SEMESTER 1

LEARNING AND FOCUS GROUP DISCUSSION

GUIDELINES

Learning and Focus Group Discussion Guidelines Semester 1

Second edition

2014

Faculty of Veterinary Medicine, Universitas Gadjah Mada

Printed in Yogyakarta

Designed by: Team FGD

FACILITATOR BOOK

UNIVERSITAS*GADJAH*MADA*FACULTY*OF*VETERINARY*MEDICINE*

Address:'Jl.'Fauna'No.'2,'Karangmalang,'Yogyakarta'55281,'Indonesia'Phone'0274D560862,'Fax.'0274D560861'

eDmail:'fkh@ugm.ac.id''

FGD Book for Facilitator

Semester 1

Scenario 1-4

Integration and Synergy Courses:

!! General Animal Husbandry and Entrepreneurship !! Animal Welfare and Veterinary Ethics

!! Religion !! Osteology, Arthrology, Myology and Splanchnology

!! Veterinary Biochemistry I

Second Edition Year 2014

UNIVERSITAS!GADJAH!MADA!FACULTY!OF!VETERINARY!MEDICINE!

Address:!Jl.!Fauna!No.!2,!Karangmalang,!Yogyakarta!55281,!Indonesia!Phone.!0274Q560862,!Fax.!0274Q560861!

eQmail:!fkh@ugm.ac.id!!

!

Coordinator Chairperson: Prof. Dr. drh. Siti Isrina Oktavia Salasia Secretaries:

•! Dr. drh. Untari, MP •! Dr. drh. Amelia Hana, MP •! Drh. Christin Marganingsih S., M.Si.

Members: •! drh. Dewi Kania Musana, MP. •! drh. Dwi Liliek Kusindarta, MP., Ph.D •! Dr. drh. Hery Wijayanto, MP. •! drh. Woro Danur Wendo •! Dr. drh. Tri Wahyu Pangestiningsih, MP. •! drh. Teguh Budipitojo, MP., Ph.D •! drh. Ariana, M.Phil •! Dr. drh. Rini Widayanti, MP •! Prof. Dr. drh. Wayan T. Artama •! Dr. drh. Aris Haryanto, M.Si. •! Dr. drh. Trini Susmiati, MP •! drh. Aris Purwantoro, M.Si. •! Dr. drh. Irkham Widiyono •! Dr. drh. Yuriadi, MP. •! drh. Slamet Raharjo, MP •! Dr. drh. Prabowo Purwono Putro, M.Phil •! Dr. drh. Dhirgo Adji, MP •! drh. Agung Budiyanto, MP, Ph.D. •! drh. Sarmin, MP •! Dr. drh. Doddi Yudhabuntara •! Dr. drh. Yatri Drastini, M.Sc. •! drh. Dyah Ayu Widiasih, Ph.D •! Dr. drh. Widagdo Sri Nugroho, MP.

Technical Practitioners: •! Heru Dwiatma. S.Pt., M.Si. •! Erlita Cahyaningtyas, S.Kom.

COMPILER TEAM

Education goals of Faculty of Veterinary Medicine Gadjah Mada

University (FKH UGM) which has been set in Renstra FKH UGM 20013-2017 are generating competent veterinarian in handling animal diseases and harmonizing animal health, human and its environment health, as problem solver pioneer of animal health problem, and ready to carry technical duties that fulfill standard competency of veterinary profession. Therefore it needs Higher Education curriculum that adjusted and harmonized to existing needs and developments, assessed periodically minimum once in 5 (five) years so that it fits to needs and demands of Higher Education graduates public user. Faculty of Veterinary Medicine hereafter, develops new curriculum with competency basis with SK Rektor (Rector Decree) No: 484/SK/HT/2013 on 24 July 2013, starting effectively since academic year of 2013/2014.

Main competency of Program Study FKH UGM graduates that develops in that curriculum is adjusted with mutual agreement in Provisions of Professional Education of Veterinary Assembly of Indonesian Veterinary Association (9 competencies), added with 9 supporting competencies that are development and characterization of Faculty of Veterinary Medicine UGM competencies.

Learning method applied is Student Teacher Aesthetic Role-sharing (STAR) or Student Centered Learning plus (SCL+) that combine Teacher Centered Learning (TCL) and Student Centered Learning (SCL) proportionally according to learning outcome that will be achieved in learning. STAR principle is existence of harmonious relationship between lecturers and students, enhancement of reciprocal learning partners between students and lecturer, so Patrap Triloka is created, ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani, lecturers properly becomes an example in front of students, motivates in the middle, gives supports behind with lecturers authority so that the students will develop. Harmonius relationship between lecturers and students is created since the beginning of the lectures through interaction in class and more

focus through tutorial in Forum Group Discussion (FGD), and added with guidance to students to be long life learner.

Lecture delivery method in class is done by cooperative learning method, lecturers deliver materials and discussion, deliver what will be learn and why it needs to be learned by the students. On the inaugural lecture, coordinator of the Course (MK) deliver learning contract to students, learning contract content is suitable with Plan of Semester Learning Activities Program (RPKPS) that has compiled by lecturers team, introducing all lectures with each of their expertise with goal that the students know the lecturers and their expert since the beginning of the lecture, so that the lecturers are expected to be a role model for their students. After lectures in class are done, it is followed by tutorial activities in small classes thorugh FGD for SCL application. Delivery method in FGD at the beginning of the semester is done with collaborative learning method, while for the next semester it can be done using competitive learning, case-based learning, research-based learning, problem-based learning, and other way used according to learning goals.

This learning and FGD guidelines book is used for lecturers/facilitators in delivering lecture materials and guiding FGD process and students in doing FGD program. We wish that output result in this learning and education process in Faculty of Veterinary Medicine UGM is able to prioritize intellectual ability for sharpening hard skills and improving soft skills based on moral and veterinary Ethics, can conduct its students to achieve competencies that have set.

September, 2014 Dean

PREFACE

Focus Group Discussion is done through discussion inside small

classes to discuss existing tasks in a designed scenario so that students can understand significantly, deeply, not only in the form of theory but more realistic in the form of scenario through synergy and intregation of MK Osteology, Asrtrologi, Myologi and Splanknologi, General Animal Husbandry and Entrepreneurship, Veterinary Biochemistry I, Religion, Animal Welfare and Veterinary Ethics. Integral discussion from various MK aims to support achievement of curriculum learning competency of Faculty of Veterinary Medicine.

Page

Preface ............................................................................................ iv Introduction .................................................................................... vi Table of Contents ........................................................................... vii Learning Goals ............................................................................... 1 Learning Scheme ........................................................................... 3 Learning Outcome ......................................................................... 4 Learning Activities ......................................................................... FGD Assessment Rubric .................................................................6 General Assessment ........................................................................ 9 Blue Print of Assessment ............................................................... 10 Instructions for Facilitators ............................................................ 11 References ...................................................................................... 12 Scenario 1: Dairy Cows and Calves …………..................... Scenario 2: Lame Horse ...………………………………..... Scenario 3: Goat and Sheep …….…………………………. Scenario 4: Slaughter of Sacrificial Animals……………….

iii v

vi 1 2 3 6

12 13 14 28 30 32 34 36 38

INTRODUCTION TABLE OF CONTENTS

General Instructional Goal Students are able to understand MK that learned trough implementation of intregration and synergy among MK to complete/ improve/ sharpen each other and share scientific, skill and behavior concepts. Specific Instructional Goal Students are able to understand significantly of MK Osteology, Arthrology, Myology and Splanchnology, General Animal Husbandry and Entrepreneurship, Veterinary Biochemistry I, Religion, Animal Welfare and Veterinary Ethics that mutually synergized and intregrated in a scenario to be discussed.

LEARNING GOALS LEARNING SCHEME

FGD Semester I

Osteology, Arthrology,

Myology and Splanchnology

Biochemical Veterinary I

Religion

General Husbandry Science and

Entrepreneurship

Animal Welfare and Veterinary

Ethics

Scenario 1: Understanding good farming

practices of dairy cow, cattle,

application of animal welfare

principle, religious norms foundation, understanding of

osteology, myologi,

carbohydrate in holistic and

integrated context

Scenario 4: understanding good farming practices

beef cattle, application of animal welfare

principle, religious norms foundation, understanding of

digestive track and respiratory system, enzimes in holistic

and integrated context

Scenario 2: understanding good farming practices

horse, cattle, application of animal welfare

principle, religious norms foundation, understanding of

osteology, artropologi,

myologi, lipid in holistic and

integrated context

Scenario 3: understanding good farming practices goat and sheep,

cattle, application of animal welfare

principle, religious norms foundation, understanding of genitalia organ, nucleic acid and

hormones in holistic and integrated

context

Synergy and intregation among courses to build deeply and comprehensively understanding to reach competency

Integral discussion from various MK through scenario in FGD

aims to support curriculum competency learning achievement of Faculty of Veterinary Medicine. Learning outcome of MK Veterinary Biochemistry I:

Students are able to understand meanind and role of biochemical science in veterinary world, including general structure and functions of mono, oligo, and polysacaride, glicoidic bond, differences of aldosan and ketosa sugar, reducting and non-reducting sugar, general structure and characters of fatty acid, categorizations of lipid and its functions; general structure of nucelocide, nucleotide, nucleic acid (DNA and RNA), functions and its characters; general structur, types and characters of amino acids, peptide bond, differences of essential-nonessential amino acids, amino acids building blocks of protein, functions and its characters; Geenral structure, types, characters and functions of vitamin, mineral, and enzyme.

Learning outcome of MK Osteology, Arthrology, Myology and Splanchnology:!

Students are able to understand nomina anatomica related to science field of osteology, artrologi, miologi, splanknologi; able to understand directions and position of body parts, structures, and position of bones building axial skeleton, appendicular skeleton, and visceral skeleton; able to explaine bones classification based on its form or morphology (long bones, short bones, flat bones, irregular bones), joints classification based on joints forming structure, moving and joints position; able to understand the terms used in studying muscle, muscle classifications based on its attachment, forms, and functions, muscle structures and accessory structures in locomotoric system (fascia, tendo, ligamen); able to understand name of main organs, channels and additional organs constructing organ system based on nomina anatomica and functions in general, form variations and position of visceral organs

constructing organ system in domestic animals (cow, horse, goat, pig, dog, cat); able to relate and integrate constructing structures of body frame, that are bones, joints, and muscles; able to compare variation of forms, positions and amount of body frame constructing structures among domestic animals; able to integrate organs constracting organ system inside the body, able to compare variation of forms and positions of organs constracting organ system; skillful in onbserving organ structure in detail direction orientation according to nomina anatomica, Specific structures that differentiate among species; able to both identificate organs and identificate species based on organ morphology normally, integrate structures that have learned specifically, partially. Learning outcome of MK Religion:

Students are able to apply veterinary science and husbandry science based on religious moral. Learning outcome of MK General Animal Husbandry and Entrepreneurship:

Students are able to explain biological characteristic of various types of livestocks, livestocks production (nursery, maintenance, feeding, cage, reproduction and production, health, and marketing) and livestock-related environmental management. Students are able to understand and develop knowledge and skills about entrepreneurship. Learning outcome of MK Animal Welfare and Veterinary Ethics:

Students are able to do assesment of animal welfare and able to be supervisor of animal welfare based on The Five Freedoms application in various activities related to animals, and able to adapt global demands about animal welfare that harmonized with religion, culture, and local tradition. Students are able to understand and apply Ethics with development of veterinary science, relation among athics, discipline and law, veterinary Ethics as combination between medical and business Ethics, veterinarian vows and Ethics code of veterinarian applied in subject about prevailing regulations, policy, animal protection, livestocks

LEARNING OUTCOME

TUJUAN PEMBELAJARAN

utilization and development, animal health, veterinary public health (kesmavet) and quarantine. This learning activities series is prepared to direct the students reach learning goals: 1.! Learning method

Learning method used is through Student Teacher Aesthetic Role-sharing (STAR), by combining proportionally between teacher centered learning (TCL) and student centered learning (SCL) according to learning outcome that will be achieved. STAR principle is harmonius relationship between lecturers and students, enhancement of reciprocal learning partners between students and lecturer, so Patrap Triloka is created, ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani, lecturers properly becomes an example in front of students, motivates in the middle, gives supports behind with lecturers authority so that the students will develop. Harmonious relationship between lecturers and students is created since the beginning of the lectures through interaction in class and more focus through discussion activities in forum group discussion (FGD), and students guidance to be a long life learner.

2.! Lectures

Lectures method is used by lecturers delivering/presenting materials and discussion, delivering what will be learned by the students and why should it be learned. On the inaugural lecture, coordinator of the Course (MK) deliver learning contract to students, learning contract content is suitable with Plan of Semester Learning Activities Program (RPKPS) that has compiled by lecturers team, introducing all lectures with each of their expertise with goal that the students know the

lecturers and their expert since the beginning of the lecture, so that the lecturers are expected to be a role model for their students. Plan of Semester Learning Activities Program (RPKPS) and teaching materials must be given to students to be copied (or given to Library as narration/ reference/ students learning materials). Coordinator of MK introduces all of lecturer team and facilitators involved from each divison with each expertise. In applying curriculum competency basis, lectures are held by combining with group discussion in small classes, aim to make students obtain enough lecture materials and followed by self study time addition. Lectures are held based on specified learning outcome in reaching competencies. Integration and synergy among courses are held through FGD that discuss certain scenario, to increase and sharpen students understanding. Lectures can be held between FGD schedule, to give chance to student for clarifying and discussing unanswered students question in group discussion.

3.! Group discussion in FGD with facilitator mentoring

FGD is scheduled twice a week. If facilitator could not come because of certain reasons, it should be substitute by other facilitator. If at the fixed schedule the facilitator has not come yet, relevant students group should inform academic as soon as possible. During discussion process, all of the groups should bring relevant learning sources that might be needed during tutorial. To reach learning goals in the first semester, collaborative learning method is used, that held in twice discussion meeting in discussing one same scenario. Basic questions that should be underlined are: What have we known? What else that we expected to know?

First FGD: !! All students are divided into 11 classes, each of class consists of 15-

18 students !! Facilitator explains the discussion process and scenario for discussion !! Facilitator divides the class into small groups of 5-6 students

LEARNING ACTIVITIES

TUJUAN PEMBELAJARAN

!! Facilitator asks each students to read the scenario relevant to materials learned

!! Facilitator asks the students to do task relevant with perception and solution towards cases/problems in scenario

!! Facilitator asks students to discuss their work results in each of their small groups, led by one of the students (as chairman) helped by one ither students (as secretary)

!! Facilitator asks each of small groups discuss the group agreement !! Facilitator asks each of the students to make report of discussion

results with by searching reference sources as wide as possible. Contents of the report are: discussion topic, learning goals, learning scheme, analysis, conclusion, learning outcome (explaining students ability after discussing topic in scenario), references.

!! Facilitator asks every small groups prepare their discussion results in the form of power point that presented by one of the group representatives in the second FGD meeting.

Second FGD: !! Facilitator asks every students to submit complete report !! Facilitator asks each of the group to present group discussion result !! Facilitator asks other groups to give feedback to presentation result Facilitator Job: !! Directing and facilitating the discussion, lecturers put themselves as

trend setter applying patrap triloka ing ngarsa sung tulada, ing madya mangun karsa, tut wuri handayani (in front becomes example, in the middle motivates, at behind gives support with lecturers authority so that students can develop).

!! Giving assessment to students activities during discussion in the first and secon FGD, with assessment through 3 aspects: 1. A = Attitude (mental and manner) = affective 2. S = Skill (competent, expert, adaptable to positive competency) = psycomotor 3. K = Knowledge (building intellectual capital) = cognitive

4.! Group discussion without facilitator mentoring According to group needs, students can held a meeting without facilitator. Aims of this discussion are varies, for example, identificate theoritical questions, identificate group learning goals, ensure that group have already submitted all of the informtion needed, and identificate practical questions.

5.! Practicum

Held by Laboratorium in Division to enrich students understanding about discussed concept related to science development. Exerciese to improve skills that needed by veterinarians to fulfill their competencies also given intensively (such as communication with clients skill, clinical skill, etc.)

6.! Expert consultation

This activity is held based on needs and held by groups of students, by directly contacting the relevant competent lecturer. It is very recommended for the chairman of the group make an appointment before with the relevant experts.

7.! Self study

As mature learner, students are expected to able to applied self study, a kind of important skills for developing personality and career in the future. This skill including ability to find personal interest, find more information from various learning sources, decided the appropriate learning style, and indentificate further learning needs. Students will not feel enough to study only from lecture notes or text books. Self study is th emost important character of SCL approach, and in the certain level, study will be an unlimited journey.

8.! Class discussion Class discussion can be held through lectures between FGD schedules. The aims of this discussion are to give explanation and compare learning process among groups to prevent wrong direction

groups in the discussion. All of the groups can propose certin issues to be discussed, and facilitator or lecturers will answer questions based on their own competencies.

Component Assessment Point

Attitude (affective, behavior, Ethicss,

discipline)

Maximum score of 100 is given to students that: •! come on time •! neat and polite dressed •! politely speak •! respect or debate the friends opinion politely

Scores below are given according to situation during discussion

Skill (psycomotor, competent,

expert, presentation appearance, innovative,

active, cooperative, leadership

ability)

Maximum score of 100 is given to students that: •! skillful in raising topic that can make discussion •! dynamically and liveky walk •! skillful in verbally speak •! skillful in making presentation •! skillful in leading the group •! well ability of cooperation •! give a good attention to discussion

Scores below are given to students whose activities less than all of those mentioned above. Minimum score of 60 is given to very passive students although they have provoked by either facilitator ot group friends.

Knowledge (cognitive,

understanding)

Maximum score of 100 is given to the students that: •! actively answer/explaine problems/discussion topic with

scientific correct explanation according to learning topic. •! Explanation given have clear and valid basic literature.

Scores below are given based on scientific load deliverd. Minimum score of 60 is given to students that are not contributing in answering problems at all.

Individual Task (only on second

FGD)

Maximum score of 100 if: •! Submitted writing answers all the tasks clearly. •! Writing coherently and neatly •! Listing adequate references with trustable sources •! minimum 3 literatures

Minimum score of 60 is given to the student if: •! the writing is not answering correctly. •! Sources is not valid •! copy paste from other friends.

REPORT: (individual tasks) Each of the students must compile report completely !! Title/Topic of discussion !! Learning goals !! Learning scheme !! Analysis !! Conclusion !! Learning outcome (yang menguraikan tentang setelah diskusi topik

dalam skenario, mahasiswa mampu apa) !! References !! Report format: free, kuarto paper, typed/or hand written PRESENTASION: (group work) !! Prsentasion time for every sub-group is maximum 35 minutes:

-! Presentasion is around 10-15 minutes -! Discussion is around 20 minutes

!! Presentation materials: -! Topic: One of the tasks in the scenario (different topic for

each sub-group) -! In the form power point -! Contents are brief explanation of group discussion results

!! It is presented at second meeting of FGD.

FGD ASSESSMENT

Some assessments to evaluate students learning results achievement: 1.! Formative Exam

Students will be given series of pre-test or post-test during lectures. This test is unscheduled, so that will force students to learn the materials since the beginning of learning. This test gives contribution to students final grade. So that, if there is a students disturbed in their final tests, this tests will help the final grade result.

2.! Summative Exam This exam is done in the mid-semester (mid-semester exam/ UTS) and semester final exam (UAS). Students should prepare themselves to take summative exam. A mature learner can achive better result because s/he can utilize time effectively to achieve goals.

3.! Remidial Exam

Students are possible to tak eremidial exam to improve grades of certain MK that failed. This exam is held at the end of final semester exam.

STUDENTS ASSESSMENT COMPONENTS "! FGD 15 % "! Practicum 25% "! UTS+UAS 60 % Types of question: - MCQ with answer types of a, b, c, d, e - Essay - etc.

E PRINT PENILAIAN

GENERAL ASSESSMENT BLUE PRINT OF ASSESSMENT

Theoretical Background MK Veterinary Biochemical I Carbohydrate

Carbohydrate is an organic compounds that is more plentiful, as green plants photosyntetic results with the help of sun shine. Besides coming from the consumed food, body can produce glucose from non carbohydrate precursor (through a process called as “gluconeogenesys” or forming of new glucose).

Based on numbers of constitutent carbon atom, carbohydrate is categorized into trioses, tetrosa, pentose, hexosa dan heptosa. Based on number of constituent sugar, it is determined into monosaccharide, oligosaccharide, and polysaccharide. Based on its functional groups is distinguished into aldose sugar and ketosa sugar. Based on its relativities toward Tollens reagen, it is categorized into reducing sugar and non-reducing sugar. Monosaccharide or simple sugar have one unit of aldehide or ketone. This category at least has one C assymetric atom (except dihidroxy acetone does not have C assymetric atom), and because of that, it is contained in the form of steroisomer (Epimer, diastereomer, enantiomer). Structure of triose and tetrose is a straight-line. Monosaccharide with 5 or more of C atom, is usually in its framework solution formed siclical or circle, with carbonil group forming covalent ties with one among hidroxyl group on chains (piran and furan). Furanose and pyranose are contained in the form of alpha and beta anomers. Piran ring inside the solution is not in the planar form, but in conformation of chair and ship.

Dysachharide consists of two monosaccharides that combined by a covalent ties. Maltose contains two residues of D-glucose in glycosidic bond a (1→! 4). Lactose contains b-D-galactose and b-D-glucose with glycosidic bond b (1→4). Sucrose, a non-reducting sugar, contains unit of a-D-glucose and a-D-fructose that combined by its anomer atom, with

glycosidic bond a (1→2). Polysaccharide contains many units of monosaccharides that glicosidically bond. Most important depository polisaccharide are starch and glycogen. There are branched polymer of glucose (amylopectin and glycogen) and there are unbranched polymer of glucose (amylum). Primary chain with glicosydic bond a (1→!4), while branching chain with glycosidic bond a(1→6). Cellulose is composed by polymer of b-D-glucose with glycosidic bond b (1→4).

Functions of carbohydrate are as energy sources (Glucose), as energy deposit (amylum, glycogen), structural (such as cellulose, lignin, peptidoglycan, glycocalyx). Lipid

Lipid is in di nonpolar and hydrophobic aliphatic hydrocarbon groups, because of nonpolar, lipid is not soluble in polar solution like water, but soluble in nonpolar solution, such as alcohol, ether or chloroform. The most important biological functions of lipid are to save energy, as structural component of membrane cell, and as signaling molecules. Lipid is an organic compunds obtained from dehydrogenation endotermal process series of hydrocarbon. Lipid is amphiphilic; it means that lipid is able to form structures such as vesicles, liposomes, or other membrane in a wet environment. Biological lipid originates entirely or partially from the two types of sub-units or "building blocks" of biochemistry: ketoasil group and isoprene groups; by using this approach, lipid can be divided into eight categories: fatty acyl, glycerolipids, glycerophospholipids, sphingolipids, sakarolipid, and polyketides (derived from condensation ketoasil sub-units); and sterol lipids and prenol lipids (derived from condensation of isoprene sub-units). Although the term lipid is sometimes used as the synonym of fat, lipid also includes molecules such as fatty acids and their derivatives (including tri-, di-, and monoglycerides and phospholipids, also metabolites containing sterols). Nucleic Acid

Nucleic acid is a large molecule that carries all of the genetic information. Nucleic acid is found in every living organisms such as

INSTRUCTIONS FOR FACILITATORS

plants, animals, bacteries, viruses, fungis, that use and change energy. There are two types of nucleic acid: DNA (abbreviation of deoxyribonucleic acid) and RNA (abbreviation of ribonucleic acid). Nucleic acid consists of a string of nucleotides, which consist of nitrogen-containing basa (called nitrogenous basa), sugars containing five carbon molecules, and phosphoric acid. Genetic composition of living organisms as whole, the character, even intelligence may depend on molecules that contain nitrogen compounds, sugar, and acid. Nitrogenous basa is a molecule that one of which is called purine or pyrimidine.

DNA contains two strands of nucleotides arranged in a way that makes it look like a twisted ladder (called double helix). Nitrogenous basas that build DNA double-helix are adenine (A), guanine (G), cytosine (C), and thymine (T). Sugar in the composition of DNA is 2-deoxyribose. Adenine always pairs with thymine (AT), and guanine always pairs with cytosine (GC). This basa is held together by hydrogen bonds, which form the "stairs" of the "twisted ladder." Sides of the ladder are made of sugar and phosphate molecules. Certain parts of nitrogen basas along the DNA strand form genes. Genes are units that contain genetic information or code for a particular product and transmit hereditary information to the next generation.

Genes are not only found in reproductive cells. Each cell in an organism contains DNA because DNA is also codes for protein that is produced by the organism. Protein controls cells function and provides structures. Thus, the basis of life that occurs in every cell, everytime a new cell is created in an organism, genetic material is reproduced and put in a new cell. New cell can make protein inside itself and also deliver genetic information to the next new cell. The order of nitrogenous basa in the DNA strand (or at the part of DNA consisting of genes) determines the resulted amino acids and to make arranged amino acids determine the produced protein. Produced proteins determine structural elements that are produced inside the body (such as muscle tissue, skin, or hair) or what functions can be performed (for example, if the hemoglobin is produced to transport oxygen to all the cells).

MK Osteology, Arthrology, Myology and Splanchnology!:!Osteology, Arthrology, and Myology Ossa extremitatis pelvinae : cingulum extremitatie pelvinae: A. Os coxae: os ilium, os pubis, os ischium B. Femur: os femoris C. Crus : tibia, fibula, patella D. Pes:

1. Ossa tarsi : Proksimal : os tarsi fibulare, os tarsi tibiale, os tarsi centrale Distal : os tarsale primum et secundum, os tarsale tertium 2.!Ossa metatarsalia: os metatarsale primum, os metatarsale secundum, os metatarsale tertium 3. Digiti: phalanx prima, phalanx secunda, phalanx tertia

Articulatio extremitas caudalis (joints in the rear limbs) - sacro-iliaca, - coxae (the hip joint) - genu (the stifle joint) - tarsea (the hock joint): tarsi-talocruralis, intertarseae, tarsometatarsea, metatarso-phalangea - interphalangea proximalis - interphalangea distalis Musculi pada extremitas pelvina - Mm. Lateral Hip a.l : M. Tensor Fascia Latae , M. Gluteus Superficialis Medius - Mm. Caudal Hip : M. Obturatorius , M. Quadratus Femoris - Mm. Caudal Femur: M. Biceps Femoris, M. Semitendinosus, M. Semimembranosus - Mm. Medial Femur: M. Sartorius, M. Gracillis - Mm. Cranial Femur: M. Quadricep Femoris - Mm. Craniolateral Cruris: M. Tibialis Cranialis, M. Ext. Dig. Longus - Mm. Caudal Cruris: M. Flexor Dig. Profundus - Mm Pes :

All structure of bones, joints and muscles are interrelated so that enable animals to stand up and move. The joints contain ligaments, articular facies, cartilage plage and cartilage capsule enable animals to move as flexion (forming an angle), extension, rotation, adduction and abduction. Muscles depending on their location (pelvis, femur, cruris and pes) helps to bend and tense the joints in that area so the animal can stand and move. Male and female reproduction system

Feminina genital organ is composed of the internal (ovaries, uterine tubes / salpinx / oviduct, uterus, vagina); externa (vulva, clitoris). The shape, size and location of the ovaries varies among species, such as horses that have specific formation of ovulation fossa that cannot be found in other mammalian ovary. Uterine various forms / types: simplex, duplex, bicornue, bipartid. Plasentome varies from diffuse, cotyledonary, zonary, or discoid.

Masculina genital organ consists of testes, epididymis, ductus deferentes, urethrae, penis, scrotum and glandulae accessoriae. In common mammals, testes is located in scrotum. Location and position of the testes varies from vertical, horizontal or oblique. Penis varies in shapes, sizes and types, musculovascular or fibrous. In dogs (and carnivores generally) there is os penis / baculum, and in the dog there is specific formation that is glandis bulb; in cows and pigs have letter S form, flexura sigmoidea. Asesoria gland consists of Prosta, bulbo uretralis / cowperi, vesicula seminal, their existence and amount varies among species, such as the dog only has gld. prostate.

Respiratory System

Respiratory system is composed of: Conductor part is the part through which the air reaching pulmonary. This part consists of nostril, cavum nasi, pharynx, larynx, trachea and bronchus; Respiratoric part includes pulmonary that consists of respiratory bronchioles, alveolar ducts, alveolar saccus, and alveoli pulmonary; Pumping mechanism: essential components of the pumping device are two saccus pleuralis wrapping

pulmonary and form vacuum cavity around pulmonary; skeleton thorax and muscles that relate; diaphragm.

Larynx is composed by some kinds of cartilage that are cartilage thyroidea, cricoidea, arytenoidea, epiglottis, corniculata, cunieformis which has various form, amount and existence among species. Likewise the musculus in larynx either extrinsic, which moves the larynx as a whole, or intrinsic that moves each of cartilage in larynx. Trachea has different number of laringis cartilages on each species. Pulmo as the main organ of gas exchange with the outside environment has the location, shape, size and number of lobes varies in each species, al dexter .: lobe (lobe apicalis, cardiacus, accesorius, diaphragmaticus); sinister (lobe apicalis, diaphragmaticus). Pulmo as the main organ of gas exchange with the outside environment has various location, shape, size and number of lobes in each species, al.: dexter lobe (lobe apicalis, cardiacus, accesorius, diaphragmaticus); sinister (lobe apicalis, diaphragmaticus). Digestoria System

Digestoria System consists of alimentarius canal and glands assesoria. Alimentarius canal consists of: mouth, pharynx, esophagus, ventricle, intestinal tenue and intestinal krasum, while assesoria gland is composed of salivary glands, pancreas, liver. Based on the food types, livestocks and pets are categorized into herbivore, carnivore, and omnivore. Anatomically based on the ventricles structure, they are categorized as monogastric and polygastric, although these terms are not exactly correct, it is also oftenly called non-ruminantia and ruminantia. In the mouth there are lips, tongue, teeth, gld. Salivarius, various animals prehensi in a different way with their lips or tongue. Mammals teeth are generally diphyodont, having two sets of teeth and heterodont, the teeth have different shapes and functions. Dental conditions provide information of animal age estimation. Gld. Saliva has the various size and position among animals.

The pharynx is a crossroads of breathing and digestion, and therefore there is a specific formation to regulate the crossing. Esophagus continuing food consists of pars cervical, thoracalis, and abdominal.

Location of esophagus is coming into different ventricles in various animals and some have specific positions, making it difficult / impossible vomiting occurs, as well as supported by their ventricles form. Based on food types, vetricles have specific structure in carnivore, herbivore, and omnivore. These specificities are such as the existence and breadth of glandural and non glandural mucosa. Simple single ventricle, the entire surface is coated by gland, complex single ventricle, partially covered by glandular and non-glandular, and complex ventricle, in ruminants which has 4 ventricle parts (rumen, reticulum, omasun and abdomasum). Tinue intestine is composed of duodenum, jejunum and ileum. In duodenum there are sisticus ductus estuary, choledocus, and or pancreaticus. Intetinum crasum consists of coecum, colon, and rectum. There are many variations of shapes and sizes on intetinum crasum, in carnivore coecum is very short even in some animals there is no coecum, up to very big as in horse with saccus coecus, haustra and teanianya. Animals Colon also varies from the size, shape and arrangement, on cows and pigs have formed of ansa spiralis but morphologically different. In general, carnivores have shape and size that is much simpler and smaller / shorter than herbivores. MK Religion

Human task is being grateful to Allah by prospering earth and welfare all of people and creatures. Its realization is commanded us to do good and love to the entire of the earth. One of the noble teachings are "Loving people will certainly also loved by Allah. So love everything in the earth so undoubtedly the One in the sky will love you". Someone comes into heaven because giving drink to a tied unfed animal until dead. One of the form of human love to lovestocks are giving welfare to animal through well feed, dairy cattle are given adequate feed so they can produce enough milk, providing clean sheds, health care including civilized slaughter or castrate. The command to do good, for example, indeed Allah has set goodness all over the things, so if you kill, then be good in killing it, and if you slaughter, then improve the slaughter, and let you sharpen his knife and soothing the slaughter animals. Commands of

slaughter from religious viewpoint very clearly show affection because animals do not suffer from the slaughter process, not sharpening the knife in front of slaughter animals, laid the animals on top of the left stomach, three channels (breath, digestive and circulatory) are cut, not breaking neck before the animal is really dead, slaughtered right direction and calls His name as a form of permit application. MK Animal Welfare and Veterinary Ethics:

Some definitions combine two or three aspects (mental, physical, or natural). Some authorities said that welfare is about how far the animals are “healthy and fresh (fit) and feeling comfortable/well” (Webster 2005). The Five Freedoms (Livestocks Welfare Council, England/UK- reported in The Veterinary Record in 1992) have been advocated by many groups as important frame references to measure animal welfare (kesrawan). This includes into three elements: - Physical: injury, disease - Mental: hunger, thirst, uncomfort, pain, fear and stress - Natural: expressing normal/natural behavior Other examples: (a) “Welfare of an animal is stated by its capacity of ability to avoid suffering and maintain its fitness” (Webster, 1995). (b) “Animals grow and develop very good (well advanced) when their physiological and psychological needs fulfilled continuously and unpleasant factors are monitored/controlled to avoid or even not occur.“ (Seamer, 1993). (c) “Welfare of an animal is interfered when its physiological health or its psychiatric condition (psychological) related to capacity of ability to know/recognize the disorder that negatively affected.” (Morton , 2000).

Unavoidably, welfare debate are by 3 approaches of scientific, Ethicsal and legal aspects. Scientific aspects of animal welfare attempt to quantitatively measure any effects on animal welfare in physiological (normality), behavioral and health measures, as well as other things.

Ethicss is related to human actions, because it considers the morality aspect of human behavior. This includes how we treat animals recently and how should we treat animals.

Animal welfare law is about rules in public about usage and treatment toward animals. Ideally, animal welfare law may reflect the aspects of scientific and animal welfare Ethics, in practice, animal welfare law even reflects public reluctance to spend their funds to improve animal welfare standards.

Death is more about the size/quantity of life that is more than just life quality means death have Ethical values. Welfare in the beginning is about life quality although death can be related to welfare. Death is not a welfare issue in terms of its own incidence. Although death itself is not a welfare issue, the way to meet the death is relevant. For example, slaughter method in livestocks that not causing death directly or making animals in pain/stress before dead. MK General Animal Husbandry and Entrepreneurship

This course studies method and technic of cultivation and management of livestocks (large ruminantia, small ruminantia, monogastric livestocks and poultry) according to rules of good farming practices, good veterinary practices and animal welfare. Good farming practices

Good farming practices principle is principle group to increase production and post-production and on-farm process, so resulted farm products are safe and healthy by considering sustainability of economy, social and environtment and animals and livestocks welfare. That principle enables livestocks free from hunger and thirst, free from uncomfort, free from pain, injury or diseases, normal behavior, manipulation, and free from fear and stress, get rational medication, free from infectious diseases and sources of disease infection. The entire production chain safety can be maintained starting from breeding, housing, food, medicine, reproduction, marketing, transportation and others. Moreover, it can avoid a negative impact on environment, food, water and

air. Therefore it is necessary to have feed management system, standard housing, adequate health, good recording, and unified and integrated livestock systems. Dairy Cows and Calves

Dairy cows are cultivated for its milk production, besides that female calves as replacement stock and male calves as slaughter animals. In dairy cows modern management, calves should be separated from its mothers immediately after birth, so calves do not know the mothers and mothers do not know its calves too. However, this calf should still get mother colostrum for around 10-12% from its weights. Calf is still given drinking milk and introduced to solid food after reaching the minimum age of 3 months. By immediately separation of calf after birth, then milk production mostly can be consumed by human, and prevented from being infected by udder inflammation infection (mastitis) thorugh calf’s mouth. This calf separation also means for prevention of mother’s milk ejection as a result of calf’s absence around mother while being milked.

Postnatal cow’s mothers starts to be milked after passing first week, keep lasting along lactation period for 10 months or 305 days. This dairy cows begin to be mated again after 60 days of post-calving and expected to pregnant again around 3 months of post-calving. Thus, cows begin to pregnant again in the peak of lactation period. If this pattern of production and reproduction is fulfilled, then cows will have days open for 90 days and later their calving interval can reach optimum number of 12 months. By applying rules of good management practices and good veterinary services, and animal welfare for dairy cows, then it will be fulfilled to one target of one cow-one calf-one year.

Horses

Horses as drag, work, sport and racing livestock needs special care, particularly prime feeding and hygienic housing. In traditional management of horse farmers in Indonesia, is still found many maintenance managements that do not meet the requirement or rules of good farming practices, good veterinary practices and animal welfare.

These things include undernutrition animals, mineral deficiency, mainly in large foal that is still developing, including many cases of osteodystrophy fibrosa as a result of calcium deficiency. Lack of place to exercise will worsen this condition, so that foal muscular dystrophy is much found in folk horses. Sheeps and Goats

Sheep and goat, even though both are small ruminantia, but have striking differences. Sheeps are gathering animals, difference with goats that including as solitary animals. Looking from the tail shape, sheeps are similar to other animals, tail hanging down, while the goats tail straight up and short. Sheeps can be easily observed in stress condition, horny, and sick condition. Horny sheeps, tail will tense up raised, and if it is sick sometimes the tail will be in between his thighs. At goats, its tail is still raising whether it is horny or not. Sheeps have thick hair called wool, are used to protect their body from cold in subtropic climate. Goats have high adaptation level to environment. Eating way of sheep is grazing, different with goat that loves to molt (eating ramban, legume, and a little bit higher plants). Act of feeding that a little bit higher or same sized to goats neck is applied to make the goat feels comfortable. Cattles and Calves

Cattles for breeding are cultivated for production of female cattles as replacement stock and male cattles as slaughter animals. In cattles management, calves are breastfed to mothers until weaning after more than 5 months aged. After that, calves are given solid food and forage. The long weaning period causes negative energy balance (NEB) on the parent stem, consequently there is BCS (body condition scoring) decrease of parent and animals become sub-estrus even anestrus. This condition causes the cancellation of mate repeatation which results more than 250 days of days open and more than 18 months of calving interval.

Weaning in cattles actually can be accelerated around 3 months aged (calves sulcus oesophagus closes after 3 months age) and by feed adding 10-20% in post-calving phase. Cattles will experience horny

cycles again in post-calving before NEB occurred, so days open can be shorten into around 100 days and calving internal becomes almost 12 months. By applying rules of good management practices and good veterinary services, and animal welfare for cattles, then it will be fulfilled for one target of one cow-one calf-one year.

General: !! Buku Blok untuk Mahasiswa, Faculty of Veterinary Medicine UGM 2013 !! Buku Blok untuk Tutor, Faculty of Veterinary Medicine UGM 2013 Veterinary Biochemistry I: •! Lehninger, A.L; D.L. Nelsom; and M.M. Cox. 1993. Principles of

Biochemistry Second Edition •! Stryer, Breg J.M; Tymoezko J.L; Stryer L. 2001. Biochemistry. Fith Edition.

W.H. Freeman and Co. New York. •! Harper, Murray R.K; Granner D.K; Mayes P.A; Rod Well V.M. 2003.

Biokimia Harper Edisi 25. Penerbit Buku Kedokteran. EGC. Jakarta •! Conn E.E; Stumpf P.K; Bruening G; Doi R.H. 1987. Outlines of Biochemestry •! Sheehan D. 2009. Physical Biochemistry •! Devlin T.M. 2011. Textbook of Biochemistry Osteology, Arthrology, Myology and Splanchnology:!!! Ashdown, R. R., Done, S., and Barnett, S. W., 2001, Color atlas of

Veterinary Anatomy: Ruminants, Mosby-Wolfe !! Ashdown, R. R., Done, S., and Barnett, S. W., 2001, Color atlas of

Veterinary Anatomy: Dog and Cat, Mosby-Wolfe !! Getty.R., 1975, The Anatomy of Domestic Animal !! May, N. D. S., 1954, The Anatomy of The Sheep Shively, B.M.J., 1989 ,

Veterinary Anatomy Basic and Comparative, Texas, University Press !! Sisson. S and J.D. Grosman, 1975, The Anatomy of Domestic Animal,

Philadelphia, Canada

Religion: !! Al Qaradhawi, Y., 2001. Islam Agama ramah Lingkungan, Pustaka Al-

Kautsar, Jakarta. !! Afzalurrahman, 1997. Muhammad sebagai Seorang Pedagang. Yayasan

Swara Bhumy, Jakarta. !! Alim, Sy., Baiquni, A., Sadali, A., dan Lutfi, AM., 1995. Islam untuk Ilmu

Pengetahuan Alam dan Teknologi, Buku Daras Pendidikan Agama Islam

Pada Perguruan Tinggi. Dit Pembinaan Perguruan Tinggi Agama Islam, Ditjen Pembinaan Kelembagaan Agama Islam, Depag RI, Jakara.

!! Saifuddin, A.M., Aziz, A., Rusli, S., dan Widodo, S., 1996. Islam Untuk Disiplin Ilmu Sosiologi, Buku Daras Pendidikan Agama Islam Pada Perguruan Tinggi. Dit Pembinaan Perguruan Tinggi Agama Islam, Ditjen Pembinaan Kelembagaan Agama Islam, Depag RI, Jakara.

General Animal Husbandry and Entrepreneurship: •! Frandson, R.D., Wilke, W.L., and Fails A.D., 2003. Anatomy and Physiology

of Farm Animals, 6th ed. Lippincott Williams and Wilkins, Philadelphia USA

•! Gillespie, J.R.,1990. Modern Livestock And Poultry Production. 4ed. Dammar Publisher Inc.

•! Noakes, D.E., Parkinson, T.J., and England G.C.W., 2009. Veterinary Reproduction and Obstetrics, 9th ed. Saunders Elsevier, Edinburgh

•! Smith, B.P., 2002. Large Animal Internal Medicine. 3rd ed. Mosby, St. Louis. Animal Welfare and Veterinary Ethics: •! Morton DB. 2000. A systematic approach for establishing humane endpoints.

Institute for Lab Animal Research Journal 41:80-86. •! Seamer JH 1993. Farm animal welfare in Britain. SCAW (Scientists for Animal

Welfare) Newsletter 14(4): 13-14 •! Webster J 2005. Animal Welfare. Limping towards Eden. Blackwell, Oxford.

REFERENCES

Scenario 1

(FGD Semester 1)

Dairy Cows and Calves

FKH students are invited to visit to people’s dairy cows farming that cared traditionally, students see cows are free grazing with other cows, existing cattles run away and breastfed on their mothers comfortably. When visiting to other farms, cattles are housing in a shed with uneven floors and seems too slippery, that there is cows fall, cannot move and stand anymore. In the other side, calves should get milk from their mother, eliminated when they are one or two days aged. Then they are given artificial food and skim milk with lower quality than their mothers milk. According to the farmers, amount of milk needed by a calf during pre-weaning is quite big, that it becomes less economical because it will decrease amount of mother’s milk production that can be milked to be sold. Calves really need mothers’ milk that contains nutrient such as carbohydrate and fat in growth. Daily weight accretion of calves is decreasing. 1.! Discuss the differences from maintenance way of dairy cows on the

scenario above, reviewed from animal welfare principle, good farming pratices and religious norms.

2.! Cows that slip due to slippery floor become collapse, unable to stand or walk. Body movement involves bones and muscles. Discuss the structures that form bones, joints and rear limbs muscles supporting cows to stand and move.

3.! Cows’ milk contains carbohydrate that important for growth and digestion process on calves. Discuss the categorization of carbohydrate based on number of atom carbon, constituent sugars, functional groups, reactivity against Tollens reagent, and its function.

Learning goals 1.! Students are able to understand the maintenance way of dairy cows

through good farming practices that are learned in MK General Animal Husbandry and Entrepreneurship, according to animal welfare principle that are learned in MK Animal Welfare and Veterinary Ethics, based on religious norms that are taught in MK Religion, so each of these courses can can complement/ increase/ sharpen each other.

2.! Students understand and able to explain structures of bones, joints, and muscles in rear extremities in cows, that are taught in MK Osteology, Arthrology, Myology and Splanchnology, and materials of carbohydrate that are taught in MK Veterinary Biochemistry 1 can be learned deeplier, not only in the form of theories but more realistic in the form of scenario directing MK to be mutually synergistic and integrated.

3.! Students can mutually collaborate, sharing concepts, skills and behavior in discussion.

Scenario 2

(FGD Semester I)

Lame Horse

Banu is a first semester student at the Faculty of Veterinary Medicine. When the semester break, Banu follows an internship activity at a horse farm in Salatiga. Banu helps almost all of the activities at the farm such as feeding, that are grass and concentrate with certain ratio, bathe horses, bringing horses walk on the field and clean the shed. Horses have always been trained to run every day so that the horse has body score athelete (not fat and not skinny). In other shed, Banu sees a foal in an individual shed, rarely move, looks fat, limps because swollen in right front ankle (fetlock joints). Banu pays attention when that horse is examined by a veterinarian. Banu tries to recall the lessons of anatomy and biochemistry he got in the faculty. Banu tries to connect the role of body fat causing obesity with lack activity of horse. Once the holiday is over Banu back to campus and discuss with friends about their experiences during the holidays. 1.! Discuss the application of horse maintenance management that is

learned in General Husbandry Science courses, does animal welfare principle and religious norms have already applied in horse farming?

2.! What causes the horse become fat, how lipids role and what are categorized into lipids?

3.! What are forming structures of bones, joints and also muscles in horse extremity?

Learning goals 1.! Students are able to understand horse maintenance ways through

good farming practices that are learned in MK General Animal Husbandry and Entrepreneurship, based on animal welfare principle that is learned in MK Animal Welfare and Veterinary Ethics, based on religious norms that are taught in MK Religion, so that each of these courses can complement/ increase/ sharpen each other.

2.! Students understand and able to explain structures of bones, joints, and muscles in front leg extremities in horses, that are taught in MK Osteology, Arthrology, Myology and Splanchnology, and materials of lipids that are taught in MK Veterinary Biochemistry 1 can be learned deeplier, not only in the form of theories but more realistic in the form of scenario directing MK to be mutually synergistic and integrated.

3.! Students can mutually collaborate, sharing concepts, skills and behavior in discussion.

Scenario 3

(FGD Semester I)

Goats and Sheeps

FKH students are visiting sheeps and goats farm. Students have just understood that although sheeps and goats are both small ruminant livestocks, but they have physical and character differences. Types of the goat itself are also various, there are types of peanut goats, Etawah goats, Etawah crossbreed goats, Boer goats, etc. The diversity of this small ruminant has led to various amazements of diversity of God's creation of living things. To gain economic benefits, farmers also perform castration on goats and rams to accelerate growth and improve the quality of the carcass. 1.! Discuss various physical and character differences between goats and

sheeps, good farming practices, animal welfare principle and religious norms in caring management of goats and sheeps.

2.! Varieties of goats races depict varieties of nature and genetic. Discuss that in a one molecule of DNA in a very small body cell contains millions of genetic information/nature through learning materials of structures and biological functions of nucleic acid.

3.! Castration is performed on male animals, explain the structure of the genital system in goats and rams, what are the differences with females, and generally discuss the classification of hormone based on their chemical structure, action mechanism, natures and hormone functions in animals. Explain the role of growth hormone (GH) in pigs after castration.

Learning Goals

1.! Students are able to differentiate goats and sheeps character, various types of goats and sheeps, able to explain good farming

practices on goats and sheeps, castration view on animals viewed from religious norms and animal welfare.

2.! Students are able to understand diversity of animals through understanding of learning materials of structures and biological functions of nucleic acid.

3.! Students are able to understand male urogenitalia system and understand kinds, types and functions of involved hormones in animals castration.

4.! Courses materials can be learned sharper, not only in the form of theory but also more realistic in the form of scenario from various MK that mutually synergistic and integrated.

Scenario 4

(FGD Semester I)

Slaughtering Sacrificial Animals

FKH students are following community service program to supervise the process of slaughtering sacrificial animals. Supervisor asks students to oversee sacrificial animals, since they come, recognize various types of sacrificial animal, learn how to estimate weight, estimate animals price, how to restrain, and casting. In the process of slaughter, butcher and officers lay sacrificial animals with the head on the south, tail on the north, left body part sticking to the ground. Sacrificial animals are then slaughtered with a sharp knife until blood flows completely. After completion of the sacrificial animal slaughter observation tasks, all students who are in various slaughter places are asked for discussion in small groups. 1.! How farmers economic calculation in the sale of cattles, how to

restrain, casting and slaughtering the sacrificial animals with animal welfare principles and slaughter guidelines according to religious norms.

2.! When doing slaughtering there are 3 channels in neck that should broken, explain respiratory system and digestive system in cattle.

3.! Students are also required to understand rigormortis and need to expand the discussion about roles of biochemistry science involved in rigormortis.

Learning Goals 1.! Students are able to do economical calculation in cattles selling, ways

of animals restrain and casting, slaughtering way of sacrificial animals with animal welfare principle and slaughter guidance according to religious norms.

2.! Students are able to recognize and identificate respiratory channel and digestive channel.

3.! Students are able understand the rigormortis process reviewed from biochemical science.

4.! Students can mutually collaborate, sharing concepts, skills and behavior in discussion.