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: a.m.mackenzie@educ.gla.ac.uk

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: W.Byers@ulst.ac.uk

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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