The effect of hunger level on predation dynamics in the spider Nesticodes rufipes: a functional response study

It is well known that a predator has the potential to regulate a prey population only if the predator responds to increases in prey density and inflicts greater mortality rates. Predators may cause such density-dependent mortality depending on the nature of the functional and numerical responses. As spiders are usually faced with a shortage of prey, the killing behavior of the spider Nesticodes rufipes at varying densities of Musca domestica was examined here through laboratory functional response experiments where spiders were deprived of food for 5 (well-fed) or 20 days (hungry). An additional laboratory experiment was also carried out to assess handling time of spiders. The number of prey killed by spiders over 24- and 168-h periods of predator-prey interaction was recorded. Logistic regression analyses revealed the type II functional response for both well-fed and hungry spiders. We found that the lower predation of hungry spiders during the first hours of experimentation was offset later by an increase in predation ( explained by estimated handling times), resulting in similarity of functional response curves for well-fed and hungry spiders. It was also observed that the higher number of prey killed by well-fed spiders over a 24- h period of spider-prey interaction probably occurred due to their greater weights than hungry spiders. We concluded that hungry spiders may be more voracious than well-fed spiders only over longer time periods, since hungry spiders may spend more time handling their first prey items than well-fed spiders.

Hunger suppresses the onset and the freezing component of the antipredator response to conspecific skin extract in pintado catfish

Although the skin of an injured conspecific releases alarm substance in some fish species, it has been shown that such damage induces feeding behaviour rather than an alarm reaction under conditions of food scarcity. We studied chemical communication associated with this paradox in a Brazilian catfish, the pintado (Pseudoplatystoma coruscans). In preliminary tests pintado were confirmed to demonstrate an alarm reaction to conspecific skin extract. In the experiment we investigated whether skin extract of pintado induces either alarm response (panic or alert component) or feeding in hungry conspecifics. Fish feed-deprived for eight days and fed control fish were exposed to either conspecific skin extract or distilled water (as a control). Alarm reaction was restricted to the skin extract treatment and occurred in the fish irrespective of their hunger state, but the components of this response were significantly affected by hungry. Fed fish showed a complete alarm reaction (dashing and freezing behaviours). Feed-deprived fish exhibited only part of this biphasic response, the dashing component. We conclude that chemicals from injured fish elicit an alarm reaction, which is partially inhibited by feeding motivation.

O processo de constituição histórica das diretrizes curriculares na formação de professores de Educação Física

Os processos históricos que permeiam as diretrizes curriculares possibilitaram enxergar quais são as idéias e as preocupações para com a formação de professores no âmbito da Educação Física. Dentro desse contexto, o objetivo foi averiguar, nas políticas públicas de formação de professor dessa disciplina, como ocorreu o processo de qualificação e certificação, buscando entender as justificativas que orientaram a regulamentação dos normativos legais de 1939 a 2004. Portanto, trata-se de um estudo descritivo, de análise qualitativa, tendo como fonte primária as Diretrizes Curriculares veiculada pela imprensa oficial. As novas Diretrizes Curriculares (Resoluções CNE/CP 01/2002, 02/2002 e 7/2004) apontaram perspectivas na formação de um professor mais qualificado para o seu campo de atuação, priorizando a questão da dimensão política da profissão, das competências e do corpo de conhecimento da área. Embora haja progressos em relação aos normativos anteriores, chama-se atenção para a necessidade de que as propostas em construção façam a mediação entre a proposta atual, o percurso histórico do próprio curso e a relação teoria-prática, visando o equilíbrio na formação. A proposta das novas diretrizes não deixa de evidenciar avanços significativos no horizonte da profissionalidade docente e da identidade profissional docente. da mesma forma, para o leitor ou estudioso atento, não deixa de causar preocupação o excesso de competências técnicas colocadas, passando-se a impressão de que agora o que vale é o primado do saber fazer.

A Dança na Escola: um sério problema a ser resolvido

Pretendemos abordar os aspectos relacionados à Dança na Escola e pensarmos sobre uma formação continuada, a fim de discutir e refletir a elaboração de propostas de capacitação em Dança voltadas aos professores de Educação Física, principalmente no interior do Estado de São Paulo. Analisaremos a formação inicial dos professores, objetivos, conteúdos e possibilidades de aplicação da Dança no contexto educacional. Apesar do aumento das pesquisas em relação ao ensino da Dança na Escola, falta um espaço adequado e professores comprometidos com um trabalho sério, consciente e crítico, pois a hegemonia do esporte se encontra muito arraigada na cultura escolar. Uma forma de amenizar esse problema seriam cursos de capacitação, de forma permanente, voltados aos conteúdos de Dança, a fim de que esses professores possam ter vivências em práticas dançantes embasadas em uma fundamentação teórica para, assim, discutir, analisar e refletir a melhor maneira de trabalhar esta arte no âmbito escolar.

Professores de Street Dance do Estado de São Paulo: formação e saberes

This research of qualitative nature, aimed to analyze the formation and knowledges of the teachers of Street Dance from the State of São Paulo. Reviewing the literarature it was approached the conceptions of culture, "Hip Hop Culture", and Street Dance. Also, some studies referred to the professional formation in dance and Physical Education; acting in dance by the teacher of Physical Education; and professional academic formation and/or experimental. The approaching method was the story of the time at present. The technique: interview semi-structured. According to the analysis of the statements: a) we noticed that no one of the interviewers show academic formation in dance; a small part is graduated in Physical Education, and the majority act as authorized teachers by the CREF and/ or DRT; b) we verified that the teaching of Street Dance is determined by experimental knowledges. The Street Dance shows itself as a process of constitution, and the formation and the knowledges to its teaching did not show systematization.

Conceitos de didática: depoimentos de docentes universitários da área de Educação Física

Na pesquisa investigou-se como docentes universitários em Educação Física conceituam didática. Realizou-se revisão da literatura abordando história e conceituações da didática. Utilizando-se a técnica de entrevista e análise qualitativa, coletou-se e analisou-se depoimentos de treze docentes universitários oriundos do mestrado em Educação Física. Com o método de abordagem histórico constatou-se que a didática esteve articulada às tendências pedagógicas: tradicional, escola nova, tecnicista e progressista e é conceituada como disciplina, área de estudos e técnica de ensino. Como técnica pode ser entendida no sentido amplo, referindo-se a procedimentos de levar alguém a aprender algo e no sentido pedagógico apresenta os procedimentos atrelados à questões sócio-morais. Os depoimentos coletados revelaram que os docentes universitários entendem a didática no sentido amplo. Conclui-se que na formação destes docentes universitários a didática foi abordada apenas como técnica de ensino, apesar de sua trajetória histórica e a prática pedagógica estarem diretamente ligadas aos rumos da educação.

Limites do ensino de dança na formação do professor de Educação Física

The dance is one of the cultural content of body movement. But it is known, by means of literature and researches, that the training of teachers of Physical Education has submitted this content limits, damaging their future education in schools. This article discusses these limits and their possible solutions, ruled itself for both in literature and analysis on data collected in search of the Masters PEREIRA (2007). In this analysis it was felt that the dance is little in this Fitness because of graduate students have little experience inside and outside the school environment, because many parents, teachers and students have to dance with prejudice, and because do not feel prepared to deal with this content in schools. It appears that this may be due to the hegemony of sports in physical education, and some misunderstandings when you think the goals and content of dance in physical education.

Formação Acadêmica em Educação Física: perfis profissionais, objetivos e fluxos curriculares.

In this research, characterized as a qualitative study, we aimed to analyze the Job Profiles, Objectives and Curriculum Flows specified in Pedagogical Projects of the undergraduate Courses of Physical Education of public, state and federal universities, in the São Paulo state. We also analyzed their articulations and adequacy to the Institutional Pedagogical Project and Institutional Development Plan. The latest Resolutions of Physical Education in Higher Education and conceptualizations of the Pedagogical Project of Course are presented. The method of approach is current History. There was a documental research in order to analyze the official documents. A limited offering of public courses when compared to private institutions was verified and also, there was a greater offering of bachelor degree courses (expanded and generalized formation) concerning health, sport and leisure fields. Courses defined specifically for teachers' formation and educational gap between the pedagogical discourses and the curriculum structures were also presented. In conclusion, this research indicates the necessity of a change in the curricular mentality in order to implement the pedagogical discourses of courses.

Métodos para abandono do tabagismo e tratamento da dependência da nicotina

O tabagismo está relacionado a 30% das mortes por câncer. É fator de risco para desenvolver carcinomas do aparelho respiratório, esôfago, estômago, pâncreas, cérvix uterina, rim e bexiga. A nicotina induz tolerância e dependência pela ação nas vias dopaminérgicas centrais, levando às sensações de prazer e recompensa mediadas pelo sistema límbico. É estimulante do sistema nervoso central (SNC), aumenta o estado de alerta e reduz o apetite. A diminuição de 50% no consumo da nicotina pode desencadear sintomas de abstinência nos indivíduos dependentes: ansiedade, irritabilidade, distúrbios do sono, aumento do apetite, alterações cognitivas e fissura pelo cigarro. O aconselhamento médico é fundamental para o sucesso no abandono do fumo. A farmacoterapia da dependência de nicotina divide-se em: primeira linha (bupropiona e terapia de reposição da nicotina), e segunda linha (clonidina e nortriptilina). A bupropiona é um antidepressivo não-tricíclico que age inibindo a recaptação de dopamina, cujas contra-indicações são: epilepsia, distúrbios alimentares, hipertensão arterial não-controlada, abstinência recente do álcool e uso de inibidores da monoaminoxidase (MAO). A terapia de reposição de nicotina pode ser feita com adesivos e gomas de mascar. Os efeitos da acupuntura no abandono do fumo ainda não estão completamente esclarecidos. As estratégias de interrupção abrupta ou redução gradual do fumo têm a mesma probabilidade de sucesso.

Chemical cues related to conspecific size in pintado catfish, Pseudoplatystoma coruscans

The pintado (Pseudoplatystoma coruscans) is a ferocious carnivorous catfish with evident cannibalistic behaviour; its nocturnal habits are related to its ability to use predominately chemical sensorial modalities. This study investigated whether the pintado distinguishes conspecifics of different body sizes using chemical cues, which may reflect different physiological conditions such as hunger or stress. Pintados were observed when receiving water conditioned by either larger or similar-size conspecifics. A control group consisted of pintados receiving unconditioned water. Twelve repetitions were used for each condition. Feeding-like behaviours were investigated in the receiver fish and showed that they responded only to the conditioned water. Furthermore, a higher frequency of responses occurred when the water was conditioned by a similar-size conspecific. Thus, it is concluded that pintados are able to recognize conspecific size by chemical cues related to size and that this ability contributes to the individual's decision making on whether to approach or to avoid the conspecific.

O Grêmio da Paulista e o lazer do ferroviário rio-clarense

This article turns to the memory of a not too distant past, to investigate the cultural leisure evidence and its development in the city of Rio Claro which has been shown by the Recreation Club Employee of the Companhia Paulista de Estradas de Ferro (GRECPEF), identifying the leisure activities and the relation of these railway employee with the club. For the claims of the research an exploratory investigative model had been used focusing the relationship of GRECPEF with the social history of the city of Rio Claro. Data had been collected through literature review and semi-structured interviews with railway retire employee, who are part of the partner board of the Recreation Club. Within this context one can see that this club is a reference to the leisure activities of the railway employee, and has significant importance and influence on the setting up of a leisure culture in the city.

A Relevância do Conhecimento Histórico das Ginásticas na Formação e Atuação do Profissional de Educação Física

The Gymnastics, in its extensive historical background, were part of the reasoning in the area now known as Physical Education. Deepening the knowledge from the historical Gymnastics during his education is extremely important for professional performance in Physical Education, as this knowledge can serve as a tool for the current configuration of the Gymnastics. Thus, this study presents a review of the literature that you want the frontline of the importance of historical knowledge Gymnastics during his education, is looking ahead to fetch reflect the current format of the same from an informed historically built as it is from the preservation of the knowledge that will be legitimized new avenues for the development of Gymnastics.

Enhancement of meal-associated hypertonic NaCl intake by moxonidine into the lateral parabrachial nucleus

α2-Adrenoceptor activation with moxonidine (α2-adrenergic/imidazoline receptor agonist) into the lateral parabrachial nucleus (LPBN) enhances angiotensin II/hypovolaemia-induced sodium intake and drives cell dehydrated rats to ingest hypertonic sodium solution besides water. Angiotensin II and osmotic signals are suggested to stimulate meal-induced water intake. Therefore, in the present study we investigated the effects of bilateral injections of moxonidine into the LPBN on food deprivation-induced food intake and on meal-associated water and 0.3 M NaCl intake. Male Holtzman rats with cannulas implanted bilaterally into the LPBN were submitted to 14 or 24 h of food deprivation with water and 0.3 M NaCl available (n = 6-14). Bilateral injections of moxonidine (0.5 nmol/0.2 μl) into the LPBN increased meal-associated 0.3 M NaCl intake (11.4 ± 3.0 ml/120 min versus vehicle: 2.2 ± 0.9 ml/120 min), without changing food intake (11.1 ± 1.2 g/120 min versus vehicle: 11.2 ± 0.9 g/120 min) or water intake (10.2 ± 1.5 ml/120 min versus vehicle: 10.4 ± 1.2 ml/120 min) by 24 h food deprived rats. When no food was available during the test, moxonidine (0.5 nmol) into the LPBN of 24 h food-deprived rats produced no change in 0.3 M NaCl intake (1.0 ± 0.6 ml/120 min versus vehicle: 1.8 ± 1.1 ml/120 min), nor in water intake (0.2 ± 0.1 ml/120 min versus vehicle: 0.6 ± 0.3 ml/120 min). The results suggest that signals generated during a meal, like dehydration, for example, not hunger, induce hypertonic NaCl intake when moxonidine is acting in the LPBN. Thus, activation of LPBN inhibitory mechanisms seems necessary to restrain sodium intake during a meal. © 2007 Elsevier B.V. All rights reserved.

A teoria de Norbert Elias: uma análise do ser professor

No presente artigo, conforme o entendimento de que modelos te- óricos subsidiam a compreensão de fenômenos investigativos, objetivou-se elucidar os conceitos da teoria sociológica de Norbert Elias, considerando-se que esta é uma excelente fonte de análise para se compreender o universo do ser professor, apesar de o autor não abordar diretamente questões relacionadas ao campo da educação. A partir do conceito de configuração, é possível dizer que a constituição do ser professor resulta das diferentes configurações nas quais ele está imerso, pois, de acordo com Elias, as pessoas (professores, pais, gestores, ministros, alunos etc.) modelam suas ideias a partir de todas as suas experiências e, essencialmente, das experiências vividas no interior do próprio grupo. É observável que as configurações, formadas por grupos interdependentes de pessoas, e não por indivíduos singulares, apresentam-se cada vez mais ampliadas nos contextos escolares, com funções especializadas e específicas (professores, alunos, diretores, coordenadores, supervisores, secretários etc.), em grupos que se tornam cada vez mais funcionalmente dependentes. As cadeias de interdependência estão mais diferenciadas e, consequentemente, mais opacas e dificilmente controláveis por parte de quaisquer grupos ou indiví- duos. Portanto, uma melhor compreensão será possível quando se estudar empiricamente as configurações que estão em jogo na educação brasileira. Daí se justifica a análise das configurações e das teias de interdependência em que os professores estão envolvidos. Enfim, a aplicação dos modelos de competição abordados por Elias possibilita evidenciar as problemáticas sociológicas do ser professor, tornando-as mais evidentes e facilitando o entendimento do jogo para reorganizá-lo em termos de equilíbrio na teia social.

As configurações do futebol brasileiro: análise da trajetória de um treinador

The present article is set to analyze the career of a soccer coach, highlighting information that may be assist in the discussion on graduating and professional actuation in Physical Education and Sports. The research, qualitative, used Life History as a method of data collection. To elucidate and articulate issues raised was used concepts from sociological theory of Norbert Elias. From the explicit path and the proposed configuration of Elias, we conclude that the figure of the trainer was formed as a result of interdependence established within the specific groups which took part, enriched by the academic.