FADESP-2013-COREN/PA-Analista de TI - Concurso Público do Conselho Regional de Enfermagem do Pará - Prova de INGLÊS com gabarito e Questões Comentadas.

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Hey, what's up my friends!!!...How have you been?!

Neste post, veremos a Prova de INGLÊS Concurso Público FADESP-2013-Fundação Amparo e Desenvolvimento da Pesquisa - Cargo: ANALISTA DE TECNOLOGIA DA INFORMAÇÃO.
Prova aplicada em 01/06/13.

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[a]Banca Organizadora do Concurso Público 

Fundação Amparo e Desenvolvimento da Pesquisa

https://portalfadesp.org.br/

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[b]Padrão/Composição da prova 

➦PROVA OBJETIVA: 05 Questões do tipo (A,B,C,D).
➦Reading Comprehension(Compreensão textual).

➦Use of english(uso do inglês).
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[c]Dictionary:

Caso necessário,sugiro que consulte os excelentes dicionários a seguir:
http://www.thefreedictionary.com/
http:/www.macmillandictionary.com/

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🔄 VERBS :
➽[to liken ➝ comparar]
"[...] In an interview, Dr. John Q. Young, lead author of the latter review, likened the deployment of new residents to having rookies replace seasoned football players during ''a high-stakes game, and in the middle of that final drive.''"
(Em uma entrevista, o Dr. John Q. Young, principal autor da última revisão, comparou a implantação de novos residentes a recrutas que substituem jogadores de futebol experientes durante "um jogo de alto risco e no meio da campanha final". ")
🔄 PHRASAL VERBS :
➽[ ➝ ]

🔄Expressões verbais com o TO BE(simple present/simple past/simple future/ be going to/present continuous/past continuous/future continuous):
➽[ ➝ ]
🔄Expressões verbais no PERFECT TENSE(present perfect/past perfect/present perfect continuous/past perfect continuous):
➽[ ➝ ]
🔄Expressões com os 10 modais(can/could/may/might/must/should/would/ought to/will/shall):
➽[ ➝ ]   
🔄Expressões com verbos com ING:
➽[And learning means making mistakes ➝ E aprender significa cometer erros]
➽[Dying from cancer often hurts ➝ Morrer de câncer muitas vezes dói].
🔄Expressões VERBAIS EM GERAL:
➽["]
🔄Substantivos(NOUNS):
➽[ ➝ ]
🔄Adjetivos/Locuções adjetivas :
➽[ ➝ ]
🔄Advérbios/Locução adverbial:
➽[ ➝ ]
🔄 Pronomes Relativos(who, which, whom, that) :
➽[when ➝ quando]
"That's the month when medical residents, newly graduated from medical school, start learning how to be doctors, and they learn by taking care of patients."
(É nesse mês que os médicos residentes, recém-formados na faculdade de medicina, começam a aprender a ser médicos e aprendem ao tomar conta dos pacientes.)
*PAY ATTENTION: O pronome relativo contextual utilizado foi WHEN pois refere-se a tempo. Em português traduz-se "QUE", dado ao nosso uso corriqueiro do pronome relativo "que" ainda que se trate de tempo.
🔄 CONJUCTION (but, yet):
➽["]

🔄Expressões comuns:
➽[ ➝  ] 
🔄Expressões idiomáticas :
➽[dose of pain medication ➝ dose de analgésico]
🔄Expressões ADJETIVO+SUBSTANTIVO:
➽[seasoned football players ➝ jogadores de futebol experientes]
🔄IF-CLAUSE:
➽["]
🔄Expressões/Vocábulos técnicos na Área de Saúde :
➽[internship ➝ estágio-médico]

➽[medical school ➝ Faculdade de Medicina]

➽[nursing school ➝ Faculdade de Enfermagem] 
🔄 Comparativos (superioridade) :
➽[ ➝  ]
🔄Expressões com 'S (Genitive case=proprietário 'S propriedade):
➽["]
🔄PAR CORRELATO:
➽[]  
🔄Expressões com frações/números:
➽["]
🔄Questions:
➽[]

🔄Falso cognato:

➽[actually ➝ realmente]
"[...] There's disagreement in the medical literature about whether a so-called July Effect, where medical error rates increase in the summer, actually exists."
(Há divergências na literatura médica sobre se realmente existe o chamado Efeito de Julho, onde as taxas de erro médico aumentam no verão.)
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Agora vamos à prova.
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THERE ARE 5 QUESTIONS OF MULTIPLE CHOICE IN YOUR TEST.
EACH QUESTION HAS 4 ALTERNATIVES (A,B,C, AND D) FROM WHICH ONLY ONE IS CORRECT.
CHECK THE CORRECT ONE.
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Don't Get Sick in July

By Theresa Brown

Published: July 15, 2012

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It's one of those secrets you normally don't learn in nursing school: ''Don't go to the hospital in July.'' That's the month when medical residents, newly graduated from medical school, start learning how to be doctors, and they learn by taking care of patients. And learning means making mistakes.

There's disagreement in the medical literature about whether a so-called July Effect, where medical error rates increase in the summer, actually exists. But a 2010 article in the Journal of General Internal Medicine and a 2011 article in the Annals of Internal Medicine both found evidence of it. In an interview, Dr. John Q. Young, lead author of the latter review, likened the deployment of new residents to having rookies replace seasoned football players during ''a high-stakes game, and in the middle of that final drive.''

From what I've experienced as a clinical nurse, whether or not the July Effect is statistically validated as a cause of fatal hospital errors, it is undeniably real in terms of adequacy and quality of care delivery. Any nurse who has worked in a teaching hospital is likely to have found July an especially difficult month because, returning to Dr. Young's football metaphor, the first-year residents are calling the plays, but they have little real knowledge of the game.

This experience deficit plays out in ways large and small, but I remember an especially fraught situation one July when a new resident simply did not know enough to do his job and a patient quite literally suffered as a result.

The patient was actively dying. He was old and his death was expected. He had kept his cancer at bay for several years, but there were no more curative treatment options left and he had opted to die peacefully in his bed, surrounded by his family. He had also wanted to die in the hospital, and his death was coming on quickly enough that the hospital decided to allow it. He was grumpy, charming, funny and impressively clear-eyed about the end of his life. During our brief, two-day acquaintance I developed a strong attachment to him.

Death came closer quickly on that second day and as it neared, his pain increased significantly. Dying from cancer often hurts. He needed oxygen to breathe comfortably, and because he was alert he fully felt the intense pain.

I'm a nurse, so legally I cannot decide to increase a patient's dose of pain medication, but I can call a physician and describe the patient's distress. That's part of a nurse's job, but there is also a chain of command for getting medication orders, and another part of my job is adhering to that hierarchy.

I paged the first-year resident covering the patient. Since it was July he was an M.D. on the books, but he was brand new to actual doctoring. I explained things, but he would not increase the ordered dose. I paged him again. We talked over the phone, and I insisted. Then I pleaded. He would not up the dose. 

Looking at the situation from his point of view, I understand his reluctance. I was asking him to prescribe a very large dose of narcotic, a killingly big dose if the patient was unused to opioids. The resident might have learned in medical school about pain during dying, but he had not actually been with a patient going through it. Seeing such pain -- the body twisting, the patient crying out helplessly -- is categorically different from reading about it.

I also imagine the resident had been taught to prescribe narcotics judiciously, perhaps even sparingly, and the amount of drug I was asking for was neither.

The patient's wife was kind; his daughter, a nurse, forthright. They and he deserved better than they were getting, so I decided to take a risk. Ignoring the chain of command, I paged the palliative care physician on call. She and I had talked about the patient the day before.

I described the patient's sudden lurch toward death, the sharp increase in pain and the resident's reluctance to medicate the patient enough to give him relief. ''Ah,'' she said, ''I was worried about that,'' meaning that the patient might begin actively dying sooner than the medical team had expected. She ordered a morphine pump. I got the drug, loaded and programmed the machine. The patient died fairly soon after. He was conscious to the very end, and I can say he did not meet his death in agonizing pain.

A few hours later I ended up in the elevator with the new resident. He and I both started talking at once. Looking stricken, he apologized to me for having been busy, overwhelmed with several new patients. Knowing it is never easy to have someone's footprint on your head, I apologized for having called in an attending physician. ''I don't usually jump the line,'' I started to explain, when he interrupted me. ''You did the right thing for the patient,'' he said.

Such an exchange is rare. A nurse who goes over a doctor's head because she finds his care decisions inappropriate risks a charge of insubordination. A resident who doesn't deliver good care risks the derision of the nurse caring for that patient. Nurses aren't typically consulted about care decisions, and this expectation of silence may lead them to lash out at doctors they see as inadequate.

The July Effect brings into sharp relief a reality of hospital care: care is becoming more specialized, and nurses, who sometimes have years of experience, often know more than the greenest physicians. We know about medicating dying patients for pain, but we know a lot of other things, too: appropriate dosages for all kinds of drugs, when transfusions and electrolyte replacements are needed, which lab tests to order and how to order them, whether consulting another specialist is a good idea, whether a patient needs to go to intensive care because his vital signs are worryingly unstable.

The problem can be limited by better supervision from senior residents, fellows and attending physicians, as well as by nurses. We need to acknowledge this fact, because admitting that new residents need help, and that nurses can and do help them, is the beginning of owning up to our shared responsibilities in providing care. For the good of our patients, nurses and doctors need to collaborate.

(http://query.nytimes.com/gst/fullpage.html?res=9C02E3DB143FF936A25754C0A9649D8B63&ref=nursingandnurses)

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👉 Questão  11 :
According to the text Don't Get Sick in July, medical errors increase in hospitals in July because July is the month when
(A) hospital staff is much busier.
(B) patients are left under the care of nurses.
(C) most of the doctors decide to go on vacation.
(D) new medical trainees start their medical internship.
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👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
De acordo com o texto Don't Get Sick in July(Não fique doente em julho), os erros médicos aumentam nos hospitais em julho porque julho é o mês em que...
*Alternativa (A): a equipe do hospital está muito mais movimentada/ocupada.(o texto não faz menção de equipe mais ocupada)
*Alternativa (B): os pacientes ficam sob os cuidados dos enfermeiras.(os pacientes ficam o ano inteiro sob o cuidado das enfermeiras)
*Alternativa (C): a maioria dos médicos decide sair de férias.(texto não faz menção sobre isso.)
*Alternativa (D): novos estagiários médicos iniciam seu estágio médico.
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👉 Questão  12 :
The articles mentioned by the author of the text
(A) defended the idea that the July Effect is a fallacy.
(B) have different opinions on the July Effect.
(C) proved that the July Effect may occur.
(D) put into doubt the July Effect.
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
*Alternativa (A): defendeu a ideia de que o Efeito Julho é uma falácia.
*Alternativa (B): têm opiniões diferentes sobre o efeito de julho.
*Alternativa (C): provou que o Efeito de julho pode ocorrer.
*Alternativa (D): pôs em dúvida o Efeito de Julho.
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👉 Questão  13 :
The word underlined in this passage of the text "I'm a nurse, so legally I cannot decide to increase a patient's dose of pain medication" means
(A) since.
(B) whereas.
(C) therefore.
(D) nevertheless
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👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
A palavra sublinhada nesta passagem do texto "Eu sou enfermeira, ENTÃO legalmente não posso decidir aumentar a dose de analgésico de um paciente" significa...
*Alternativa (A): since.
*Alternativa (B): whereas.
*Alternativa (C): therefore.
*Alternativa (D): nevertheless

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👉 Questão  14 :
The underlined expression in the utterance "nurses, who sometimes have years of experience, often know more than the greenest physicians" refers to doctors who
(A) are inexperienced.
(B) care for the environment.
(C) wear green medical coats.
(D) treat their patients with dignity.
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👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
A expressão sublinhada no enunciado "enfermeiros, que às vezes têm anos de experiência, geralmente conhece mais do que os médicos mais verdes" refere-se a médicos que...
*Alternativa (A): são inexperientes.
*Alternativa (B): cuidam do meio ambiente.
*Alternativa (C): usam jaleco médico verde.
*Alternativa (D): tratam seus pacientes com dignidade.
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👉 Questão  15 :
The situation described in the text by the author is an evidence that
(A) new residents have little knowledge on medicine, that´s why they make a lot of mistakes.
(B) nurses can assist newly graduated doctors due to their broad work experience in hospitals.
(C) care decisions should be made by nurses since they spend much more time with the patients.
(D) no matter what happens nurses must follow doctors’ orders, even if these orders are inadequate.
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👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
A situação descrita no texto pelo autor é uma evidência de que
*Alternativa (A): os novos moradores têm pouco conhecimento em medicina, por isso cometem muitos erros.
*Alternativa (B): os enfermeiros podem auxiliar médicos recém-formados devido à sua ampla experiência de trabalho em hospitais.
*Alternativa (C): as decisões de cuidado devem ser tomadas pelos enfermeiros, pois passam muito mais tempo com os pacientes.
*Alternativa (D): não importa o que aconteça, os enfermeiros devem seguir as ordens dos médicos, mesmo que essas ordens sejam inadequadas.