Aspirin

Helps Relieve Pain Due TO Simple Headache, Neuralgia,

and Muscular Aches and Pains — 250 Tablets 325 mg

(5 gr) Each For relief of pain due to headaches, neuralgia

and muscular aches and pains.

Adult dose: 1 or 2 tablets with water every 4 hours, up to 12 tablets a day.

Caution: If pain persists for more than 10 days, or redness is present, or in conditions affecting children under 12 years of age, consult a physician immediately.

Warnings: Children and teenagers should not use this medi­cine for chicken pox or flu symptoms before a doctor is consulted about Reye Syndrome, a rare but serious illness reported to be associated with Aspirin. As with any drug, if you are pregnant or nursing a baby, seek the advice of a health professional before using this product. Keep this and all drugs out of the reach of children. In case of accidental overdose, seek professional assistance or contact a poison control center immediately.

Each tablet contains: Aspirin (acetylsalicylic acid C.H.O ) 325 mg (5 gr).

Also contains: Starch.

Use by expiration date printed on package.

Important notice: If you have a gastric ulcer or symptoms relating to that condition such as stomach distress or heart­burn or if you are taking a medication that affects the clot­ting of blood, you should consult your physician before using this product.

1. What is this drug for? 2. What is the adult dose? 3. Should all children and teenagers who suffer from headache, neuralgia and muscular pains use this medicine? 4. Is this drug recommended for those who have a gastric ulcer?

Task 17. Read the summary and get ready to discuss its content:

THEOPHYLLINE PHARMACOKINETICS

In chronic nonspecific intestinal diseases

UNDER DIFFERENT INTRODUCTION TO PATIENTS

Theophylline pharmacokinetics was investigated upon intro­duction of euphylline (0.15 g) at four levels of gastrointestinal tract: orally (20 patients), into the jejunum (15 patients) at enterogastroduodenoscopy, in the ileocecal area (8 patients) at colonoscopy and rectally (9 patients). Absorption speed depended on the variant of the gastrointestinal introduction rather than on the variant of chronic nonspecific intestinal disease, and appeared maximal in the drug introduction into the jejunum. Concentration and area under curve became maximal in minor partici pation of the liver in primary capture and biotransformation of theophylline. Reduced theophylline doses are recommended in lower hepatic metabolism of the drug, in hepatic hypofunction, in rectal route of administration.

(From “Terapevtichesky Arkhiv”, No. 2, 1993) 59

Task 18. Use the following words and expressions in sentences of your own to show that you understand their meaning and use:

Use by expiration date; if pain persists; the advice of a health professional; to depend on; reduced doses are recom­mended; rectal route of administration; oral route of administra­tion; intravenous route of administration; subcutaneous route of administration; drug introduction into.

Task 19. Read the text and compare the emotions of ♦.he applicants with your own in a similar situation:

DOCTOR IN THE HOUSE by R. Gordon

(an extract)

At noon we arrived in the examination building. The same number of candidates were there, but they were a subdued, muttering crowd, like the supporters of a home team who had just been beaten in a cup tie.

We pushed our way into the large hall on the groung floor. It was packed full with anxious students. On the side of the hall facing us was the foot of a marble staircase. To the left of the staircase was a plain open door, over which had been re­cently pinned a large black and white card saying EXIT. To the nght was a clock, which stood at a few minutes before twelve.

We had heard exactly what would happen. At midday pre­cisely the Secretary of the Committee would descend the stairs and take his place flanked by two uniformed porters, on the lowermost step. Under his arm would be a thick, leather- covered book containing the results. One of the porters would carry a list of the candidates’ numbers and call them out, one after the other. The candidates would step up closely to the Secretary, who would say simply "Pass" or "Failed”. Successful men would go upstairs to receive the congratulations and handshakes of the examiners and failures would slink miserably out of the exit to seek the opiate of oblivion.

“One thing, it’s quick”, Benskin muttered nervously. “Like the drop," said Grimsdyke.

One minute to twelve. The room had suddenly come to a frightful, unexpected silence and stillness, like an unexploded bomb. A clock tinged twelve in the distance. My palms were as wet as sponges. Someone coughed, and I expected the windows to rattle. With slow scraping feet that could be heard before they appeared the Secretary and the porters came slowly down the stairs.

They took up their positions; the leather book was opened. The elder porter raised his voice.

"Number two hundred and nine," he began. “Number thir­ty seven. Number one hundred and fifty.”

The tension in the room broke as the students shuffled to the front and lined up before the staircase. The numbers were not called in order, and the candidates strained to hear their own over the rumble of conversation and scraping of feet that rose from the assembly.

“Number one hundred and sixty one,” continued the porter. “Number three hundred and two. Number three hundred and six.” Grimsdyke punched me hard in the ribs.

“Go on,” he hissed. It’s you!”

I jumped, and struggled my way to the front of the restless crowd. My pulse shot high in my ears. My face was burning hot and I felt my stomach had been suddenly plucked from my body.

I lined up in the short queue by the stairs. My mind was empty and numb. I stared at the red neck of the man in front of me, with its rim of blue collar above his coat, and studied it with foolish intensity. Suddenly I found myself on top of the Secretary.

"Number three on six?” the Secretary whispered, without looking up from the book. “R. Gordon?”

“Yes,” I croaked.

The world stood still. The traffic stopped, the plants ceased growing, men were paralysed, the clouds hung in the air, the winds dropped, the tides disappeared, the sun halted in the sky. "Pass,” the man muttered.

Blindly, like a man just hit by blackjack, I stumbled upstairs.

Keys

Task 6. 1 - d; 2 - f; 3 - c; 4 - a; 5 - b; 6 - c; 7 - h; 8 - g; 9 — 1; 10 - m; 11 - n; 12 — p; 13 — o. 14 - k; 15 - j 16 - i.

Task 7. 1 — f; 2 — g; 3 - d; 4 - a; 5 — e; 6 - j, 7 - b, 8 - i 9 - h; 10 - c.

Task 11. 1 - g; 2 - d; 3 - j; 4 - c; 5 - c, 6 - i; 7 - f; 8 - b; 9 — h; 10 - a.

Task 12. I - j; 2 - f; 3 - c; 4 - a; 5 - b; 6 - c; 7 - h; 8 - g; 9 - i; 10 - d.

Task 13. 1 (mouth); 2 (roof); 3(tongue); 4 (lips); 5 (rich); 6(called);

7 (cells); 8 (air); 9 (work, spare); 10 (lies); 11 (rare); 12 (meats); 13 (worn); 14 (sought); IS (cause).

UNIT FOUR

RESPIRATORY SYSTEM

In this unit you will learn:

Quite a number of anatomic terms pertaining to the theme “Respiratory System” (the text “Anatomy and Physiology of Respiration").

Some clinical terms which have been carefully selected from the text “Artificial Ventilation of Lungs During Reanima- tion" and the dictionary article “Alpha,-antitrypsin”.

Some diagnostic terms which are being explained by means of comparison of definitions from the authentic lexicographic sources such as “Webster’s New Word Dictionary”, “Oxford Advanced Learner’s Dictionary” and “The Concise Dictionary of English Etymology".

You will come across some pharmaceutical terms in the direction to a medicine “DPT Adsorbed" and the dictionary articles “Cromolyn Sodium”, “Beclomethasone".

An abridged chapter from John Galsworthy’s "The Forsyte Saga” is suggested for your home-reading.

A few exercises with the keys to them will help you to construct and comprehend some medical terms.

Anatomic Terms

Task 1. Pronounce and memorize the anatomic terms pertaining to the theme studied:

breathing ['bri:dio] дихання nasal cavities ['neiz(a)l 'kaevitiz] пазухи носа a mucous membrane ['mjukas 'membrein] слизова обо­лонка

cilia ['silia] 1) вії; 2) війки респіраторного епітелію

cilium ['siliam] 1) вія; 2) війка респіраторного епітелію

pharynx ['fasrnjks] зів; глотка

to moisten the air ['moisn] зволожувати повітря

throat [Grout] горло

adenoids ['aedinoidz] аденоїди

tonsils ['tons(i)lz] мигдалики

lymphatic tissue [lim'faetik 'tisju:] лімфатична тканина

larynx ['laenqks] (pi larynges [lae'rind3i:z]) гортань trachea [tre'kiOa] (pi tracheae [tra'kiii:]) трахея bronchus ['braqkss] (pi bronchi ['brerikai]) бронх bronchiole ['broijkial] бронхіола alveoles ['slvioul] (pi alveoli ['aelvioulai]) альвеола capillary [кз'ріізп] капіляр lungs [Iaqz] легені oxygen ('зійкіз(з)п] кисень

carbon dioxide ['ka:bsn dai'oks(a)id] вуглекислий газ

to exhale [eks'heil] видихати

to inhale [m'heil], to breathe [bri:d] вдихати

pleura ['ріизге] (pi pleurae ['plusri:]) плевра

lobe [loub] долька (легені)

diaphragm ['daisfraem] діафрагма

inspiration [,insp3'rei/(3)n] вдих; натхнення

expiration [,ек5раі(з)'геі/(з)п] видих

thoracic cavity [0D(:)'raesik] торакальна порожнина

Task 2. Use the expressions from the text which fol­lows in the sentences of your own:

to be of vital importance бути життєво важливим any interruption of smth. кожне переривання чогось to cause smth. спричиняти щось in serves as smth. це слугує чимось smth. is called smth. щось називається чимось to allow for smth. давати можливість; уможливлювати to carry smth. along with smth. переносити щось разом з чимось

to be (not) equal in size (не) бути однаковим за розміром to be divided into ... parts поділятися на ... частин to separate smth. from smth. відокремлювати щось від чогось

to help in the process of smth. (of doing smth.) допомагати в процесі чогось (у процесі виконання) чогось

Task 3. Read the text and get ready to comment upon its content:

ANATOMY AND PHYSIOLOGY OF RESPIRATION

Breathing is of vital importance for the preservation of life. Any interruption of breathing for a long time may cause death.

Air enters through the nose and the nasal cavities. A mu­cous membrane and cilia warm and moisten the air and filter out foreign bodies.

Then the air passes the pharynx (throat), where the ade­noids and the tonsils are located. The pharynx serves as a common way for food and air. Food reaches the esophagus, which leads into the stomach. Air reaches the larynx (voice box) and then trachea and bronchial tree (bronchi). The bron­chial branches are called bronchioles. Each bronchial has an alveolus (air sack) at the end. There are over 700,000,000 alveoli in the lungs.tThe thin walls of alveoli allow for the exchange of gases between them and the capillaries. The blood absorbs the oxygen from the alveoli and gives carbon dioxide (carbonic acid gas) away, which is exhaled (breathed out). Then oxygen is carried to all parts of the body along with a protein (hemoglobin^) ii^er^throcytes.

This process ft€curs^airr the lungs which occupy the major pagt of the cavjjty on both sides of the cfi£s£ The pleura envefopeS^acfffung. It is a double-folded membrane. The two lungs are not equal in size. The right lung is divided into three lobes and is a bit larger. The left lung is divided into two lobes. The diaphragm separates the thoracic from the abdominal cavity and helps in the process of breathing (inspi- ration-breathing in and expiration-breathing out).

Task 4. Enumerate the main stages of the process of breathing. Consult the text if necessary. Answer the ques­tions:

1. What do we need cilia for? 2. Where does the exchange of gases take place? 3. By what means is oxygen carried to all parts of the body? 4. What is the difference between the .two lobes of lungs? 5. What membrane separates the thoracis cavity from the abdominal one?

Task S. Find the English equivalents for the Latin terms:

1. Nasus, i m. 2. Cavum, i n. 3. Mucosus, a, um. 4. Nasalis, e. 5. Membrana, ae f. 6. Oxygenium, i n. 7. Carbo, onis m. 8. Thoracalis, e. 9. Abdominalis, e.

(a — oxygen; b — abdominal; c — thoracic; d — carbon; e —cavity; f — nose; g — mucous; h — nasal; i — mem­brane)

Task 6. Fill in the blanks with the words given below, and translate the following sentences:

1. A patient has difficulty in ... . 2. When one breathes normally not all ... are opened. 3. The respiratory system consists of the nose, pharynx, larynx, trachea (windpipe) and ... .4. Each bronchus leads to a separate ... .5. When one

the external intercostal muscles contract and lift the ribs.

6. ... passes from the blood into the lungs and is breathed out.

7. The tonsils are masses of... .

(a — breathes in; b — lung; c — bronchi; d — alveoli; e — breathing; f — lymphatic tissue; g — carbonic acid gas (carbon dioxide))

Clinical Terms

Task 7. Read and memorize the words and expressions listed below. You will come across them in the dictiona­ries (some articles are taken for comparison) and in the texts:

gentle tapping ['dsentl'taepir)] легеньке постукування the surface of the body ['sa:fis] поверхня тіла finger-tips ['fingstips] кінчики пальців percussion [рз(:)'кл[(з)п] перкусія; вистукування (з метою діагнозу)

auscultation ['o:sk(a)l'tei/(a)n] вислуховування; ауску­льтація (з метою діагнозу)

stethoscope ['ste0askoup] стетоскоп; фонендоскоп

with the aid of smth. за допомогою чогось

sputum ['spju:tam] слина

saliva [sa'laiva] слина

spittle ['spitl] слина; плювок

mucus ['mjuikas] слиз

rale [ra:l] хрип

monograph ['msnsgrccf] монографія

in the terminal state of smth. у завершальний період

чогось

etiology ['i:ti'obd3i] етіологія (розділ медицини про причини хвороб)

арпоеа [агр'пііз] апное (тимчасова затримка дихання) acute respiratory arrhythmia [з'пвтіз] аритмія дихання (гостра)

tachypnoea ['taekipni:?] тахіпное (прискорене дихання) pyrexia [pai'reksia] гарячка (лихоманка) hypovolaemia [,Ьаіро(и)'уз1зтіз] гіповолемія (олігемія) зменшення загальної кількості крові (її об'єму) hypoxia ['haipsksis] гіпоксія (кисневе голодування) restoration of patency ('peit(a)nSi] відновлення про­хідності \ perfusion [pa:'fju:3(a)n] перфузія (пропускання рідини, а саме фізіологічного розчину, крові, плазми) штучним способом через порожнину органа або через кровоносні судини органа, частини тіла чи всього організму) Ьурегсарпіа (ЬурегсагЬіа) [,Ьаірз'клртз] гіперкапнія (надмірна кількість диоксиду вуглецю у крові) peritonitis [,pente'паїtis] запалення очеревини eclamptic coma екламптична кома

Task 8. Study the diagnostic and pathological terms connected with the description of respiratory system. The meaning of terms is suggested from: “Oxford Advanced Learner’s Dictionary" (OALD) (1992); “Webster’s New Word Dictionary’’ (WNWD) (1976); “Hie Concise Dic­tionary of English Etymology” (CDEE) (1993):

Percussion

Gentle tapping of the surface of the body as part of a medical examination.

The striking of tapping of the chest, back, etc. with the fingcrtips so as to determine from the sound produced the condition of internal organs.

From Latin percussio, a striking — Latin percussus Past Participle of percutere to strike.

Auscultation

Listening with the ear, a stethoscope, etc. to sounds within the body as part of a medical diagnosis.

A listening, often with the aid of a stethoscope, to sounds in the chest, abdomen, etc. so as to determine the condition of the heart, lungs, etc.

Sputum

Liquid and mucus cought up from the throat or lungs (especially as used to diagnose some diseases); saliva or spittle.

Saliva usually mixed with mucus from the respiratory tract, ejected from the mouth.

Rales

An abnormal sound, as rattling or bubbling, accompanying the normal sound of breathing and usually indicating a disea­sed condition of the lungs or bronchi.

Diphtheria

Serious contagious disease of the throat causing difficulty in breathing.

An acute infectious disease caused by a bacterium (Coryncbacterium diphtheria«) and characterized by weekness.high fever and the formation in the air passages of a tough, membranplikc obstruction to breathing.

From Greek “diphthera” - leather; from the leathery nature of the false membrane formed in the disease.

Whooping-Cough (Pertussis)

An acute infectious disease, usually affecting children, caused by a bacillus (Bordetella pertussis) and characterized by a mucous discharge from the nose and later by repeated attacks of coughing that end in a forced intake of breath, or hoop.

Infectious disease, especially of children, with gasping coughs and long rasping intakes of breath.

Whooping (hooping) - cough ... whoop (ME) houpen — to shout - a cough accompanied oy a hoop or convulsive noisy catch in the breath (formally called chincough).

Croup

Disease of children in which there is coughing and difficul­ty in breathing.

An inflammation of the respiratory passage with labored breathing, hoarse coughing, and laryngeal spasm.

A disease (E.) croups (cropc) — to croak, make a harsh noise.

Task 9. Read and memorize these equivalents for better understanding of the further given texts and clinical termi­nology:

E

Greek Latin rhino nasus, і m adenoido glandula, ae, f

Ukrainian

ніс

подібний до залози; залоза мигдалик горло,глотка трахея

adeno tonsilla, ae f

pharyngo guttur, uris n

tracheo trachea, ae f

broncho bronchus, і m

nglish nose gland

tonsil throat windpipe

bronchial tube бронх

bronchiol bronchiolus, і т small bronchus; бронхіола

bronchiole

pneumo

mero

легеня

частина

груди

pulmo, onis m pars, partis f

thoraco pectus, oris n

lung

part (lobe of the lung) chest

phreno	divido, ere	diaphragm	діафрагма
pneum	spiro, are	to breathe	дихати
conio	pul vis, eris m	dust; powder	пил; порох
anthraco	carbo, onis m	coal (dust)	вугільний пил
adenos	alveolus, i m	air sac	альвеола
osmia	odor, odoris m	smell	запах
capnia	fumus, i m	smoke; carbo-	дим; вуглекислий
		dioxide	газ
phonia	sonus, i m	sound	звук
phtysis	salivo, are	spitting	плювати; слинити
em	in	in	в; у
grapho	scribo, ere	to write	писати
aet io	causa, ae f	reason; cause	причина
a-	non	no; not	ні; не
rrhythm	rhythmus, i m	rhythm	ритм
pyro	ignis, is m	fire; fever	вогонь; жар
staxo	cresco, ere;	to grow;	роста; стікати
	guttatim cad ere to drip		краплями
tele	distal is, e	distant; far	далекий;дальній

Task 10. Read the text and get ready to answer the questions:

ARTIFICIAL VENTILATION OF LUNGS DURING REANIMATION

The problem of artificial ventilation of lungs during réanima­tion has been intensively studied at our Institute from the very first days of foundation of the clinical department. It was the subject of special studies by Kassil. The results of his studies have been systematized in many monographs and other publications.

Observations of more than 800 patients in the terminal state of various aetiology served as the basis for the develop­ment of the method for artificial ventilation of lungs in acute respiratory distress.

First of all, indications for artificial ventilation of lungs were defined. It has been established that in emergency cases, when time and possibilities are limited for detailed examina­tion of the patient, artificial ventilation of lungs is indicated for apnoea, acute respiratory arrhythmia, tachypnoea over 40 per minute (in the absence of pyrexia or pronounced hypo- volaemia), in the presence of clinical sings of progressive hypoxia and/or hypercapnia which persists after restoration of patency of the respiratory tract and oxygen therapy. The analysis of the observations demonstrated the great of the time when artificial respiration is started for the outcome of

treatment of acute respiratory distress. Delayed administra­tion or early discontinuation of artificial ventilation of lungs is a common error in clinical practice.

When determining special indications, it is necessary to remember that artificial ventilation of lungs can not only correct hypoventilation, but can also restore the disturbed relationshi ps between regional ventilation and perfusion of the lungs, and save the patient of the respiration work. The work of respiration can be too difficult for patients with acute respiratory distress because it requires much energy. Moreover, it was established that in the presence of artificial ventilation of lungs, large doses of some medicines which are necessary for the patient, but can produce an inhibiting effect on spontaneous respiration, become safe. A concept of pro­phylactic use of artificial ventilation in peritonitis, massive blood loss and eclamptic coma was thus developed. It has been shown that planned artificial ventilation during the post­operative and postlabour periods for at least 4 hours, without attempting spontaneous respiration, decreases mortality rate.

Task 11. Answer the questions to the text. Choose the possible variants of your answer from the expressions below:

1. What was the subject of special studies by a scientist Kassil? 2. What served as the basis for the development of the method for artificial ventilation of lungs? 3. In what cases is artificial ventilation indicated for apnoea, acute respi­ratory arrhythmia, tachypnoea, etc.? 4. What did the analysis of observations demonstrate? 5. What is the common error in clinical practice while treating the patients with acute respira­tory distress? 6. Why can the work of respiration be too difficult for patients with acute respiratory distress? 7. When do large doses of medicines become safe?

(a — the great importance of the time; b — artificial ventilation; c — delayed administration; d — observations of more than 800 patients; e — because it requires much energy; f — in emergency cases; g — in presence of artificial ventila­tion of lungs).

Task 12. Read the dictionary article and explain the meaning of the term “alpha^antitrypsin” ['aelfa wAn ,æntf tripsin]:

AIpha,-Antitrypsin

Alpha₍-antitrypsin — a protein of human blood that nor­mally inhibits the action of the enzyme trypsin. A deficiency of alpha₍-antitrypsin is believed to indicate a predisposition to emphysema' and other lung disorders. (SBD)

Cf. Greek emphysema, Latin tumiditas, atis f, English swelling, Ukrainian здуття.

Much of the literature on alpha,-antitrypsin argues the need for the identification of deficient individuals so they can be warned that they are unusually high risk and should modify their surroundings accordingly.

Note

¹ emphysema an abnormal swelling of body tissues caused by the accumulation of air; especially such a swelling of the alveoli or of the tissue connecting the alveoli in the lungs, accompanied by atrophy of the tissues and impairment in breathing.

Task 13. Choose the proper terms for the definitions:

1. Carcinoma arising from an alveolus. 2. Cancerous tu­mour arising from a bronchus. 3. A disease characterizes by attacks of dyspnea, wheezing, gasp and cough. 4. Nosebleed. 5. Insufficient expansion of the air sacs; a portion of a lung without air. 6. A pulmonary infection leading to the formation of small tubercles (nodes) in the lung. 7. Inflammation of the lungs. 8. Inflammation of the pleura. 9. Escape of fluid into the pleural cavity.

(a — epitaxis; b — atelectasis; c — alveolar cell carcinoma; d — asthma; e — tuberculosis; f — bronchogenic carcinoma; g — pleurisy; h — pleural effusion; і — pneumonia)

Task 14. Fill in the blanks with the proper words and word elements:

1. Empyema (... in the pleural cavity). 2. Hemothorax (... in the pleural cavity). 3. Hydropneumothorax (... and air in the pleural cavity). 4. Lobar ... (an acute inflammation of one or more lobes of the lung). S. Emphysema (abnormal swelling of the ... tissue). 6. Pulmonary embolism (floating

clot which blocks the of the lung). 7. Pneumoconiosis

(abnormal condition of ... in the lungs). 8. Pulmonary ... (localized area of pus formation in the lungs). 9. Pulmonary ... (swelling and fluid).

(a — abscess; b — lung; c — pus; d — edema; e — blood vessels; f — dust; g — pneumonia; h — water; і — blood)

Task 15. Build medical terms:

1. Any difficulty in producing speech sounds. 2. To bleed at the nose (nasal hemorrhage). 3. A slender, tubular instru­ment with a small electric light for examining or treating the inside of the windpipe of the bronchi or for removing foreign bodies from them. 4. An inflammation of the larynx, often characterized by a temporary loss of voice. 5. The surgical removal of an entire lung. 6. Inflammation or infection of the alveoli of the lungs. 7. Incomplete stretching out the collapse of all or part of a lung. 8. Inflammation of pleura. 9. Normal breathing (good breathing).

(a — bronchoscope; b — laryngitis; c — dysphonia; d - epistaxis; e — pneumonia; f — atelectasis; g — pneumonecto­my; h — eupnea; i — hemothorax)

Task 16. Read the dialogue and get ready to act in a part of Harry and Nora:

Harry: Nora! Nora!

Nora: Yes, what is it now, Harry?

Harry: Oh, there you are. Look here, Nora, I’m tired lying here on my back with nothing to do. I hate doing nothing.

Nora: Don’t be silly, Harry. You’ve got a temperature. Staying in bed is the only sensible thing to do. Just be quiet and stop preventing me from doing my house­work.

Harry: No, seriously, Nora! I can’t bear it lying flat on my back.

Nora: Oh, well! Then try lie down on your stomach for a change.

Harry: Don’t be funny. I’m going to stand up. There ... Look, I’m standing up. 1 am quite all right. What’s the use of staying in bed?

Nora: I think you are being very silly. Do you really need your temperature go up again?

Harry: There is no use talking. Nora. Being ill doesn’t suit me.

Nora: No, and trying to nurse you doesn’t suit me.

Harry: Don’t be bitter about it. You know I am grateful to you for looking after me, but you mustn’t keep me in bed like a naughty boy.

Nora: You began it while behaving like a naughty boy. Harry: I am full against it. Staying in bed for no reason. Nora: Harry, being ill is a reason. Now don’t stand by that window and catch' another cold. Let me see. Half past eleven.

Harry: Why do you keep looking at the clock?

Nora: I am expecting mother. She is coming over for the day.

Harry: Good heavens! I didn’t know that.

Nora: Yes, I think there is something she wanted to talk to you about.

Harry: Oh heavens, has she? Oh, you know, Nora. I do feel a bit ill. Perhaps I had better get back to bed.

Nora: Oh, what a pity. I thought, perhaps, you might stay out to see her.

Harry: (in a low voice) That’s the very reason I’m getting back into bed.

Nora: What did you say?

Harry: Oh, nothing.

Task 17. Choose from three possible answers the correct one and reproduce the dialogue:

1. Harry ... a) is worried; b) is tired; c) is ill;

2. Harry ... a) has a running nose; b) has a temperature;

100. is hungry;

3. Nora ... a) has to feed Harry; b) has to nurse Harry;

100. has no time to spare;

4. Nora ... a) is getting back into bed; b) is expecting her mother; c) is standing up;

5. Nora’s mother ... a) likes to be looked after; b) likes to do her housework; c) wants to talk to Harry about.

Pharmaceutical Terms

Task 18. Read and memorize the meaning and translation of the specific words, word definitions and expressions to the further given texts:

to be supplied by доставлятися (про продукцію) кимось або чимось

a sterile, cloudy suspension стерильна, мутна суспензія (суспензія — дисперсна система, в якій частинки будь- якої твердої речовини (дисперсної фази) розподілені у завислому стані в рідкому дисперсному середовищі) a suspension [s3s'pen/(3)nj 1. the condition of a sub­stance whose particles are dispersed through a fluid but not dissolved in it; 2. a substance in this condition sodium chloride ['soudjam'kbiraid] хлористий натрій; сіль aluminium phosphate ^aelju'minjam'fosteit] фосфат алюмінію

to fulfil the WHO requirements відповідати вимогам ВООЗ

tetanus f'tetanas] правець

to be indicated for smth. призначатися для чогось the primary immunization of infants первинна імунізація дітей (імунізація — метод створення штучного імунітету. Досягається введенням в організм ослаблених чи вбитих збудників відповідної хвороби (вакцини) або їхніх отрут, а також сироватки крові людини, яка перехворіла на відповідну хворобу)

immunity [I’mjurniti] — resistance to or protection against

a specified disease; power to resist infection, especially

as й result of antibody formation

to start as early as possible розпочати якомога раніше

subsequent doses наступні (подальші) дози

it should not be administered не потрібно вводити

(застосовувати)

anaphylaxis [,sndfi'lxksis] — a condition of hypersensi­tivity to proteins or other substances and resulting in shock or other physical reactions (анафілаксія — патологічний процес, що розвивається під час введення в організм чужорідних речовин білкової природи (вакцин, сироваток тощо)

contraindications to receipt [ri'si:t] протипоказання після прийому

malnourished children [тгГплп/t] діти, які недоїдають intramuscular injections внутрішньом ’язове впорскування disposable syringes ['sirtndjsz] одноразові шприци partially used vials ['vaialzj частково використані флакони, ампули

Task 19. Memorize these equivalents that may be useful for a better comprehension of the texts which follow:

Greek	Latin	English	Ukrainian
iso-	aequalis, e; similis, e	equal; like	однаковий
ton-	pressio, ônis f	pressure	тиск
bech-	tussis, is f	cough	кашель
chloros	viridis, e	green (chlor-)	зелений
phos-	lux, lucis/-	light	світло
penia	pauperitas, atis f	poverty; lack of	відсутність
phylaxis	protego, ere	to ptotect, to	захищати
		defend
epi-	super; supra	above	над
myos	musculus, і m	muscle	м’яз
sepsis	puter, -tris, -tre	rotten infection	інфекція

Task 20. Read a direction to a medicine and get ready to dwell upon its indications, contraindications, dosage, ad­ministration and storage. Use the expressions from task 18:

DPT ADSORBED

Di phtheria and Tetanus Toxoids and Pertussis Vaccine Adsorbed. For Active Immunization against Diphtheria, Tetanus and Whooping Cough.

Description. Diphtheria and Tetanus Toxoids and Pertussis Vaccine Adsorbed (DPT Vaccine Adsorbed) as supplied by Connaught Laboratories Limited, is sterile, cloudy, uniform suspension of diphtheria and tetanus toxoids and pertussis vaccine adsorbed on aluminium phosphate and suspended in isotonic sodium chloride solution.

This vaccine fulfils the WHO requirements Diphtheria Toxoid, Tetanus Toxoid and Pertussis Vaccine.

Indications. DPT Vaccine Adsorbed is indicated for the pri­mary immunization of infants at or above the age of two months, and of children through 6 years of age against diphtheria .tetanus and whooping cough. ,

Contraindications. DPT Vaccine Adsorbed should not be admi­nistered to infants or children with fever, or other evidence of acute illness or infection. The presence of an evolving or changing neurologic disorder is a contraindication to recei pt of this vaccine. A second or third DPT injection should not be given to a child who has suffered a severe adverse reaction to the previous dose. The pertussis component should be omitted and diphtheria and tetanus immunization completed.

Elective immunization of individuals over 6 months of age should be deferred during an outbreak of poliomyelitis.

DPT Vaccine Adsorbed should not be administered to chil­dren over 6 years of age or to adults because of the danger of reactions to di phtheria toxoid or to pertussis vaccine and because pertussis is less severe in these age groups than in infants and young children.

Dosage. For primary immunization of infants and pre-school children through 6 years of age, it is recommended that three intramuscular injections of 0.5 ml be administered with an interval of four to eight weeks between doses. For a lasting immunization effect, a fourth injection of 0.5 ml is essential approximately one year following the third dose. Administration. The vaccine should be administered by intra­muscular injection. The musculus vastus lateralis (mid-thigh laterally) is the preferred injection site for infants. The site of injection shouls be prepared with a suitable antiseptic. Do not inject intravenously. Each injection of the primary immuni­zation series should be made into a different area (site). If sterile disposable syringes and needles are not used, syringes and needles should be sterilized in an autoclave at 121*C for 30 minu­tes. Failing that, they should be boiled for at least 20 minutes. Care should be taken to maintain sterility until used.

Storage. Di phtheria and Tetanus Toxoids and Pertussis Vac­cine Adsorbed shouls be stored and transported at a tempera­ture between 2* and 8*C (35* and 46*F). Do not freeze. Product which has been exposed to freezing should not be used. When using a multi-dose vial, it is recommended that partially used vials be discarded at the end of the day.

Task 21. Comment upon the following:

1. What Connaught Laboratories is DPT Adsorbed sup­plied by? 2. What do you know about the ingredients of this medicine? 3. Say anything you know about the indications of DPT Vaccine. 4. Comment upon the contraindications of the medicine under review. S. What did you get to know about the dosage of DPT Vaccine? 6. What is the preferred site of injection for infants? 7. What will you do if disposable syringes and needles are not available?

Task 22. Read the dictionary article from SBD and say a few sentences about the way of administration of Cro­molyn Sodium:

Cromolyn Sodium

Cromolyn Sodium — a drug for preventing attacks of bronchial asthma.

Formula: C^F^NajO,,.

There is, however, a relatively new development in the management of asthma which holds some light for real scicntific benefit Cromolyn Sodium ... offers a fresh approach for asthma treatment It is a powdertypc medication administered through an aerosol inhalator directly into the lungs much the same way the nebulizers are used.

Task 23. Read the article from SBD and say something about the advantages of Beclomethasone if any:

Bedomethosone

Beclomethasone - a steroid compound used as an inhalant in the treatment of asthma.

Beclomethasonc, a cortisonclikc compound marketed in England in 1972, was immediately recognized as a significant advance in the treatment of asthma, for it can be delivered directly to the lungs, thereby eliminating the deleterious side effects .. that occured when cortisone was swallowed in tablet form and distributed throughout the body. In 1976, four years after Beclomethasonc was introduced in England, it was approved by the United States.

Task 24. Choose the proper term for the meaning:

1. A corticosteroid used as a replacement in adrenal insuffi­ciency and in the treatment of variuos inflammatory, allergic and neoplastic diseases. 2. An apparatus for administering medicinal vapours in inhalation. 3. A suspension of colloidal particles in a gas. 4. To reduce (a liquid) to a fine spray. To spray (a diseased or injured surface) with a medicated liquid.

5. A small vessel or bottle usually of glass, for containing medicines or other liquids. 6. Something that can be thrown away after use.

(a — aerosol; b — disposable; c — inhalator; d — corti­sone; e — nebulize v; nebulizer n; f — vial)

Task 25. Read the text and get ready to answer the questions:

THE FORSYTE SAGA by J. Galsworthy

(an extract)

A simple cold, caught in the room with double windows, where the air and the people who saw him were filtered, as it were, the room he had not left since the middle of Septem­ber — and James was in deep waters. A little cold, passing his little strength and flying quickly to his lungs. "He mustn’t catch cold”, the doctor had declared, and he had gone and caught it. When he first felt it in his throat he had said to his nurse — for he had one now — “There, I knew how it would be, airing the room like that!" For a whole day he was highly nervous about himself and went in advance of all precautions and remedies; drawing every breath with extreme care having his temperature taken every hour. Emily was not alarmed.

But next morning when she went in the nurse whispered: “He won’t have his temperature taken".

Emily crossed to the side of the bed where he was lying, and said softly, “How do you feel, James?” holding the ther­mometer to his lips. James looked up at her.

“What’s the good of that?” he murmured huskily; "I don’t want to know.”

Then she was alarmed. He breathed with difficulty, he looked terribly frail, white, with faint red discolorations. She had “had trouble" with him, Goodness knew; but he was James, had been James for nearly fifty years; she couldn’t remember or imagine life without James - James, behind all his fussiness, his pessimism, his crusty shell, deeply affectionate, really kind and generous to them all.

All that day and the next he hardly uttered a word, but there was in his eyes a noticing of everything done for him, a look on his face which told her he was fighting; and she did not lose hope. His very stillness, the way he conserved every little scrap of energy, showed the tenacity with which he was fighting. It toughed her deeply; and though her face was composed and comfortable in the sickroom, tears ran down her cheeks when she was out of it.

About tea-time on the third day — she had just changed her dress, keeping her appearance so as not to alarm him, because he noticed everything — she saw a difference. “It’s no use; I’m tired,” was written plainly across that white face, and when she went up to him, he muttered: “Send for Soames”.

... He went up to the chair and stood looking at his father. James’ breathing was as if strangled; his eyes were closed. And in Soames, looking on his father so worn and white and wasted, listening to his strangled breathing, there rose a passio­nate vehemence of anger against Nature, kneeling on the chest of that wisp of a body, slowly pressing out the breath, pressing out the life of the being who was dearest to him in the world. His father, of all men, had lived a careful life, moderate, abstemious, and this was his reward — to have life slowly, painfully squeezed out of him! And, without knowing that he spoke, he cried: “It’s cruel."

He saw his mother cover her eyes and Winifred bow her face towards the bed. Women! They put up with things so much better than men. He took a step nearer to his father. For three days James had not been shaved, and his lips and chin were covered with hair, hardly more snowy than his forehead. It softened his face, gave it queer look already not of this world. His eyes opened. Soames went quite close and bent over.The lips moved.

“Here I am, father”.

“Um — what — what news? They never tell - ” the voice . died, and a flood of emotion made Soames’ face work so that

he could not speak. Tell him? — yes. But what? He made a great effort, got his lips together, and said:

“Good news,'dear, good — Annette, a son".

“Ah!” It was the queerest sound, ugly, relieved, pitiful, triumphant - like the noise a baby makes getting what it wants. The eyes closed, and that strangled sound of breathing began again. Soames recoiled to the chair and stonely sat down. The lie he had told, based, as it were, on some deep, temperamental instinct that after death James would not know the truth, had taken away all power of feeling for the mo­ment. His arm brushed against something. It was his father’s naked foot. In the struggle to breathe he had pushed it out from under the clothes. Soames took it in his hand, a cold foot, light and thin, white, very cold. What use to put it back, to wrap up that which must be colder soon! He warmed it mechanically with his hand, listening to his father’s labou­red breathing; while the power of feeling rose again within him. A little sob, quickly, smothered, came from Winifred, but his mother sat unmoving with her eyes fixed on James. Saomes signed to the nurse.

“Where’s the doctor?” he whispered.

“He’s been sent for.”

“Can’t you do anything to ease his breathing?”

“Only an injection; and he can’t stand it. The doctor said, while he was fighting — “

“He’s not fighting,” whispered Soames, “he’s being slowly smothered. It's awful.’¹ /

James stirred uneasily as if he knew what they were saying. Soames rose and bent over him. James feebly moved his two hands, and Soames took them.

“He wants to be pulled up,” whispered the nurse.

Soames pulled. He thought he pulled gently, but a look almost of anger passed over James' face. The nurse plumped the pillows. Soames laid the hands down, and bending over kissed his father’s forehead. As he was raising himself again, James’ eyes bent on him a look which seemed to come from the very depth of what was left within. “I’m gone, my boy” it seemed to say, “take care of them, take care of yourself; take care — I leave it all to you."

“Yes, yes," Soames whispered, “yes, yes.”

Behind him the nurse did he knew not what, for his father made a tiny movement of repultion as if resenting that interfe­rence; and almost at once his breathing eased away, became quiet; he lay very still. The strained expression on his face passed, a curious white tranquility took its place. His eyelids

quivered, rested; the whole face rested, at ease. Only by the faint puffing of his lips could they tell that he was breathing. Soames sank back on his chair, and fell to cherishing the foot again ... But Soames bent sideways over the feet warming them both; they gave him comfort, colder and colder though they grew. Suddenly he started up; a sound, a dreadful sound such as he had never heard,was coming from his father’s lips, as if an outraged heart had broken with a long moan. What a strong heart, to have uttered that farewell! It ceased. Soames looked into the face. No motion; no breath!

1. Why was James in deep waters? 2. What precautions did James go in advance? 3. Why was Emily alarmed? 4. Why didn’t Emily lose hope? 5. Why did a passionate vehemence of anger rise against nature in Soames? 6. What had taken away all power of feeling for the moment from Soames?

(a) because James looked terribly frail and breathed with difficulty; b) because there was a look on his face which told he was fighting; c) because Nature was pressing out the life of the being who was dearest to him (Soames) in the world; d) the lie, based on some deep instinct...; e)’ because he caught a cold; f) draw every breath with extreme care, etc.)

Task 26. Put the events in correct order:

1. Soames warmed James’ feet mechanically, listening to his breathing. 2. He (Soames) paused outside the door. 3. He (James) muttered: “Send for Soames”. 4. His very stillness showed the tenacity with which he was fighting. 5. He (James) breathed with difficulty, he looked terribly frail. 6. Emily held the thermometer to his lips. 7. For a whole day he was highly nervous (James).

Kays

Task 5. t - f; 2 - e; 3 - g; 4 - h; 5 - i; 6 - a; 7 - d; 8 - c; 9 - b.

Task 6. 1 — e; 2 — d; 3 — c; 4 — b; 5 - a; 6 - g; 7 — f.

Task 11. 1 — b; 2 — d; 3 - f; 4 - a; 5 - c, 6 - c; 7 - g.

Task 13. 1 — c; 2 — f; 3 - d; 4 — a: 5 — b; 6 - e: 7 — i; 8 - h

' Task 14. t - c: 2 — i; 3 - h; 4 - g; 5 - b; 6 - c; 7 — f; 8 - a,

9 - c/.

Task 15. 1 - c; 2 — d; 3 — a; 4 — b; 5 - g; 6 - e; 7 - f; 8 - i:

9 - h.

Task 17. 1 — c; 2 — b; 3 — b; 4 — b; 5 — c.

Task 25. 1 - c; 2 - f; 3 - a; 4 - b; 5 - c; 6 - d.

Task 26. 7 - 1; 6 - 2; 5 - 3. 4 - 4; 3 - 5; 2 - 6; I - 7

UNIT FIVE

NERVOUS SYSTEM

It this unit you will learn:

Some specific anatomic terms pertaining to the “Nervous System”. They have been selected from the text “Structure and Physiology of Nervous System” and the dictionary articles.

Some clinical terms will be explained to you in the articles “Myalgic Encephalomyelitis”, “Royal Free Disease", etc.

Pharmaceutical terms are being regarded after their de­tailed selection from directions to a medicine “Synacthen Depot” and “Carbrital". We believe you will find it interesting to get to know the content of some of the dictionary articles concerning medicine.

Quite a number of exercises will help you to check up your knowledge of different terms.

A passage from W. Somerset Maugham’s short story “Lord Mountdrago” is suggested for analytical reading and as an additional source of lexical units on the theme studied.

Anatomic Terms

Task 1. Study the meaning of the following terms which will help you to understand better the theme studied and the further given text in particular:

afferent nerves — those nerves which transmit, bring inward (carry) impulses to a central part (brain) of the nervous system

efferent nerves — opposed meaning (away from the central nervous system to the muscles, organs, etc.) arachnoid membrane — the middle part ot the three membranes (between the dura mater and pia mater i. e. hard and soft). These three membranes cover the brain and the spinal cord

dura mater — the upper layer, the outmost of the three membranes which surrounds the brain and spinal cord and is the toughest and most fibrous substance pia mater — the vascular membrane thin and delicate immediately enveloping the brain and spinal cord

neuroglia — the connective tissue which does not carry impulses consisting of a special type of branched cells that binds together and has the function of supporting the nerve tissue of the central nervous system. The branched cells of neuroglia are astrocytes, microglial cells and oligodendroglia astrocytes - a star-like (shaped) cell of the brain and spinal cord connecting and supporting tissue of the nervous system microglial cells — connective cells within the nervous system which perform a protective function oligodendroglia — some scholers consider it performs a supporting function for dendrites central nervous system — the brain and the spinal cord cerebrum — the upper, main and the largest part of the brain consisting of two equal hemispheres (left and right) and is believed to control conscious and voluntary processes cerebral cortex — the outer layer over most of the cerebrum, the so-called “grey matter” of the brain cerebrospinal fluid — the clear liquid surrounding the brain and spinal cord and filling the cavities of the brain cerebellum — top of the section of the brain behind and below the cerebrum; it consists of two lateral lobes and a middle lobe and functions as the coordinating centre for muscular movements and maintains balance pons — a piece of connecting tissue, the bridge of white matter at the base of the brain, containing neural connections between the cerebrum and cerebellum (full name “pons Varolii”) medulla oblongata — the widening continuation of the spinal cord forming the lowest part of the brain (located at the base of cerebrum) and containing nerve centres that control breathing, circulation, heart-beating rate, etc. peripheral nervous system — the one lying at the outside or away from the central part (the brain and spinal cord) sympathetic nerves — designating or of that part of the autonomic nervous system whose nerves originate in the lumbar and thoracic regions of the spinal cord and that is especially concerned with mediating the involuntary respon­se to alarm, as by speeding the heart rate, raising the blood pressure, and dilating the pupils of the eyes parasympathetic nerves — the autonomic nervous sys­tem whose nerves originate in the midbrain, the hindbrain and the sacral region of the spinal cord and whose func­tions include the constrictions of the pupils of the eyes, the slowing of the heartbeat, and the stimulation of cer­tain digestive glands.

Task 2. Pronounce and memorize the meaning of the words and expressions to the text below:

neuron ['njuaran] нейрон brain [brain] мозок

spinal cord ['spainl ko:d] спинний мозок (стрижень, стриж)

meninx ['meninks] (pi meninges ['menind3is] оболонка мозку

dendrites ['dendraits] дендрити (розгалужені відростки нервових клітин) cell nucleus ['nju:kli3s] ядро клітини axon ['aeksan] аксон (відросток нервової клітини) to carry the impulse away from ... проводити імпульси від...

myelin sheath ['maialin Ji:3] мієлінова оболонка neurilemma ['nju:an'lema] нефрилема (оболонка нервових волокон), шваннівська оболонка synapse [si'nxps] синапс (спеціалізовані утвори структурно- функціонального зв’язку нейронів один з одним або з клітиною, яку вони іннервують; служать для сприйняття і передачі нервових імпульсів) stimulus ['stimjulas] (pi stimuli ['stimjulai]) стимул; под­разник

acetylcholine [3,setil'kouli:n] ацетилхолін; передавач нер­вового збудження external (internal) receptors [ri'septaz] зовнішні (внутрішні) рецептори

to relay ['гі:'1еі] передавати по етапу далі

cerebrum ['seribram] головний мозок

cerebral cortex ['ko:teks] кора головного мозку

folds and ridges ['fouldz and 'ridsas] складки і борозни

convolutions [,konva:'lu:J(3)nz] звивини (закрутки) мозку

gyrus ['d3airas] (pi gyri [^заігаї]) звивина мозку

fissure ['fi/a] щілина; борозна

sulcus ['sAlkas] (pi sulci ['sAlsaiJ) борозна

ventricle ['ventrikl] шлуночок

cerebrospinal fluid [,senbro(u)'spam(a)l flu:id] спинномозкова рідина

thalamus ['Oslsmss] таламус; зоровий горбок hypothalamus [,haips'0aelamas] гіпоталамус (скупченняядер нервових клітин з численними висхідними і низхідними волокнами нижче зорового горба головного мозку. Забезпечує пристосування функцій (обміну речовин, гормональної та інших систем) до діяльності організму в цілому)

Task 3. Do the text on the theme. Make up a plan of it and narrate it according to your plan:

STRUCTURE AND PHYSIOLOGY OF NERVOUS SYSTEM

The nervous system has rather a complicated histological structure. It includes: neurons, which are individual nerve cells of microscopic structure; nerves, which are of macrosco­pic structure; brain, which is the centre of regulation and coordination of body activities; spinal cord, which is a column of nervous tissue; meninges, which are three layers of connective tissue, membranes that surround the central nervous system

1. e. the brain and spinal cord.

The size and form of neuron depends upon the length and a number of its receptive branching fibers which are called dendrites. The nervous impulse wave passes the dendrites and reaches the cell body and cell nucleus. The axon carries the impulse away from the cell body. Axons are covered with a tissue called a myelin sheath, which gives a white appearance to the nerve fiber. Neurilemma is one more axon covering. It is a membranous sheath which is outside the myelin sheath on the nerve cells of peripheral nerves. The impulses are transmitted from one neuron to another through the terminal end fibers, covering the space between them which is called synapse.

Scientists consider that there are up to 12 milliards nerve cells which are performing their function of coordination of the human activities all over the body. We can see, think, hear, speak, to respond to pain, temperature, touch, etc. thanks to the activities of the body controlled by the nervous sys­tem. External stimuli and internal chemical acetylcholine aid in the transmission of nerve impulses. External receptors (the skin, ears, eyes, taste buds) and internal receptors (in muscles and blood vessels) receive and transmit nervous impulses to the nerve cells and then to the spinal cord and brain.

The brain is one of the most complicated structures that has ever been constructed by nature. The outer nervous tissue of the cerebrum known as cerebral cortex, consists of folds and ridges which form elevated portions known as convolu­tions (gyri) and grooves (depressions) known as fissures (sul­ci). Within the brain there are four continuous cavities, or canals, called ventricles which contain cerebrospinal fluid. This fluid protects the brain and spinal cord from shock. The fluid can be taken out (withdrawn) through a hollow needle, which is inserted in the lumber region of the spinal column for diagnosis or for decreasing of pressure on the brain. This manipulation is called spinal or lumbar puncture.

Thalamus and hypothalamus are two other important parts of the brain. Thalamus is a mass of grey matter forming the lateral walls of the diencephalon which is involved in the transmission and integration of some sensations. It monitors the stimuli we receive by suppressing some and increasing others. Hypothalamus is the part of the brain that forms the bottom of the third ventricle and regulates many basic body functions, such as sleep, appetite, temperature and some emo­tions (fear and pleasure).

When the received stimuli impulses are recognized, interpre­ted, summarized and analysed within the central part of the nervous system (brain) they are finally relayed and sent out in a form of specific orders to different parts and organs of the human body. The investigators determined some areas in the brain which control vision, hearing, movements and emo­tions of a human being.

Task 4. Choose the appropriate answer to the ques­tions:

1. Are neurons of macroscopic or of microscopic structure?

2. What part of nervous system is the centre of regulation and coordination of body activities? 3. What do meninges consist of? 4. What is the function of acethylcholine? 5. What external receptors do you know? 6. How do we call receptive branching fibers of the neurons? 7. What tissue covers axons?

6. What is the function of cerebrospinal fluid? 9. Why do doctors sometimes do the lumber punctures? 10. What does hypothalamus regulate?

(a — brain; b — three layers of connective tissue; c — help in the transmission of nerve impulses; d — taste buds, the skin, etc.; e — dendrites; f — microscopic; g — to protect the brain and the spinal cord; h — a myelin sheath; i — sleep, appetite, temperature; j — for diagnoses or for decreasing the pressure on brain)

Task 5. Fill in the blanks with the appropriate words given below:

1. The eye is the sense organ of ... . 2. The ear is the sense organ of... .3. The nervous system has about ten times more ... than the number of all inhabitants of the globe. 4. The ... come to the brain from sense organs. 5. The weight of the ...

is up to two kilograms. 6. The brain itself does not feel .... 7. Peripheral nerves carry impulses ...thebrain and spinal cord. 8. Nerves which carry impulses from the central nervous system are called ... . 9. Astrocytes are ... . 10. Within the middle region of the cerebrum are spaces called ....

(a — hearing; b — nervous cells; c — pain; d — to; e - stimuli; f — vision; g — the human brain; h — ventricles; i — star-like; j — efferent nerves)

Task 6. Choose the appropriate English equivalents for the Latin and Greek words and expressions:

1. Nervus, i m. 2. Cauda equina. 3. Fissura, aef. 4. Membra- na, ae f. 5. Arachnoideus, a, um. 6. Pons, pontis m. 7. Plexus, us m. 8. Cranium, i n. 9. Axis, is f. 10. Liquor, oris m.

(a — fissure; b — membrane; c — arachnoid (spider-like); d — bridge; pontage; e — a large network of nerves; f — horse tail — a fan of nervous fibers formed below the second lumbar vertebra in the spinal column; g — cranial (nerves); h — axons; i — fluid; j — nerve)

Task 7. Use the following expressions in the sentences of your own to show that you understand their meaning and use:

1. It includes ... 2. Scientists consider that ... 3. It per­forms (they perform) the function of ... 4. The investigators determined ... 5. The most complicated structure ... 6. They are transmitted from ... 7. It depends upon ...

Task 8. Build anatomic terms:

1. Elevation in the cerebral cortex. 2. Part of cerebrum which locates under the thalamus. 3. Branching fibers that transmit impulses. 4. Posterior part of the brain. 5. Portion of the brain which is responsible for balance. 6. Nerve net­work rather a dense one. 7. Outer membrane which is tough. It surrounds the brain and spinal cord.

(a — hypothalamus; b - cerebellum; c - ganglion; d - dura mater; e — medulla oblongata; f — dendrites; g - gyri)

Clinical Terms

Task 9. Study the definitions of some clinical terms. You cannot deal with the articles from dictionaries and magazines concerning some pathological conditions of nervous system if you don’t know the meaning of some

specific terms. The terms are being explained in strict succession of the articles suggested:

encephalomyelitis [en'kefshumais'laitis] — inflammation of the brain and spinal cord; specifically, a virus disease aphasia [ae'feizjs] — a total or partial loss of the power to use or understand words, usually caused by brain disease or injury paranoid feelings (paranoia) [.paere'naia] — a mental dis­order characterized by systematized delusions, as of grandeur or, especially, persecution, often, except, in a schizophrenic state, with an otherwise relatively intact personality paranoid [.psers'naid] — characterized by oversuspicious- ness, grandiose delusions or delusions of persecution lethargy ['Ie6ad3i] — a condition of abnormal drowsiness or torpor (a state of being dormant or inactive; temporary loss of all or part of the power of sensation or motion); a great lack of energy; sluggishness, dullness, apathy, etc. According to Greek and Roman Mythology Lethe was the river of forgetfulness, flowing through Hades, whose wa­ter produced loss of memory in those who drank of it hallucination [ti3,lu:si'neij(3)n] — the apparent percep­tion of sights, sounds, etc. that are not actually present: it may occur in certain mental disorders languor ['laegga] — an inertia or limpness that results from indolence, enervating weather, a dreamy, tender mood, etc. lassitude ['laesitju:d] — suggests a listlessness, or spirit­lessness resulting from overwork, dejection, etc. stupor ['stju:pa] — suggests a state in which the faculties and senses are deadened, as by emotional shock, alcohol or narcotics hysteria [his'tiaris] — a psychiatric condition variously characterized by emotional excitability, excessive anxiety, sensory and motor disturbances, or the unconscious simula­tion of organic disorders, such as blidness, deafness, etc.; any outbreak of wild, uncontrolled excitement of feeling, such as fits of laughing and crying meditation [_/medi'teij(a)n] — act of meditating; deep, continued thought

neurologist [njua'reladsist] — a specialist in neurology, which is the branch of medicine dealing with the nervous system, its structure and its diseases disease of cerebellar hemisphere ['hemisfia] — a di­sease of either lateral half of the cerebrum or cerebellum telepathy [ti'lepaOi] — supposed communication between minds by some means other than the normal sensory chan­nels; transference of thought

mononucleosis [,mon3'njukleousis] - the presence in the blood of an excessive number of cells

Task 10. These equivalents will come handy while deci­phering (interpreting) some clinical terms to the theme studied. Compare and remember them:

Creek Latin

encephalo cerebrum, i n

phas(o) oratio, onis f

nous (noid) memoria, ae f

lethe obliviosus, a,

(lethary) urn; latere

aluein hallucinari hallucinatus

drome curro, ere

sym- (syn-) cum

oaryo (caryo) nucleus, i m

mnemo memoria, ae f

biaschizo bifidus, a, um

crino find ere; sepä- rare

glio gluten, inis n

meningo tunica, ae f

paed infans, antis f

psycho spiritus, us m

schizo sec co, are

concido, ere

phren mens, mentis f

astr(o) astrum, i n

coptein concidere

polio cinereus, a, um

plegia contusio, onis f

taxo ordo (Acc. or- dinem), inism

English	Ukrainian
brain	головний мозок
speech	мовлення
mind	пам’ять
forgetful	забуття
to forget	забувати
to wander men­tally; to rave	галюцинації
to run	бігти
together; with	разом; з
kernel; nucleus	ядро пам’ять
memory
forked	роздвоєний
to cleave; to di­vide	розділяти
glue	клей
membrane	оболонка
infant; child	дитина
spirit	дух
to cut	різати
mind	розум
star	зірка
to cut	різати
grey (gray)	сірий
hit; blow	удар
order	наказ

Task 11. Read and comprehend the dictionary articles and give their summaries:

MYALGIC ENCEPHALOMYELITIS (from LRONW)

Myalgic encephalomyelitis (abbreviation ME) a viral di­sease which affects the nervous system and produces long- lasting effects of fatigue and poor coordination.

87

The disease if Myalgic Encephalomyelitis or ME, which was unknown 20 years ago ... . It would appear that whichever virus or viruses is implicated in ME the patient may present with neurological symptoms, while depression, lethargy, inordinate fatigue, mood swings, paranoid feelings, hallucinations, forgetfulness, inability to concentrate and nominal aphasia are psychological.

It is very difficult to describe ME, and we all look so well a lot of us, and it's only when people are chronically ill with ME that they start getting the muscle wastage.

The true nature of this disease is only now becoming understood, and indeed it is still controversial. The generalized malaise it produces has led in the past to its being called the "malingerer's disease”, because doctors could not find anything physically wrong with people suffering from it. The discovery that a virus seems to be implicated in it has led to the coinage of the less disparaging name of post-viral syndrome for the set of distressing and disabling symptoms which can blight sufferers' lives for very many years. There is no cure, but treatment with antibiotics can alleviate the symptoms! Many doctors still believe that there is a psychoso­matic element to the syndrome, inasmuch as its extreme duration has a depressant effect on sufferers, which make them feel even worse. With increased knowledge of the condition, an ME action Campaign has been formed in Britain to provide support for those with the disease.

Royal Free Disease

(from LRONW)

The name derives from the fact that myalgic encephalomyeli­tis was first identified when an epidemic affected 220 nurses at the Royal Free Hospital, London, in 1955. The outbreak was subsequently dismissed as mass hysteria, but more recent work on the disease has confirmed the original diagnosis.

Royal Free disease or myalgic encephalomyelitis has divided medical opinion for over 30 years.

Yuppie Flu

(from LRONW)

British informal MYALGIC ENCEPHALOMYELITIS.

Is this “yuppie flu" simply a fashionable malaise or should we be treating sufferers with more sympathy — and urgency?

Wobbly

(from LRONW)

British informal a fit of uncontrollable rage.