The organization and chemical development of the area postrema (AP) in the macaque monkey was stu... more The organization and chemical development of the area postrema (AP) in the macaque monkey was studied by immunohistochemistry imaged with conventional and confocal microscopy from day 40 of gestation to adulthood. The thin ependyma of the adult was found to develop from a thick continuous structure beginning in the second trimester. It was later invaded by tyrosine hydroxylase immunoreactive (TH+) and dopamine β-hydroxylase immunoreactive (DBH+) cells and fibers, suggesting a possible route for release of neurotransmitter directly into ventricular cerebrospinal fluid. Other TH+ and/or DBH+ fibers were found in close approximation to blood vessels. Prominent vascularity of the parenchyma of AP was present late in the first trimester (fetal day (Fd)57 in the macaque) and increased further until birth. By contrast, the underlying solitary nucleus was hypervascular at Fd57, but its vascularity rapidly declined by late in the second trimester. TH+ neurons first appeared late in the first trimester, and DBH+ neurons appeared in the second trimester; these findings are consistent with the view that catecholaminergic cells in AP are the earliest members of the A2 noradrenergic group. Catecholaminergic cells or fibers in AP contained little labeling for synaptic vesicular proteins, suggesting that the release of neurotransmitter there may not involve a synaptic mechanism. Synapses were first observed in mid-second trimester, and most were associated with GABA+ fibers.
A. Peserta dapat menyebutkan kembali pengertian desain pembelajaran dengan baik B. Peserta dapat ... more A. Peserta dapat menyebutkan kembali pengertian desain pembelajaran dengan baik B. Peserta dapat mengidentifikasi komponen utama desain pembelajaran dengan tepat C. Peserta dapat menjelaskan teori-teori belajar dalam desain pembelajaran dengan lengkap dan jelas D. Peserta dapat membandingkan ciri/karakteristik pembelajaran beberapa model desain pembelajaran dengan baik II. Ruang Lingkup Materi A. Pengertian desain pembelajaran B. Komponen Utama Desain pembelajaran C. Teori-teori Belajar dalam Desain Pembelajaran D. Model-model Desain Pembelajaran III. Evaluasi a. Pre tes (bersama dengan materi lain di awal Diklat) b. Tugas (dalam bentuk Portofolio) c. Post tes (bersama dengan materi lain di akhir Diklat) IV. Daftar Bacaan ADDIE Instructional Design Model.
The organization and chemical development of the area postrema (AP) in the macaque monkey was stu... more The organization and chemical development of the area postrema (AP) in the macaque monkey was studied by immunohistochemistry imaged with conventional and confocal microscopy from day 40 of gestation to adulthood. The thin ependyma of the adult was found to develop from a thick continuous structure beginning in the second trimester. It was later invaded by tyrosine hydroxylase immunoreactive (TH+) and dopamine β-hydroxylase immunoreactive (DBH+) cells and fibers, suggesting a possible route for release of neurotransmitter directly into ventricular cerebrospinal fluid. Other TH+ and/or DBH+ fibers were found in close approximation to blood vessels. Prominent vascularity of the parenchyma of AP was present late in the first trimester (fetal day (Fd)57 in the macaque) and increased further until birth. By contrast, the underlying solitary nucleus was hypervascular at Fd57, but its vascularity rapidly declined by late in the second trimester. TH+ neurons first appeared late in the first trimester, and DBH+ neurons appeared in the second trimester; these findings are consistent with the view that catecholaminergic cells in AP are the earliest members of the A2 noradrenergic group. Catecholaminergic cells or fibers in AP contained little labeling for synaptic vesicular proteins, suggesting that the release of neurotransmitter there may not involve a synaptic mechanism. Synapses were first observed in mid-second trimester, and most were associated with GABA+ fibers.
A. Peserta dapat menyebutkan kembali pengertian desain pembelajaran dengan baik B. Peserta dapat ... more A. Peserta dapat menyebutkan kembali pengertian desain pembelajaran dengan baik B. Peserta dapat mengidentifikasi komponen utama desain pembelajaran dengan tepat C. Peserta dapat menjelaskan teori-teori belajar dalam desain pembelajaran dengan lengkap dan jelas D. Peserta dapat membandingkan ciri/karakteristik pembelajaran beberapa model desain pembelajaran dengan baik II. Ruang Lingkup Materi A. Pengertian desain pembelajaran B. Komponen Utama Desain pembelajaran C. Teori-teori Belajar dalam Desain Pembelajaran D. Model-model Desain Pembelajaran III. Evaluasi a. Pre tes (bersama dengan materi lain di awal Diklat) b. Tugas (dalam bentuk Portofolio) c. Post tes (bersama dengan materi lain di akhir Diklat) IV. Daftar Bacaan ADDIE Instructional Design Model.
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