Respostas da frequência de braçada e do comprimento de braçada na e acima da intensidade correspondente à máxima fase estável de lactato sanguíneo em indivíduos com diferentes níveis de performance

The main objective of this study was to analyze the behavior of variables related to swim ability at and above maximal lactate steady state (MLSS), performed at continuous and intermittent conditions in individuals with different aerobic performance levels. Participated of this study male swimmers with ages between 20 to 25 years, specialists in events of 400 m, 800 m and 1500 m and open water swims, with at least 3 years of experience in the modality. The individuals performed a maximal 400-m swim test. After this test, they were divided into two groups, in accordance with the speed attained during 400-m swim test: G1 (higher performance) and G2 (lower performance). For the determination of continuous MLSS (MLSSc), 2 to 4 trials of 30-min were performed. For the determination of the intermittent MLSS (MLSSi) 2 to 4 trials of 30-min (12 repetitions of 2 min 30 s, with 30 s of rest) were performed, in constant speed, with the first trial performed at 102.5% MLSSc. Th technical indexes, stroke rate (FB) and stroke length (CB) were determined in all tests. The SR was calculated trough recordings using the time needed to perform five stroke cycles. The SL was calculated dividing the speed by the SR. There was no significant difference on the antropometric characteristics between groups. The speed at and above MLSSc were significantly higher at G1 (1,23±0,05 e 1,27±0,06, respectively) than G2 (1,10±0,06 e 1,13±0,06, respectively). There was significant change in SL and SR in G2. In the same way, there was significant change in SL and SR only in G2, above MLSSc. Similar to continuous condition, the speeds at and above MLSSi were significantly higher in G1 (1,27±0,05 e 1,30±0,05, respectively) do que no G2 (1,14±0,07 e 1,16±0,07, respectively). There was significant change in SL and SR only in G2. There was significant change in SR and SL in both groups above MLSSi. Thus,...(Complete abstract click electronic access below)

Mathematical modeling of a continuous alcoholic fermentation process in a two-stage tower reactor cascade with flocculating yeast recycle

Experiments of continuous alcoholic fermentation of sugarcane juice with flocculating yeast recycle were conducted in a system of two 0.22-L tower bioreactors in series, operated at a range of dilution rates (D (1) = D (2) = 0.27-0.95 h(-1)), constant recycle ratio (alpha = F (R) /F = 4.0) and a sugar concentration in the feed stream (S (0)) around 150 g/L. The data obtained in these experimental conditions were used to adjust the parameters of a mathematical model previously developed for the single-stage process. This model considers each of the tower bioreactors as a perfectly mixed continuous reactor and the kinetics of cell growth and product formation takes into account the limitation by substrate and the inhibition by ethanol and biomass, as well as the substrate consumption for cellular maintenance. The model predictions agreed satisfactorily with the measurements taken in both stages of the cascade. The major differences with respect to the kinetic parameters previously estimated for a single-stage system were observed for the maximum specific growth rate, for the inhibition constants of cell growth and for the specific rate of substrate consumption for cell maintenance. Mathematical models were validated and used to simulate alternative operating conditions as well as to analyze the performance of the two-stage process against that of the single-stage process.

Development, characterization, and in vitro biological performance of fluconazole-loaded microemulsions for the topical treatment of cutaneous leishmaniasis

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.