Understanding the Half-Life and the Rate of Radioactive Decay

Understanding the half-life and the rate of radioactive decay
The atom consists of a positively charged nucleus surrounded by a negatively charged electron cloud. Many elements have an unstable atomic nucleus, which leads to decay by emitting radioactivity, a phenomenon that has a very specific mathematical description. The decay rate and the half-life of the radioactive material are a measure of how quickly the nuclei will decay.

Radioactivity
During the process of radioactive decay, the unstable core emits particles or electromagnetic waves. The three main types of radioactivity are the decay of alpha, beta, and gamma. The alpha decay causes the emission of two protons and two neutrons from the atomic nucleus. Beta decay causes electron or positron emissions (anti-electron material) from the atomic nucleus. Finally, gamma decay causes electromagnetic gamma-ray emission.

Decay rate
Radioactivity has a very clear mathematical description that allows decay rates to be calculated. The number of radioactive nuclei, N, is given by mathematical expressions: N = N0e (-λt). In this equation, N0 represents the original number of cores, t represents time and λ is the decay rate. The rate of radioactive decay is negative, reflecting the decrease in the number of nuclei as time increases.

Halftime
Radioactive half-life is defined as the amount of time taken to reduce the core count by 50 percent. Mathematically, the half-life can be written in the decay rate: half-life = - ln (2) / λ. The natural logarithm (ln) is a mathematical function that is the opposite of the exponential function (e). You can find natural logarithms on a scientific calculator where it will be labeled "ln." Calculates decay rate and half life

The rate of radioactive decay can be calculated from the half-life. Rearrange the above equation to calculate the half-life so that the equation becomes as follows:

λ = - ln (2) / half-life,

decay rate can be calculated by dividing ln (2) by half-life. For example, Radium-226 has a half-life of 1,601 years. This means that it has a decay rate: λ = -ln (2) / 1601 = -0.00043

6 Components DNA sequence

DNA is a genetic material-carrying molecule contained in every nucleus of living organisms including viruses. DNA is a nucleic acid composed of proteins and carbohydrates. DNA is very important for living things because it carries genetic information that determines the nature or form of these living things. There are six components of a series of DNA arranged in a double helix structure.

Read related: DNA Structure

Here are six components of DNA sequencing. Immediately we see the first:

1. Deoxyribose
2-deoxyribose or deoxy is a monosaccharide with the molecular formula H- (C = O) - (CH2) - (CHOH) 3-H. This sugar has five carbons and is a ribose sugar that loses one oxygen atom. Deoxyribose binds to phosphate groups and nitrogenous bases (cytosine, thymine, adenine, or guanine).

2. Phosphate Cluster
Phosphate is a non-organic element with a molecular formula of PO43-. This element acts as a buffering agent.

3. Cytosine
Cytosine (cytosine) is one of four nitrogenous bases. In the gene, cytosine is denoted by the letter C. In DNA, cytosine binds to guanine and forms three hydrogen bonds (in the form of dotted lines).

4. Thymine
Thymine is one of four nitrogenous bases. Thymine is also called 5-methyluracil. In RNA, thymine is replaced by uracil. In DNA, thymine binds with adenine to form two hydrogen bonds. In genes, thymine is denoted by the letter T.

5. Adenine
Adenine (adenine) is one of four nitrogenous bases. In addition to being one of the components of DNA, adenine is also part of energy-rich ATP (adenosine triphosphate). In genes, adenine is denoted by the letter A.

6. Guanine
Guanine (guanine) is one of four nitrogenous bases. In DNA, guanine binds to cytosine and sets up three hydrogen bonds. In genes, guanine is denoted by the letter G.

Structure and Function of Ribosome

Structure and Function of Ribosome
The ribosome is like a small factory in a cell. They make proteins that perform all sorts of functions for cell operations. The main task of the ribosome is to make proteins for cells. There are hundreds of proteins that need to be made for cells, so ribosomes need specific instructions on how to make each protein. Where is the ribosome in the cell?

The ribosome lies well in the fluid inside the cell called the cytoplasm or attached to the membrane. They can be found both in prokaryotes (bacteria) and eukaryotes (animals and plants) cells.

Organel
The ribosome is a type of organelle. Organelles are structures that perform specific functions for the cell. The work of ribosomes is to make proteins. Other organelles include the nucleus and mitochondria.

The structure of the ribosome
Ribosomes have two main components called large subunits and small subunits. Both units come together when the ribosome is ready to make a new protein. Both subunits consist of a strand of RNA and a variety of proteins.

1. Large subunits - large subunits contain the locations where new bonds are made when making proteins. It is called "60S" in eukaryotic cells and "50S" in prokaryotic cells.
2. Small Subunit - Small subunits are actually not very small, only slightly smaller than large subunits. It is responsible for the flow of information during protein synthesis. It is called "40S" in eukaryotic cells and "50S" in prokaryotic cells.
3. The letter "S" in the name of the subunit is the unit of measure and abbreviation of the Svedberg unit.

Protein synthesis
The main task of the ribosome is to make proteins for cells. There are hundreds of proteins that need to be made for cells, so ribosomes need specific instructions on how to make each protein. This instruction comes from the nucleus in the form of RNA. Messenger RNA contains special codes that act like recipes to tell the ribosome how to make proteins.

There are two main steps in making proteins: transcription and translation. Ribosomes perform translational steps. How the protein synthesis process will be described in a separate article.

Translation
Translation is the process of taking instructions from messenger RNAs and converting them into proteins. Here are the steps ribosomes needed to make protein:

1. Both subunits join together with messenger RNA.
2. The ribosome finds the correct place starter on the RNA called the codon.
3. The ribosome moves down the RNA, reading the instructions about what amino acids to embed the protein. Every three letters on RNA is a new amino acid.
4. Ribosomes stick to amino acids build proteins.
5. Stop building the protein when it reaches the "stop" code in this RNA saying that the protein is ready.

The function of the Ribosome for the cell
Inside the cell, the ribosome is in two cytoplasmic regions. Some ribosomes are found scattered in the cytoplasm (referred to as free ribosomes), while others are attached to the endoplasmic reticulum (ribosomes bound). Thus, the surface of the endoplasmic reticulum when bound to a ribosome is called a rough endoplasmic reticulum (RER). Both free ribosomes and bound ribosomes have the same structure and are responsible for protein production.

Talking about the main function of the ribosome, they play a role in the assembly of amino acids to form a particular protein, which in turn is essential for carrying out cell activities. As we know about protein production, the first deoxyribonucleic acid (DNA) produces RNA (messenger RNA or mRNA) by DNA transcription process, after which the genetic message of mRNA is translated into protein during DNA translation.

To be more precise about protein synthesis by ribosomes, the sequence for the assembly of amino acids during protein synthesis is determined in mRNA. mRNA is synthesized in the nucleus then transported to the cytoplasm to further perform protein synthesis. In the cytoplasm, two ribosomal subunits bind around the mRNA polymer and the proteins are synthesized with the help of transfer RNA (tRNA), according to the genetic code. This whole process of protein synthesis is also referred to as the central dogma.

Typically, proteins are synthesized by free ribosomes used in the cytoplasm itself, while protein molecules produced by bound ribosomes are transported outside the cell. Given the primary function of ribosomal proteins in the building, it is understandable that cells can not function without ribosomes.

Interesting Facts about the Ribosome
1. The word "rib" on the ribosome comes from ribonucleic acid (RNA) which provides instructions for making proteins.
2. They are made in the nucleoli nucleus. Once they are ready they will be sent outside the core through the pores on the nuclear membrane.
3. Ribosome are different from most organelles because they are not surrounded by protective membranes.
4. The Ribosome was discovered in 1974 by Albert Claude, Christian de Duve, and George Emil Palade. They won the Nobel Prize for their discovery.

DNA Structure - Be Likened to a Ladder

DNA consists of two twisted polynucleotide strands that form a double helix. The structure model of DNA was first proposed by James Watson and Francis Crick in 1953 in England. The structure they created based on the results of X-ray diffraction photo analysis on DNA made by Rosalind Franklin. Because the photographed is the level of the molecule, then the only visible is the dark and bright shadow. The image shadows were analyzed so that they concluded that the DNA molecule is two twisted polynucleotides.

A polynucleotide in a DNA molecule is made up of a series of nucleotides. Each nucleotide is composed of:

1. The deoxyribose sugar clusters (pentose sugars that lose an oxygen atom)
2. A phosphate acid cluster bound to the number 5 C atom of sugar)
3. A nitrogen base band attached to the 1st C atom of the sugar

The three clusters are interconnected and form a very long "backbone" of the double helix. The structure can be likened to a ladder, where the mother stairs are deoxyribose sugar and the ladder is a nitrogen base arrangement. While phosphate connects sugars to one nucleotide to sugars in the next nucleotide to form polynucleotides.

Picture of DNA Structure 

The DNA nitrogen base comprising the purine base, adenine (A) and guanine (G), and the pyrimidine base is cytosine or cytosine (C) and thymine (T). The bond between pentose sugar and nitrogen base is called nucleoside. There are four kinds of nucleoside bases:

1. The A-sugar bond is called adenosine deoxyribonucleoside (deoxyadinosine)
2. The G-sugar bond is called guanosine deoxyribonucleoside (deoxyguanosine)
3. The C-sugar bond is called deoxyribonucleoside cytidine (deoxycytidine)
4. The T-sugar bond is called thymidine deoxyribonucleoside (deoxyribotimidine)

The acid-sugar-phosphate bond is referred to as deoxyribonucleotides or often called nucleotides. There are four kinds of deoxyribonucleotides, namely adenosine deoxyribonucleotides, thymidine deoxyribonucleotides, deoxyribonucleotide cytidine, thymidine deoxyribonucleotides. The nucleotides from a circuit called a polynucleotide. DNA is formed from two twisted nucleotide points.

The nitrogen bases on one thread have a fixed pair with the nitrogen bases on the other. Adenine is paired with thymine and guanine in pairs with cytosine. The base pairs of nitrogen A and T are connected by two hydrogen atoms (A = T). The base pairs of nitrogen C and G are connected by three hydrogen atoms (C≡G). Thus, both polynucleotides in one DNA complement each other.

In 1947, before the discovery of the molecular structure of DNA, a biochemist named Erwin Chargaff analyzed the DNA base compositions of a number of different organisms. The result of the analysis is that each species of organism has different DNA composition. The number of four nitrogen bases in each species is not the same but has a unique comparison. That is, each species has a unique number of bases.

In the DNA of each species examined, Chargaff argues that the amount of adenine is almost equal to the amount of thymine and the amount of cytosine is almost equal to the amount of guanine. In addition, the sequence of bases and DNA lengths in each species is different. With 4 basic bases and long DNA, there will be a possible sequence of bases. Because genes are composed of a particular base sequence, then the number of genes in DNA is also very likely. So, only with 4 different bases will form many genes that determine the nature of the individual.

How to Plant a Simple Hydroponics For Beginners

How to Plant a Simple Hydroponics For Beginners
How to plant simple hydroponics can take advantage of used goods that are not used in the environment around us. Its name is also simple, definitely related to the ways - a way that is easy and does not cost much in the process. You can also learn how to grow hydroponic tomatoes to enrich your horizons on hydroponic issues.

How to Plant a Simple Hydroponics

Many say that how to plant simple hydroponics is very friendly to the surrounding environment and actually even help in terms of environmental conservation itself. How not to, by utilizing used goods like beverage bottles that many scattered, means reducing the risk of contamination.

In this article will discuss "how to plant simple hydroponics" that will be reviewed more deeply so that you can make as reference materials, let us refer together - the following explanation below:

1. Prepare Materials And Equipment Needed
Before starting planting activities, of course, you will need the materials and equipment needed to support the process of the road you are waiting for - plantation. This stage is very decisive once the plants you plant can grow well or not.

Cut the ingredients into 2 equal parts. Then place the piece of the funnel upside down into the other piece. This is done to simplify the process of absorption of water requirements that have been provided at the bottom of the bottle that you have designed in such a way. You can also learn about a wide range of hydroponics systems.

2. Prepare Media Planting In accordance with Needs
For the application of hydroponic planting, it usually does not use soil media but tends to other more flexible media. For example, such as charcoal husk, rocks, and others depending on the needs of the planting itself. So, in my opinion, choose which one is easy it can without having to expense.

3. Prepare Seeds to be Grown
The next way to plant hydroponics is the selection of seeds. Seed selection here is equally important before starting the planting process with hydroponics techniques. Selection of good quality seeds will greatly affect the results you get in the future.

Try to find the seeds that really excel and must have good resistance to pests or diseases and can quickly adapt to environmental changes that occur. In the end, concerns about crops that may be dead can be handled well.

For the type of vegetable or fruit that you will plant, can be combined with various types so that later you can enjoy the results and different sensations - different. In addition, it is expected to help open and increase your insight into the various types of plants that have been planted. Can be in terms of characteristics of various plants or in terms of the good harvesting process. You can learn about how to grow hydroponics for beginners.

4. Seeding Process
Next, you will enter the seeding process. Make sure again whether the need to start sowing is ready all. If it is really ready, then you can start to do the seeding. You can do the seeding by putting the seeds to adjust to the plants to be planted.

For example, mustard, spinach, spring onion, lettuce, you can put more than one seed at the planting place. While plants such as tomatoes, chili, eggplant, it is better to put only 1 seed at each place of planting. This is done to maximize growth by considering the size of the plants that will grow later.

Furthermore, you have a duty that you should pay attention to well that is, keep the moisture condition of the planting media in the hope that the seeds will grow soon in accordance with the normal time. You can learn more about modern farming.

5. Planting Process
This planting process is needed if the sowing plants begin to grow large and the place is not qualified to accommodate it, then the move to another greater place of law becomes mandatory. If you do not move it as quickly as possible, bad things may happen. For example, the plant is not able to grow well and where the planting will be damaged because it is not ideal.

Next, you should pay attention to planting distance. Because the determination of distance can also affect the level of flexibility or space and how the plant can grow well. Limited places can still apply the right distance determination.

Most importantly do not force the number of plants that you plant, but pay attention to the results that you will definitely get later. Do not until you are ambitious to plant in large quantities and do not pay attention to the distance, the edges - ends even most of the plants cannot be harvested. So my advice is to consider long-term decisions. You can learn other things like how to improve farm produce to get good and satisfactory results.

6. Consider the Place of Planting
The location of the plant should also be considered because it will affect the process of plant growth. Moreover if your home area of land there is a cover, surely light that can enter very limited. For that, I recommend using a roof canopy with materials that can be penetrated by sunlight. You can also put your plants outside the fence of the house by utilizing the top of the water channel that has been closed.

7. Pay attention to Water Requirement
Although at the bottom of the planting place (bottle bottom) there is a deliberately designed section for water reservoirs, you still need to pay attention to the time it takes to add water to keep the moisture awake. The advantage of using this technique so you do not need to do watering every day because there is a water reservoir.

8. Prepare for Nutrition Needed
Nutritional needs are needed for plants to support growth to keep the condition fresh and good. You can use a fertilizer that can be used to meet the daily nutritional needs of the plant. Consider the required level of fertilizer requirement, for example, the good of fertilizer every few days so that the plant does not experience a slowdown in the growth process.

In addition, you are also not advised to use excessive fertilizer. Just follow the manufacturer's recommended usage. But if you use a homemade fertilizer, then you can give fertilizer every once a week. Once you have followed the process well, chances are you have a chance to get good results too.

9. Treatment Process
Care is necessary to maximize the results that will be obtained later. As well as making efforts to prevent the plant is not susceptible to disease, attention to the needs of water, nutrition and also light well. My advice to avoid the use of harmful substances such as pesticides as a solution to create plants that have good endurance.

The solution can actually create other problems as well as environmental pollution around your house, so it will greatly affect the level of public health itself. In addition, the use of pesticides requires a decent cost.

All you have to do is pay attention to your plants every day. If there are conditions that are not good you can do the handling - ways that are friendly to the environment. For example, when there are signs of the leaves begin to look wilted, hollow or dry, then you can immediately cut it to avoid transmission to other parts.

Can be concluded that the article on how to plant simple hydroponics that has been reviewed above in detail and well packaged is expected to help facilitate you in learning and understanding it more deeply so worthy of being used as a reference source.

Until here first yes this article that discusses how to plant simple hydroponics. Hope it can be useful for my friend and thank you for taking a little time to read my article.

The Cycle of Brackish Water Formation

The Cycle of Brackish Water Formation
Have you all heard brackish water? Or maybe you've seen it firsthand? If ever what comes to mind you will be the presence of brackish water? Well buddy all, on this occasion the author will review it completely to add your insight about what is brackish water and about the cycle of formation of brackish water. Well interesting for us review together, here is the explanation for you.

The brackish water is a mixture of fresh water and sea water (salt water). If the salt content contained in one liter of water is between 0.5 to 30 grams, then this water is categorized as a type of brackish water. But if more than the content is called the category of salt water or sea water. In general brackish water is found in estuary areas that usually have their own biodiversity. One type of fish that live in brackish water is a fish that we often consume, buddy, that is milkfish.

The brackish water ecosystem is a zone of freshwater transition with seawater, where the organisms that grow in it are dominated by mangrove vegetation or so-called mangroves. the function of mangrove forests is very important for the surrounding environment.

The cycles of brackish water formation are due to the existence of a semi-closed water body which is directly related to the open sea which is directly affected by the tides, where the sea water is mixed with freshwater water coming from the mainland water discharges. Well buddy if the water content contained from the mixing of freshwater and seawater tend to be more dominant salt water, it will create a brackish water.

The type of mainland water mixed directly with sea water which will affect the brackish water formation cycle is as follows:
1. The estuary of river water
2. Bay beach
3. Tidal swamps
4. The water body behind the beach

This type of fresh water that will affect the cycle of formation of brackish water, in case of mixing with sea water (salt water). 

The characteristics of this brackish water are as follows:

1. Water system with the calm current flow.
2. Residence time is relatively long.
3. The presence of temperature or light stratification.
4. The dissolved oxygen is lower than the flowing waters.
5. The absence of a special adaptation of each of the brackish water organisms.

From the above, then we can conclude that the temperature is a controlling factor that affects the metabolic activity in the food chain that occurs in the balance of the brackish water ecosystem. Light is considered as the abiotic factor that determines the primary productivity of brackish water.

Okay, buddy, that's the information that the author shared about the cycle of brackish water formation on this occasion.

Management Elements and Explanations

Management Elements and Explanations
To achieve the established goals, a manager needs a management tool called the management element. The element of management, consisting of human beings, materials, machines, methods, money and markets, each of these elements has an explanation and role for us in managing something to know that management has the elements of our need elements of the management. to know it all let's look at the explanations of the elements of management as below.

1. Man. The essential means or main means of any manager to achieve the objectives specified by individual individuals or their human beings. Various activities that can be done in achieving the objectives as can be viewed from the point of view such as the point of view of the process, planning, organizing, staffing, directing, and controlling or can also be viewed from the field, such as sales, production, finance, and personnel. These areas require human resources.

2. Material. In the process of execution of activities, humans use materials. Therefore, the material is also considered as a tool or means of management to achieve goals.

3. Machine. In technological advancement, man is no longer a helper machine as in the past before the Industrial Revolution took place. In fact, on the contrary, the machine has changed its position to the human assistant.

4. Method. To perform the activities in a useful and effective manner, human beings are faced with various alternative ways of doing the job so that the way they do can be a means or management tool to achieve the goal.

5. Money. Money as a means of management should be used in such a way that the desired goal is achieved. The activity or insufficiency of the management process is somewhat influenced by financial management.

6. Markets. For bodies engaged in industry, other important management tools such as markets or markets. To know that the production-sharing market. clearly, the purpose of industrial companies is not impossible all that can accomplish. part of a major problem in industrial companies is to maintain a minimum of existing markets. If possible, look for new markets for their products. Therefore. markets is another important management tool. both for industrial companies and for all bodies aimed at making a profit.

Urine Formation Process and Its Affecting Factors

Urine Formation Process and Its Affecting Factors
The process of forming urine includes 3 components, among others: filtration, reabsorption, and augmentation. Urine is a residual liquid metabolism produced by the kidney which is then released through the urine. Urine consists of water and a variety of materials dissolved in it. These dissolved materials are the remnants of body metabolism such as dissolved salts, urea, and other organic matter.

The main organ of the urinary system is a pair of kidneys. The organ is brown red and shaped like a kidney bean. The location of the kidney organ is located in the waist area, which is precisely in the back of the abdomen and protected the ribs. The kidneys filter out blood that already contains the metabolic waste substances from the body's cells.

The formation of urine through a series of long processes that continue to occur every day and repeatedly. All the blood in the body passes through the kidneys many times a day. Blood enters the kidney through the renal artery. Then the blood leaves the kidneys through the kidney vein and the blood will undergo the process of formation of urine. Kidney consists of 2 layers. The outer layer is called the cortex and the inner layer is called the medulla.

A kidney is composed of about 1 million nephrons. Nephrons are the smallest unit of filter found in the kidneys. 1 nephron is composed of the glomerulus, winding channel, Bowman Symphony, kidney collecting channel, and Ansa Henle. Sugar, water, salt, and waste substances that come from the blood will go into the nephron. At the time of entry into the nephron, high blood pressure. Blood can quickly flow into the capillaries of the nephron. These capillary groups are called glomeruli. For more details, the following process of urine formation:

Urine Formation Process

1. Filtering (filtration) 
The blood filtration or filtration process takes place in the glomerular capillaries, the curved blood capillaries found in Bowman's capsule. In the glomerulus, there are endothelial cells that can facilitate blood filtering. Blood-derived from the glomerulus then passes the epithelial cells of the Bowman capsule which is useful as a filter that can be called a podocyte cell. Podocyte cells can be penetrated by water as well as various small molecular, but cannot be penetrated by large molecules such as blood cells and blood plasma proteins.

In addition to the screening process, the glomerulus occurs the binding process of blood cells, blood clots, and some plasma proteins in order not to come out. The filtrate results in the form of glomerular filtrate or primary urine whose content is still similar to blood but does not contain protein.

Infiltration there is no selection of small molecules, so there are several molecules that enter the nephron channel. Therefore, in the filtrate can be found in the presence of glucose, vitamins, salts, nitrogen metabolism in the form of urea, and various other small molecules that reflect the presence of such substance concentrations in the blood.

2. Reabsorption
Primary urine is the result of a further screening process which then flows into the proximal vessels. In the proximal vessels the process of re-absorption of various materials that are still useful, among others: amino acid, glucose, and most of the inorganic ions. The water present in the glomerular filtrate undergoes absorption by osmosis process.

The process of water absorption also occurs in the distal vessels, the loop of Henle, as well as the collecting vessels (the falling vessels). Then, the ingredients that have been reabsorbed will be returned to the blood through the capillary vessels that surround the vessels. The absorption process of various materials that are still needed also occurs in the loop of Henle especially the absorption of sodium chloride ions.

In the process of reabsorption, will be produced secondary urine content of constituent substances are very different from primary urine. In the secondary urine, there is no substance that is still needed, and the content of urea levels increased compared with the urea content in the primary urine.

3. Collection (Augmentation)
In the augmentation process, the primary urine or the tubular filtrate of the proximal contract tubule then leads to the distal contrast tubule. Urine is then supplemented with various substances that are no longer needed by the blood capillary vessels. In the augmentation process, the urine is actually formed, the urine will go to the collecting tubules that eventually lead to the kidney cavity.

The kidney cavity is a urine reservoir that then flows into the ureter. While the ureter is useful for removing urine from the kidneys to the bladder.

From the kidney cavity, then the urine flows into the ureter toward the bladder. By the time the bladder is full, the walls of the bladder will be depressed. The pressure is what makes us feel like urinating or urinating. Urine will come out through a sewer called the urethra.

Human Urine Formation Process Scheme

From the process of formation of urine that has been described above, we can make the scheme as follows:

Glomerulus, filtration, produces primary urine -> proximal contortus tubules, absorption occurs (reabsorption) resulting in secondary urine -> distal contrast tubules, a collection process (augmentation) produces the actual urine -> collective tubules -> renal cavity -> ureter -> bladder -> urethra -> urine out of the body.

The normal urine composition comprises 96% water as well as 4% solids of which 2% urea and 2% of other metabolic yields. Other metabolic outcomes include bile dye which serves to give the yellow color to the urine, a variety of mineral salts such as sodium and potassium chloride, as well as a variety of substances that are excessive in the blood, such as vitamin C and B vitamins.

The volume of urine in humans is only about 1% of the glomerular filtrate, which means that 99% of the glomerular filtrate will then be reabsorbed. Every day, the amount of water reabsorbed about 178 liters, 150 grams of glucose, and 1,200 grams of salt.

Residual substances:
1) uric acid, urea, and ammonia which are the remains of protein disassembly.
2) Mineral salts, especially the salt of the kitchen.
3) Gallstones, which can cause the urine to become yellowish.
4) Excessive substances in the blood, such as drugs, hormones, and vitamins.

Doctors at the time of diagnosing the disease can by knowing the content of substances that exist in the urine of patients by passing a urine test. A person whose urine still contains sugar content indicates that the person has diabetes, while in the urine that still contains protein content indicates the presence of damage to the kidneys.

Factors Affecting Urine Production

The daily urine is always different, this is due to the influence of the following factors:

1. Antidiuretic hormone (ADH)
Antidiuretic hormone (ADH) has used to facilitate water absorption in the distal tubule and collecting vessels. If the water concentration decreases in the blood (the blood becomes thicker), then the hormone ADH will be secreted and channeled to the kidneys with blood. This allows the permeability of the collecting vessel wall and the distal vessels to water to increase so that the incoming water can be reabsorbed.

As a result, the urine formed becomes less. On the contrary, if the concentration of water in the blood is high (blood fluids become more dilute), then the secretion of ADH hormone will decrease, which makes the absorption of water in the collecting vessels and distal vessels become reduced and the urine formed will be dilute and many.

2. Amount of water to drink
If the amount of water drunk by a person is large, the water concentration increases and the blood protein concentration decreases. Therefore the colloid pressure becomes decreased so the filtration pressure will be less effective. As a result, the water absorbed becomes reduced. The production of urine produced will increase.

3. Insulin hormone concentration
If the concentration of insulin hormone is low (as in diabetics), so the blood sugar level is high and is removed by distal vessels. The presence of these sugars can interfere with the process of water absorption in the distal vessels. As a result, people with diabetes mellitus will often urinate.

Benefits of Urine Disposal

Food and beverages consumed than used the body as energy and to repair damaged cells. Substances beneficial to the body will be absorbed, while unnecessary substances will then be carried by the blood to the kidneys to be filtered. Thus, urine is removed in order to dispose of the remnants of the body (such as urea) and also the toxins present in the body. Urination is a method of removal of various water-soluble chemicals from the body.

A healthy kidney (normal) is a kidney that gets enough drinking water and can remove almost all substances that are not needed by the body. If you consume too little water, the urine will become concentrated. It can lead to inflammation of the bladder and kidneys.

That is the process of forming urine. At a time when the body sweats a lot and usually because of illness, our kidneys will lack water. This makes urine dark yellow. When we drink a lot of water, the blood will contain more water so the kidneys will produce more urine that is thin and yellow.

Understanding of Gross Domestic Product (GDP)

Understanding of Gross Domestic Product (GDP)
Gross Domestic Product (GDP), in the sense that by definition the experts say that the notion of Gross Domestic Product (GDP) is the number of goods and services produced by the production units on an area at a given moment. Gross Domestic Product (GDP) is a gauge of economic growth where the economic growth gauge is GDP, GDP per capita and Revenue per Hour Work. As a gauge of economic growth GDP has the formula for finding GDP and GDP also have four components as follows:

Gross Domestic Product Components
a. Household consumption
b. Investation
c. Government consumption
d. Net exports, which is the difference between total exports and imports.

Formula Looking for GDP
Based on these components, then formulated:

PDB = C + I + G + (X-M)

Information :
C: Household consumption
I: Investment
G: Government consumption
X: Export
M: Import

From the formula, it can be explained that if consumption increases food will affect the GDP will also increase. So also with investment, government expenditure, and net exports if the increase then the number of GDP will increase, this is because the components are in a linear function. Therefore, every country always tries to increase consumption, investment, government expenditure, and net export value.

Roughly GDP can be a measure of the economic welfare of a country, but this measure is not too precise. Why is it not appropriate because if we only see the GDP, the calculation still ignores the population factor.

That article about Understanding Gross Domestic Product (GDP) may be useful

Mountain as a Stake of Earth in a Geological Perspective

Mountain as a Stake of Earth in a Geological Perspective
What is a mountain? Based on the general definition of the mountain is a higher part of the Earth's surface than the surrounding area. The implication of this definition is that the mountain can be located anywhere. However, in geography, the location of the mountain has its own rules of play. Mountains are generally only on the border of the moving plate.

In the science of earth known plate tectonic theory. According to this theory, the Earth consists of plates that are constantly moving. The plate is a combination of two layers of Earth's skin. The earth, as seen in the image below, consists of a core layer, a mantle, and a crust.

Earth Plates, red color indicates mountain and volcano paths

The inner structure of the Earth
The Earth's core is divided into an inner core of solid iron and a liquid outer core. The temperature at the core is estimated at 4300 ° C with a depth of 2900-5200 km. On top of it is a mantle coating that lies at a depth of about 2900 km, whose temperature ranges from 1000-3700 ° C. This layer is also liquid but more viscous than the outer core. In the mantle layer, there is a convection current that moves the crust on it.

In the outermost part of the Earth, there is a relatively cold, dense, and thin layer of crust (the thickest 30 km). The crust is subdivided into continental crust and oceanic crust. The density of the oceanic crust is higher than that of the continental crust. However, the continent's crust is relatively richer than the oceanic crust. This top and crust coat forms the plates.

On Earth, there are about 5 large plates and several small plates. The five large plates are the Pacific Plate, the African Plate, the Indo-Australian Plate, the Eurasian Plate and the Antarctic Plate. The plates throughout the year continue to move and interact on the border. This interaction can be either convergent, diverging or transforming.

In the convergent interaction, there is a collision between the plates and then one of the plates dip (dip) down the other plate. If a collision occurs at sea, a trough will form along the boundary between the two plates. The plunger is a heavier plate (higher density), which is usually an oceanic plate. When it reaches the mantle, the plunging plate is partial melting. The melt of this plate is the raw material of magma.

In the divergent interactions that generally occur in the middle of the ocean floor, the plates are mutually excited by the impulse of magma material from within the mantle. The magma that drives the partial plate appears to the surface, freezes and produces new plates. The boundary between the plates in divergent interactions is marked by the mid-oceanic ridge. This ridge is actually a series of volcanoes where the magma exit that forms a new plate. But these volcanoes are relatively harmless because they are far from human settlements.

While in the interaction of intersections, the plates rub against each other without forming division or subduction. No melting of old plates nor the appearance of new plates.

In the convergent and touching interactions, the plates collide or rub together. These crashes and frictions create tension on the two plates, similar to what happens to a tense piece of steel ruler because it is bent. If the steel ruler returns to its original position, there will be a vibration accompanied by a loud enough sound.

If brought into the context of the Earth, one of the plates will be bent by the pressure of the other plate. If the bent plates return to their original position, the vibrations that humans will experience as tectonic earthquakes, accompanied by the breaking of the plates. Strong weak earthquake vibration, among others, depends on the depth of the occurrence of fracture, or in other words the depth of the epicenter. In addition to fractures, collisions and friction also create cracks/fractures, especially at the edges of each plate.

The fractures that arise will be the channel through which the magma from within the mantle. Magma then out to the surface, frozen, collected and buried to form a volcano. This is one of the mechanisms of the formation of mountains in plate boundaries. Another mechanism is the plates that do not sink folded or clumped upward to form a mountainous bulge. This condition is similar to the occurrence of a folded carpet upward when the edge "hit" the wall or cabinet.

The mounts formed at the boundaries of the convergent plates are divided into three types, namely the type of Himalaya, the type of volcanic arc and archipelagic type.

Himalayan type is a series of mountains that formed due to a collision of continental plates with continental plates. One of the plates is folded and protrudes upward. The other continental plate dipped downwards. Because of its thickness, the continental plates melt at considerable depth. The magma thus formed is so deep that it is unable to reach the surface. Examples of this type are the Himalayas.

1. Himalayan Mountains
Type volcanic arc is a series of volcanoes that formed due to the collision of oceanic plates with the continent. The oceanic plate dips under the continental plate. Because it is relatively thin, the oceanic plate melts at shallow depths. The magma produces so easily surfaces.

2. Mountains of volcanic arc type
An archipelago is a series of volcanoes that make up the archipelago. Formation of archipelagic arches is similar to the type of volcanic arc. The difference, the two plates that collide on this type is the oceanic plate.

3. Island archipelago mountains type
Based on the above description, it appears that mountains are generally formed and are in the boundary area between the plates are constantly moving, especially in the boundaries of convergent and divergent interactions. At the boundary of convergent interactions (Himalaya type, volcanic arc and archipelago arc), the mountains are able to reduce shocks due to a collision between the plates. This ability arises because the mountain has mass and a very large thickness.

As mentioned above, the plates that fall into these two types are generally thin. Because thin, in addition to more easily melt, the plate is also more easily broken at shallow depths. As a result, In these areas, the seismic centers are generally shallow (depth <33 and="" br="" dangerous="" energy="" human="" is="" km="" large="" life.="" relatively="" shock="" so="" that="" the="" to="" very="">
Therefore, mountainous areas are dangerous areas for settlement. A relatively safe place is the area behind the mountain, which is far from the interaction zone between the plates. Despite the shock, its strength has been greatly reduced by being muffled by the mountain.

Beyond the boundaries of convergent or divergent plates, volcanoes actually appear in other locations as well. These locations do not lie on any plate boundary, instead, are located in the middle of the plate. An example is in the heart of the African continent, or in a series of Hawaiian Islands. The volcanoes there are close to human settlements, but far from any plate boundaries (convergent, divergent, or intersect). Being far from the plate boundaries, the mountains simply do not dampen the shocks.

The mountains in the heart of Africa and the Hawaiian Islands emerged as a result of the hotspot phenomenon. There l.k. 40 hotspots across the surface of the Earth. One growing theory suggests that hotspots arise due to the presence of narrow channels that pass the hot material from the border of the earth's core and the mantle. Another theory explains that the hotspot is nothing else because of the convection flow of mantle material, the flow that also causes the movement of the plates. Until now scientists have not been able to fully explain this phenomenon. https://blogeducationforstudents.blogspot.com/2018/03/why-sea-water-is-salt.html

The Atmosphere Ability to Protect the Earth

The Atmosphere Ability to Protect the Earth
The atmosphere comes from Greek, the word "atmos" which means steam and "sphaira" which means sphere. Thus, the atmosphere is the layer of gas that envelopes the Earth's sphere. Because this layer envelopes the Earth, the atmosphere is much wider than the ocean covering 3/4 of the Earth's surface.

If "sky" is defined as an atmosphere, then the letter says that the atmosphere has 7 layers. However, in meteorology only known 5 layers of the atmosphere.

The five layers, as shown in the figure below, are:

1. Troposphere (0-10 km). The lowest layer, where the weather phenomenon (clouds, rain, and thunderstorms) occurs.

2. Stratosphere (10-50 km). The layer above the troposphere where the weather phenomenon has ceased to occur. However, large thunderstorms can reach the lower layers of the stratosphere. In this layer, there is an ozone layer.

3. Mesosphere (50-85 km). Layers where vertical air movement is not too obstructed.

4. Thermosphere (above 85 km). A hot coating with a temperature between 400 ° -2000 ° C.

Among these layers, there is a boundary that separates each layer of the tropopause, stratopause, and mesopause.

In the above description, there are 4 layers of the atmosphere. If the ozone layer is calculated as a separate layer, then there are 5 layers. However, it turns out that in astronomy science is known another layer above the thermosphere layer, namely the ionosphere and the exosphere. If the overall layer is summed, the number is indeed 7 layers.

The atmospheric gas is composed of a fixed amount of gas and an amount of gas. The fixed gases consist of nitrogen, oxygen, hydrogen, helium, and other low-grade gases. While the amount of gas that changes consist of water vapor, carbon dioxide, and ozone. The composition of the air is located in the lower atmosphere (0-25 km). The percentage can be seen in the pie chart below.

The atmosphere is compressible, meaning the maximum density (mass density) is at the surface of the soil. Since density is a function of volume, the gases will become thinner if away from the surface, until it can not be distinguished from space gas/dust. The thickness of the atmosphere ranges from 100-110 km, but the thickness is different in each place. In the polar and subtropical regions, the thickness is only about 8 km, while in the tropics reaches 16 km.

In the troposphere layer in the atmosphere, there are various weather processes that play a role in maintaining survival on Earth. Seasonal / weather shifts play a role in wind direction. In addition to helping pollinate plants, winds moving from low to high temperatures also spread the clouds. The rain from the clouds makes the barren land come alive again.

With its ozone layer, the atmosphere also protects the Earth from ultraviolet radiation, which is very harmful to living things on Earth. In addition, the atmosphere also protects the Earth from the entry of foreign objects. Foreign objects entering the Earth will rub against the atmospheric layer from a height of 100 km down. The closer to Earth, the concentration of the air the more concentrated and the density is higher, so the greater the frictional force. As a result, when reaching the Earth's surface, the size of the object has been reduced or even burned out.

During the day, the atmosphere reflects 6% and absorbs 16% of the heat energy from the sun. Then solar thermal energy is passed to the surface, about 24% of the amount is reflected back by clouds and the Earth's surface, 3% absorbed by the cloud. The rest (51%) is absorbed by land and sea. Thus, the Earth's surface temperature during the day does not soar.

In contrast, at night the atmosphere retains some of the heat energy so the temperature does not degenerate dramatically. The atmosphere absorbs about 15% of the heat energy to be emitted back into space. The ability of the atmosphere to absorb heat caused by its CO2 gas content, similar to a greenhouse (herbarium) that keeps the temperature warm for the plants in it. Therefore, CO2 gas is also called greenhouse gas. However, the amount of this gas in the atmosphere continues to rise, causing global warming.

Conclusion:
From the above description it can be concluded that without the atmosphere with the composition and thickness like that of Earth, there will be no life. This is what makes other planets-in spite of the atmosphere has no life. The atmosphere of other planets is not thick enough to withstand attacks of foreign objects. In addition, the composition does not allow the occurrence of weather processes and heat containment.http://blogeducationforstudents.blogspot.com/2018/03/why-sky-is-blue.html

Our Attitudes Should Be Facing Differences

Our Attitudes Should Be Facing Differences
If we can not now end our differences, at least we can help make the world safe for diversity. (John F. Kennedy)

What we have to do ... is to find a way to celebrate our diversity and debate our differences without fracturing our communities. (Hillary Clinton)

This whole universe of God's creation has a tremendous diversity of charms. As fellow members of the solar system, the earth we live in is much different from the moon and the sun, and the rest of the solar system. They are all different from the stars in the universe. Despite having similarities among the people of the solar system, we will not dodge the glamor of pluralism and its usefulness for human life.

To deny the diversity of God's creation is the same as to deny all of God's omnipotent creatures.
Yes, we also know for sure that we live only once. One of the problems that happen in life is our attitude and behavior in the face of those differences. In fact, the difference is to be an integral part of this life. Problems that arise in life, among others, because we are a less intelligent use of differences as capital to build strength in life. The difference of opinion is certain. The revenue difference may be. Different skin color is not just a theory. The author's whitish-skinned grandson says his sister's skin is said to be "charred", it can happen in his own family, also in his own country, even in another place.

If Barack Obama, who is a black American, can be a very popular president of the United States, why should we question the color of the skin to exaggerate the differences, rather than emphasize the importance of unity? Once again, we live only once, and for that, we must be able to uphold the divine greatness, which indeed has created the difference as a grace we should be grateful for.

How Do Our Attitudes Facing Differences?
First, to believe that difference is a reality and necessity as God's grace. Believe that the difference is a matter of confidence. We are created as different men by women, but God has united in the great institution of marriage. Therefore, the difference is indeed a definite reality. That is to say, we must tamper with God's destiny that we may be different from neighbors, with fellow citizens, with coworkers, with fellow human beings, who are destined to be full of diversity and plurality. The difference is a blessing in our mortal life.

Secondly, trying to solve the problem of difference wisely, understandingly, mutually appreciative, and without coercion and violence. The wise man says that we must be able to make the difference as capital to be power. Therefore, we must be wise in acting, open to managing something different.

Third, to face the difference is not enough simply by silencing, or even by denying its existence, but it needs to be deliberate. In accordance with John F. Kennedy's advice, 'if we can not end our differences, at least we can help the world be safe for diversity'.

To understand the difference, we need data and information about what's different, how the difference is, and why it's different. The data and information are needed to - if possible - approach the reasons for the difference, to unify the differences into similarities. Here we need dialogue, requiring deliberation. Originally it was done politely, not kicking the table when explaining the facts. If in the end there is no agreement, then what to do is to accept with open arms, and appreciate the difference as it is.

Fourth, responding to differences through exemplary, not just for yourself, but an example for others. Especially for leaders, the example will be a guide for everyone. Indeed exemplary must be formed from self, from family, and then spread in life.

Fifth, address the differences by establishing policies, programs and joint activities that are formulated democratically, transparently, openly and accountable. The difference is not just a matter of theory, but rather as a practice that requires the implementation and implementation of a fair and can avoid the possibility of the emergence of prejudices and wrongs.

Thus are the five attitudes and behaviors that need to be exercised while facing all aspects of the differences in life. Hopefully, this short article is useful for the readers in dealing with and solving problems related to differences.

Character Education, Whose Responsibility?

The character of the nation that marked the quality of moral or character of the young generation, especially among students today is felt quite worried. This phenomenon is characterized by the decline in social life, moral ethics in the practice of school life which resulted in a number of negative excesses that concern the public.

The excesses are, among others, the increasingly widespread deviation of various religious and social norms of life which is manifested in the form of the students' disrespectful treatment of teachers and school staff, lack of discipline and ignores school rules, lacks the beauty and cleanliness of the environment, the occurrence of fights among students, drugs, and others.

Why does the phenomenon occur? 
Certainly many factors. One of them is because there are still many teachers who tend to be indoctrinated and transfer of knowledge that emphasizes the cognitive aspect and ignores the effective and psychomotor aspects. As a result of these mistakes, learners have knowledge but do not (less) understand and implement aspects of manners in community life. This is because learners do not have a value system that they believe

Other factors that cause education in schools are not successful in inculcating the character in the sense of guidance character of students because there is still a mistaken opinion of teachers. The teacher's assumption is misleading and should be straightened out, basically, all teachers are obliged and responsible to teach the value and morals to learners who are done in an integrated manner.

One of the missions of education is to characterize the nation's character by protecting, preserving and developing the nation's culture and noble character in school life. It has been agreed that character education is included and integrated into all subjects. And more to be expected is character education becoming a part practiced in everyday life in school.

Another interesting factor to be discussed in relation to the application of the nation's character is the issue that regulates the regulation of protection of teachers in applying coaching to students. Experience shows that when many teachers are "groomed" by applying school rules, the phenomenon of juvenile delinquency and the decline of the nation's cinematography is increasing.

Readmore: Mentoring and Counseling Service

Character Education itself aims to encourage the habits and behavior of learners are commendable, and in line with the universal values and cultural traditions of religious nations, inculcate the soul of leadership and responsibility, learners as the nation's successor, fostering the strength and sensitivity of the mentality learners to the surrounding situation so as not to lapse into deviant behavior, both individually and socially. Improves the ability to avoid disdainful traits that can damage yourself, others and the environment.

This goal can be achieved when Character Education is implemented into the learning process in all subjects and practiced in school life.

The values of character and manners that can be integrated and practiced in schools are, among other things, the belief in God Almighty and obeying his teachings, obeying the teachings of each religion, possessing and developing an attitude of tolerance, self-esteem, the growth of self-discipline, work ethic/ethos of learning, have a sense of responsibility, have a sense of openness, able to control themselves, able to think positively, develop self qualifications, grow a sense of love and affection, have togetherness and mutual cooperation, have a sense of solidarity, mutual respect, and manners, have a sense of shame, cultivate honesty.

These values can be embedded to students during the learning process experience in the classroom as well as the process of learning outside the classroom in shaping student behavior. In addition to character, character education should also include knowledge of human rights, tourism, the environment, consumerism prevention, population, forestry, home industry/economy, HIV / AIDS prevention, drug abuses, peace, democracy and increased consensus on values universal in the learning of appropriate subjects.

In the process of teaching and learning teachers and school, stakeholders should be a sample figure in each behavior that can color the behavior of all students. It is therefore clear that the relationship between the creativity of teachers and school stakeholders in acting, behaving, communicating at all times should support the learning of each subject in the classroom or outside the classroom.

A teacher is a central point of successful character education and character in school. But the success of character education in the national scope is very unlikely without the support of others such as exemplary officials, media support, exemplary community leaders and other parties. Just imagine how difficult it is for teachers to explain the importance of law when officials disobey the law.

There are at least two requirements that must be implemented so that the learning process can integrating character education and character education, namely (a) professional sharpness of teachers in anticipating the use of various possible hooks that must be done by the students to lead to the realization of intra-conceptual links or between interface study and (b) material control over the areas of study that need to be linked. In relation to Character Education and Character Education as an integrated learning with all subjects, the hook direction is intended to be questions that must be answered or the tasks that must be done by the students that lead to the development of character and manners and the development of the quality of humanity.

Teachers of junior and senior high schools should be able to apply the development of student personalities and the mastery of skills and skills required to master an initial basis of disciplines in a balanced and synergic way. We do not expect to give birth to a skilled young generation without character, nor are we hoping to give birth to a generation of virtuous character who has no skills. What we expect is a superior generation of high-skilled and good-natured.

Character or character develops through four stages: anatomical, heteronomic, sociodramatic, and anatomical (Bull, 1969; Rachman, 2000). Given the manifestation of morality through the stages of child development and the influence of the environment in which the child has the right to develop himself then the education of manners should be given early, now, and always at all times. Therefore, teachers in schools, parents at home, instructors/trainers in the course, community leaders in the community in developing children's character must be spontaneous and immediate. Spontaneous in responding, rebuking, directing when children do not match the value of manners; immediately give reinforcement when the child acts in accordance with the value of manners.

Again it is necessary to affirm and realize that character education and character education are not only the responsibility of one subject teacher but must be integrated into all subjects taught in school as well as in various school activities. Activities held in schools, especially student activities need to apply the totality of education by relying on exemplary, creation of the environment and habituation of good things through various tasks and activities.

Basically, the school environment can be done through:
1. Assignment
2. Habituation
3. Training
4. Teaching
5. Direction
6. Exemplary

All have a strong influence on the formation of student character and character. Each school activity must contain elements of character education. This can be found, among others, in scouting activities containing education of simplicity, independence, solidarity and togetherness, love of the environment, and leadership. In sports activities, there is physical health education, sportsmanship planting, cooperation and perseverance to strive, and others

The formation of character and character of learners is not enough to be given only in schools but must be supported by outside school education. Out-of-school education as in the family by parents, in study groups by instructors or tutors; in courses by trainers/builders; and in the community environment by peers, community, exemplary community leaders, exemplary officials, political elite elegance, and the like. They are all, proportionately should be able to provide religious beliefs, cultural values, moral values, and skills. The integration, continuity, and sustainability of character education developed in schools with character education outside of school are expected to produce generations of nations who have the character and noble character as expected.

Mentoring and Counseling Service, Definitions, Purposes, Functions and Types of Mentoring and Counseling Service

MENTORING AND COUNSELING SERVICES, DEFINITIONS, PURPOSES, FUNCTIONS, AND TYPES OF MENTORING AND COUNSELING SERVICES
Understanding Guidance and Counseling Services - Service is a service that has the meaning of helping to prepare (take care of) what one needs; serve, receive (welcome) invitations (challenges, attacks, etc.). Service about or how to serve, serve. While the definition of Guidance is to show, give way, or lead. others toward a goal that is beneficial to his life in the present, and the future.

The guidance is defined as follows: showing the way (showing the way); leading (leading); guide (conducting); give instructions (giving instruction); regulating; directing (governing); give advice (giving advice).

However, this does not mean that all forms of assistance or demands are Guidance. The guidance contained in an institute is a moral Guidance, in which a teacher can motivate his students to be more enthusiastic about learning. Not material. For example, if there are students who have not paid then he came to the teacher and the teacher gave the student money, of course, this assistance is not a form of assistance that is meant with the understanding of Guidance. The term guiding terminology, according to Crow & Crow (1960), quoted by Prayitno and Erman Amti Bimbingan is defined as,. Assistance provided by a person, male or female, who has adequate and well-trained personalities to the individuals every age in helping him organize his own life, developing his own view of life, making his own decisions and carrying his own load.

From the above definition can be concluded that the Guidance is a process of continuous provision of assistance from a mentor who has been prepared to individuals in need in order to develop all the potential possessed optimally by using various media and techniques Guidance in the atmosphere of normative care in order to achieve independence so that individuals benefit both for themselves and for the environment.

Understanding Counseling

Etymologically, the term Counseling is derived from the Latin, ie .consilium. which means .with. or. together. which is strung together. or understand. While in Anglo-Saxon, the term Counseling comes from .sellan. which means submitting. or while conveying .. While dealing with W.S Winkel etymologically Counseling comes from English, Counseling which is associated with the word Counsel, defined as follows: counsel (to obtain counsel); advice (to give counsel); talk (to take counsel).

Counseling in terminology according to Mortensen (1964: 301) quoted H. Mohammad Surya is,. Counseling as an interpersonal process, in which one person is assisted by one other person to improve understanding and skills, find the problem .. Counseling is characterized by a professional relationship between trained counselors and clients. This relationship is usually done individually, although it sometimes involves more than two people. It is designed to help clients understand and clarify their views on the scope of life and to learn to achieve its goals.

Who quotes from Pepinsky and Pepinsky (1954), Counseling is an interactional process: (a). occurs between two individuals who are called counselors and clients, (b). occurs in a personal (professional) situation, (c). created and nurtured as one way to facilitate the occurrence of changes in client behavior, so he obtained a decision that satisfies his needs.

If viewed from the opinions of experts described above, appear to complement each other. So from the above explanation can be concluded that Counseling is a process of assistance provided by the counselor to the client so that clients can understand and direct his life in accordance with its purpose.

Read more:  Application of Character Education

Counseling Guidance Relationships

The word Guidance and Counseling is a word that can not be separated because it is interrelated, but there is also the opinion that Guidance and Counseling is a different word. According to Hallen, the term Guidance is always coupled with the term Counseling. This is because Guidance and Counseling is an integral activity. Counseling is one of the techniques in the Guidance service among several other techniques.

While the Guidance is wider, and Counseling is the most important tool for service business Guidance. The same opinion is also explained by Nana Syaodih Sukmadinata explaining that, Counseling is one of service technique in Guidance, but because of its very important role, Counseling Aligned with Guidance. Counseling is a therapeutic Guidance technique because the target is not a change of behavior, but the more fundamental thing, that is an attitude change. Thus indeed Counseling is an attempt to change one's lifestyle. To change one's lifestyle cannot be only with informative guidance techniques, but it needs therapeutic or healing techniques.

While the opinion that between Guidance and Counseling are two different understandings, because Counseling is more identical with psychotherapy, which is an attempt to help and work on individuals who experience difficulty and serious psychological disorders. While the Guidance by this view is considered synonymous with education.

From the above information can be concluded that between Guidance and Counseling has a close relationship in which between the two complement each other in helping clients or others in solving a problem and change one's lifestyle. Changing the wrong lifestyle becomes true, the negative lifestyle becomes positive. So the client can direct the life according to its purpose. Because the task of a counselor or counselor is to provide good direction to the guided.

Goals and Functions of Guidance and Counseling

1. Goal Guidance and Counseling
In an activity be it formal or nonformal there will be a purpose. So also with Guidance and Counseling. The purpose of Guidance and Counseling are: According to Tohirin, the purpose of Guidance and Counseling is: to gain a better understanding of the client's self, directing the client in accordance with its potential, able to solve their own problems faced by the client, can adjust themselves more effectively both against himself and his environment to gain happiness in his life.

The purpose of Guidance and Counseling by Hallen is:
a. Guidance in order to find a person meant that learners recognize their own strengths and weaknesses.
b. Guidance, in order to recognize the environment, is intended for participants to know the environment objectively, both social and economic.
c. Guidance, in order to plan for the future, is intended so that learners can consider and make decisions about their future, whether education, career or cultural field, family and society.

Guidance and Counseling has a purpose that consists of general goals and special goals.

Common Goals Guidance and Counseling helps individuals to achieve optimum development according to their talents, abilities, interests, and values, as well as fragmentation of problems faced by the individual (client). Including general purpose Guidance and Counseling is to help the individual to be independent with the characteristics of being able to understand and accept himself and his environment, make realistic decisions and plans, direct himself with his decisions and plans and ultimately manifest himself.

The specific objectives of Counseling and Counseling are directly related to the client's developmental direction and the problems at hand. The special purpose is an elaboration of general goals that are linked to the problems of the client, both concerning development and life.

From the opinion of experts, it is clear that the purpose of Guidance and Counseling all leads to learners so that learners better understand themselves both from the shortcomings and the advantages. And also, help learners to dare to take their own good decisions (according to talents, abilities, and interests) for himself.

2. Guidance and Counseling Function
Guidance and Counseling function according to Syamsu Yusuf and A.Juntika Nurihsan are:

a. Understanding, which helps learners to have an understanding of himself (potential) and the environment (education, work, and religious norms).
b. Preventive (prevention), the counselor's effort to always anticipate the various problems that may occur and trying to prevent it, so as not experienced by learners.
c. Development, the counselor always strives to create a conducive learning environment.
d. Improvement (healing), which is a Curative Guidance function. This function is closely related to providing assistance to students who have experienced problems.
e.Channeling, the Guidance function in helping individuals choose extracurricular activities, majors that match the interests, talents of students.
f. Adjustment, which is a Guidance function in helping individuals (students) to adapt dynamically and constructively to educational programs, school rules, or religious norms.

From the above explanation can be concluded that the function of Guidance and Counseling in addition as an understanding for himself (learners) and the environment, the function of Guidance and Counseling as well as a healer (improvement) for learners who have difficulty when getting a problem that is difficult to solve which causes learners to be pessimistic and inferior.

Principles of Guidance and Counseling

In providing tutoring teachers should consider some of the principles of them are:

The principles of Guidance and Counseling are:

a. Tutoring is given to all students. All students are either smart, fair, or poor.
b. Before giving help, the teacher must first try to understand the difficulties faced by the students.
c. Tutoring provided by the teacher should be tailored to the problems and factors that lie behind it.
d. Tutoring should use varied techniques.
e. In providing tutoring, teachers should work with other school staff.

While in Kartini Kartono's book, the principle of Guidance and Counseling is that everyone is valuable, an important principle, learners also have the potential and right to gain success in their lives.

He should be helped so that his potential becomes a reality. The opinions of Kartini and Kartono are also similar to M. Arifin's opinion which explains that every individual has nature (basic ability) that can develop well when given the opportunity. For that through good Guidance.

From the above opinion, the author agrees with the opinion of Kartini Kartono, who explains that everyone is valuable, in the presence of such principles, then learners feel that they are valued by others. So that learners will be more excited (optimistic) in facing problems both at school and outside a school. In addition, the learner will also assume that he is not discriminated from other students because he has the opinion that he has advantages over others.

Guidance and Counseling Techniques

In general, the techniques used in Guidance take two approaches, namely group approach and individual counseling.

1. Group guidance
Techniques used in helping students or groups of students solve problems through group activities. Some special forms of techniques Group guidance are homeroom program, field trip, group discussion, group activities, student organization, sociodrama.

2. Individual Counseling
In this technique, the provision of assistance is done with a relationship that is face to face relationship (a relationship of four eyes), which is carried out by an interview between counselor with counsel. Problems solved through this counseling technique are personal issues.

Some of the guidance and counseling approach, namely:

1. Directive Approach.
2. Non-Directive Approach.

Briefly, both approach Guidance and Counseling can be explained as follows:

1. Directive Approach.
This approach is also known as Counselor-Centered Guidance. This trait indicates that the counselor plays a major role in the interaction process of Guidance services. The advisor is trying to find and find problems experienced by his client.

2. Non-Directive Approach
This approach is also known as a Client-Centered Guidance service. Nature shows that the guided party is given a major role in the field of interaction of Guidance services. Characteristics of non-directive relationships:

a. This non-directive relationship puts the client in a central position, the active client to disclose and solve problems.
b. Counselors act only as drivers and creators of situations that enable clients to grow on their own.

Types of Counseling and Counseling Services

The services provided by School Guidance can be grouped as follows:

a. Student Data Collection Services
b. Illumination Service
c. Placement Services
d. Teaching Service
e. Extension services
f. Research and Assessment Service (evaluation)
g. Public Relations Services.

Brief types of guidance and counseling services can be explained as follows:

a. Student Data Collection Services
In accordance with the notion that Guidance is an aid to an individual facing a problem, it is certain that success or failure of a relief effort in the course of the Guidance will depend on much of the information or information about the individual. Therefore collecting such data is the first step in the overall Guidance activity.

b. Illumination Service
What is meant by this ministry is to provide a clear and complete explanation of the details of each student's needs, whether on education, work, social, or personal?

c. Placement Services
The essence of this placement service is to help the individual gain adjustment by putting himself in the right position. The purpose of this placement service is for each individual to be in an appropriate position of his or her situation, such as interests, skills, talents, ideas, level of development and so on.

d. Teaching Service
What is meant by the teaching service is the activity of providing assistance to the students in overcoming the difficulty of difficulty in teaching. The goal is for each student to get a good adjustment and develop his ability optimally in teaching activities.

e. Extension services
Counseling is the core of Guidance program activities. This extension activity in addition to functioning as a therapy (healer), can also serve as a way of collecting data. Counseling is a professional activity, meaning it is done by people who have education and expertise and special experience in the field of counseling.

f. Research and Assessment Service (evaluation)
The purpose of this service is to conduct research and assessment on issues related to Guidance and Counseling program activities. A good Guidance program always bases itself on the results of research and assessment.

g. Public Relations Services.
In addition to providing services to students and other school personnel, Guidance activities provide services also to parties outside the school, the community. The purpose of this service is to work closely with various parties in the community in solving problems related to students' problems, such as child mischief, truancy, lethargy, drop-out and so on.