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""Global warming, ozone depletion, drought, acid rain - their causes are viewed as extraordinarily complex; their effects are assumed catastrophic. This book provides a key to understanding our potential crisis. This concise, introductory text reviews current environmental issues using a geographical approach that stresses the interrrelationships between environment and societies." - back cover."

"Offers a thematic approach to teaching art appreciation through art examples from Western and non-Western cultures"

"Thoroughly revised and updated, Exploring Bioinformatics: A Project-Based Approach, Second Edition is intended for an introductory course in bioinformatics at the undergraduate level. Through hands-on projects, students are introduced to current biological problems and then explore and develop bioinformatic solutions to these issues. Each chapter presents a key problem, provides basic biological concepts, introduces computational techniques to address the problem, and guides students through the use of existing web-based tools and software solutions. This progression prepares students to tackle the On-Your-Own Project, where they develop their own software solutions. Topics such as antibiotic resistance, genetic disease, and genome sequencing provide context and relevance to capture student interest. With a focus on developing students' problem-solving skills, the Second Edition of Exploring Bioinformatics: A Project-Based Approach is a contemporary and comprehensive introduction to this rapidly growing field. New to the thoroughly updated Second Edition: Offers a flexible approach to understanding key bioinformatics algorithms with exercises that can be used with or without programming. For programming courses, pseudocode allows students to implement algorithms in any desired programming language. Includes more substantive web-based projects for a more comprehensive, hands-on introduction to bioinformatics in non-programming courses. Contains updated material reflecting changes in how bioinformatics is used: next-generation sequencing, metagenomic analysis, statistical methods, etc. Contains more instructive and relevant case studies as well as more cohesive connections between the case studies and the exercises."

"ABSTRAKPendahuluan. RJP merupakan usaha paling mendasar untuk menyelamatkan nyawa dari henti jantung. Selain mampu melakukan RJP kualitas tinggi, seorang dokter juga dituntut untuk mampu mengidentifikasi dan melakukan koreksi jika anggota tim tidak melakukan RJP dengan benar. Metode pembelajaran Self Deliberate Practice (SDP) dan Directed Learning(DL)umum digunakan pada pendidikan dokter di Indonesia, khususnya di FKUI. Fokus penelitian ini adalah analisis perbandingan kedua metode pembelajaran tersebut berdasarkan kemampuan mahasiswa dalam memahami dan melakukan RJP kualitas tinggi, mengidentifikasi dan mengoreksi kesalahan dalam tindakan RJP, sekaligus menilai kualitas kepemimpinan mahasiswa. Metode. Sebanyak 40 mahasiswa sampel dari FKUI diberikan pelatihan dan praktek bantuan hidup dasar. Selanjutnya, sampel dibagi secara acak dan tersamar menjadi kelompok treatment dan control untuk menjalani dua metode pembelajaran berbeda selama tiga bulan. Empat alat ukur digunakan untuk menilai hasil pembelajaran: kemampuan koreksi RJP; pengetahuan; keterampilan melakukan RJP kualitas tinggi; dan kualitas kepemimpinan. Uji perbandingan rerata terhadap dua kelompok tidak berpasangan menggunakan uji t-test independen dan uji Mann-Whitney. Hasil. Tidak ada perbedaan rerata yang signifikan secara statistik pada semua alat ukur yang digunakan. Perbandingan rerata nilai setelah retensi adalah: kemampuan koreksi RJP p = 0.576; pengetahuan p = 0.778; keterampilan RJP p = 0.459; dan kepemimpinan p = 0.932. Simpulan. Metode SDP dan DL sama baiknya dalam meningkatkan kemampuan koreksi, pengetahuan, dan keterampilan RJP mahasiswa FKUI. Kedua metode tidak berpengaruh terhadap kualitas kepemimpinan mahasiswa. Tidak ditemukan perbedaan yang signifikan secara statistik pada luaran kedua metode pembelajaran.

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Introduction.CPR is the most basic effort to save lives from cardiac arrest. In addition to being able to perform a high-quality CPR, a doctor is also required to be able to identify and make corrections if a team member does not perform the CPR correctly. The Self Deliberate Practice (SDP) and Directed Learning (DL) are common learning methods used in medical education in Indonesia, especially in FKUI. This study is a comparative analysis of the two learning methods based on students' ability to understand and perform high quality CPR, identify and correct errors in CPR, as well as assess the quality of student leadership. Methods. A total of 40 students from FKUI were taken as sample and given basic life support training. After the training, the sample were randomly and blindly divided into a treatment and control group to undergo two different learning methods for three months of retention. Four types of measurement are used to assess learning outcomes: the ability to correct CPR; knowledge; the ability to perform high quality CPR; and leadership. Comparative analysis of four types of measurements was carried out on two unpaired groups using the independent t-test and the Mann-Whitney test. Results. There were no statistically significant mean differences in all measuring instruments used. The p value of comparison of mean after retention is: CPR correction ability p = 0.576; knowledge p = 0.778; CPR performing skills p = 0.459; and leadership p = 0.932. Conclusions. Both SDP and DL methods are equally good in improving students' ability to perform high-quality CPR, and correcting CPR. Both methods play little role in increasing students' understanding of basic life support, and do not affect the quality of student leadership. No statistically significant differences were found in the two outcomes of the learning method."

"Developmental psychology is a vast and fragmented discipline that is in dire need of a theoretical framework for thinking systematically about development. This book offers an integrative theoretical framework for thinking systematically about what happens during life span development and how life span development happens. Systems theory provides an overarching approach for conceptualizing the functioning and development of the whole person in terms of multiple and interrelated individual, social, and cultural processes. It is argued that much of what develops during development is cultural action in relation to others and that such action involves interrelations among varied domains of functioning (e.g., perception, cognition, emotion, language, social interaction, self/identity). Based on organismic-developmental theory, this conceptualization posits that development occurs in relation to cultural expectations and that action undergoes differentiation and integration during development. This conceptualization of what happens during development explicitly distinguishes between change and development and emphasizes dynamic developmental processes rather than static milestones. It is then creatively synthesized with sociocultural theory to explain how development happens through individual, social, and cultural processes. Varied examples from diverse cultures are used to explain central theoretical points and to illustrate how to use the theoretical framework to think systematically about human development. By embracing complexity and variability, the books conceptualization of action and development provides ways to address some of developmental psychologys most vexing issues and opens up exciting new directions for investigating the dynamics of human action and development."