Reproducible Research in R: A tutorial on how to do the same thing more than once

Reproducibility has long been considered integral to the scientific method. Something is called reproducible when an independent person obtains the same results from the same data. Until recently, detailed descriptions of methods and analyses were the primary instrument for ensuring scientific reproducibility. Technological advancements now enable scientists to achieve a more comprehensive standard; one in which any individual can be granted access to a digital research repository, and reproduce the analyses from the raw data to the final report including all relevant statistical analyses with a single command. This method has far-reaching implications for scientific archiving, reproducibility and replication, scientific productivity, and the credibility and reliability of scientific findings. One obstacle preventing the widespread adoption of this method is that the underlying technological advancements are complicated to use. This paper introduces `repro`, an R-package, which guides researchers in the installation and use of the tools required for making a research project reproducible. Finally, we suggest the use of the proposed tools for the preregistration of study plans as reproducible computer code (preregistration as code; PAC). Since computer code represents the planned analyses exactly as they will be executed, it is more precise than natural language descriptions of those analyses, which merely complement the PAC as a more readable summary. PAC circumvents the shortcomings of ambiguous preregistrations that may give researchers undesired degrees of freedom. Hence, reproducibility made convenient with automation has a wide range of applications to accelerate scientific progress.

The Competence of Islamic Religious Education Teachers Perspective K.H. Hasyim Asy'ari

A professional teacher is meets several classifications, including the individual is a teacher with recognized, has teacher expertise or what is often called expertise in certain scientific fields related to his profession as a teacher, fulfills the aspects of coaching and development. who go through formal education or non-formal coaching. This research focuses on the competence of Islamic Religious Education teachers in the perspective of Kiai H. Hasyim Asy'ari, especially referring to his book Adabu Al-Alimi Wal Muta'alim. This type of research uses a type of library research. The primary data is from Adabu Al-Alimi Wal Muta'alim The results of this study are three teacher positions according to KH. Hasyim Asy'ari, namely teachers as individual teachers regarding personal religious, teachers when teaching, and teachers to students. The pedagogic competence indicator according to KH. Hasyim Asy'ari includes the attitude of purifying himself from all things that are not blessed by Allah Almighty, visionary, and having knowledge. Personality competence covers a calm person, tawakal, tawadhu ', and an independent person ,. Professional competence according to KH. Hasyim Asy'ari is a teacher's ability in knowledge and good at managing class. Social competence, according to KH. Hasyim Asy'ari is good at choosing jobs, good at choosing communities where to gather, avoiding places that socially can reduce the degree of teachers, and able to interact well.

Peran Pondok Pesantren Sebagai Lembaga Pengembangan Dakwah

This present study aims at identifying the role of Islamic boarding schools as da’wah institution. Islamic boarding schools in fact provided the process of teaching, educating, and exemplaring values every second and minute and every hour of the clerics to his students. Educational in islamic boarding school aims to forge themselves into an independent person and to develop a spirit of togetherness, which includes the attitude of mutual assistance, solidarity and brotherhood among the students. In terms of individual character development, schools teach thrift and simple life away from the consumptive nature. The role of Islamic boarding schools was not only as educational institutions but also it took a role as a religious institution operated as a basis in the process of changing social in society. In there, the basics of science are taught for dakwah, so the students have to do da’wah when they will enter to the society. Thus, Islamic boarding schools as an Islamic educational institution owned by the community is really potential for the Establishing of man power, potential for the creation of intelligence and well-being of the nation. Not a bit of Dakwah that could be done through schools, good Dakwah that convey the teachings of Islam, as well as preaching about the life and development of the Ummah.

«Қазақ» гэх нэрийн дөрвөн хэлний дуудлагын тухай өгүүлэх нь (= Произношение этнонима ‘қазақ’ в монгольском, казахском, китайском и русском языках)

Introduction. Kazakhs are a Turkic people dominant in present-day Republic of Kazakhstan. The former also reside in adjacent territories of China, Russia, Uzbekistan, Mongolia, and Turkey. Ancient written sources employed quite a number of ethnonyms — including the endonym қазақ (Qazaq) — to denote the ethnos. And the issue of etymology is still debatable. According to the main version, the word қазақ stands for a ‘free, unrestricted, independent person’. Goals. The paper seeks to examine spelling variants of the ethnonym in national languages of bordering countries — Mongolian, Chinese, and Russian. Results. The ethnonym has two spelling variants in Mongolian, namely: хасаг and казак. The former is the traditional spelling adopted by Mongols since ancient times. In Mongolian, the first syllable ка- (ka-) turns into ха- (kha-), which thus gave rise to the mentioned form. The second spelling variant was borrowed in the mid-to-late 20th century from Russian, and is a neologism. The Chinese hasake is as transformed as other ethnonyms, e.g., монгол (Mongol) — menggu, русский (Russian) — eluosi, ойрат (Oirat) — weilate, elute. Russians tended to call Kazakhs ‘Kirghiz-Kaisaks’, or ‘Kirghizes’ till the early 20th century. The latter ethnonym was replaced by қазақ (Qazaq), and further the spelling казах (Kazakh) was officially accepted.

DIAGNOSIS OF CHILDREN WITH SANFILIPPO DISEASE – PSYCHOLOGICAL, SOCIAL AND MOTOR ASSESSMENT

Sanfilippo disease (mucopolysaccharidosis, MPS IIIA) is one of the types of mucopolysaccharidosis associated with extensive neurological effects and somatic symptoms. The consequences of neurodegeneration and cognitive impairment are manifested in challenges with the daily functioning of patients who experience problems with communication and following instructions. The aim of this study was to assess the cognitive functioning of three patients with MPS IIIA and to find patterns of neurodegeneration and to make their environment more friendly. Three boys (from 5.5 to 7 years) with MPS IIIA participated in the study. Each participant attended two meetings, and his functioning was assessed by three independent person (using two-way mirror). We used Bayley’s Scale III with some modifications. Interviews with parents were also included. The communication of patients was limited to some vocalizations. Patients presented instrumental use of items, but not all of them were able to repeat actions after diagnostician or presented object permanence. The results showed that the cognitive functioning of participants was significantly hindered by problems related to motor dysfunction, hyperactivity, and ataxia. The psychological data was collated with medical results. This study allows indicating new sources giving the possibility of child phenotype variability and to create specific interventions in the field of psychological therapy for patients with MPS IIIA and their families.

Women as Passive Citizens in Kant's Theory of Citizenship

Kant, who is one of the contractarian theorists in political philosophy, positions the person who has the right to vote and participates in the legislative process as a citizen. This positioning is directly related to Kant's attribution of citizenship to the independence precondition. For Kant, independence means that a person possesses a certain amount of ownership which enables him to sustain his life on his own. The person who owns a certain quantity of property is the master of himself as he will not receive orders from the others and will not need the protection of others. Positioning an independent person as an active citizen with political rights, Kant considers persons who are non-owners as passive citizens because they cannot meet the prerequisite for independence. Passive citizens who are deprived of all political rights are merely citizens of the state. According to Kant's argument, women can never move up to the active citizenship status, although the republic has cleared the way for the possibility that every member of the republic could eventually move up to the active citizenship status. The status of being man of property, which is a prerequisite for the independence criterion, loses all its functions when women are in question. Even if a woman is a property owner, this is still considered insufficient for the independence criterion. Kant bases this idea of him on the assumption of women's nature and the prenuptial agreement.

MENGEMBANGKAN NILAI KEMANDIRIAN ANAK MELALUI METODE BERCERITA PADA USIA 5-6 TAHUN

Independence is a condition that reflects a child becoming an independent person without being dependent on others even though still under adult supervision. This study aims to indentify the development of children's independent character value through storytelling method. This study used qualitative method through action research approach which is conducted intwo cycles. Each cycle is carried out with stage of planning, implementation, observation and reflection. The samples of this study were 32 children. Data collection was conducted through observation and children's activities. Data analysis used descriptive analysis technique. The result showed that mean score of first cycle on improving children's independence have developed as expected (BSH) and developed very well (BSB), which was 9 children (28.2%). In the second cycle shown an enhancement in which the mean score gained 25 children (78.2%). it can be concluded that the storytelling method can develop independence value of early childhood. Then, implication of this study that storytelling method can be used to develop other development value of early childhood. Abstrak Kemandirian adalah suatu kondisi yang mencerminkan seorang anak dapat berdiri sendiri tanpa bergantung pada orang lain meskipun tetap dalam pengawasan orang dewasa. Penelitian ini bertujuan untuk mengetahui pengembangkan kemandirian anak melalui metode bercerita. Penelitian ini menggunakan metode kualitatif melalui pendekatan tindakan kelas yang dilaksanakan dalam dua siklus. Setiap siklus dilakukan melalui tahapan perencanaan, pelaksanaan, pengamatan dan refleksi. Sampel dalam penelitian ini adalah 32 orang anak. Pengumpulan data dilakukan melalui observasi dan unjuk kerja. Analisis data menggunakan teknik analisis deskriptif. Hasil penelitian menunjukkan nilai rata-rata pada siklus 1 bahwa pengembangan kemandirian anak telah berkembang sesuai harapan (BSH) dan telah berkembang sangat baik (BSB) yaitu 9 anak (28,2%). Pada Siklus II telah menunjukan peningkatan dengan nilai rata-rata 25 anak (78,2%). Penggunaan metode bercerita dapat mengembangkan kemadirian anak usia dini. Maka, implikasi kajian ini bahwa metode bercerita dapat digunakan untuk mengembangkan berbagai aspek perkembangan anak. Kata Kunci: Kemandirian, Anak Usia Dini, Metode Bercerita

Peran keluarga sebagai tempat pertama sosialisasi budi pekerti Jawa bagi anak dalam mengantisipasi degradasi nilai-nilai moral

The family is the smallest unit in society that is formed due to the marriage ties between men and women. The development of children in the family is influenced by the condition of the family situation and the experiences of the parents. The family is a place for the socialization of values ​​or life roles in society carried out by its members. The family goal is the rules and values ​​are known and understood by children so that they can eventually become independent individuals, behave and act according to the rules and values ​​that apply. Javanese character is a value that developed in Javanese society sourced from local religious and cultural norms, can be socialized within the family, among others, through the example given by parents to their children from an early age so as to be equipped in social life as an independent person and not deviate from the prevailing norm.

The totems and taboos in the hungarian children’s poetry: yesterday and today

The article describes most notable trends in contemporary children’s poetry in Hungary. Developing in line with European and world trends, Hungarian children’s poetry is an integral part of national literature, which, in turn, has influenced the topics poets have been choosing and/or avoiding. In the early 20th century, the way children’s poetry was perceived in Hungary changed dramatically due to the developments in the society and literature; poetry for (and about) children had gradually evolved into an independent genre. With childhood experience “growing in value”, perception of a child as an independent person, and not as a “underaged adult”, had an effect on the increase in the numbers of texts where authors shared their own childhood experiences, and on the emergence of a whole new body of children’s literature. Sándor Weöres’s poems became a watershed for Hungarian children’s poetry. New principles he proposed formed the basis for poetic texts that have been created over the past seventy years. Following the precepts of Weöres and other authors of his generation, modern Hungarian poets combine rhythmic and phonetic richness of their native language with topics relevant to modern children, and expand the genre of children’s poetry, enriching the national and European children’s poetic canon.