Antologia Inglés

Maestra - Ingls IIUniversidad de las Naciones

ANTOLOGIA DE INGLS COMPRENSIN DE TEXTOS

UNIVERSIDAD DE LAS NACIONESMATERIA: INGLS II

Introduccin

La antologa de ingls II comprensin de textos representa un enfoque accesible a la comprensin de textos en ingls para propsitos especficos. Se trata de un mtodo dinmico de induccin al lenguaje, diseado para usarse por el alumno y maestro, dentro y fuera de clase, aumentando el dominio del idioma ingls a travs del estudio de diferentes tipos de lecturas, teniendo una atencin especial a la identificacin de cognados, conectores y la comprensin de vocabulario en contexto.Se ha creado La antologa de ingls II comprensin de textos con el siguiente propsito: hacer ms fcil el perfeccionamiento y la fluidez de su ingls, para as incrementar sus oportunidades de xito en la comprensin de textos en ingls.Nuestro sistema de aprendizaje ha sido diseado para hacer uso de sus conocimientos previos del ingls y ampliarlos, presentando el vocabulario y las frases en contextos relevantes y estimulantes, que adems ponen nfasis en las cuatro aptitudes del lenguaje: la lectura, la escritura, el lenguaje hablado y la comprensin del idioma.

INDICE 1. Buscar cognados y falsos cognadosPagina 1

1.1 Basic elements of organization structurePagina 3

2. Recursos referencialesPagina 4

2.1 how children learnPagina 6

3. ConectoresPagina 8

4. Vocabulario en contextoPagina 12

5. Reading exercise

5.1 the birth of our galaxy

Pagina 17

5.2 Cause and causes of executive alcoholism, drug abuse and mental illnessPagina 20

1. Buscar cognados y falsos cognados

Para comprender un texto en ingls podemos valernos de varios recursos, pero uno de los ms importantes consiste en aprovechar las palabras parecidas al espaol. Tales palabras tienen un parecido tan cercano al idioma materno que fcilmente podemos relacionarlas con la definicin ms cercana de la palabra en espaol.

Estos vocablos son clasificados en dos categoras:

(a) Los que tienen cierta semejanza:DRUG DROGACLEAR CLARO

(b) B. Los vocablos que son muy similares o idnticos:DIPHTHERIA- DIFTERIAADMINISTRATION ADMINISTRACINIDEAL IDEAL

Los falsos cognados son las palabras que parecen tener un significado cercano a palabras parecido al espaol pero realmente expresan algo diferente. Para identificarlas hay que tomar muy en cuenta la relacin de dicha palabra con la que le rodean (contexto). Si no tiene una coherencia lgica significa que, aunque lo parezca, no es un cognado.Cierto nmero de palabras de ortografa similar o idntica tienen significados diferentes en los dos idiomas:

WORD REAL TRANSLATION

OnceUna vez

ActuallyEn realidad

LargelyEn gran parte

PrincipalDirector

Observa el texto Basic elements of organization structure en forma global y realiza los siguientes ejercicios.

1. Subraya todas las palabras que encuentres parecidas al espaol.

2. Estudia las palabras subrayadas dentro de su propio contexto y trata de clasificarlas en cognados y falsos cognados sin la ayuda de un diccionario.

COGNADOSEQUIVALENTE EN ESPAOL

1. OrganizingOrganizacin

2. ProcessProceso

3. ResourcesRecursos

4. ImportantImportante

5. PartParte

6. FunctionFuncin

7. DepartmentalizationDepartamentalizacin

8. PositionsPosiciones

FALSOS COGNADOSEQUIVALENTE EN ESPAOL

1. GoalsMetas

2. CanPoder

3. JobTrabajo

4. MajorPrincipal

5. ComesVenir

6. SeveralAlgunos

7. CoreNcreo

8. TopSuperior

1.1 BASIC ELEMENTS OF ORGANIZATION STRUCTURE

Organizing is the process of arranging work and resources so that planned goals can be achieved. One important part of the organizing function is determining organization structure. Organization structure consists of four main elements; job design, departmentalization of positions and units, methods of vertical coordination, and methods of horizontal coordination. Organization charts provide a graphic depiction of the broad outlines of an organizations structure and help employees trace the chain of command.

There are four main approaches to job design: job simplification, job rotation, job enlargement, and job enrichment. The job characteristics model helps guide job efforts by explaining the importance of core job characteristics, critical psychological states, and high growth-need strength to job outcomes. A related aspect of designing jobs is providing alternative work schedules. Major types of alternative work schedules include flextime, the compressed workweek, and job sharing.

Among the most commonly used forms of departmentalization are functional, divisional, hybrid, and matrix. There are five major means of achieving vertical coordination, which is the linking of activities at the top of the organization with those at the middle and lower levels: formalization, span of management, centralization versus decentralization, delegation, and line and staff positions.

Three major means are particularly useful in facilitating horizontal coordination are slack resources, information systems, and lateral relations. Slack resources provide a cushion of resources that allows adaptation to change, while information systems enhance information exchange. Lateral relations, which involve coordination to change, while information systems enhance information exchange. Lateral relations, which involves coordinating efforts with peers in other departments and units, has several main forms: direct contact, liaisons roles, task forces, teams, and managerial integrators. Methods of horizontal coordination are particularly useful in promoting innovation because they facilitate the exchange of ideas across organizational units.

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2. Recursos Referenciales: Pronombres relativos, pronombres personales, adjetivos posesivos, etc.

Cuando hablamos o escribimos hacemos uso de ciertos elementos que sirven para evitar repetir algo que ya se mencion o que se mencionar enseguida. A estas partes del texto los llamamos recursos referenciales o referentes.

1. PRONOMBRES PERSONALES (personal pronouns): Se usan alprincipio de la oracin, sustituyendo a los nombres.

SHEhasa newCar.

Mariaverbadjectivenoun.

2. ADJETIVOS POSESIVOS (possessive adjectives): Se usan al principio en medio de la oracin, antes del sustantivo.

HERcarisnew

Marias carverb

3. PRONOMBRES POSESIVOS (possessive pronouns): Se usan al final de la oracin, despus del sustantivo.

ThenewcarisHERS.

verbMarias car.

4. PRONOMBRES OBJETO (Object pronouns): Se usan despus del verbo o de una preposicin, sustituyen a los nombres.

ThenewcarbelongstoHER

VerbPrepMaria

PRONOUN TABLE

SUBJECT PRONOUNSOBJECT PRONOUNPOSSESSIVE ADJECTIVEPOSSESSIVE PRONOUNREFLEXIVEPRONOUN

IMEMY

MINE

MYSELF

YOU

YOU

YOUR

YOURS

YOURSELF

HE

HIMHISHISHIMSELF

SHE

HERHERHERSHERSELF

IT

ITITS-------ITSELF

WE

USOUROURSOURSELVES

YOU

YOUYOURYOURSYOURSELVES

THEY

THEMTHEIRTHEIRSTHEMSELVES

DemonstrativesPronounsTambin funcionan como referentes los adverbios de lugar:

This There

That Here

These

Those

Who

Which

2.1 HOW CHILDREN LEARN

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We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teachers task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.A central component of Piagets developmental theory of learning and thinking is that both involve the participation of the learner. Knowledge is not merely transmitted verbally but must be constructed and reconstructed by the learner. Piaget asserted that for a child to know and construct knowledge of the world, the child must act on objects; the mind organizes reality and acts upon it. The learner must be active: he is not a vessel to be filled with facts. Piagets approach to learning is a readiness approach. Readiness approaches in developmental psychology emphasize that children cannot learn something until maturation gives them certain prerequisites. The ability to learn any cognitive content is always related to their stage of intellectual development. Children who are at a certain stage cannot be taught the concepts of a higher stage. Intellectual growth involves there fundamental processes: assimilation, accommodation, and equilibration. Assimilation involves the incorporation of new events into preexisting cognitive structures. Accommodation means existing structures changer to accommodate to the new information. This dual process, assimilation-accommodation, enables the child to form schema. Equilibration involves the person striking a balance between himself and the environment, between assimilation and accommodation. When a child experiences a new event, disequilibrium sets in until he is able to assimilate and accommodate the new information and thus attain equilibrium. There are many types of equilibrium between assimilation and accommodation that vary with the levels of development and the problems to be solved For Piaget, equilibration is the major factor in explaining why some children advance more quickly in the development of logical intelligence than do others.

Consultando el texto titulado How children learn complete el siguiente ejercicio:

1. It en la lnea 2 se refiere a:_Education___________________________

2. his en la lnea 4 se refiere a:_Child___________________________

3. it en la lnea 9 se refiere a:_reality___________________________

4. he en la lnea 10 se refiere a:_the learner___________________________

5. them en la lnea 13 se refiere a:_that children___________________________

6. their en la lnea 14 se refiere a: _su, de los nios___________________________

7. himself en la lnea 21 se refiere a:_the person___________________________

8. he en la lnea 23 se refiere a:_a child___________________________

3. Conectores

Los conectores son palabras o expresiones cuya funcin es relacionar ideas completas dentro de un texto. De acuerdo al propsito que tengan las ideas que cada conector est relacionado, podemos encontrar las diferentes clases de conectores que a continuacin se enumeran.

Use the following words to complete the paragraphs below. CAUSEEFFECTCONTRASTINTENSIFIERTRANSITION

caused by as a result however so the main cause

causeconsequently butso ... that(result)another cause

results fromas a consequenceon the contrarysuch ... that (result)a third cause

thereforeevenfor all these reasons

REASONADDITIONCOMPARISONPURPOSECONDITION

because (of)moreoveron the one handin order tootherwise / if not

sincefurthermoreon the other handso thatif / unless

Principio del formularioTwo 12-year-old girls, standing outside a mini-mart are wearing matching tube tops and short skirts like Britney Spears *clones. One holds a cigarette, like an adult, where everyone can see her. She looks around to make sure other girls are noticing her. When asked why she dresses the way she does, she says that she likes it. ______However________, it seems to me that the reasons for her behavior are more complex. More specifically, they have more to do with her ambiguous role as a pre-teen in society. A young girl's "wannabe" look, her mimicking of a teen idol, is__caused by_____________ personal insecurity, a desire to be popular and by peer pressure. * mimic (v.) - copy or imitate, mimicry (n.) ; clone (n.) - identical genetic copy;

Part 2Use the following words to complete the paragraphs below. CAUSEEFFECTCONTRASTINTENSIFIERTRANSITION








Principio del formulariofor mimicking teen-idols is personal insecurity. Pre-teens are in between child and adult stages. They are no longer children, the ways they behaved in the past are no longer appropriate. they are not yet adults; they do not know the ways of the adult world. This conflict can feelings of insecurity. when they were younger, they could whine and cry to get attention from their parents and other children. , that kind of behavior would be "uncool" around their teenage peers. Often , the teenager does not know how to act his or her age. pre-teens do no know what to do, they often turn to copy-cat behavior as a way to fit in and be more secure.









Principio del formularioA second cause is that pre-teens feel they need to be popular be more secure within their own age group. , they turn toward models of popularity - teen idols - and start dressing like them. Unfortunately, many of their idols dress and behave in ways that are not age-appropriate. Teenies need better role models than Hollywood currently has to offer. they interpret "dressing up" as wearing provocative, sexy clothing, rather than clothing that makes them look good and feel comfortable and secure. of their need to be popular, young girls start dressing and acting as if they were much older than they really are.









Principio del formulariofor young girls mimicking teen idols is peer pressure. They often see the adults closest to them, their parents and teachers, as "uncool", as enemies. they turn to peers who pressure each other to look, act, and dress exactly alike. This peer group can exert pressure often pre-teens do things as a group that they would not normally do. One of these things is spending ridiculous amounts of money on idol clothing-lines. That's right! Young hollywood celebrities are making money off their twelve-year old "peers" who give-in to peer pressure. The peer pressure here is great most normal girls will succumb. we can see that personal insecurity, desire to be popular and peer pressure can

4. Deducir el significado de palabras no familiares por medio del contexto.

Hacer predicciones a partir del contexto es una estrategia muy importante para la comprensin de un texto. Contexto es una combinacin de vocabulario y gramtica que rodea una palabra. El contexto puede ser la oracin o el prrafo en donde se encuentra la palabra en un texto. Al saber el significado general de una oracin obtendrs tambin el significado de un texto sin detenerte a buscar cada palabra en el diccionario.Guessing Meaning of Vocabulary from Context

Exercise 1Deduce el significado de la palabra subrayada en cada oracin. 1. She had often come into conflict with her mother-in-law. a) announcementb) attainmentc) argument

2. The old womans blunt questions embarrassed her, making her momentarily tongue-tied. a) emitb) ashamedc) loathe

3. We just need a couple more chairs so everyone can sit down. a) oneb) twoc) three

4. Please, Uncle Jack, give me a piggyback! a) a ride on someone back or shoulder b) a small bag c) people who arrived to settle in Bangkok 2000 5. Ladda does not like to eat papaya or carrots, which is high in vitamin A, so she lacks it. Her mother keeps telling her that an inadequate supply of vitamin A can lead to blindness. a) too bigb) not enoughc) full

How many did you get right from Exercise 1? _____5___

Language Focus Now you will learn how to guess the meaning of unfamiliar words or new words by looking around the words to find clues. These clues will help you to find their meanings; then you will better understand what you are reading. There are many ways to help you guess the meaning of unfamiliar words from the context. Read the explanation below and study the examples.

1. Definition A definition gives the meaning of words. The writer may use words, phrases, or statements to define something. The writer will use key words, or signal words to identify a definition so you need to look for them. See examples of key words below. Key words

is/aremeans/mean

is/are calledwhat this means is

is/are known asconsist of

is/are defined asrefer to

is/are described asmay be seen as

e.g. 1. Inflation is a rise in the general level of prices you pay for things you buy. an unfamiliar word = inflation signal word = is the definition = a rise in the general level of prices you pay for everything you buy.2. Someone who explores and studies caves is known as a spelunker. an unfamiliar word = spelunker signal words = is known as definition = someone who explores and studies caves

Exercise 2 Use signal words as your clues to find the meaning of the underlined words. Circle signal words and write their meaning in the space provided. 1. The encyclopedia defines astrology as the ancient art or science of divining the fate and future of human beings from indications given by the positions of stars and other heavenly bodies.

2. astrology means_ the ancient art or science of divining the fate and future of human beings from indications given by the positions of stars and other heavenly bodies _

3. Sales literature means printed matters that contain information on the goods.

Sales literature means_ printed matters that contain information on the goods_

4. The part at the back of the car used for holding luggage is called the car boot in United Kingdom, whereas Americans would refer to this as the cars trunk.

car boot means_The part at the back of the car used for holding luggage in United Kingdom_

2. Restatement

The writer may use other words, phrases, or sentences to provide the meaning of difficult words. We call this restatement; the writer describes it again or in a different way. Signal words for restatement are in the Key words box below. Key words

or

that is to say

in other words

i.e. or that is

e.g. The surface of Africa consists mainly of plateaus, or large flat areas, although these occur at different levels. an unfamiliar word = plateaus signal word = or meaning = large flat areas

Exercise 3 Use signal words as your clues to find the meaning of the underlined words. Circle signal words and write the meaning in the space provided. 1. According to Indian custom, a great dowry of money and objects is given to the bridegroom, in other words, it is a dot. dot = _ a great dowry of money and objects is given to the bridegroom_ 2. There are several types of aerosol cans. Simple ones contain a liquefied gas, called the propellant, in which material is dissolved, i.e., melt. dissolved =_melt_____________________________ 3. Our youth nowadays should not engage in intoxicating things such as alcohol, cigarettes, and tranquilizers, that is to say, they should not ingest them. engage =_ingest___________________________

3. Punctuation marks

Punctuation is used to describe the meaning of unfamiliar words. The writer will write unfamiliar words and then use punctuation, words, phrases, or sentences to explain the meaning of the new words. Such punctuation is in the Key words box below. Key words

, commas

, , appositive

( ) parentheses

? ? dashes

; semicolon

: colon

e.g. Full-color pictures are printed using only black and three colors: yellow, cyan (a light blue) and magenta (a light purple). an unfamiliar word = cyan and magenta signal punctuation = ( ) meaning : cyan = a light blue and magenta = a light purpleThe use of computers to handle text, or word processing, was foreseen in the 1950s. an unfamiliar word = handle text signal punctuation = , , meaning : handle text = word processing

Exercise 4 Use signal words as your clues to find the meaning of the underlined words. Circle signal words and write the meaning in the space provided. 1. Both facsimile (known as fax) and electronic mail (email) are ways of sending documents. Facsimile =_fax__________________________________ Electronic mail =__email__________________________ 2. An FM radio DJ (disk jockey) broadcasts over the airwaves. DJ =_disk_jockey_______________________________ 3. Infection ? becoming ill through contact with bacteria ? of the respiratory system such as the nose, the throat, and the chest is among the most common of all diseases. Infection =_becoming ill through contact with bacteria_

4. Examples

Examples help us to understand the meaning of new words. See key words or signal words used for showing examples in the Key words box. Key workd

such as

like

for example,

for instance

is / are

e.g. Use navigation buttons, such as, the Next button, the Previous button, the Menu button, and the Exit button, to go back and forth or jump to other topics while you are using your English software. unfamiliar words = navigation buttons signal word = such as meaning = buttons on computer program that are used for turn on pages

Exercise 5 Use signal words as your clues to find the meaning of the underlined words by choosing the best answer for each question. Circle signal words. 1. Some people in the North of Thailand do wickerwork, for example, they make elephants, turtles, plates, beds, and chairs, from teak trees for earning money. a) silver handicraftb) bronze handicraft

c) niello handicraftd) wood handicraft

2. The Savanna grasslands are the home of grazing animals such as elephants, giraffes, antelopes and zebras. Lions, leopards and hyenas also live there. a) non-backbone animalsb) meat-eating animals

c) invertebrate animalsd) grass-eating animals

3. A tourist guide advised them to see the elephant round up. There was racing, colorful war procession, marching, kicking a ball and tug-of-war between men and elephants. a) showb) breed

c) sleepd) born

< > READING EXERCISEThe birth of our galaxy1Long before the Sun and the solar system formed, before the galaxy existed, the universe was filled with gas - mainly hydrogen, with some helium. This gas was eventually to be turned into stars, planets and people. But before these things could happen, the galaxy had to form.Prr.1

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10Astronomers believe that the galaxy formed out of a large, fairly spherical cloud of cold gas, rotating slowly in space. At some point in time, the cloud began to collapse in on itself, or condense, in the same way that the clouds which formed individual stars also condensed. Initially, some stars may have formed as the gas cloud began to fragment around the edges, with each fragment condensing further to form a star or group of stars. Because the cloud was spherical at that time, we do see some very old stars distributed in a spherical halo around the outside of the galaxy today. At such early times, these stars consisted only of the hydrogen and helium gas which made up the cloud.

Prr.2

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The cloud continued to collapse, with more and more stars being formed as it did so. Since the cloud was rotating, the spherical shape began to flatten out into a disc, and the stars which were formed at this time filled the disc regions. Once again we see this shape today in the main body of the galaxy. As the formation of new stars continued, some of those which had been created earlier had enough time to evolve to the end of their active lifetimes, and these stars began to shed their atmospheres or explode in huge supernova events. In the process, these older citizens of the still young galaxy enriched the gas in the cloud with the new, heavier elements which they had formed, and the new stars being created in the disc regions contained the heavier elements. Astronomers call these younger, enriched stars population 1 stars, and the older stars population 2.

Prr.3

I. De acuerdo al texto y al prrafo indicado entre parntesis, escriba V para verdadero o F para falso en el espacio en blanco.

1.- El sistema solar se formo antes del universo ___F__2.-Las estrellas se conforman bsicamente de hidrgeno__V___II. Circule la opcin correcta. 1.- La palabra these en la lnea 19 hace referencia a:a) New starsb) Young galaxiesc) Old starsd) Clouds

III. De acuerdo con el texto responda las siguientes preguntas en espaol.

1.- Explique el proceso de la formacin de las estrellas. (Prr. 2) Inicialmente, algunas estrellas pueden haberse formado cuando la nube de gas que dio origen al Universo empez a fragmentarse, con cada fragmento condensado se form una estrella o un grupo de estrellas, formadas del hidrgeno y helio que contena la nube.

2.- Qu sucedi en la evolucin de las primeras estrellas? (Prr.3)Las primeras estrellas comenzaron a explotar en eventos de supernovas enormes, con esto, enriquecieron de gas la nube con nuevos elementos, ms pesados y las nuevas estrellas se formaron con los elementos ms pesados y una mezcla ms grande de elementos.

IV. En espaol, escriba un resumen del texto en aproximadamente 50 palabras.El Universo estaba conformado inicialmente por gases fros que formaron nubes esfricas de gas, mismas que al colapsar o condensarse, fueron formando galaxias, con estrellas y otros cuerpos celestes, las primeras estrellas estuvieron formadas slo por el hidrgeno y el helio de la nube inicial, pero al pasar el tiempo, cuando estas explotaron, formaron nuevas estrellas con elementos ms pesados que los de las estrellas iniciales.

Costs and causes of executive alcoholism, drug abuse and mental illness Exactly what constitutes mental health or mental illness? It is indeed a difficult question to answer. Although psychiatry is a respected subspecialty of medicine, a clear definition of mental illness remains elusive. Many psychiatric disorders overlap (American Psychiatric Association, 1987) and the reasons for their onset are still obscure. The cures are even more uncertain. Professional opinions can differ widely about definitions, etiologies, and treatments. In short, psychiatry is still as much an art as it is a science. If the professionals cannot agree, where does this leave the employer who is aware that the troubled senior executives are a problem and is sincerely motivated to help?

How much are troubled senior executives costing their organizations? No one knows for sure. Although the costs of mental illness in the population as a whole and in the hourly employee work force in particular are generally well documented, data about the costs of troubled senior executives are not available. Many corporations do not keep separate records about the nature or cost to the firm of their impaired senior executives, preferring to merge these data with those for overall employee impairment. As a consequence, it is difficult to be precise in determining the costs of senior executive alcoholism, drug abuse, or mental illness within an organization. In addition, many of the costs of senior executive impairment are not quantifiable and, therefore, cannot be subjected to rigorous analysis.

Although difficult to measure, the costs of troubled senior executives fall into several categories. First is the cost of lost productivity, that is, paying substantial salary and benefits to a troubled senior executive who is not performing. An executive whose yearly salary is $400,000 and who receives an additional $100,000 a year in benefits but who works at only one fifth of his or her maximum productive effort loses the firm more than $7,000 a week a good deal more than the cost of the most expensive psychiatric treatment.

The second category of costs includes sick leave, absenteeism, health care costs, and disability payments. Troubled senior executives may be absent from the office for significant periods of time due to illness. If their illness has progressed to the point of no return, they may become permanently disabled and need to prematurely retire. Troubled senior executives may run up large health care bills, for example, for repeated hospitalizations for alcoholic cirrhosis of the liver, repeated psychiatric hospitalizations for recurrent depressive or psychotic episodes, and the like.Termination and replacement costs make up the third category. The cost of replacing senior executives who must eventually be released can be quite high when the costs of recruitment, hiring, orientation, and training are included.

The fourth category includes the costs of poor professional judgment and bad business decisions. As noted earlier, troubled senior executives often display poor business judgment and make bad decisions that may adversely affect the firm as a whole the more senior the executive, the greater the impact of the bad decision.

The fifth category includes the costs of lowered morale, negative publicity, and damage to the corporate image if the inappropriate actions and behaviors of troubled senior executives become public knowledge or widely known in the corporate community. Alcoholic executives embezzling corporate funds, manic executives getting involved in messy extramarital affairs, drug-dependent executives selling inside information to support their habit, depressed executives committing suicide, psychotic executives attacking other executives or employees all are examples that fall within this fifth category.

Last of all are the cots of litigation when the organization has to defend itself against legal action taken by the terminated executive for wrongful discharge or discrimination. Legal action can also be initiated by other executives who may have been emotionally abused or physically harmed by the troubled executive.

Alcoholism and drug abuse and dependency are psychiatric disorders in their own right (Vailant, 1983; Mirin, 1984). The causes of alcoholism in executives and other individuals are still not clearly understood. One popular theory is that the causation of alcoholism is a function of genetic endowment. Family studies clearly show that relatives of alcoholics have a higher rate of alcoholism than the population as a whole (Kaplan and Sadock, 1985). Adoption studies conducted in Denmark concluded that adopted males whose biological parents were alcoholics were more than four times as likely to become alcoholics as adopted males whose parents were not alcoholics (Kaplan and Sadock, 1985). They usually developed severe cases of alcoholism by their early twenties and usually required treatment. Another theory of etiology is that alcoholism is a function of early childhood experience and family dynamics. Investigators have discovered that family histories of alcoholics often reveal childhood environments of marital and family conflict and parental emotional neglect. The child of an alcoholic is unable to get his or her emotional needs fulfilled and experiences feelings of anger, depression, and guilt.

A third category of causation is that alcohol acts as a direct toxin on the brain, destroying vital brain tissue and significantly altering brain function. This results in the appearance of a variety of other psychiatric illnesses, including several of the organic mental disorders. There also appears to be a strong relationship between depression and the extended use of drugs or alcohol. Individuals who were depressed prior to drug or alcohol abuse frequently turn to drugs or alcohol as a way to ease their emotional pain. Unfortunately, continued use usually results in greater levels of depression rather than less because of the toxic effect of the substances on the brain. The deepening depression in turn results in continued alcohol or drug use, and the vicious cycle continues.

What about the causes of drug abuse? Because there are so many different types of drugs to abuse and become dependent on, it is difficult to postulate one comprehensive theory of causation of drug abuse and dependency (Vaillant,1983; Mirin, 1984). Also, as with alcohol, there is little agreement within the psychiatric community as to the definitive origins of drug abuse and dependency. Research data suggest that drug abuse and dependency are a disease caused by complex interaction of biological vulnerabilities, psychological issues, and environmental settings. Drug abusers usually have a history of experimentation with more socially approved substances like tobacco, alcohol, and marijuana (Kaplan and Sadock, 1985). Recent studies also indicate that drug abusers have problems with poor impulse control, ego deficits, and an inability to appropriately manage intense affects, including anger and rage (Kaplan and Sadock,1985). It is thought that some of these deficits in psychological structures and their associated functioning are in part a consequence rather than a cause of long-term chronic drug use. Becoming a drug abuser appears to be a function of the following: the cost, availability, and status of the drug; the financial condition of the drug abuser; the methods of initiation and the social supports that encourage continued usage; the psychological makeup and biological vulnerabilities of the individual; the type and intensity of current life stressors; the coping skills of the drug abuser; and the unwitting encouragement of the social or occupational environment. Drug abusers often have a low frustration tolerance and a need for immediate gratification. They are motivated to seek to induce and perpetuate a highly pleasurable mental state. Recent research indicates that certain drugs may impact on the genetically vulnerable brain to produce biochemical changes that further induce the drug-seeking and drug-taking behavior (Kaplan and Sadock, 1985).

Working in the world is a demanding, challenging, stressful and sometimes hazardous activity. Unfortunately, little hard research data are available to shed light on this important precipitating factor. My clinical experience with many employees and managers indicates that work can adversely affect one's psychological balance. Boring, unstimulating work in unpleasant and unattractive surroundings can contribute to the appearance of psychological distress. At the other extreme, individuals who experience work overload, or "burnout", frequently complain of a variety of somatic and psychological symptoms. Some workers may become emotionally distressed when they find themselves in a work situation for which they feel unqualified. Conflicts with superiors over unclear expectations, performance evaluation, or inconsistent or insufficient guidance and support can increase the level of psychological distress. Working environments that do not afford opportunities for developing a sense of accomplishment, personal growth, creative expression, and personal initiative can retard the development of high self-esteem and positive self-image. Major and unexpected changes in responsibilities can also contribute to anxiety and psychological distress. Such events include promotion or demotion, transfer to another location, retirement, and termination. Specific events such as mergers, acquisitions, and divestitures can also contribute to increased levels of emotional distress. Not all individuals experience events in the work place as emotionally distressing, nor will difficulties in the work place be the only contributing factor in the development of mental illness. Those individuals who by reason of their genetic endowment, early childhood experiences, and past medical and psychiatric history are predisposed to the development of psychiatric illness may have particular difficulty with the changing demands of the workplace.

Selecciona con un clic la opcin correcta.1. Entre los siquiatras existe mucho desacuerdo en relacin a la etiologa y al tratamiento de los problemas mentales.0. V 0. F 1. Hay registros muy completos sobre el costo que ocasionan a las empresas los ejecutivos que sufren de problemas mentales.1. V 1. F 1. Los datos relacionados con los problemas del personal ejecutivo se mantienen separados de los del resto del personal.2. V 2. F 1. Adems de la falta de productividad, los problemas mentales pueden costar a la empresa ms de 7,000 dlares a la semana en tratamientos mdicos.3. V 3. F 1. La incapacidad total permanente es un ejemplo de la segunda categora de costos que esta clase de empleados provocan a la compaa.4. V 4. F 1. El reemplazo de un ejecutivo de alto nivel puede implicar un alto costo para la empresa al sumar todos los gastos que sto produce.5. V 5. F 1. Los ejecutivos que cometen desfalcos y que para cubrirlos venden informacin confidencial sobre la empresa pueden tratar de suicidarse.6. V 6. F 1. El personal sano de la empresa puede entablar demandas legales por el dao emocional que les producen los ejecutivos enfermos.7. V 7. F

1. Un estudio realizado en Dinamarca mostr que el tener padres alcohlicos aumenta el riesgo de padecer esta enfermedad.8. V 8. F 1. Es inevitable que los hijos de las familias donde existen problemas emocionales graves desarrollen problemas tempranos con el alcohol.9. V 9. F 1. Una teora sobre el alcoholismo indica que el alcohol acta como una toxina para el cerebro y es la causa de problemas mentales orgnicos.10. V 10. F 1. Un gran nmero de trastornos serios de depresin son producidos por el consumo frecuente de alcohol.11. V 11. F 1. La investigacin sobre el abuso y la dependencia a las drogas muestra que son provocados por diversos factores que interactan.12. V 12. F 1. Estudios recientes afirman que la falta de habilidad para manejar emociones como la ira puede ser consecuencia del abuso crnico de las drogas.13. V 13. F 1. Entre los factores que pueden dar origen a un drogadicto se encuentra la manera en que una persona se enfrenta a los problemas diarios.14. V 14. F 1. El trabajar en un ambiente poco estimulante puede dar por resultado la aparicin de sufrimiento psicolgico.15. V 15. F 1. Muchos problemas de tensin en el empleo pueden darse tanto por ocupaciones muy aburridas o que implican una gran carga de trabajo.16. V 16. F 1. Un gran nmero de personas que enfrentan cambios drsticos en su mbito laboral desarrollan trastornos psicolgicos.17. V 17. F 1. La carga gentica de algunos individuos puede hacerlos propensos a desarrollar enfermedades mentales en ambientes de trabajo muy exigentes.18. V 18. F

Bibliografa1. Arman, Louann. Leech, Patrick. Murria, Janet. Reading Skills for the Social Sciences Oxford University Press. 1988

2. Alvarez, Guadalupe; Williamson, Marcela. English for law. Centro de Enseanza de Lenguas Extranjeras. Universidad Autnoma de Mxico. Mexico DF, 1996

3. Koda, K. (2005). Insights into second language reading: A cross-linguistic approach. Cambridge: Cambridge University Press.

4. Grellet, F Developing Reading Skills. Cambridge University Press. 2001

5. Peregoy, S. F., & Boyle, O. F. (2001). Reading, writing, and learning in esl: A resource book for k-12 teachers. New York: Longman.

6. Vacca, J. L., Vocca, R. T., Gove, M. K., Burkey, L., Lenhart, L. A., & McKeon, C. (2003). Reading and learning to read (5th ed.). Boston: Allyn & Bacon.

7. Yopp, R. H., & Yopp, H. K. (2006). Informational texts as read-alouds at school and home. Journal of Literacy Research, 38(1), 37-51.

8. http://cwabacon.pearsoned.com/bookbind/pubbooks/seyler_ab/chapter1/deluxe.html

9. http://www.mediacampus.unam.mx/videos/501/cognados-y-falsos-cognados

10. http://www.uefap.com/reading/readfram.htm

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