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Umami and Satiety
No full textThis chapter evaluates evidence from human studies that umami taste may enhance satiety. The author elaborates on the idea that humans evolved umami taste to detect and regulate protein intake, providing wider evidence that protein intake is more tightly regulated than other macronutrients and discussing specific evidence that protein is the most satiating. Three strands of evidence that suggest umami may have a role in satiety are evaluated. (1) Evidence from key studies that tested acute effects of manipulated umami taste on satiety in adult volunteers suggests that umami may enhance satiety, especially when coupled with protein intake. (2) A review of studies exploring the role of umami in infant feeding suggests that augmenting umami taste in bottle-fed babies leads to slower growth, implying that the presence of umami taste leads to greater satiety. (3) Evidence from studies exploring responses to umami in relation to protein deprivation suggests that sensitivity to umami varies depending on both acute and habitual protein need state, consistent with a regulatory role for umami involving satiety. This chapter draws these strands of evidence together to suggest two possible models of umami-induced satiety while noting limitations in the data that warrant further investigation.</p
The Art of Learning Community: Technology and Gamification As A Recipe For Learning Umami
Get PDFHow can arts, technology, mobile apps, and a learning community be used as flavors to create an engaging learning platform to motivate students?School reform efforts purport to create engaged learners that can think creatively beyond the standards, however, teachers struggle with how to reconcile the culture of standardized testing with the learner engagement and motivation that is key to student success. When designing learning experiences that promote creativity, via information and computer technology, teachers need to adopt an ecological approach that encompasses people, practices, values, and technology interacting- with the spotlight being on human activities. The Japanese word umami describes how humans engage all senses to form judgments about their food. This provides an apt metaphor for instructional design. Food should be nourishing, presentable, and delicious- a feast for the senses. This is a worthy standard for any lesson- the goal of “learning umami.” The author proposed to create an analogous process in crafting an online learning community (http://edvislee.wix.com/rehearse-for-life), which consists of a mash-up of tools, apps, content, gamification, and collaboration with artists as “flavors” for engagement. This paper will review the community’s features before and after modifications, discuss design implications and rationale for changes, and make recommendations for additional improvements. The results demonstrate how pedagogy, design, and evaluation can be used to tailor existing apps, tools, services, and content to create a compelling learning community to meet any instructional design challenge
Difficulties In Understanding The Science Learning Material as Related to Educational Psychology: Kesulitan dalam Memahami Materi Pelajaran IPA yang Dikaitkan dengan Psikologi Pendidikan
No full textThis study aims to discuss the difficulties in understanding science subject matter associated with educational psychology. The research method used is descriptive qualitative method, namely the data obtained by the author is presented in the discussion. In obtaining data, the author uses literature in the form of books and journals. The results showed that there are various kinds of difficulties in understanding science subject matter and there are factors that can be linked to educational psychology and also how to overcome these difficulties
Hepatoprotective activity of sea cucumber Phyllophorus sp. extract in carp (Cyprinus carpio)
Get PDFMany procedures continuously in aquaculture and scientific research like tagging and vaccinating cause pain,
involving damaging tissue and also cause stress responses in fish. Stress responses in fish influence liver because liver
have vital role to supply energy and metabolism. Histology alteration in liver is caused by stress response like changes of
vacuolation hepatocyte and characteristic colour. Triterpenoid was known had hepatoprotective activity. One of marine
organism contained triterpenoid was sea cucumber. Result of research showed that liver tissue in fish with injected acetic
acid 5 % (in upper lip) as pain stimulus have histopathology damages such as pyknosis (medium damage level) and
oedema (heavy damage level) after 8 hour injection. Injected Lidocaine 1mg/fish as analgesic drug have histopathology
damages such as oedema (heavy damages level), necrosis and pyknosis (low damages level). Injected acetic acid 5 % (in
upper lip) and ethanolic extract of sea cucumber Phyllophorus sp. dose 5 mg/50 gr body weight shown histopathology
damages such as necrosis, edema (medium damage level) and pyknosis (low damage level
Sex differences and language use in writing : a study in writing recount text at second grade of MTs Miftahul Khoirot Branjang Ungaran Semarang
No full textThis research is about sex differences and language use in
writing. The author had read theories that there were differences between male and female in speaking, so the author wanted to know how was in writing. The objective of this study are (1) to know how use of language
by male and language female is especially in writing recount text; (2) to find if there is any difference between male and female in using language in writing recount text; (3) to study why male differs from female in
using language in writing recount text; (4) to observe whether sex difference affect use of language in writing recount text. The problem had been analyzed through comparative qualitative approach that is held in MTs Miftahul Khoirot Ungaran Semarang. The subject of this research was the students of class VIII C of the school. The data was gathered through observation, documentation, and interview. The result of this study showed that there are several differences of male and female students in writing recount text. The differences between them are (1) Most of them (male and female students) had problem about tenses, verb, spelling, linking verb, pronoun and connection; (2) there was a difference between male and
female writing that was topic they used. Male students’ writing was about outdoor activity. Yet, female students’ writing was about indoor activity; (3) there are three factors which affected the differences between male and female in writing recount text. They were (a) Characters; (b) Learning Style; and (c) Social Environment; (4) sex differences affected language use in writing recount text indirectly because there were other factors like their characters, learning style, and social environment
Fiqih Perserikatan Wanita Dalam Politik dan Jihad
Get PDFThis scientific article aims to provide understanding and knowledge to readers about the jurisprudence of women's unions in political matters and also women's unions in wars and jihad such as what is good and what Allah accepts. Because many people think that the woman is only a housewife whose job is to educate children and serve their husbands. That women are also allowed to participate in politics and jihad. And there are laws in jihad. The method used for the research of this scientific article uses a qualitative descriptive method that is the data that has been obtained by the author presented in the discussion. In obtaining data the author uses literature in the form of books and journals, and also international journals
Pengembangan Bahan Ajar Menggunakan Pendekatan Saintifik untuk Mengeksplisitkan Hakikat Sains (NOS) dan Berpikir Kritis pada Materi Termokimia
No full textABSTRAK Maharani, Selvina. 2015. Pengembangan Bahan Ajar Menggunakan Pendekatan Saintifik untuk Mengeksplisitkan Hakikat Sains (NOS) dan Berpikir Kritis pada Materi Termokimia. Skripsi, Jurusan Kimia, Fakultas MIPA, Universitas Negeri Malang. Pembimbing: (I) Drs. Prayitno, M.Pd (II) Dra. Sri Rahayu, M.Ed, Ph.D Kata Kunci: Bahan ajar, pendekatan saintifik, hakikat sains (NOS), berpikir kritis, literasi sains Berdasarkan hasil penelitian terhadap hasil pembelajaran didapatkan siswa mengalami kesulitan dan kesalahan konsep pada materi termokimia. Salah satu penyebab kesulitan adalah pendekatan pembelajaran yang digunakan kurang tepat dan tidak mengacu pada pengembangan kemampuan siswa dalam berliterasi sains. Hal ini dibuktikan dengan hasil penelitian OECD melalui PISA, literasi sains siswa Indonesia masih tergolong rendah. Untuk mengatasi kesulitan tersebut diperlukan proses pembelajaran yang melibatkan siswa aktif membangun konsep sendiri secara mandiri. Proses pembelajaran tersebut yaitu melalui pendekatan saintifik. Namun, sampai saat ini belum ada bahan ajar yang sesuai dengan pendekatan saintifik dan masih mengimplisitkan aspek hakikat sains (NOS), sehingga aspek NOS kurang mendapat perhatian siswa. Oleh karena itu, bahan ajar yang dikembangkan ini bertujuan untuk menghasilkan bahan ajar menggunakan pendekatan saintifik untuk mengeksplisitkan hakikat sains (NOS) dan berpikir kritis pada materi termokimia agar dapat meningkatkan kemampuan berliterasi sains siswa. Model pengembangan yang digunakan adalah model pengembangan 4D, yang terdiri dari tahap pembatasan (define), perancangan (design), pengembangan (develop), dan penyebaran (disseminate). Namun, pengembangannya hanya terbatas pada tahap define, design, serta develop, dan tidak sampai pada tahap disseminate karena keterbatasan waktu, biaya, dan tenaga. Dalam pengembangan ini, akan diperoleh data kuantitatif berdasarkan skor angket yang disusun dalam skala Likert, serta data kualitatif berdasarkan tanggapan dan saran-saran perbaikan yang diisi oleh validator ahli dan guru kimia terhadap bahan ajar yang dikembangkan. Spesifikasi bahan ajar yang dikembangkan adalah bahan ajar digunakan agar memudahkan siswa dalam mengkonstruk konsep secara mandiri dan tersedia dalam dua bentuk buku yaitu buku guru dan buku siswa yang dieksplisitkan hakikat sains pada materi yang berhubungan dan indikator berpikir kritis pada soal menalar. Hasil validasi bahan ajar secara keseluruhan diperoleh nilai rata-rata 90,7% untuk buku siswa dengan kriteria sangat layak dan 92,5% untuk buku panduan guru dengan kriteria sangat layak. Oleh karena itu dapat disimpulkan bahwa bahan ajar menggunakan pendekatan saintifik untuk mengeksplisitkan hakikat sains (NOS) dan berpikir kritis pada materi termokimia sangat layak untuk diterapkan dalam pembelajaran
Strategi Pembelajaran Baca Tulis Al-Qur'an Masa Pandemi Covid-19 Bagi Siswa Kelas V SDN Kaliwungu 3 Kabupaten Semarang
No full textThe object of study of this research is the BTQ Learning Strategy during the Covid-19 Pandemic for Class V Students with Case Studies at SD Negeri Kaliwungu 3, Kaliwungu district, Semarang Regency.
This study aims to describe and analyze strategies, analyze the steps for implementing learning strategies, implementing BTQ learning strategies during the Covid-19 Pandemic for Student V at SD Negeri Kaliwungu 3 Kaliwungu district, Semarang Regency. In this study, the author uses a qualitative approach. This type of research is case research, case studies are interested in what is, take actions or controls that are carried out in order to get the causal meaning. In this research design there are three stages to be achieved by researchers, namely the pre-field (observation) stage, the field stage and the reporting stage. The results of this study are, (1) the teacher's strategy in delivering the material for reading and writing the Qur'an using powerpoint media makes children more enthusiastic in receiving the material, while in delivering material with a handbook makes children less enthusiastic in understanding what the teacher says. through WhatsApp video-call media, (2) the implementation of BTQ learning during the pandemic was carried out online, with the teacher's steps providing material through a whatsapp group, then conducting a videocall to explain the material, (3) evaluations in learning to read and write the Qur'an are reading fluency, writing accuracy, and recitation accuracy. Therefore, it is carried out verbally and also in writing
