Higher_Education_Importance_in_Society

1. Record of Classes attended |Date |General Skills content |Specific new language | |10/10/2012 |In this lesson, I learned about the purpose of university; which is to |Tips: practice more words in term of | | |learn new things and to acquire skill around learning. We also change |knowing their definitions and spelling. | | |different words into different synonyms to make it more academic level.| | | |This was really useful as it helped me to realise that my writing is | | | |not that academic as I thought it was. And this will help me in my | | | |essay which I will write for this module. | | |17/10/2012 |Gained the skills of how to lay-out the essay structure. There should |Practice writing many types of introduction| | |be an introduction to each essay to show what your whole is about. Each|and through I will get some practice | | |essay paragraph should have a topic sentence to display to the reader |writing introduction for my essay. | | |what your paragraph is telling and every paragraph should represent new| | | |point or new idea to support the essay. Also your essay should include | | | |a conclusion which should summarise the all essay to the reader. | | |24/10/2012 |We read an article about ice man. We answer some of the question |Read more article so that I know many types| | |provided along with that article. In this lesson we learned how to find|of writing and use of different language to| | |the right kind of evidence you need to answer the question. |create different impressions of the reader.| |31/10/2012 |In this lesson, we focused on introductions and conclusions of the |Try to research about the background | | |essays given to us as an example. Then we outline some of the important|information about my essay and issues and | | |social issues in the UK. After reading examples of essays given to us |find evidence to support my arguments. | | |in class, show us that we should clearly state the issue we are | | | |discussing for the essays in the introduction. Then we should | | | |critically examine the problems and debate on our chosen issue, with | | | |the support of evidence and research. | | |07/11/2012 |Today’s lesson was about how to give good presentation. The teacher |Tips: try to organise my presentation, my | | |gave us some useful tips and information. Firstly to give a |research, my slides, and my data and try to| | |presentation, I need to know who is my audience, what is my topic, what|practice in giving presentation to some | | |order shall I put my presentation' And how shall I structure it' This |students before actually presenting it in | | |is a very useful because A, it will help me in my cell biology |actual exam condition. | | |presentation and B it gave me more information about my English | | | |presentation which I will be doing at the end of the second semester. | | |14/11/2012 |This lesson was mainly about social and market value of education. It |Tips: try to research about my biomedical | | |was interesting for me as it show me the value of my education and my |science degree and its values at market and| | |further education is to society and market. This lesson made me think |society. And Learn some new vocabulary. | | |about why I have decided to study at university. I also learned about | | | |marketization of university and also I had the opportunity to look at | | | |some data of market values for education. | | |21/11/2012 |This lesson was helpful for my essay because I learned some new things |Tips: to find out what my theme and rheme | | |and writing skills. For example I learned about theme and rheme. The |will be for my essay and how I should write| | |terms ‘theme’ and ‘rheme’ refer to how information is distributed in a |and in what places to make my essay more | | |sentence. If information is carefully distributed, it enhances the |understandable and academic. | | |cohesion of a text. This is helpful for my essay as I will use theme | | | |and rheme to support my sentences. | | |28/11/2012 |I attend this lesson due to personal problems but I catch up through |Tips: find out more evidence about your | | |blackboard. This lesson was about “interpreting statistics & discursive|essay and plan the structure and language. | | |essay writing”. Then I had to answer question like what my essay title | | | |is, what I need to answer my essay title and how many my essay should | | | |have. This is helpful because it reflects back on the structure of my | | | |essay and it also helped me to know what evidence I would need to | | | |support my essay. I read an essay summary and I had to underline verb, | | | |phrases that indicate change and to find out what tense is it in. | | |05/012/2012 |In this lesson, I was given two different texts where I had to read and| | | |then show which one is academic or non-academic style of writing. This | | | |will help me in my essay. | | |12/12/2012 |I read an article on Costa Coffee company and then had to answer the | | | |question. The purpose of this was to understand how the writer uses the| | | |language and reflect back on type of language I will use for my essay. | | |23/01/2013 |This lesson was about to look at an essay which has academic word | | |2nd semester |errors so I had to look for those errors and make correction. Then the| | | |teacher told us what the structure of an essay should be and how we can| | | |improve our writing. | | |30/01/2013 |' | | |06/02/2013 |This lesson was all about our next coursework assignment which is | | |Presentation |presentation. The teacher told us the presentation can be anything of | | |(coursework) |our choice and also showed us some examples of presentation works to | | | |help us. | | |13/02/2013 |The purpose of this lesson was to understand more about the |Tip: look at those presentation website | | |presentation e.g. purpose of the presentation. Presentation tips and | | | |also I was given some presentation websites to look in internet to help| | | |me more on this coursework. | | | | | | | | | | | | | | | | | | | | | | | | | | 2. Record of Language Exercises |Date |Source |Grammar focus and / or new vocabulary | |17/10/2012 |Blackboard- British Education Text |Dedication (Complete and wholehearted devotion), resemblance (The | | | |state or quality of likeness or similarity in nature, appearance), | | | |Generic, assumption, cohort, aspiration. | |24/10/2012 |Oxford dictionary |Elegant (graceful, stylish), composition ( arrangement), electuary, | | | |postulation | |31/10/2012 |Oxford dictionary |Dissertation ( study), Animism, potential (possible) | |07/11/2012 |New words taken from the lesson |Visual (graphic), incompetent ( hopeless), signposting (marking) | |14/11/2012 |Oxford dictionary | | |21/11/2012 |Campbell dictionary | | |28/11/2012 |Lesson ( words not understood the definition) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 3. Summaries of texts read |Title / source: Campbell Essential Biology with Physiology. Third edition (page 60-63) | |Summary: | |Membrane structure has a fluid mosaic which is mainly made of lipids and enzymes. Inside the cell cytoplasm has three layers. The top | |layer is hydrophilic which likes water, hydrophobic (which doesn’t like water molecules and last layer is also made of hydrophilic. | |Cell has cell surfaces which functions for protecting the cell. Nucleus consists of the two membranes which encloses the nucleus. DNA | |controls the cells by sending genetic information to particular places to carry out a specific job. | |New vocabulary | |Cilia, Flagella, ribosomes, cytoplasm. Vacuole, plasma membrane, extracellular coat, hydrophobic, hydrophilic… | | | |Title / source: Campbell biology. Ninth edition ( page 120-125) | |Summary: | |Lipids are fatty acids which stores energy in our cells to carry-out the process required by them. Lipids are non-polar and example for | |that is chloroform. Lipids mainly contain groups of ester, phospholipids and glycolipids attached to their chain and they are polar | |molecules. A lipid contains c-c bonds and they have 12-16 carbon atoms in the chain. There are two types of fats, saturated and | |unsaturated. Saturated fats solids in room temperature and are from animals. And whereas unsaturated are liquids and thus are from | |plants. Triglycerides are fats which are in the bilayer of cell membrane and they are storage energy sources. | |New vocabulary | |Polar-nonpolar, saturated, unsaturated, lipid | | | |Title / source: Campbell biology. Ninth edition (chapter 42) | |Summary: | |Heart has alveolar space in which the blood come in to heart and then gets pumps back by the heart. Alveolar space in which O2 goes in to| |the heart through pulmonary arteries and then the O2 get deoxygenated to CO2 and that CO2 is pump back into pulmonary arteries to exhaled| |air place. Heart is one of the main organs of the body. It has a cardiac cycle in which one complete classification of the heart’s | |pumping and filling but in certain periods. This happens in two periods’ systole and diastole. Systole consist of a period of contraction| |and whereas diastole is the period of relaxation. | |New vocabulary: contraction, relaxation, systole, classification, diastole | |Title / source: Human anatomy and Physiology. Eight edition. chapter 7 skeleton | |Summary: | |The body skeleton is divided into two parts, axial and appendicular skeleton. Axial has 60 bones and its subdivision is the skull, neck | |and thoracic cage. Appendicular has 146 bones and their subdivisions are pectoral, pelvic girdles and limbs. Each lower limbs consist of | |many parts, for example thigh, leg and they are specialise parts for locomotion and body weight. The thoracic cage consists of heart, | |ribs and sternum. Abdominopelvic cavity contains your lungs, liver, intestines and ovary system. | |Cranial cavity protects your brain. Complementary principle states that function of an organ is mainly depend on its structure. Both | |orbital and nasal cavities are made of several bones and they are complicated regions in the body. There are three types of anatomy and | |they are: gross anatomy, macroscopic anatomy and development anatomy. Gross anatomy can be seen with a naked eye for example lungs, | |heart. Macroscopic anatomy is the study of cells and tissues. And development anatomy is the study of changes in skeleton and bones for | |example embryology as it changes before the birth. | |New vocabulary: gross anatomy, humerus, tissues, patella, febia, dorsal, cavity, thoracic, pelvic, Abdominopelvic. | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | |Title / source: | |Summary: | | | | | | | | | | | | | | | | | |New vocabulary | | | | | 4. Glossary of new words |Word/phrase |Collocations | Example sentence(s) | |Diversity |Variety, range, multiplicity |Human have diversity number of cell… | |Symbiosis |Relationship, synergy, interaction… | | |Retaining |Recalling, absorbent, recollecting |…the protein retaining it in the lumen of the rough ER. | |Volume |Capacity, size, bulk |…digestive tract produce a high volume of protein as enzymes | |Transported |Transport, transports |transported to them through the cytoplasm ROUGH ENDOPLASMIC | | | |RETICULUM | |Assembly |Assembling, meeting together |…are responsible for the assembly of many proteins | |Construction |Making, manufacture, assembly |…in a particular position in the protein construction. | |obtained |Gained, acquired, gotten |…some essential lipids that need to be obtained from the | |release |Announcement, released, issue |…lipids are oxidized to release large amounts… | |utilized |Used, exploited, consumed |…body Lipids are utilized or synthesized from the dietary fats. | |environments |Environmental |…but not soluble in polar environments. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |