Case Report Stase Kepaniteraan Klinik Ilmu Penyakit Kandungan dan Kebidanan
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
Case Report Stase Kepaniteraan Klinik Ilmu Penyakit Kandungan dan Kebidanan
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
ugas Radiologi
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
Tugas Radiologi
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
ugas Radiologi
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
Tugas Radiologi
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
Case Report Stase Kepaniteraan Klinik Ilmu Penyakit Kandungan dan Kebidanan
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
Case Report Stase Kepaniteraan Klinik Ilmu Penyakit Kandungan dan Kebidanan
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
ugas Radiologi
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
Tugas Radiologi
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
ugas Radiologi
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
Tugas Radiologi
Dibuat oleh : Fransiska Lumempouw
Stase Kepaniteraan Klinik Radiologi
Universitas Kristen Indonesia
untuk bahan bacaan dan referensi tugas
BAB III Case Report diare Akut Dehidrasi Ringan SedangSyscha Lumempouw
Stase Kepaniteraan Klinik Ilmu Penyakit Anak
Dibuat sendiri oleh :
Fransiska Lumempouw
diupload untuk bahan bacaan dan referensi, bukan untuk di copy paste
terima kasih
Stase Kepaniteraan Departemen Ilmu Penyakit Saraf (Neurologi)
Universitas Kristen Indonesia
Hanya untuk referensi bukan untuk dicopy paste
Hak cipta penulis langsung
Stase Kepaniteraan Departemen Ilmu Penyakit Saraf (Neurologi)
Universitas Kristen Indonesia
Hanya untuk referensi bukan untuk dicopy paste
Hak cipta penulis langsung
Stase Kepaniteraan Departemen Ilmu Penyakit Saraf (Neurologi)
Universitas Kristen Indonesia
Hanya untuk referensi bukan untuk dicopy paste
Hak cipta penulis langsung
Stase Kepaniteraan Departemen Ilmu Penyakit Saraf (Neurologi)
Universitas Kristen Indonesia
Hanya untuk referensi bukan untuk dicopy paste
Hak cipta penulis langsung
Definisi dan Klasifikasi dari Dermatofitosis & Non - Dermatofitosis
Etiologi & Faktor Risiko dari Dermatofitosis & Non -Dermatofitosis
Patogenesis Dermatofitosis & Non - Dermatofitosis
Patofisiologi dan Manifestasi Klinis Dermatofitosis & Non -Dermatofitosis
Diagnosis (Anamnesis,P.Fisik,P.Penunjang) dari Dermatofitosis & Non-Dermatofitosis
Penatalaksanaan [ Farmako & Non – farmako
( Edukasi, Pencegahan ) ] dari Dermatofitosis & Non -Dermatofitosis
7. Prognosis dari Dermatofitosis & Non-Dermatofitosis
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
BAB III Case Report diare Akut Dehidrasi Ringan SedangSyscha Lumempouw
Stase Kepaniteraan Klinik Ilmu Penyakit Anak
Dibuat sendiri oleh :
Fransiska Lumempouw
diupload untuk bahan bacaan dan referensi, bukan untuk di copy paste
terima kasih
Stase Kepaniteraan Departemen Ilmu Penyakit Saraf (Neurologi)
Universitas Kristen Indonesia
Hanya untuk referensi bukan untuk dicopy paste
Hak cipta penulis langsung
Stase Kepaniteraan Departemen Ilmu Penyakit Saraf (Neurologi)
Universitas Kristen Indonesia
Hanya untuk referensi bukan untuk dicopy paste
Hak cipta penulis langsung
Stase Kepaniteraan Departemen Ilmu Penyakit Saraf (Neurologi)
Universitas Kristen Indonesia
Hanya untuk referensi bukan untuk dicopy paste
Hak cipta penulis langsung
Stase Kepaniteraan Departemen Ilmu Penyakit Saraf (Neurologi)
Universitas Kristen Indonesia
Hanya untuk referensi bukan untuk dicopy paste
Hak cipta penulis langsung
Definisi dan Klasifikasi dari Dermatofitosis & Non - Dermatofitosis
Etiologi & Faktor Risiko dari Dermatofitosis & Non -Dermatofitosis
Patogenesis Dermatofitosis & Non - Dermatofitosis
Patofisiologi dan Manifestasi Klinis Dermatofitosis & Non -Dermatofitosis
Diagnosis (Anamnesis,P.Fisik,P.Penunjang) dari Dermatofitosis & Non-Dermatofitosis
Penatalaksanaan [ Farmako & Non – farmako
( Edukasi, Pencegahan ) ] dari Dermatofitosis & Non -Dermatofitosis
7. Prognosis dari Dermatofitosis & Non-Dermatofitosis
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Overview on Edible Vaccine: Pros & Cons with Mechanism
COVER Case Report diare Akut Dehidrasi Ringan Sedang
1. CASE REPORT DIARE AKUT
ILMU KESEHATAN ANAK
Pembimbing :
dr. Kriston S, Sp.A.
Disusun oleh:
Fransiska Lumempouw
1261050302
KEPANITERAAN KLINIK ILMU KESEHATAN ANAK
PERIODE 25 JULI 2016 – 1 OKTOBER 2016
FAKULTAS KEDOKTERAN UNIVERSITAS KRISTEN INDONESIA
JAKARTA
2016
2. ii
DAFTAR ISI
Daftar Isi ............................................................................................................ii
BAB I TINJAUAN PUSTAKA ......................................................................1
A. Definisi Diare....................................................................................1
B. Epidemiologi.....................................................................................1
C. Cara penularan dan faktor risiko.......................................................2
D. Etiologi..............................................................................................3
E. Klasifikasi..........................................................................................8
F. Patofisiologi.......................................................................................8
G. Manifestasi Klinis .............................................................................9
H. Diagnosis...........................................................................................11
I. Tatalaksana.........................................................................................17
J. Komplikasi.........................................................................................21
K. Pencegahan.......................................................................................25
L. Prognosis...........................................................................................26
BAB II STATUS PASIEN ..............................................................................27
A. Identitas.............................................................................................27
B. Anamnesis.........................................................................................27
C. Pemeriksaan Jasmani.........................................................................29
D. Pemeriksaan Laboratorium...............................................................31
3. iii
E. Diagnosa Kerja dan Diagnosa Banding.............................................32
F. Penatalaksaan.....................................................................................32
G. Pemeriksaan Anjuran........................................................................32
H. Prognosis...........................................................................................32
I. Follow Up..........................................................................................33
BAB III ANALISIS KASUS .............................................................................38
DAFTAR PUSTAKA...........................................................................................43