Academic English

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 (left

TINY BLUEBERRY-SHAPEDTHYROID GLAND NSET) foEl Capitan

(black-andwhite
a
The 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.
Page 26 of 12

Academic English

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
Page 27 of 12

Academic English

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
Page 28 of 12

Academic English

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 function
The 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.

Page 29 of 12

Academic English

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 system
It 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 system
The nervous system is essentially a biological information highway, and
is responsible for controlling all the biological processes and movement
Page 30 of 12

Academic English

in the body, and can also receive information and interpret it via
electrical signals which are used in this nervous system
It 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 system
The 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 cells
The 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.
Page 31 of 12

Academic English

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
There

There 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?
Page 32 of 12

Academic English

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, 9
However, 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
Page 33 of 12

Academic English

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
Page 34 of 12

Academic English

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.
Page 35 of 12

Academic English

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 includes 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
Page 36 of 12

Academic English

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
reactions 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 consistent 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
presentation. They evaluate what they have learned, and synthesize it into
a
form that can be understood by the class. Fifth, groups conduct the presentation. 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 wholeclass
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].

Page 37 of 12