PROLINFO - Inglês Instrumental - Medicina by Selo Editorial PROLINFO

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Capa Original:

The British Library Hommes fossiles et hommes sauvages: études d'anthropologie. Avec... gravures... et une carte ID: 003014986 Título da Ilustração: Image taken from page 654 of ‘Hommes fossiles et hommes sauvages: études d’anthropologie. Avec gravures et une carte. Legenda da imagem: Imagem retirada da página 654 do livro Fósseis de humanos e de bárbaros: estudos de antropologia com índice remissivo e figuras. Fonte de Identificação: Biblioteca Britânica, HMNTS 10007 h.13Publicado em 1884, Paris. British Library Shelfmark: Biblioteca Britânica OC ORW 1986. If you wish to purchase a high-quality copy of this image, please place an order at Images Online imagesonline.bl.uk. The details from the above list should help you locate the images.

Elaboração do material, edição, seleção do corpus, adaptação e editoração: Prof. Ms. Vinicius Gomes Pascoal. Revisão e leitura crítica: Miguel Fernando Amaral Ramos de Morais.

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PROGRAMA DE LÍNGUAS E INFORMÁTICA DA UNIVERSIDADE DE PERNAMBUCO - PROLINFO COORDENADOR GERAL DO PROGRAMA Prof. Severino Carlos da Silva COORDENADOR PEDAGÓGICO Prof. David José Andrade Lima COORDENADORA ADMINISTRATIVA Prof.ª Jéssica Maria Rodrigues Santos COORDENADOR DE INTERIORIZAÇÃO & PROJETOS Prof. Vinicius Gomes Pascoal COORDENADORA DE EDUCAÇÃO À DISTÂNCIA Prof.ª Rozineide Novaes Ferraz COORDENADORA DE LÍNGUA ESPANHOLA Prof.ª Lucyanne de França

UNIVERSIDADE DE PERNAMBUCO - UPE REITOR Prof. Pedro Henrique de Barros Falcão VICE-REITORA Prof.ª Maria do Socorro Mendonça Cavalcanti PRÓ-REITOR DE GRADUAÇÃO - PROGRAD Prof. Luiz Alberto Ribeiro Rodrigues PRÓ-REITORA DE PÓS-GRADUAÇÃO E PESQUISA - PROPEGE Prof.ª Maria Tereza Muniz Cartaxo PRÓ-REITOR ADMINISTRATIVO - PROADMI Prof. Rivaldo, de Albuquerque Mendes PRÓ-REITORA DE DESENVOLVIMENTO DE PESSOAS - PRODEP Prof.ª Vera Rejane do Nascimento Gregório PRÓ-REITOR DE EXTENSÃO E CULTURA PROEC Prof. Renato Medeiros Moraes COORDENADORA DE ASSUNTOS ESTUDANTIS - CAE Prof.ª Adelina Maria Salles Bizarro COORDENADOR DE DESENVOLVIMENTO DE GRADUAÇÃO - CDG Prof. Karl Schuster Veríssimo Sousa Leão

Assessoria de Comunicação Maria Bettina Ferraz Novaes Apoio Administrativo aos polos da Interiorização Aline Bispo Cavalcanti Davyd Couto Barbosa de Moura Israel de Alencar Luz da Silva Laécio Eugenio da Silva Márcia Regina Silva Cruz Silvana de Sousa Rodrigues Thales Soares da Silva Thaís de França Rigueira Tyson Antonio Alves da Silva Apoio Administrativo à Sede Anne Elaine Santos de Albuquerque Matheus Macedo Leite

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INTRODUÇÃO

O compromisso com a educação de todos que compõem a sociedade reflete a prática fiel e cotidiana do exercício da cidadania. Nós, que fazemos a Universidade de Pernambuco, buscamos, em nosso dia-a-dia, através da implantação de projetos e de outros procedimentos, honrar esse compromisso com vistas a inserir o homem em seu contexto social, celebrando a sua dignidade, promovendo ações que resultem na construção do homem pelo próprio homem. Respaldada nesses propósitos e fundamentos, a Universidade de Pernambuco, através do Instituto de Apoio à Universidade de Pernambuco – IAUPE persiste numa caminhada crescente, voltada para ampliar conhecimentos, por estar ciente da relevância que estas assumem na contemporaneidade. Considerado atividade de extensão universitária, o Programa de Línguas e Informática – PROLINFO, em seu décimo ano de existência, busca, através de seus objetivos e metas, perseverar nas vias da qualidade. A oferta de cursos nas áreas de Inglês, Espanhol, Português e Informática comprova os princípios e a filosofia que permeiam o perfil de uma Universidade visivelmente comprometida com a excelência em todos os segmentos dos quais se julga partícipe.

Boa Sorte!

Prof. MS. Carlos Silva Coordenador-Geral PROLINFO

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SUMÁRIO

1º Encontro – Ebola hemorrhagic fever pathogenesis 2º Encontro – Melanoma Pathogenesis 3º Encontro – Breaking and Mending 4º Encontro – Holding it Together 5º Encontro – Infections and Infestations 6º Encontro – Amitriptyline 7º Encontro – Bumps, strains, and tears 8º Encontro – Knock, Sprains, and tears. Lista de Atividades Orientações para a Avaliação Referências

PROLINFO Instrumental – English for Medicine

Exercises

Host genetic diversity enables Ebola hemorrhagic fever pathogenesis and resistance Angela L. Rasmussen, Atsushi Okumura, Martin T. Ferris, Richard Green, Friederike Feldmann, Sara M. Kelly, Dana P. Scott, David Safronetz, Elaine Haddock, Rachel LaCasse, Matthew J. Thomas, Pavel Sova, Victoria S. Carter, Jeffrey M. Weiss, Darla R. Miller, Ginger See all authors and affiliations; Adaptado de: Science: 21 Nov 2014, Vol. 346, Issue 6212, pp. 987-991; DOI: 10.1126/science.1259595 DisponĂvel em: http://tiny.cc/feqdny

Abstract Existing mouse models of lethal Ebola virus infection do not reproduce hallmark symptoms of Ebola hemorrhagic fever, neither delayed blood coagulation and disseminated intravascular coagulation nor death from shock, thus restricting pathogenesis studies to nonhuman primates. Here we show that mice from the Collaborative Cross panel of recombinant inbred mice exhibit distinct disease phenotypes after mouse-adapted Ebola virus infection. Phenotypes range from complete resistance to lethal disease to severe hemorrhagic fever characterized by prolonged coagulation times and 100% mortality. Inflammatory signaling was associated with vascular permeability and endothelial activation, and resistance to lethal infection arose by induction of lymphocyte differentiation and cellular adhesion, probably mediated by the susceptibility allele Tek. These data indicate that genetic background determines susceptibility to Ebola hemorrhagic fever. Variety of Ebola symptoms in mice Apart from monkeys, there are no animal models available that show the same symptoms of Ebola virus infection as those of humans. Rasmussen et al. tested the effects of Ebola virus in mice with defined genetic backgrounds in a series of pains-taking experiments performed under stringent biosafety conditions. Resistance and susceptibility to Ebola virus was associated with distinct genetic profiles in inflammation, blood coagulation, and vascular function. This panel of mice could prove valuable for preliminary screens of candidate therapeutics and vaccines. A mouse-adapted strain of Ebola virus (MA-EBOV) does not cause hemorrhagic syndrome despite causing lethal disease in laboratory mice, and it cannot be used effectively to study Ebola hemorrhagic fever (EHF) pathogenesis, because the dissimilarity to human disease limits the ability to identify key correlates of viral pathogenesis or accurately assess the effect of vaccines or therapeutics. Pathogenesis studies of EHF have thus been restricted to macaques, guinea pigs, and Syrian hamster. Although these models accurately recapitulate most of the disease features of EHF, practical and ethical concerns limit their use, including nonreproducible genetic backgrounds, cost, animal availability, and reagent availability. Epidemiologic studies of EBOV infection have identified a range of pathogenic phenotypes, which are not linked to specific mutations in the viral genome. This suggests that the host response may determine disease severity after EBOV infection. We tested the role of host genetics in Ebola virus disease (EVD) using the Collaborative Cross (CC) resource, a genetically diverse panel of recombinant inbred (CC-RI) mice obtained through a systematic cross of eight inbred founder mouse strains, five of which are classic laboratory strains and three of which are wild-derived inbred strains. The founders represent 90% of the common genetic variation across the three major Mus musculus subspecies (M. m. musculus, M. m. domesticus, and M. m. castaneus). Different strains can be crossed with one another to generate CCRI intercrossed (CC-RIX) F1 progeny. We recently observed a spectrum of pathogenic phenotypes in CC mice and identified genetic loci associated with influenza severity and disease outcome. To determine a phenotypic baseline, we challenged the eight CC founders intraperitoneally with MAEBOV or the Mayinga strain of wild-type EBOV (WT-EBOV). MA-EBOV differs from the published WT-EBOV sequence by only 13 nucleotide changes, three of which are silent. MA-EBOV is pathogenic in guinea pigs and macaques and causes lethal EHF in Syrian hamsters. Despite observing 25 to 100% mortality after MA-EBOV challenge at multiple doses, we found no evidence of hemorrhagic disease or susceptibility to lethal disease after infection with WT-EBOV. We assessed the pathogenic phenotype produced by intraperitoneal infection with 100 focus-forming units (FFUs) of MA-EBOV in 47 available CC-RIX lines. We observed disease phenotypes ranging from complete resistance to lethal disease to severe EHF-associated pathology before death, as well as lines that showed lethal infection without symptoms of EHF but sometimes with hepatic discoloration.

PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

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1- Traduza o texto acima para o português e desenvolva seu glossário para esta atividade. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2- Após a leitura: desenvolva uma síntese em língua portuguesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3- Após a leitura: desenvolva uma síntese em língua inglesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4- Responda as seguintes questões: Qual o objetivo do texto? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ O objetivo foi alcançado? _____________________________________________________________________________ _____________________________________________________________________________ Descreva como _____________________________________________________________________________ _____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

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Melanoma Pathogenesis Jennifer A. Lo and David E. Fisher | Department of Dermatology, Massachusetts General Hospital. Adaptado de: Springer Science+Business Media New York 2015 R. J. Sullivan (ed.), BRAF Targets in Melanoma, Cancer Drug Discovery and Development 82, DOI 10.1007/978-1-4939-2143-0_2

Abstract: Melanoma is an aggressive and heterogeneous disease with respect to clinical behavior and underlying genomic lesions. Melanoma development is multifactorial, and increased susceptibility is associated with sun exposure, fair pigmentation, family history, and melanocytic nevi. Major advances in our understanding of its molecular pathogenesis include the identification of recurrent mutations and aberrations in key signaling and developmental pathways. BRAF is the most commonly affected gene, with BRAF(V600E) mutations found in half of all melanomas. The discovery and characterization of oncogenic mutations in the MAPK, RB, p53, and MITF pathways have set the stage for clinically meaningful progress in the melanoma field. Keywords: Melanoma · Melanocyte · Pigmentation · Nevus · BRAF · MAPK · MITF · NRAS Melanocyte Biology Melanomas arise from the malignant transformation of melanocytes. Melanocytes are the pigment producing cells of the skin and are derived from neural crest stem cells. Their development is modulated by the receptor tyrosine kinase c-KIT and microphthalmia-associated transcription factor (MITF), two genes that are mutated or amplified in many melanomas. Melanocytes can produce multiple types of pigment, most obviously dark brown eumelanin and reddish pheomelanin. Propigmentation signaling is initiated by binding of α-melanocyte stimulating hormone (α-MSH) to the melanocortin 1 receptor (MC1R) on the melanocyte cell surface. MC1R is a seven-transmembrane G-protein-coupled receptor that activates adenylate cyclase, leading to increased intracellular cAMP levels and expression of MITF. MITF in turn induces transcription of pigment synthesis genes and production of melanin. Although many loci are involved in human pigmentation, MC1R is a major determinant of pigmentation phenotype. MC1R polymorphisms involving single amino-acid substitutions can reduce MC1R signaling, resulting in impaired eumelanin production and a red hair/ fair skin phenotype. In addition to basal pigmentation, acquired pigmentation can occur in response to stimuli such as ultraviolet radiation (UVR). Eumelanin is the pigment that provides UVR attenuation in darkly pigmented skin. The tanning response to UVR has been shown to involve p53 activation in keratinocytes following UV-induced DNA damage, leading to p53-mediated POMC/MSH expression. Secreted MSH stimulates MC1R in neighboring melanocytes and produces cutaneous pigmentation. Melanoma Risk Factors Melanoma pathogenesis is driven by both environmental and genetic factors. Epidemiologic studies have linked melanoma to geographic location and sun (UV) exposure, which is believed to be the most important environmental risk factor. In particular, severe sunburns early in life are associated with the highest risk for melanoma. Melanomas occur more frequently on sun-exposed regions of the body. However, unlike most keratinocyte skin cancers which are known to be products of UVR, melanoma primary tumors are not restricted to sun-exposed skin. Although individuals with fair skin are more susceptible, melanomas also arise in darkly pigmented individuals, most often at acral or mucosal sites. These observations suggest that sun exposure does not account for all melanoma risk. Increased melanoma susceptibility is associated with family history, fair pigmentation phenotypes, and higher numbers of melanocytic nevi. A family history of melanoma confers an estimated twofold increase in melanoma risk, and approximately 10 % of melanoma patients have a family history of the disease. Melanoma is considered familial if two first-degree relatives or three individuals in a family, irrespective of relationship, are diagnosed with melanoma. Familial melanoma is most often associated with dysregulation of cell cycle checkpoints due to mutations in cell cycle regulatory genes such as cyclin-dependent kinase 4 (CDK4) and cyclin-dependent kinase inhibitor 2A (CDKN2A), which accounts for 40 % of cases and is the most common high-penetrance melanoma susceptibility locus.

PROLINFO Instrumental – English for Medicine

Exercises

1- Traduza o texto acima para o português e desenvolva seu glossário para esta atividade. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2- Após a leitura desenvolva uma síntese em língua portuguesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3- Após a leitura desenvolva uma síntese em língua inglesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4- Responda as seguintes questões: Qual o objetivo do texto? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ O objetivo foi alcançado? _____________________________________________________________________________ _____________________________________________________________________________ Descreva como _____________________________________________________________________________ _____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

Exercises

PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

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1- Traduza o texto acima para o português e desenvolva seu glossário para esta atividade. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2- Após a leitura desenvolva uma síntese em língua portuguesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3- Após a leitura desenvolva uma síntese em língua inglesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4- Responda as seguintes questões: Qual o objetivo do texto? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ O objetivo foi alcançado? _____________________________________________________________________________ _____________________________________________________________________________ Descreva como _____________________________________________________________________________ _____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

Exercises

PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

Exercises

1- Traduza o texto acima para o português e desenvolva seu glossário para esta atividade. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2- Após a leitura desenvolva uma síntese em língua portuguesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3- Após a leitura desenvolva uma síntese em língua inglesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4- Responda as seguintes questões: Qual o objetivo do texto? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ O objetivo foi alcançado? _____________________________________________________________________________ _____________________________________________________________________________ Descreva como _____________________________________________________________________________ _____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

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INFECTIONS AND INFESTATIONS The human body provides a suitable environment for the growth of many types of microorganism, including bacteria, viruses, fungi, yeasts, and protozoa. It may also become the host for animal parasites such as insects, worms, and flukes. Microorganisms (microbes) exist all around us and can be transmitted from person to person in many ways: direct contact, inhalation of infected air, and consumption of contaminated food or water. Not all microorganisms cause disease; many types of bacteria exist on the skin surface or in the bowel without causing ill effects, while others cannot live either in or on the body. Normally, the immune system protects the body from infection. Invading microbes are killed before they can multiply in sufficient numbers to cause serious disease. Types of Infecting Organism A typical bacterium consists of a single cell with a protective wall. Some bacteria are aerobic (requiring oxygen) and are therefore more likely to infect surface areas such as the skin or respiratory tract. Others are anaerobic and multiply in oxygen-free surroundings such as the bowel or deep wounds. Bacteria can cause symptoms of disease in two principal ways: by releasing toxins that harm body cells and by provoking an inflammatory response in the infected tissues. Viruses are smaller than bacteria and consist simply of a core of genetic material surrounded by a protein coat. A virus can multiply only in a living cell, by using the host tissue’s replicating material. Protozoa are single-celled parasites and are slightly bigger than bacteria. Many protozoa live in the human intestine and are harmless. However, other types cause malaria, sleeping sickness, and dysentery. Infestations Invasion by parasites that live on the body (such as lice) or in the body (such as tapeworms) is known as infestation. Since the body lacks strong natural defences against infestation, antiparasitic treatment is necessary. Infestation is often associated with tropical climates and poor standards of hygiene. What can go wrong Infectious diseases occur when the body is invaded by microbes. This may be caused by the body having little or no natural immunity to the invading organism, or the number of invading microbes being too great for the body’s immune system to overcome. Serious infections can occur when the immune system does not function properly or when a disease weakens or destroys the immune system, as occurs in AIDS (acquired immune deficiency syndrome). Infections (such as childhood infectious diseases or those with flu-like symptoms) can cause generalized illness or they may affect a specific part of the body (as in wound infections). Some parts are more susceptible to infection than others – respiratory tract infections are relatively common, whereas bone and muscle infections are rare. Some symptoms are the result of damage to body tissues by the infection, or by toxins released by the microbes. In other cases, the symptoms result from the body’s defence mechanisms. Most bacterial and viral infections cause fever. Bacterial infections may also result in inflammation and pus in the affected area. Why Drugs Are Used Treatment of an infection is necessary only when the type or severity of symptoms shows that the immune system has not overcome the infection. Bacterial infection can be treated with antibiotic or antibacterial drugs. Some of these drugs kill the infecting bacteria, whereas others merely prevent them from multiplying. Unnecessary use of antibiotics may result in the development of resistant bacteria. Some antibiotics can be used to treat a broad range of infections, while others are effective against a particular type of bacterium or in a certain part of the body. Why they are used We are surrounded by bacteria – in the air we breathe, on the mucous membranes of our mouth and nose, on our skin, and in our intestines – but we are protected, most of the time, by our immunological defences. When these break down, or when bacteria already present migrate to a vulnerable new site, or when harmful bacteria not usually present invade the body, infectious disease sets in.

PROLINFO Instrumental – English for Medicine

Exercises

1- Traduza o texto acima para o português e desenvolva seu glossário para esta atividade. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2- Após a leitura desenvolva uma síntese em língua portuguesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3- Após a leitura desenvolva uma síntese em língua inglesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4- Responda as seguintes questões: Qual o objetivo do texto? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ O objetivo foi alcançado? _____________________________________________________________________________ _____________________________________________________________________________ Descreva como _____________________________________________________________________________ _____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

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Amitriptyline _______________________________________________ Brand names: None Used in the following combined preparations: Triptafen, Triptafen-M.

Molar mass: 277.403 g/mol | Formula: C20H23N | Trade name: Elavil, others. Excretion: Mostly kidney | Metabolism: Liver | Biological half-life: 10 to 50 hours People also search for: Fluoxetine, Nortriptyline, Gabapentin QUICK REFERENCE Drug group: Tricyclic antidepressant drug Overdose danger rating: High Dependence rating: Low Prescription needed: Yes Available as generic: Yes GENERAL INFORMATION Amitriptyline belongs to the tricyclic group of antidepressant group of drugs. They are effective for long-term depression but are poorly tolerated and dangerous in overdose so they are second-line choices after SSRI antidepressants. The sedative effect of amitriptyline is useful when depression is accompanied by anxiety or insomnia. Taken at night, the drug encourages sleep and reduces the need for additional sleeping drugs. Amitriptyline is sometimes used to treat nocturnal enuresis (bedwetting) in children. It may also be used to treat neuropathic pain such as post herpetic neuralgia after shingles and to prevent migraine. In overdose, amitriptyline may cause abnormal heart rhythms, seizures, and coma. INFORMATION FOR USERS • • • • • • • • • • • •

Important: Your drug prescription is tailored for you. Do not alter dosage without checking with your doctor. How taken/used: Tablets, liquid. Frequency and timing of doses: 1–3 x daily, usually as a single dose at night. Adult dosage range: 10–200mg daily. Onset of effect: Sedation can appear within hours, although full antidepressant effect may not be felt for 2–4 weeks. Duration of action: Antidepressant effect may last for 6 weeks; common adverse effects gone within 1 week. Diet advice: None. Storage: Keep in original container at room temperature out of the reach of children. Protect from light. Missed dose: Take as soon as you remember. If your next dose is due within 3 hours, take a single dose now and skip the next. Stopping the drug: An abrupt stop can cause withdrawal symptoms and recurrence of the original trouble. Consult your doctor, who may supervise a gradual reduction in dosage over at least 4 weeks.

POSSIBLE ADVERSE EFFECTS The possible adverse effects of this drug are mainly the result of its anticholinergic action and its blocking action on the transmission of signals through the heart. Common adverse effects include drowsiness, sweating, dry mouth, constipation, and blurred vision. Discuss with your doctor if any of these are severe or if you have difficulty in passing urine. If you experience dizziness, fainting, or confusion, stop taking the drug and consult your doctor. If you have palpitations, you should also stop taking the drug and should consult your doctor immediately.

PROLINFO Instrumental – English for Medicine

Exercises

1- Traduza o texto acima para o português e desenvolva seu glossário para esta atividade. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2- Após a leitura desenvolva uma síntese em língua portuguesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3- Após a leitura desenvolva uma síntese em língua inglesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4- Responda as seguintes questões: Qual o objetivo do texto? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ O objetivo foi alcançado? _____________________________________________________________________________ _____________________________________________________________________________ Descreva como _____________________________________________________________________________ _____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

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PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

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1- Traduza o texto acima para o português e desenvolva seu glossário para esta atividade. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2- Após a leitura desenvolva uma síntese em língua portuguesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3- Após a leitura desenvolva uma síntese em língua inglesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4- Responda as seguintes questões: Qual o objetivo do texto? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ O objetivo foi alcançado? _____________________________________________________________________________ _____________________________________________________________________________ Descreva como _____________________________________________________________________________ _____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

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PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

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1- Traduza o texto acima para o português e desenvolva seu glossário para esta atividade. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 2- Após a leitura desenvolva uma síntese em língua portuguesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 3- Após a leitura desenvolva uma síntese em língua inglesa para o texto acima. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ 4- Responda as seguintes questões: Qual o objetivo do texto? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ O objetivo foi alcançado? _____________________________________________________________________________ _____________________________________________________________________________ Descreva como _____________________________________________________________________________ _____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

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Lista de atividades

PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

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Antirheumatic drugs

These drugs are used in the treatment of various rheumatic disorders, the most crippling and deforming being rheumatoid arthritis, an autoimmune disease in which the bodyâ&#x20AC;&#x2122;s mechanism for fighting infection contributes to the damage of its own joint tissue. There is pain, stiffness, and swelling of the joints that, over many months, can lead to deformity. Flare-ups of rheumatoid arthritis also cause a general feeling of being unwell, fatigue, and loss of appetite. Treatments for rheumatoid arthritis include drugs, rest, physiotherapy, changes in diet, and immobilization of joints. The disorder cannot yet be cured, but in many cases it does not progress to permanent disability. It also sometimes subsides spontaneously for prolonged periods. WHY THEY ARE USED The aim of drug treatment is to relieve the symptoms of pain and stiffness, maintain mobility, and prevent deformity. Drugs for rheumatoid arthritis fall into two main categories: those that alleviate symptoms, and those that modify, halt, or slow the underlying disease process. Drugs in the first category include aspirin and other NSAIDs (see Non-steroidal anti-inflammatory drugs). These drugs are usually prescribed as a first treatment. Drugs in the second category are known collectively as disease-modifying antirheumatic drugs (DMARDs). They may be given if the rheumatoid arthritis is severe or if initial drug treatment has proved to be ineffective. DMARDs may prevent further joint damage and disability, but they are not prescribed routinely because the disease may stop spontaneously and because they have potentially severe adverse effects (see Some types of disease-modifying antirheumatic drug, for further information on individual drugs). Corticosteroids are sometimes used in the treatment of rheumatoid arthritis, but are used only for limited periods because they depress the immune system, increasing susceptibility to infection. HOW THEY AFFECT YOU: DMARDs are generally slow acting; it may be four to six months before benefit is noticed. So, treatment with aspirin or other NSAIDs is usually continued until remission occurs. Prolonged treatment with DMARDs can markedly improve symptoms. Arthritic pain is relieved, joint mobility increased, and general symptoms of ill health fade. Side effects (which vary between individual drugs) may be noticed before beneficial effects, so patience is required. Regular monitoring of the kidneys, liver, and bone marrow are needed. Severe adverse effects may require treatment to be abandoned.

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PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

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MENOPAUSE A decline in the levels of oestrogen and progesterone occurs naturally following the menopause, when the menstrual cycle ceases. The sudden reduction in levels of oestrogen often causes distressing symptoms, and many doctors suggest that hormone supplements be used around the time of the menopause (see Effects of hormone replacement therapy (HRT)). Such hormone replacement therapy may also be prescribed for women who have undergone early or premature menopause, for example, as a result of surgical removal of the ovaries or radiotherapy for ovarian cancer. HRT helps to reduce the symptoms of the menopause, including hot flushes and vaginal dryness. It is not normally recommended for long-term use or for the treatment of osteoporosis, however, because of the increased risk of disorders such as breast cancer, stroke, and thromboembolism occurring. HOW THEY AFFECT YOU Hormones that are given to treat ovarian failure or delayed puberty take three to six months to produce a noticeable effect on sexual development. Taken for menopausal symptoms, they can dramatically reduce the number of hot flushes within a week. Both oestrogens and progestogens can cause fluid retention, and oestrogens may cause nausea, vomiting, breast tenderness, headache, dizziness, and depression. Progestogens may cause breakthrough bleeding between menstrual periods. In the comparatively low doses used to treat these disorders, side effects are unlikely. RISKS AND SPECIAL PRECAUTIONS Because oestrogens increase the risk of hypertension, thrombosis (abnormal blood clotting), and breast cancer, there are risks associated with long-term HRT. Treatment is prescribed with caution for women who have heart or circulatory disorders, and in those who are overweight or who smoke. Oestrogens may also trigger the onset of diabetes mellitus or aggravate blood glucose control in women with diabetes. Tibolone has both oestrogenic and progestogenic properties and can be used on its own. The use of oestrogens and progestogens as replacement therapy in ovarian failure carries few risks for young women who are otherwise healthy.

PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

Exercises

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Immunosuppressant drugs The body is protected against attack from bacteria, fungi, and viruses by the specialized cells and proteins in the blood and tissues that make up the immune system. White blood cells known as lymphocytes either kill invading organisms directly or produce special proteins (antibodies) to destroy them. These mechanisms are also responsible for eliminating abnormal or unhealthy cells that could otherwise multiply and develop into a cancer. In certain conditions it is medically necessary to damp down the activity of the immune system. These include a number of autoimmune disorders in which the immune system attacks normal body tissue. Autoimmune disorders may affect a single organ – for example, the kidneys in Goodpasture’s syndrome or the thyroid gland in Hashimoto’s disease – or they may result in widespread damage, for example, in rheumatoid arthritis or systemic lupus erythematosus. Immune system activity may also need to be reduced following an organ transplant, when the body’s defences would otherwise attack and reject the transplanted tissue. Several types of drugs are used as immunosuppressants: anticancer drugs, corticosteroids, ciclosporin, and monoclonal antibodies. WHY THEY ARE USED Immunosuppressant drugs are given to treat autoimmune disorders, such as rheumatoid arthritis, when symptoms are severe and other treatments have not provided adequate relief. Corticosteroids are usually prescribed initially. The pronounced anti-inflammatory effect of these drugs, as well as their immunosuppressant action, helps to promote healing of tissue damaged by abnormal immune system activity. Anticancer drugs such as methotrexate may be used in addition to corticosteroids if these do not produce sufficient improvement or if their effect wanes. Immunosuppressant drugs are given before and after organ and other tissue transplants. Treatment may have to be continued indefinitely to prevent rejection. Various drugs and drug combinations are used, depending on which organ is being transplanted and the underlying condition of the patient. However, ciclosporin, along with the related drug tacrolimus, is now the most widely used drug for preventing organ rejection.

PROLINFO Instrumental – English for Medicine

Exercises

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What Is High Blood Pressure Medicine? Your doctor has prescribed medicine to help lower your blood pressure. You also need to make the other lifestyle changes that will help reduce blood pressure, including: reaching and maintaining a healthy weight, lowering sodium (salt) intake, eating a heart-healthy diet, being more regularly physically active, and limiting alcohol to no more than one drink a day (for women) or two drinks a day (for men). Following your overall therapy plan will help you get on the road to a healthier life!. WHAT SHOULD I KNOW ABOUT TAKING MEDICINE? • Your doctor may prescribe one or more drugs to bring your blood pressure down to normal. • The medicines work in different ways to help lower blood pressure. • Medicine only works when you take it regularly. • Don’t ever stop taking medicine on your own. • Even after your blood pressure is lowered, you may still need to take medicine — perhaps for your lifetime — to keep your blood pressure normal. HOW CAN I REMEMBER TO TAKE MY MEDICINE? Sometimes it’s hard to keep track of your medicine. But to be safe, you must take it properly. Here are some good ways: • Take your medicine at the same time each day. • Take medicine along with daily events, like brushing your teeth. • Use a weekly pill box with separate sections for each day or time of day. • Ask family and friends to help remind you. • Use a medicine calendar. • Set a reminder on your smartphone

PROLINFO Instrumental – English for Medicine

Exercises

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How Many Sleep Diary Entries Are Needed to Reliably Estimate Adolescent Sleep? STUDY OBJECTIVES: To investigate (1) how many nights of sleep diary entries are required for reliable estimates of five sleep-related outcomes (bedtime, wake time, sleep onset latency [SOL], sleep duration, and wake after sleep onset [WASO]) and (2) the test–retest reliability of sleep diary estimates of school night sleep across 12 weeks. METHODS: Data were drawn from four adolescent samples (Australia [n = 385], Qatar [n = 245], United Kingdom [n = 770], and United States [n = 366]), who provided 1766 eligible sleep diary weeks for reliability analyses. We performed reliability analyses for each cohort using complete data (7 days), one to five school nights, and one to two weekend nights. We also performed test–retest reliability analyses on 12-week sleep diary data available from a subgroup of 55 US adolescents. RESULTS: Intraclass correlation coefficients for bedtime, SOL, and sleep duration indicated goodto-excellent reliability from five weekday nights of sleep diary entries across all adolescent cohorts. Four school nights was sufficient for wake times in the Australian and UK samples, but not the US or Qatari samples. Only Australian adolescents showed good reliability for two weekend nights of bedtime reports; estimates of SOL were adequate for UK adolescents based on two weekend nights. WASO was not reliably estimated using 1 week of sleep diaries. We observed excellent test–rest reliability across 12 weeks of sleep diary data in a subsample of US adolescents. CONCLUSION: We recommend at least five weekday nights of sleep dairy entries to be made when studying adolescent bedtimes, SOL, and sleep duration. Adolescent sleep patterns were stable across 12 consecutive school weeks.

PROLINFO Instrumental – English for Medicine

Exercises

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A "miracle" cancer drug in the era of social media: A survey of Brazilian oncologists' opinions and experience with phosphoethanolamine. Rev. Assoc. Med. Bras. vol.63 no.1 SĂŁo Paulo Jan. 2017

STUDY DESIGN This was an official study designed and carried out by the Brazilian Society of Clinical Oncology (SBOC). We designed a cross-sectional study and developed a survey, which was sent three times by e-mail and three times by text message in 3 to 5-day intervals to active MDs member of the SBOC. A questionnaire with closed-ended questions was applied. The main issues were: how many patients used phosphoethanolamine, how many wished to use it, if any side effects or benefits were seen in those who used it, what was the oncologist's opinion and what recommendation was given to the patient regarding phosphoethanolamine, how many studies the doctor had access to, what would be their position in relation to the distribution of phosphoethanolamine, what was their opinion on the conduct of clinical studies, and the degree of agreement with the opinion of the representatives of SBOC. Data collected between December 11th and 18th, 2015, included demographic information and the physicians' knowledge and opinions regarding the use of phosphoethanolamine in cancer treatment. RESULTS Characteristics of the respondents The survey was sent to all oncologists who were active members of the SBOC (1,072 doctors), of which 398 (37.1%) answered at least part of it. Among responders, 209 (52.5%) practice medicine in the Southeastern region, 67 (16.8%) in the Northeastern region, 71 (17.8%) in the Southern region, 34 (8.5%) in the Midwestern region and eight (2%) in the Northern region (Figure 1). Nine doctors (2.3%) did not answer which region they were from. 104 (26.1%) of the individuals were men and 49 (12.3%) were women (61.6% of respondents did not answer this question).

PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

Exercises

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Dual burden of chronic physical diseases and anxiety/mood disorders among São Paulo Megacity Mental Health Survey Sample, Brazil ABSTRACT BACKGROUND We assessed comorbid associations of 12-month DSM-IV mood/any anxiety disorders with chronic physical conditions within the São Paulo (SP) Megacity Mental Health cross-sectional survey of 5037 participants and explored whether strength of comorbid associations were modified when controlling for demographics. METHODS Chi-square tests and logistic regressions were used to examine comorbid associations of DSMIV mood/anxiety disorders as measured by the WHO Composite International Diagnostic Interview (CIDI 3.0), and self-reported chronic physical conditions among adults from the SP Megacity Mental Health Survey. RESULTS Among those with any mood or anxiety disorder, chronic pain disorder was the most common physical condition (48.9% and 44.9%, respectively). Significant unadjusted odds ratios (OR) of comorbidity were found between diagnosis of two or more physical conditions and any mood disorders (3.08, 95% CI: 2.27–4.17), and any anxiety disorders (2.49, 95% CI: 1.95–3.17). Comorbidities remained significant when stratified by gender and controlling for marital status, household income, and education (latter two only included within anxiety models). ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

PROLINFO Instrumental – English for Medicine

Exercises

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Determinants of tuberculosis transmission and treatment abandonment in Fortaleza, Brazil ABSTRACT & BACKGROUND Tuberculosis (TB) remains a public health problem, despite recent achievements in reducing incidence and mortality rates. In Fortaleza (5th largest city in Brazil), the tuberculosis cure rate has been declining and treatment abandonment has been increasing in the past decade, despite a reduction in incidence and an increase in directly observed therapy (DOT). We therefore sought to determine social and programmatic determinants of tuberculosis incidence and treatment abandonment in Fortaleza. METHODS We analyzed sociodemographic and clinical data for all new tuberculosis cases notified in the Notifiable Diseases Information System (SINAN) from Fortaleza between 2007 and 2014. We calculated incidence rates for 117 neighborhoods in Fortaleza, assessed their spatial clustering, and used spatial regression models to quantify associations between neighborhood-level covariates and incidence rates. RESULTS & CONCLUSION There were 12,338 new cases reported during the study period. In an adjusted model, tuberculosis rates were significantly higher in neighborhoods with lower literacy, higher sewerage access and homicide rates, and a greater proportion of self-reported black residents. Treatment was abandoned in 1901 cases (15.4%), a rate that rose by 71% between 2007 and 2014. Abandonment was significantly associated with many individual sociodemographic and clinical factors. Notably, being recommended for DOT was protective for those who completed DOT, but associated with abandonment for those who did not.

PROLINFO Instrumental â&#x20AC;&#x201C; English for Medicine

Exercises

Orientações sobre a prova DE PROFICIÊNCIA

Do Formato da Prova e Aplicação Composta por 2 (duas) etapas distintas, com duração de 240 minutos (4 horas): Etapa

Língua Inglesa

Língua Espanhola

1- Leitura e compreensão de texto 2- Tradução de texto

2 horas 2 horas

Tempo de resolução total:

4 horas

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PROLINFO Instrumental – English for Medicine

Exercises

Referências

American Heart Association https://academic.oup.com/journals British Medical Association https://www.bma.org.uk/ BMC Public Health www.bmcpublicheath.com DK. Dorling Kindersley. BMA Concise Guide to medicine & drugs. 5th Edition. London: 2015. _____- How the body works. Big stuff simply explained. 1st Edition. London: 2016. Journal of Affective Disorders www.jad-journal.com/ Oxford Academic https://academic.oup.com/journals Revista da associação médica brasileira ramb.amb.org.br/ Science | AAAS www.sciencemag.org Springer - International Publisher Science, Technology Medicine www.springer.com

Prolinfo English for Medicine Elaboração do material, edição, seleção do corpus, adaptação e editoração: Prof. Ms. Vinicius Gomes Pascoal. Revisão e leitura crítica: Miguel Fernando Amaral Ramos de Morais, é licenciado ssob selo Creative Commons Attribution-NonCommercialShareAlike 4.0 International License. Todos os textos são de resposabilidade de seus autores. Os excertos aqui podem ter sido adaptados dos seus originais. Based on a work at: http://issuu.com/seloeditorialprolinfo

PROLINFO Instrumental – English for Medicine