikulum
2013. Berbagai konsep, aturan dan sifat-sifat dalam matematika ditemukan melalui penyelesaian
masalah nyata, media pembelajaran, yang terkait dengan materi yang diajarkan. Seluruh materi
yang diajarkan berkiblat pada pencapaian kompetensi yang ditetapkan dalam kurikulum matematika
2013. Semua petunjuk yang diberikan dalam buku ini hanyalah pokok-pokoknya saja. Oleh karena
itu, Bapak dan Ibu guru dapat mengembangkan dan menyesuaikan dengan keadaan dan suasana
kelas saat pembelajaran berlangsung.
Akhirnya, tidak ada gading yang tak retak. Rendahnya kualitas pendidikan matematika adalah
masalah kita bersama. Kita telah diberi talenta yang beragam, seberapa besar buahnya yang
dapat kita persembahkan padaNya. Taburlah rotimu di lautan tanpa batas, percayalah kamu akan
mendapat roti sebanyak pasir di tepi pantai. Mari kita lakukan tugas mulia ini sebaik-baiknya, semoga
buku petunjuk guru ini dapat digunakan dan bermanfaat dalam pelaksanaan proses pembelajaran
matematika di sekolah.
Jakarta, Pebruari 2013
Tim Penulis

Statistika inferensial mencakup semua metode yang berhubungan dengan analisis sebagian data (contoh) atau juga sering disebut dengan sampel untuk kemudian sampai pada peramalan atau penarikan kesimpulan mengenai keseluruhan data induknya (populasi). Dalam statistika inferensial diadakan pendugaan parameter, membuat hipotesis, serta melakukan pengujian hipotesis tersebut sehingga sampai pada kesimpulan yang berlaku umum. Metode ini disebut juga statistika induktif, karena kesimpulan yang ditarik didasarkan pada informasi dari sebagian data saja. Pengambilan kesimpulan dari statistika inferensial yang hanya didasarkan pada sebagian data saja sebagian data saja menyebabkan sifat tak pasti, memungkinkan terjadi kesalahan dalam pengambilan keputusan, sehingga pengetahuan mengenai teori peluang mutlak diperlukan dalam melakukan metode-metode statistika inferensial.

The Department of Education in the Philippines implemented the Enhanced Basic Education Curriculum in 2013 which led to the creation of Senior High School Program. Studies showed the importance of the support of stakeholders to the success of an educational reform. Thus, it is significant to consider the acceptance of the new curriculum. This descriptive-correlational study sought to determine the acceptability of the Senior High School STEM program and correlate it to the difficulty level of problems along its implementation. Findings showed that there was low acceptability of the new curriculum among stakeholders. It also revealed that the major problems along the implementation of the curriculum were on the areas of Facility and Instructional Materials, and that the difficulty level of the problems was high. Finally, it was found out that there was significant inverse correlation between the curriculum's acceptability level and the problems' difficulty level. Thus, the study concludes that the acceptability level of curriculum is significantly related to the difficulty level of the problems encountered by the school along its implementation. The researcher recommends that a series of information-dissemination programs be conducted to raise awareness on the significance of the STEM Curriculum among the stakeholders of the school. Interventions were also proposed to address the problems

The study was carried out so as to explore the reasons behind Mathematics aversion to most of Ordinary Level Secondary School Students in Tanzania. In undertaking this study some tools of research were employed, the researcher managed to use both questionnaires and semi-structured interviews in data collection.

Research findings revealed that students’ mathematics hatred is due to; Teachers’ pedagogical competence, Poor basis students received during primary school education, Lack of Teaching and learning materials/resources, Abstractness of mathematics subject, Students’ negative attitude toward the subject that it is very difficult and Poor learning environments. The findings shown that some teachers are not well equipped with relevant skills for both preparation and presentation of subject matter; this in turn makes learners not interested even in attending mathematics classes. Others were of the view that students’ self concept that the subject is very difficult  makes them less involved in learning Mathematics with the view that the subject is for some special people with very special abilities that are not within every one’s reach.

It was therefore found that, the attitudes of students towards mathematics is entirely negative, most of them averse the discipline. The responsible organs, government in particular should therefore; supply teachers, who are competent enough, ensure the availability of relevant teaching and learning materials in schools and take into account the issue of motivating students and teachers so as to make them get attracted in teaching and learning the subject as well.