American blood institute

History

American Blood Institute, founded in 1989, currently pro­vides blood products and services to over forty hospitals in the Los Angeles and Orange County areas. Services and pro­ducts include homologous (one person to another) and autolo­gous (self to self) blood and blood derivatives, volunteer plasma collection, laboratory testing services, home transfusion services, and specialty blood products and services.

About 95 % of the blood transfused in this country is de­rived from volunteer donations from members of the commu­nity. This is known as homologous blood. The remaining 5 % is collected as either autologous blood,which is the recipi­ent’s own blood drawn and stored for future use; or as directed donations whereby the donor specifically designates the re- cipient. Since the recognition of the risk of transmitting the AIDS virus and other infectious agents through a blood transfusion, the number of autologous and directed donations has increased dramatically, particularly in certain urban areas. In the San Francisco Bay area the autologous donation rate is estimated to be 10- 15 %.

Initially, the American Blood Institute provided only pre- operative donor services to a number of local hospitals in Southern California. In the summer of 1989, ABI also began to offer homologous blood products to hospital clients to help them address their continuing blood shortage problem. In early 1990, ABI began what has become a very successful Community Blood Program to generate its homologous blood supply. To date, over three hundred companies have partici­pated in the program. ...

American Blood Institute believes that just as health care is undergoing significant changes at the present time, the blood industry, in time, will undergo similar changes. ABI is in the developmental stages of a cost containment program for blood services that is intended to significantly affect the delivery and reimbursement for blood services.

(From "Company Summary", January 1992)

Task 24. Read the text and get ready to narrate it. Describe the examination you had to take using some phras­es from the passage:

Doctor in the house by r. Gordon

(an extract)

The oral examination was held a week after the papers. I got a white card, like an invitation to a cocktail party, reques­ting my presence at the examination building by eleven-thirty. It is the physical contact with the examiners that makes oral examinations so unpopular with the students. The written answers have a certain remoteness about them, and mistakes and omissions, like those of life, can be made without the threat of immediate punishment. But the viva is judgement day. A false answer, an inadequate account of oneself, and the god’s brow threatens like an imminent thunderstorm. If the candidate loses his nerve in front of this terrible displeasure he is finished: confusion breeds confusion and he will come to the end of his interrogation struggling like a cow in a bog.

The porter marshalled us into line outside the heavy door of the examination room. There was a faint ting of the bell inside. The door opened and he admitted us one at a time, directing each to a different table.

“You go to table four,” the porter told me.

The room was the one we had written the papers in, but it was now empty except for a double row of baize-covered tables separated by screens. At each of these sat two examiners and a student who carried on a low earnest conversation with them, like a confessional.

I stood before table four. I didn’t recognize the examiners. One was a burly, elderly man like a retired prize-fighter who smoked a pipe and was writing busily with a pencil in a notebook; the other was invisible, as he was occupied in reading the morning’s Times.

“Good morning, sir,” I said.

Neither of them took any notice. After a minute the burly fellow looked up from his writing and silently indicated the chair in front of him. I sat down. He growled.

“I beg you pardon, sir?” I said politely.

"I said, you’re number 306?” he said testily. “That’s correct, I suppose?”

“Yes, sir.”

“Well, why didn’t you say so? How would you treat a case of tetanus?”¹

My heart leaped hopefully. This was something I knew, as there had recently been a case in St. Swithin’s. I started off confidently, reeling out the lines of treatment and feeling much better.

The examiner suddenly cut me short.

“All right, all right,” he said impatiently, “you seem to know that. A girl of twenty comes to you complaining of gaining weight. What do you do?”

This was the sort of question I disliked. There were so many things one could do my thoughts jostled into each other, and became confused and unindentifiable.

"I — I would ask if she was pregnant," I said.

“Good god, man! Do you go about asking all the girls you know if they’re pregnant? What hospital do you come from?”

“St. Swithin’s, sir,” I said though admitting an illegiti­mate parentage.

“I should have thought so! Now try again.”

I rallied my thoughts and stumbled through the answer. The examiner sat looking past me at the opposite wall, ac­knowledging my presence only by grunting at intervals.

. The bell rang and I moved into the adjoining chair, facing The Times. The newspaper rustled and was set down, revealing a mild, youngish looking man in large spectacles with a perpetual look of faint surprise on his face. He looked at me as if he was surprised to see me there, and every answer I made was received with the same expression. I found this most disheartening.

The examiner pushed across the green baize a small sealed glass pot from a pathology museum, in which a piece of meat like the remains of Sunday joint floated in spirit.

"What’s that?” he asked.

I picked up the bottle and examined it carefully. By now I knew the technique for pathological specimens of this kind. The first thing to do was turn them upside down, as their identity was often to be found on a label on the bottom. If one was still flummoxed one might sneeze or let it drop from nervous fingers to smash on the floor.

I upturned it and was disappointed to find the label had prudently been removed. I turned it back again.

“Liver,” I tried.

“What!” exclaimed the surprised man. The other examiner, who had returned to his writing, slammed down his pencil in disgust and glared at me.

"I mean lung," 1 corrected.

“That's better. What’s wrong with it?"

1. could get no help from the specimen, so I took another guess.

“Pneumonia. Stage of white hepatization.”

The surprised man nodded. “How do you test diphtheria serum?” he demanded.

"You inject it into a guineapig, sir”.

“Yes, but you’ve got to have an animal of a standard weight, haven’ you?”

“Oh yes ... a hundred kilogrammes.”

The two men collapsed into roars of laughter.

“It would be as big as a policeman, you fool!” shouted the first examiner.

“Oh, I’m so sorry,” I stammered miserably. "I mean a hundred milligrammes.”

The laughter was renewed. One or two of the examiners at nearby tabled looked up with interest. The other candidates felt like prisoners in the condemned block when they hear the bolt go in the execution shed.

“You could hardly see it then, boy," said the surprised man, wiping his eyes.“Thecreatureweighs a hundred grammes. However we will leave the subject. How would you treat a case of simple sore throat?"

“I would give a course of sulphonamide, sir.”

"Yes, that’s right.”

“I disagree with you, Charles,” the other interrupted for­cibly. They continued arguing briskly, and were still doing so when a second tinkle of the bell allowed me to slide out and rush miserably into the street.

Note

'tetanus — an acute infectious disease, often fatal, caused by the specific toxin of a bacillus (Clostridium tetani) which usually enters the body through wounds

Keys

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

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

Task 7. 1 — i; 2 — c; 3 — j; 4 — g; 5 — a; 6 — b; 7 — c; 8 - d; 9 - h; 10 - f; 11 - r; 12 - q; 13 - o; 14 - p; 15 - I; 16 — k; 17 — m; 18 — n, 19 - s; 20 — t.

Task 8. 1 - c; 2 — a; 3 — c; 4 — b; 5 - f; 6 - d, 7 — g

Task 12. 1 - c; 2 - a; 3 - b; 4 - g; 5 - d; 6 - c; 7 - h; 8 - f,

9. - i.

Task 13. I — b (atherosclerosis); 2 - c (arteriosclerosis); 3 - a (arrhythmia); 4 — c (endocarditis); 5 - d (stenosis); 6 - g (hypertension); 7 — f (phlebitis); 8 - i (deoxygenation); 9 - h (cardiologia).

Task IS. 1 — b (sleep); 2 — e (heart); 3 - f (important); 4 - c (liver); 5 - g (pair); 6 - d (hear) (murmur); 7 - a (dear) (lose).

Task 20. 1 - e; 2 - c; 3 - d; 4 - b; 5 - a.

Task 21. a - 2 (gout); b — 5 (called); c - 4 (than); d — 6 (gum); e — 1 (causes); f — 3 (rare).

Task 22. 1. Doctor N. thinks the medication called Ramipril provides more effective treatment of hypertension than Depressan. 2. Some specialists think the medication called Auturan pro­vides more effective treatment of gout than Urodan. 3. Some English cardiologists think the medication called Practolol provides more effective treatment of heart rhythms than Vasolan. 4. The dictionary article informs a steroid com­pound called bufalin provides as effective treatment of heart disease as digitoxigenin. S. Tiwari and Joshi Central Coun­cil for Research in Indian Medicine believes the capsules called Shilajit provide as effective treatment of anemia, hemorroid (bleeding piles) as well-known remedies such as Hcmostimulin, Coamid, etc. 6 Dr. Peter Rcntrop (Germa­ny) believes a clot-dissolving cntymc streptokinase provides more effective treatment of blocked blood vessels than some other drugs. 7. Some medical practitioners from the United Stated and Great Britain believe leeches called in Latin Hu- rido medicinalis provide as effective treatment after micro­surgery to reattach small body parts like fingers, toes and noses as many other clot-dissolving remedies.

UNIT THREE

DIGESTIVE SYSTEM

In this unit you will learn:

Some anatomic terms pertaining to the theme “Divestive System”. These terms are in the text “Digestive System and Digestion”. A few additional articles are suggested to further consolidate the vocabylary studied.

The clinical terms have been picked up from the newspaper and the journal articles. They are "Artificial Pancreas”, "More Spare Parts for the Human Body”, “Human Insulin via DNA”, “Laser Irradiation of Indolent Duodenal Ulcer "Signifi­cance of X-ray and Endoscopic Investigations of the Sto­mach ...”, "Gastric Pathology as Ulcer Risk Factor...”, "Cli­nical Prognostication of Peptic Ulcer ...”, “The Course of Reparative Process in Patients with Gastroduodenal Ulcer ...”. The exercises for the developing of your term-building and term-deciphering skills are provided as well.

The pharmaceutical terms are not very numerous but you are to know them when you want to be able to cope with some directions to the medicine which you may come across in your practice. The dictionary articles "Cimetidine”, “Carbe- noxolone” are from “The Second Barnhart Dictionary”.

A passage from the book “Doctor in^jtlre House” by R. Gordon will satisfy your curiosity as'far as the results of the examinations previously described are concerned.

Anatomic Terms

Task 1. Pronounce and memorize the words to the theme studied:

tongue [tAT)J ЯЗИК papilla [рз'рііз] сосочок язика pharynx ['faengks] глотка throat [Grout] горло esophagus [iO'sofagas] стравохід gullet ['gAlat] стравохід

enzyme ('enz(a)im] фермент; ензим (ензими — білки, що зумовлюють біохімічні перетворення в організмі)

saliva [sa'lai va] слина antrum f'æntram] порожнина ruga ['ru:ga] складка, зморшка bile [bail] жовч

gallbladder ['goilblæda] жовчний міхур sodium ['soudjam] натрій potassium [ps'tæsjam] калій villus ['vilas] ворсинка cecum ['si:kam] сліпа кишка

Task 2. Memorize the expressions to the text:

to be moistered with smth. зволожуватися чимось

taste receptors рецептори смаку

mucous membrane слизова оболонка

oral cavity ротова порожнина

gastric juice шлунковий сік

farther digestion подальше травлення

hydrochloric acid соляна кислота

peristaltic waves перистальтичні хвилі (своєрідні скорочен­ня), властиві стінкам шлунка, кишок, стравоходу small intestine тонка кишка the fluid by-products зріджені відходи продуктів large intestine товста кишка sigmoid colon ободова кишка сигмоподібна vermiform appendix відросток червоподібний

Task 3. Read the text, choose the anatomic terms and get ready to speak on the structure of digestive system: