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PKP Supervision Model Development Using the Block System Tutorial importance of achieving PKP course objectives as well as UT's efforts to enhance the. PKP Recognition Ceremony October 25 (PDF) · Mancusi to PKP Initiation Banquet (PDF) UT Martin Recognized As Phi Kappa Phi Chapter of Merit. Mar 23, Phi Kappa Phi honor's society at the University of Tennessee at Martin gathered to re-dedi- cate its tradition of academic excellence on the UT.
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Feb 27, Conclusion Flanged intrascleral intraocular lens fixation with double-needle technique combined with PKP or UT-DSAEK was shown to be a. Salt Lake City UT: Project Gutenberg. Literary Archive Foundation. . from http:// myavr.info Luke, A. & Luke, C. Flanged intrascleral intraocular lens fixation with double-needle technique combined with PKP or UT-DSAEK was shown to be a safe and effective method of.
I act in the direction of the solution. I evaluate the outcomes of my actions. I modify my problems, ideas and actions in the light of my having a particularly difficult time completing their skripsi, led a evaluations. The core reason we went that affect what we do.
Action research therefore has two aspects, through all this messy business was because we wanted to make Excellence in Higher Education, Volume 2, Number 2, December , pp. Setiawati, Kartono, Hasanudin, and Afriani our own practice better. We worried that things might not be going All of the sites of the research were in the provinces of Banten as we wished and wanted to make improvements, but we were and West Java, one of the most heavily populated provinces in unsure how to do it effectively.
We wanted to sort out these Indonesia. The research sites—Cicurug, Cibinong, Parung, and concerns and identify practical solutions. We deliberately sought situation within which we work.
In addition, our action research using the classroom action research module PTK research was intended to complement that of a second action and the classroom action research implementation guideline research team from UT investigating the action research modules PKP , so that based on the results of the examination, we would in more urban settings.
The schools these teacher-students serve be able to 2 make recommendations for improving the distance tend to have lower than average levels of income and education. Data collection methods included collar laborers, etc.
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Table 2 below summarizes the data collection methods used in each In our first cycle of data collection we found that in the first research site as well as the number of subjects from whom data four tutorial sessions September-October , the students had was collected.
In our observation of Table 2. Data Collection these first sessions we found that the tutor, a young, energetic Observation Interview Survey man, explained aspects of classroom action research and posed Cycle Center Class Tutor Student Student FGD questions about the content of the module to his class of Cicurug and approximately 30 teacher-students.
The students seemed to be 1 2 1 10 - - cibinong enthusiastic, asking and answering some questions dealing with Parung and 2 1 5 15 25 8 their experience about action research.
However, our interviews Tangerang Parung and with teacher-students suggested that, for many, their knowledge of 3 1 - 25 20 - Tangerang classroom action research was largely theoretical, while for others their understanding was clearly incorrect. In the fourth PTK tutorial, for example, some students still perceived remedial All interview and focus group data were recorded and teaching and guidance and counseling as classroom action transcribed for later analysis.
Observational data was recorded in research. I taught my the form of field notes taken during the course of actual students who still cannot read to have some additional instructions observations. After conducting a focus group PTK, tutorial.
Only writing a proposal for a classroom action discussion with teacher-students we found that confusion of research project is required. The two classroom action research remedial teaching and classroom enrichment activities with modules were designed on the assumption that teachers would classroom action research was common. Teacher-students also conduct classroom action research independently between seemed hung up on the idea that classroom action research completion of the first tutorial and enrollment in the second, PKP, required research funding that was not available to them.
It is suggested by the classroom action research project. This independent practice does principal, and the school may provide some financial assistance not seem to be happening, thus the teacher-students interviewed PTK Teacher-Student Interview, Cicurug, October However, misunderstandings of Only after taking the PKP course do we understand more about classroom action research were still common.
Even those students who had conducted classroom The PTK course should be given closer to the PKP course to action research were not confident that they had received enough help the students remember it. But We have to repeat teaching the elementary student teachers we did not have the feedback from our tutor Teacher-Student again about classroom action research in the PKP course since Interview who had passed PKP course, Tangerang, October PKP Course Tutor Rather than the growing understanding of classroom action Interview, Tangerang and Cicurug, October research that one might expect after several weeks of instruction on the topic, our interviews and focus groups revealed continued The second set of problems comes from several facts relating confusion.
Some teacher-students were still unable to distinguish to the students themselves. When taking PTK they have the process of classroom action research from routine classroom difficulties because it is their first semester as distance learners at interventions—extra time, for instance—that could, conceivably, UT.
They have difficulties in trying to adapt to a strange, but more result from classroom action research. Others seemed to be flexible learning requirement in distance mode.
Eighty percent of developing a conception of classroom action research as an students responding to our questionnaire indicated this was an elaborate technical activity separate from everyday classroom issue. Moreover, 80 percent of the students also felt that the eight practice and requiring financial resources that they did not have. Another hindrance to The problems the teacher-students face seem to be coming learning to conduct classroom action research in the PTK tutorial from two sources.
The first set of problems arises from the module perceived from the student side is what they felt to be an study materials. Teacher-students report there are not enough overcrowded curriculum. They feel they do not have enough time concrete examples of an action research proposal or an action to do the classroom action research. The students thus feel the action research for my class but I have the obligation to finish all materials to be too theoretical and difficult to understand.
While action research can, of course, take the form of a Interview, Tangerang, October Some research effectively. In short, the students seem Returning back to the two aspects of action research mentioned to have all sorts of reasons why they cannot conduct classroom earlier—messy ways of knowing ourselves and a deliberate action research.
We and acting on certain issues or problems.
The journey to found it difficult in study time management including to write understand something is always long and winding and always the PTK proposal, to do the PTK and to write the PTK report under construction. We do not always know which way we should since I have a lot job to do. It is difficult to write action take. Therefore, it is understandable that our own students have research proposal because we are not used to write.
What are difficulties in grasping what action research is, let alone practicing the step by step way to write a PTK proposal and a PTK it in their daily teaching-learning situation.
From the inferior mark, a third mark was measured 2. Two angled scleral tunnels were made parallel to the limbus at the marked locations using the gauge needle and the inferior haptic of the IOL was externalized using a micro forceps Microsurgical Technology, USA.
The haptic was then threaded into the lumen of the needle and slowly removed from the eye. This procedure was repeated with the superior haptic. Once externalized, both haptic tips were marked 1. The cauterized flanges were subsequently fixed into the scleral tunnels and covered with conjunctiva. The donor cornea was grasped with a Colibri 0. The intrascleral intraocular lens fixation was performed similar to that for PKP. After the graft had adhered to the host's posterior stroma, the anterior chamber was filled with air to elevate intraocular pressure.
The main incision was closed and a corneal roller was used to massage out interface fluid and reposition the graft. The flanged haptics were then fixed into the scleral tunnels and covered with conjunctiva.
All surgeries were performed by the same experienced surgeon under general anesthesia KMR. A year-old male with a history of traumatic corneal laceration and uveal prolapse in the left eye OS , presented for evaluation of a corneal transplant. The patient exam showed a positive Seidel, numerous central corneal sutures and crystalline view impairment due to corneal opacity Fig. B-scan showed no signs of retinal detachment, vitreous hemorrhage or endophthalmitis. The surgical procedure was performed as described above.
There were no intraoperative complications. After the first needle was secured, the second needle was passed though the sclera D.
Corneal donor placement F. A year-old male, with a history of proliferative diabetic retinopathy, vitreous hemorrhage, advanced glaucoma, and multiple anterior segment surgeries including two Ahmed valves and a previous complicated cataract surgery in the right eye, presented for evaluation of corneal transplantation. Fundus exam did not show active vitreous hemorrhage.
A new vitreous hemorrhage was noted intraoperatively, thus anterior vitrectomy was performed and no intraoperative complications were observed Fig.
Patient was referred to a retinal specialist for additional panretinal photocoagulation PRP after surgery. The diabetic retinopathy was stable, IOL was centered, and the haptics were in position.
A 74 year old male with multiples anterior segment surgeries, which included a complicated cataract surgery and two tube shunts. Preoperative slit lamp photo. The severe edema prevented an adequate view of the anterior segment B.
The corneal was marked for penetrating keratoplasty with a radial marker C. Before complete removal of host cornea, a thin-walled 30G was inserted through the sclera D. After complete removal of the host cornea, the first IOL haptic was secured within the sclera. Final aspect of the surgery. A year-old male with a history of ocular trauma, status post PKP for keratoconus, and corneal laceration with graft dehiscence in the left eye OS , presented for evaluation of corneal re-transplantation. In this case, we were able to visualize the anterior chamber Fig.
Pkp Ut Archive
After corneal trephination, open sky intrascleral IOL fixation was performed. All other steps were performed as described previously. The IOL remained centered and no conjunctival erosion was noted. A year-old male with a history of ocular trauma, status post penetrating keratoplasty A. Failed corneal transplant and aphakia B. Corneal marks were done at 6 and 12 o'clock; a second mark was done 2. C and D.
Before complete trephination, the needles were passed through the sclera. Complete trephination was performed after the passage of the needles through the sclera F. The first haptic was secured and a 1. Aspect of surgery after both haptics were secured within the sclera and cauterization of the flange was done H.
Final aspect of surgery. Supplementary video related to this article can be found at https: A year old male with a history of complicated cataract surgery in the left eye OS including posteriorly dislocated lens and anterior placement of a 3-piece IOL, presented for evaluation of a corneal transplant.
There were no intraoperative complications Fig. A year old male with bullous keratopathy and anterior placement of a 3-piece IOL.
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Uploaded via shared we just index it,. Better docstoc provides the hostwebstatschecker uas ipb, hasil tes tki korea.Ocular trauma or complicated cataract surgery resulting in dislocated crystalline lens, dislocated intraocular lens, or aphakia can result in significant corneal dysfunction and visual impairment.
The two classroom action research remedial teaching and classroom enrichment activities with modules were designed on the assumption that teachers would classroom action research was common.
We worried that things might not be going All of the sites of the research were in the provinces of Banten as we wished and wanted to make improvements, but we were and West Java, one of the most heavily populated provinces in unsure how to do it effectively.
Postoperative complications as reported by Yamane include iris capture, vitreous hemorrhage and cystoid macular edema CME. Ideally, such opportunities to practice should come with Strategic Use of Temporary Agency Work: Functional Change explicit support from tutors experienced in conducting action of a Non-Standard form of Employment.
Much more attention to the needs of actual students is In sum, our investigation of the challenges teacher-students and in order. Serve web traffic tes tki korea tgl juni. Complete trephination was performed after the passage of the needles through the sclera F.
Action research therefore has two aspects, through all this messy business was because we wanted to make Excellence in Higher Education, Volume 2, Number 2, December , pp.