NOUN CLUSTER
An old brown leather shoes
An dark brown leather shoes
A new red front wheel drive car
Five transparent plastic ice cream cups
An average rainfall decline
Our city garbage collection service (garbage sampah dapur, waste
sampah industri, litter larahan-bungkus permen, rumble- bongkar
bangunan, trust (sampah kertas), rubbish (sampah gombalan),
A glass bottle.....
A car radio
A student hostel
A house corner vs a corner house
If total life-cycle environmental impact of a given fuel is
included,the Toyota Prius (right), a hybrid that has a gasoline
internal-combustion engine supplemented by an electric motor,
compares favorably with the companys experimental hydrogen
fuel-cell SUV (leftTINY BLUEBERRY-SHAPEDTHYROID GLAND NSET) foEl
Capitan (black-andwhite
aThe thyroid gland is the biggest gland in the neck. It is
situated in the anterior (front) neck below the skin and muscle
layers. The thyroid gland takes the shape of a butterfly with the
two wings being represented by the left and right thyroid lobes
which wrap around the trachea. The sole function of the thyroid is
to make thyroid hormone. This hormone has an effect on nearly all
tissues of the body where it increases cellular activity. The
function of the thyroid, therefore, is to regulate the body's
metabolism.
The thyroid gland is prone to several very distinct problems,
some of which are extremely common. These problems can be broken
down into [1] those concerning the production of hormone (too much,
or too little), [2] those due to increased growth of the thyroid,
causing compression of important neck structures or simply
appearing as a mass in the neck, [3] the formation of nodules or
lumps within the thyroid which are worrisome for the presence of
thyroid cancer, and [4] those which are cancerous. Each thyroid
topic is addressed separately and illustrated with actual patient
x-rays and pictures to make them easier to understand. The
information on this web site is arranged to give you more detailed
and complex information as you read further.
Goiters ~ A thyroid goiter is a dramatic enlargement of the
thyroid gland. Goiters are often removed because of cosmetic
reasons or, more commonly, because they compress other vital
structures of the neck including the trachea and the esophagus
making breathing and swallowing difficult. Sometimes goiters will
actually grow into the chest where they can cause trouble as well.
Several nice x-rays will help explain all types of thyroid goiter
problems.
Thyroid cancer is a fairly common malignancy, however, the vast
majority have excellent long term survival. We now include a
separate page on the characteristics of each type of thyroid cancer
and its typical treatment, follow-up, and prognosis. Over 30 pages
thyroid cancer.
Solitary Thyroid Nodules here are several characteristics of
solitary nodules of the thyroid which make them suspicious for
malignancy. Although as many as 50% of the population will have a
nodule somewhere in their thyroid, the overwhelming majority of
these are benign. Occasionally, thyroid nodules can take on
characteristics of malignancy and require either a needle biopsy or
surgical excision. Now includes risks of radiation exposure and the
role of Needle Biopsy for evaluating a thyroid nodule. Also a new
page on the role of ultrasound in diagnosing thyroid nodules and
masses.
Hyperthyroidism means too much thyroid hormone. Current methods
used for treating a hyperthyroid patient are radioactive iodine,
anti-thyroid drugs, or surgery. Each method has advantages and
disadvantages and is selected for individual patients. Many times
the situation will suggest that all three methods are appropriate,
while other circumstances will dictate a single best therapeutic
option. Surgery is the least common treatment selected for
hyperthyroidism. The different causes of hyperthyroidism are
covered in detail.
Hypothyroidism means too little thyroid hormone and is a common
problem. In fact, hypothyroidism is often present for a number of
years before it is recognized and treated. There are several common
causes, each of which are covered in detail. Hypothyroidism can
even be associated with pregnancy. Treatment for all types of
hypothyroidism is usually straightforward.
Thyroiditis is an inflammatory process ongoing within the
thyroid gland. Thyroiditis can present with a number of symptoms
such as fever and pain, but it can also present as subtle findings
of hypo or hyper-thyroidism. There are a number of causes, some
more common than others. Each is covered on this site.
KIDNEYS The human kidneys are the major organs of bodily
excretion (see Figure 1 ). They are bean-shaped organs located on
either side of the backbone at about the level of the stomach and
liver. Blood enters the kidneys through renal arteries and leaves
through renal veins. Tubes called ureters carry waste products from
the kidneys to the urinary bladder for storage or for release. The
product of the kidneys is urine, a watery solution of waste
products, salts, organic compounds, and two important nitrogen
compounds: uric acid and urea. Uric acid results from nucleic acid
decomposition, and urea results from amino acid breakdown in the
liver. Both of these nitrogen products can be poisonous to the body
and must be removed in the urine. Nephron The functional and
structural unit of the kidney is the nephron. The nephron produces
urine and is the primary unit of homeostasis in the body. It is
essentially a long tubule with a series of associated blood
vessels. The upper end of the tubule is an enlarged cuplike
structure called the Bowman's capsule. Below the Bowman's capsule,
the tubule coils to form the proximal tubule, and then it follows a
hairpin turn called the loop of Henle. After the loop of Henle, the
tubule coils once more as the distal tubule. It then enters a
collecting duct, which also receives urine from other distal
tubules. Within the Bowman's capsule is a coiled ball of
capillaries known as a glomerulus. Blood from the renal artery
enters the glomerulus. The force of the blood pressure induces
plasma to pass through the walls of the glomerulus, pass through
the walls of the Bowman's capsule, and flow into the proximal
tubule. Red blood cells and large proteins remain in the blood.
After plasma enters the proximal tubule, it passes through the
coils, where usable materials and water are reclaimed. Salts,
glucose, amino acids, and other useful compounds flow back through
tubular cells into the blood by active transport. Osmosis and the
activity of hormones assist the movement. The blood fluid then
flows through the loop of Henle into the distal tubule. Once more,
salts, water, and other useful materials flow back into the
bloodstream. Homeostasis is achieved by this process: A selected
amount of hydrogen, ammonium, sodium, chloride, and other ions
maintain the delicate salt balance in the body.The fluid moving
from the distal tubules into the collecting duct contains materials
not needed by the body. This fluid is referred to as urine. Urea,
uric acid, salts, and other metabolic waste products are the main
components of urine. The urine flows through the ureters toward the
urinary bladder. When the bladder is full, the urine flows through
the urethra to the exterior. Control of kidney functionThe activity
of the nephron in the kidney is controlled by a person's choices
and environment as well as hormones. For example, if a person
consumes large amounts of protein, much urea will be in the blood
from the digestion of the protein. Also, on a hot day, a body will
retain water for sweating and cooling, so the amount of urine is
reduced.Humans produce a hormone called antidiuretic hormone (ADH),
also known as vasopressin, which is secreted by the posterior lobe
of the pituitary gland. It regulates the amount of urine by
controlling the rate of water absorption in the nephron tubules.
HUMAN NERVE SYSTEM
A neurone has a cell body with extensions leading off it.
Numerous dendrons and dendrites provide a large surface area for
connecting with other neurones, and carry nerve impulses towards
the cell body. A single long axon carries the nerve impulse away
from the cell body. The axon is only 10m in diameter but can be up
to 4m in length in a large animal (a piece of spaghetti the same
shape would be 400 m long)! Most neurones have many companion cells
called Schwann cells, which wrap their cell membrane around the
axon many times in a spiral to form a thick insulating lipid layer
called the myelin sheath. Nerve impulse can be passed from the axon
of one neurone to the dendron of another at a synapse. A nerve is a
discrete bundle of several thousand neurone axons.
Most neurones have many companion cells called Schwann cells,
which wrap their cell membrane around the axon many times in a
spiral to form a thick insulating lipid layer called the myelin
sheath. Nerve impulse can be passed from the axon of one neurone to
the dendron of another at a synapse. A nerve is a discrete bundle
of several thousand neurone axons.
The nervous system is essentially a biological information
highway, and is responsible for controlling all the biological
processes and movement in the body, and can also receive
information and interpret it via electrical signals which are used
in this nervous systemIt consists of the Central Nervous System
(CNS), essentially the processing area and the Peripheral Nervous
System which detects and sends electrical impulses that are used in
the nervous systemThe nervous system is essentially a biological
information highway, and is responsible for controlling all the
biological processes and movement in the body, and can also receive
information and interpret it via electrical signals which are used
in this nervous systemIt consists of the Central Nervous System
(CNS), essentially the processing area and the Peripheral Nervous
System which detects and sends electrical impulses that are used in
the nervous systemThe Central Nervous System (CNS)The Central
Nervous System is effectively the centre of the nervous system, the
part of it that processes the information received from the
peripheral nervous system. The CNS consists of the brain and spinal
cord. It is responsible for receiving and interpreting signals from
the peripheral nervous system and also sends out signals to it,
either consciously or unconsciously. This information highway
called the nervous system consists of many nerve cells, also known
as neurones, as seen below. Each neurone consists of a nucleus
situated in the cell body, where outgrowths called processes
originate from. The main one of these processes is the axon, which
is responsible for carrying outgoing messages from the cell. This
axon can originate from the CNS and extend all the way to the
body's extremities, effectively providing a highway for messages to
go to and from the CNS to these body extremities.Dendrites are
smaller secondary processes that grow from the cell body and axon.
On the end of these dendrites lie the axon terminals, which 'plug'
into a cell where the electrical signal from a nerve cell to the
target cell can be made. This 'plug' (the axon terminal) connects
into a receptor on the target cell and can transmit information
between cellsThe nervous system is an organ system containing a
network of specialized cells called neurons that coordinate the
actions of an animal and transmit signals between different parts
of its body. In most animals the nervous system consists of two
parts, central and peripheral. The central nervous system of
vertebrates (such as humans) contains the brain, spinal cord, and
retina. The peripheral nervous system consists of sensory neurons,
clusters of neurons called ganglia, and nerves connecting them to
each other and to the central nervous system. These regions are all
interconnected by means of complex neural pathways. The enteric
nervous system, a subsystem of the peripheral nervous system, has
the capacity, even when severed from the rest of the nervous system
through its primary connection by the vagus nerve, to function
independently in controlling the gastrointestinal system.
Neurons send signals to other cells as electrochemical waves
travelling along thin fibers called axons, which cause chemicals
called neurotransmitters to be released at junctions called
synapses. A cell that receives a synaptic signal may be excited,
inhibited, or otherwise modulated. Sensory neurons are activated by
physical stimuli impinging on them, and send signals that inform
the central nervous system of the state of the body and the
external environment. Motor neurons, situated either in the central
nervous system or in peripheral ganglia, connect the nervous system
to muscles or other effector organs. Central neurons, which in
vertebrates greatly outnumber the other types, make all of their
input and output connections with other neurons. The interactions
of all these types of neurons form neural circuits that generate an
organism's perception of the world and determine its behavior.
Along with neurons, the nervous system contains other specialized
cells called glial cells (or simply glia), which provide structural
and metabolic support. Paper
Learning from Problem Based Learning
______________________________________________________________________________________
Alison M Mackenziea, Alex H Johnstoneb and R Iain F Brownc
a Department of Adult and Continuing Education, University of
Glasgow, Glasgow G3 6LP.
b Centre for Science Education, University of Glasgow
c Department of Psychology, University of Glasgow
e-mail: [email protected]
ThereThere is increased interest in Problem Based Learning (PBL)
as a teaching and learning method in the sciences. This paper
describes the form of PBL currently in use in a medical school
where PBL is the main method for learning the content of the course
and for generating self-driven, independent learning and for
fostering the skills of organisation and communication. The course
has been independently evaluated to discover if the claims for PBL
can be substantiated. The PBL technique and the evaluation results
are presented here and suggestions are made about how this might be
applied to the teaching and learning of the sciences.
The term Problem Based Learning (PBL) has
recently been appearing in Science Education
circles, in conferences and in the literature.1, 2 Even
in casual conversation the title PBL is being applied
to what used to be called tutorials, problem solving
workshops and group exercises and indeed they all
involve some measure of PBL They are problem
based, but do they necessarily facilitate learning?
Exercises in chemistry designed to promote
discussion and group problem-solving have been
around for along time 3, 4, 5, 6, 7 and efforts to
evaluate them have generally shown positive gains
in skills and improvement in attitudes towards the
methods themselves and towards chemistry in
general.8, 9However, the idea of PBL as the main medium for
learning in a discipline, or cluster of cognate
disciplines, has been addressed by some of our
medical colleagues. This paper will be devoted to
the description and evaluation of one form of PBL
in the medical school in the University of Glasgow.
Implications of this for the teaching of chemistry
and other sciences will be explored. We believe that
this could stimulate thinking in the sciences about
PBL and lead to a wider perspective on the teaching
and learning of the sciences. The basic sciences of
chemistry, physics, biology and biochemistry are
being learned through PBL in medical schools,
suggesting the possibility of the transference of
PBL into the traditional science structures.
Why did medical schools make such a change in
their curriculum? They were responding to pressure
from the General Medical Council10 to devise
courses to equip students to be effective, selfdirected
learners throughout their professional life
and also to be good listeners and communicators.
.Traditional. undergraduate courses, although not
identical in format, have tended to share certain
features, for example, teaching methods which rely
heavily on large-group lectures and structured
laboratory classes; a heavy assessment load, with a
reliance on multiple choice tests, and disciplinebased,
self-standing courses in the basic sciences
(e.g., physics, chemistry, biology) during the initial,
pre-clinical years.11 Recommendations for change
have highlighted the need to reduce the factual
.load. in undergraduate courses while developing
students. critical thinking skills, such as
independent enquiry, awareness of different
contexts in which decisions are made, and the
evaluation of information on the basis of evidence.
The need for course designers to address concerns
about integrating knowledge of the basic sciences
with their practical application in the clinical setting
has also been stressed.10, 12
In contrast to this picture, PBL has its own
characteristic features.
Students are required to assume far greater
responsibility for what and how they learn. The
student.s role, for instance, includes defining
issues, identifying learning needs, drawing on selfdirected
learning in relation to scenarios provided
by clinical and research cases, and organising and integrating
learning material from various sources.
The PBL process is thought to be facilitated by
small-group work and independent study, with
other more traditional activities, such as lectures
and labs, playing a much reduced role.11, 12
Using questions to promote active learning in lectures
________________________________________________________________________
William Byers
Faculty of Science, University of Ulster, BT37 0QB.
E-mail: [email protected]
The first key to wisdom is constant questioning...
By doubting we are led to enquiry, and by enquiry we discern the
truth.
Peter Abelard (1079-1142)
An attempt has been made to remedy some of the deficiencies of
the traditional didactic lecture by enhancing student involvement
and learning through the use of focussed questioning within the
lecture format. The potential benefits of questioning are
considered and the effectiveness of the approach is evaluated
through classroom observations, peer observation, an end of module
questionnaire and student discussions. Some limitations of the
approach are identified and suggestions for future improvements are
made. The paper concludes with a brief consideration of the
importance of thinking time to the promotion of meaningful
learning.
Introduction
30 years ago when I started teaching I believed that I had
knowledge to impart and that the better I taught the more
my students would learn. When I, like many others,1 came
to realise that what my students were learning was not
always what I was trying to teach them, I tried to teach
better. What I then found, however, was that the better I
taught the better my teaching was rated by students but not,
alas, the better they learned. It was only when I
encountered constructivism2, 3, 4 and Alex Johnstones
Information Processing Model of Learning (Figure 1)5, 6
that I started to think about the learner and realised that
I
needed to teach not just better but differently. Knowledge,
alas, cant simply be transferred from the teacher to the
learner, much though we might wish that it were otherwise,
but meaning must be constructed in the mind of the
learner.2 I see an analogy with digestion where even for a
cannibal, ingested proteins are not incorporated directly
into body structures but rather are broken down before
being reassembled into useful biomolecules. Learning
involves the linking and interpretation of incoming
information with what is already known by an individual.
JOURNAL WRITING
Dwi Apriyani 4401412035 Biology Education FMIPA Unnes.
MY ENGLISH DAY
On Thursday,November 29th, 2012, Since 1 pm, I and friends had
sat in our class D1-105, after we had physics experiments. Before
that we had to take a ritual ablution and midday prayer. Several
minutes later, Pak Andreas came into my class. In that time, he
took the attendance list to check our name. It was finished and No
one was absent in that class. Pak Andre asked us if we had already
to study English that after noon. Yeahhh... we were ready to join
him. He ever said that our English skills would be being repaired
by him. After that, he asked us again if three students had stood
in front of us to read their journal, last week. Then Vivi, Agus
and Tiny had risen their hand.
After they read their journal, we tried to correct it one by
one. Agus journals was the most expressive than others. Though the
journals still had many mistakes but Pak Andreas always give us
motivation. He can make our spirit full again.
In the last lesson, Pak Andreas gave us video on which there
were many motivation words. We were not allowed to leave the class
before we could find and said three motivation words. There were
Dian, Deviani and Dita who tried tosay one of motivation word. In
the last time, Syukron became a hero, He chose one motivation word
from that video,Never laugh another dreams. Syukron tried to tell
us what the sentense means, he explained us with Indonesian
language. Because Syukron answered, Pak Andreas was allowed us to
leave the class.
Group Investigation: Theory and Practice
Daniel Zingaro, Ontario Institute for Studies in Education,
Toronto, Ontario, July 18, 2008
1 Introduction
Cooperative learning (CL) is more than having students work in
groups: it
is a fundamental shift from teacher as information provider and
sole source
of truth, to teacher as facilitator [2]. It involves the use of
tasks whose
completion requires the combined e_orts and skills of the
individual group
members. Group investigation (GI) is one form of CL, and the
focus of
this paper. The following sections consider the technique in
general, origins
of the model, key decisions teachers must make, e_ects on
learners, and
implementation concerns and gaps in the research base.2 What is
Group Investigation?
In GI, students form interest groups within which to plan and
implement
an investigation, and synthesize the _ndings into a group
presentation for
the class [2]. The teacher's general role is to make the
students aware of
resources that may be helpful while carrying out the
investigation. GI in-
cludes four important components (\the four I's"):
investigation, interaction,
interpretation and intrinsic motivation. Investigation refers to
the fact that
groups focus on the process of inquiring about a chosen topic.
Interaction
is a hallmark of all cooperative learning methods, required for
students to
explore ideas and help one another learn. Interpretation occurs
when the
group synthesizes and elaborates on the _ndings of each member
in order to
enhance understanding and clarity of ideas. Finally, intrinsic
motivation is
kindled in students by granting them autonomy in the
investigative process.
Implementation of GI proceeds in six steps [2, 8, 5]. First, the
teacher
presents a multi-faceted problem to the class, and students
choose an interest
group. The problem posed here is particularly important, as a
variety of re-
actions from students is necessary for appropriate group
formation. Teachers
1
should avoid giving their own ideas or rejecting ideas from
students. Second,
groups plan their investigation | the procedures, tasks and
goals consis-
tent with the chosen subtopic. Third, groups carry out the
investigation
as planned in the above step. The teacher's role at this step is
to follow
the investigative process, o_ering help when required:
suggesting resources,
ensuring a variety of skills is being used, etc. Fourth, groups
plan their pre-
sentation. They evaluate what they have learned, and synthesize
it into a
form that can be understood by the class. Fifth, groups conduct
the pre-
sentation. Finally, the teacher and students evaluate the
investigation and
resulting presentations. Throughout the process, group
representatives often
make reports to the class, helping group members appreciate that
they are
part of a larger social unit.
As is generally found with CL techniques, research consistently
_nds
higher levels of achievement from GI activities as compared with
whole-class
instruction, particularly on matters of higher-level cognition.
It has also been
found that GI improves positive inter-ethnic relations and
enhances intrinsic
motivation. Compared to other CL methods, GI has strong roots in
giving
students control over their learning [8].
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