Estudo exploratório sobre os efeitos do treino aeróbio e do destreino específico na frequência cardíaca de um adulto destreinado

Este estudo tem como objetivos analisar os efeitos induzidos pelo treino aeróbio e pelo destreino específico na capacidade de desenvolver esforço e na frequência cardíaca (FC). O estudo foi realizado num indivíduo adulto do sexo masculino, sub-treinado. O trabalho realizou-se em duas fases: na primeira, com uma duração de 6 semanas, foram realizados dois programas de treino aeróbio, assentes fundamentalmente em corrida contínua. Na segunda, com uma duração de 4 semanas, o indivíduo foi sujeito a um período de destreino específico. Utilizamos o protocolo de Bruce, como teste de avaliação, para os 3 momentos de controlo: (i) para a avaliação inicial, (ii) para a avaliação dos efeitos dos programas de treino aeróbio, e (iii) para a avaliação dos efeitos do programa de destreino específico. Em todos os momentos de avaliação foram monitorizadas quatro categorias da FC (FC de repouso, FC submáxima, FC máxima e FC de recuperação), que foram adotadas no nosso estudo como indicadores dos efeitos dos programas de treino aeróbio e do destreino específico. Tendo em conta os resultados obtidos nos momentos de avaliação, foi possível mostrar que o sujeito estudado apresentou, na primeira fase do trabalho, melhorias evidentes na capacidade de prolongar o esforço (+8,05%), melhorias estas sustentadas pela menor FC submáxima (-2,6%) observada em prova de avaliação. Relativamente à segunda fase, referente ao período de destreino, o indivíduo em estudo não apresentou reduções manifestas na capacidade de desenvolver esforço, comparativamente ao segundo momento de avaliação (o decréscimo foi de -1,2%). Verificou-se um aumento muito ténue da FC submáxima (+0,2%) e da capacidade de recuperação após o esforço (+0,36%).

Um programa de treino da criatividade: estudo exploratório com alunos do 1º Ciclo

A ideia de que os recursos ambientais exercem forte influência no desenvolvimento da criatividade é hoje, unanimemente aceite pela comunidade científica, sendo a Escola perspetivada como o contexto ideal para a promover (Alencar, 2000). Este estudo desenrola-se em contexto escolar e é seu propósito contribuir com informações úteis e meios necessários para a promoção da criatividade na Escola. Ao longo deste estudo procuramos comprovar a ideia consensualmente assumida pelos especialistas desta área, de que a criatividade pode ser desenvolvida através do treino, sendo os programas criativos favoráveis neste domínio (Fleith, Renzulli, & Westberg, 2002). A componente empírica assumiu como objetivo principal avaliar os efeitos de um programa de escrita no desenvolvimento da criatividade em alunos de 1.º Ciclo. O estudo utiliza um design experimental com avaliação pré-teste e pós-teste, com um grupo controlo. A amostra é constituída por 76 alunos a frequentar o 3.º e 4.º anos de escolaridade, em escolas públicas da RAM. Para alcançar os objetivos a que se propôs este estudo foi necessário avaliar a realização criativa dos alunos recorrendo ao Teste de Pensamento Criativo de Torrance (TTCT-Figurativo, Versão A) (1992) e um outro elemento avaliativo designado histórias futuristas. Os resultados quantitativos permitem-nos afirmar que o programa teve efeito significativo no desenvolvimento da criatividade no grupo experimental para os vários parâmetros avaliados pelo TTCT- Figurativo, à exceção da fluência. Também os resultados obtidos através das histórias futuristas revelam desenvolvimento de criatividade neste grupo de alunos. Considerando de uma forma mais específica, o efeito de interação entre as variáveis momentos de avaliação, o grupo de pertença e ano escolar verificamos que este só acontece para o parâmetro abstração de títulos, mas ao considerar-se a análise do efeito das variáveis momento, grupo e género encontramos interação entre elas nos parâmetros da fluência, originalidade e vigor criativo, beneficiando o género feminino. Os resultados alcançados pela investigação reforçam a ideia de que o investimento em programas criativos em contexto escolar, podem ser uma estratégia pedagógica necessária e pertinente para a Educação.

Desenvolvimento de um programa de competências emocionais em jovens e adultos com deficiência intelectual: estudo de caso na RAM

A progressiva valorização científica dos estudos na área da inteligência emocional (IE)levou a que a sua importância em vários contextos do desenvolvimento humano fosse reconhecida. No entanto, são escassos os estudos que abordam a IE de crianças, jovens ou adultos com necessidades especiais (NE), mais especificamente Deficiência Intelectual. No contexto português, estes estudos são ainda mais escassos. Nesta investigação realizou-se um estudo de caso, com o principal objetivo de compreender o efeito do desenvolvimento de um programa de promoção de competências emocionais em jovens e adultos com Deficiência Intelectual ligeira e moderada, que frequentam um Centro de Atividades Ocupacionais (CAO) na Região Autónoma da Madeira(RAM). No estudo combinaram-se dados quantitativos e qualitativos. Os primeiros foram obtidos através da aplicação de um questionário para avaliar as competências emocionais construído para o efeito e os segundos através da observação e das notas de campo. A triangulação dos dados obtidos remete para aspetos interessantes que sugerem um efeito favorável do programa em algumas competências emocionais e em aspetos do relacionamento social bem como a satisfação dos participantes em integrar programas nesta área. Os resultados apontam ainda para possibilidades de ação em relação à Deficiência Intelectual, ampliando o leque de ferramentas disponíveis para intervir com esta população.

Escolaridade, autoconceito e resiliência em situação de reclusão

A população de reclusos em Portugal tem aumentado gradualmente nas últimas décadas e encontra-se com uma taxa superior comparativamente a vários países europeus. Neste contexto, importa analisar as dimensões psicológicas que contribuem para a compreensão da realidade e da vivência da reclusão. Assim, o presente estudo tem como principal objetivo analisar a relação entre a escolaridade, o autoconceito e a resiliência em situação de reclusão. A amostra foi constituída por 56 reclusos, do sexo masculino, com idades compreendidas entre os 16 e os 57 anos (M = 33, DP = 9). Recorreu-se a técnicas quantitativas e qualitativas, respetivamente o Inventário Clínico do Autoconceito (ICAC) e a Escala de Resiliência para Adultos (ERA), e como meio de explorar as representações dos inquiridos no contexto de reclusão, foi utilizado um questionário com questões de resposta aberta. Os resultados obtidos indicam a não existência de relações estatisticamente significativas entre a escolaridade o autoconceito e entre a escolaridade e a resiliência; a existência de relações positivas entre as dimensões do autoconceito e da resiliência, designadamente o estilo estruturado (ERA) com o autoconceito global, a autoeficácia e a impulsividade-atividade (ICAC). Os resultados mostram que os participantes mais velhos e os reincidentes planeiam melhor o futuro; os que têm menos tempo de prisão apresentam competências sociais mais elevadas; e os reclusos que trabalham apresentam maior aceitação social; que a maioria dos reclusos tem uma má representação de si após ter cometido um crime; que as variáveis que contribuem para um bom autoconceito assinaladas são ter trabalho, não cometer o mesmo erro, ter apoio da família e ter responsabilidades. Conclui se que a escolaridade não influencia o autoconceito nem a resiliência dos participantes.

Educação superior em turismo: o profissional de turismo frente às competências exigidas pelo mercado de trabalho do setor hoteleiro em Natal

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior

Identidade e participação da comunidade rural nos processos de desenvolvimento local:desafios e competências do regulado de Nhambita-Moçambique

This thesis is defined as a reflection on the mechanisms of expression and insertion of the homo situs in the participatory governance in Mozambique. For a better understanding of this social fact, it was settled a periodization which covered the decline of colonialism at the time of the independence, which was proclaimed in June 1975, the civil war that lasted over 16 years and the period of the democratic State, further established. Therefore, we sought to understand the mechanisms and failures of the participation of the homo situs in local development projects that absorbed the needs and problems of these peasants, not mobilizing the skills and social competences of these communities. It would be essential for the homo situs a genuine democratic practice involving a political culture based on the social construction of the territories of the traditional man which was characterized by being procedural and historical, finding in participation its higher base. In this context, it would be desirable that the community development in Mozambique could contemplate and respect the choices of the homo situs. For this purpose, it would be fundamental the consistency between theory and practice, which builds and rebuilds, continually the competence of the peasants, facilitating the possibility of realization of their primordial aspirations. In the research, it became apparent that there is not a continuous process of participation of the rural communities, which appear as participants, only at the time of the implementation of the activities. Therefore, even having the participation of the communities expected by the law, with predictable moments of discussion and necessary conditions for that, the State failed to establish an ongoing process of democratic dialogue with traditional populations, as well as it failed to organize, properly, accurate informational bases to help solve the problems of rural areas. These facts have led to obstacles to the process of conquest of the human and civil rights of the traditional communities

Serviço social na educação: saberes e competências necessárias no fazer profissional

The Theory analyzes what should know and what competes, formally, to the Professional of Social Service to act in the School Education. He/she investigates, starting from studies on the theme, and close to Council Federal and Regional of Social Service, and of the Brazilian Association of Studies and Researches in Social Service, that you know and competences are necessary for the social worker performance in that specific area. Through a research of nature empiric, bibliographical and documental, the analysis focus outlines the glance and the understanding of the professionals' category that represent the defense organs, fiscalization and formation of the profession. The importance of the scientific study is justified for the social worker necessary contribution acting in the School Education, whose political and pedagogic context presents multiple demands, you know and relationships, and when it is lived a social and education picture at the present time with order words in formation, as inclusion, empowerment, competence, that they demand other specialists in the school scenery to work with the varied expressions of the social subject. Since the years 1930 the social worker acts in the area of the Education, with an originating from knowledge the human and social areas that you/he/she makes possible him/it to contribute, undisciplinement, close to the pedagogic team of the School Education. The clarity of the you know and of the necessary competences to intervene in that field of specific work makes possible the legitimation of the identity, of the social worker professionalization and the formalization of his/her practice. The Theory ends that the profissionality and the social worker professionalism is built and it is recognized in the area of the Education starting from the knowledge of the you know and pertinent competences to intervene in that context, beginning that knowledge on the part of the category of the Social Service and of the formation organs and representation of the profession so that the school community - administration and pedagogic coordination, teachers and students - he understands and recognize the social worker necessary intervention in that field. The formalization of those you know and competences are built starting from actions and thought mobilizations and operation in the group of the category, and not for isolated actions and individualized. It is revealed, in the opinion of the ones that represent Regional Council of Social Service, a wide vision of the social worker in that space exercising, among other, functions that don't compete to the professional's profile or restricted to actions and techniques historically exercised in their work fields. A new profile of the professional of the Social Service that it acts in the School Education is possible when his/her action is visualized centered not just in the work with the family, but, doing of the school a proposition space and execution of programs, projects, studies and social researches. He intends, an action politics and of popularization on them know and the social worker competences in the School Education

Gestão do Conhecimento baseado na análise de GAP de competências: Um estudo de caso do DETRAN-RN

The Knowledge Management in organizations is a continuous process of learning that is given by the integration of data, information and the ability of people to use this information. The Management Skills is concerned to understand the powers of officials in the face of organizational skills (teams) and professionals (or tasks positions) want. Joints are located in the greater context of the economy of organizatio s and have the same assumption: that the possession of scarce resources, valuable and difficult to imitate gives the organization a competitive advantage. In this sense, this thesis proposes a model of knowledge management based on analysis of GAP of powers, namely the gap between the skills needed to reach the expected performance and skills already available in the organization, officials and trainees of Coordination of Registration of conductors of DETRAN-RN. Using the method of survey research could make an analysis of academic skills, techniques and emotional individual and a team of officials and trainees, identifying levels of GAP's competence in that sector of the organization and suggest a plan for training , A level of expertise for each sector of coordination, and propose a model for Knowledge Management to help the management of GAP's identified

Influência do biofeedback no treino de marcha de sujeitos hemiparéticos: ensaio clínico randomizado

BACKGROUND: Treadmill training with partial body weight support (BWS) has shown many benefits for patients after a stroke. But their findings are not well known when combined with biofeedback. OBJETIVE: The purpose of this study was to evaluate the immediate effects of biofeedback, visual and auditory, combined with treadmill training with BWS on on walking functions of hemiplegic subjects. METHODS: We conducted a clinical trial, randomized controlled trial with 30 subjects in the chronic stage of stroke, underwent treadmill training with BWS (control), combined with visual biofeedback, given by the monitor of the treadmill through the symbolic appearance of feet as the subject gave the step; or auditory biofeedback, using a metronome with a frequency of 115% of the cadence of the individual. The subjects were evaluated by kinematics, and the data obtained by the Motion Analysis System Qualisys. To assess differences between groups and within each group after training was applied to ANOVA 3 x 2 repeated measures. RESULTS: There were no statistical differences between groups in any variable spatio-temporal and angular motion, but within each group there was an increase in walking speed and stride length after the training. The group of visual biofeedback increased the stance period and reduced the swing period and reason of symmetry, and the group auditory biofeedback reduced the double stance period. The range of motion of the knee and ankle and the plantar flexion increased in the visual biofeedback group. CONCLUSION: There are no differences between the immediate effects of gait training on a treadmill with BWS performed with and without visual or auditory biofeedback. However, the visual biofeedback can promote changes in a larger number of variables spatiotemporal and angular gait

Efeitos do treino em esteira com suporte parcial de peso e do método de facilitação neuromuscular proprioceptiva na marcha hemiparética: estudo comparativo

Objective: To compare the effects of the treadmill training with partial body-weight support (TPBWS) and Proprioceptive Neuromuscular Facilitation (PNF) method on gait of subjects with chronic stroke. Design: Quasi-experimental study. Setting: Laboratorial research. Participants: Twenty-three subjects (13 men and 10 women), with a mean age of 56,7 ± 8,0 years and a mean time since the onset of the stroke of 27,7 ± 20,3 months, and able to walk with personal assistance or assistive devices. Interventions: Two experimental groups underwent gait training based on PNF method (PNF group, n=11) or using the TPBWS - Gait Trainer System 2, Biodex, USA (TPBWS group, n=12), for three weekly sessions, during four weeks. Measures: Evaluation of motor function - using the Stroke Rehabilitation Assessment of Movement (STREAM) and the motor subscale of the Functional Independence Measure (motor FIM) -, and kinematic gait analyze with the Qualisys System (Qualisys Medical AB, Gothenburg, Sweden) were carried out before and after the interventions. Results: Increases in the STREAM scores (F=49.189, P<0.001) and in motor FIM scores (F=7.093, P=0.016), as well as improvement in symmetry ratio (F=7.729, P=0.012) were observed for both groups. Speed, stride length and double-support time showed no change after training. Differences between groups were observed only for the maximum ankle dorsiflexion over the swing phase (F=6.046, P=0.024), which showed an increase for the PNF group. Other angular parameters remain unchanged. Conclusion: Improvement in motor function and in gait symmetry was observed for both groups, suggesting similarity of interventions. The cost-effectiveness of each treatment should be considered for your choice

Efeitos da adição de carga no treino de marcha na esteira em indivíduos com Doença de Parkinson: ensaio clínico controlado randomizado

Introduction: The intrinsic gait disorders in individuals with Parkinson's disease (PD) are one of the most disabling motor symptoms. Among the therapeutic approaches used in attempts to improve the motor function, especially the gait pattern of individuals, stands out the treadmill gait training associated with the addition of load. However, there are few findings that elucidate the benefits arising from such practice. Objective: To assess the effects of adding load on the treadmill gait training in individuals with PD. Material and Methods: A controlled, randomized and blinded clinical trial, was performed with a sample of 27 individuals (18 men and 9 women) with PD, randomly assigned to three experimental conditions, namely: treadmill gait training (n=9), treadmill gait training associated with addition of 5% load (n=9) and treadmill gait training associated with addition of 10% load (n=9). All volunteers were assessed, during phase on of Parkinson's medication, regarding to demographic, clinical and anthropometric (identification form) data, level of disability (Hoehn and Yahr Modified Scale), cognitive function (Mini Mental State Examination), clinical functional - in those areas activity of daily living and motor examination (Unified Parkinson's Disease Rating Scale - UPDRS) and gait cinematic analysis was performed through Qualisys Motion Capture System®. The intervention protocol consisted of gait training in a period of 4 consecutive weeks, with three weekly sessions, lasting 30 minutes each. The post-intervention assessment occurred the next day after the last training session, which was performed cinematic analysis of gait and the UPDRS. Data analysis was performed using the software Statistical Package for Social Sciences® (SPSS) 17.0. Results: The age of volunteers ranged from 41 to 75 years old (62,26 ± 9,07) and the time of clinical diagnosis of PD between 2 to 9 years (4,56 ± 2,42). There was a reduction regarding the score from motor exam domain (p=0,005), only when training with the addition of a 5% load. As for the space-time variables there was no significant difference between groups (p>0,120); however, the training with addition of 5% load presented the following changes: increase in stride length (p=0,028), in step length (p=0,006), in time balance of the most affected member (p=0,006) and reduction in support time of the referred member (p=0,007). Regarding angular variables significant differences between groups submitted to treadmill gait training without addition load and with 5% of load were observed in angle of the ankle at initial contact (p=0,019), in plantar flexion at toe-off (p=0,003) and in the maximum dorsiflexion in swing (p=0,005). While within groups, there was a reduction in amplitude of motion of the ankle (p=0,048), the only workout on the treadmill. Conclusion: The treadmill gait training with addition of 5% load proved to be a better experimental condition than the others because it provided greater gains in a number of variables (space-time and angular gait) and in the motion function, becoming a therapy capable of effectively improving the progress of individuals with PD

Efeitos do treino em esteira na marcha com dupla tarefa de indivíduos com doença de Parkinson: ensaio clínico controlado randomizado

Background: The gait automaticity loss difficults realization of concurrent activities - Dual Task (DT). In these situations, individuals with Parkinson`s disease (PD) show a significant reduction in gait velocity and stride length, as strides variability and asymmetry increased, factors predisposing to falls. However, recent studies have shown that training involving DT may cause subsequent improvements in gait variables with DT in individuals with PD. The treadmill use was adopted by this study, by promoting greater regularity in step and enhance training. Objective:To investigate immediate effects of gait training associated with cognitive tasks on gait in individuals with PD. Methods: Twenty-two volunteers were randomly divided into two groups: control group (n = 11), who performed gait training on a treadmill for 20 minutes, and the experimental group (n = 11), who performed treadmill gait training for 20 minutes associated with cognitive tasks of verbal fluency, memory, and spatial planning. Participants were evaluated in phase on of antiparkinsonian medication as the demographic, clinical and anthropometric (identification form), cognitive status (Montreal Cognitive Assessment - MoCA), executive function (Frontal Assessment Battery), level of physical disability (Hoehn and Yahr Modified), motor and functional status (Unified Rating Scale for Parkinson`s Disease - UPDRS), and kinematics (Qualisys Motion Capture System). Results: There were not differences between groups, but both showed improvement after the intervention. The control group had an increase in velocity (p = 0.008), stride length (p = 0.04), step length (p = 0.02) and decreased double support time(p = 0.03). The experimental group showed an increase in speed (p = 0.002), stride length (p = 0.008), step length (p = 0.02) and cadence (p = 0.01), as well as a decrease in the width stride (p = 0.001) and total support time (p = 0.02). As the angular variables, the experimental group had a significant increase in the initial contact angle of ankle (p = 0.01). Conclusion: The gait training combined with cognitive activities didn`t provide significant improvements in gait variables with DT, but this study was the first to demonstrate that gait training on treadmill as simple task minimized the negative interference of DT in PD

Medida da preditividade de instrumentos psicológicos nas avaliações psicológicas de condutores

The object of this study was to identify the possibility of predicting the involvement in traffic infractions from the results of the psychological tests carried out by psychologists specialized in the process of driver licensing in the state of Rio Grande do Norte (RN). The proposal consisted in identifying the penalty points recorded in national driving licenses (CNH) and identifying the corresponding tests and scores obtained, verifying if the average scores in the tests of drivers with and without an infraction record were significantly different and if there is any relation between the test scores and the frequency of the infractions. The results of the psychological instruments were collected in two moments the first being in the act of acquisition of the CNH and the second being during license renewal at the only certified clinic and at the DETRAN-RN. A population of 839 drivers of 14 municipalities were identified. 127 protocols of psychological tests were identified in the records of the DETRAN-RN (2002) and 76 at the clinic (2007), pointing out failures in the process of safekeeping of the psychological material, as well as in its retrieval from the record files. The sample was thus reduced to 68 drivers, all male, with age range between 18 and 41 years old, mean of 21,72 years old (DP = 5,24). 54 drivers were identified without a record of infraction, and 14 with a record. The latter committed 29 infractions. The penalty points recorded in their CNH ranged from 0 to 35 and the typical value of points (median) was zero. In the group with a record of infractions the number of points ranged between 3 and 35, mean of 10,79 (DP = 7,73). Differences were observed in the composition of the battery of tests in the two moments with the same subjects. The use of different tests to assess the same construct of the subject, first and second moment of assessment, did not allow for some analyzes with more efficient statistical proof. It was pointed out that five tests were not carried out and 118 were not corrected/analyzed. Significant differences between the groups were not identified with the psychological instruments used. In another attempt to establish differences between the means, the application of the independent t-Test evidenced a significant difference in the scores of the instruments of concentrated attention in 2002 (t = 2,21, gl = 25, p = 0.037) and of diffuse attention in 2002 (t = 2,37, gl = 24, p = 0.026). The results also did not evidence significant correlation between the scores of the tests and the penalty points of the infractions. Based on this study, it cannot be concluded with precision that the high or low scores are good criteria to determine that a driver will commit more or less traffic infractions, nor that the drivers with higher scores in the tests commit less infractions and vice-versa. Furthermore, the problems to find the instruments and the most basic data require a stronger monitoring on the part of the certified clinic and of the DETRAN-RN.

Prospecção e formação no domínio das competências e habilidades em tecnologia da informação: o caso do projeto metrópole digital em Natal/RN

This study deals with cognitive competences and abilities that are relevant to selection and education regarding Information Technology (IT). These competences relate to problem solving, decision making, and practical intelligence that regard scholar and extracurricular knowledge mobilization. The research aimed to contribute for the improvement of a selection instrument, consisting of five arrays of skills (dealing with objectives and prospection), as well as the development and comprehension of those skills that are involved in IT education. This is done by means of an analysis on the selection instrument used in the first selective process that occurred at Metropole Digital an Institute at the Federal University of Rio Grande do Norte in Brazil. This was evaluated aiming to acknowledge IT education (with basic training and emphasis on Web programming and electronics). The methodology used was of quantitative method involving performance scores relating education delivery. An Anova analysis of variance was done along with descriptive analysis involving socioeconomic data that was not observed in the meaningful relations between parental instruction and student performance in the graduate course. These analyses were able to point out the importance and need of the policies for vacancy reservation on behalf of public school students. A Spearman correlation analysis was done considering the instrument selection performance in the training course. The instrument is presented as a predictor that is significantly moderate and presents a good performance in the course as a whole. A Cluster and Regression analysis was also realized in the process. The first analysis allowed finding performance groups (Clusters) that ranged from medium and inferior. The regression analysis was able to point out association amongst criterion variables and the (average performance in basic and advanced modules) and explanatory (five matrixes). Regression analysis indicated that matrix 1 and matrix 3 were pointed out as being the strongest ones. In all the above analysis, the correlation between the instrument and the course was considered moderate. Thus this can be related in some of the aspects present in the course such as emphasis on evaluation itself as well as in technical contents and practical skills (educational ones) and competences and selection skills. It is known that the mediation of technological artifact in cultural context can foster the development of skills and abilities relevant to IT training. This study provides subsidies to reflect on the adoption of selection instrument and IT training in the Institute. Thus the research offers means to achieve a interdisciplinary discussion and enriching of areas such as Psychology and Information Technology; all of which regarding competencies and skills relevant in IT training