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Journal articles on the topic 'PETE'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 July 2024

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1

Jo, In Young, Jeong Won Lee, Woo Chul Kim, Chul Kee Min, Eun Seog Kim, Seung-Gu Yeo, and Sang Mi Lee. "Relationship between Changes in Myocardial F-18 Fluorodeoxyglucose Uptake and Radiation Dose after Adjuvant Three-Dimensional Conformal Radiotherapy in Patients with Breast Cancer." Journal of Clinical Medicine 9, no. 3 (March 2, 2020): 666. http://dx.doi.org/10.3390/jcm9030666.

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This study aimed to assess the relationship between radiation dose and changes in the irradiated myocardial F-18 fluorodeoxyglucose (FDG) uptake after radiotherapy (RT) in breast cancer patients. The data of 55 patients with left and 48 patients with right breast cancer who underwent curative surgical resection and adjuvant three-dimensional conformal RT and staging (PET1), post-adjuvant chemotherapy (PET2), post-RT (PET3), and surveillance (PET4) FDG positron emission tomography/computed tomography (PET/CT) were retrospectively reviewed. The median interval between PET1 and curative surgical resection, between the end of adjuvant chemotherapy and PET2, between the end of RT and PET3, and between the end of RT and PET4 were five days, 13 days, 132 days, and 353 days, respectively. The myocardial-to-blood pool uptake ratio was measured in all patients. For patients with left breast cancer, the 30 Gy- (30 Gy) and 47.5 Gy-irradiated myocardium-to-low-irradiated myocardium (47.5 Gy) FDG uptake ratios were additionally measured. There were no differences in the myocardial-to-blood pool uptake ratios between left and right breast cancer on all PET scans. For left breast cancer, higher 30 Gy and 47.5 Gy uptake ratios were observed on PET3 than on PET1 and PET2. Both uptake ratios decreased on PET4 compared to PET3, but, were still higher compared to PET1. On PET3 and PET4, the 47.5 Gy were higher than the 30 Gy uptake ratios, while there were no differences between them on PET1 and PET2. Although the whole myocardium FDG uptake showed no significant change, the irradiated myocardium FDG uptake significantly increased after RT and was related to radiation dose to the myocardium in breast cancer patients. These results might be an imaging evidence that supports the increased risk of heart disease after RT in patients with left breast cancer.

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2

Coronado-Poggio, Mónica, Ana Cristina Hernandez-Martinez, M. Pilar Sarandeses, Montse Cortés-Romera, Marc Simó-Perdigó, Xavier Setoain, Amanda Rotger, et al. "Central Review of PET/TC: First Spanish Experience in a Phase 2 Randomized Trial in Diffuse Large B-Cell Lymphoma (DLBCL) Patients." Blood 126, no. 23 (December 3, 2015): 5042. http://dx.doi.org/10.1182/blood.v126.23.5042.5042.

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Abstract Background: Positron emission tomography / computed tomography with fluorodeoxyglucose (FDG-PET/CT) is widely accepted for staging and for end treatment assessment in patients with DLBCL, and has demonstrated to have prognostic impact when used to evaluate early response to chemotherapy (CT) in this group of patients. In the last years, many changes in the way of interpreting PET/CT have been proposed, both for interim and for end of treatment (Barrington SG, J Clin Oncol 2014;32:3048-3058) We present preliminary data of the first Spanish centralized PET/CT review in a Phase 2 randomized trial in young patients with poor prognosis diffuse large B-cell lymphoma (DLBCL), which compares 6 cycles of RCHOP versus 6 cycles of a modified RCHOP regimen, Bortezomid-R CAP (BRCAP). ClinicalTrials.gov Identifier: NCT01848132. The main objective is to evaluate concordance between reviewers in interim and final PET, in order to stablish the best criteria for PET/CT assessment. PET2 ability to predict PET4 result is also analyzed. Methods: A blinded, prospective, centralized review in real time of PET/CT images was realized by the GELTAMO PET network. For each patient, images of basal (PET0), interim PET2 and PET4 and final PET after completion of chemotherapy (PET 6) were sent to a central platform, and then analysed by the review panel composed of seven expert nuclear medicine physicians. PET2 and PET4 were interpreted visually based on Deauville criteria (considering scores 4 and 5 as positive), and also semiquantitavely (considering a positive PET2 when ΔSUVmax≤66% and a positive PET4 when ΔSUVmax≤70%). PET6 was interpreted following Deauville criteria. Final result of every PET/CT was defined as positive or negative by the central review panel. When discordance between visual and semiquantitative analysis was found in interim PET, semiquantitative method was determinant of final result. A positive PET4 result determined dropped out from trial. Concordance between all readers was analysed using Cohen's kappa coefficient. Results: Of the first 76 patients that underwent PET/CT, 64 patients completed PET0, PET2 and PET4; 34 patients underwent PET0, PET2, PET4 and PET6. In the central review, 44/64 patients (69%) were PET2(-) and 20/64 (31%) were PET2(+); 44/64 (69%) were PET4(-) and 20/64 (31%) PET4(+); 21/34 (62%) were PET6(-) and 13/34 (38%) were PET6(+). We found 43 patients with negative PET2 and PET4, 19 patients with positive PET2 and PET4, 1 patient with positive PET2 and negative PET4, and 1 patient with negative PET2 and positive PET4. PET2 result was predictive of PET4 (p<0.001). Concordance between reviewers for PET2 using visual assessment was good (median kappa=0,74) and very good using semiquantitative analysis (median kappa: 0,83). Concordance between reviewers for PET4 using visual assessment was good (kappa=0,72) and very good when semiquantitative analysis was used (median kappa=0,87). For PET6, concordance between readers was moderate (kappa=0.45). Conclusion: In this homogeneus group of patients, a centralized semiquantitative analysis of interim PET after 2 and 4 cycles of chemotherapy improves concordance between readers in comparison with visual analysis. When semiquantitative method is used, PET2 is predictive of PET4 result. In the same way, visual analysis of PET6 using Deauville criteria seems to have a worse concordance between readers, but more patients need to be analyzed to confirm this result. Disclosures No relevant conflicts of interest to declare.

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3

Syamsul Asri. "Manusia Pete-Pete dan Perayaan Makassarisme." JILS (Journal of International and Local Studies) 1, no. 1 (December 6, 2021): 1–14. http://dx.doi.org/10.56326/jils.v1i1.718.

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Panggung sosial yang pete`-pete` hadirkan bersifat stategis karena perjumpaan antar warga kota yang difasilitasinya, diarahkannya, didevaluasinya dan ditundanya berlangsung massif, baik secara durasional maupun secara geografis; pada hampir semua belahan tubuh Kota Makassar hadir pete`-pete` di hampir semua waktu, bukan sekadar ketika pete`-pete` jalan on the road namun juga ketika pete`-pete` terparkir. Nilai inilah yang membuat pete`-pete` bisa dikaitkan secara konseptual dan praktis dengan wacana ruang publik di Kota Makassar, yang saya sebut sebagai Makassarisme; pete`-pete` adalah sejenis mode melintasi ruang Kota Makassar bersama orang lain. Kebersamaan ini memiliki ciri khusus yakni terjadi di atas/di dalam sebuah entitas mekanik yang bergerak, dalam situasi psikologi sosial yang temporer namun intens. Kebersamaan ini, secara sosial eksistensial, banyak menyumbang kepada definisi ke-kita-an yang dihidupi oleh warga Kota Makassar, terkhusus bagaimana mendefinisikan diri sendiri di hadapan orang lain, bagaimana mendefinisikan orang lain dalam suatu perjumpaan yang berhimpitan, dan bagaimana status serta nilai kekuasaan yang hadir di dalam, di antara dan di luar pete`-pete`. Tulisan ini dibangun dalam kerangka penelitian lapangan (field research) yang menggunakan pendekatan fenomenologis etnografis. Metode pengumpulan data yang digunakan adalah etnografi panggung (stagial ethnography) dalam bentuk mengendarai, memakai, memaknai (verstehen) pete`-pete` dan wawancara mendalam (deep interview) dengan subjek yang berkepentingan dengan pete`-pete`. Metode analisis data yang digunakan adalah outcroppings terhadap data lapangan dan materi wawancara untuk memperoleh data kualitatif tentang relasi pete`-pete` dengan wacana & praksis social Makassarisme. Penyelidikan yang lebih detail terhadap hal ini diharapkan mampu membantu warga Kota Makassar untuk memahami pete`-pete`nya dan konsekuensi yang dibawanya.

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4

Wahyudin, Wahyudin Wahyudin, Muhammad Syukur Syukur, and Supriadi Torro Torro. "“Kontestasi antara angkutan pete-pete dengan angkutan gojek dan grab di kota makassar”." Phinisi Integration Review 5, no. 1 (February 28, 2022): 158. http://dx.doi.org/10.26858/pir.v5i1.31723.

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Penelitian ini bertujuan untuk mengetahui: (i) sistem kerja Angkutan Pete-pete dengan Angkutan Gojek dan Grab, (ii) pola kontestasi antara Angkutan Pete-pete dengan Angkutan Gojek dan Grab, dan (iii) konsekuensi sosial dari kontestasi terhadap kelangsungan operasi Angkutan Pete-pete dengan Angkutan Gojek dan Grab. Jenis penelitian yang dilakukan adalah penelitian kualitatif dengan pendekatan deskriptif. Informan ditentukan secara purposive sampling dan berjumlah 12 orang, yang terdiri dari Kepala Seksi Transportasi Publik Dinas Perhubungan Kota Makassar, Ketua Organda Pete-pete, pengemudi Angkutan Pete-pete, dan pengemudi Angkutan Gojek dan Grab. Teknik pengumpulan data yaitu dengan wawancara mendalam. Teknik analisis data melalui berbagai tahapan yaitu reduksi data, penyajian dan penarikan kesimpulan, sedangkan tekhnik keabsahan data menggunakan triangulasi sumber. Hasil penelitian ini menunjukkan bahwa: (i) Sistem kerja Angkutan Pete-pete dengan Angkutan Gojek dan Grab berjalan sesuai dengan aturan-aturan dan sesuai aplikasi, bekerja sesuai dengan jam beroperasi dan jam beroperasi yang fleksibel, serta bekerja tanpa bonus sesuai kinerja dan bekerja dengan bonus karena beragamnya layanan yang ditawarkan dalam aplikasi, (ii) pola kontestasi antara Angkutan Pete-pete dengan Angkutan Gojek dan Grab membentuk pola saling menghilangkan yaitu pola Zero sum Game yang dominan dan pola Koeksistensi, dan (iii) konsekuensi sosial dari kontestasi terhadap kelangsungan operasi Angkutan Pete-pete dengan Angkutan Gojek dan Grab adalah dampak sosial yaitu konflik laten dan konflik manifest, dan dampak ekonomi yaitu tumbuhnya ekonomi baru serta menurunnya pendapatan Angkutan Pete-pete.

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Park, Hye, Eun Han, Joo O, Byung-Ock Choi, Gyeongsin Park, Seung-Eun Jung, Seung-Ah Yahng, Ki-Seong Eom, and Seok-Goo Cho. "Early Interim Chemotherapy Response Evaluation by F-18 FDG PET/CT in Diffuse Large B Cell Lymphoma." Diagnostics 10, no. 12 (November 24, 2020): 1002. http://dx.doi.org/10.3390/diagnostics10121002.

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Fluorine-18 fluorodeoxyglucose (FDG) positron emission tomography (PET)/computed tomography (CT) after one cycle of standard chemotherapy in patients with diffuse large B cell lymphoma (DLBCL) was assessed. Prospectively enrolled 51 patients had four PET/CT studies using the same protocol and system: at baseline and after one, three, and six cycles of chemotherapy (PET0, PET1, PET3, PET6). The PET1 and PET6 Deauville five-point score (D5PS) agreed in 60.8%, while PET3 and PET6 D5PS agreed in 90.2%. The absolute and percent changes of peak standard uptake value corrected for lean body mass (SULpeak) compared to baseline were significantly different between PET1 and PET3 (p = 0.001, p < 0.001) and PET1 and PET6 (p = 0.002, p = 0.001), but not between PET3 and PET6 (p = 0.276, p = 0.181). The absolute SULpeak from PET1 predicted treatment failure with accuracy of 78.4% (area under the curve 0.73, p = 0.023). D5PS, SULpeak, and metabolic tumor volume (MTV) were not statistically different between responders versus non-responders, or the one year disease-free versus relapse groups. D5PS and PERCIST responses showed 100% agreement at end-of-therapy. In conclusion, the responses after three and six cycles of therapy showed high degree of agreement. D5PS or MTV after one cycle of chemotherapy could not predict response or one-year disease-free status, but the SULpeak from PET1 was associated with response to first line therapy in DLBCL. Deauville and PERCIST criteria show high concordance.

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Solmon, Melinda A., Kim C. Graber, Amelia Mays Woods, Nancy I. Williams, Thomas J. Templin, Sarah L. Price, and Alison Weimer. "Physical Education Teacher Education in Kinesiology: Past, Present, and Future." Kinesiology Review 9, no. 4 (November 1, 2020): 305–12. http://dx.doi.org/10.1123/kr.2020-0047.

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This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

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Halim, Didin, and Herman H. "Analysis of User Perceptions of Transport Service Performance in Makassar City." Jurnal Ilmiah Ilmu Administrasi Publik 10, no. 1 (August 3, 2020): 275. http://dx.doi.org/10.26858/jiap.v10i1.14557.

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Changes in the arrangement of transportation system services in Makassar City must be made immediately in realizing public transportation systems that meet the expectations and needs of the community. There are problems with the performance of Pete-Pete's public transport services in terms of reliability, comfort, security, generosity, and timeliness of pete-pete public transport in Makassar City. The purpose of this study is to analyze the description of users' perceptions of public transport and examine the effect of reliability, comfort, security, generosity and timeliness on the performance of public transport in Makassar. This research uses a quantitative approach with data collection techniques through observation, questionnaires and in-depth interviews and documentation studies. The research sample of 150 people as respondents. This study uses SEM analysis with the SmartPLS package program ver. 2.0 ME, to estimate the model, study and test hypotheses. The results of this study indicate that (i) There is a positive influence on the reliability factor on the performance of Pete-Pete transportation in Makassar City, with a contribution of 44.30% (ii) There is a positive influence of comfort factor on the performance of Pete-Pete transportation in Makassar City, with the contribution of 26.35%, (iii) There is no positive effect on the performance of the Pete-Pete transportation performance in Makassar City, with a contribution of only 0.78%. (iv) There is a positive influence of the factor of mercy on the performance of Pete-Pete transportation in Makassar City, with a contribution of 54.23% and (v) There is a positive influence of the timeliness factor on the performance of Pete-Pete transportation in Makassar City, with a contribution of 60.50%.

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Huang, Shanfeng, Xiaoming Shen, Yuechun Fu, and Huan He. "Considering the effect of optical attenuation on photon-enhanced thermionic emission converter of the practical structure." Open Physics 19, no. 1 (January 1, 2021): 352–59. http://dx.doi.org/10.1515/phys-2021-0041.

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Abstract Photon-enhanced thermionic emission (PETE) is a new type of solar cell. The existing papers on PETE research do not consider the structure of actual PETE devices; in practical PETE structure, the original incident light intensity is attenuated by the window layer and the buffer layer (include anode in reflection PETE devices). In this paper, according to two kinds of the common structure of PETE device, the influence of transmission and reflection of sunlight on the conversion efficiency of PETE device is analyzed. Using a light-trapping structure on the cathode of the PETE device is a valid method to reduce the reflection of the incident light. The calculation results show that the optical attenuation has a great influence on the actual photon flux received by the cathode effective layer. Under the condition of reasonable operation of the device, the efficiency of PETE can be improved by reducing the size of the material, improving the light transmittance of the buffer layer and window layer, and using the light-trapping structure.

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Lu, Chunlei, Joe Barrett, and Olivia Lu. "Teaching physical education teacher education (PETE) online: Challenges and solutions." Brock Education Journal 29, no. 2 (September 4, 2020): 13. http://dx.doi.org/10.26522/brocked.v29i2.828.

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The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

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Mitchell, Murray F., Hal A. Lawson, Hans van der Mars, and Phillip Ward. "Chapter 6: Perspectives on the Future of Doctoral Programs." Journal of Teaching in Physical Education 40, no. 3 (July 1, 2021): 392–401. http://dx.doi.org/10.1123/jtpe.2020-0244.

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What does the future hold for Doctoral Programs for Physical Education Teacher Education (D-PETE) programs, faculty, and doctoral students? What can D-PETE faculty prioritize and do to create a more desirable future for D-PETE, PETE, and school physical education programs? What are the main facilitators, constraints, and barriers? Framed by these three questions, this chapter offers an action-oriented analysis of doctoral programs. Alongside physical education-specific program priorities influential factors in the external environment merit attention, including regional and state accreditation, neoliberal forces for accountability, the regulatory environment, program standards and national rankings, and declining enrollments. Mindful of alternative perspectives and university- and program-specific action plans, a dual priority appears to be crosscutting. Every D-PETE program needs to reflect theoretically sound and evidence-based practices, and D-PETE graduates need to be prepared to advance these practices after graduation. Toward these ends, it is timely to work toward consensus on a core knowledge base, explore how best to share resources across university boundaries, and join forces to solidify and safeguard appropriate practices. Today’s choices have short- and long-term consequences for each program and the profession overall, recommending that national priorities gain prominence alongside local program traditions and D-PETE faculty practices.

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Heljakka, Katriina. "Vanhentunut Pete." Tekniikan Waiheita 37, no. 3 (October 23, 2019): 43–56. http://dx.doi.org/10.33355/tw.86774.

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Katsauksen keskiössä ovat lelusuunnittelussa ilmenevä nostalginen teknologiasuhde ja vintageleikiksi kutsuttu esineleikin osa-alue. Kirjoituksessa esitelty uutuuslelu, Obsolete Pete (”Vanhentunut Pete”), ammentaa esikuvansa nykyteknologian mahdollisuuksien sijaan menneen ajan välineistöstä ja estetiikasta. Leluhahmon suunnittelun lähtökohtia peilataan katsauksessa lelusuunnittelun ajankohtaisiin trendeihin ja osoitetaan, miten materiaalilähtöinen retrovaatio tietoisena suunnittelun lähtökohtana voi merkitä myös vanhentuneen ja analogisen teknologian monipuolista hyödyntämistä uuden hahmolelun muotoilussa.

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Nap, Hanneke, Iris van der Zande, Eelco Kramer, and Gonda van den Heuvel. "ONDER DE HUID VAN ZWARTE PIET." De Moderne Tijd 2, no. 2 (January 1, 2018): 161–87. http://dx.doi.org/10.5117/dmt2018.2.004.heuv.

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UNDER BLACK PETE’S SKIN Dark figures around the nineteenth-century Feast of Saint Nicholas The Dutch debate surrounding Black Pete (Zwarte Piet) has become deeply polarized. Proponents as well as opponents of the black assistant of Saint Nicholas base their opinions on his assumed origin. While supporters of Black Pete believe that he originated from pre-Christian traditions, the anti-Black Pete camp is convinced he can be traced back to a world of slavery and racism. This article shows that the present figure of Black Pete is a nineteenth-century amalgamation of different types and traditions. This means that Black Pete cannot be reduced to a single, unambiguous meaning. Therefore, the answer to the question concerning his identity and his alleged racist character must be found in his reception rather than his origin.

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Macdonald, Doune, and Richard Tinning. "Physical Education Teacher Education and the Trend to Proletarianization: A Case Study." Journal of Teaching in Physical Education 15, no. 1 (October 1995): 98–118. http://dx.doi.org/10.1123/jtpe.15.1.98.

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Drawing on evidence from an Australian physical education teacher education (PETE) program, this paper argues that the preparation of physical education teachers implicates PETE in the trend to proletarianize teachers’ work at the same time that national claims for increased professionalization are being made. The core physical education program and its PETE component was characterized by narrow utilitarian, sexist, scientistic, and technicist approaches to the field of physical education. More specifically, the PETE program represented teaching as technical and unproblematic rather than as a critical and intellectual endeavor, and its faculty and students were accorded a subordinate status within the department.

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Hordvik, Mats M., Ann MacPhail, and Lars T. Ronglan. "Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers." Journal of Teaching in Physical Education 36, no. 2 (April 2017): 232–43. http://dx.doi.org/10.1123/jtpe.2016-0166.

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Purpose:In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education?Method:One PETE faculty member (the first author) and twelve PSTs took part in a university Sport Education unit. Data were collected through the PETE faculty member’s open-ended reflective diary and focus groups with three PST teams.Results:The PETE faculty member and PSTs experienced various challenges such as bridging theory and practice when learning about teaching Sport Education and articulating the “what”, “how” and “why” when teaching about teaching Sport Education.Conclusion:Sport Education is a complex curriculum and instructional model, encouraging further interrogation of the theoretical implications of the model.

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Peralta, Louisa R., Claire L. Marvell, and Wayne G. Cotton. "A Sustainable Service-Learning Program Embedded in PETE: Examining the Short-Term Influence on Preservice Teacher Outcomes." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 39–48. http://dx.doi.org/10.1123/jtpe.2019-0055.

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Background: Studies have acknowledged the limitations of short-term service-learning programs. This highlights the importance of examining the influence of evidence-informed sustainable service-learning programs on preservice teachers’ learning outcomes. Purpose: To explore the short-term influence of a sustainable service-learning program on first-year physical education teacher education (PETE) preservice teachers. Methods: Written reflections from 15 students (73% women and 27% men) in the first year of a PETE course were analyzed using Butin’s conceptual model. Results: The service-learning experiences allowed first-year PETE preservice teachers to extend and refine their general pedagogical content, curriculum, and policy knowledge. However, PETE preservice teachers’ learning was limited in terms of cultural, political, and postmodern perspectives. Discussion: This study provides recommendations for improving preservice teachers’ learning in a sustainable service-learning program embedded in a PETE course.

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Svendsen, Annemari Munk, and Jesper Tinggaard Svendsen. "Contesting discourses about physical education." European Physical Education Review 23, no. 4 (July 12, 2016): 480–98. http://dx.doi.org/10.1177/1356336x16657279.

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This article investigates and problematises how contesting discourses about Physical Education (PE) as a school subject are immersed within textbooks used in Physical Education Teacher Education (PETE) in Denmark. The paper considers PETE textbooks as powerful documents that construct and maintain discourses about PE, and at the same time as central texts for the reading of such discourses. Fairclough’s and Foucault’s notions of discourse and discourse analysis are applied to identify dominant patterns in those 20 textbooks that are most used in PETE in Denmark. The findings reveal three different discourses that represent contesting philosophies about the value and practice of PE. These are termed: (1) Developing the potential for sport, (2) Basis for creative sensing and (3) Being part of a cultural ballast. The paper analyses these three discourses critically and concludes that PETE textbooks are deeply involved in the (re)construction, struggling and ‘working’ of classical discourses in PE. The discussion deals with the way that PETE textbooks comprise powerful documents that through their recurrent use of high modality are unequivocal in their suggestions for PE practices, and how pre-service teachers in this way are exposed to antagonistic discourses in PETE textbooks. We suggest that PETE teachers may use textbook analysis in the educational programme as a tool for reflection upon the working of discourses in PE in general and for discussing central ideological dilemmas in PE.

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Syafei, Ilham, Miftahul Khaer S., and Amrullah. "Studi Perbandingan Biaya Transportasi Pengguna Pete-pete dan Bus Rapid Trans." Jurnal Teknik Sipil MACCA 4, no. 1 (February 28, 2019): 54–58. http://dx.doi.org/10.33096/jtsm.v4i1.361.

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Makassar sebagai salah satu kota besar di Indonesia khususnya di provinsi Sulawesi-Selatan. Angkutan umum menjadi sarana yang sangat penting bagi masyarakat dalam melakukan berbagai aktifitas. Penelitian ini bertujuan untuk mengetahui kinerja dari masing-masing angkutan umum khususnya pete-pete pada trayek D, E dan BRT pada koridor 2, 3. Kemudian cara penanganan kinerja angkutan umum di masa yang akan datang. Kinerja angkutan umum berdasarkan Keputusan Direktur Jenderal Perhubungan Darat No.SK.687AJ.206/DRJD/2002 yaitu waktu perjalanan, waktu tempuh, kecepatan perjalanan, faktor muat (load factor), headway, waktu tunggu, dan ditambahkan faktor keamanan dan kenyamanan. Hasil penelitian menunjukkan Besarnya nilai rata-rata Ability To Pay (ATP) untuk jasa Pete – pete sebesar Rp.4.869,11, sedangkan untuk Pengguna BRT sebesar Rp.5.229,- untuk seluruh kategori pekerjaan. Besarnya nilai rata-rata Willingness To Pay (WTP) sebesar Rp.2.923,- sedangkan untuk Pengguna BRT sebesar Rp.3.413untuk seluruh kategori pekerjaan. Tarif pete-pete dan BRT pada saat penelitian berlangsung yaitu sebesar Rp.5.000,- masih menjadi beban bagi sebagian besar Masyarakat ,ini bisa dilihat dari biaya transportasi yang dikeluarkan oleh sebagian besar Masyarakat adalah lebih besar dari 20% dari penghasilan yang diperoleh setiap bulan.

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Woods, Marianne, Grace Goc Karp, and Michael R. Judd. "Search Chair and Physical Education Teacher Perceptions About Filling PETE Positions." Journal of Teaching in Physical Education 30, no. 2 (April 2011): 129–44. http://dx.doi.org/10.1123/jtpe.30.2.129.

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Given recent evidence that a shortage of qualified candidates for PETE positions exists (Boyce & Rikard, 2008; Woods, Goc Karp, & Feltz, 2003), this dual purposed study was designed to examine the nature of and possible factors that may contribute to that shortage. The first purpose was to examine the results of searches from the perspectives of search chairs for PETE positions posted during the 2007–08 academic year. The second purpose was to determine K-12 teachers’ perceptions about pursuing advanced degrees and careers in PETE. Search chairs highlighted low numbers of qualified applicants and the need for strategies that improve the recruitment of individuals to choose PETE doctoral studies. The majority of teachers (52%) reported aspirations to continue their careers teaching at the K-12 level instead of pursuing teaching in higher education. Suggestions for policy reexamination in PETE doctoral programs related to hiring and recruitment are provided.

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Nirwana, Nirwana, and Marilang Marilang. "Legalitas Pelanggaran Lalu Lintas Oleh Angkot Pete-Pete di Kota Makassar." Alauddin Law Development Journal 2, no. 3 (November 20, 2020): 353–73. http://dx.doi.org/10.24252/aldev.v2i3.13056.

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AbstrakPelanggaran oleh supir angkot (pete-pete) di Antang Manggala Kota Makassar dari waktu ke waktu telah meningkat, Ini disebabkan oleh manusia itu sendiri kurangnya kesadaran akan peraturan berlalu lintas dan kepentigan-kepentingan manusia ceroboh, Lalai, bahkan kesengajaan menjadi actor dominan terjadinya pelanggaran lalu lintas Penulis didorong untuk melakukan penelitian tentang penegakan hokum dan sanksi pidana terhadap pelanggar lalu lintas oleh Angkot (Pete-pete). Penulis menggunakan jenis penelitian normatif hukum dimana menggunakan studi literatur dan wawancara untuk memperoleh data. Berdasarkan ketentuan Pasal 273-pasal 313 undang-undang nomor 22 tahun 2009. Penulis dapat menyimpulkan bahwa hak sanksi untuk diterapkan ialah Pidana kurungan dan pidana denda serta pidana tambahan.

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Hutchinson, Gayle E., and Craig A. Buschner. "Delayed-Entry Undergraduates in Physical Education Teacher Education: Examining Life Experiences and Career Choice." Journal of Teaching in Physical Education 15, no. 2 (January 1996): 205–23. http://dx.doi.org/10.1123/jtpe.15.2.205.

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Nearly 40% of all undergraduates are adult learners (age 25 and older; Kasworm, 1990). As the number of adult learners rises, physical education teacher education (PETE) faculty members must begin to explore how these learners differ from traditional 18- to 24-year-old students. The purpose of this phenomenological study was to describe the events leading to a career decision in PETE and to examine participant-described behaviors as PETE students of two delayed-entry students actively enrolled in a university PETE program. Analysis of three 90-minute, in-depth, open-ended interviews revealed that significant life experiences prompted participants to reevaluate their career goals and pursue a career teaching physical education. As PETE candidates, participants frequently utilized a reservoir of life experiences to make sense of their career decisions and navigate their career paths. The adult learners described themselves as self-motivated and self-directed with clear career goals and timelines.

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Kim, Insook, Yun Soo Lee, Phillip Ward, and Weidong Li. "A Critical Examination of Movement Content Knowledge Courses in Physical Education Teacher Education Programs." Journal of Teaching in Physical Education 34, no. 1 (January 2015): 59–75. http://dx.doi.org/10.1123/jtpe.2013-0166.

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Despite increasing policy emphasis on improving teacher quality, little is known about how teachers acquire their movement content knowledge in physical education teacher education (PETE). To address this question we examined: (a) movement content courses designed to teach K-12 physical education content in the PETE curriculum, (b) the purpose of the movement content courses, (c) the focus of the movement content course syllabi, and (d) pedagogical tasks used to teach movement content knowledge. Data were collected from websites, program coordinators, and course syllabi in 26 PETE programs and analyzed using descriptive statistics or one-way chi-square test. A primary conclusion from this study is that not a lot of common content knowledge is taught in the PETE curriculums we examined. A second conclusion is that specialized content knowledge does not represent a significant focus in the movement content classes. These findings both support and challenge current policy initiatives that address teacher quality in PETE.

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Casey, Ashley, and Tim Fletcher. "Trading Places: From Physical Education Teachers to Teacher Educators." Journal of Teaching in Physical Education 31, no. 4 (October 2012): 362–80. http://dx.doi.org/10.1123/jtpe.31.4.362.

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Recently, there has been an increase in research on becoming teacher educators, yet little is known about becoming physical education teacher educators (PETE). Responding to concerns about the current state of doctoral PETE programs and inadequate preparation of novice teacher educators, this paper explores our transition from high school teaching to university-based PETE. Employing self-study methodologies we used ourselves as data gathering tools to improve our understandings of self and practice. Our analysis showed that we struggled with the transition from teacher to teacher educator, primarily in navigating the different pedagogies required in teacher education. Based on our high school and PETE experiences, we drew on different sources to shape our respective pedagogies of teacher education. Future PETEs may benefit from structured learning about teaching teachers where they can discover and explore teacher education theory and practice, or be provided with opportunities to observe experienced colleagues and engage in discussion about PETE programming and practice with mentors.

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Yang, Yang, Wei Wei Cao, Peng Xu, Bing Li Zhu, Yong Lin Bai, Bo Wang, Jun Jun Qin, and Xiao Hong Bai. "Temperature-Dependent Analysis of Solid-State Photon-Enhanced Thermionic Emission Solar Energy Converter." Energies 13, no. 7 (March 27, 2020): 1554. http://dx.doi.org/10.3390/en13071554.

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Solid-state photon-enhanced thermionic emission (PETE) solar energy converters are newly proposed devices that can directly convert solar energy into electrical power at high temperatures. An analytical model based on a one-dimensional steady-state equation is developed to analyze the temperature-dependent performance of the solid-state PETE converter. The treatment used to derive the reverse saturation current density ( J 0 ) and open-circuit voltage ( V o c ) of the solid-state PETE converter is similar to that used in photovoltaic cells. Thus, their performances at elevated temperatures can be compared. Analysis results show that J 0 of the solid-state PETE converter with a GaAs absorption layer is approximately three orders of magnitude lower, and the decrease rate of open-circuit voltage ( − d V o c / d T ) is smaller than that of a practical GaAs photovoltaic cell. The improved performance of the solid-state PETE converter at high temperatures is attributed to the simultaneous use of diffusion and ballistic transport to harvest photo-generated electrons. The results presented in this paper demonstrate that, besides using wide bandgap materials and increasing doping density, harvesting solar energy via PETE effect can effectively improve the performance of solar cells at elevated temperatures.

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Larsson, Lena, Susanne Linnér, and Katarina Schenker. "The doxa of physical education teacher education – set in stone?" European Physical Education Review 24, no. 1 (September 13, 2016): 114–30. http://dx.doi.org/10.1177/1356336x16668545.

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In this paper, we critically examine the potential of assessment components in physical education teacher education (PETE) to either reinforce or challenge PETE students’ conceptions of what a physical education (PE) teacher needs to know to teach this school subject. To understand the mechanisms that may contribute to the difficulty of challenging these taken-for-granted beliefs (doxa) within PETE, we draw on the theories and concepts of Pierre Bourdieu. Two different kinds of empirical material are analysed: one consists of 62 essays, written by PETE students before starting their degree programme, dealing with their conceptions of PE teachers’ competencies, while the second consists of course booklets and assessment components used within one PETE programme. The study shows that implicit prerequisites and conditions in assessment components are very similar to the conceptions of competencies in PETE students’ statements. The study also shows that taken-for-granted beliefs may be challenged, but at the same time, we argue, the use of socially critical perspectives in PE practice may also (in the name of the doxa) stigmatise those who are not physically active in their leisure time as well as those who do not look fit and sporty, and thus does not challenge the way power and social superiority or inferiority appear in PE.

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Fischer, Josef E. "Colonel Pete." Surgery 133, no. 5 (May 2003): 589–91. http://dx.doi.org/10.1067/msy.2003.96.

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Easton, Tom, and Michael A. Burstein. "Sofer Pete." Nature 543, no. 7647 (March 2017): 752. http://dx.doi.org/10.1038/543752a.

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Cape, Pete. "Dr. Pete." Research World 2014, no. 44 (January 2014): 53. http://dx.doi.org/10.1002/rwm3.20073.

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Cape, Pete. "Dr. Pete." Research World 2014, no. 45 (March 2014): 49. http://dx.doi.org/10.1002/rwm3.20090.

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Cape, Pete. "Dr. Pete." Research World 2015, no. 54 (October 2015): 54. http://dx.doi.org/10.1002/rwm3.20289.

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Cape, Pete. "Dr. Pete." Research World 2015, no. 55 (November 2015): 39. http://dx.doi.org/10.1002/rwm3.20305.

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Cape, Pete. "Dr. Pete." Research World 2016, no. 56 (January 2016): 48–49. http://dx.doi.org/10.1002/rwm3.20330.

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Cape, Pete. "Dr. Pete." Research World 2016, no. 57 (March 2016): 43. http://dx.doi.org/10.1002/rwm3.20350.

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Cape, Pete. "Dr. Pete." Research World 2016, no. 58 (May 2016): 52–53. http://dx.doi.org/10.1002/rwm3.20376.

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Cape, Pete. "Dr. Pete." Research World 2016, no. 60 (October 2016): 53. http://dx.doi.org/10.1002/rwm3.20431.

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Cape, Pete. "Dr. Pete." Research World 2016, no. 61 (November 2016): 53. http://dx.doi.org/10.1002/rwm3.20454.

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Cape, Pete. "Dr. Pete." Research World 2017, no. 62 (February 2017): 45. http://dx.doi.org/10.1002/rwm3.20475.

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Cape, Pete. "Dr. Pete." Research World 2017, no. 63 (March 2017): 53. http://dx.doi.org/10.1002/rwm3.20501.

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Cape, Pete. "Dr. Pete." Research World 2017, no. 64 (May 2017): 36. http://dx.doi.org/10.1002/rwm3.20517.

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Cape, Pete. "Dr. Pete." Research World 2017, no. 65 (September 2017): 55. http://dx.doi.org/10.1002/rwm3.20546.

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Cape, Pete. "Dr. Pete." Research World 2017, no. 66 (October 2017): 41. http://dx.doi.org/10.1002/rwm3.20572.

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Creasey, Ian. "Pincushion Pete." After Dinner Conversation 5, no. 1 (2024): 21–35. http://dx.doi.org/10.5840/adc2024513.

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Should we patch our brain for better performance? In this work of philosophical short story fiction, Peter Lonsdale is the creator of a Campaign Against Intellectual Discrimination; a worldwide effort to stop discrimination of those with lower mental abilities. As part of his pursuit, he created the company CAID, which focuses on brain patches that rewire the brain for intelligence, patience, focus, and other traits. Peter, as the founder and chief evangelist for patches, has taken more than he can count, probably 100’s. When the press gets a leaked scanned of his brain, showing just how many patches “Pincushion Pete” has taken over the year, it’s a public relations nightmare. Peter is forced to resign as head of the company he founded, and reflect on how to spin the story to allow for a comeback. Whatever course he takes to orchestrate his comeback, he’s going to do it with his patches in place. Nothing is coming out.

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Beisswenger, Drew. "Pete Seeger in His Own Wordsby Pete Seeger." Music Reference Services Quarterly 16, no. 1 (January 2013): 51–53. http://dx.doi.org/10.1080/10588167.2013.755428.

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Fröberg, Andreas, and Suzanne Lundvall. "Sustainable Development Perspectives in Physical Education Teacher Education Course Syllabi: An Analysis of Learning Outcomes." Sustainability 14, no. 10 (May 13, 2022): 5955. http://dx.doi.org/10.3390/su14105955.

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Although school education, including the subject of physical education (PE), has the potential to contribute to the visions set out by the 2030 Agenda and its sustainable development goals (SDGs), little attention has been directed towards sustainable development perspectives in PE teacher education (PETE). In this explorative paper, we aimed to investigate how sustainable development perspectives are reflected in Swedish PETE course syllabi, focusing on learning outcomes. The source of data was 496 learning outcomes retrieved from PETE course syllabi at the eight Swedish PETE institutions that examine PE teachers for compulsory school grades 7−9 and upper secondary school. A qualitative thematical analysis was performed, and two educational resources developed to support how to use education in achieving SDGs were used as a guiding framework. The findings show eight learning outcomes (<2%) explicitly related to sustainable development perspectives. We found these learning outcomes in courses dealing with outdoor education, movement and health didactics, and work environment and ergonomics. Our further analysis suggests that 37 learning objectives (19% as cognitive, 43% as socio-emotional, and 38% as behavioural) and 31 competencies (35% within knowledge and understanding, 32% within skills and applications, and 32% within values and attributes) could be linked to our themes of learning outcomes. These learning objectives and competencies of the SDGs were for good health and well-being, quality education, gender equality, reduced inequalities, peace, justice, and strong institutions. The main findings signal a possibility to work with the conceptualisation of sustainable development perspectives and SDGs in PETE. PETE educators should be encouraged to critically reflect on what it can mean to include sustainable development perspectives in PETE course syllabi.

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Graham, Kathy C., Richard C. Hohn, Peter H. Werner, and Amelia M. Woods. "Prospective PETE Students, PETE Student Teachers, and Clinical Model Teachers in a University Teacher Education Program." Journal of Teaching in Physical Education 12, no. 2 (January 1993): 161–79. http://dx.doi.org/10.1123/jtpe.12.2.161.

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The purpose of this study was to compare conceptions of teaching of different groups of individuals associated with a university physical education teacher education (PETE) program. These individuals were 6 prospective PETE students, 4 PETE student teachers, and 4 cooperating teachers in the physical education department’s Clinical Model Program. The intent was to assess subjects’ conceptions, values, and beliefs about teaching relative to the seven categories of the knowledge base identified by Shulman (1987). Data were collected through use of a structured interview with frequent probes. Results revealed that teaching conceptions of prospective PETE students differed considerably from those of the other two groups. In addition, conceptions of student teachers and clinical model teachers more closely resembled those aspects emphasized in the teacher education program. Results of this exploratory study suggest questions for future research.

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Murray, Martin G. ""Pete the Great": A Biography of Peter Doyle." Walt Whitman Quarterly Review 12, no. 1 (July 1, 1994): 1–51. http://dx.doi.org/10.13008/2153-3695.1429.

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Nyberg, Gunn, Erik Backman, and Håkan Larsson. "Exploring the meaning of movement capability in physical education teacher education through student voices." European Physical Education Review 26, no. 1 (April 7, 2019): 144–58. http://dx.doi.org/10.1177/1356336x19841086.

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Scholars argue that movement content knowledge in physical education teacher education (PETE) needs to be revisited and problematised. In this paper we develop the concept of movement capability representing a widened view of movement content knowledge. If teacher educators want to teach movement capability as an intrinsic educational goal in PETE there is an apparent need to consider what to teach, how it is taught and also how movement capability is understood by the learners. The aim of this paper is to analyse how PETE students experience the meaning of movement capability through the teaching in aquatics, dance and ice-skating. This study takes its departure from a number of previous empirical studies investigating the meaning of movement capability. Interviews with seven PETE students, divided into two focus groups, were conducted on three occasions. A phenomenographic analysis shows four qualitatively different ways of experiencing the meaning of movement capability. Major differences that can be seen when comparing the results of a previous study on physical education teachers and students in PETE are the aspect of subjective experiences and the aspect of the observer. In the main, the students do not seem to take into account an observer’s point of view to the same extent as the group of teachers. The results will hopefully contribute to a deeper and more complex understanding of what can be seen as movement capability in PETE and physical education, and thereby enhance development of the teaching and learning of this capability.

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Downes, Pete. "Society News." Biochemist 40, no. 1 (February 1, 2018): 49. http://dx.doi.org/10.1042/bio04001049.

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Professor Sir Pete Downes succeeded Professor Sir David Baulcombe as the Society's President in January 2018. Pete is Principal and Vice Chancellor of the University of Dundee and was the Society's Chair from 2001–2004.

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Goossens, Lennert, Roel De Ridder, Greet Cardon, Erik Witvrouw, Ruth Verrelst, and Dirk De Clercq. "Injury prevention in physical education teacher education students: Lessons from sports. A systematic review." European Physical Education Review 25, no. 1 (June 21, 2017): 156–73. http://dx.doi.org/10.1177/1356336x17711675.

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Sports injuries are a considerable problem in physical education teacher education (PETE) students. They have important consequences and might affect the attitude that PETE students have towards sports and physical activity. Up to now, several efficacious injury prevention programmes have been developed for various sports disciplines. There is a high probability that several components of those prevention programmes are transferable to the PETE environment. A systematic review was conducted to identify intrinsic components that are potentially applicable in PETE programmes. The databases PubMed and Web of Science were searched for articles published between 1974 and 1 February 2015. The systematic study selection resulted in the inclusion of 59 studies. Seventeen studies were rated as having a low risk of bias. Efficacy of the applied programme was proven in 11 of these. Analysis led to guidelines for an injury prevention programme for PETE students. A multiple preventive intervention should include an awareness programme, functional strength training, stretching, warm-up, core stability and dynamic stability exercises of the lower limbs. This multiple preventive intervention preferably has a gradual build-up, makes use of no or only simple materials and is executed around three times per week.

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Hodge, Samuel R., Deborah Tannehill, and Mary Ann Kluge. "Exploring the Meaning of Practicum Experiences for PETE Students." Adapted Physical Activity Quarterly 20, no. 4 (October 2003): 381–99. http://dx.doi.org/10.1123/apaq.20.4.381.

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This phenomenological qualitative study explored the meaning of practicum experiences for physical education teacher education (PETE) students. Participants were 10 PETE students majoring in teaching and enrolled in an introductory adapted physical education course with an inclusion-based practicum requirement. Data were collected from participants’ self-reflective journals and analyzed using thematic analysis procedures (Giorgi, 1985). Eleven themes emerged that reflected the meaning of practicum experiences for these students. Our findings suggest that journaling provides a medium for PETE students to identify issues, address problems, and think critically about best practices.

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Lawson, Hal A. "Future Research on Physical Education Teacher Education Professors." Journal of Teaching in Physical Education 10, no. 3 (April 1991): 229–48. http://dx.doi.org/10.1123/jtpe.10.3.229.

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Conceptual and methodological limitations are evident in the previous research on physical education teacher education (PETE) professors. The developing literature on professors in all fields, career theory, and occupational socialization theory may be blended to build a conceptual framework for future research. This framework illuminates influences on and questions about PETE professors’ work lives, role orientations, productivity, and affiliations. It also invites autobiographical, developmental, longitudinal, and action-oriented research perspectives. Several benefits may be derived from research on PETE professors, including improved career-guidance and faculty-development systems.

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