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How to help your hangover

By Jen Christensen, CNN

Here's the secret to avoiding a hangover: Don't drink. Or at least drink in moderation, doctors say.

Thankfully, hangovers aren't all that serious.

Scientifically speaking, what cures a hangover is hard to know. That's because what we know about hangovers is still a little

murky, says Dr. Sharon Horesh Bergquist, a doctor at Emory Healthcare and an assistant professor of medicine.

What scientists do know about hangovers is that alcohol, when consumed in excess, can do a real number on your system.

It makes you want to run to the bathroom more and that can lead to dehydration. That process is what causes the thirst,

dizziness and the light-headedness you feel.

It can also trigger an inflammatory response from your immune system. That can hurt your ability to concentrate. It can hurt your

memory. It can make you feel lethargic.

Drinking alcohol in excess can cause your blood sugar to fall. If it dips too low it can cause a shakiness and weakness, even

seizures.

Alcohol can cause your blood vessels to expand, which can cause headaches.

It can irritate the lining of your stomach, making you nauseous.

You can't stop a hangover, says Bergquist, but there are a few ways you can improve your symptoms.

Drinking water as you consume alcohol can help with the dehydration issue.

"That does not improve your concentration or loss of spatial relation skills that come with a hangover, though," she says.

Eating a little something can help your stomach. But eating greasy food to soak up the alcohol better, as some people will tell

you, is a myth. In fact, that greasy stuff may irritate your stomach more. Instead, Bergquist suggests eating some healthy protein and

carbohydrates.

But other than avoiding alcohol altogether, the only other way to ease your symptoms is simple.

"Rest is the one way you can really help yourself," Bergquist said.

So try to sleep it off. You will feel better, eventually.

(Adapted from: https://edition.cnn.com)

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Testing for Caffeine Could Help Foil Fake Urine Scam

By Andy Extance on January 9, 2019

    In a disturbing trend, scam artists are using commercially sold fake urine to fool doctors into prescribing pain medications such as hydrocodone − which can then be consumed or illegally sold. The synthetic pee lets patients pass tests intended to ensure they are not already taking opioid medications or drugs of abuse.

    Hoping to address the situation, Patrick Kyle, director of clinical chemistry and toxicology at the University of Mississippi Medical Center and his pathologist colleague Jaswinder Kaur have now shown how legal indulgences − including chocolate, coffee and cigarettes − can help distinguish real pee from fake.

    Past approaches to spotting fake specimens have included testing urine’s acidity and density and assessing concentration of a metabolic waste substance called creatinine. But some synthetic products now pass these evaluations, Kyle says.

    The new method looks for four substances common in urine: caffeine and theobromine, both found in chocolate, tea and coffee; cotinine, produced as nicotine breaks down; and urobilin − degraded hemoglobin that gives urine its yellow color. The scientists studied the various substances in four different groups. One group of 100 urine samples came from people who had been observed providing them. A second set of 100 came from individuals seeking pain medication, who were not observed. A third came from 200 unobserved job applicants. And the final group consisted of 10 samples of commercially available synthetic urine. All samples provided by observed individuals were positive for at least one of the four test substances; three from the pain medication group and two from the job applicants lacked them. No synthetic urine samples contained any of the four substances. Negative results do not prove criminal activity − but they can indicate attempted deception, Kyle says. In such cases, he adds, “the clinic or the business should simply collect another specimen from the individual.”

(Adapted from: www.scientificamerican.com)

Para responder a questão, considere o texto abaixo.

Testing for Caffeine Could Help Foil Fake Urine Scam

By Andy Extance on January 9, 2019

    In a disturbing trend, scam artists are using commercially sold fake urine to fool doctors into prescribing pain medications such as hydrocodone − which can then be consumed or illegally sold. The synthetic pee lets patients pass tests intended to ensure they are not already taking opioid medications or drugs of abuse.

    Hoping to address the situation, Patrick Kyle, director of clinical chemistry and toxicology at the University of Mississippi Medical Center and his pathologist colleague Jaswinder Kaur have now shown how legal indulgences − including chocolate, coffee and cigarettes − can help distinguish real pee from fake.

    Past approaches to spotting fake specimens have included testing urine’s acidity and density and assessing concentration of a metabolic waste substance called creatinine. But some synthetic products now pass these evaluations, Kyle says.

    The new method looks for four substances common in urine: caffeine and theobromine, both found in chocolate, tea and coffee; cotinine, produced as nicotine breaks down; and urobilin − degraded hemoglobin that gives urine its yellow color. The scientists studied the various substances in four different groups. One group of 100 urine samples came from people who had been observed providing them. A second set of 100 came from individuals seeking pain medication, who were not observed. A third came from 200 unobserved job applicants. And the final group consisted of 10 samples of commercially available synthetic urine. All samples provided by observed individuals were positive for at least one of the four test substances; three from the pain medication group and two from the job applicants lacked them. No synthetic urine samples contained any of the four substances. Negative results do not prove criminal activity − but they can indicate attempted deception, Kyle says. In such cases, he adds, “the clinic or the business should simply collect another specimen from the individual.”

(Adapted from: www.scientificamerican.com)

                             What Is the Interactive Reading Model?

                                                                                                          by Alicia Anthony

The Interactive Reading Model, as developed by David E. Rumelhart in 1977, describes a model of the reading process and the way linguistic elements are processed and interpreted by the brain. The model combines both surface structure systems – the sensory, bottom-up portion of reading – with deep structure systems – the thinking, or top-down, aspects of reading – to build meaning and memory for all learners.

How it Works

Readers use both knowledge of word structure and background knowledge to interpret the texts they read. For example, a student who encounters an unknown word might use surface structure systems like graphophonic, or letter-sound, knowledge to decode the word. A different student might find it easier to use deep structure systems like semantic knowledge, such as meaning and vocabulary, to decode the same unknown word. Each student makes connections in different ways. This process validates and supports both methods of understanding, realizing that individuals process information in very different ways.

Benefits of Interactive Model

The most evident benefit of this model is the opportunity for the differentiation that it provides students. Students are not required to fit into a set mold or have identical skill sets to decode and interpret text. They are encouraged to use their own strengths to gain understanding and new information. When used in the classroom setting, students should be encouraged to share their knowledge with classmates or peers. This model allows the reader to bring his own background knowledge to reading and to interact with others to build meaning and memory from the text.

                  (http://everydaylife.globalpost.com/interactive-reading-model-13048.html)

Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.

John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.

[Methodology in Language Teaching: An Anthology of Current Practice,

by Jack C. Richards and Willy A. Renandya (Eds.)]

Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.

John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.

[Methodology in Language Teaching: An Anthology of Current Practice,

by Jack C. Richards and Willy A. Renandya (Eds.)]

Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.

John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.

[Methodology in Language Teaching: An Anthology of Current Practice,

by Jack C. Richards and Willy A. Renandya (Eds.)]

Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.

John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.

[Methodology in Language Teaching: An Anthology of Current Practice,

by Jack C. Richards and Willy A. Renandya (Eds.)]

Para responder à questão, leia o texto a seguir, que exemplifica estratégias de leitura, e assinale a alternativa que melhor completa cada uma das lacunas numeradas, considerando o sentido do texto e a norma-padrão da língua inglesa.

John is a conscientious student. When he is told he will 41 tested on the contents of Chapter 2 in the textbook, he looks 42 every unknown word in the dictionary in an effort to fix the information in his memory. Despite his extended preparations, he doesn’t do very well 43 the test, though he says he spent hours preparing. Lia, on the other 44 , excels on the exam, but she has approached the text in a very different way. Before she reads the chapter, she skims through it, looking at subheadings and graphics so as to give herself a general idea of what the text will be about. 45 she reads, she connects the material in the chapter to what she already knows. She frequently asks herself 46 about the text, looking back or ahead to link one part of the text to another. When she is puzzled by the content, she searches for clues in the 47 , tries to paraphrase, or considers what she knows about text 48 . In short, Lia is reading like an expert, 49 John is relying on just one technique. The difference between the two is in 50 use of reading strategies.

[Methodology in Language Teaching: An Anthology of Current Practice,

by Jack C. Richards and Willy A. Renandya (Eds.)]