Kind of Label

SMP IX Grade : Label - Drug

 

Drug Interactions and Over-the-Counter Medicines

Over-the-counter (OTC) drug labels contain information about ingredients, uses, warnings and directions that is important to read and understand. The label also includes important information about possible drug interactions. Further, drug labels may change as new information becomes known. That's why it's especially important to read the label every time you use a drug.

• The "Active Ingredients" and "Purpose" sections list:
  • the name and amount of each active ingredient
  • the purpose of each active ingredient

• The "Uses" section of the label:
  
  • tells you what the drug is used for
  • helps you find the best drug for your specific symptoms

• The "Warnings" section of the label provides important drug interaction and precaution information such as
  • when to talk to a doctor or pharmacist before use
  • the medical conditions that may make the drug less effective or not safe
  • under what circumstances the drug should not be used
  • when to stop taking the drug

• The "Directions" section of the label tells you:
  • the length of time and the amount of the product that you may safely use
  • any special instructions on how to use the product

• The "Other Information" section of the label tells you:
  • required information about certain ingredients, such as sodium content, for people with dietary restrictions or allergies

• The "Inactive Ingredients" section of the label tells you:
  • the name of each inactive ingredient (such as colorings, binders, etc.)

• The "Questions?" or "Questions or Comments?" section of the label (if included):
  • provides telephone numbers of a source to answer questions about the product

Learning More About Drug Interactions

Talk to your doctor or pharmacist about the drugs you take. When your doctor prescribes a new drug, discuss all OTC and prescription drugs, dietary supplements, vitamins, botanicals, minerals and herbals you take, as well as the foods you eat. Ask your pharmacist for the package insert for each prescription drug you take. The package insert provides more information about potential drug interactions.
Before taking a drug, ask your doctor or pharmacist the following questions:

• Can I take it with other drugs?
• Should I avoid certain foods, beverages or other products?
• What are possible drug interaction signs I should know about?
• How will the drug work in my body?
• Is there more information available about the drug or my condition (on the Internet or in
• health and medical literature)?

Know how to take drugs safely and responsibly. Remember, the drug label will tell you:

• what the drug is used for
• how to take the drug
• how to reduce the risk of drug interactions and unwanted side effects

If you still have questions after reading the drug product label, ask your doctor or pharmacist for more information

Noun Phrase

Urutan OSASCOMP

1. Opinion – Adjective yang menunjukkan pendapat tentang sesuatu/seseorang.

E.g.: funny, beautiful, fabulous, difficult, pretty, ugly, silly, etc.

2. Size/Dimension – Adjective yang menunjukkan ukuran besar kecilnya sesuatu/seseorang.

E.g.: large, tiny, enormous, little, etc.

3. Age – Adjective yang menunjukkan umur sesuatu/seseorang.

E.g.: ancient, new, young, old, etc.

4. Shape – Adjective yang menunjukkan bentuk sesuatu.

E.g.: square, round, flat, rectangular, heart shaped, sphere, etc.

5. Color – Adjective yang menunjukkan warna sesuatu.

E.g.: blue, bluish, pink, pinkish, red, reddish, mix colored, etc.

6. Origin – Adjective yang menunjukkan asal sesuatu/seseorang atau kenegaraan seseorang.

E.g.: Mexican, Chinese, eastern, northern, etc.

7. Material – Adjective yang menunjukkan materi yang membentuk suatu benda.

E.g.: wooden, metal, cotton, paper, stone, leather etc.

8. Purpose - Adjective yang menunjukkan tujuan/kegunaan benda, sering berupa gerund (V-ing).

E.g.: sleeping bag,baking pan,watering can,etc.

Text Dialog : Descriptive text

This dialog is between Donna and Jhon. They are meeting in the cafeteria

Jhon     : Hello Donna, how are you?

Donna : I am fine Jhon, how about you?

Jhon     : I am fine too, bye the way what is that? Is that your smartphone? Can you explain to me how it is?

Donna : Oh, yes I can. This is my new smartphone. It is popular hand phone now.

Jhon     : Waw, that looks beautiful. It is slim hand phone

Donna : Yes, it has funny feature inside. Can you describe yours?

Jhon     : My mine is an old hand phone, so it is thick ancient hand phone.

Donna : But it still looks new hand phone I think.

Jhon     : I think so, Donna I want to go to class first, see you next time

Donna : See you

Descriptive text : Emi Game Center

Emi Game Center

Emi is a place for game center in Jogjakarta, Emi game center is the best place in Jogjakarta. It is famous game center in Jogjakarta. The rooms are clean big new western style. There is also a large new square food court beside the garage so you can take a rest there.

It’s a nice place for hang out with your friends. You can find many games there. There are dancing games, Rambo Shoot Gun, Racing dog, etc. All you need before play all game in there is buy coins , that make a game machine working. After you play, you can gain point. Let’s enjoy it.

Bloom Taxonomy

Bloom’s Taxonomy’s verbs–also know as power verbs or thinking verbs–are extraordinarily powerful instructional planning tools.
In fact, next to the concept of backwards-design and power standards, they are likely the most useful tool a teacher-as-learning-designer has access to. Why?
They can be used for curriculum mapping, assessment design, lesson planning, personalizing and differentiating learning, and almost any other “thing” a teacher–or student–has to do.
For example, if a standard asks students to infer and demonstrate an author’s position using evidence from the text, there’s a lot built into that kind of task. First a student has to be able to define what an “author’s position” is and what “evidence from the text” means (Knowledge-level). They’ll then need to be able to summarize that same text (Understanding-level), interpret and infer any arguments or positions (Analysis-level), evaluate inherent claims (Evaluation-level), and then write (Creation-level) a response that demonstrates their thinking.
Though the chart below reads left to right, it’s ideal to imagine it as a kind of incline, with Knowledge at the bottom, and Create at the top. You may not always need this kind of tool to “unpack” standards and identify a possible learning sequence, but it also works ideally as an assessment design tool. If students can consistently work with the topic in the columns to the right–designing, recommending, differentiating, comparing and contrasting, and so on, then they likely have a firm grasp on the material.
While we’ve shared Bloom’s Taxonomy posters posters before, the simplicity and clean design of the chart format make it a bit more functional–even useful to hand to the students themselves as a hole-punch-and-keep-it-in-your-journal-for-the-year kind of resource. It also makes a powerful self-directed learning tool. Start at the left, and, roughly, move right.

Dialog about drug label

John and Thom is friend. They are meeting in the drugstore.

John     : Hello Thom what are you doing here?

Thom   : I am buying some medicine for my sister. She got cough now.

John     : I am sorry to hear that, you should be aware with cough.  I think you ought to give her paracetamol

Thom   : Yes I have, but her temperature doesn’t change. I have given her syrup has low calories. It is made from natural ingredient. It is used o relieve cough with phlegm and flu.

John     : If I were you, I wouldn’t let her stay at home. I think you should take her to the hospital.

Thom   : Ok then. I will take her to the hospital this afternoon. Thank you for your suggestion John.

John     : You are welcome Thom. Get well soon for her.