I. Pilihlah satu jawaban yang paling benar!
1. Pengelompokan makhluk hidup berdasarkan persamaan ciri disebut ….
a. taksonomi c. tata nama ganda
b. sistematika d. takson
2. Berdasarkan sistem tata nama ganda, cara penulisan yang benar untuk nama jenis kelapa adalah ….
a. Cocos nucifera L c. cocos nucifera L
b. Cocos Nucifera L d. cocos Nucifera L
3. Urutan tingkat takson dari yang tertinggi sampai terendah adalah ….
a. kingdom – filum/devisi – kelas – ordo – genus – famili – spesies
b. kingdom – filum/devisi – kelas – ordo – famili – genus – spesies
c. kingdom – filum/devisi – ordo – famili – kelas – genus – spesies
d. kingdom – filum/devisi – ordo – kelas – famili – genus – spesies
4. Pernyataan di bawah ini yang benar adalah ….
a. semakin sedikit perbedaan ciri, semakin jauh kekerabatannya
b. semakin sedikit persamaan ciri, semakin dekat kekerabatannya
c. semakin banyak persamaan ciri, semakin jauh kekerabatannya
d. semakin banyak persamaan ciri, semakin dekat kekerabatannya
5. Nama ilmiah kentang adalah Solanum tuberosum dan nama ilmiah leuca (sering digunakan untuk lalap) adalah Solanum nigrum. Kedua tumbuhan ini ….
a. spesiesnya sama, genusnya berbeda
b. genusnya sama, spesiesnya berbeda
c. familinya sama, genus berbeda
d. berbeda spesies maupun genusnya
6. Ilmuwan yang mengembangkan sistem klasifikasi lima kingdom adalah ....
a. Robert Hooke c. Charles Darwin
b. Carolus Linnaeus d. Robert Whittaker
7. Monera disebut juga kelompok makhluk hidup ….
a. prokariotik c. uniseluler
b. eukariotik d. autotrof
8. Bacillus anthracis adalah penyebab penyakit antraks pada hewan ternak. Ditinjau dari namanya, kita dapat memastikan bakteri tersebut berbentuk ….
a. bulat c. koma
b. batang d. spiral
9. Cyanobacteria berbeda dengan Alga lainnya, sehingga tergolong dalam Monera. Salah satu ciri khas tersebut adalah ….
a. prokariotik c. uniseluler
b. berklorofil d. membelah diri
10. Protozoa yang bergerak dengan pseudopodia, digolongkan dalam kelas ….
a. Rhizopoda c. Flagellata
b. Ciliata d. Sporozoa
11. Penyebab penyakit malaria adalah ….
a. Balantidium b. Trypanosoma
c. Entamoeba d. Trypanosoma
12. Agar-agar dapat dibuat dari ekstrak ganggang genus ….
a. Euchema b. Chlorella
c. Oedogonium d. Fucus
13. Jamur yang sering digunakan untuk pembuatan tempe adalah ….
a. Sacharomyces cereviceae b. Penicillium notatum
c. Neurospora crassa d. Rhyzophus oryzae
14. Bagian dari jamur yang berfungsi untuk menyerap sari makanan adalah ….
a. askus b. basidia
c. askokarp d. rizoid
15. Generasi gametofit pada tanaman paku-pakuan adalah ….
a. tumbuhan paku dewasa b. protalium
c. protonema d. sporangium
16. Tumbuhan biji dibedakan menjadi 2 subdivisi, yaitu tumbuhan biji terbuka (Gymnospermae) dan tumbuhan biji tertutup (Angiospermae). Di bawah ini yang merupakan ciri khas tumbuhan biji tertutup adalah ….
a. biji tumbuh pada permukaan dasar bunga
b. bakal biji diselubungi bakal buah
c. Alat kelamin bunga disebut strobilus
d. Akarnya berupa akar tunggang dan batang bercabang
17. Di bawah ini merupakan contoh kelas dari subdevisi Gymnospermae, kecuali ….
a. Pinaceae b. Cycadinae
c. Gnetinae d. Coniferae
18. Ciri Arthropoda adalah sebagai berikut.
1. kaki jalan berjumlah lima pasang
2. antena dua pasang
3. eksoskeleton tersusun dari zat kitin
4. bernapas dengan insang
5. tubuh terdiri dari sefalothorax dan abdomen
Hewan tersebut termasuk kelas ….
a. Insecta b. Crustacea
c. Myriapoda d. Arachnoidea
19. Contoh hewan yang menyusui tetapi berkembang biak dengan bertelur adalah….
a. platipus b. kangguru
c. ikan paus d. ikan pesut
20. Gajah termasuk hewan yang dilindungi. Perlindungan terhadap spesies gajah karena….
a. kemampuan reproduksinya rendah
b. termasuk hewan yang sulit beradaptasi
c. banyak diburu manusia
d. sulit berkembang biak
II. Jawablah pertanyaan berikut ini dengan singkat dan jelas!
1. Sebutkan lima kingdom dalam klasifikasi makhluk hidup dan sebutkan masing-masing dua cirinya!
2. Sebutkan tiga aturan dalam pemberian nama ilmiah sesuai dengan aturan Binomial Nomenclatur!
3. Sebutkan lima perbedaan ciri kelas Monokotil dengan Dikotil!
4. Sebutkan kegunaan dari organisme di bawah ini!
a. Saccaromyces cereviceae
b. Euchema spinosum
c. Chlorella
5. Sebutkan perbedaan Avertebrata dan Vertebrata serta beri contoh hewannya!
KUNCI JAWABAN DAN PENSKORAN
I. Pilihan Ganda
No. Soal Jawaban
dan skor
1 Pengelompokan makhluk hidup berdasarkan persamaan ciri disebut ….
a. taksonomi c. tata nama ganda
b. sistematika d. takson
a
(skor: 1)
2 Berdasarkan sistem tata nama ganda, cara penulisan yang benar untuk nama jenis kelapa adalah ….
a. Cocos nucifera L c. cocos nucifera L
b. Cocos Nucifera L d. cocos Nucifera L
a
(skor: 1)
3 Urutan tingkat takson dari yang tertinggi sampai terendah adalah ….
a. kingdom – filum/devisi – kelas – ordo – genus – famili – spesies
b. kingdom – filum/devisi – kelas – ordo – famili – genus – spesies
c. kingdom – filum/devisi – ordo – famili – kelas – genus – spesies
d. kingdom – filum/devisi – ordo – kelas – famili – genus – spesies b
(skor: 1)
4 Pernyataan di bawah ini yang benar adalah ….
a. semakin sedikit perbedaan ciri, semakin jauh kekerabatannya
b. semakin sedikit persamaan ciri, semakin dekat kekerabatannya
c. semakin banyak persamaan ciri, semakin jauh kekerabatannya
d. semakin banyak persamaan ciri, semakin dekat kekerabatannya d
(skor: 1)
5 Nama ilmiah kentang adalah Solanum tuberosum dan nama ilmiah leunca (sering digunakan untuk lalap) adalah Solanum nigrum. Kedua tumbuhan ini ….
a. spesiesnya sama, genusnya berbeda
b. genusnya sama, spesiesnya berbeda
c. familinya sama, genus berbeda
d. berbeda spesies maupun genusnya b
(skor: 1)
6 Ilmuwan yang mengembangkan sistem klasifikasi lima kingdom adalah ....
a. Robert Hooke c. Charles Darwin
b. Carolus Linnaeus d. Robert Whittaker
d
(skor: 1)
7 Monera disebut juga kelompok makhluk hidup ….
a. prokariotik c. uniseluler
b. eukariotik d. autotrof
c
(skor: 1)
8 Bacillus anthracis adalah penyebab penyakit antraks pada hewan ternak. Ditinjau dari namanya, kita dapat memastikan bakteri tersebut berbentuk ….
a. bulat c. koma
b. batang d. spiral
b
(skor: 1)
9 Cyanobacteria berbeda dengan Alga lainnya, sehingga tergolong dalam Monera. Salah satu ciri khas tersebut adalah ….
a. prokariotik c. uniseluler
b. berklorofil d. membelah diri
c
(skor: 1)
10 Protozoa yang bergerak dengan pseudopodia, digolongkan dalam kelas ….
a. Rhizopoda c. Flagellata
b. Ciliata d. Sporozoa
a
(skor: 1)
11 Penyebab penyakit malaria adalah ….
a. Balantidium b. Trypanosoma
c. Entamoeba d. Trypanosoma
a
(skor: 1)
12 Agar-agar dapat dibuat dari ekstrak ganggang genus ….
a. Euchema b. Chlorella
c. Oedogonium d. Fucus
a
(skor: 1)
13 Jamur yang sering digunakan untuk pembuatan tempe adalah ….
a. Sacharomyces cereviceae b. Penicillium notatum
c. Neurospora crassa d. Rhyzophus oryzae
c
(skor: 1)
14 Bagian dari jamur yang berfungsi untuk menyerap sari makanan adalah ….
a. askus b. basidia
c. askokarp d. rizoid
a
(skor: 1)
15 Generasi gametofit pada tanaman paku-pakuan adalah ….
a. tumbuhan paku dewasa b. protalium
c. protonema d. sporangium
c
(skor: 1)
16 Tumbuhan biji dibedakan menjadi 2 subdivisi, yaitu tumbuhan biji terbuka (Gymnospermae) dan tumbuhan biji tertutup (Angiospermae). Di bawah ini yang merupakan ciri khas tumbuhan biji tertutup adalah ….
a. biji tumbuh pada permukaan dasar bunga
b. bakal biji diselubungi bakal buah
c. Alat kelamin bunga disebut strobilus
d. Akarnya berupa akar tunggang dan batang bercabang b
(skor: 1)
17 Di bawah ini merupakan contoh kelas dari subdevisi Gymnospermae, kecuali ….
a. Pinaceae b. Cycadinae
c. Gnetinae d. Coniferae
d
(skor: 1)
18 Ciri Arthropoda adalah sebagai berikut.
1. kaki jalan berjumlah lima pasang
2. antena dua pasang
3. eksoskeleton tersusun dari zat kitin
4. bernapas dengan insang
5. tubuh terdiri dari sefalothorax dan abdomen
Hewan tersebut termasuk kelas ….
a. Insecta b. Crustacea
c. Myriapoda d. Arachnoidea
b
(skor: 1)
19 Contoh hewan yang menyusui tetapi berkembang biak dengan bertelur adalah….
a. platipus b. kangguru
c. ikan paus d. ikan pesut
c
(skor: 1)
20 Gajah termasuk hewan yang dilindungi. Perlindungan terhadap spesies gajah karena….
a. kemampuan reproduksinya rendah
b. termasuk hewan yang sulit beradaptasi
c. banyak diburu manusia
d. sulit berkembang biak a
(skor: 1)
Total skor 20
II. Essay
No. Soal Jawaban dan skor
1 Sebutkan lima kingdom dalam klasifikasi makhluk hidup dan sebutkan masing-masing dua cirinya! 1. Monera : prokariotik dan uniseluler
2. Protista : hidup berkoloni atau soliter dan eukariota
3. Fungi : tidak berklorofil dan sel-selnya membentuk benang (hifa)
4. Plantae : multiseluler dan terdapat dinding sel
5. Animalia : tidak bisa membuat makanan sendiri dan eukariotik
(skor: 5)
2 Sebutkan tiga aturan dalam pemberian nama ilmiah sesuai dengan aturan Binomial Nomenclatur! • Setiap spesies diberi nama dengan dua kata dalam bahasa Latin. Kata pertama menunjukkan nama marga (genus) dan kata kedua merupakan petunjuk jenis (species).
• Kata pertama dimulai dengan huruf kapital (huruf besar) dan kata kedua dimulai dengan huruf kecil.
• Kata ditulis menggunakan bahasa Latin dan dicetak dengan huruf yang berbeda dengan huruf lain (italic jika diketik dengan komputer) atau dapat pula dengan diberi garis bawah pada setiap kata, jika ditulis dengan tangan.
(skor: 3)
3 Sebutkan lima perbedaan ciri kelas Monokotil dengan Dikotil! Pembeda Dikotil Monokotil
Perakaran Tunggang Serabut
Kambium Ada Tidak
Kotiledon Dua Satu
Cabang pada batang Ada Tidak
Ruas batang Tidak jelas Jelas
(skor: 5)
4 Sebutkan kegunaan dari organisme di bawah ini!
a. Saccaromyces cereviceae
b. Euchema spinosum
c. Chlorella a. pembuatan minuman beralkohol
b. membuat agar-agar
c. diolah menjadi makanan berprotein tinggi
(skor: 3)
5 Sebutkan perbedaan Avertebrata dan Vertebrata serta beri contoh hewannya! • Vertebrata : hewan bertulang belakang, contoh gajah
• Avertebrata : hewan tanpa ruas tulang belakang
(skor: 4)
Total skor 20
Nilai = x 100
Jumat, 12 Maret 2010
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMP
Kelas / Semester : VII / Semester 2
Mata Pelajaran : IPA
Alokasi Waktu : 2 x 40 menit
A. Standar Kompetensi
6. Memahami keanekaragaman makhluk hidup
B. Kompetensi Dasar
6.2. Mengklasifikasikan makhluk hidup berdasarkan ciri-ciri yang dimiliki
C. Indikator
1. Membedakan makhluk hidup yang satu dengan yang lainnya berdasarkan ciri khusus kehidupan yang dimilikinya.
2. Mendiskripsikan pentingnya dilakukan klasifikasi makhluk hidup
3. Membuat perbadingan ciri – ciri khusus tiap kingdom dalam sistem tiga kingdom
4. Mengklasifikasi beberapa makhluk hidup disekitar berdasar ciri yang diamati
D. Tujuan Pembelajaran
Peserta didik dapat :
1. Membedakan makhluk hidup yang satu dengan yang lainnya berdasarkan ciri khusus kehidupan yang dimilikinya.
2. Menjelaskan pentingnya dilakukan klasifikasi makhluk hidup.
3. Membuat perbandingan ciri – ciri khusus tiap kingdom dalam sistem tiga kingdom
4. Memberikan contoh masing – masing kingdom
5. Mengklasifikasikan beberapa makhluk hidup disekitar berdasarkan ciri yang diamati.
E. Materi Pembelajaran
Klasifikasi makhluk hidup
F. Metode Pembelajaran
Model Pembelajaran
- Guess word
G. Langkah – langkah kegiatan
a. Pendahuluan
Motivasi / mengaitkan pelajaran yang lalu.
Pernahkah kamu melihat sebuah bangunan ?
Tersusun dari apakah bangunan tersebut ?
b. Kegiatan Inti
Guru menyampaikan garis besar materi yang akan diajarkan
Guru memberikan hand out kepada siswa
Guru meminta siswa untuk berdiskusi dengan teman sebangkunya tentang materi
Guru memberi kesempatan pada siswa untuk bertanya tentang materi yang belum dimengerti
Guru meminta siswa untuk maju ke depan kelas dan berbaris menjadi 2 banjar
Guru menjelaskan aturan main pada permainan
c. Kegiatan Penutup
Guru memberikan nilai pada siswa yang telah berhasil menjawab soal dengan tepat dan cepat
Guru menyampaikan materi yang harus dipelajari oleh siswa pada minggu depan
H. Sumber Belajar
• Buku siswa
• Kartu soal
I. Penilaian
Lisan
Ulangan Harian
Kelas / Semester : VII / Semester 2
Mata Pelajaran : IPA
Alokasi Waktu : 2 x 40 menit
A. Standar Kompetensi
6. Memahami keanekaragaman makhluk hidup
B. Kompetensi Dasar
6.2. Mengklasifikasikan makhluk hidup berdasarkan ciri-ciri yang dimiliki
C. Indikator
1. Membedakan makhluk hidup yang satu dengan yang lainnya berdasarkan ciri khusus kehidupan yang dimilikinya.
2. Mendiskripsikan pentingnya dilakukan klasifikasi makhluk hidup
3. Membuat perbadingan ciri – ciri khusus tiap kingdom dalam sistem tiga kingdom
4. Mengklasifikasi beberapa makhluk hidup disekitar berdasar ciri yang diamati
D. Tujuan Pembelajaran
Peserta didik dapat :
1. Membedakan makhluk hidup yang satu dengan yang lainnya berdasarkan ciri khusus kehidupan yang dimilikinya.
2. Menjelaskan pentingnya dilakukan klasifikasi makhluk hidup.
3. Membuat perbandingan ciri – ciri khusus tiap kingdom dalam sistem tiga kingdom
4. Memberikan contoh masing – masing kingdom
5. Mengklasifikasikan beberapa makhluk hidup disekitar berdasarkan ciri yang diamati.
E. Materi Pembelajaran
Klasifikasi makhluk hidup
F. Metode Pembelajaran
Model Pembelajaran
- Guess word
G. Langkah – langkah kegiatan
a. Pendahuluan
Motivasi / mengaitkan pelajaran yang lalu.
Pernahkah kamu melihat sebuah bangunan ?
Tersusun dari apakah bangunan tersebut ?
b. Kegiatan Inti
Guru menyampaikan garis besar materi yang akan diajarkan
Guru memberikan hand out kepada siswa
Guru meminta siswa untuk berdiskusi dengan teman sebangkunya tentang materi
Guru memberi kesempatan pada siswa untuk bertanya tentang materi yang belum dimengerti
Guru meminta siswa untuk maju ke depan kelas dan berbaris menjadi 2 banjar
Guru menjelaskan aturan main pada permainan
c. Kegiatan Penutup
Guru memberikan nilai pada siswa yang telah berhasil menjawab soal dengan tepat dan cepat
Guru menyampaikan materi yang harus dipelajari oleh siswa pada minggu depan
H. Sumber Belajar
• Buku siswa
• Kartu soal
I. Penilaian
Lisan
Ulangan Harian
ANALISIS KARAKTERISTIK INOVASI PADA “GUESS WORD”
A. Aspek Kebaruan
Metode “Guess Word” bagi saya merupakan metode pemantapan yang baru. Karena belum pernah digunakan sebelumnya. Baik selama saya masih duduk di bangku SD, SMP, SMA dan bahkan kuliah. Selama saya PPL di SMP Negeri 1 Sidoarjo pun metode ini belum pernah digunakan.
B. Aspek Reinvention (Penemuan Ulang)
Dari segi aspek penemuan ulang, metode ini sebenarnya bukan merupakan metode yang baru sekali. Metode ini saya adaptasi dari buku “Menjelajah Pembelajaran Inovatif” karangan Dr. Suyatno, M.Pd. Tetapi metode ini saya beri sedikit modifikasi. Pada buku tersebut dijelaskan siswa harus berpasang-pasangan untuk melakukan tebak kata. Tetapi yang saya gunakan siswa tidah berpasangan. Saya membagi kelas menjadi 2 kelompok besar dan berbaris 2 banjar. Untuk lebih jelasnya akan saya tuliskan langkah kerjanya sebagai berikut:
Menurut Dr. Suyatno, M.Pd.:
1. Menjelaskan TPK atau materi ± 45 menit
2. Meminta siswa berdiri di depan kelas dan berpasangan
3. Seorang siswa diberi kartu yang berukuran 10x10 cm yang nanti dibacakan pada pasangannya. Seorang siswa yang lain diberi kartu dengan ukuran 5x2 cm yang isinya tidak boleh dibaca/dilipat kemudian ditempelkan di dahi atau diselipkan di telinga.
4. Sementara siswa membawa kartu 10x10 cm membacakan kata-kata yang tertulis di dalamnya sementara pasangannya menebak apa yang dimaksud dalam kartu 10x10 cm. Jawaban tepat apabila sesuai dengan isi kartu yang ditempelkan di dahi atau di telinga.
5. Apabila jawabannya tepat maka pasangan itu boleh duduk. Bila belum tepat pada waktu yang telah ditetapkan boleh mengarahkan dengan kata-kata lain asal jangan langsung member jawabannya. Dan seterusnya.
Guess word versi saya:
1. Guru menyampaikan garis besar materi yang akan diajarkan
2. Guru memberikan hand out kepada siswa
3. Guru meminta siswa untuk berdiskusi dengan teman sebangkunya tentang materi
4. Guru memberi kesempatan pada siswa untuk bertanya tentang materi yang belum dimengerti
5. Guru meminta siswa untuk maju ke depan kelas dan berbaris menjadi 2 banjar, banjar yang satu merupakan barisan bangku sebelah kiri sedangkan yang lainnya adalah barisan bangku sebelah kanan.
6. Siswa yang paling depan diminta untuk berhadapan dengan siswa yang ada di belakangnya.
7. Kartu soal diletakkan di samping siswa yang paling depan.dan kartu jawaban ada di bawah kartu soal. Sehingga ketika siswa yang paling depan mengambil kartu soal, siswa yang di belakangnya langsung mengambil kartu jawaban yang dalam keadaan terlipat.
8. Setelah siswa yang paling depan membacakan soal, siswa di hadapannya harus menjawab, jika jawaban benar/sesuai dengan kartu jawaban, maka kartu soal dan jawaban di bawa oleh siswa yang berhasil menjawab tersebut. Tetapi siswa yang salah menjawab, kartu soal dan jawabannya diletakkan lagi. Dan siswa yang membacakan pertanyaan lansung lari ke barisan paling belakang. Dan seterusnya.
9. Sisiwa diberikan waktu antara 10-15 menit untuk menyelesaikan semua soal.
C. Aspek Kekhasan
Pada metode ini terdapat kekhasan yaitu penggunaan kartu dan adanya pola barisan.
Metode “Guess Word” bagi saya merupakan metode pemantapan yang baru. Karena belum pernah digunakan sebelumnya. Baik selama saya masih duduk di bangku SD, SMP, SMA dan bahkan kuliah. Selama saya PPL di SMP Negeri 1 Sidoarjo pun metode ini belum pernah digunakan.
B. Aspek Reinvention (Penemuan Ulang)
Dari segi aspek penemuan ulang, metode ini sebenarnya bukan merupakan metode yang baru sekali. Metode ini saya adaptasi dari buku “Menjelajah Pembelajaran Inovatif” karangan Dr. Suyatno, M.Pd. Tetapi metode ini saya beri sedikit modifikasi. Pada buku tersebut dijelaskan siswa harus berpasang-pasangan untuk melakukan tebak kata. Tetapi yang saya gunakan siswa tidah berpasangan. Saya membagi kelas menjadi 2 kelompok besar dan berbaris 2 banjar. Untuk lebih jelasnya akan saya tuliskan langkah kerjanya sebagai berikut:
Menurut Dr. Suyatno, M.Pd.:
1. Menjelaskan TPK atau materi ± 45 menit
2. Meminta siswa berdiri di depan kelas dan berpasangan
3. Seorang siswa diberi kartu yang berukuran 10x10 cm yang nanti dibacakan pada pasangannya. Seorang siswa yang lain diberi kartu dengan ukuran 5x2 cm yang isinya tidak boleh dibaca/dilipat kemudian ditempelkan di dahi atau diselipkan di telinga.
4. Sementara siswa membawa kartu 10x10 cm membacakan kata-kata yang tertulis di dalamnya sementara pasangannya menebak apa yang dimaksud dalam kartu 10x10 cm. Jawaban tepat apabila sesuai dengan isi kartu yang ditempelkan di dahi atau di telinga.
5. Apabila jawabannya tepat maka pasangan itu boleh duduk. Bila belum tepat pada waktu yang telah ditetapkan boleh mengarahkan dengan kata-kata lain asal jangan langsung member jawabannya. Dan seterusnya.
Guess word versi saya:
1. Guru menyampaikan garis besar materi yang akan diajarkan
2. Guru memberikan hand out kepada siswa
3. Guru meminta siswa untuk berdiskusi dengan teman sebangkunya tentang materi
4. Guru memberi kesempatan pada siswa untuk bertanya tentang materi yang belum dimengerti
5. Guru meminta siswa untuk maju ke depan kelas dan berbaris menjadi 2 banjar, banjar yang satu merupakan barisan bangku sebelah kiri sedangkan yang lainnya adalah barisan bangku sebelah kanan.
6. Siswa yang paling depan diminta untuk berhadapan dengan siswa yang ada di belakangnya.
7. Kartu soal diletakkan di samping siswa yang paling depan.dan kartu jawaban ada di bawah kartu soal. Sehingga ketika siswa yang paling depan mengambil kartu soal, siswa yang di belakangnya langsung mengambil kartu jawaban yang dalam keadaan terlipat.
8. Setelah siswa yang paling depan membacakan soal, siswa di hadapannya harus menjawab, jika jawaban benar/sesuai dengan kartu jawaban, maka kartu soal dan jawaban di bawa oleh siswa yang berhasil menjawab tersebut. Tetapi siswa yang salah menjawab, kartu soal dan jawabannya diletakkan lagi. Dan siswa yang membacakan pertanyaan lansung lari ke barisan paling belakang. Dan seterusnya.
9. Sisiwa diberikan waktu antara 10-15 menit untuk menyelesaikan semua soal.
C. Aspek Kekhasan
Pada metode ini terdapat kekhasan yaitu penggunaan kartu dan adanya pola barisan.
INOVASI PENDIDIKAN (GUEST WORD)
Perkembangan pendidikan secara nasional dewasa ini, sebagai harapan untuk meningkatkan kualitas pendidikan dengan berbagai strategi inovasi pendidikan, tetapi kenyataanya sampai saat ini masih belum berhasil sesuai dengan harapan. Bahkan hampir dikatakan bukan kemajuan yang diperoleh, tapi sebuah kemunduran yang tak pernah terjadi selama bangsa ini berdiri.
Secara umum Dunia Pendidikan memang belum pernah benar-benar menjadi wacana yang dibicarakan secara luas oleh berbagai kalangan, baik yang bersentuhan langsung maupun tidak langsung tentang inovasi pendidikan. Namun demikian, bukan berarti bahwa permasalahan pendidikan dewasa ini tidak pernah menjadi perhatian pemerintah.
Upaya-upaya peningkatan kualitas serta kuantitas yang membawa nama pendidikan telah dilakukan oleh pihak pemerintah, walau sampai saat ini kita belum melihat hasil dari usaha tersebut. Usaha yang dilakukan oleh pemerintah biasanya hanya bersifat konstitusional demi mendapatkan lulusan dari sekolah yang kompetitif dan siap bersaing secara global, misalnya dengan menetapkan angka batas minimal kelulusan Ujian Nasional.
Dalam upaya meningkatkan kualitas pendidikan, maka diperlukan berbagai terobosan, baik dalam pengembangan kurikulum, inovasi pembelajaran, dan pemenuhan sarana dan prasarana pendidikan. Untuk meningkatkan prestasi belajar siswa maka guru dituntut untuk membuat pembelajaran menjadi lebih inovatif yang mendorong siswa dapat belajar secara optimal baik di dalam belajar mandiri maupun didalam pempelajaran di kelas. Inovasi model-model pembelajaran sangat diperlukan dan sangat mendesak terutama dalam menghasilkan model pembelajaran baru yang dapat memberikan hasil belajar lebih baik, peningkatan efisiensi dan efektivitas pembelajaran menuju pembaharuan. Agar pembelajaran lebih optimal maka media pembelajaran harus efektif dan selektif sesuai dengan pokok bahasan yang diajarkan di dalam meningkatkan prestasi belajar siswa.
Dalam hal peningkatan mutu pendidikan, guru juga ikut memegang peranan penting dalam peningkatan kualitas siswa dalam belajar matematika dan guru harus benar-benar memperhatikan, memikirkan dan sekaligus merencakan proses belajar mengajar yang menarik bagi siswa, agar siswa berminat dan semangat belajar dan mau terlibat dalam proses belajar mengajar, sehingga pengajaran tersebut menjadi efektif. Untuk dapat mengajar dengan efektif seorang guru harus banyak menggunakan metode, sementara metode dan sumber itu terdiri atas media dan sumber pengajaran. Di samping itu, seorang pendidik dalam mengajar pada proses belajar mengajar hendaknya menguasai bahan ajaran dan memahami teori-teori belajar yang telah dikemukakan oleh para ahli, sehingga belajar matematika itu bermakna bagi sisiwa sebab menguasai matematika yang akan diajarkan merupakan syarat esensial bagi guru matematika karena penguasaan materi belum cukup untuk membawa peserta didik berpartisipasi secara intelektual.
Dalam hal ini banyak aspek yang bisa digunakan untuk berimprovisasi.salah satunya adalah dengan berimprovisasi pada aspek evaluasi. Pada aspek evaluasi, siswa dapat diajak untuk bermain sehingga konsep-knsep yang telah didapat pada saat pembelajaran dapat tertanam dengan baik.
Metode yang saya pilih adalah metode word guess atau tebak kata. Dimana siswa akan diajak bermain dengan kata-kata. Di sini siswa akan dituntut untuk mengingat kembali pelajaran apa yang telah didapatkan pada hari ini.
Adapun langkah-langkah dari pengajaran ini adalah:
a. Guru menjelaskan tujuan yang akan dicapai pada pembelajaran hari ini.
b. Guru menjelaskan garis besar materi yang akan dipeljari
c. Guru meminta siswa untuk berdiskusi dengan teman sebangkunya mengenai materi
d. Guru meminta siswa untuk berbaris menjadi 2 banjar, dimana siswa yang duduk di sebelah kiri berbaris di banjar sebelah kiri dan siswa yang duduk di sebelah kanan berbaris di banjar sebelah kanan.
e. Siswa yang paling depan diminta untuk menghadap siswa di belakangnya kemudian siswa tersebut membacakan soal untuk siswa di depannya. Sedangkan siswa di depannya telah membawa kartu jawaban tetapi dalam keadaan terlipat.
f. Begitu seterusnya.
Secara umum Dunia Pendidikan memang belum pernah benar-benar menjadi wacana yang dibicarakan secara luas oleh berbagai kalangan, baik yang bersentuhan langsung maupun tidak langsung tentang inovasi pendidikan. Namun demikian, bukan berarti bahwa permasalahan pendidikan dewasa ini tidak pernah menjadi perhatian pemerintah.
Upaya-upaya peningkatan kualitas serta kuantitas yang membawa nama pendidikan telah dilakukan oleh pihak pemerintah, walau sampai saat ini kita belum melihat hasil dari usaha tersebut. Usaha yang dilakukan oleh pemerintah biasanya hanya bersifat konstitusional demi mendapatkan lulusan dari sekolah yang kompetitif dan siap bersaing secara global, misalnya dengan menetapkan angka batas minimal kelulusan Ujian Nasional.
Dalam upaya meningkatkan kualitas pendidikan, maka diperlukan berbagai terobosan, baik dalam pengembangan kurikulum, inovasi pembelajaran, dan pemenuhan sarana dan prasarana pendidikan. Untuk meningkatkan prestasi belajar siswa maka guru dituntut untuk membuat pembelajaran menjadi lebih inovatif yang mendorong siswa dapat belajar secara optimal baik di dalam belajar mandiri maupun didalam pempelajaran di kelas. Inovasi model-model pembelajaran sangat diperlukan dan sangat mendesak terutama dalam menghasilkan model pembelajaran baru yang dapat memberikan hasil belajar lebih baik, peningkatan efisiensi dan efektivitas pembelajaran menuju pembaharuan. Agar pembelajaran lebih optimal maka media pembelajaran harus efektif dan selektif sesuai dengan pokok bahasan yang diajarkan di dalam meningkatkan prestasi belajar siswa.
Dalam hal peningkatan mutu pendidikan, guru juga ikut memegang peranan penting dalam peningkatan kualitas siswa dalam belajar matematika dan guru harus benar-benar memperhatikan, memikirkan dan sekaligus merencakan proses belajar mengajar yang menarik bagi siswa, agar siswa berminat dan semangat belajar dan mau terlibat dalam proses belajar mengajar, sehingga pengajaran tersebut menjadi efektif. Untuk dapat mengajar dengan efektif seorang guru harus banyak menggunakan metode, sementara metode dan sumber itu terdiri atas media dan sumber pengajaran. Di samping itu, seorang pendidik dalam mengajar pada proses belajar mengajar hendaknya menguasai bahan ajaran dan memahami teori-teori belajar yang telah dikemukakan oleh para ahli, sehingga belajar matematika itu bermakna bagi sisiwa sebab menguasai matematika yang akan diajarkan merupakan syarat esensial bagi guru matematika karena penguasaan materi belum cukup untuk membawa peserta didik berpartisipasi secara intelektual.
Dalam hal ini banyak aspek yang bisa digunakan untuk berimprovisasi.salah satunya adalah dengan berimprovisasi pada aspek evaluasi. Pada aspek evaluasi, siswa dapat diajak untuk bermain sehingga konsep-knsep yang telah didapat pada saat pembelajaran dapat tertanam dengan baik.
Metode yang saya pilih adalah metode word guess atau tebak kata. Dimana siswa akan diajak bermain dengan kata-kata. Di sini siswa akan dituntut untuk mengingat kembali pelajaran apa yang telah didapatkan pada hari ini.
Adapun langkah-langkah dari pengajaran ini adalah:
a. Guru menjelaskan tujuan yang akan dicapai pada pembelajaran hari ini.
b. Guru menjelaskan garis besar materi yang akan dipeljari
c. Guru meminta siswa untuk berdiskusi dengan teman sebangkunya mengenai materi
d. Guru meminta siswa untuk berbaris menjadi 2 banjar, dimana siswa yang duduk di sebelah kiri berbaris di banjar sebelah kiri dan siswa yang duduk di sebelah kanan berbaris di banjar sebelah kanan.
e. Siswa yang paling depan diminta untuk menghadap siswa di belakangnya kemudian siswa tersebut membacakan soal untuk siswa di depannya. Sedangkan siswa di depannya telah membawa kartu jawaban tetapi dalam keadaan terlipat.
f. Begitu seterusnya.
Osteoarthritis
Osteoarthritis is a type of arthritis that is caused by the breakdown and eventual loss of the cartilage of one or more joints. Cartilage is a protein substance that serves as a "cushion" between the bones of the joints. Osteoarthritis is also known as degenerative arthritis. Among the over 100 different types of arthritis conditions, osteoarthritis is the most common, affecting over 20 million people in the United States. Osteoarthritis occurs more frequently as we age. Before age 45, osteoarthritis occurs more frequently in males. After age 55 years, it occurs more frequently in females. In the United States, all races appear equally affected. A higher incidence of osteoarthritis exists in the Japanese population, while South African blacks, East Indians, and Southern Chinese have lower rates.
Osteoarthritis commonly affects the hands, feet, spine, and large weight-bearing joints, such as the hips and knees. Most cases of osteoarthritis have no known cause and are referred to as primary osteoarthritis. When the cause of the osteoarthritis is known, the condition is referred to as secondary osteoarthritis. Osteoarthritis is sometimes abbreviated OA.
Primary osteoarthritis is mostly related to aging. With aging, the water content of the cartilage increases, and the protein makeup of cartilage degenerates. Eventually, cartilage begins to degenerate by flaking or forming tiny crevasses. In advanced cases, there is a total loss of cartilage cushion between the bones of the joints. Repetitive use of the worn joints over the years can irritate and inflame the cartilage, causing joint pain and swelling. Loss of the cartilage cushion causes friction between the bones, leading to pain and limitation of joint mobility. Inflammation of the cartilage can also stimulate new bone outgrowths (spurs, also referred to as osteophytes) to form around the joints. Osteoarthritis occasionally can develop in multiple members of the same family, implying a hereditary (genetic) basis for this condition.
Secondary osteoarthritis is caused by another disease or condition. Conditions that can lead to secondary osteoarthritis include obesity, repeated trauma or surgery to the joint structures, abnormal joints at birth (congenital abnormalities), gout, diabetes, and other hormone disorders.
Obesity causes osteoarthritis by increasing the mechanical stress on the cartilage. In fact, next to aging, obesity is the most powerful risk factor for osteoarthritis of the knees. The early development of osteoarthritis of the knees among weight lifters is believed to be in part due to their high body weight. Repeated trauma to joint tissues (ligaments, bones, and cartilage) is believed to lead to early osteoarthritis of the knees in soccer players. Interestingly, recent studies have not found an increased risk of osteoarthritis in long-distance runners.
Crystal deposits in the cartilage can cause cartilage degeneration and osteoarthritis.Uric acid crystals cause arthritis in gout, while calcium pyrophosphate crystals cause arthritis in pseudogout.
Some people are born with abnormally formed joints (congenital abnormalities) that are vulnerable to mechanical wear, causing early degeneration and loss of joint cartilage. Osteoarthritis of the hip joints is commonly related to structural abnormalities of these joints that had been present since birth.
Hormone disturbances, such as diabetes and growth hormone disorders, are also associated with early cartilage wear and secondary osteoarthritis.
Coronary Heart Disease
Coronary heart disease (CHD), also called coronary artery disease, affects about 14 million men and women in the United States.
Disease develops when a combination of fatty material, calcium, and scar tissue (plaque) builds up in the arteries that supply the heart with blood. Through these arteries, called the coronary arteries, the heart muscle (myocardium) gets the oxygen and other nutrients it needs to pump blood.
• The plaque often narrows the artery so that the heart does not get enough blood.
• This slowing of blood flow causes chest pain, or angina.
• If plaque completely blocks blood flow, it may cause a heart attack(myocardial infarction) or a fatal rhythm disturbance (sudden cardiac arrest).
• A major cause of death and disability, coronary heart disease claims more lives in the United States than the next 7 leading causes of death combined.
The heart consists of 4 chambers: an atrium and a ventricle on the right, and an atrium and ventricle on the left.
• Blood returning to the heart from veins all over the body flows into the right atrium.
• From there the blood flows into the right ventricle, which pumps it out to the lungs for oxygenation.
• The oxygen-rich blood returns to the left atrium.
• From there the blood flows into the left ventricle, which pumps it at high pressure into the arteries.
• This entire process constitutes one heartbeat.
The pumping, or contraction, of the left ventricle must be very powerful because that is what keeps the blood flowing throughout the body.
• The strength of the heart muscle depends on the oxygen and nutrient supply coming via the coronary arteries.
• These arteries are usually strong, elastic, and quite flexible.
The heart has 3 major coronary arteries.
• Two of these arteries arise from a common stem, called the left main coronary artery.
• The left main coronary artery supplies the left side of the heart.
• Its left anterior descending (LAD) branch supplies the front part of the heart.
• The left circumflex (LCX) branch supplies the left lateral and back side of the heart.
• Finally, the right coronary artery (RCA) is separate and supplies the right and the bottom parts of the heart.
As a child, the inner lining of the coronary arteries is quite smooth, allowing blood to flow easily. As a person ages, the cholesterol and calcium content in the walls of the coronary arteries increases, making them thicker and less elastic.
• Unhealthy habits, such as a diet high in cholesterol and other fats, smoking, and lack of exercise accelerate the deposit of fat and calcium within the inner lining of coronary arteries.
• This process is known as atherosclerosis, or hardening of the arteries. The deposits, or plaques, eventually obstruct the blood vessel, which begins to restrict blood flow.
Plaque is like a firm shell with a soft inner core containing cholesterol. As blood hits it during each heartbeat, the plaque may crack open and expose its inner cholesterol core, which promotes blood clotting. Clots may further reduce blood flow, causing severe pain (angina), or even block it all together.
Osteoporosis
Osteoporosis (OS-tee-oh-poh-ROH-sis) is a disease of the bones. People with osteoporosis have bones that are weak and break easily.
A broken bone can really affect your life. It can cause severe pain and disability. It can make it harder to do daily tasks on your own, such as walking.
Osteoporosis affects all bones in the body. However, breaks are most common in the hip, wrist, and spine, also called vertebrae (VUR-tuh-bray). Vertebrae support your body, helping you to stand and sit up. See the picture below.
Osteoporosis in the vertebrae can cause serious problems for women. A fracture in this area occurs from day-to-day activities like climbing stairs, lifting objects, or bending forward. Signs of osteoporosis:
• Sloping shoulders
• Curve in the back
• Height loss
• Back pain
• Hunched posture
• Protruding abdomen
What increases my chances of getting osteoporosis?
There are several risk factors that raise your chances of developing osteoporosis. Some of these factors are things you can control, while some you can’t control.
Factors that you can’t control:
• Being female
• Having a small, thin body (under 127 pounds)
• Having a family history of osteoporosis
• Being over 65 years old
• Being white or Asian, but African American and Hispanic/Latina women are also at risk
• Not getting your period (if you should be getting it)
• Having anorexia nervosa
• Not getting enough exercise
• Long-term use of certain medicines, including:
o Glucocorticoids (GLOO-koh-KOR-ti-koids) — medicines used to treat many illnesses, including arthritis, asthma, and lupus
o Some antiseizure medicines
o Gonadotropin (GOH-nad-oo-TROO-pin) -releasing hormone — used to treat endometriosis (en-doh-mee-tree-O-sis)
o Antacids with aluminum — the aluminum blocks calcium absorption
o Some cancer treatments
o Too much replacement thyroid hormone
Factors that you can control
• Smoking
• Drinking too much alcohol. Experts recommend no more than 1 drink a day for women.
• A diet low in dairy products or other sources of calcium and vitamin D
• Not getting enough exercise
You may also develop symptoms that are warning signs for osteoporosis. If you develop the following, you should talk to your doctor about any tests or treatment you many need:
• Loss in height, developing a slumped or hunched posture, or onset of sudden unexplained back pain.
• You are over age 45 or a post-menopausal and you break a bone.
There are tests that can get to find out the bone density. This is related to how strong or fragile the bones are. One test is called dual-energy X-ray absorptiometry (DXA). A DXA scan takes X-rays of the bones.
If we are age 65 and older, we should get a bone density test. Women age 60 to 64 with risk factors for osteoporosis and women over 45 who have broken any bones should also get tested.
The best way to prevent weak bones is to work on building strong ones. No matter how old you are, it is never too late to start. Building strong bones during childhood and the teen years is one of the best ways to keep from getting osteoporosis later. As you get older, your bones don’t make new bone fast enough to keep up with the bone loss. And after menopause, bone loss happens more quickly. But there are steps you can take to slow the natural bone loss with aging and to prevent your bones from becoming weak and brittle.
1. Get enough calcium each day.
Bones contain a lot of calcium. It is important to get enough calcium in your diet. You can get calcium through foods and/or calcium pills, which you can get at the grocery store or drug store. Getting calcium through food is definitely better since the food provides other nutrients that keep you healthy. Talk with your doctor or nurse before taking calcium pills to see which kind is best for you. Taking more calcium pills than recommended doesn’t improve your bone health. So, try to reach these goals through a combination of food and supplements.
Here’s how much calcium you need each day.
Daily Calcium Requirments
Ages Milligrams(mg) per day
9-18 1300
19-50 1000
51 and older 1200
Pregnant or nursing women need the same amount of calcium as other women of the same age.
Here are some foods to help you get the calcium you need. Check the food labels for more information.
Foods Containing Calcium
Food Portion Milligrams
Plain, fat free yogurt 1 cup 452
Milk (fat-free) 1 cup 306
Milk (1 percent low-fat) 1 cup 290
Tofu with added calcium 1/2 cup 253
Spinach, frozen 1/2 cup 146
White beans, canned 1/2 cup 106
The calcium amounts of these foods are taken from the United States Department of Agriculture’s Dietary Guidelines for Americans.
2. Get enough vitamin D each day.
It is also important to get enough vitamin D, which helps your body absorb calcium from the food you eat. Vitamin D is produced in your skin when it is exposed to sunlight. You need 10 to 15 minutes of sunlight to the hands, arms, and face, two to three times a week to make enough vitamin D. The amount of time depends on how sensitive your skin is to light. It also depends on your use of sunscreen, your skin color, and the amount of pollution in the air. You can also get vitamin D by eating foods, such as milk, or by taking vitamin pills. Vitamin D taken in the diet by food or pills is measured in international units (IU). Look at the pill bottle or food label for the IU amount.
Here’s how much vitamin D you need each day:
Daily Vitamin D Requirements
Ages IU per day
19-50 200
51-70 400
71+ 600
Current research suggests that many people of all ages are not getting enough vitamin D. Some experts think that for good health, daily doses of vitamin D should be higher. Your doctor can help you make a plan for getting enough vitamin D.
Although it’s difficult to get enough vitamin D through food, here are some foods that can help. Check the food labels for more information.
Foods Containing Vitamin D
Food Portion IU
Salmon, cooked 3 1/2 oz 360
Milk, vitamin D fortified 1 cup 98
Egg (vitamin D is in the yolk) 1 whole 20
These foods and IU counts are from the National Institutes of Health Office on Dietary Supplements.
White milk is a good source of vitamin D, most yogurts are not.
3. Eat a healthy diet.
Other nutrients (like vitamin K, vitamin C, magnesium, and zinc, as well as protein) help build strong bones too. Milk has many of these nutrients. So do foods like lean meat, fish, green leafy vegetables, and oranges.
4. Get moving.
Being active helps your bones by:
• Slowing bone loss
• Improving muscle strength
• Helping your balance
Do weight-bearing physical activity, which is any activity in which your body works against gravity. There are many things you can do:
• Walk
• Dance
• Run
• Climb stairs
• Garden
• Jog
• Hike
• Play tennis
• Lift weights
• Yoga
• Tai chi
5. Don’t smoke.
Smoking raises your chances of getting osteoporosis. It harms your bones and lowers the amount of estrogen in your body. Estrogen is a hormone made by your body that can help slow bone loss.
6. Drink alcohol moderately.
If you drink, don’t drink more than one alcoholic drink per day. Alcohol can make it harder for your body to use the calcium you take in. And, importantly, too much at one time can affect your balance and lead to falls.
7. Make your home safe.
Reduce your chances of falling by making your home safer. Use a rubber bath mat in the shower or tub. Keep your floors free from clutter. Remove throw rugs that may cause you to trip. Make sure you have grab bars in the bath or shower.
8. Think about taking medicines to prevent or treat bone loss.
Talk with the doctor or nurse about the risks and benefits of medicines for bone loss.
Act now to help her build strong bones to last a lifetime. Girls ages 9-18 are in their critical bone-building years. Best Bones Forever!™ is a national education effort to encourage girls ages 9-14 to eat more foods with calcium and vitamin D and get more physical activity. There is also a Web site for the parents. This site gives parents the tools and information they need to help their daughters build strong bones during the critical window of bone growth — ages 9-18.
If you’re lactose intolerant, it can be hard to get enough calcium. Lactose is the sugar that is found in dairy products like milk. Lactose intolerance means your body has a hard time digesting foods that contain lactose. You may have symptoms like gas, bloating, stomach cramps, diarrhea, and nausea. Lactose intolerance can start at any age but often starts when you get older.
Lactose-reduced and lactose-free products are sold in food stores. There’s a great variety, including milk, cheese, and ice cream. You can also take pills or liquids before eating dairy foods to help you digest them. You can buy these pills at the grocery store or drug store. Please note: If you have symptoms of lactose intolerance, see your doctor or nurse. These symptoms could also be from a different, more serious illness.
People who are lactose intolerant or who are vegans (eat only plant-based foods) can choose from other food sources of calcium, including canned salmon with bones, sardines, Chinese cabbage, bok choy, kale, collard greens, turnip greens, mustard greens, broccoli, and calcium-fortified orange juice. Some cereals also have calcium added. You can also take calcium pills. Talk to your doctor or nurse first to see which one is best for you.
In the U.S., over two million men have osteoporosis. Men over age 50 are at greater risk. So, keep an eye on the men in your life, especially if they are over 70 or have broken any bones.
To grow strong bones, a baby needs a lot of calcium. The baby gets his or her calcium from what you eat (or the supplements you take). In some cases, if a pregnant woman isn’t getting enough calcium, she may lose a little from her bones, making them less strong. So, pregnant women should make sure they are getting the recommended amounts of calcium and vitamin D. Talk to your doctor about how much you should be getting.
Although bone density can be lost during breastfeeding, this loss tends to be temporary. Several studies have shown that when women have bone loss during breastfeeding, they recover full bone density within six months after weaning.
If you have osteoporosis, you may need to make some lifestyle changes and also take medicine to prevent future fractures. A calcium-rich diet, daily exercise, and drug therapy are all treatment options.
These different types of drugs are approved for the treatment or prevention of osteoporosis:
• Bisphosphonates (bis-fos-fo-nates) — Bisphosphonates are approved for both prevention and treatment of postmenopausal osteoporosis. Drugs in this group also can treat bone loss, and in some cases, can help build bone mass.
• SERMs — A class of drugs called estrogen agonists/antagonists, commonly referred to as selective estrogen receptor modulators (SERMs) are approved for the prevention and treatment of postmenopausal osteoporosis. They help slow the rate of bone loss.
• Calcitonin (kal-si-TOE-nin) — Calcitonin is a naturally occurring hormone that can help slow the rate of bone loss.
• Menopausal Hormone Therapy (MHT) — These drugs, which are used to treat menopausal symptoms, also are used to prevent bone loss. But recent studies suggest that this might not be a good option for many women. The Food and Drug Administration (FDA) has made the following recommendations for taking MHT:
o Take the lowest possible dose of MHT for the shortest time to meet treatment goals.
o Talk about using other osteoporosis medications instead.
• Parathyroid Hormone or Teriparatide (terr-ih-PAR-a-tyd) — Teriparatide is an injectable form of human parathyroid hormone. It helps the body build up new bone faster than the old bone is broken down
Asthma
Asthma (AZ-ma) is a chronic (long-term) lung disease that inflames and narrows the airways. Asthma causes recurring periods of wheezing (a whistling sound when you breathe), chest tightness, shortness of breath, and coughing. The coughing often occurs at night or early in the morning.
Asthma affects people of all ages, but it most often starts in childhood. In the United States, more than 22 million people are known to have asthma. Nearly 6 million of these people are children.
Overview
The airways are tubes that carry air into and out of your lungs. People who have asthma have inflamed airways. This makes the airways swollen and very sensitive. They tend to react strongly to certain substances that are breathed in.
When the airways react, the muscles around them tighten. This causes the airways to narrow, and less air flows to your lungs. The swelling also can worsen, making the airways even narrower. Cells in the airways may make more mucus than normal. Mucus is a sticky, thick liquid that can further narrow your airways.
This chain reaction can result in asthma symptoms. Symptoms can happen each time the airways are irritated.
Asthma
Figure A shows the location of the lungs and airways in the body. Figure B shows a cross-section of a normal airway. Figure C shows a cross-section of an airway during asthma symptoms.
Sometimes symptoms are mild and go away on their own or after minimal treatment with an asthma medicine. At other times, symptoms continue to get worse. When symptoms get more intense and/or additional symptoms appear, this is an asthma attack. Asthma attacks also are called flareups or exacerbations.
It's important to treat symptoms when you first notice them. This will help prevent the symptoms from worsening and causing a severe asthma attack. Severe asthma attacks may require emergency care, and they can cause death.
Outlook
Asthma can't be cured. Even when you feel fine, you still have the disease and it can flare up at any time.
But with today's knowledge and treatments, most people who have asthma are able to manage the disease. They have few, if any, symptoms. They can live normal, active lives and sleep through the night without interruption from asthma.
For successful, comprehensive, and ongoing treatment, take an active role in managing your disease. Build strong partnerships with your doctor and other clinicians on your health care team.
Meningococcal Disease
Meningococcal disease is a potentially life-threatening bacterial infection that can lead to meningococcal meningitis, an inflammation of the membranes surrounding the brain and spinal cord, or meningococcal septicemia, an infection of the blood.
Meningococcal disease, caused by bacteria called Neisseria meningitidis, is the leading cause of bacterial meningitis in older children and young adults in the United States. It strikes 1,400 to 3,000 Americans each year and is responsible for approximately 150 to 300 deaths.
Adolescents and young adults account for nearly 30 percent of all cases of meningitis in the United States. In addition, approximately 100 to 125 cases of meningococcal disease occur on college campuses each year, and five to 15 students will die as a result. Evidence shows approximately 70 to 80 percent of cases in the college age group are caused by serogroup C, Y, or W-135, which are potentially vaccine-preventable.
Meningococcal disease is contagious and progresses very rapidly. The bacteria are spread person-to-person through the air by respiratory droplets (e.g., coughing, sneezing). The bacteria also can be transmitted through direct contact with an infected person, such as kissing.
Meningococcal bacteria attach to the mucosal lining of the nose and throat, where they can multiply. When the bacteria penetrate the mucosal lining and enter the bloodstream, they move quickly throughout the body and can cause damage to various organs.
Many people in a population can be a carrier of meningococcal bacteria (up to 11 percent) in the nose and back of the throat, and usually nothing happens to a person other than acquiring natural antibodies.
Symptoms of meningococcal disease often resemble those of the flu or other minor febrile illness, making it sometimes difficult to diagnose, and may include high fever, severe headache, stiff neck, rash, nausea, vomiting, fatigue, and confusion. Students who notice these symptoms - in themselves, friends, or others - especially if the symptoms are unusually sudden or severe, should contact their college health center or local hospital.
If not treated early, meningitis can lead to death or permanent disabilities. One in five of those who survive will suffer from long-term side effects, such as brain damage, hearing loss, seizures, or limb amputation.
Meningococcal disease can affect people at any age. Infants are at the highest risk for getting the disease. Disease rates fall through later childhood but begin to rise again in early adolescence, peaking between the ages of 15 and 20 years.
Due to lifestyle factors, such as crowded living situations, bar patronage, active or passive smoking, irregular sleep patterns, and sharing of personal items, college students living in residence halls are more likely to acquire meningococcal disease than the general college population.
Prior to 1971, military recruits experienced high rates of meningococcal disease, particularly serotype C disease. The United States military now routinely vaccinates new recruits. Since the initiation of routine vaccination of recruits, there has been an 87 percent reduction in sporadic cases and a virtual elimination of outbreaks of invasive meningococcal disease in the military.
In addition to increased risk because of crowded living situations, proximity to a person diagnosed with disease (e.g., being a household contact) also increases one's risk of disease. Other factors also increase risk, such as a compromised immune system (which might be caused by HIV/AIDS or taking certain chemotherapy or immuno-suppressants) or having no spleen. Even something as simple as a respiratory tract infection may increase the risk of getting the disease. Certain genetic risk factors also may increase susceptibility to infection.
Osteoarthritis commonly affects the hands, feet, spine, and large weight-bearing joints, such as the hips and knees. Most cases of osteoarthritis have no known cause and are referred to as primary osteoarthritis. When the cause of the osteoarthritis is known, the condition is referred to as secondary osteoarthritis. Osteoarthritis is sometimes abbreviated OA.
Primary osteoarthritis is mostly related to aging. With aging, the water content of the cartilage increases, and the protein makeup of cartilage degenerates. Eventually, cartilage begins to degenerate by flaking or forming tiny crevasses. In advanced cases, there is a total loss of cartilage cushion between the bones of the joints. Repetitive use of the worn joints over the years can irritate and inflame the cartilage, causing joint pain and swelling. Loss of the cartilage cushion causes friction between the bones, leading to pain and limitation of joint mobility. Inflammation of the cartilage can also stimulate new bone outgrowths (spurs, also referred to as osteophytes) to form around the joints. Osteoarthritis occasionally can develop in multiple members of the same family, implying a hereditary (genetic) basis for this condition.
Secondary osteoarthritis is caused by another disease or condition. Conditions that can lead to secondary osteoarthritis include obesity, repeated trauma or surgery to the joint structures, abnormal joints at birth (congenital abnormalities), gout, diabetes, and other hormone disorders.
Obesity causes osteoarthritis by increasing the mechanical stress on the cartilage. In fact, next to aging, obesity is the most powerful risk factor for osteoarthritis of the knees. The early development of osteoarthritis of the knees among weight lifters is believed to be in part due to their high body weight. Repeated trauma to joint tissues (ligaments, bones, and cartilage) is believed to lead to early osteoarthritis of the knees in soccer players. Interestingly, recent studies have not found an increased risk of osteoarthritis in long-distance runners.
Crystal deposits in the cartilage can cause cartilage degeneration and osteoarthritis.Uric acid crystals cause arthritis in gout, while calcium pyrophosphate crystals cause arthritis in pseudogout.
Some people are born with abnormally formed joints (congenital abnormalities) that are vulnerable to mechanical wear, causing early degeneration and loss of joint cartilage. Osteoarthritis of the hip joints is commonly related to structural abnormalities of these joints that had been present since birth.
Hormone disturbances, such as diabetes and growth hormone disorders, are also associated with early cartilage wear and secondary osteoarthritis.
Coronary Heart Disease
Coronary heart disease (CHD), also called coronary artery disease, affects about 14 million men and women in the United States.
Disease develops when a combination of fatty material, calcium, and scar tissue (plaque) builds up in the arteries that supply the heart with blood. Through these arteries, called the coronary arteries, the heart muscle (myocardium) gets the oxygen and other nutrients it needs to pump blood.
• The plaque often narrows the artery so that the heart does not get enough blood.
• This slowing of blood flow causes chest pain, or angina.
• If plaque completely blocks blood flow, it may cause a heart attack(myocardial infarction) or a fatal rhythm disturbance (sudden cardiac arrest).
• A major cause of death and disability, coronary heart disease claims more lives in the United States than the next 7 leading causes of death combined.
The heart consists of 4 chambers: an atrium and a ventricle on the right, and an atrium and ventricle on the left.
• Blood returning to the heart from veins all over the body flows into the right atrium.
• From there the blood flows into the right ventricle, which pumps it out to the lungs for oxygenation.
• The oxygen-rich blood returns to the left atrium.
• From there the blood flows into the left ventricle, which pumps it at high pressure into the arteries.
• This entire process constitutes one heartbeat.
The pumping, or contraction, of the left ventricle must be very powerful because that is what keeps the blood flowing throughout the body.
• The strength of the heart muscle depends on the oxygen and nutrient supply coming via the coronary arteries.
• These arteries are usually strong, elastic, and quite flexible.
The heart has 3 major coronary arteries.
• Two of these arteries arise from a common stem, called the left main coronary artery.
• The left main coronary artery supplies the left side of the heart.
• Its left anterior descending (LAD) branch supplies the front part of the heart.
• The left circumflex (LCX) branch supplies the left lateral and back side of the heart.
• Finally, the right coronary artery (RCA) is separate and supplies the right and the bottom parts of the heart.
As a child, the inner lining of the coronary arteries is quite smooth, allowing blood to flow easily. As a person ages, the cholesterol and calcium content in the walls of the coronary arteries increases, making them thicker and less elastic.
• Unhealthy habits, such as a diet high in cholesterol and other fats, smoking, and lack of exercise accelerate the deposit of fat and calcium within the inner lining of coronary arteries.
• This process is known as atherosclerosis, or hardening of the arteries. The deposits, or plaques, eventually obstruct the blood vessel, which begins to restrict blood flow.
Plaque is like a firm shell with a soft inner core containing cholesterol. As blood hits it during each heartbeat, the plaque may crack open and expose its inner cholesterol core, which promotes blood clotting. Clots may further reduce blood flow, causing severe pain (angina), or even block it all together.
Osteoporosis
Osteoporosis (OS-tee-oh-poh-ROH-sis) is a disease of the bones. People with osteoporosis have bones that are weak and break easily.
A broken bone can really affect your life. It can cause severe pain and disability. It can make it harder to do daily tasks on your own, such as walking.
Osteoporosis affects all bones in the body. However, breaks are most common in the hip, wrist, and spine, also called vertebrae (VUR-tuh-bray). Vertebrae support your body, helping you to stand and sit up. See the picture below.
Osteoporosis in the vertebrae can cause serious problems for women. A fracture in this area occurs from day-to-day activities like climbing stairs, lifting objects, or bending forward. Signs of osteoporosis:
• Sloping shoulders
• Curve in the back
• Height loss
• Back pain
• Hunched posture
• Protruding abdomen
What increases my chances of getting osteoporosis?
There are several risk factors that raise your chances of developing osteoporosis. Some of these factors are things you can control, while some you can’t control.
Factors that you can’t control:
• Being female
• Having a small, thin body (under 127 pounds)
• Having a family history of osteoporosis
• Being over 65 years old
• Being white or Asian, but African American and Hispanic/Latina women are also at risk
• Not getting your period (if you should be getting it)
• Having anorexia nervosa
• Not getting enough exercise
• Long-term use of certain medicines, including:
o Glucocorticoids (GLOO-koh-KOR-ti-koids) — medicines used to treat many illnesses, including arthritis, asthma, and lupus
o Some antiseizure medicines
o Gonadotropin (GOH-nad-oo-TROO-pin) -releasing hormone — used to treat endometriosis (en-doh-mee-tree-O-sis)
o Antacids with aluminum — the aluminum blocks calcium absorption
o Some cancer treatments
o Too much replacement thyroid hormone
Factors that you can control
• Smoking
• Drinking too much alcohol. Experts recommend no more than 1 drink a day for women.
• A diet low in dairy products or other sources of calcium and vitamin D
• Not getting enough exercise
You may also develop symptoms that are warning signs for osteoporosis. If you develop the following, you should talk to your doctor about any tests or treatment you many need:
• Loss in height, developing a slumped or hunched posture, or onset of sudden unexplained back pain.
• You are over age 45 or a post-menopausal and you break a bone.
There are tests that can get to find out the bone density. This is related to how strong or fragile the bones are. One test is called dual-energy X-ray absorptiometry (DXA). A DXA scan takes X-rays of the bones.
If we are age 65 and older, we should get a bone density test. Women age 60 to 64 with risk factors for osteoporosis and women over 45 who have broken any bones should also get tested.
The best way to prevent weak bones is to work on building strong ones. No matter how old you are, it is never too late to start. Building strong bones during childhood and the teen years is one of the best ways to keep from getting osteoporosis later. As you get older, your bones don’t make new bone fast enough to keep up with the bone loss. And after menopause, bone loss happens more quickly. But there are steps you can take to slow the natural bone loss with aging and to prevent your bones from becoming weak and brittle.
1. Get enough calcium each day.
Bones contain a lot of calcium. It is important to get enough calcium in your diet. You can get calcium through foods and/or calcium pills, which you can get at the grocery store or drug store. Getting calcium through food is definitely better since the food provides other nutrients that keep you healthy. Talk with your doctor or nurse before taking calcium pills to see which kind is best for you. Taking more calcium pills than recommended doesn’t improve your bone health. So, try to reach these goals through a combination of food and supplements.
Here’s how much calcium you need each day.
Daily Calcium Requirments
Ages Milligrams(mg) per day
9-18 1300
19-50 1000
51 and older 1200
Pregnant or nursing women need the same amount of calcium as other women of the same age.
Here are some foods to help you get the calcium you need. Check the food labels for more information.
Foods Containing Calcium
Food Portion Milligrams
Plain, fat free yogurt 1 cup 452
Milk (fat-free) 1 cup 306
Milk (1 percent low-fat) 1 cup 290
Tofu with added calcium 1/2 cup 253
Spinach, frozen 1/2 cup 146
White beans, canned 1/2 cup 106
The calcium amounts of these foods are taken from the United States Department of Agriculture’s Dietary Guidelines for Americans.
2. Get enough vitamin D each day.
It is also important to get enough vitamin D, which helps your body absorb calcium from the food you eat. Vitamin D is produced in your skin when it is exposed to sunlight. You need 10 to 15 minutes of sunlight to the hands, arms, and face, two to three times a week to make enough vitamin D. The amount of time depends on how sensitive your skin is to light. It also depends on your use of sunscreen, your skin color, and the amount of pollution in the air. You can also get vitamin D by eating foods, such as milk, or by taking vitamin pills. Vitamin D taken in the diet by food or pills is measured in international units (IU). Look at the pill bottle or food label for the IU amount.
Here’s how much vitamin D you need each day:
Daily Vitamin D Requirements
Ages IU per day
19-50 200
51-70 400
71+ 600
Current research suggests that many people of all ages are not getting enough vitamin D. Some experts think that for good health, daily doses of vitamin D should be higher. Your doctor can help you make a plan for getting enough vitamin D.
Although it’s difficult to get enough vitamin D through food, here are some foods that can help. Check the food labels for more information.
Foods Containing Vitamin D
Food Portion IU
Salmon, cooked 3 1/2 oz 360
Milk, vitamin D fortified 1 cup 98
Egg (vitamin D is in the yolk) 1 whole 20
These foods and IU counts are from the National Institutes of Health Office on Dietary Supplements.
White milk is a good source of vitamin D, most yogurts are not.
3. Eat a healthy diet.
Other nutrients (like vitamin K, vitamin C, magnesium, and zinc, as well as protein) help build strong bones too. Milk has many of these nutrients. So do foods like lean meat, fish, green leafy vegetables, and oranges.
4. Get moving.
Being active helps your bones by:
• Slowing bone loss
• Improving muscle strength
• Helping your balance
Do weight-bearing physical activity, which is any activity in which your body works against gravity. There are many things you can do:
• Walk
• Dance
• Run
• Climb stairs
• Garden
• Jog
• Hike
• Play tennis
• Lift weights
• Yoga
• Tai chi
5. Don’t smoke.
Smoking raises your chances of getting osteoporosis. It harms your bones and lowers the amount of estrogen in your body. Estrogen is a hormone made by your body that can help slow bone loss.
6. Drink alcohol moderately.
If you drink, don’t drink more than one alcoholic drink per day. Alcohol can make it harder for your body to use the calcium you take in. And, importantly, too much at one time can affect your balance and lead to falls.
7. Make your home safe.
Reduce your chances of falling by making your home safer. Use a rubber bath mat in the shower or tub. Keep your floors free from clutter. Remove throw rugs that may cause you to trip. Make sure you have grab bars in the bath or shower.
8. Think about taking medicines to prevent or treat bone loss.
Talk with the doctor or nurse about the risks and benefits of medicines for bone loss.
Act now to help her build strong bones to last a lifetime. Girls ages 9-18 are in their critical bone-building years. Best Bones Forever!™ is a national education effort to encourage girls ages 9-14 to eat more foods with calcium and vitamin D and get more physical activity. There is also a Web site for the parents. This site gives parents the tools and information they need to help their daughters build strong bones during the critical window of bone growth — ages 9-18.
If you’re lactose intolerant, it can be hard to get enough calcium. Lactose is the sugar that is found in dairy products like milk. Lactose intolerance means your body has a hard time digesting foods that contain lactose. You may have symptoms like gas, bloating, stomach cramps, diarrhea, and nausea. Lactose intolerance can start at any age but often starts when you get older.
Lactose-reduced and lactose-free products are sold in food stores. There’s a great variety, including milk, cheese, and ice cream. You can also take pills or liquids before eating dairy foods to help you digest them. You can buy these pills at the grocery store or drug store. Please note: If you have symptoms of lactose intolerance, see your doctor or nurse. These symptoms could also be from a different, more serious illness.
People who are lactose intolerant or who are vegans (eat only plant-based foods) can choose from other food sources of calcium, including canned salmon with bones, sardines, Chinese cabbage, bok choy, kale, collard greens, turnip greens, mustard greens, broccoli, and calcium-fortified orange juice. Some cereals also have calcium added. You can also take calcium pills. Talk to your doctor or nurse first to see which one is best for you.
In the U.S., over two million men have osteoporosis. Men over age 50 are at greater risk. So, keep an eye on the men in your life, especially if they are over 70 or have broken any bones.
To grow strong bones, a baby needs a lot of calcium. The baby gets his or her calcium from what you eat (or the supplements you take). In some cases, if a pregnant woman isn’t getting enough calcium, she may lose a little from her bones, making them less strong. So, pregnant women should make sure they are getting the recommended amounts of calcium and vitamin D. Talk to your doctor about how much you should be getting.
Although bone density can be lost during breastfeeding, this loss tends to be temporary. Several studies have shown that when women have bone loss during breastfeeding, they recover full bone density within six months after weaning.
If you have osteoporosis, you may need to make some lifestyle changes and also take medicine to prevent future fractures. A calcium-rich diet, daily exercise, and drug therapy are all treatment options.
These different types of drugs are approved for the treatment or prevention of osteoporosis:
• Bisphosphonates (bis-fos-fo-nates) — Bisphosphonates are approved for both prevention and treatment of postmenopausal osteoporosis. Drugs in this group also can treat bone loss, and in some cases, can help build bone mass.
• SERMs — A class of drugs called estrogen agonists/antagonists, commonly referred to as selective estrogen receptor modulators (SERMs) are approved for the prevention and treatment of postmenopausal osteoporosis. They help slow the rate of bone loss.
• Calcitonin (kal-si-TOE-nin) — Calcitonin is a naturally occurring hormone that can help slow the rate of bone loss.
• Menopausal Hormone Therapy (MHT) — These drugs, which are used to treat menopausal symptoms, also are used to prevent bone loss. But recent studies suggest that this might not be a good option for many women. The Food and Drug Administration (FDA) has made the following recommendations for taking MHT:
o Take the lowest possible dose of MHT for the shortest time to meet treatment goals.
o Talk about using other osteoporosis medications instead.
• Parathyroid Hormone or Teriparatide (terr-ih-PAR-a-tyd) — Teriparatide is an injectable form of human parathyroid hormone. It helps the body build up new bone faster than the old bone is broken down
Asthma
Asthma (AZ-ma) is a chronic (long-term) lung disease that inflames and narrows the airways. Asthma causes recurring periods of wheezing (a whistling sound when you breathe), chest tightness, shortness of breath, and coughing. The coughing often occurs at night or early in the morning.
Asthma affects people of all ages, but it most often starts in childhood. In the United States, more than 22 million people are known to have asthma. Nearly 6 million of these people are children.
Overview
The airways are tubes that carry air into and out of your lungs. People who have asthma have inflamed airways. This makes the airways swollen and very sensitive. They tend to react strongly to certain substances that are breathed in.
When the airways react, the muscles around them tighten. This causes the airways to narrow, and less air flows to your lungs. The swelling also can worsen, making the airways even narrower. Cells in the airways may make more mucus than normal. Mucus is a sticky, thick liquid that can further narrow your airways.
This chain reaction can result in asthma symptoms. Symptoms can happen each time the airways are irritated.
Asthma
Figure A shows the location of the lungs and airways in the body. Figure B shows a cross-section of a normal airway. Figure C shows a cross-section of an airway during asthma symptoms.
Sometimes symptoms are mild and go away on their own or after minimal treatment with an asthma medicine. At other times, symptoms continue to get worse. When symptoms get more intense and/or additional symptoms appear, this is an asthma attack. Asthma attacks also are called flareups or exacerbations.
It's important to treat symptoms when you first notice them. This will help prevent the symptoms from worsening and causing a severe asthma attack. Severe asthma attacks may require emergency care, and they can cause death.
Outlook
Asthma can't be cured. Even when you feel fine, you still have the disease and it can flare up at any time.
But with today's knowledge and treatments, most people who have asthma are able to manage the disease. They have few, if any, symptoms. They can live normal, active lives and sleep through the night without interruption from asthma.
For successful, comprehensive, and ongoing treatment, take an active role in managing your disease. Build strong partnerships with your doctor and other clinicians on your health care team.
Meningococcal Disease
Meningococcal disease is a potentially life-threatening bacterial infection that can lead to meningococcal meningitis, an inflammation of the membranes surrounding the brain and spinal cord, or meningococcal septicemia, an infection of the blood.
Meningococcal disease, caused by bacteria called Neisseria meningitidis, is the leading cause of bacterial meningitis in older children and young adults in the United States. It strikes 1,400 to 3,000 Americans each year and is responsible for approximately 150 to 300 deaths.
Adolescents and young adults account for nearly 30 percent of all cases of meningitis in the United States. In addition, approximately 100 to 125 cases of meningococcal disease occur on college campuses each year, and five to 15 students will die as a result. Evidence shows approximately 70 to 80 percent of cases in the college age group are caused by serogroup C, Y, or W-135, which are potentially vaccine-preventable.
Meningococcal disease is contagious and progresses very rapidly. The bacteria are spread person-to-person through the air by respiratory droplets (e.g., coughing, sneezing). The bacteria also can be transmitted through direct contact with an infected person, such as kissing.
Meningococcal bacteria attach to the mucosal lining of the nose and throat, where they can multiply. When the bacteria penetrate the mucosal lining and enter the bloodstream, they move quickly throughout the body and can cause damage to various organs.
Many people in a population can be a carrier of meningococcal bacteria (up to 11 percent) in the nose and back of the throat, and usually nothing happens to a person other than acquiring natural antibodies.
Symptoms of meningococcal disease often resemble those of the flu or other minor febrile illness, making it sometimes difficult to diagnose, and may include high fever, severe headache, stiff neck, rash, nausea, vomiting, fatigue, and confusion. Students who notice these symptoms - in themselves, friends, or others - especially if the symptoms are unusually sudden or severe, should contact their college health center or local hospital.
If not treated early, meningitis can lead to death or permanent disabilities. One in five of those who survive will suffer from long-term side effects, such as brain damage, hearing loss, seizures, or limb amputation.
Meningococcal disease can affect people at any age. Infants are at the highest risk for getting the disease. Disease rates fall through later childhood but begin to rise again in early adolescence, peaking between the ages of 15 and 20 years.
Due to lifestyle factors, such as crowded living situations, bar patronage, active or passive smoking, irregular sleep patterns, and sharing of personal items, college students living in residence halls are more likely to acquire meningococcal disease than the general college population.
Prior to 1971, military recruits experienced high rates of meningococcal disease, particularly serotype C disease. The United States military now routinely vaccinates new recruits. Since the initiation of routine vaccination of recruits, there has been an 87 percent reduction in sporadic cases and a virtual elimination of outbreaks of invasive meningococcal disease in the military.
In addition to increased risk because of crowded living situations, proximity to a person diagnosed with disease (e.g., being a household contact) also increases one's risk of disease. Other factors also increase risk, such as a compromised immune system (which might be caused by HIV/AIDS or taking certain chemotherapy or immuno-suppressants) or having no spleen. Even something as simple as a respiratory tract infection may increase the risk of getting the disease. Certain genetic risk factors also may increase susceptibility to infection.
Rabu, 10 Februari 2010
ungkapan keegoisan ku...
aku benci...aku cemburu....
aku ingin dia hanya mencintai aku. aku ingin dia hanya memberikan perhatiannya untukku. bukan untuk cewek lain. aku ingin dia tahu itu.
please,jangan pergi dariku, jadilah milikku, dan jadikan aku milikmu, seutuhnya....tidak untuk orang lain. tidak untuk cewek lain. tolong mengerti itu...
aku ingin dia hanya mencintai aku. aku ingin dia hanya memberikan perhatiannya untukku. bukan untuk cewek lain. aku ingin dia tahu itu.
please,jangan pergi dariku, jadilah milikku, dan jadikan aku milikmu, seutuhnya....tidak untuk orang lain. tidak untuk cewek lain. tolong mengerti itu...
Rabu, 23 Desember 2009
I do not know what to write in here.I just wanted to introduce him. his name is Riza. but usually I just call him iZha.He is a very special person to me. Our relationship is relativelly new.but,,,, it was not a problem. we still have plenty of time to know each other.
cool person, like a joke, just have fun if I was with him. clear as I love him.
I hope my relationship with him will lead to a more serious.and when the time comes, I hope we will be united in the household ark.
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