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Wireless Mouse Manual

Wireless Mouse Manual

Name and function of each part各部分的名称及其作用各部位名稱及功能Nama dan Fungsi dari Setiap BagianWireless MouseManualENGLISHSpecifications1Insert the battery2Turning the Power On3Pairing with a PCPower-saving modeWhen the mouse is left untouched for a fixed period of time while the power is ON, it automatically shifts to power-saving mode. The mouse is released from the power-saving mode when it is touched.* Mouse operation may be unstable for a few seconds after returning from the power-saving mode.Remove the battery cover.Re-attach the battery cover to its original state.Insert the battery.Slide the power switch to the ON position.The LED lamp will blink periodically according to theamount of battery left.* When the battery level is low, the number of times the LED lamp blinks will decrease.The pairing method may differ depending on the PC you are using.This section covers Windows and Macintosh standard Bluetooth functions. For more information, please read the instruction manual for your PC. Please carry out the pairing operation using your current mouse or touchpad on your device.Windows 10For macOS Catalina (10.15)From the Apple menu, click “System Settings...” to display the system environment settings screen.Click “Bluetooth” to display the“Bluetooth” environment settings screen.During the device search, hold down the pairing button on the bottomsurface for two to three seconds, and then release.Select “ELECOM IR Mouse”, and click “Connect” to start pairing.When it changes to “Connected”, pairing is completed.Click on the “Start” button on thelower left of the screen, and click on the “Settings” icon.Click on “Devices” on the “Windows Settings” screen.Click on “Bluetooth and Other Devices”, and click on “Add aBluetooth Device or Other Devices”.When the add device screen is displayed, hold down the pairingbutton on the bottom for two to three seconds, and then release.Click on “ELECOM IR Mouse” to begin pairing.When it changes to “Connected”, click on “Complete”.This product is added to “Mice, keyboards, pens”, displays“Connected” and pairing is complete.Click on “Bluetooth”.Pairing mode is activated, and the LED lamp blinks red.Pairing mode is activated, and the LED lampblinks red.Resolution1300 dpiCompatible standard Bluetooth 5.0 Class2Supported profile HOGP (HID Over GATT Profile)Radio wave method GFSK Radio frequency 2.4 GHz bandRadio wave rangeMagnetic surfaces (such as steel desks): approximately 3 mNon-magnetic surfaces (such as wooden desks): approximately 10 m * T hese are test values in company environment and are not guaranteed.Read method Optical sensor method Emitted light type Non-visible wavelength rangeDimensions (W × D × H)M-BY10BR /M-K5BR series : Approx. 53 mm × 93 mm × 37 mm M-BY11BR /M-K6BR series : Approx. 59 mm × 105 mm × 39 mm WeightM-BY10BR /M-K5BR series : Approx. 59 g *Including the battery M-BY11BR /M-K6BR series : Approx. 67 g *Including the battery Operational temperature/humidity 5°C to 40°C/ up to 90%RH (without condensation)Storage temperature/humidity -10°C to 60°C/ up to 90%RH (without condensation)Supported battery Any one of AAA alkaline battery, AAA manganese battery, AAA type nickel-metal hydride batteryOperational timeEstimate when using alkaline batteryContinuous operation time : Approximately 153 hours Continuous standby time : Approximately 500 days Estimated usage time : Approximately 309 days(The above is assuming the computer is used for eight hours a day with 5% of that time spent operating the mouse.)Supported OSWindows 10, Windows 8.1, macOS Catalina (10.15), Android OS 7 to 10, iOS iPadOS (13.4)(Updating the OS or installing a service pack may be necessary.)* C ompatibility information was retrieved during operation confirmation in our verification environment. There is no guarantee of complete compatibility with all devices, OS versions, and applications.123无线鼠标 / 蓝牙设备使用说明书基本规格1插入电池2接通电源3与计算机配对关于鼠标的省电模式为了抑制电池消耗,在将电源开关置于ON的状态时隔一段时间不操作,鼠标自动进入省电模式。

KATA PENGANTAR

KATA PENGANTAR

KATA PENGANTARTugas pengawas sekolah diantaranya melaksanakan pembinaan dan penilaian teknik dan administratif pendidikan terhadap sekolah yang menjadi tanggungjawabnya.Tugas ini dilakukan melalui pemantauan,supervisi, evaluasi,pelaporan,dan tindak lanjut hasil pengawasan.Supervisi oleh pengawas sekolah meliputi supervisi akademik yang berhubungan dengan aspek pelaksanaan proses pembelajaran,dan supervisi manajerial yang berhubungan dengan aspek pengelolaan dan administrasi sekolah.Supervisi akademik dapat dilakukan oleh pengawas,kepala sekolah,dan guru yang ditugasi oleh kepala sekolah untuk melakukan tugas sebagai penyelia.Buku Instrumen Supervisi(IS)Akademik ini disusun untuk membantu para penyelia melaksanakan supervisi akademik yang terprogram,terarah,dan berkesinambungan.Format IS Akademik ini meliputi tiga bagian yang digunakan sebelum pengamatan(Pra observasi),selama pengamatan(Observasi)dan setelah pengamatan pembelajaran(Pasca observasi).Dengan mengacu buku ini diiharapkan penyelia dapat melaksanakan supervisi akademik secara klinis melalui pendekatan kemitraan(collegial)dengan siklus perencanaan yang sistematis,pengamatan yang cermat,dan umpan balik yang objektif dan segera,untuk memberikan bantuan teknis kepada guru dalam melaksanakan pembelajaran yang efektif,efisien dan berkualitas.Saran atau masukan untuk penyempurnaan Buku IS Akademik yang akan datang sangat dihargai................,29November2006PenyusunAPSI PUSAT1SUPERVISI AKADEMIKSupervisi akademik merupakan kegiatan pembinaan dengan memberi bantuan teknis kepada guru dalam melaksanakan proses pembelajaran,yang bertujuan untuk meningkatkan kemampuan profesional guru dan meningkatkan kualitas pembelajaran. Supervisi akademik sebaiknya dilakukan dengan pendekatan supervisi klinis yang dilaksanakan secara berkesinambungan melalui tahapan pra-observasi,observasi pembelajaran,dan pasca observasi.Hal-hal yang perlu diperhatikan pada tahap Pra-observasi,Observasi,dan Pasca-obsevasi.Pra-observasi(Pertemuan awal)∙Menciptakan suasana akrab dengan guru∙Membahas persiapan yang dibuat oleh guru dan membuat kesepakatan mengenai aspek yang menjadi fokus pengamatan∙Menyepakati instrumen observasi yang akan digunakanObservasi(Pengamatan pembelajaran)∙Pengamatan difokuskan pada aspek yang telah disepakati∙Menggunakan instrumen observasi∙Di samping instrumen perlu dibuat catatan(fieldnotes)∙Catatan observasi meliputi perilaku guru dan siswa∙Tidak mengganggu proses pembelajaranPasca-observasi(Pertemuan balikan)∙Dilaksanakan segera setelah observasi∙Tanyakan bagaimana pendapat guru mengenai proses pembelajaran yang baru berlangsung∙Tunjukkan data hasil observasi(instrumen dan catatan)–beri kesempatan guru mencermati dan menganalisisnya∙Diskusikan secara terbuka hasil observasi,terutama pada aspek yang telah disepakati(kontrak)–Berikan penguatan terhadap penampilan guru.Hindari kesan ahakan guru menemukan sendiri kekurangannya ∙Berikan dorongan moral bahwa guru mampu memperbaiki kekurangannya∙Tentukan bersama rencana pembelajaran dan supervisi berikutnya2PETUNJUK PENGISIAN INSTRUMEN SUPERVISI AKADEMIK SECARA KLINISFormat A:Panduan Wawancara Pra ObservasiBerisi pertanyaan yang dilakukan sebelum penyelia melakukan pengamatan pembelajaran.Pertanyaan ini dapat dikembangkan oleh penyelia.Jawaban guru direkam dengan mencatat kata-kata kuncinya di lembar lain atau ditulis pada panduan dengan mengisi kolom catatan yang disediakan sesuai dengan aspek yang ditanyakan.Format B:Daftar Periksa Observasi PembelajaranInstrumen ini diawali dengan identitas yag harus diisi oleh penyelia.Nomor1diisi nama sekolah;no.2nama guru yang disupervisi;no.3mata pelajaran yang diobservasi;no.4kelas/semester yang disupervisi;no.5diisi hari,tanggal,dan jam pelajaran ke berapa supervisi dilaksanakan;no.6diisi kompetensi dasar dan indikator sesuai dengan yang ditulis guru dalam RPPnya;no.7diisi jumlah sseluruh siswa di kelas yang disupervisi,jumlah siswa yang hadir,dan yang tidak hadir.Berikutnya ada dua bagian yaitu A.Persiapan dan B.Kegiatan Pembelajaran.Kegiatan pembelajaran meliputi tiga tahap yaitu Pendahuluan,Kegiatan Pokok,dan Penutup. Setiap aspek diamati dengan cermat,kemudian penyelia membubuhkan tanda cek(v) p a d a k o l o m”T i d a k(t i d a k a d a)”jika aspek yang ditanyakan tidak ada/tidak muncul.Kolom ”Ya/ada”(a r t i n y a a s p e k y a n g d i t a n y a k a n m u n c u l).Kolom ini dibagi menjadi dua bagian y a i t u”b a i k”d a n”p e r l u d i p e r b a i k i”.P e n y e l ia mengisi kolom tersebut dengan kualitas aspek yang ditanyakan sesuai dengan kondisi pembelajaran yang diamati.Pengisian instrumen ini memerlukan kemampuan khusus dari penyelia.I.Persiapan1.Program tahunan.Diisi tanda cek(v)pada kolom“Ya”jika guru dapat menunjukkanprogram tahunan untuk mata pelajaran dan kelas yang diampu,pada tahun pelajaran yang sedang berjalan,lengkap dengan Standar Kompetensi,Kompetensi Dasar,dan pembagian alokasi waktu selama satu tahun pelajaran sesuai dengan minggu efektif belajar.2.Program semester.Diisi tanda cek(v)pada kolom“Ya”jika guru dapatmenunjukkan program semester untuk mata pelajaran dan kelas yang diampu,pada semester yang sedang berjalan(semester1atau2),lengkap dengan Standar Kompetensi,Kompetensi Dasar,pembagian alokasi waktu,dan rincian penyajian pada minggu-minggu tertentu selama satu semester sesuai dengan minggu efektif belajar.3.Silabus.D i i s i t a n d a c e k(v)p a d a k o l o m“Ya”j i k a g u r u d a p a t m e n u n j u k k a n s i l a b u suntuk mata pelajaran dan kelas yang diampu,tahun yang sedang berjalan,lengkap dengan Standar Kompetensi,Kompetensi Dasar,Materi Pembelajaran,Indikator, Penilaian,Alokasi waktu,dan Sumber belajar.4.KKM untuk KD yang dibahas.Diisi tanda cek(v)pada kolom“Ya”jika KriteriaKetuntasan Minimum untuk Kompetensi Dasar yang sedang dibahas>75dan sesuai dengan aturan perhitungan criteria tersebut,dan ditulis pada kolom keterangan nilai KKMnya.5.Rencana Pelaksanaan Pembelajaran.D i i s i t a n d a c e k(v)p a d a k o l o m“Ya”j i k a gurudapat menunjukkan RPP untuk pembelajaran yang sedang dilaksanakan,dilengkapi dengan tujuan dan kegiatan pembelajaran yang sistematis dan logis,serta melibatkan siswa secara aktif untuk mencapai tujuan pembelajaran/indikator/KD, materi pembelajaran,sumber belajar,dan penilaian hasil belajar.36.Buku nilai.D i i s i t a n d a c e k(v)p a d a k o l o m“Ya”j i k a g u r u d a p a t m e n u n j u k k a n bukunilai yang berisi nilai-nilai siswa untuk semua penilaian yang telah dilaksanakan,baik untuk pengetahuan,praktik,maupun sikap.7.Selanjutnya,j i k a p e n y e l i a m e n g i s i t a n d a c e k(v)p a d a k o l o m”Ya”,maka perlud i pe r b a i k i”,p a d a k o l o m”k e t e r a n g a n”kemudian ditulis secara singkat dan jelas.II.Kegiatan PembelajaranA.Pendahuluan/Pra-kegiatan1.Kesiapan alat bantu dan media pembelajaran(Sumber Belajar).K o l o m“Y a”d i i s i,jika guru telah menyiapkan sumber belajar yang diperlukan secara lengkap.2.Motivasi,artinya membangkitkan kemauan belajar siswa,agar siswa merasa tertarikingin tahu,apa yang akan dipelajarinya.Hal ini dapat diamati,misalnya ketika guru:a.mengawali pelajaran dengan ceria,b.menunjukkan kegunaan Kompetensi Dasar(KD)yang akan dibahas dalamkehidupan sehari-hari atau hubungannya dengan mata pelajaran yang lain,c.memberi permasalahan yang menantang sehingga membangkitkan keinginansiswa untuk memecahkannya.3.Apersepsi.(Pengetahuan prasyarat yang berkaitan dengan materi yang akandibahas).Ini dapat dilihat apakah guru mengajukan pertanyaan mengenai materi pelajaran yang lalu yang berhubungan dengan materi yang akan dibahas.K o l o m“Y a”diisi bila hal tersebut dilakukan dengan baik.4.Kejelasan Kompetensi Dasar/Indikator.K o l o m“Y a”d i i s i,jika guru menyampaikanbaik lisan maupun tertulis KD/Indikator yang harus dikuasai siswa setelah selesai pembelajaran.5.Kesiapan bahan ajar(Sumber Belajar).K o l o m“Y a”d i i s i,jika guru telahmenyiapkan bahan ajar,baik berupa buku teks,modul,kaset/cd pembelajaran,dsb.B.Kegiatan Pokok1.Penguasaan Materi.Kolom“Y a”diisi jika guru tampak mantap dan percaya diri,tidak ragu-ragu dalam menyajikan pembelajaran,serta pertanyaan-pertanyaan siswa dijawab dengan tepat.Jika penyelia berlatar belakang pendidikan sama dengan guru yang disupervisi pengamatan dapat lebih teliti dengan memperhatikan kebenaran konsep-konsep yang disampaikan oleh guru.2.Pengelolaan kelasK o l o m“Y a”d i i s i,jika terjadi kemudahan bagi siswa untuk berinteraksi dengan guru, antar teman,bahan ajar,dan alat-alat pembelajaran(Sumber Belajar).3.Pengelolaan waktuK o l o m“Y a”d i i s i,jika penggunaan waktu yang tersedia dikelola dengan baik dalam pembelajaran,dan lebih banyak digunakan untuk kegiatan siswa dibandingkan dengan kegiatan guru4.Metode/pendekatan yang bervariasiK o l o m“Y a”d i i s i,jika terlihat guru tidak hanya menggunakan satu macam metode, misalnya hanya ceramah saja selama pembelajaran.Kegiatan pembelajaran dapat menggunakan metode ceramah,tanya jawab,diskusi dilanjutkan dengan presentasi hasil diskusi,dan sebagainya.5.Penggunaan alat bantu/media pembelajaranK o l o m“Y a”d i i s i,jika guru tampak terampil,efektif,dan efisien menggunakan alat bantu/media pembelajaran(Sumber Belajar)yang telah disiapkan6.Peran guru sebagai fasilitator4K o l o m“Y a”d i i s i,jika guru tidak mendominasi kegiatan pembelajaran,tetapi memberi kesempatan/memfasilitasi siswa untuk melakukan berbagai kegiatan dalam upaya pencapaian indikator/kompetensi dasar,dan selalu siap membantu siswa bila diperlukan7.Teknik bertanyaK o l o m“Y a”d i i s i,jika guru menerapkan teknik bertanya dengan baik,misalnya:a.mengajukan pertanyaan kepada semua siswab.memberi waktu tunggu bagi siswa untuk berpikir.c.menghindari jawaban serentak dengan menunjuk salah seorang siswa untukmenjawabDalam menanggapi pertanyaan/jawaban siswa,sikap guru:a.sabar mendengarkan sampai selesai(tidak memotong pertanyaan/jawaban siswa)b.tidak mencemooh walaupun pertanyaan/jawaban siswa kurang tepatc.tidak langsung menyalahkan pendapat siswad.memberi penghargaan pada pertanyaan yang berbobot/jawaban yang tepat8.Penggunaan papan tulisK o l o m“Y a”d i i s i,jika penggunaan papan tulis dengan pembagian sebagai berikut:∙untuk menuliskan hal-hal yang segera dihapus,dan yang tidak dihapus sampai akhir pembelajaran,∙untuk menulis pokok-pokok penting saja,dan teknik menulis tidak membelakangi siswa.9.Interaksi guru–peserta didik10.Interaksi antar peserta didikK o l o m“Y a”d i i s i,jika hubungan guru dan siswa atau hubungan antar siswa dalam pembelajaran tampak akrab dan saling menghormati11.Aktivitas peserta didik a–gK o l o m“Y a”d i i s i,jika semua kegiatan dapat dilakukan dengan baik12.Sikap dan minat peserta didik dalam pembelajaran:a.K o l o m“Y a”d i i s i,jika jumlah siswa yang hadir>95%b.Kolo m“Y a”d i i s i,jika tampak sebagian besar(>75%)siswa membawa bukupelajaran yang relevanc.K o l o m“Y a”d i i s i,jika sebagian besar(>75%)siswa tampak mencatat13.Pencapaian KD/IndikatorK o l o m“Y a”d i i s i,jika pertanyaan-pertanyaan guru yang berhubungan dengan tujuan pembelajaran/indikator/KD,baik yang disampaikan selama pembelajaran maupun di akhir pembelajaran,sebagian besar(>75%)dapat dijawab oleh siswa dengan baik.C.Penutup/Pasca Kegiatan1.RangkumanK o l o m“Y a”d i i si,jika siswa membuat rangkuman dibimbing oleh guru2.Tugas untuk pertemuan berikutnyaK o l o m“Y a”d i i s i,jika guru memberikan tugas(PR/baca buku/mencari informasi, dsb)untuk pertemuan berikutnya.5Format C:Panduan Wawancara Pasca Observasi.Wawancara dilakukan tidak di dalam kelas yang diamati beberapa saat setelah pengamatan pembelajaran selesai.Format ini berisi pertanyaan yang dilakukan setelah penyelia melakukan pengamatan pembelajaran.Pertanyaan dapat dikembangkan oleh penyelia.Jawaban guru direkam dengan mencatat kata-kata kuncinya di lembar lain atau ditulis pada panduan dengan mengisi kolom catatan yang disediakan sesuai dengan aspek yang ditanyakan. Pengolahan Hasil SupervisiPengolahan data dilakukan setelah proses wawancara pasca observasi.Penilaian hasil secara kualitatif yaitu amat baik,baik,cukup dan kurang dengan m e m p e r h a t i k a n t a n d a v p a d a k o l o m”Y a”.Contoh penilaianNilai KeseluruhanSkala nilai Kualifikasi Keterangan30-35 23-29 15-22 <15ABCDAmat baikBaikCukupKurang6FORMAT APANDUAN WAWANCARA PRA OBSERVASIL a m a n y a w a w a n c a r a:……………… m e n i tNO.PERTANYAAN CATATAN PENGAMAT1.KD/Indikator apa yang akan Saudara sajikan?2.Metode apa yang akan Saudara gunakan dalampembelajaran KD ini?Apa alasan Anda memilihmetode tersebut?3.Alat dan bahan(Sumber Belajar)apakah yangsaudara siapkan?Jelaskan alasannya!4.Ceritakan tahapan pembelajaran yang akanSaudara sajikan!5.Persiapan tertulis apa saja yang Saudara buat?6.Materi apa yang dianggap sulit oleh siswaberdasarkan perkiraan saudara?Jika ada,materi apa?Jelaskan alas an saudara!7.Kompetensi apa yang bisa dimiliki siswa setelahmengikuti pembelajaran sesuai dengan harapansaudara?8.Apa yang perlu mendapat perhatian khusus padapembelajaran kali ini?7FORMAT B:DAFTAR PERIKSA OBSERVASIINSTRUMEN SUPERVISI AKADEMIK1.Nama sekolah:………………………………………………………………….2.Nama guru:………………………………………………………………….3.Mata pelajaran:………………………………………………………………….4.Kelas/semester:………………………………………………………………….5.Hari/tanggal/jam ke:………………………………………………………………….6.Kompetensi Dasar/:…………………………………………………………………..Indikator…………………………………………………………………..7.Jumlah siswa:………o r a n g,h a d i r:………o r a n g,t i d a k h a d i r:…….o r a n gYaNo Aspek yang diamatibaikperludiperbaikTidak ada Ket.I PERSIAPAN1Program Tahunan2Program Semester3Silabus4KKM untuk KD yang dibahas5Rencana Pelaksanaan Pembelajaran6Buku nilai memuat semua tagihan yang telah dilaksanakanJUMLAH I......II KEGIATAN PEMBELAJARANA PENDAHULUAN1Kesiapan alat bantu&media pembelajaran2Motivasi3Apersepsi4Kejelasan kompetensi dasar/indikator5Kesiapan bahan ajarJUMLAH II A......B KEGIATAN POKOK1Penguasaan materi2Pengelolaan kelas3Pengelolaan waktu4Metode/pendekatan yang bervariasi5Penggunaan alat bantu/media pembelajaran6Peran guru sebagai fasilitator/bimbingan yang diberikan kepada peserta didik7Teknik bertanya8Penggunaan papan tulis/white board8YaNo Aspek yang diamatibaikperludiperbaikTidak ada Ket.9Interaksi guru–peserta didik10Interaksi antarpeserta didik11Aktivitas peserta didik:a.menggali informasi dari berbagai sumberb.mengolah informasi/datac.melakukan penelitian/memecahkan masalahd.berkomunikasi lisan/tertulis(mempresentasi-kan hasil/pidato/mengarang,dsb)e.mengajukan pertanyaan yang berbobot/idekreatiff.menghubungkan materi pembelajaran denganbudi pekerti/teknologi/kehidupan sehari-hari/lingkungang.mengambil keputusan/menarik kesimpulan12Sikap/minat peserta didik dalam pembelajaran:a.kehadiranb.membawa buku pelajaran yang relevanc.buku catatan rapi13Pencapaian kompetensi dasar dan atau indikatorJUMLAH II BC PENUTUP1Siswa membuat rangkuman/kesimpulan dibim-bing guru2Membersihkan alat/bahan yang selesai digunakan3Tugas untuk pertemuan berikutnyaJUMLAH II CJ U M L A H“Y a(a d a),b a i k)S E L U R U H N Y AKUALIFIKASI…….. Catatan:……………………………………………………………………………………….………………………………………………………………………………………..……………………………………………………………………………………….………………………………………………………………………………………. Guru Mata Pelajaran Penyelia …………………………………9FORMAT CPANDUAN WAWANCARA PASCA OBSERVASINO.PERTANYAAN CATATAN PENGAMAT 1.Bagaimana kesan Saudara setelah menyajikanpelajaran ini?Apakah sudah sesuai denganyang Saudara rencanakan?2.Coba Saudara ceritakan hal-hal yang Saudararasa telah memuaskan dan hal-hal yang kurangmemuaskan dalam pembelajaran tadi!3.Bagaimana perkiraan Saudara mengenaiketercapaian kompetensi siswa?4.Apa yang menjadi kesulitan siswa?5.Apa yang menjadi kesulitan Saudara?6.Bagaimanakah alternatif untuk mengatasikesulitan itu?7.Marilah bersama-sama kita identifikasi hal-halyang telah mantap dan hal-hal yang perlupeningkatan berdasarkan kegiatan yang barusaja Saudara lakukan dan pengamatan saya!8.Apa yang saudara sarankan untuk dilaksanakanpada pertemuan berikutnya?10。

bab 6 PEMBANGUNAN POLITIK & HUBUNGAN ETNIK

bab 6 PEMBANGUNAN POLITIK & HUBUNGAN ETNIK

1. Dasar Kerajaan untuk Menyatukan Bangsa & Membentuk Negara Bangsa Malaysia Muqaddimah - Pelbagai dasar telah diterapkan sebagai langkah memajukan negara dalam membentuk negara bangsa malaysia - Semua dasar itu digubal berpandukan nilai sosioekonomi & politik negara seperti pencapaian keadilan sosial, keseimbangan politik, keharmonian & perpaduan dlm hubungan etnik.
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湖北省荆州市沙市区沙市中学2024-2025学年高一上学期9月月考英语试题

湖北省荆州市沙市区沙市中学2024-2025学年高一上学期9月月考英语试题

湖北省荆州市沙市区沙市中学2024-2025学年高一上学期9月月考英语试题一、阅读理解Sri Lanka is a nice place for wildlife lovers. Here’s what you’ll find in some of its national parks.Horton Plains National ParkDrive time from Colombo: Five hoursIn the central highlands, Horton Plains is located in the highest plateau (高原) of Sri Lanka. The cloud forests here are rich in plants and animals that have got used to the cooler climates. Birds such as the whistling thrush and Sri Lanka n bush warbler are best seen here.Minneriya National ParkDrive time from Colombo: Five-and-a-half hoursThick woods surround lakes and contain many animals, but animal-viewing is generally poor, except for the wonderful seasonal gathering of elephants. The gathering takes place in Minneriya during September and October.Yala National ParkDrive time from Colombo: Six hoursYala is in the southeast of Sri Lanka. Its top view is the Sri Lankan leopard (豹). In June and July, slot h bears are often seen. The beautiful areas also have a lot of birds. Enthusiastic bird watchers should also visit Bundala National Park (an hour away) or the Palatupana Salt Pans (ten minutes away). Visitors can also go surfing in Arugam Bay (three hours away).Wilpattu National Park Drive time from Colombo: Four hoursWilpattu, Sri Lanka’s largest park, is in the dry lowlands of the country’s northwest and has some small lakes. The park reopened in 2003 after 15 years of closure. Wilpattu was famous for its leopards, and big-cat lovers are hoping for this return. The park’s animals are similar to Yala, but visitors also have a chance of seeing barking deer.1.How long does it take to drive from Colombo to see seasonal elephants?A.4 hours.B.5 hours.C.5.5 hours.D.6 hours. 2.Which of the following is closest to Yala National Park?A.Colombo.B.Arugam Bay.C.Bundala National Park.D.The Palatupana Salt Pans.3.What do we know about Wilpattu National Park?A.It was known for its leopards.B.It is made up of Sri Lanka’s largest lake.C.It lies on the highest plateau in Sri Lanka.D.It’ll welcome barking deer as its new visitors.“When I was young, I had so much energy and I loved building things. If I had an idea, I had to build it right now using what I could find around me,” says Danish artist Thomas Dambo. When Dambo was seven years old, he bought a mountain of cushions (垫子) from a nearby market to build a game room in his parents’ house. As a teenager, he built a “crazy” castle in his backyard.Years later, 42-year-old Dambo is proudly showing his latest work: a giant (巨人) called Little Lui. Five meters tall, Little Lui is one of the six giants placed in the corners of Peel Region of Western Australia, which will be on show for at least a year. This work makes Dambo’s giants up to 99 around the world. His gentle giants have found homes in many different countries, as far as the United States, Belgium, China, Denmark, South Korea and now in Australia.“For me, giants represent (代表) the voice of nature,” Dambo says. This deep respect for nature is the focus of Dambo’s building works. Dambo’s giants are made almost from local recycled wood: their faces from second-hand furniture and their hair from tree branches and leaves. Taking about 750 hours to complete, each giant is built out in nature.“I hope by visiting the giants, people will think of rubbish as a resource. I think it’s really important that next generations are connected to nature,” Dambo says. “That’s why I tried to build the giants to attract young people. I want people to be inspired and to realize they don’t need a lot to create something big and beautiful.”4.Which of the following can best describe young Dambo?A.Creative.B.Homesick.C.Powerful.D.Frightened. 5.What can we know about Little Lui?A.It is kept underground.B.It’s Dambo’s first giant.C.It will be shown to the public.D.It will be sent to Denmark.6.What is Paragraph 3 mainly about?A.The comments on the giants.B.The appearance of the giants.C.The basic theme of the giants.D.The expensive materials of the giants. 7.What does Dambo plan to do with his giants?A.Inspire more people to take adventures.B.Encourage the young to approach nature.C.Help people spend less time playing games.D.Call on the young to save natural resources.Though the FIFA World Cup came to an end in December 2022, the people of a particular city in China were busy making soccer history of their own.Zibo in Shandong province is called “the home of soccer ball”, being the birthplace of the ancient Chinese sport of cuju. Modern soccer sport started in England, but cuju won recognition (认可) from FIFA, as the earliest form of soccer in 2004.“Side-flicking”, “chest down” and “shoulder stopper” are some of the key moves acquired by cuju players. Li Weipeng,34, from Linzi district of Zibo city, is a seventh-generation inheritor (传承人) of cuju. He has been practicing these skills for 18 years.Acquiring different cuju skills is not easy. “At the beginning, I spent eight hours a day practicing juggling (颠) a ball. It was tiring,” Li said. He is now able to juggle a ball with his foot over 10,000 times in a row (连续地).Teaching students cuju moves is a part of Li’s job. The traditional Chinese sport cuju is now popular at primary and middle schools in Linzi. Its moves have been adapted (改编) into dances and morning exercises. “Students show great interest in playing cuju, which encourages me to promote (推广) the ancient sport,” Li added.Moreover, cuju has also become a platform for cultural exchanges. During the World Cup in Qatar, Li introduced cuju at a China-Qatar youth exchange activity held in Doha. He led Chinese and Qatari youth players, wearing traditional cuju costumes, to experience the ancient game. Many soccer fans watched them, cheered for them and gave them the thumbs-up. Many people were curious and wanted to communicate with the cuju players.8.Where is the birthplace of cuju?A.Zibo.B.England.C.Doha.D.Qatar.9.How old was Li Weipeng when he began to learn cuju?A.14 years old.B.16 years old.C.18 years old.D.34 years old. 10.How did Li Weipeng feel when he first practiced juggling a ball?A.Excited.B.Curious.C.Tired.D.Confident. 11.What encourages Li to promote cuju?A.His experience in cuju.B.The popularity of soccer.C.The need of cultural exchanges.D.Students’ interest in cuju.It was a quiet early afternoon in the library, and we librarians were enjoying a chat at the library desk. Suddenly, a regular reader, who had been reading a magazine, marched up to us, gave us an annoyed “Shush (嘘)!” and went back to her seat.Shocked into silence, we tried not to laugh. How strange for a group of librarians to be shushed by a reader! Shouldn’t it be the other way around?Well, it seems hard to explain. If you’re a baby boomer (婴儿潮出生的人) like me, you probably remember libraries as places of adults’ silent reading. These days, however, libraries are more like busy community centers, where being noisy to some degree is the new normal, especially when kids are taking part.I am a loud librarian. My voice is naturally on the louder side. The hundreds of programs I led as a children’s librarian were filled with singing, dancing, movement exercises and cheerful readings of books with crowds of children and their caregivers. No shushing allowed!Growing knowledge about the importance of kids and teens learning through hands-on experiences has since caused a sea change in how public libraries connect with young readers. These types of programs like board games, poetry reading and story times certainly aren’t designed to be silent.But it’s a balancing act. Not all readers—or librarians—like the idea of a noisy library. It’s clear to me now that on the day my colleagues and I were shushed by a reader, we should have been using our “library voices” as we talked. Still, it’s unlikely that libraries will ever return to the days when they were places of silence. There’s just too much fun and learning happening. I heartily agree with my friend Rachel Payne, an early-childhood service educator at the BrooklynPublic Library, who told me, “When I visit a library and it is quiet, I always feel a bit sad. A library where conversations are happening and tables are full is a very good thing!”12.How did the author think of the shush from a reader?A.Unexpectedly funny.B.Really annoying.C.Quite necessary.D.Very heartwarming.13.What can be inferred about today’s libraries?A.They serve kids only.B.They become quieter.C.They are less popular.D.They have different functions.14.Why does the author quote Rachel Payne?A.To show different voices.B.To express the author’s idea.C.To make the end interesting.D.To promote a new reading method. 15.What is the best title for the text?A.How to Act in the Library B.It’s OK for a Library to Be NoisyC.Why to Keep Silent in the Library D.It’s Necessary for Librarians to ChangeIn the coming decade, space agencies and private space companies like SpaceX are planning to build a base on the Moon and Mars. While scientists are already building rockets for the journey, for long-term human settlements on them, astronauts will need fuel to carry out daily tasks. Many have suggested hydrogen (氢). But a group of scientists is working on turning CO2 in the atmosphere into jet fuel. As Mars is rich in CO2 and the lunar surface has a high concentration of CO2, it may be a feasible solution.For now the team of scientists at the University of Oxford is focusing on making jet fuel for the aviation (航空) industry. As the aviation industry releases over 900 million tons of CO2 every year, to battle climate change, it is necessary to turn the tide. So far aviation scientists have tried to use other energy resources like electricity to fly. But such flights are limited to short distances. For long-distance flights, there is no alternative yet.The concept of turning CO2 into jet fuel is not new. Previously, other similar methods had to rely on expensive catalysts (催化剂) like cobalt to speed up the chemical reaction. But what Oxford scientists suggest is adding a cheap iron-based catalyst and hydrogen to turn CO2 into liquid fuel. As the process would not require using fossil fuel, it will make the industry carbonneutral (碳中和的).The scientists tested the new catalyst in a lab at 300°C and at 10 times the air pressure at sea level. The entire process took 20 hours and turned 38 percent of CO2 into new chemicals. About 48 percent of the chemicals were jet fuel hydrocarbon and the rest were other by-products that are used in the production of plastic.Professor Peter Edwards, a lead scientist in the project, said the new method could be improved in two to three years to produce jet fuel in large quantities. “This is a really exciting, potentially revolutionary advance. Our vision is that the world can see that CO2 collected can be used as an energy carrier to enable sustainable aviation.”16.Which word can best explain “feasible” underlined in paragraph 1?A.Unique.B.Practical.C.Time-tested.D.Quick.17.What problem does the aviation industry face?A.It is suffering from a serious fuel shortage.B.The traditional jet fuel is much too expensive.C.Climate change partly disturbs long-distance flights.D.Its alternative energy resources are not powerful enough.18.What do we know about the Oxford scientists’ method of fuel-making?A.It is green and cost-saving.B.It is complex and time-consuming.C.It runs tests in natural environment.D.It starts with immediate chemical reaction.19.What’s the purpose of the author?A.To attract people to explore the space.B.To inform us of a breakthrough in fuel research.C.To warn us the dangers of climate change.D.To encourage us to work in the aviation industry.Being a teenager is difficult, as many people expect you to be perfect in many different things — school, sports, chores, etc. 20 What really matters is trying to be better, and having the confidence to pursue your dreams. The following are some tips for you to deal with theimperfection of life.Make a series of goals to help reach your dreams. 21 You will not become the most popular kid at school, the best soccer player, or an award-winning filmmaker overnight, but you can start taking steps now to make these goals a reality.22 Volunteering, tutoring a friend, and helping your parents around the house aren’t just nice things to do, and they can improve your own well-being. Doing good makes you feel good and it builds a loving, supportive network of people around you.Give yourself some “me time” each day. Each day, take 15 minutes or more to yourself.23 Distance yourself from other people, if only for a few moments, and relax. Let your brain free from all the stresses that hit you each day. This is one of the easiest, best ways to find yourself and your goals.Remember that life isn’t perfect and that is a good thing. 24 But these issues are all chances to improve yourself, and how you react to the bad times is far more important than the bad times themselves.A.Have an active social life.B.Make time to help others.C.Perfection only comes one small step at a time.D.Exercise! It helps with stress, and may even make you happier than usual.E.However, true perfection is impossible.F.There will always be mistakes, setbacks, misunderstandings, and bad luck.G.You could read, listen to music, go for a walk, or simply lay in bed.二、完形填空Afraid to have a start, I was walking slowly into my first school in America. I had 25 a long way from India in order to join parents. They had been here for three years, and hoped America would help my future. My father decided that I would go to school here, so I found a local high school in my new town.With 26 on one hand and fear on the other, I arrived at the classroom. Everyone’s eyes were on me as I entered the classroom. Without paying attention to them, I went straight tothe 27 and asked if it was the right class. With a 28 voice, he answered, “Yes.” His voice comforted (安慰) me a little. He gave me a piece of 29 called “course requirements”, which I would never get in India. Then he asked me to choose where I would sit. I chose the 30 closest to the door instead of the corner where all of the boys were sitting. I didn’t 31 want to pick a seat. In India, the teacher 32 the seats, so I never needed to worry about that.I spent the rest of the class taking notes from the picture produced by the overhead projector (投影仪).33 it was my first day, I was confused (困惑的) about which hallway (走廊) to use, but I 34 to get to my classes without asking anyone. I was very confused about when I would have 35 . It was noon when I went to my next class and the bell rang as I entered. I went through the normal process of asking the teacher if I was in the right class. Feeling 36 , she said, “That is the lunch bell.” I felt a little awkward. Without another word, I headed for the cafeteria (食堂).At the end of the day, I was on my way to the bus stop. I realized that all the 37 was like the difficulty I had to 38 to reach my goal. I 39 my bus and sat down inside happily. I said to myself: Today isn’t so bad.25.A.traveled B.increased C.walked D.planned 26.A.anger B.anxiety C.doubt D.sadness 27.A.worker B.classmate C.teacher D.trainer 28.A.deep B.familiar C.strict D.soft 29.A.book B.paper C.notice D.tool 30.A.seat B.direction C.table D.goal 31.A.generally B.suddenly C.honestly D.actually 32.A.kept B.repaired C.decided D.took 33.A.Though B.When C.Since D.Before 34.A.feared B.refused C.allowed D.managed 35.A.gifts B.lunch C.fun D.chances 36.A.surprised B.excited C.frightened D.challenged 37.A.failure B.thought C.confusion D.amazement(惊异) 38.A.put away B.get through C.build up D.show off39.A.saw B.missed C.drove D.waited三、语法填空阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

自拍环形灯说明书

自拍环形灯说明书

Name and function of each partHow to use各部分的名称及其作用如何使用各部位名稱及功能使用方法Nama dan Fungsi dari Setiap BagianCara penggunaanRing LightManualENGLISHSpecificationsConnect the ring light to the included mini tripod.(Screw hole: compatible with 1/4 inch screws)Press the power ON/OFF switch on the remote controller to turn on the light.Plug this product’s USB-Aconnector into an AC adapter and plug that into a household outlet. (Plug the connector to the power charger if you are using a portable power charger.)Open the legs of the tripod and place it on a desk or asecure place.Open one side of the holder and clip it to your smartphone.If you are using while holding it, fold up the tripod legs.Tighten the joint screw by turning it clockwise.Loosen the joint screw slightly by turning it half a round counter-clockwise.Adjust the ring light to yourpreferred position.Over loosening it may disassemble the bolt.Pressing the power switch repeatedly when the light is at its brightest will activate the overcurrent protection in the charging device and this product may reset to factory settings (level 5 Daylight).Please set the ring light at level 4 and above when using a portable power charger . The portable power charger may cut off power output if the LED ring light power consumption is too low.This device does not come with an AC charging adapter . Please purchase a separate 5V/1.8A AC charging adapter for this product.The ring light may not light up as brightly as indicated depending on the connected AC charging adapter or the portable power charger.The ring light may not light up as brightly as indicated when other devices are also connected.The smartphone holder can be unscrewed and removed.AC adapter for charging Portable power charger环形灯使用说明书基本规格将环形灯连接到随附的迷你三脚架上。

KEMENTERIAN PERDAGANGAN DALAM NEGERIDAN HAL EHWAL PENGGUNA

KEMENTERIAN PERDAGANGAN DALAM NEGERIDAN HAL EHWAL PENGGUNA

KEMENTERIAN PERDAGANGAN DALAM NEGERIDAN HAL EHWAL PENGGUNAPERMOHONAN UNTUK MENDAPATKAN KELULUSANTAMBAHAN KUOTA SKDS / FLEETCARDPERHATIANBorang ini hendaklah DITAIP dan DIISI DENGAN LENGKAP. Borang dengan tulisan tangan tidak diterima.Jika ruang yang disediakan tidak mencukupi, sila gunakan lampiran. Setiap lampiran mestilah disahkan oleh pemohon.1. BUTIR-BUTIR SYARIKAT / PERTUBUHAN / INDIVIDU(a) Nama dan Nombor Pendaftaran Syarikat :……………………………………………………………………………………………………………………………….(b)No. Subsidi Pemegang Akaun : …………………………………………….(c)Alamat Surat Menyurat : ………………………………………………………………………………………………………………………………. ………………………………………………………………………………………………………………………………. ……………………………………………………………………………………………………………………………….(d)No. Telefon : …………………………………………………………..(e)No. Telefaks : …………………………………………………………..(f)Alamat e-mail : …………………………………………………………..(g)Jenis perniagaan syarikat :………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………(h)Syarikat minyak pembekal: ……………………………………………………………………………2. BUTIR-BUTIR KENDERAAN SYARIKAT / PERTUBUHAN / INDIVIDUSila sertakan senarai kenderaan mengikut format di bawah.Bil.No.PendaftaranKenderaanTarikhtamatcukaijalan*TarikhtamatlesenLPKPJenisKenderaanBeratDenganMuatan(BDM) /KapasitiSilinderJarakPerjalananSebulanKeperluanDiesel(litersebulan)Jumlah kuota fleetcard yang diluluskan : …………………………………Kuota tambahan yang dipohon: ……………………………….3. KELULUSAN MELALUI SISTEM SKID TANK (JIKA ADA)i.Jumlah kuota yang telah diluluskan : ……………………………………………..ii.No. Sijil Kelulusan : ……………………………………………..iii.No. Kuota Kelulusan : ……………………………………………..iv.Tarikh Tamat Kelulusan : ……………………………………………..4. PERISYTIHARAN SYARIKAT / PERTUBUHAN / INDIVIDUSaya / Kami dengan ini mengakui segala maklumat di dalam Borang ini dan mana-manalampiran adalah benar dan tepat. Saya / Kami faham bahawa apa-apa pernyataan palsu yang dibuat di dalam Borang ini menyebabkan Kelulusan kepada saya / kami ditarik balik dan pihak saya / kami dikehendaki membayar balik semuabayaran subsidi yang telah saya / kami terima.………………………………………………………………………….. ……………………………(Tandatangan Pemilik/Rakan Kongsi/Pengarah Urusan) (Cop Syarikat) Nama: ………………………………………………………No. Kad Pengenalan : ………………………………………………………Tarikh: ………………………………………………….DOKUMEN YANG DILAMPIRKANPendaftaran Perniagaan / Pendaftar Pertubuhan / Pendaftaran salinan1. LampirkanSyarikat/ Kad Pengenalan .Surat Kelayakan Membeli Diesel Bersubsidi.2. Lampirkansalinan3. Ringkasan penggunaan diesel sebenar (liter) untuk tempoh 3 bulan. (sila isi lampiran)4. Salinan Resit/Penyata pembelian minyak diesel dan salinan invois selama 3 bulanterakhir.SKDS-1 :11/06。

亚洲的东盟之心 The ASEAN Heart of Asia

亚洲的东盟之心 The ASEAN Heart of Asia

The ASEAN Heart of Asia亚洲的东盟之心Surin Pitsuwan is Secretary-General of ASEAN.素林·披素旺为现任东南亚联盟秘书长发自雅加达——东南亚联盟如今正迎来一个决定性的时刻。

一直以来,全世界都在评估东盟各成员国作为一个整体性投资、商品和服务市场的潜力和可行性。

而与此同时,东盟各国也正在努力构建一个不受外部干涉的联盟,并以此形成一个基于共同安全和共同繁荣的新秩序。

从地缘政治学的角度来看,东盟具备有足够的地理优势,有资格得到诸如中国、印度、日本,澳大利亚和韩国等更强大经济体的认可,并与之平起平坐——而这些经济体如今也史无前例地成为了带领全球经济复苏的领头羊。

同时,东盟也为打造世界上最具活力的经济整合平台做出了突出贡献,并在现实中扮演着更广泛经济合作和一体化区域枢纽的角色。

我们不能低估了区域经济整合对全球稳定和安全的重要性。

中国、日本,印度和东盟的年度GDP 总和已经达到了14.45万亿美元,与美国的14.62万亿美元旗鼓相当。

更重要的是,东亚经济体的经济年平均增长率预计会达到5.1%,而美国只有3.2%。

而这也意味着东盟各国需要采取多轨道多增速的策略来加深内部经济整合,并以此克服各国间的发展程度差异。

出于对未来粮食安全和能源安全会恶化的担忧,东盟各国决定优先发展能提高生产力和产量的项目,加强各国间农业贸易政策的协调性,并加大脱贫工作的力度。

东亚也需要采取类似的方式来平衡各种关于政治安全的要求。

它需要在区域内不断重新构建和巩固一个均衡的地缘政治结构,这要求它跳出东盟之外,满足日本,美国,澳大利亚,印度,中国和俄罗斯的需求——这些国家在该区域内都有着重要的利益。

因此东盟力图实现一种包容性的增长战略。

随着美国和俄罗斯相继列席东亚峰会扩大会议,该区域内的政治架构正变得越来越具有活力。

有见及此,东盟应当表现得更积极主动并持续关注相关战略议题。

MANUAL KUALITI

MANUAL KUALITI

: 02 : 01 : 27 Mei 2005 : 4 / 54
ISI KANDUNGAN
MUKASURAT
1.0. PENGENALAN KEPADA MANUAL KUALITI
1.1. PENDAHULUAN
7
1.2. TUJUAN
7
1.3. KANDUNGAN MANUAL KUALITI
8
39 39 - 41 41 - 42
42 - 43 43 - 45 46 47 - 51 52 - 53 54
MANUAL KUALITI MK.AKMAL 02
No. Keluaran No. Pindaan Tarikh Kuatkuasa Mukasurat
Disediakan oleh:
Diluluskan oleh:
…………………………………. (Tandatangan)
Nama : Hj Mohd Rafdzi bin Maulud
Jawatan : Pengarah AKMAL Tarikh : No. Salinan Terkawal Pemegang Dokumen
27 Mei 2005
Pemetaan Proses bagi Tanggungjawab Pengurusan Atasan (Seksyen 5)
27 Mei 2005
Pemetaan Proses bagi Pengurusan Sumber (Seksyen 6)
27 Mei 2005
Pemetaan Proses bagi Penyampaian Perkhidmatan (Seksyen 7)
PELAKSANAAN MS ISO 9001:2000 AKK.AKMAL 02

Influence_of_Composite_Non_Magnetic_Ions_(Cd-Ti)_D

Influence_of_Composite_Non_Magnetic_Ions_(Cd-Ti)_D

New Journal of Glass and Ceramics, 2012, 2, 144-149doi:10.4236/njgc.2012.24021 Published Online October 2012 (/journal/njgc)Influence of Composite Non Magnetic Ions (Cd-Ti) Doping on Structural and Electrical Properties of Li-Mn Ferrite Vidya J. Deshmukh1, Pragati S. Jadhav2, Ketaki K. Patankar2*, Sharad S. Suryawanshi3, Vijaya R. Puri4 1Ramkrishna Paramhansa Mahavidyalaya, Osmanabad College, Osmanabad, India; 2Physics Department Rajaram College, Kolhapur, India; 3Physics Department, Solapur University, Solapur, India; 4Physics Department, Shivaji University, Kolhapur, India.Email: *Received May 6th, 2012; revised July 23rd, 2012; accepted August 16th, 2012ABSTRACTThe Li-Mn ferrites with composite divalent and tetravalent non-magnetic ions doping were prepared by ceramic method and studied for the first time to investigate their structural and electrical properties. It has been confirmed from the studies that these materials result in properties suitable for microwave applications. The structural properties have con- firmed the formation of cubic spinel ferrite and the substitutions of non magnetic ions have resulted in increase of unit cell dimensions and hence the grain size with increase in dopant content. An IR study asserts the same. Electrical Prop- erties show increase in dc resistivity and decrease in dielectric loss tangent with increase in dopant concentration. Keywords: Electronic Materials; Magnetic Ceramics; Electrical Characterization; Powder Diffraction1. IntroductionLi ferrite is becoming increasingly attractive for micro- wave applications replacing garnets and other spinel fer- rites [1-3]. Microwave devices such as circulators, isola- tors, magnetostatic resonators, filters, switches, limiters and tunable electroptic modulators are the microwave applications of Li ferrites [4]. Recent exponential growth in microwave communication through mobile and satel- lite communications has further stressed the worldwide need for extremely low-loss and economical microwave devices using ferrite materials. In preparation of micro- wave ferrite materials, particular attention should be given to the purity of the raw materials, stoichiometry of the composition and porosity as well as grain characteris- tics of the final product. Characteristics of various mi- crowave ferrites have been minutely reported by Voron- kov et al. [5]. The emergence of Li ferrite as a competent material in microwave devices has resulted from some appropriate chemical substitutions made in it, which in turn result in low dielectric loss tangent, a low magnetic loss tangent at the operating bias field, a low coercive force and a large remanence ratio [6-8]. Low dielectric and magnetic losses are the essential requisites for mi- crowave applications Small amounts of Mn3+ is added to microwave Li ferrites to ensure an acceptably low di- electric loss tangent [9]. Moreover, manganese addition also alter the hysteresis property, reduces magnetocrys- talline anisotropy and magnetostriction in ferrites [9]. Non magnetic ions like Cd2+ and Ti4+ substitutions have been found to be most suitable to obtain high resistivity [10,11]. The site occupancies of the various cations known from earlier works are given as follows. Li1+ has strong preference for B-Site [12], Cd2+ has strong preference for A site [1], Ti4+ also has strong preference for B-site [13], Fe2+ has strong preference for B-site [1] and Mn3+ has strong preference for B-site [14]. From the above survey, it can be envisaged that investigations on the electrical properties of composite non-magnetic ions doping in Li-Mn ferrite may lead to more interesting results as the studies on their independent doping in Lithium ferrites have al- ready resulted in properties suitable for microwave ap- plications [10,11].In this view, the present paper aims to communicate structural and electric properties in Li0.35Cd x Ti x Mn0.1 Fe2.55–2x O4 where x varies from 0 to 0.5.2. ExperimentalSix samples of different compositions were prepared by standard ceramic technique using pure metal oxides in the form of a series Li0.35Cd x Ti x Mn0.1Fe2.55–2x O4 with x = 0.0, 0.1, 0.2, 0.3, 0.4 and 0.5. AR grade chemicals of Li2CO3, CdO, TiO2, Mn2O3 and Fe2O3 were used for the preparation of various compositions in the above ferrite series. These oxides were weighed in the required mole proportions using a single pan balance having least count 0.001 gm and mixed thoroughly in the agate-mortar in acetone for about 2 hrs. The mixture was sieved using a*Corresponding author.Influence of Composite Non Magnetic Ions (Cd-Ti) Doping on Structural and Electrical Properties of Li-Mn Ferrite 145sieve of mesh size 200 micron. The mixture of each com- position was preheated in platinum crucible and were presintered at 300˚C for 2 hours and followed by 600 Influence of Composite Non Magnetic ions (Cd-Ti) Do- ping on Structural and Electrical Properties of Li-Mn Ferrite for 4 hrs and finally sintered at 1000˚C for 8 hours.X-ray Diffractograms of various compositions were obtained using X ray diffractometer Model PW 3710. The various parameters used for X ray diffraction were Target—Cu Kα; Wavelengths λ1 = 1.54056 Å and λ2 = 1.54439 Å; Rate of Scanning—2˚/min and scanning an-gle range 2θ—20˚ to 90˚. Micrographs of various sam- ples were obtained using the scanning electron micro- scope SEM (model JSM-6360A). IR absorption peaks of various compositions were studied using PerkinElmer IR spectrometer (Model 783) with KBr as a solvent. DC resistivities of various prepared samples were studied using two probe set up. Dielectric constant and loss tan- gent in the frequency range 100 Hz - 1 MHz were also measured using HP LCR meter 4284A model.3. Results and DiscussionThe X-Ray diffraction patterns for Li0.35Cd x Ti x Mn0.1 Fe2.55–2x O4 system show sharp peaks indicating formation of single phase spinel ferrite for all compositions. How- ever trace amount of α-Fe2O3 phase is found for x = 0.3 sample. Hence the XRD of x = 0.3 composition is given in the Figure 1. The α-Fe2O3 phase is formed because at higher sintering temperature (>500˚C) there is possibil- ity for a fraction of ferric oxide to get converted into α-Fe2O3. The presence of such a phase in different ferrite is already reported by earlier workers [15].The lattice parameter increases with increasing the content of Cd2+and Ti4+ ions and is shown in Figure 2. This is in accordance with Vegard’s law. The Cd2+ ions have larger ionic radius (0.97 Å) as compared to Fe3+Figure 1. Fe2O3 pattern XRD of Li0.35Cd0.3Ti0.3Mn0.1 Fe1.95O4.Figure 2. Variation of lattice parameter with Cd and Ti content [x] in Li0.35 Cd x Ti x Mn0.1Fe2.55–2x O4 series.(0.65 Å), Ni2+ (0.74 Å) and Li1+ (0.71 Å) ions. The Cd2+ ions successively replace Fe3+ ions on A-site this results in an increase of lattice parameter with Cd content. Same is true for Ti ions at B-sites. Similar results were ob- tained when Cd and Ti were separately doped in Li fer- rite [10,11]. The compositional variations however sug- gest that the lattice parameters for composite non-mag- netic ions doping is increased to larger extent in com- parison to their separate doping in ferrites.The SEM technique was studied to understand the surface morphology of the samples. All compositions have grains with sharp boundaries indicating that grains are fully developed, well packed, crack free with clear grain boundaries. The grain boundaries are district and grains are closely packed in some cases which suggest that compositions exhibit high density values. The SEM images denoted by a, b, c, d, e, and f shows micrographs for compositions x = 0.0, 0.1, 0.2, 0.3, 0.4, and 0.5. With the addition of Cd-Ti ions the average grain size in- creases as shown in the Figures3(a)-(f). The increase in grain diameter with Cd and Ti content is attributed to the smaller solid solubility of lithium in the samples. It is obvious from the generic formula.The IR spectra of one representative member of ferrite series i.e. x = 0.3 is shown in Figure 4. The IR absorp- tion bands were observed in the range 600 cm–1 to 400 cm–1. The absorption bands obtained in the present investi- gation are found to be in the range reported for many other lithium containing ferrites [16,17]. The difference in band position ν1 and ν2 is expected because the Fe3+-O2–distance for B site (0.199 nm) is different from that of A site (0.189 nm). The tetrahedral vibrations are of bond stretching type while octahedral vibrations are of bond bending type. These types of vibrations also affect the absorption frequency. The octrahedral complex band is found to be suppressed with increase in composite non- magnetic ions content in the ferrite. This can be attri- buted to increase in the lattice parameter and average grain size with increase in Cd-Ti content.Influence of Composite Non Magnetic Ions (Cd-Ti) Doping on Structural and Electrical Properties of Li-Mn Ferrite 146(a) (b) (c)c(d) (e) (f)Figure 3. SEM of series Li0.35Cd x Ti x Mn0.1Fe2.55–2x O4 with x = 0 to 0.5.Variation of logρ vs 103/T for the samples Li0.5Cd x Ti xMn0.1Fe2.55–2x O4 and Li0.35Cd x Ti x Mn0.1Fe2.55–2x O4 with x =0, 0.1, 0.2, 0.3, 0.4, and 0.5 are shown in Figure 5. Allthe plots exhibit a linear relationship suggesting that theresistivity obeys a relation ρ =ρ0 exp(ΔE/kT) and cha-nge in slope is observed in case of all the compositions.From figure, it is seen that the variation is almost linearup to Curie temperature where a break occurs indicatinga change of magnetic ordering from ferrimagnetic to para-magnetic. The temperatures where breaks occur coincidewith the Curie temperature determined by permeabilitymeasurements which is not reported here. The exponen-tial increase in resistivity on decrease in temperature isdue to decrease in thermally activated mobility of thecharge carrier. The change in slope is attributed to thechange in the activation energy due to phase transition ofthe material from ferromagnetic to paramagnetic state.This anomaly strongly supports the influence of magneticordering upon the conductivity process in-ferrites. Manyworkers have studied logρ vs (1/T) and observed similarbehaviour suggesting that resistivity obeys the Arrheniusrelation [11,18]. Resistivity studies show that resistivity(ρdc) of the samples in the compositions increase as theCd2+, Ti4+ concentration increases similar to that reportedin 10 and 11 D.C. resistivity of Li-Cd-Ti ferrite can beexplained on the basis of a model based on phonon as-sisted electron hopping. Trace amount of Fe2+ ions arepresent in the present ferrites. The electrons are known toparticipate in the exchange process by the following re-action Fe2+↔ Fe3+ + e. Hence these electrons arestrongly coupled to the lattice and tunnel from one site tothe other due to phonon induced transfer mechanism.Ti4+ ions, being tetravalent, localize Fe2+ ions in the sys-tem and tunneling of electrons by transfer mechanism isretarded due to the reduction of Fe3+ ions which enhancesthe resistivity. The activation energy is estimated to be0.21 eV, which in turn confirms the conduction in pre-sent ferrites are due to small polarons [18].The dielectric constant decreases with increase in fre-quency showing dielectric dispersion as depicted in Fig-ure 6. The decrease in ε with frequency is natural be-cause of the fact that any species contributing to polar-izability is found to show lagging behind the appliedLi-Cd-Ti ferrite can be explained on the basis of a modelbased on phonon assisted electron hopping. Traceamountof Fe2+ ions is present in the present ferrites. The electronsare known to participate in the exchange process by thefollowing reaction Fe2+↔ Fe3+ + e. Hence these elec-trons are strongly coupled to the lattice and tunnel fromone site to the other due to phonon induced transfermechanism. Ti4+ ions, being tetravalent, localize Fe2+ions in the system & tunneling of electrons by transfermechanism is retarded due to the reduction of Fe3+ ionswhich enhances the resistivity. The activation energy isestimated to be 0.21 eV, which in turn confirms the con-duction in present ferrites are due to small polarons [18].Influence of Composite Non Magnetic Ions (Cd-Ti) Doping on Structural and Electrical Properties of Li-Mn Ferrite 1474. ConclusionThe Li 0.35Cd x Ti x Mn 0.1Fe 2.55–2x O 4 system has been suc- cessfully prepared with standard ceramic technique. The most intense (311) peak in XRD pattern confirms the formation of cubic spinel ferrite. The SEM micrograph shows the agglomerated grain structure with sharp grainboundaries due to high sintering temperature. The IR studies show the absorption bands which are in good agreement to the studied literature. The electrical proper- ties study shows the Li-ferrites are the n-type semicon- ductors. The dielectric constant shows usual dispersionbehaviour.Figure 4. IR spectra of Li 0.35Cd x Ti x Mn 0.1Fe 2.55–2x O 4 with x = 0.3.123456789101111.522.533.5Figure 5. Variation of log ρ vs 103/T for Li 0.35Cd x Ti x Mn 0.1Fe 2.55–2x O 4.14822.533.544.555.56Figure 6. Variation of dielectric constant Є vs logf for ferrite system Li 0.35Cd x Ti x Mn 0.1Fe 2.55–2x O 4.33.544.555.56Figure 7. The plot of dielectric loss tangent (tan δ) vs logf for ferrite system Li 0.35Cd x Ti x Mn 0.1Fe 2.55–2x O 4.5. AcknowledgementsAuthor K. K. Patankar is thankful to UGC, New Delhi for the financial assistance in the form of major research project extended to her.REFERENCES[1] R. G. Kharabe, R. S. Devan, C. M. Kanamadi and B. K.Chougule, “Dielectric Properties of Mixed Li-Ni-Cd Fer- rites,” Smart Materials and Structures , Vol. 15, No. 2, 2006, pp. 229-334. doi:10.1088/0964-1726/15/2/N02[2] S. R. Sawant, D. N. Bhosale, N. D. Chaudhari and P. P.Bakare, “Electric Properties of NiCuZn Ferrites Synthe- sized by Oxalate Precursor Method,” Journal of Materi- als Science , Vol. 3, 2002, pp. 617-622. [3] B. P. Ladgaonkar, P. N. Vasambekar and A. S. Vain-gankar, “Structural and DC Electrical Resistivity Study of Nd3+ Substituted Zn-Mg Ferrites,” Journal of Materials Science Letters , Vol. 19, No. 5, 2000, pp. 1375-1377. doi:10.1023/A:1006713518433 [4] M. Pardavi-Horvath, “Microwave Applications of SoftFerrites,” Journal of Magnetism and Magnetic Materials , Vol. 215-216, 2000, pp. 171-183.Influence of Composite Non Magnetic Ions (Cd-Ti) Doping on Structural and Electrical Properties of Li-Mn Ferrite 149doi:10.1016/S0304-8853(00)00106-2[5]V. Voronkov, “Microwave Ferrites: The Present and Fu-ture,” Journal of Physics IV (Paris), Vol. 7, No. 1, 1997, pp. 35-38.[6] D. Ravinder, “Dielectric Behaviour of Lithium-CadmiumFerrites,” Physica Status Solidi (A), Vol. 129, No. 2, 1992,pp. 549-554. doi:10.1002/pssa.2211290225[7]S. S. Bellad, S. C. Watawe and B. K. Chougule, “SomeAc Electrical Properties of Li-Mg Ferrites,” Materials Re- search Bulletin, Vol. 34, No. 7, 1999, pp. 1099-1106.doi:10.1016/S0025-5408(99)00107-5[8]V. P. Reddy and D. V. Reddy, “Far-Infrared Spectral Stu-dies of Some Lithium-Nickel Mixed Ferrites,” Journal ofMagnetism and Magnetic Materials, Vol. 136, No. 3, 1994,pp. 279-283. doi:10.1016/0304-8853(94)00321-1[9]P. P. Hankare, R. P. Patil, U. B. Sankpal, S. D. Jadhav, I.S. Mulla, K. M. Jadhav and B. K. Chougule, “Magnetic and Dielectric Properties of Nanophase Manganese-Sub- stituted Lithium Ferrite,” Journal of Magnetism and Mag-netic Materials, Vol. 321, No. 19, 2009, pp. 2977-3372.doi:10.1016/j.jmmm.2009.05.074[10]R. G. Kharabe, R. S. Devan and B. K. Chougale, “Struc-tural and Electrical Properties of Cd-Substituted Li-Ni Fer-rites,” Journal of Alloys and Compounds, Vol. 463, No.1-2, 2008, pp. 67-72.[11] D. Kothari, S. Phanjoubam and J. S. Baijal, “ElectricalConduction and Dielectric Behaviour of the Oxidic SpinelLi0.5+0.5x Cr0.3Ti x Fe2.2−1.5X O4,” Journal of Materials Sci- ence, Vol. 25, No. 12, 1990, pp. 5142-5146.doi:10.1007/BF00580142[12]S. Chander, M. P. Sharma, A. Krishnamurthy and B. K.Srivastava, “Mössbauer Study of Nano-Particles of SpinelFerrites Li x Fe3−x O4,” Indian Journal of Pure and Applied Physics, Vol. 45, No. 10, 2007, pp. 816-821. [13]K. P. Chaea, J. G. Lee, H. S. Kweona and Y. B. Lee, “TheCrystallographic, Magnetic Properties of Al, Ti Doped CoFe2O4 Powders Grown by Sol-Gel Method,” Journalof Magnetism and Magnetic Materials, Vol. 283, No. 1, 2004, pp. 103-108. doi:10.1016/j.jmmm.2004.05.010 [14]K. K. Patankar, “Synthesis and Characterization of Mag-netoelectric Composites,” Ph.D. Thesis, Shivaji Univer-sity, Kolhapur, 2000.[15] A. F. Junior, E. C. de O. Lima, M. A. Novak and P. R.Wells, “Synthesis of Nanoparticles of Co x Fe(3−x)O4 by Combustion Reaction Method,” Journal of Magnetism and Magnetic Materials, Vol. 308, No. 2, 2007, pp. 198- 202. doi:10.1016/j.jmmm.2006.05.022[16] B. K. Bammannavar, L. R. Naik, R. B. Pujar and B. K.Chougule, “Preparation, Characterization and Physical Pro- perties of Mg-Zn Ferrites,” Indian Journal of Pure and Applied Physics, Vol. 14, No. 5, 1998, pp. 381-385. [17]P. V. Redy and V. D. Reddy, “Far-Infrared Spectral Stud-ies of Some Lithium-Nickel Mixed Ferrites,” Journal of Magnetism and Magnetic Materials, Vol. 136, No. 3, 1994, pp. 279-283. doi:10.1016/0304-8853(94)00321-1[18]R. S. Patil, S. V. Kakatkar, S. A. Patil, P. K. Maskar andS. R. Sawant, “Electrical Properties of Ferrites,” IndianJournal of Pure and Applied Physics, Vol. 29, 1991, pp.131-135.[19]V. P. Reddy and D. V. Reddy. “Far-Infrared SpectralStudies of Some Lithium-Nickel Mixed Ferrites,” Journalof Magnetism and Magnetic Materials, Vol. 136, No. 3, 1994, pp. 279-283. doi:10.1016/0304-8853(94)00321-1 [20]S. A. Rahman, “Temperature, Frequency and Composi-tion Dependence of Dielectric Properties of Nb Substi- tuted Li Ferrite,” Egyptian Journal of Solids, Vol. 29, No.1, 2006, pp. 131-141.。

普吉岛

普吉岛

住:保证入住4晚泰国五星酒店(当地五星酒店)

亚特兰提斯 TAKOLABURI CULTURAL
泰式豪华度假村,位于在pakarang角保留区,酒店前就是美丽的安达曼海, 紧邻着白色的沙滩和清澈的海水。是一个豪华的天堂地域,酒店是纯正的 泰式建筑风格,非常有独特之处。

பைடு நூலகம்
普吉岛芭曼住宅酒店
普吉岛芭曼住宅酒店距离江西冷购物中心有5分钟车程,酒店距离著名的芭 东海滩有10分钟车程,距离普吉岛国际机场有45分钟车程。酒店内为驾车 前来的客人设有免费停车场。普吉岛芭曼住宅酒店所有不可吸烟客房均铺 有木地板,设有空调、平面卫星电视和电热水壶。连接浴室配备了冷热水 淋浴设施。酒店提供拥有现代化内饰的舒适客房。酒店设有室外泳池和餐 厅。
斯米兰群岛介绍
斯米兰群岛位于泰国普吉岛西北90公里的安达曼海,是一片由9个群岛所组 合而成的区域,面积约为8万泰亩。斯米兰岛被评为世界四大美岛之一。全 年只开放11月——来年4月全世界能见度最深(水下30米)的海域世界级的 水上天堂——斯米兰群岛1982年被泰国政府制定为海岛公园。它有着“世 界 级潜水天堂”美誉无论是潜水还是浮潜的爱好者,都对这蓝色幻境充满向 往。 翠绿色与宝石蓝的海面下,有着丰富的海洋生物。蝠鲼、鲸鲨、小丑鱼、 大龙虾还有成群的梭鱼,泰国75%的珊瑚物种都可以在这里看到。这不过 是冰角。。。。。。
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所有购物店均为IS900认证,绝 对保证品质和价格,可以放心 的购买自己所心仪的物品。
夜生活

备受欢迎的国际人妖表演 闲情小酒吧和舞厅 不夜娱乐场 古老的泰式按摩
一个海岛,一张照片,一种心情!
来吧,普吉岛欢迎您的到来!

甘榜格南

甘榜格南

甘榜格南(KAMPONG GLAM )在这里你可以感受到不一样的风情。

阿拉伯街上满是阿拉伯商人们出售的精致丝绸、天鹅绒和传统的阿拉伯回教食品。

而古老的苏丹宫殿和苏丹回教堂,正是旧时苏丹统治的遗迹。

拥有100 多年历史的苏丹回教堂,金色的大圆顶,巨大的祈祷堂,无疑是新加坡的一大建筑标志。

这座国家古迹,外表庄重,融合了波斯、土耳其与古典马来建筑风格。

每天从日出时分至日落,教徒们都要有 5 次祷告仪式。

您参观时,注意一定要穿长裤,否则的话就会被拒之门外哦!小印度(LITTLE INDIA)小印度是新加坡印度族群的聚集地,犹如印度的缩影。

一进入小印度,一股浓烈的辣椒气味就会扑面而来。

商店里陈列着银器、铜器、具有民族特色的珠宝、茉莉花环和丝制莎丽… 极具民族风味。

无论在庞大的竹脚中心,还是在小杂货铺中,各种有趣的东西都等着您去探索。

在印度的几大重要节庆期间,小印度更是被装点成金碧辉煌的神话世界,到处是前来购物的人们,让您看得目不转睛。

新加坡植物园(SINGAPORE BOTANIC GARDENS )网址:.sg这个有140 多年历史的植物园,是热带岛国的一个缩影。

园内有天然原始森林和特色花园。

植物资源丰富,品种多样,包括多种珍稀植物。

园内有一个胡姬园(兰花展示中心),有60000 多株兰花在内展示,其中包都有远近驰名的新加坡国花-- 卓锦万代兰。

设计概念以四季为主,分春夏秋冬,各种景色。

里面的贵宾胡姬花园,种满外国政要和名人到访新加坡时,以他们的名字来命名的胡姬花。

园区内也还特地保留一片原始森林,占地 4 公顷,对没有机会穿越深山野岭的都市人而言,是个认识自然和探险的好地方。

园内还有一个生态湖和闻名世界的棕榈谷,不仅是旅游胜地和休闲的好地方,也是研究植物的好课堂。

福康宁公园(FORT CANNING PARK )这里曾是保护新加坡港的要塞,始建于1859 年,现在成为市区内的一个公园。

园区内有可追溯至14 世纪以来的新加坡历史文物,以及史丹福莱佛士爵士的私邸、新加坡最早的政府大楼等遗址。

19522737_东南亚五星级假期

19522737_东南亚五星级假期

● 撰文 图片 安缘 ● 编辑 Rita东南亚五星级假期很多中国游客每年假期都会去东南亚“打卡”。

东南亚各国与中国相距不远,旅游业发展成熟,被视为初次尝试出境游的理想之地;对于经验丰富的资深度假客来说,那些有着上千年历史的热带雨林也是一个不折不扣的宝藏,种类丰富的动植物,缤纷多彩的户外活动,以及隐身在古老植被后面的五星级酒店,都值得反复探索。

LUXURY HOLIDA YS IN SOUTHEAST A S I AMALA YSIA “请记得随时把房门关上,同时还要锁紧。

”办好入住手续,好几个酒店工作人员对我反复强调这一注意事项。

这里是马来西亚的一家顶级酒店——达泰兰卡威度假村,坐落在古老的热带雨林之中,周围植被的历史超过一千万年。

酒店有121栋别墅和套房,我选择的雨林私人泳池别墅是其中最具代表性的房型,一共只有8栋。

以往入住别墅类房型,我总是习惯关掉空调,整日开着门窗。

“在这里,绝对不可以!”酒店公关经理Michelle 及时打消了我的念头:“酒店里到处都是猴子,它们非常聪明,会打开房门,进入房间,在冰箱里找吃的,还会拉开客人背包的拉锁翻腾,经常把房间搞得一塌糊涂。

”据说,酒店用来配送食品的高尔夫球车原本是敞开式设计,没有车厢,后来猴子们发现在客房难以有所斩获,转而盯上了配送车,酒店不得已给所有的配送车都加装了车厢天才蒙蒙亮,我扛着相机出门,四处选景。

突然,一只异常健壮的棕色大公猴沿着高尔夫球车车道大摇大摆地朝我走来,我愣在那里,它完全无视我的存在,直奔放在地上的大摄影包,一屁股坐下,开始翻腾包里的零碎果断放弃,转而登上附近一栋别墅的台阶,先检查了一下别墅大门是否锁紧,之后爬上栏杆,扒着窗户向房间里面窥探,最终发现无机可乘,一转身,消失在雨林中。

这一幕大约持续了5分钟,等我回过神来,发现身后站着酒店的一个清洁工人,他也像我一样,站在那里丝毫未动。

我得知他是本地人,已经在酒店工作了两年,不禁好奇:我初来乍到,面对猴子难免不知所措,他天天在这儿上班,难道还会紧张?他一本正经地告诉我,刚才出现的不是普通的猴子,而是这家酒店的猴王,叫“乔治”。

普吉岛

普吉岛

自然环境
自然资源
气候地理
旅游资源
气候地理
普吉岛30年的平均天气 普吉岛是个由北向南延伸的狭长岛屿,面积与新加坡相近,岛上主要的地形是绵 亘的山丘,有少量盆地,还有39个离岛。事实上,“普吉岛”一语源自马来文。全岛南北纵长48公里,东西最宽 处达21公里。岛的北方以攀牙湾(Phangnaga Bay)为界,与490米宽的巴帕运河(Pak Phra Channel)衔接。 穿过连接普吉的查差码头(Chatchai Landing)和攀牙的塔侬码头(Tha Noon Landing)及660米的萨拉辛桥 (Sarasin Bridge),就能踏上普吉岛。
皮皮岛位于泰国南部的安达曼海,由大皮皮和小皮皮组成,这一片美丽海域是怒江的入海口。游客们通常住 在大皮皮岛上,两座岛由一条“走廊”连接起来。这条走廊就是皮皮岛最热闹的地方,很多旅店、餐厅、酒吧、 潜水学校、旅行代理和小摊贩,密集地分布在小巷左右。走廊两边是两个非常漂亮的海湾,一个叫罗达拉木湾 (Ao Lo Dalum),一个叫通赛湾(Ton Sai Bay),在这两个海湾之间往返只要步行10分钟,相当悠闲写意。 这儿最大的诱惑之一就是温暖湿润的气候——年平均气温28℃,温差很小。
旅游资源
普吉岛风光(25张)普吉岛的旅游观光业从1970年开始逐渐兴起,是东南亚具有代表性的旅游度假胜地。岛 的西海岸正对安达曼海,那里遍布原始幼白的沙滩,每个沙滩都有各自的优点和魅力,白色的海滩,奇形异状的 石灰礁岩,以及丛林遍布的山丘,每年都吸引了大量旅客。
这里遍布海滩和海湾,有以清净著称的卡马拉海滩,有私密性风格的苏林海滩,有经常举行海上运动的珊瑚 岛,还有夜生活较丰富的芭东海滩等。岛上还有很多山,游客可以在岛上乘坐出租车和摩托探险,也可以潜水和 乘坐游艇出海。

acknowledgements

acknowledgements

A C K N O W L E D G E M E N T SWith a deep sense of reverence I express my gratitude to my guide, Prof.(DR.) A. Subrahmanyam, Dean, Students’ Affairs, and Professor of Law Andhra University, Visakhapatnam for his able guidance in completing my Thesis. I am immensely benefited by the discussions I had with him at various stages of the work. He has been very kind to spare his valuable time and resources to give a final shape to this Thesis.I am also grateful to Dr.Y.F.Jaya Kumar, Dean, Faculty of Law, Osmania University and Dr.T.Vidya Kumari, Head, Department of Law, Osmania University, Hyderabad for their academic patronage which was a source of encouragement to me. I am also grateful to Dr.Y.Vishnu Priya, Chairperson, and Board of Studies in Law, Osmania University, Hyderabad, Dr.K.Panth Naik, Principal, University College of Law, Osmania University, Hyderabad Dr. Mrs. B.Vijaya Laxmi, Vice Principal, University College of Law, Osmania University, Hyderabad and Dr.K.Venkata Ramana,, Professor, University College of Law, Hyderabad for their support and continuous help.I express my sincere thanks to Dr. G.B. Reddy, Former Principal and Associate Professor for his valuable guidance and encouragement in the preparation of my present work. Also, I am thankful and express my gratitude to Associate Professors Dr.Y.Pratap Reddy, and Dr. S.B. Dwarakanath, for encouraging me in my work in all respects and gave suitable suggestions in the appropriate time. I also appreciate the assistance and encouragement given by Dr.Madabhushi Sridharacharyulu, Professor of Law at NALSAR University, Hyderabad who has contributed his valuable time in giving invaluable suggestions. Also, I express my sincere thanks to Assistant Professors Dr. N. Venkateshwarlu and Dr. N. Ram Prasad, University College of Law, Osmania University, Hyderabad and last but not least Dr. Ratnakar, Lecturer, University College of Law, Osmania University, Hyderabad who have contributed valuable suggestions in preparing the thesis work.I take this opportunity of recording my appreciation and sincere thanks to the librarians of University Library, Osmania University Hyderabad, Library of University College of Law, Hyderabad, Andhra Pradesh High Court Library Hyderabad, Library of the American Studies Research Centre. Hyderabad, Library of NALSAR University, Hyderabad, Andhra University Library, Visakhapatnam, Library of Department of Law, University of Delhi, New Delhi, Indian Law Institute Library, New Delhi for their assistance, help and continuous support in the collection of material from their libraries for my Ph.D. work.I am greatly indebted to my wife Mrs.Visalakshi and my son Mr. Chandra Sekhar deserves special thanks for creating that kind of congenial and peaceful environment at home which enables me to accomplish this assignment with single minded devotion. Accordingly, I express my grateful thanks to each of them and also, I am very much thankful to Mr. T.Parthasarathi and Mr. K.I. Pavan Kumar, my close friends for boosting my morale and in assisting in completion of my work. Also I am thankful to my brothers Mr. S.V. Sarath Kumar, Mr. Ram Chandra Prasad, my sisters-in-Law Mrs.S.Anuradha and Mrs. S.SriLakshmi and another close friend Mr. B. Vivekanand. Also, I am grateful to my sisters T. Kamakshi and S.Mani and my brothers-in-Law Mr. T.Mohan Rao and Mr. M.V.Mallikarjuna Rao for their excellent support during this work.Last but not the least, I am highly thankful and very much grateful to Dr. S.Ravikumar without whose support, it would have been difficult for me to complete this Thesis.I dedicate this work to my beloved mother Mrs. S. Lalitha Kumari who is reason of my birth and provided a berth on this Mother Earth to make me move with all prosperity with her nectar heart and blessings.S.V.S.M. SASTRYABBREVIATIONSACRA -- Accounting and Corporate Regulatory AuthorityBLOBS -- Binary Large ObjectsCA -- Certificate AuthorityCARD -- Computerization Administration of Registration Department CCC -- Citizen Consultative CommitteesCDMA -- Code Division Multiple AccessCERT-IN -- Computer Emergency Research TeamCIC -- Central Information CommissionCIN -- Corporate Identity NumberCSC -- Common Service CentreDIN -- Director Identity NumberDIT -- Department of Information TechnologyDSC -- Digital Signature CertificateECF -- Electronic Case FilesEDGE -- Enhanced Data Rate for GSM EvolutionEFT -- Electronic Funds TransferEG -- Electronic GovernanceESD -- Electronic Service Delivery TargetsGET -- Government Enterprises TransformationGFA -- Government Furnished AssetsGII -- Government Information InfrastructureGIS -- Government Information ServicesGMP -- Good Manufacturing PracticeGnuPG -- GNU Privacy GuardGPRS -- General Packet Radio ServiceGSM – Global Standard for Mobile CommunicationsIBEG -- Industry and Business Expert GroupICC -- Industry Consultative CommitteesICT -- Information and Communication TechnologyIDRBT -- Institute for Development and Research in Banking Technology IS -- Information SystemsISP -- Internet Service ProviderLIS -- Local Information InfrastructureMCA -- Ministry of Company AffairsMCAC -- Multifunctional Converged Applications Community Centres MCC -- Ministries Consultative CommitteesMIT -- Ministry of Information TechnologyMoC -- Ministry of CommunicationNDA -- Non-disclosure AgreementNEGP -- National Electronics Government ProjectNEGU -- National Electronics Government UnitNIFP -- Network Infrastructure Facility ProviderNIT -- National Informatics CentreNSP -- Network Service ProviderOCL -- One Click LinkOIRP -- Objectives and Indicative Road MapOSS -- One Stop ShopPACER -- Public Access to Electronic Case RecordsPeMT -- Project e-Governance Mission TeamPFO -- Physical Front OfficePIO -- Public Information OfficesPKI -- Public Key InfrastructurePMU -- Programme Management UnitROC -- Registrar of CompaniesRTC -- Rights, Tenancy and CropsSDFC -- Software Development Life CycleSeMT -- State e-Governance Mission TeamSG -- Steering GroupSIC -- State Information CommissionSMART -- Simple-Moral-Accountable-Responsive-Transport TFO -- Temporary Front OfficeTWINS -- Twin Cities Integrated Network SystemUNDP -- Uniform Domain Name Resolution PolicyUEG -- User Expert GroupsUOR -- Urgent Operational RequirementsUTSA -- Uniform Trade Secrets ActVFO -- Virtual Front OfficeWAN -- Wide Area NetworkWSS -- Web Services SecurityLIST OF CASE LAWSBirla Cement Works v. G M Western Railway, (1995) 2JT 59 (SC)Bombay Dyeing and Mfg Co. Ltd v. State of Bombay, AIR 1958 SC 328; 1958SCR1122SCC.C v. Candid Enterprise, 2001 (130) ELT 404 SC3Coco v. A.N. Clark (Engineers) Ltd, (1969) RPC 41 at 47.Dow Jones & Co. Inc. v. GutnickE.M.S. Namboodripad v. T.N. Nambia, 1970 2 SCC 325; AIR 1970 SC 2015International League against Racism & Anti-Semitism (LICRA) and the Union of French Jewish Students (UEJF) v. Yahoo! Inc. County Court of Paris, Interim Court order of 20th November 2000E Worsley & Co Ltd v. Cooper, [1939] 1All ER 190Faccenda Chicker Ltd v. Fowler, [1987] 1 Ch.117In re Arundhati Roy, (2002) 3 SCC 343Life Insurance Corporation of India v. Prof. Manubhai D. Shah etc AIR 1993SC 171Lock International Plc v. Beswick and ors, [1989] 3 All ER 374M.R. Parashar v. Farooq Abdullah, (1984) 2 SCC 343; AIR 1984 SC 615Medivac International Management Pvt Ltd v. Moore, [1988] 1 MLJ 5 Nityanand M Joshi v. LIC AIR 1970 SC 209; (1970) 1 SCR396:36 FJR 324 (SC) Pennekamp v. Florida, 328 US 331: 90 L Ed 1295 (1946)Prabha Dutt v. Union of India, 1982 1 SCC 1; AIR 1982 SC 6Ranjit D. Udeshi v. State of Maharashtra, AIR 1965 SC 881Romesh Thapar v. State of Madras, 1950 SCR 594, 607; AIR 1950 SC 124Sakura v. Tanaji AIR 1985 SC 1279Saltman Engineering Co Ltd v. Campbell Engineering Ltd, (1948) 65 PRC 203Sdn Bhd v. Ong Han Suan, [1997] 5 MLJ 632State of Maharashtra v. Praful B.Desai, AIR 2003 SC 2053Superintendent, Central Prison v. Ram Manohar Lohiya, AIR 1960 SC 633 Tang Siew Choy & Ors v. Certact Pvt Ltd, [1993] 3 SLR44Thomas Marshall (Exports) v. Guinle, [1979] 3 All ER 193Twentieth Century Fox Film Corporation, et al.v. iCraveTV, et alVidarbha Veneer Industries Ltd v. Union of India, 1992 (58) ELT 435 (Bom HC)LIST OF CASE STUDIESAKSHAYA of Kerala GovernmentBHOOMI in Karnatakae-Seva in Andhra Pradeshe-Governance Initiatives of Some States-----Gujarat – Gujarat Informatics LimitedHaryana - Haryana Institute of Public Administration (HIPA)Karnataka – Mukhya Vahini-- Education Department-- Khajane--Nondani--TherigeKarnataka Government Insurance Department (KGID)MCA 21 – A Central Government E-Governance ProjectPunjab“STAMINA” of BiharThe Case of Bangalore City Corporation --- Promoting AccountabilityThe Case of Community Information Centres (CICs) at Kuppam inAndhra PradeshThe Case of “FRIENDS” in KeralaWest Bengale-Governance Initiatives in Some Departmentsa). Finance Departmentb) Geographical Information System (GIS)c) Home Departmentd) Information and Cultural Affairs Departmente) Land and Land Reforms Departmentf) Labour Departmentg) Public Grievance Monitoringh) Transport Department。

教育、推广和监察纯母乳喂哺的宣传单张系列(IJIEEB-V12-N3-3)

教育、推广和监察纯母乳喂哺的宣传单张系列(IJIEEB-V12-N3-3)

I.J. Information Engineering and Electronic Business, 2020, 3, 19-27Published Online June 2020 in MECS (/)DOI: 10.5815/ijieeb.2020.03.03The Series of Leaflets as Media for Education, Promotion and Monitoring of ExclusiveBreastfeedingDebby Yulianthi MariaSTIKES Surya Global Yogyakarta, Yogyakarta, 53235, IndonesiaEmail: debby.yuliathi@Dwi Hariyanti and Bety Agustina RahayuSTIKES Surya Global Yogyakarta, Yogyakarta, 53235, IndonesiaEmail: {hariayanti.ssg@, betyagustinarahayu@yahoo.co.id}Received: 02 November 2019; Accepted: 08 May 2020; Published: 08 June 2020Abstract—Mother's knowledge about the importance of exclusive breastfeeding is a problem that determines the success of exclusive breastfeeding. Information support is needed to increase the mother's knowledge. This research create an acceptable media for increasing breastfeeding mother's knowledge of exclusive breastfeeding. This research uses the action research method. There are 5 stages including diagnosis, making an action plan, acting, evaluating and learning. The informants of this research are the baby mothers, maternal and child health services cadres and the breastfeeding counseling team at the Pleret health centre. Data collection instruments and techniques using questionnaires and interviews. Credibility test with technical triangulation, which was analyzed using theories from Milles and Huberman. The creation of a series of leaflet media about exclusive breastfeeding guidelines consisting of six series. Leaflets are made attractive in terms of design. This series of leaflet media effective as an educational and promotional media about exclusive breastfeeding.Index Terms—Leaflet Media, Education, Promotion, Monitoring, Exclusive BreastfeedingI.I NTRODUCTIONMother's knowledge about the importance of exclusive breastfeeding is an issue that determines the success of exclusive breastfeeding. Working mothers do not have enough time to attend maternal and child health services activities or other extension activities. The reason for this working mother is that it causes no information to be conveyed about the importance of exclusive breastfeeding. Due to the bad baby does not get the right to obtain exclusive breastfeeding [1].Various attempts have been taken to improve the granting of exclusive breastfeeding, one of them is health promotion. Nonetheless, the health promotion has not shown the optimal result especially on the use of media. The objective of this study was to determine the effect of health promotion regarding exclusive breastfeeding on the knowledge improvement of pregnant mothers either by using leaflet [2].Data from the Ministry of Health of the Republic of Indonesia and Ministry of defense data and information center figures for exclusive breastfeeding in Indonesia were 35.7% in 2017 [3,4,5,6]. This figure is far from the WHO recommendation, which is 50%. Yogyakarta City has implemented local regulation No. 1 of 2014 concerning exclusive breastfeeding. According to the city's Health Department notes, exclusive breastfeeding has doubled from 30 percent to 60 percent. In 2017, it is targeted that exclusive breastfeeding will reach up to 70 percent [7,8].From the results of preliminary studies that have been carried out there are data on 7 baby mothers who do not provide exclusive breastfeeding in the white lotus maternal and child health services area of Pungkuran Pleret Bantul in 2019. The second problem comes from maternal and child health services cadres, maternal and child health services cadres feel they do not have enough qualifications and information to provide health education and promotion about exclusive breastfeeding. Preliminary about maternal and child health services, maternal and child health services does not have media that is used to provide information about exclusive breastfeeding. Maternal and child health services cadres feel they do not have enough qualifications or ability to provide counseling and time to provide counseling is also less effective because there is no specific agenda, where maternal and child health services activities are only registration, weight weighing, measurement of head and arm belly circumference, and finally supplementary feeding. So there is no special time for counseling, considering the baby's mother must also immediately go to work. Sometimes in a toddler maternal and child health services activity, babies are delivered not by their mothers but by grandmothers or care givers. This hasbecome one of the problems inhibiting the delivery of information.This is different from the theory that should be about maternal and child health services. Based on Maternal and child health services activities, the organization of Maternal and Child Health Services is divided into 5 tables, namely: a) Table I for registration, either under-five, pregnant mother or EFA. B) Table II for toddler weighing and measurement of LILA of pregnant mother and EFA. C) Table III for the registration of toddlers, pregnant women, and PUS / WUS. D) Table IV for counseling. E) Table V for health services and family planning [5].The third problem from the Pleret Bantul Community Health Center cannot always be present in the monthly activities at the maternal and child health services. Lack of human resources is the reason for his absence in the toddler maternal and child health services agenda. Achievement of exclusive breastfeeding in the Pleret Bantul region has not reached 100%. The results of interviews conducted with the exclusive breastfeeding counseling team obtained data on exclusive breastfeeding promotion activities only carried out in activities held by health centers that invite Maternal and child health services cadres, and counseling when the baby's mother comes to the nutrition room and KIA to check the child. The lack of human resources in the community health center especially in the nutrition section causes the maximum lack of exclusive breastfeeding counseling teams to promote exclusive breastfeeding [6]. Promotion and monitoring of exclusive breastfeeding is done by the 24-hour recall method. This 24-hour recall method is performed on infants 0-6 months and 6-24 months [8,10]. Knowledge about the importance of exclusive breastfeeding and its monitoring needs to be done to achieve the ultimate goal of nutritional success for infant development. Corrective action must be taken immediately to achieve these goals. One of the steps that can be taken is the provision of education or information that is right on target, namely the mother of children under five. In addition, supporting factors that influence the knowledge of mothers about exclusive breastfeeding, such as the role of cadres in integrated service center, must also be improved. So that knowledge must also be given as a whole, namely to cadres of integrated service center toddlers as well.The problems presented by respondents in this study, the researchers plan to create innovative media that are interesting, effective, and efficient in the hope that they will assist the exclusive breastfeeding primary health care counseling team or maternal and child health services cadres in exclusive breastfeeding promotion activities. It is hoped that the achievement of exclusive breastfeeding in the work area of Pleret community health center health care will increase to 100%.From preliminary study, this research appropriate if using action research method to solve existing problems. Learning media can be used as an aid that enhances thought, feeling, attention, and interest. Leaflet as learning media showed significant knowledge improvement in exclusive breastfeeding [8]. For mother baby, pictures and benefit from media can increase learning activity [9].Based on the results of the preliminary study, this research wants to conduct action research aimed at solving existing problems. This study wants to find out whether there is effectiveness in the use of learning media, namely serial leaflets to increase knowledge, promotion and monitoring of exclusive breastfeeding in working mothers.II.M ETHODThis research was approved by the Health Research Ethical Committee STIKES Surya Global Yogyakarta (Number: 244/KEPK/SG/VII/2019) before the data were collected. This research was conducted in Pleret Bantul Yogyakarta from of Mei to October 2019 This research uses an action research method. In this action research, the researcher conducted a description, interpretation, and explained the social situation to change changing behavior for good by giving an intervention. The purpose of the action research method is a problem-solving research framework [10]. The other reason use of this action research method is based because researchers want to know the needs, responses and expectations of toddlers about providing information on achieving exclusive breastfeeding. Other than that this method was chosen to improve the implementation of promotional activities by using serially arranged leaflets. Action research, as a method of inquiry, is founded on the assumption that theory and practice can be closely integrated by learning from the results of interventions that are planned after a thorough diagnosis of the problem context. There are five stages in action research consisting of the stages of diagnosis, making an action plan, taking action, evaluating and learning. Action research refers to a wide variety of evaluative, investigative, and analytical research methods designed to diagnose problems or weaknesses whether organizational, academic, or instructional and help educators develop practical solutions to address them quickly and efficiently [11,12].Action research may also be applied to programs or educational techniques that are not necessarily experiencing any problems, but that educators simply want to learn more about and improve. The general goal is to create a simple, practical, repeatable process of iterative learning, evaluation, and improvement that leads to increasing breastfeeding better results for schools, teachers, or programs. Action research may also be called a cycle of action or cycle of inquiry, since it typically follows a predefined process that is repeated over time [10].To increase the validity of this action research, researchers asked for additional information through interviews, distributing questionnaires and observations to the baby's mother, cadres, and ASI counseling team from the community health services. The questionnairewas used to collect data related to the achievement of exclusive breastfeeding in baby’s mothers. Interviews were carried out to baby’s mothers to examine the failure constraints of exclusive breastfeeding, as well as the constraints of maternal and child health services cadre mothers and the exclusive breastfeeding counseling team at the community health center in providing exclusive breastfeeding promotions [2].The results of the data collected will be carried out data reduction, data presentation, and drawing conclusions in accordance with Milles and Huberman's analysis, and triangulation technique was used in the credibility test of this study [12].III. R ESULTSCharacteristics of Baby Mothers RespondentsThere are 7 informants who participated in this study. Respondents in this study were informants who did not exclusively breastfeed their babies. From the results of the study, the characteristics of the age of respondents were in the early adult category (26-35 years) as many as 5 people (71.43%) and late adulthood (36-45 years) as many as 2 people (28.57%). The last education of mothers in the low education category was 4 people (57.14%) and 3 people (42.86%) with secondary education.Mothers with jobs as laborers were 4 people (57.14%), 2 people (28.57%) as traders, and 1 person (14.29%) as private employees. Four mothers (57.16%) had 2 children, 1 mother (14.28%) had 1 child, 1 mother (14.28%) had 3 children, and 1 mother (14.28%) had 4 children. Income of 3 mothers (50%) conversational < 1,000,000.00 rupiah and 3 other mothers (50%) between 1,000,000.00 rupiah - 1,500,000.00 rupiah. Six mothers (85.71%) said they had received exclusive breastfeeding counseling, and 1 mother (14.29%) did not. Three mothers (42.86%) said they received breastfeeding counseling, and 4 mothers (57.14%) did not receive breastfeeding counseling. Characteristics of Maternal and Child Health Services CadresThe majority of cadres were in late adulthood (36-45 years) as many as 8 people (72.72%), and 3 people (27.27%) entered the early elderly age (46-55 years). Last education 10 cadres (66.67%) included in the breastfeeding education category and 5 (33.33%). Characteristics of the breastfeeding health center counseling teamThere were 11 exclusive breastfeeding counseling teams at the Pleret Community Health Center. Four people (36.36%) fall into the early adulthood category (26-35 years) and seven people (63.64%) fall into the early age category (46-55 years). Last education 11 people (100%) entered tertiary education consisting of midwifery and nutrition. Ten people (90.90%) are civil servants and a freelance daily employee. (9.10%). One person has worked for 10-20 years, 4 people worked 21-30 years, 3 people worked 31-41 years, and 3 people worked 41-50 years. One person monthly salary < 2,000,000.00 rupiah, 3 people with a salary of Rp. 2,000,000.00 - 3,000,000.00 rupiah, and 7 people with a salary of more than 3,000,000.00 rupiah.Action ResearchAction research is a tool that is used to help educators uncover strategies to improve teaching practices [18], it is viable endeavor for all educators. Action research may also be called a cycle of action or cycle of inquiry, since it typically follows a predefined process that is repeated over time. Stage of action research is identify a problem to be studied, collect data on the problem, organize, analyze, and interpret the data, develop a plan to address the problem, implement the plan, evaluate the results of the actions taken, identify a new problem and the last is repeat the process. The following result of action research in this study are :The first stageThis stage consists of diagnosing, researchers conducting surveys of problems by distributing questionnaires about the success and knowledge of exclusive breastfeeding to mothers of children under five. In addition to the survey using questionnaires for mothers of toddlers, interviews were also conducted to examine the causes of exclusive breastfeeding failure. The survey was also conducted on maternal and child health services cadres and breastfeeding counseling teams from the Pleret community health center on the issue of the success of exclusive breastfeeding in the working area with interview techniques.The problem that was found during the survey with the baby's mother found that there were 7 mothers out of 40 respondents who failed to give exclusive breastfeeding. The mother worked outside the home so she had to leave the child for some time. Mother feels inconvenienced to express milk at work. The existence of physical problems in the mother such as nipple is not prominent, breastfeeding does not come out and pain during breastfeeding is also conveyed by the baby's mother as a reason for not giving exclusive breastfeeding. Mother's knowledge about the importance of exclusive breastfeeding is an issue that determines the success of exclusive breastfeeding. The factor of working outside the home is also the reason for the failure of exclusive breastfeeding and also the cause of the absence of Maternal and Child Health Services activities. The reason for this working mother is that it causes no information to be conveyed about the importance of exclusive breastfeeding. Due to the bad baby does not get the right to obtain exclusive breastfeeding.Look at the condition that there is knowledge and motivation of the mother which is the problem of not exclusive breastfeeding. The decrease knowledge and motivation about the important of exclusive breastfeeding will impact to the scope application of exclusive breastfeeding until be needed healthy promotion than can motivated mother for give suck in a exclusive mannerrequirements like utilize leaflet as information media for upgrade motivation and knowledge [13].The second problem comes from Maternal and Child Health Services cadres, Maternal and Child Health Services cadres feel they do not have enough qualifications and information to provide health education and promotion about exclusive breastfeeding. Maternal and Child Health Services does not have media that is used to provide information about exclusive breastfeeding. Some of the reasons that became the obstacle of the community health center have not reached the target of 100% exclusive breastfeeding achievement. The results of the interviews that have been made explaining that the lack of human resources in the community health center, especially in the nutrition section, makes it less possible for the breastfeeding counseling team to promote exclusive breastfeeding in every Maternal and Child Health Services activity. Maternal and Child Health Services only provides health promotion when the baby's mother visits the community health center. Promotion and monitoring of exclusive breastfeeding is done by the 24-hour recall method. This 24-hour recall method is performed on infants 0-6 months and 6-24 months.Seeing the problems that exist, researchers devise solutions to the problems at hand. Researchers are trying to increase the mother's knowledge about the importance of exclusive breastfeeding, which hopes will change the perception, attitudes, and behavior of mothers in breastfeeding for the better [15,16]. Researchers plan to create effective and innovative educational media. Seeing the ability and condition of mothers of children under five who are still in rural areas with the majority of low and secondary education, researchers plan to compile print media in the form of leaflets that are made serially to direct mothers of toddlers to reach exclusive breastfeeding [16].The planned media are leaflets that are made in series ranging from 1 month until 6 months. Leaflets are made with an attractive design that allows readers to read and not discard this leaflet. Besides being useful for information delivery, this leaflet will be planned in a form so that it can provide other benefits.The second stageThe second stage is that the researchers make a plan of action. The researchers designed the contents of the leaflet in each series. Researchers then began to design a leaflet design using the help of Corel Draw to design leaflets as expected. After the leaflet, the researchers printed out an expert test, namely the medical education specialist and nursing education specialist to provide an assessment and input on the media that has been made. Then the researchers improved the media of this leaflet according to the direction of the expert.The third stageThe third stage is the researchers take action. The action referred to here is that researchers begin to socialize and promote exclusive breastfeeding using serial leaflet media. Researchers worked with maternal and child health services cadres and the breastfeeding community health center Pleret counseling team to take advantage of this educational media as a media to promote or promote exclusive breastfeeding.The fourth stageIn the fourth stage, the researchers conducted an evaluation of the serial leaflet media. The evaluation was conducted by interviewing media users, namely baby mothers, maternal and child health services cadres, and the Pleret Community Health counseling team about serial leaflet media. Evaluations include design, information content, and usefulness of leaflets. Fifteen Maternal and Child Health Services cadres, seven baby mothers, and eleven exclusive breastfeeding counseling teams at the Pleret Public Health Center stated that this leaflet was quite interesting in terms of design, color, content and had other benefits so that readers felt reluctant and felt pity to throw it away. The results of interviews with respondents regarding the evaluation of this media are as follows:"Leaflets are already attractive both in image and color. The contents are good for giving information to mothers of toddlers about the steps to pass exclusive breastfeeding every month. Can be used as a cadre guide for your counseling "(P)"Interesting is good, it has other benefits, so it is not right if you throw it away. The contents are also good at giving an overview of ways to provide exclusive breastfeeding "(F)"The leaflets are good, interesting, providing important information and other benefits of this leaflet, so it's a shame to throw them away. This leaflet can also provide coherent information in order to exclusively breastfeed for up to six months "(E)The fifth stageThe fifth stage is learning, this stage is the final part where researchers conduct a review of the stages that have been passed. At the diagnosis, stage researchers have found a problem. Researchers have also planned solutions to overcome the existing problems by creating serial leaflets aimed at increasing breastfeeding the knowledge of infant mothers about exclusive breastfeeding, providing media to maternal and child health services cadres and medical health care counseling teams as a means of providing information. Leaflets have been made in six series according to the time of exclusive breastfeeding, leaflets containing information related to exclusive breastfeeding.IV. D ISCUSSIONThe mother of the baby who was a participant was in early adulthood and late adulthood. Mother is in a mature period both in terms of understanding and making decisions. According to Erlin research the more mature a person's age the experience of his life is also more, ageinfluences one's comprehension and mindset. Increasing breastfeeding age will further develop one's mindset and capture power so that the knowledge gained is also increasing breastfeeding [17].The majority of working toddlers have a number of 2 children, with already having previous children, the mother has prior experience in caring for and breastfeeding her child. Similarly, the more positive aspects of the object that are known it will foster a positive attitude towards the object. Conversely, if according to Middlebrook in Azwar says there is no experience possessed by someone with an object then ittends to form a negative attitude towards the object [18]. Mother of toddlers working in this study with the last education is low and secondary schools. With a monthly income of less than 1,500,000 rupiah. The development of increasing breastfeeding fast times, in line with the increasing breastfeeding needs of life. Then the need for economic status also greatly influences the availability of facilities needed for certain activities in this case blushing breastfeeding. Sources of information obtained by mothers also require costs or the economy. Information can be obtained through electronic mass media or print mass media, mothers can browse or buy reading books as a source of information, in other words, the economy also affects a person to increase knowledge.With the presence of this series of leaflet media, it is hoped that it will help the baby's mother in increasing breastfeeding her knowledge. Leaflet according to Notoadmojdo is a piece of paper containing writing with short sentences, dense, easy to understand, and the tone of simple images [8]. Leaflets in Syamsiah's research affect respondents' knowledge and intentions. The leaflet media is also effective in increasing breastfeeding the knowledge and skills of washing hands with soap in Sang Surya female students at the Muhammadiyah University of Malang [19].From the problems found in the diagnosis stage, researchers have formulated the problem of the need for increased knowledge both of the baby's mother and the Maternal and Child Health Services cadre. Efforts to increase knowledge have been created serial leaflets about exclusive breastfeeding. In the second stage, researchers have created a 6 series leaflet, which provides information on how to achieve exclusive breastfeeding in each month.Fig.1. Serial leaflet 1Fig.2. Serial leaflet 2Figure 1. Series 1 leaflet with the title of the enormity of the breastfeeding series. This leaflet series 1 provides information about the benefits of exclusive breastfeeding for babies and mothers, the content of breastfeeding, problems that are often experienced in nursing mothers in the first month and its handling, and good food for nursing mothers.Figure 2. Series 2 leaflet with the title breastfeeding problems in the second month and how to overcome them.Fig.3. Serial leaflet 3Fig.4. Serial leaflet 4Figure 3. Series 3 leaflet with the title smooth out breastfeeding X, breastfeeding X is a term that is made with the meaning of "Exclusive" breastfeeding-X or A-SIX which is breastfeeding "6 months". This series provides information about ways to facilitate breastfeeding and the benefits of breastfeeding incontraception.Figure 4.The fourth series of this leaflet is titled breastfeeding X success in working mothers. Considering the baby's age of four months is a period in which the working mother has finished passing her maternity leave rations. In this series, some information is provided for working mothers to be able to provide exclusive breastfeeding. The information provided includes how to express milk, store breastfeeding, dilute milk and give milk to babies.Fig. 5. Serial leaflet 5Fig.6. Serial leaflet 6Figure 5. The fifth series in this leaflet is titled breastfeeding to breastfeeding X, the purpose of this 6th leaflet is to provide information so that mothers can continue to give breastfeeding for at least 6 months. In this series tips on multiplying breastfeeding, smoothing breastfeeding and additional information about the benefits of breastfeeding are conveyed in detail.Figure 6. The sixth session is the last series with the title breastfeeding X success. Considering that breastfeeding for working mothers there must be a change in the volume of milk produced, so in this series is given information about supplementary foods that help increase breastfeeding.This leaflet is designed as a healthy health card owned by each baby to monitor their growth and development. This leaflet has an identity column where this column is made so that the mother has the responsibility or obligation to provide exclusive breastfeeding to her baby. The hope is that this identity column will increase the motivation and confidence of mothers to provide exclusive breastfeeding.The identity column contains the mother's name, mother's birthday, child's name, and the child's birthday. The child's date of birth must be in accordance with the serial leaflet. Children who are at the age of 1 month then the mother should hold the series 1 leaflet, if the baby is 2 months old the mother must write and hold the series 2 leaflet and so on. Mothers with babies at 2 months should have series 1 and 2. Mothers with babies at 3 months should have series 1,2, and 3 and so on. So if the baby is 6 months old, the mother has all the serial leaflets.In each leaflet in addition to containing information that is one of the benefits of the leaflet, namely as a media to promote education about exclusive breastfeeding, this leaflet has a column of monitoring sheets in each series in the pride column and at the end of the sixth series which is a sheet of monitoring breastfeeding for up to 6 months at figure 7.Fig.7. Monitoring SheetMothers who have passed exclusive breastfeeding will get a certificate of passing breastfeeding. This certificate is only given to mothers who have successfully breastfed for 6 full months for their babies.Returning to work is a common reason for stopping breastfeeding or for deciding not to start breastfeeding, however services can inform mothers that the provision of breastfeeding can be supported in their Service. A leaflet is a little book or a piece of paper containing information about a particular subject [13].Result of this research is a serial leaflet. This leaflet has been revised in accordance with expert input regarding the contents and color of the leaflet. In the third stage the researchers distributed leaflets to the Maternal and Child Health Services cadres and the exclusive breastfeeding counseling team at the Pleret community health center, researchers also conducted and conducted exclusive breastfeeding education using serial leaflet media. Researchers worked with Maternal and Child Health Services cadres and the breastfeeding Pleret community health center counseling team to take advantage of this educational media as a media topromote or promote exclusive breastfeeding.。

泰国泼水节历届女神都有谁

泰国泼水节历届女神都有谁

泰国泼水节历届女神都有谁
《泰国泼水节历届女神》
泰国泼水节是泰国传统节日,每年的4月13日至15日举行。

这个节日是泰国人民庆祝泰国新年的方式,也是一种庆祝丰收和祈祷的仪式。

在泰国泼水节上,人们会互相泼水,以象征清洗身心,祈求健康和幸福。

泰国泼水节历届女神是这个节日中非常重要的角色之一。

她们被认为是代表着美丽和祝福的象征,在节日期间会被特别推崇和尊敬。

以下是一些历届泰国泼水节女神:
1. 2019年泰国泼水节女神:法帕琳·帕尔马帕尼(Far Phalin Palmapan)
2. 2018年泰国泼水节女神:查伊·普拉萨地(Chay Prasaddi)
3. 2017年泰国泼水节女神:维尼雅·舒尚卡(Winya Sutthi)
这些女神们都因其美丽和善良而备受泰国人民的喜爱,她们也代表着节日中祝福和美好的象征。

在泰国泼水节上,人们会向女神们祈祷,希望能够得到她们的保佑和祝福。

每年的泰国泼水节,都会有新的女神被选出,她们将继续传承着这个节日的美好传统,并为人们带来祝福和快乐。

泰国泼水节女神是这个节日里不可或缺的一部分,她们让人们更加热爱和珍惜这个美丽的传统文化活动。

10大最长英文单词

10大最长英文单词

10⼤最长英⽂单词 在学习英语中,背单词必不可少,有的单词字母少⼜好记,但有的单词却是让你哭笑不得,我们⼀起来看看世界上最长的英⽂单词有哪些 No.10 honorificabilitudinitatibus 这个字是由27个字母组成的。

出现在⼤⽂豪莎⼠⽐亚的剧本“空爱⼀场”love’s labour’s lost ⾥,意思是“不胜光荣”。

No.9 antidisestablishmentarianism 这个字是由28个字母组成的。

根据范克和华格若尔斯编的“英语新标准辞”⾥⾯的解释,这个字的意思是“反对教会与国家分开学说”。

No.8 floccinaucinihilipipification 这个字是由29个字母组成的。

“⽜津英⽂辞典”⾥就有这个字,意思是“把某事的价值加以抹杀的⾏为或习惯”。

No.7supercalifragilisticexpiadocious 这个字是由34个字母组成的。

出现在⼀部名叫mary poppins的电影⾥,意思是“好”。

字幕组最新翻译为“⼈见⼈爱花见花开车间车爆胎”(中英⽂长度总要平衡⼀下嘛~) No.6 hepaticocholecystostcholecystntenterostomy 这个字是由40个字母组成的。

出现在⾼德编的“医学辞典”⾥,为⼀个外科术语,亦即在胆囊与胆管之间或肠⼦与胆囊之间接⼈⼯管⼦的⼿术。

No.5 pneumonoultramicyoscpicailicovolcanoconiosis 这个字是由45个字母组成的。

出现在韦⽒辞典第⼋版的版本中意思是“吸⼊硅酸盐细末或⽯英岩灰⽽形成的肺尘埃沉着病”。

矿⼯特别容易得这种病。

No.4 antipericatametaanaparcircumvolutiorectumgustpoops 这个字是由50个字母组成的。

有个图书馆的书架上,陈列着法国作家拉伯雷着的“葛⽢塔和潘特古”故事系列。

NESTOUT 移动电源说明书

NESTOUT 移动电源说明书

Name and function of each part各部件的名称和功能各部分的名稱和功能Nama dan Fungsi dari Setiap BagianENGLISHSpecificationsPower bankManualCharging this productH ow to charge your smartphone or tabletPress and hold the power button (1.5 s and above) to turn this product ON/OFF.Short press the power button (1 second or less). The number of lit up LEDs corresponds to theamount of charge left.This product can be used with various outdoor gear, such as an LED lantern, by attachingseparately sold parts. (Please make sure to remove the parts from this mobile battery after use. Leaving them attached will deplete the charge.)Use this mode with NESTOUT gear.This product can be used continuously for a long time (approximately 12 hours) when the brightness of the LED is low.To switch to gear mode, press the power button twice quickly (double click).80% or moreless than 80%less than 60%less than 40%less than 20%* This product will turn ON automatically whensomething is connected to the USB port, whether for charging or when using with NESTOUT gear.* If nothing is plugged in, this product will turn OFF automatically after approximately 2 hours.Gear mode extends the automatic turn OFF time to approximately 12 hours when used the brightness is low orwhen nothing is connected.When ONPower LED lights upWhen OFFPower LEDis offE.g. DE-NEST15000A* USB Power Delivery of 18 W and above is recommended for the AC charging adapter. You may not be able to charge it using yourPC, or it may take longer to charge.Connect the charging cable to the USB T ype-C port of this device.Connect the other end of the attached charging cable to an AC charging adapter.This product will start charging when the AC charging adapter is plugged into a household power outlet.* Please ensure that the cable is removed after charging. Leaving the cable attached may lead to breakage or damage to the connector.* When charging, the LED light on the portable power charger will blink according to the amount of battery left.* The device is fully charged when the LED light are either all lit or all not lit.* This device does not come with an AC charging adapter. Please prepare an AC charging adapter with USB-A port when using with the included cable.* Do not plug in any cable other than a USB-A — USB Type-C cable.* When connecting a device to the product, make sure to follow the precautions for that device.* This product may not charge up to the capacity indicated if it is in use or if the power is turned on, such as when it is charging your smartphone.* Leaving the product ON will deplete the remaining charge. Please ensure that this product is turned OFF and that the cable is removed when it is not in use.* DE-NEST-5000 does not support Power Delivery.* USB Power Delivery can be used for charging this product or charging devices such as your smartphone.* USB Power Delivery mode can only be used with USB PD (Power Delivery) supported devices.* Smartphones or other devices can be charged at normal output (5 V) from the USB Type-C port when the power light is on.You can charge your device and this product at the same time by connecting them as per the diagram.Connect small electronic devices such as your Bluetooth earphone or headset to the USB-A or USB Type-C port to charge.* Depending on your device, this product will turn OFF automatically after approximately 2 hours.E.g. DE-NEST15000A Power ON/OFFT o check the remaining chargeGear modeBasic charging methodConnect the charging cable to this product.Connect the other end of the attached charging cable to your device.If charging does not begin automatically, press and hold the power button (approximately 1.5 seconds and longer) to begin charging.Once charged, for your safety, remove the charging cable by following the procedures described in the illustration in the reverse order of .T o use USB Power Delivery modeConnect the charging cable into the USB T ype-C port while the power lamp is off.Simultaneous chargingStart charging your device using this product.Charging of this product will beginautomatically when the connected device is fully charged or when this product’s charge reaches 0%.Charging of the connected device willautomatically restart as soon as this product is fully charged. When both this product and your device are fully charged, charging will stop.T o charge Bluetooth earphones and other small peripherals*规格移动电源使用说明书为本产品充电如何为智能手机或平板电脑充电按住电源按钮(1.5秒以上)以切换本产品电源开/关。

常用马来语

常用马来语

常用马来语问候汉语马来语您好? 早上好下午好再见一路顺风好欢迎人称和称呼Apa khabar? Selamat pagi Selamat tengahari Selamat tinggal Selamat jalan BaikSelamat datang汉语马来语我你我们他/她他们先生小姐Saya Anda/Awak Kita/Kami Dia Mereka Encik Cik方位汉语马来语向上向下转弯右左、八前后北南东Naik Turun Belok Kanan Kiri Hadapan Belakang Utara Selatan Timur西上下实用词语和用语Barat Atas Bawah汉语马来语一点点八、、八、、很多海滩Sedikit Banyak Pantai汉语牛肉鸡肉冷螃蟹喝没有吃抱歉出口女性鱼水果有热八、、对不起马来语Daging lembu AyamSejukKetamMinumTiadaMakan Maafkan saya Keluar Perempuan IkanBuahAdaPanasSaya minta maaf汉语马来语男性肉羊肉否请猪肉明虾盐商店糖谢谢卫生间人力车等待想要水是提问LelakiDagingDaging kambing TidakTolong/Sila Daging babi UdangGaramKedaiGulaTerima kasih Tandas/Bilik air BecaTungguMahuAirYa汉语马来语能否帮帮我?去那儿怎么走?有多远?要走多久?这东西多少钱?这/那是什么?Bolehkah anda tolong saya? Bagaimana hendak ke sana? Berapa jauh?Berapa lama?Berapa harganya?Apa ini/itu?马来语Apakah nama anda? Bila?Di mana? Kenapa?汉语 您叫什么名字? 什么时候? 哪里? 为什么?常见标志开放Buka 关闭Tutup 入口Masuk 出口Keluar推Tolak拉Tarik 厕所Tandas 男Lelaki 女Perempuan 禁止入内Dilarang Masuk Tak nak? 马来语常用口语缩写。

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PENGARUH ANEMIA PADA KANKER TERHADAP KUALITAS HIDUP DANHASIL PENGOBATANPidato PengukuhanJabatan Guru Besar Tetapdalam Bidang Ilmu Penyakit Dalam pada Fakultas Kedokteran, diucapkan di hadapan Rapat Terbuka Universitas Sumatera Utara,Gelanggang Mahasiswa, Kampus USU, 17 Desember 2005Oleh:AZMI SARIEDJ KARUNIVERSITAS SUMATERA UTARAMEDAN2005Pengaruh Anemia pada Kanker terhadap Kualitas Hidup dan Hasil PengobatanYang terhormat,Bapak Menteri Pendidikan Nasional Republik Indonesia,Bapak Ketua dan Bapak/Ibu Anggota Majelis Wali Amanat Universitas Sumatera Utara,Bapak Ketua dan Bapak/Ibu Anggota Senat Akademik Universitas Sumatera Utara,Bapak Ketua dan Anggota Dewan Guru Besar Universitas Sumatera Utara, Bapak Rektor Universitas Sumatera Utara,Bapak/Ibu Pembantu Rektor Universitas Sumatera Utara,Para Dekan, Ketua Lembaga dan Unit Kerja, Dosen, dan Karyawandi lingkungan Universitas Sumatera Utara,Bapak dan Ibu para undangan, keluarga, teman sejawat, mahasiswa, dan hadirin yang saya muliakan.Assalamualaikum Warahmatullahi WabarakatuhMengawali pidato pengukuhan Guru Besar ini, marilah kita memanjatkan puji syukur kepada Allah SWT atas karunia-Nya kepada kita semua, sehingga pada pagi hari ini kita dapat berkumpul menghadiri upacara ini dalam keadaan sehat wal’afiat.Salam dan salawat kita sampaikan kepada Nabi Besar Muhammad SAW beserta keluarga dan sahabat-sahabatnya sampai ke akhir zaman, semoga kita memperoleh safaatnya di akhirat nanti.Dengan keputusan Menteri Pendidikan Nasional Republik Indonesia Nomor 38259/A2.7/KP/2005 tanggal 30 Juni 2005 terhitung mulai tanggal 1 Juli 2005, saya telah diangkat sebagai Guru Besar Tetap dalam bidang Ilmu Penyakit Dalam pada Fakultas Kedokteran Universitas Sumatera Utara.Kepada Pemerintah Indonesia, khususnya Menteri Pendidikan Nasional saya mengucapkan terima kasih atas kepercayaan dan kehormatan yang dilimpahkan kepada saya, dengan pengangkatan saya dalam jabatan akademik yang tertinggi pada Universitas Sumatera Utara.1 Azmi Sariedj Kar : Pidato Pengukuhan “Pengaruh Anemia Pada Kanker Terhadap Kualitas Hidup dan Hasil…, 2005 USU Repository © 2006Pidato Pengukuhan Jabatan Guru Besar TetapUniversitas Sumatera UtaraSemoga Allah SWT melimpahkan kepada saya kekuatan lahir dan batin, serta memberikan petunjuk dan tuntunan dalam melaksanakan tugas mulia mencerdaskan anak bangsa. Untuk itu saya mohon doa restu para hadirin sekalian.Hadirin sekalian,Mengikuti kebiasaan yang lazim dalam lingkungan Perguruan Tinggi pada penerimaan Jabatan Guru Besar Tetap, dengan segala kerendahan hati perkenankanlah saya dalam kesempatan ini menyampaikan kepada sidang yang mulia pidato pengukuhan dengan judul:PENGARUH ANEMIA PADA KANKER TERHADAP KUALITAS HIDUP DANHASIL PENGOBATANI. PendahuluanAnemia merupakan komplikasi yang sering terjadi pada penderita keganasan (kanker). Penyebabnya dan mekanismenya kompleks dan multifaktor. Sering kali tidak diikuti dengan gejala adanya infiltrasi ke sumsum tulang atau adanya kehilangan darah, hemolisis, kelainan ginjal, hati atau endokrin, ataupun adanya tanda-tanda defisiensi nutrisional (1). Anemia yang disebabkan oleh kanker, bisa terjadi sebagai efek langsung dari keganasan, dapat sebagai akibat produksi zat-zat tertentu yang dihasilkan kanker, atau dapat juga sebagai akibat dari pengobatan kanker itu sendiri. Pada waktu-waktu yang lalu, anemia yang terjadi pada pasien kanker selalu dihubungkan dengan anemia karena penyakit kronik. Jenis anemia ini sekarang disebut sebagai anemia yang berhubungan dengan kanker atau Cancer-Related Anemia (CRA). Efek ini dikenal sebagai sindroma paraneoplastik.2Pengaruh Anemia pada Kanker terhadap Kualitas Hidup dan Hasil PengobatanII. Prevalensi Anemia pada KankerPrevalensi anemia pada penderita kanker bergantung kepada tipe (jenis) kanker dan stadium tumor, jenis dan mulainya pengobatan kanker, dan keadaan lain yang menyertai yang dapat menyebabkan anemia dan juga keadaan yang dapat memperberat anemia yang sudah ada (2).Statistik yang berhubungan dengan prevalensi anemia pada pasien kanker bergantung kepada berapa nilai hemoglobin yang diambil sebagai batas terbawah untuk menyatakan anemia. Kalau dipakai nilai 12 g/dl sebagai batas terbawah normal, Harrison et.al. telah me-review data secara retrospektif acak dari 202 pasien kanker yang menjalani terapi sinar, didapati 45% pasien adalah anemia sebelum pengobatan, dan menjadi 57% setelah pengobatan (3).Pada tabel berikut dapat dilihat prevalensi anemia pada pasien kanker yang menjalani terapi (4).Tabel 1.Prevalensi Anemia pada pasien kanker yang mendapat terapi.Jenis Kanker Prevalensi anemia ( < 12 g/dl ).(%)1.Keganasan hematologi2.Tumor solid3.Kanker colorektal4.Kanker paru5.Karsinoma cervix 726667 63 82RS Mocharnuk: Cancer and Treatment-Related Anemia: Clinical Considerations.Medscape, August 8, 2003.The European Cancer Anaemia Survey (ECAS) mengumpulkan data dari 15.367 pasien dari 748 pusat kanker di 24 negara Eropa yang dikumpulkan mulai Januari sampai Juni 2001, ditemukan 72% dari 2780 pasien keganasan hematologi dan 66% dari 10.067 pasien dengan tumor solid adalah pasien anemia (4). Bila pasien-pasien tersebut kemudian menjalani pengobatan penyakitnya, seperti tindakan bedah, kemoterapi, radioterapi, atau3 Azmi Sariedj Kar : Pidato Pengukuhan “Pengaruh Anemia Pada Kanker Terhadap Kualitas Hidup dan Hasil…, 2005 USU Repository © 2006Pidato Pengukuhan Jabatan Guru Besar TetapUniversitas Sumatera Utarakemoterapi/radioterapi, angka anemia akan meningkat lagi. Pasien-pasien keganasan hematologi yang mendapat kemoterapi atau kemoterapi/radioterapi dan mengalami anemia sehubungan dengan terapi tersebut, akan mencapai angka anemia tertinggi dari semua keganasan, masing-masing 58% dan 74%III. Patofisiologi Anemia pada Pasien KankerTerjadinya anemia pada penderita kanker (tumor ganas), dapat disebabkan karena aktivasi sistem imun tubuh dan sistem inflamasi yang ditandai dengan peningkatan beberapa petanda sistem imun seperti interferon, Tumor Necrosis Factor (TNF) dan interleukin yang semuanya disebut sitokin, dan dapat juga disebabkan oleh sel kanker sendiri (Gambar 1).Gambar 1. Mekanisme yang diduga sebagai penyebab terjadinya anemia padakanker.(1).4Pengaruh Anemia pada Kanker terhadap Kualitas Hidup dan Hasil PengobatanA. Anemia disebabkan oleh sitokin.Anemia pada pasien kanker terjadi karena adanya aktivasi sistem imun dan sistem inflamasi oleh keganasan tersebut, serta beberapa sitokin yang dihasilkan oleh sistem imun dan inflamasi seperti interferon (INF), Tumor Necrosis Factor (TNF) dan interleukin-1 (IL-1) merupakan bahan-bahan yang merangsang untuk terjadinya anemia. Di samping itu, keganasan tersebut juga dapat mempunyai efek langsung untuk terjadinya anemia.Pada keganasan hematologi didapati adanya kadar INF-γ dan neopterin, suatu petanda adanya aktivasi imunitas seluler. Kadar neopterin berhubungan nyata dengan kadar INF-γ dan berhubungan terbalik dengan hemoglobin dan besi (5). Hubungan ini menandakan adanya aktivasi imunitas seluler dan mungkin adanya hubungan antara aktivasi makrofag dan anemia pada pasien ini. Konsentrasi INF-γ juga meningkat pada penyakit kronik lain dan juga berhubungan dengan aktivitas penyakitnya (6).Kadar TNF tergantung pada jenis keganasan dan aktivitasnya. Pasien dengan penyakit yang aktif kadar TNF-nya akan meningkat, walau penyakitnya kadang tidak dapat diketahui. Sesuai dengan penemuan dari beberapa studi klinis maupun eksperimental, paparan kronik pada TNF dapat menyebabkan anemia. Pada fase I studi klinis, pasien yang diobati dengan TNF dilaporkan menderita anemia.Interleukin-1 (IL-1), seperti juga TNF, adalah sitokin yang mempunyai kerja yang luas di dalam proses respon imun dan inflamasi. Konsentrasi IL-1 juga meningkat pada artritis rheumatoid dan penyakit kronik lain yang berhubungan dengan anemia karena penyakit kronik (ACD= Anemia of Chronic Disease).Massa sel darah merah secara normal ditentukan oleh umur dari sel darah merah itu dan dari kecepatan produksinya. Anemia terjadi karena adanya ketidakseimbangan antara kedua faktor tersebut. Pada anemia karena kanker, kedua faktor tersebut sangat menentukan. Yang paling penting adalah adanya kegagalan relatif dari sumsum tulang dalam meningkatkan produksi sel darah merah guna mengimbangi (mengkompensasi) pendeknya umur sel darah merah tersebut.5 Azmi Sariedj Kar : Pidato Pengukuhan “Pengaruh Anemia Pada Kanker Terhadap Kualitas Hidup dan Hasil…, 2005 USU Repository © 2006Pidato Pengukuhan Jabatan Guru Besar TetapUniversitas Sumatera UtaraMekanisme patogenik berikut telah dirumuskan sebagai yang bertanggung jawab terhadap terjadinya anemia yang diperantarai oleh interleukin-1, interferon, dan tumor necrosis factor, yaitu:1. Gangguan pemakaian zat besi.2. Penekanan terhadap sel progenitor eritrosit (sel darah merah).3. Produksi eritropoetin tidak memadai.4. Pemendekan umur sel darah merah (eritrosit).1. Gangguan pemakaian zat besiGambaran khas anemia karena penyakit kronik adalah kadar besi serum, mampu ikat besi (TIBC = Total Iron Binding Capacity) dan jenuh tranferin rendah, sedang kadar feritin sebagai besi simpan cukup adekuat (7). Pada penderita-penderita ini ada korelasi terbalik antara hemoglobin dengan feritin dan dengan aktivasi imun seluler (IFN-γ, neopterin), menandakan bahwa aktivasi makrofag mungkin turut mengganggu metabolisme besi dan menimbulkan anemia (5, 8). Metabolisme besi tidak terganggu oleh INF-γ saja, tetapi juga oleh TNF. Sitokin lain yang juga mengganggu metabolisme besi adalah IL-1. Sitokin ini mampu meningkatkan produksi feritin, yang dapat bertindak sebagai perangkap terhadap besi yang kemudian akan dipakai pada proses eritropoiesis (pembentukan sel darah merah) (9).Mekanisme lain yang juga bertanggung jawab terhadap gangguan metabolisme besi adalah adanya gangguan pada Transferin Receptor (TFR) pada sel darah merah. Eritroblas pada pasien anemia karena penyakit kronik jumlahnya berkurang, dan TFR pada sel-sel tersebut afinitasnya terhadap transferin menurun dibandingkan dengan eritroblas orang normal (10). Pada keadaan infeksi, keganasan dan kelainan imunologis, IL-1, IL-6 dan TNF meningkatkan konsentrasi protein fase akut α1-antitripsin yang mampu menahan eritropoiesis dengan cara mengganggu pengikatan transferin ke TFR dan internalisasi kompleks TFR-transferin (11).6Pengaruh Anemia pada Kanker terhadap Kualitas Hidup dan Hasil Pengobatan2. Penekanan terhadap sel progenitor eritrosit (sel darah merah)Mekanisme lain yang turut menciptakan anemia karena penyakit kronik adalah penekanan terhadap sel progenitor eritrosit di sumsum tulang, sehingga eritropoiesis terganggu. INF-γ, IL-1, dan TNF menahan eritropoiesis invitro maupun invivo, dan ketiga sitokin ini bekerja secara sinergis atau saling menguatkan kerja yang lain guna menekan eritropoiesis (9, 12). Efek inhibisi dari IL-1 memerlukan adanya T- limfosit yang diperantarai oleh IFN-γ, dan efek inhibisi dari TNF memerlukan adanya sel-sel stroma sumsum tulang yang diperantarai oleh INF-β (13). Efek inhibisi dari INF-γ pada CFU-E invitro dapat diperbaiki dengan dosis tinggi Eritropoietin (Epo) (13), sedang efek supresif dari IL-1 dan TNF pada CFU-E juga dapat diatasi dengan Eritropoietin (14, 15). Hasil ini menunjukkan bahwa efek Eritropoietin pada penderita-penderita ini sebagian dapat diatasi dengan efek supresif dari sitokin-sitokin ini pada sel progenitor eritrosit.3. Produksi eritropoietin tidak memadaiPada penderita anemia karena kanker, sel progenitor eritrosit memberikan respon yang baik terhadap Epo, tetapi respon Epo terhadap anemia mengalami gangguan. Telah banyak dilakukan penelitian pada pasien kanker yang mengalami anemia, namun hasilnya masih saling bertentangan. Pada pasien kanker, produksi Epo terganggu oleh tumor atau oleh terapi yang dilakukan yang mengganggu fungsi ginjal, terutama oleh obat kemoterapi yang menginhibisi sintesis RNA (16). Pada beberapa jenis kanker, ada yang mengalami penurunan respon terhadap Epo, sehingga defisiensi relatif Epo ini mungkin merupakan faktor yang turut mengambil bagian terhadap menurunnya eritropoiesis sehingga terjadi anemia pada kanker.Gangguan respon Epo yang terlihat pada anemia pada kanker mungkin sebagai hasil adanya efek supresi dari IL-1 (α atau β) atau TNF terhadap sel-sel yang memproduksi Epo. Sitokin ini dapat menginhibisi produksi Epo pada kultur sel hepatoblastoma (17). Efek supresi dari IL-1 dan TNF terhadap produksi Epo pada sel-sel hepatoblastoma terjadi pada tingkat mRNA Epo.7 Azmi Sariedj Kar : Pidato Pengukuhan “Pengaruh Anemia Pada Kanker Terhadap Kualitas Hidup dan Hasil…, 2005 USU Repository © 2006Pidato Pengukuhan Jabatan Guru Besar TetapUniversitas Sumatera UtaraPada pasien dengan mieloma multiple dan penyakit Waldenstrom, supresi respon Epo juga diakibatkan karena terjadinya hiperviskositas. Pada pasien ini kadar Epo berbanding terbalik dengan viskositas darah, dan turunnya kadar Epo pada peningkatan viskositas plasma paralel dengan penurunan mRNA Epo ginjal (18).4. Pemendekan umur sel darah merahPada penderita dengan anemia karena penyakit kronik, umur sel darah merah biasanya 60-90 hari, lebih pendek dari umur sel darah pada orang normal yang berada sekitar 120 hari (19, 20). Bila darah orang normal ditransfusikan kepada pasien penderita kanker lanjut, umur sel darah merah ini (life span) akan memendek (21). Secara klinis maupun secara eksperimental data ini menunjukkan bahwa efek ini diperantarai oleh IL-1 dan TNF. Pada pasien artritis reumatoid, pemendekan umur sel darah merah ini berhubungan dengan kadar IL-1 (19). Pemberian TNF berulang pada tikus menyebabkan diseritropoiesis (22), akan menyebabkan menurunnya sintesis sel darah merah serta menurunkan umur sel darah merah yang bersirkulasi sehingga pada akhirnya akan menyebabkan anemia (23). Selain itu, TNF dapat menginduksi diseritropoiesis dan eritrofagositosis pada mencit dalam penelitian eksperimental malaria (24). Efek TNF tersebut mungkin dapat menurunkan eritropoiesis dan memendekkan umur sel darah merah pada pasien anemia karena kanker.Saat ini ditemukan bahwa suatu protein yang disebut substansi penyebab anemia (AIS = Anemia-Inducing Substance) telah dapat diidentifikasi di dalam plasma pasien penderita kanker lanjut. Substansi ini menurunkan resistensi osmotik dari sel darah merah (25), yang juga didapatkan di dalam sitosol dan fraksi inti dari sel kanker. Mekanisme yang mendasari terjadinya peningkatan fragilitas osmotik di dalam sel darah merah, bergantung pada inhibisi metabolisme (influks glukosa, aktivitas piruvat kinase, dan konsentrasi ATP) dari sel tersebut. Nampaknya AIS adalah spesifik untuk penyakit keganasan dan tidak berhubungan dengan kelainan inflamatoar kronik yang lain (25).8B. Anemia karena efek langsung NeoplasmaFaktor yang berhubungan langsung dengan kanker, digambarkan pada Tabel 2. Kebanyakan tumor adalah tumor ganas solid, seperti kanker payudara dan prostat yang kemudian menginvasi sumsum tulang. Sering terabaikan sebagai faktor yang menyebabkan anemia, bahwa keganasan ini juga menyebabkan reaksi desmoid atau reaksi fibrotik, yaitu terjadinya peningkatan proses fibrosis di dalam sumsum tulang yang akan mengurangi volume rongga sumsum tulang dan matrix sinusoid. Proses ini dapat menyebabkan gangguan pelepasan sel darah yang matang dari sumsum tulang, sehingga dapat menghasilkan gambaran leuko-eritroblastik dengan sel darah merah dan sel-sel mieloid yang belum matang yang dapat terlihat pada pemeriksaan darah tepi.Tabel 2.Anemia pada Kanker: Efek Langsung dari KeganasanKehilangan darah (pendarahan) akut ataupun kronik. Keganasan dari saluran cernaKanker kepala dan leherKanker urogenital.Kanker pada cervix dan vaginaPendarahan dalam tumor sendiri (intratumor) SakomaMelanoma yang sangat besarHepatomaKanker ovariumTumor cortex adrenalAnemia karena proses phagositosis dari eritrositRetikulositosis histiocytic medularLimfoma histiositik Neoplasma histiositik yang lain. Penggantian sumsum tulang LeukemiaLimomaMielomaCarcinoma (payudara, prostat)9Azmi Sariedj Kar : Pidato Pengukuhan “Pengaruh Anemia Pada Kanker Terhadap Kualitas Hidup dan Hasil…, 2005Penyebab langsung dari anemia pada keganasan disebabkan oleh substansi atau protein yang dihasilkan oleh kanker sendiri (Tabel 3).Deposit dari amiloid pada mieloma dan amiloidosis dapat secara ekstensif menggantikan sumsum tulang. Terbentuknya antibodi pada leukemia limfositik kronik, limfoma, dan kadang-kadang keganasan tumor padat (solid) yang akan menyebabkan timbulnya anemia hemolitik imun. Terjadinya anemia hemolitik mikroangiopati, yang dilihat pada sebagian keganasan tumor solid, dapat menghasilkan prokoagulans pada kanker.Tabel 3.Anemia disebabkan oleh produk dari kanker.Zat Mekanisme Jenis Keganasan Amiloid Infiltrasi ke sumsum tulangDiskrasia sel plasmaAntibodi Anemia hemolitik otoimun Leukemia limfositik kronikLimfoma,AdenokarsinomaProteinprokoagulansAnemia hemolitik mikroangiopatik Keganasan saluran cerna (musin) Kanker prostatIV. Gambaran Klinis Anemia pada Penderita KankerA. Efek anemia pada penderita kankerAnemia berat telah diketahui merupakan dasar dari berbagai komplikasi fisiologis seperti sesak nafas, sakit kepala, lelah, vertigo, menurunnya fungsi kognitif, gangguan fungsi tidur dan seksual, dan banyak gangguan lain (26).Sering kali manifestasi fisik yang serius merupakan tanda pertama dari anemia sebelum anemia sendiri diketahui secara klinis.Secara klinis konsekuensi anemia dapat dilihat pada Tabel 4 berikut.Tabel 4.Konsekuensi Klinis dari Anemia pada Penderita KankerGangguan oksigenasi jaringan.Gangguan fungsi organ.Gangguan kualitas hidup.Meningkatkan kerentanan terhadap terjadinya pendarahan karenatrombositopenia.Meningkatkan angka kematian pasca operasi.Meningkatkan kemungkinan mendapat transfusi darah pascakemoterapi.Meningkatkan absorpsi besi bila eritropoiesis tidak efektif.Menurunkan umur kehidupan (karena infeksi HIV ).1. Gejala anemiaKira-kira 75% dari semua pasien kanker melaporkan adanya rasa lelah (fatigue) (27) yang dapat dimanifestasikan sebagai rasa lemah, kurang energi, sulit memulai dan mengakhiri suatu pekerjaan, serta rasa ingin tidur saja seharian. Rasa lelah merupakan gejala utama pada pasien kanker. Anemia juga menyebabkan berbagai keluhan lain seperti palpitasi (rasa berdebar), gangguan fungsi kognitif, mual, menurunnya temperatur kulit, gangguan fungsi imun, vertigo, sakit kepala, nyeri dada, nafas pendek, dan depresi.(28).2. Gambaran Klinis dari Anemiaa. Lelah dan menurunnya kualitas hidupAnemia karena kanker dapat mempunyai efek yang sangat penting terhadap kualitas hidup seseorang penderita kanker. Pada satu studi didapatkan bahwa rasa lelah (fatigue) berhubungan dengan gangguan fisik, emosi, psikologis yang mempengaruhi setiap aspek kehidupan sehari-hari (29). Vogelzang dan kawan-kawan pada survai Fatigue Coalition lebih dari 40011 Azmi Sariedj Kar : Pidato Pengukuhan “Pengaruh Anemia Pada Kanker Terhadap Kualitas Hidup dan Hasil…, 2005penderita kanker, mendapatkan 60% dari penderita menyatakan bahwa rasa lelah itu lebih mengganggu daripada rasa nyeri akibat kanker (30).Kemampuan kerja dari mereka juga mengalami gangguan, seperti dilaporkan oleh Curt bahwa rata-rata penderita kanker akan mangkir kerja 4,2 hari lebih banyak daripada orang lain dalam sebulan karena gangguan rasa lelah tersebut (27). Sekitar 30% penderita dengan kadar hemoglobin yang rendah menyatakan tidak dapat bekerja, walaupun mereka tidak mengatakan adanya keluhan lelah dibandingkan dengan pekerja yang lain (28).b. Meningkatnya angka kematianAnemia juga meningkatkan risiko mortalitas pada pasien kanker. Caro dkk. Me-review 60 tulisan terhadap angka kematian dari pasien-pasien kanker yang dihubungkan dengan kadar hemoglobinnya atau adanya anemia, mendapatkan bahwa risiko relatif kematian berbeda bergantung dari jenis kankernya. Secara umum adanya anemia meningkatkan angka kematian sampai 65% (1.65; 95% CI, 1.54-1.77). Pasien anemia dengan kanker leher- kepala dan limfoma, mempunyai angka kematian tertinggi yaitu 75% (1.75;95% CI, 1.37-2.23) dan 67% (1.67;95% CI,1.54-1.77) masing-masing.(31).c. Menurunnya efektivitas pengobatanSalah satu cara anemia meningkatkan angka kematian adalah dengan mempengaruhi efektivitas pengobatan. Anemia mengganggu respon pengobatan radiasi (terapi sinar), karena anemia mengurangi kemampuan darah untuk mengangkut oksigen sehingga jaringan kekurangan oksigen. Anemia menyebabkan terjadinya hipoksia tumor yang akan menyebabkan tumor-tumor solid resisten terhadap ionisasi radiasi dan beberapa bentuk kemoterapi. Hipoksia juga mengganggu jumlah sel yang dihancurkan pada waktu terapi dengan cara memodulasi proliferasi sel dan posisi sel tumor pada siklus sel (32). Sebaliknya, bila oksigenasi sel tumor cukup, maka lebih mudah mengontrol tumor tersebut.(33). Banyak studi yang mempelajari efek-efek ini, terutama untuk tumor-tumor paru, kepala dan leher, pelvis, dan organ genitourinaria (34).Pada studi terhadap lebih dari 200 penderita tumor kepala dan leher, didapatkan bahwa anemia sedang merupakan suatu faktor independen sebagai faktor prognostik yang mengkontrol gejala-gejala loco-regional carcinoma sel skuamosa terhadap terapi radiasi (RR,1.6;95% CI,1.0-2.7) (35). Penelitian retrospektif terhadap lebih dari 600 pasien kanker cervix, didapatkan bahwa walaupun anemia pra-pengobatan tidaklah merupakan suatu prediktor, namun bila kadar hemoglobin > 12 g/dl selama terapi radiasi dapat merupakan suatu prediksi akan keberhasilan terapi dan kehidupan bebas sakit (disease-free survival) (36).V. Tindakan Pencegahan dan Pengobatan Anemia pada KankerPada penderita anemia pada kanker, tata laksana yang terbaik adalah mengatasi penyebab anemia yang merupakan tindakan paling optimal. Beberapa penyebab seperti defisiensi nutrisional, mudah untuk diidentifikasi dan diobati. Keadaan-keadaan lain seperti adanya pendarahan samar, infeksi, atau hemolisis sel darah merah memerlukan evaluasi yang mendalam dan terapi yang tepat. Kalau anemia tidak begitu nyata penderita biasanya tidak bergejala, tetapi suatu pemeriksaan baku seperti pemeriksaan darah secara reguler harus dilakukan. Pada beberapa kasus, bila anemia disebabkan oleh kemoterapi yang bersifat mielosupresif, pemberian kemoterapi pada siklus berikutnya dapat ditunda atau dosis obat harus dikurangi (2).1. Defisiensi nutrisionalBila kehilangan darah sedikit-sedikit yang terus-menerus tidak merupakan suatu problem utama, tetapi gejala anemia tidak juga teratasi, maka harus dicari/diperiksa kemungkinan adanya defisiensi besi, asam folat, atau vitamin B12, dan terapi suplemen harus diberikan kalau ditemukan tanda-tanda difisiensi (37). Kalau anemia tidak berat, terapi suplemen cukup untuk menghilangkan gejalanya dan mengembalikan hemoglobin ke batas normal.13 Azmi Sariedj Kar : Pidato Pengukuhan “Pengaruh Anemia Pada Kanker Terhadap Kualitas Hidup dan Hasil…, 20052. Defisiensi zat besiPemberian zat besi diperlukan sebagai kombinasi dengan pengobatan yang menstimulasi eritropoiesis, seperti rHuEPO, untuk mengobati anemia secara efektif, dan juga akan mengurangi kebutuhan rHuEPO untuk mengoreksi hemoglobin. Defisiensi besi fungsional, sebagai akibat dari penggunaan yang tidak adekuat dan adanya gangguan transpor besi guna eritropoiesis, merupakan keadaan yang sering menyebabkan respon rHuEPO tidak adekuat di antara penderita gagal ginjal dan juga mungkin merupakan faktor penting pada anemia kronik pada kanker. Besi dapat diberikan secara oral atau intravena, walau ada gangguan gastrointestinal yang agak mengganggu dan potensial terjadinya ketidakpatuhan pada pemakaian oral. Pemberian besi intravena, juga kadang-kadang kurang mengenakkan dan mahal, kadang-kadang dapat dikuti dengan beberapa gejala efek samping seperti anafilaksis (2).3. Transfusi sel darah merahTransfusi sel darah merah hanya diberikan pada kasus anemia akut setelah terjadi pendarahan, pada kasus anemia kronik yang bergejala tetapi tidak berhasil dengan terapi besi, dan pada pasien anemia yang berat yang tidak cukup waktu untuk menerima pemberian rHuEPO. Walaupun di negara-negara maju, transfusi relatif aman, namun masih juga terjadi efek samping atau penyulit pada transfusi sel darah merah, misalnya infeksi oleh karena transfusi, reaksi alloimunisasi dan imunosupresi yang merupakan hal-hal penting yang harus dipertimbangkan sebelum memberikannya. Terutama imunosupresi yang akan meningkatkan pertumbuhan sel tumor.Banyak studi melaporkan bahwa transfusi sel darah merah perioperatif selalu disertai dengan menurunnya angka kehidupan (survival rate), tidak bergantung kepada besarnya tumor, status penampilan, atau faktor-faktor prediktif yang potensial, sesudah reaksi dari kanker seperti pada operasi kanker kepala dan leher, colon, paru dan sarkoma (38). Mengapa hal ini terjadi masih merupakan perdebatan. Mekanisme yang diajukan adalahadanya proses imunomodulasi yang berhubungan dengan transfusi, yang mungkin dicetuskan oleh menurunnya CD4+ limfosit dan sel natural killer, disfungsi monosit/makrofag atau aspek-aspek lain respon imun (39).Namun, beratnya anemia, keparahan gejala seperti adanya sesak nafas dan pembesaran jantung, atau adanya kondisi-kondisi lain yang memperberat gejala anemia, merupakan perhatian dan penentuan apakah transfusi sel darah merah memang diperlukan.4. Terapi dengan menstimulasi eritropoiesisDengan adanya kemajuan pada teknik rekombinan DNA dan dapat dibuat faktor-faktor pertumbuhan hematopoietik (Haematopoietic Growth Factors), penggunaan rHuEPO lebih dari satu dekade yang lalu, telah menunjukkan pendekatan baru terhadap pengobatan dan pencegahan terjadinya anemia pada kanker. Pada penderita-penderita yang kadar EPO endogennya rendah, pemberian EPO eksogen memberikan manfaat. Mekanisme kerjanya dan efek imunologik dan hematologiknya ekuivalen dengan EPO endogen (40).Walaupun terapi pada anemia terhadap keganasan telah difokuskan pada pengobatan penyebab yang mendasari, telah banyak laporan adanya perbaikan dari massa sel darah merah dengan pemberian rHuEPO pada pasien penyakit kanker yang menjalani pengobatan dengan radiasi dan kemoterapi, seperti cisplatin dan carboplatin. Peneliti-peneliti juga melaporkan bahwa ada perbaikan dari kualitas hidup yang dihubungkan dengan pemberian EPO. Ludwig dkk. telah melaporkan pengalaman dengan menggunakan EPO pada pasien dengan sindroma mielodisplasia dan mieloma multipel. Respon baik bila peningkatan hemoglobin di atas 2 g% dari data awal, dilihat pada 43% pasien. Pengalaman dengan pasien keganasan nonmieloid yang mendapat kemoterapi di Amerika, menunjukkan bahwa respon terjadi pada 50% hingga 60% pada pasien yang diobati dengan EPO, dan rata-rata respon sekitar 75% pada pasien dengan peningkatan hemoglobin lebih besar atau sama dengan 1 g/dl.15 Azmi Sariedj Kar : Pidato Pengukuhan “Pengaruh Anemia Pada Kanker Terhadap Kualitas Hidup dan Hasil…, 2005Pada studi di Jepang, kanker kepala dan leher yang menjalani terapi radiasi menunjukkan peningkatan kadar hemoglobin dengan injeksi EPO berkesinambungan. Dua percobaan pada kanker ovarium yang diobati dengan carboplatin dan etoposide, dengan atau tanpa EPO, menunjukkan perbaikan dengan peningkatan hemoglobin pada kelompok yang menerima EPO. Studi awal, acak, dengan EPO tanpa label, pada terapi radiasi pasien dengan kanker paru, buah dada dan kanker prostat menunjukkan juga peningkatan rata-rata kadar hemoglobin selama pengobatan. Sebagai tambahan studi kontrol-acak dibutuhkan untuk menjelaskan defenisi dan efikasi dari EPO dan penanganan anemia pada penyakit kanker (41).Eritropoietin yang sekarang ada di pasaran terdiri atas Epo Alfa, Epo Beta, dan Darbepoetin Alfa.a. Epoetin Alfa.Banyak studi menggunakan rHuEpo-α dengan dosis 150 U/kg diberikan subkutan dua atau tiga kali per minggu. Satu penelitian memberikan dosis 40.000 U sekali seminggu memberikan hasil yang sama, cara ini sebenarnya sangat memudahkan bagi pasien (42).Studi lain yang mencari efek profilaksis dari rHuEpo-α terhadap terjadinya anemia pada kanker, terutama pada keadaan yang sangat memungkinkan untuk terjadinya anemia. Penggunaan dosis rendah 100 U/kg tiga kali seminggu secara nyata menurunkan dan menunda terjadinya anemia akibat pengobatan kemoterapi (43). Pemberian profilaksis sejak awal terapi akan memberikan hasil yang lebih baik daripada tindakan koreksi belakangan setelah pemberian terapi kanker, guna mencegah efek samping obat.b. Epoetin Beta.Voigtmann et.al. melakukan penelitian terhadap pasien-pasien tumor solid dan keganasan hematologi, dan mendapatkan bahwa dosis untuk kedua tipe keganasan tersebut harus diberikan berbeda, yaitu untuk pasien tumor solid diberikan dengan dosis 2000-10.000 IU EPO tiap hari, sedang untuk keganasan hematologi dosisnya 5000-10.000 IU. Pada pasien dengan kelainan。

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