Effects of taper on swimming force and swimmer performance after an experimental ten-week training program

Papoti, M., L.E.B. Martins, S.A. Cunha, A.M. Zagatto, and C.A. Gobatto. Effects of taper on swimming force and swimmer performance after an experimental ten-week training program. J. Strength Cond. Res. 21(2):538-542. 2007.- The purpose of this research was to examine how an 11-day taper after an 8.5-week experimental training cycle affected lactate levels during maximal exercise, mean force, and performance in training swimmers, independent of shaving, psychological changes, and postcompetition effects. Fourteen competition swimmers with shaved legs and torsos were recruited from the São Paulo Aquatic Federation. The training cycle consisted of a basic training period (endurance and quality phases) of 8.5 weeks, with 5,800 m·d -1 mean training volume and 6 d·wk -1 frequency; and a taper period (TP) of 1.5 weeks' duration that incorporated a 48% reduction in weekly volume without altering intensity. Attained swimming force (SF) and maximal performance over 200m maximal swim (Pmax) before and after taper were measured. After taper, SF and Pmax improved 3.6 and 1.6%, respectively (p < 0.05). There were positive correlations (p < 0.05) between SF and Pmax before (r = 0.86) and after (r = 0.83) the taper phase. Peak lactate concentrations after SF were unaltered before (6.79 ± 1.2 mM) and after (7.15 ± 1.8 mM) TP. Results showed that TP improved mean swimming velocity, but not in the same proportion as force after taper, suggesting that there are other factors influencing performance in faster swimming. © 2007 National Strength & Conditioning Association.

Sanção expiatória versus sanção por reciprocidade: estudo exploratório em dez classes de educação infantil. -

Pós-graduação em Educação - IBRC

O ensino da literatura e a formação de professores em cursos de Letras

Pós-graduação em Letras - FCLAS

A violência da escola na voz de futuros professores: uma probabilidade da produção da cultura da violência em ambientes escolares?

The purpose of this research is to show the types of violence committed by teachers that were experienced and/or witnessed by future teachers during their schooling history. It's a quantitative and qualitative research. The collection, organization, and analysis of data proceeded from Content Analysis (BARDIN, 1977) and the construction of Bernard Charlot and Pierre Bourdieu's works and specific literature on the theme. The subjects are 12 students that attended the Pedagogy undergraduate program in 2011 at the Faculty of Science and Arts of the city of Araraquara in the state of São Paulo, Brazil. The data shows that the majority of the group of individuals claimed to have witnessed or experienced violence by teachers during their basic training. According to them, among the most recurring types of violence are those of symbolic nature. They attended, not equally, the public system and the private system. This enabled pointing out that violence, especially symbolic violence, occurred in both school systems. Therefore, this is a phenomenon that affects different fractions of social classes. Considering that the participants of this research are future teachers, it was established a relation with the notion of 'cycle of abuse', since there is a high possibility of them practicing the teaching function.

A Inserção da Competência Informacional nos currículos dos cursos de Biblioteconomia no Brasil e de Informação e Documentação na Espanha

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Atitudes sociais de professoras de um município de médio porte do Paraná em relação à inclusão

The social attitudes of teachers are considered highly relevant variables in the process of construction of school inclusion. The aim of the study was to describe the elementary school teachers’ social attitudes towards the inclusion and to identify the variables related to them. The sample consisted of 172 female teachers with ages ranging from 18 to 57, mean age of 37 and standard deviation of 7,9 years of age. A questionnaire was used to describe the participants. A Likert Scale of social attitudes towards inclusion was used. The results show that the chronological age, the level of basic training, the area of specialization, and the time of teaching experience have no significant effect on the social attitudes. The teachers with experience in teaching disabled students were more favorable towards the inclusion than those without such experience. It was concluded that the social attitudes towards inclusion may be complexly determined by different variables, demanding further studies for its enlightenment.

Aplicação de sistema de gestão da qualidade na execução de obras de pavimentação asfáltica, baseado nas diretrizes da ABNT NBR ISO 9001:2008

This work brings to its content proposed deployment of a system of quality management in paving asphalt based on the elaboration of a basic training to meet those entering this area of civil engineering at a technical manual for the implementation of major services running on paving of roads. The training was designed to serve both those entering the field of asphalt paving, synthesizing the complex processes involved in paving services and providing an overview of the steps in implementation thereof, as well as entrants must meet the enterprise user of this system, providing them an idea of the method used by the company designing the paving of roads. The technical manual presented in turn, has 8 (eight) of the main services components of a work of paving, which are: Mobilization and Maintenance of construction site, Regularization and subfloor preparation, execution or sub-base BGS base (graded gravel plain), Execution of sub-base or base BGTC (graded gravel treated with cement), Implementation of subbase or base Macadam hydraulic Priming bituminous waterproofing, asphalt binder Priming and finally the execution flexible pavement - HMA (hot milled asphalt concrete). These services are presented in the form of IT-Education work, this seven items are presented that guide the performance of services, thus providing overall guidelines to perform the services described in it. The development of IT's was based on experiences in day-to-day paving near the theoretical precepts presented in the literature, so the conditions specified in these documents aim to always guide the implementation of services in general, giving the process a versatility major operation, as this work takes into account the dynamics of such services, as well as the variety of their execution according to local conditions and specified in the project. So in general we can say that this ... (Complete abstract click electronic access below)

O lúdico no processo de desenvolvimento humano no ensino fundamental dos anos iniciais

This work was to study how the playful approach occurs in schools in the cycle of Fundamental Education. Know childhood representations from the rise till the present, the importance of playfulness in the formation and development of the child, also investigated the role of schools in the contribution to the process of human development, in view of the process through which pass the grown up most children of the age group studied. The methodology consisted of bibliographical and documentary research on related topics and field research with participant observation with children six years old in the first year of elementary school and conducting semi-structured interviews with teachers of a public school in the city of Bauru. Also analyzes the concepts of teachers on the playful using semi-open interview as the initial resource. We found that 40% of participants are unaware of such term and work with the playful from time to time in the classroom. The introduction of recreational activities in school had a satisfactory repercussion with the entry of other classes in the course of project development. Students were involved, participated in the whole process. However for the playful become effective in school, there must be enough basic training and also continuous education to teachers to break with paradigms crystallized in their teaching practices. Also and above all that, public policies have to consider the children and the children before they become adults as beings with their own identity

O ensino do desenho como linguagem: em busca da poética pessoal

Pós-graduação em Educação - FFC

Correlates of session-rate of perceived exertion (RPE) in a karate training session

Objective. The aim of this study was to analyze the relationships between the rate of perceived exertion (RPE) of a whole exercise session (RPE-S) and objective measures of exercise intensity during a karate training session.Methods. Eight well-trained karate athletes performed a single training session involving basic karate techniques and sparring. Heart rate (HR) was continuously monitored, while blood lactate ([lac]13) and rating of perceived exertion using the Borg's 6-20 scale were taken each 10-min during exercise. Athletes were also asked to rate their RPE-S using a modified CR-10 scale 30-min after exercise.Results. Significant relationships (P<0.05) were found between RPE-S and mean values of %HRmax (r(p) = 0.91), %HR reserve (r(p) = 0.87), [lac]b(r(p) = 0.96), and RPE (r(p) = 0.78) during the session, but not between RPE-S and the duration of exercise bout (r(s) = 0.28; P > 0.05). RPE-S was also significantly related (P < 0.05) to percentage of time sustained under ventilatory thresold (VT) (r(p) = 0.96), between VT and respiratory compensation point (RCP) (r(p) = 0.93) and above RCP (r(p) = 0.96).Conclusion. These results suggest RPE-S to be a valid tool for assessing interindividual variations in global exercise intensity during karate training. (C) 2010 Elsevier Masson SAS. All rights reserved.

Training courses for teachers through the distance learning: practice reports used virtual environment TELEDUC

This paper describes the experiences of long-distance courses, it focused on the continuing education of basic education teachers in all Brazilian territory. Such courses were offered by CECEMCA (Center for Continuing Education in Mathematics Education, Science and Environment), linked to the Universidade Estadual Paulista Julio de Mesquita Filho - Campus de Rio Claro during 15/01/2009 to 30/11/2009. The subjects report to the theme of Education, Geography and Environment, it was organized in four courses: "Introduction to Cartography," Environment and climate change - thinking a new paradigm of sustainable green planet "," Remote Sensing in environmental studies Environment "and" Methodological Alternatives for Inclusive Classroom: Experimenting with visual and hearing impairments". So, we show here, the feasibility and importance of distance learning tools for education, specifically teacher training, based on the results obtained in these courses.

Endurance swimming periodized training in rats

The aim of this study was to develop an experimental protocol for endurance swimming periodization training in rats similar to high performance training in humans, and compare it to continuous training. Three groups of male Wistar rats (90 days old) were allocated to Sedentary Control (SC); Continuous Training (CT); and Periodized Experimental Training (PET) groups. PET and CT trained 5 days/week, over five weeks, CT: continuous training supporting a 5% body mass (bm) load for 40 min/day; PET: training subdivided into basic, specific, and taper periods, with overload changed daily (volume-intensity, continuous, and interval training). Total training overload was quantified (% bm X exercise time in training session) and equalized for the two trained groups. Glucose ([ 3H]2-deoxyglucose) uptake, incorporation to glycogen (synthesis), glucose oxidation (CO 2 production), and lactate production from [U- 14C]glucose by soleus muscle strips incubated in presence of insulin (100μU/mL) were evaluated 48h after the last training session. The load equivalent at 5.5mM blood lactate concentration ([La-5.5]) was determined in the incremental test. Lactate production was similar in all groups. PET presented higher glucose uptake (59%) than SC, and higher glycogen synthesis (51 and 22%) and glucose oxidation (147 and 178%) than SC and CT, respectively. CT presented higher glycogen synthesis rates (23%) than SC. Load [La-5.5] was similar between trained groups and higher than SC. PET presented higher values for glucose metabolism than CT and SC. These results open up new perspectives for studying training methods used in high performance sport through swimming exercise in rats.

Acquisition of suture skills during medical graduation by instructor-directed training: A randomized controlled study comparing senior medical students and faculty surgeons

Due to shortage of time and limited availability of faculty surgeons to teach basic surgical skills during medical graduation, the search for alternative ways of simulated training with feedback is needed. The purpose of this study was to compare the simulated teaching of suture skills to novice medical students by senior medical students and by experienced faculty surgeons. Forty-eight novice medical students were randomly assigned to three practice conditions on bench model (n = 16): self-directed suture training (control), senior medical student-directed suture skills' training, or experienced faculty surgeon-directed suture skills' training. Pre- and post-tests were applied. Global Rating Scale with blinded evaluation and self-perceived confidence based on Likert scale were used to assess all suture performances in pre- and post-training. Effect size was also calculated. The analysis made after training showed that the students who received feedback from the instructors had better performance based on the Global Rating Scale (all p < 0.0000) and felt more confident to carry out sutures (all p < 0.0000) when compared to the control. There was no significant difference (all p > 0.05) between the student-directed teaching and faculty-directed teaching groups. The magnitude of the effect (instructor-directed training suture) was considered large (>0.80) in all measurements. The acquisition of suture skills after student-directed training was similar to the training supervised by faculty surgeon, and the increase in suture performances of trainees that received instructor administered training was superior to self-directed learning. © 2013 Springer-Verlag Italia.