Influência da prática habitual de atividade física e da gordura de tronco sobre a glicemia de jejum em mulheres na menopausa

Study Model: Original Study. Objective: To examine the relationship between the practice of physical activity (PA) with total body fat, trunk fat and fasting glucose in postmenopausal women.Methods: Sixty postmenopausal women, mean age of 61.0 years, from the city of Presidente Prudente SP, were assessed. Body mass (BM) and height were measured to calculate Body Mass Index (BMI). Total body fat (BF) and trunk fat mass (TFM) were estimated using DEXA. Fasting glucose was measured and classified according to the reference values of the American Diabetes Association (1997). The usual practice of PA was estimated using triaxial accelerometer, model GT3X (Actigraph,Pensacola,FL,USA) and classified according to Sasaki (2010). Comparisons were made between women with normal blood fasting glucose levels (NBG) and high blood fasting glucose(HBG) levels by the Kruskal-Wallis test. Spearman correlation coefficient was used and then the binary logistic regression to test the association between PA level and body composition with fasting glucose.Results: Women with HBG showed higher values of BM (p=0,040), BMI (=0,002) and BF (=0,046), and lower values of light (p=0,019), moderate (p=0,041) and moderate+vigorous (p=0,041) PA. The moderate and moderate+vigorous PA showed, respectively, a significant negative correlation with BF (p=0,003 and p+0,003) and TFM (p=0,021 and p=0,021). The FM presented negative correlation with moderate + vigorous (p=0,049). Women with lower TFM and classified as active showed protective factor (OR=0.133 [CI 0.023 to 0.7841] for impaired fasting glucose. Conclusion: The practice of moderate+vigorous intensity PA, held at least 150 minutes per week, is associated with lower trunk fat, and presents protective factor for impaired fasting glucose and risk of diabetes mellitus ins postmenopausal women.Modelo de estudo: Estudo OriginalObjetivo: Examinar a relação entre a prática habitual da atividade física (AF) com a gordura corporal total, gordura do tronco e glicemia de jejum em mulheres na menopausa. Métodos: Foram avaliadas 60 mulheres na menopausa com média de idade de 61,0 anos, da cidade de Presidente Prudente - SP. A massa corporal (MC) e a estatura foram mensuradas para o cálculo de Índice de Massa Corporal (IMC). A gordura corporal total (GC) e a gordura de tronco (TrG) foram estimadas por meio do DEXA. A glicemia sanguinea foi dosada e classificada de acordo com os valores de referência da American Diabetes Association (1997). A prática habitual de AF foi estimada utilizando acelerômetro triaxial (Actigraph) e classificada de acordo com Sasaki (2010). Foi realizada a comparação entre mulheres com valores de glicemia normal e glicemia alterada por meio do teste Kruskal-Wallis. Foi utlizado o coeficiente de correlação de Spearman e em seguida a regressão logística binária para verificar a associação entre nível de AF e compoisção corporal com glicemia de jejum. Resultados: Mulheres que apresentavam hiperglicemia obtiveram maiores valores de MC (p=0,040), IMC (p=0,002) e GC (p=0,046), além de valores menores de AF (p=0,019), moderada (p=0,041) e de moderada+vigorosa (p=0,041). A variável AF moderada e moderada+vigorosa, apresentaram, respectivamente, correlação negativa significante percentual de GC (p=0,003) e com TrG(p=0,021 e p=0,021), quando analisado os valores absolutos de GC foi observado correlação negativa com a soma moderda+vigorosa (p=0,049). As mulheres que obtiveram menore valores de TrG e que foram classificadas como suficientemente ativas apresentaram fator de proteção (RC=0,133 [IC=0,023-0,784]) para glicemia de jejum alterada.Conclusão: A prática de AF de intensidade moderada-vigorosa, realizada pelo menos 150 minutos semanais, associado à baixa gordura de tronco, é um fator protetor para a hiperglicemia em mulheres na menopausa

Relatório de estágio em ensino do 1.º ciclo do ensino básico

Relatório EPE - Relatório de estágio em Educação Pré-Escolar: A Prática Pedagógica Supervisionada desenvolveu-se no Jardim de Infância (JI) Lordelo do Ouro protocolado com a ESE/IPP, numa das salas da valência da Educação Pré-Escolar, tendo como intenção formativa potenciar a construção de competências profissionais consignadas no Perfil Geral e Específico de Desempenho do Educador de Infância. Assim, a mestranda iniciou a construção do eu profissional por meio do compromisso e responsabilização progressiva pela ação docente, norteada pelo ciclo de investigação-ação Observar, planificar, agir, refletir, comunicar e articular. As estratégias de ação emanadas na espiral do ciclo de investigação-ação foram, assim, transversais às várias fases do processo educativo sustentadoras de uma ação docente reflexiva. A metodologia de trabalho centrou-se numa relação dialógica entre os seminários e o estágio, sendo que os primeiros permitiram a construção de um quadro concetual e metodológico sustentador das ações desenvolvidas na Prática Pedagógica. Munidas de todas as informações recolhidas, ora através da observação direta, ora por meio de entrevistas e análise documental, as mestrandas proporcionaram momentos de aprendizagem ajustados à singularidade do grupo de crianças. Privilegiou-se, portanto, a pedagogia da escuta e a pedagogia de projeto concretizadas por meio da Assembleia de grupo. Este espaço reflexivo e comunicativo permitiu que a criança se desenvolvesse a partir de atividades que a própria planeou e sobre as quais refletiu em cooperação e negociação. Salientou-se, assim, o currículo negociado, não centrado na criança nem dirigido pelo professor mas originado na criança e enquadrado pelo professor ─ Reggio Emilia (Maia, 2008, p.40). Assim, surgiram as atividades mistério que mobilizaram os interesses que iam sendo manifestados. Conferindo uma maior intencionalidade educativa à ação pedagógica, recorreu-se a uma panóplia de estratégias formativas: planificações, narrativas colaborativas, guiões de pré-observação, diário de bordo, grelhas e reuniões de avaliação. Estes permitiram um conhecimento cada vez mais profícuo das crianças sendo propulsores do desenvolvimento dos projetos “Os Cinco Sentidos”, “Reino dos Dentes” e “Os Seres Vivos”. O início e término dos projetos foram determinados pelo grau de motivação das crianças, convocando estratégias pedagógicas diferenciadas, capazes de dar resposta à diversidade dos atores, numa perspetiva equitativa da educação. Aliada a estas linhas pedagógicas, apostou-se numa “cultura da colaboração [considerando que esta] é o substrato básico intelectual e afetivo para enfrentar a incerteza e o risco do fracasso” (Gómez, citado por Santos, 2000, p.22). A ação pedagógica foi influenciada por aspetos relativos à especificidade do contexto, tendo as mestrandas de conciliar as suas crenças com culturas profissionais distintas. Acredita-se que a ação pedagógica da mestranda contribuiu para o desenvolvimento da generalidade das crianças no que concerne “(…) ao saber, ao saber fazer [, ao saber estar], e ao saber ser (…) (Peterson, 2003, p.67)”. Assistiu-se à sua evolução relativa à fluência e coerência do discurso, respeito pelas regras inerentes à vivência democrática, autonomia na gestão de conflitos e capacidade de reflexão, competências estas que se realçaram como lacunas no início da prática pedagógica. Como corolário desta evolução e da integração no contexto de ação do educador de infância, edificou-se o desenvolvimento de competências profissionais na futura profissional da educação. Desenvolveu, sobretudo, a sua capacidade de indagação autorreflexiva, sistemática e colaborativa a par do desenvolvimento de competências inerentes à planificação da ação pedagógica. Compreendeu, assim, que na realidade educativa, complexa e multifacetada, a intuição não é suficiente para dar resposta a situações educativas inesperadas. Todavia, apesar de se ter desenvolvido estratégias coerentes com a evolução e interesses do grupo de crianças, considera-se que, no domínio da ação, não se conseguiu promover, na sua plenitude, o envolvimento da família no processo de ensino e aprendizagem das crianças, tendo este sido, indubitavelmente, condicionado pelas caraterísticas do meio sociocultural.Relatório EPE - Relatório de estágio em Educação Pré-Escolar: The supervised pedagogical practice has been developed in Lordelo do Ouro kindergarten filed with ESE/IPP in a preschool education classroom and the main goal was to potentiate the construction of professional skills that are mentioned in the general and specific profile of the kindergarten teacher. This way, the master’s began the construction of her professional self by means of progressive commitment and responsibility with teacher action guided by investigation-action – observing, planning, acting, reflecting, communicating and articulating. The work methodology has focused in a dual relation between seminars and training practice. The seminars provided the construction of a conceptual and methodological framework that helped the developed actions in training practice. The strategies of action emanating from the spiral of action research cycle were thus cutting across the various phases of the educational process of sustaining an action reflective teacher. The methodology focussed on a dialogical relationship between the stage and seminars, and the first allowed the construction of a Conceptual and methodological framework supportive of the actions developed in Pedagogical Practice. Having all the collected information, through direct observation, interviews and documental analysis, the masters provided learning moments adjusted to the specific group of children. They gave privilege to listening pedagogy and project pedagogy materialised by group work. This reflective and communicative space allowed the child to develop himself/ herself through activities he/she has actually planned and reflected about in cooperation and negotiation. So, it is important to highlight the negotiated curriculum, not centred on the child nor directed by the teacher but with its origin on the child and framed by the teacher ─ Reggio Emilia (Maia, 2008, p.40). Thus, mistery activities have emerged that mobilised the interests that were being shown. To assure a bigger educational intention to the pedagogical action, it was resorted to a variety of instruments to regulate teacher action, such as planning, collaborative narratives, pre-observation scripts, a logbook, grids and evaluation/ assessment meetings. All these instruments provided a fruitful knowledge of the children and they propelled the development of projects like “The five sense”, “The teeth kingdom” and “Living beings”. The beginning and the end of these projects was determined by the level of motivation of the children and different pedagogical strategies were used to give answers to the different children involved in them, in an equitable view of education. Together with these pedagogical lines, a “colaboration culture was implemented, considering that it is an intellectual and affective basic substract to face uncertainty and the risk of failure” (Gómez, quoted by Santos, 2000, p.22). The pedagogical action was influenced by aspects related to the specific context and the masters had to reconcile their beliefs with different professional cultures. It is believed that the action of the graduate student teaching contributed to the development of all children with respect “(...) to learn, to learn to do [, to learn to be], and how to be (...)” (Peterson, 2003, p. 67). There has to developments on the fluency and coherence of speech, respect for the rules inherent in the democratic experience, autonomy in conflict management and capacity for reflection, which emphasized skills such as gaps in the early educational practice. As a corollary of this development and integration of action in the context of the kindergarten teacher, he built up the development of professional skills in the future of education. Developed, especially for his ability to question autorreflexive systematically and collaboratively together with the development of skills inherent in the planning of pedagogical action. Understood, therefore, that the educational reality, complex and multifaceted, intuition is not sufficient to meet the educational unexpected situations. However, despite having developed strategies consistent with the evolution of the group and interests of children, it is considered that, in the field of action, we could not promote, in its fullness, the family's involvement in the process of teaching and learning of children, the latter was undoubtedly conditioned by the characteristics of the socio-cultural environment.Relatório E1CEB - Relatório de estágio em Ensino do 1.º Ciclo do Ensino Básico: A Prática Pedagógica Supervisionada (PPS), nos contextos da Educação Pré-Escolar e do 1º Ciclo do Ensino Básico (CEB), teve lugar em duas escolas da rede de ensino público protocoladas com a Escola Superior de Educação. Ancorado no que foi pré-definido pela escola de formação, o percurso trilhado nesta etapa formativa visou a construção de saberes profissionais implicados na docência. Para concretizar este objetivo, e garantindo o compromisso com uma prática conducente com um ensino de qualidade, a ação pedagógica teve como eixo estruturador a metodologia de investigação-ação. Com vista à amplificação da intencionalidade educativa, a PPS alicerçou-se, ainda, em três grandes eixos teóricos e concetuais: o socioconstrutivismo, a psicologia cultural e a perspetiva ecológica do desenvolvimento humano. Estes eixos refletiram-se nas prioridades de aprendizagem transversais à ação pedagógica: promoção do protagonismo da criança, colocando-a no epicentro do processo de ensino e aprendizagem; valorização da cooperação; primazia da motivação e do envolvimento emocional; estímulo das possibilidades do imaginário e da criatividade; promoção da articulação e integração curricular; partilha dialógica do conhecimento; promoção da diferenciação pedagógica e garantia do bem-estar dos intervenientes. Transversal a todas estas prioridades, enalteceu-se um objetivo fulcral respeitar e valorizar a singularidade de cada criança, mobilizando as motivações e necessidades sentidas pela mesma. Aliada às linhas pedagógicas referenciadas e com vista à (co)construção de competências profissionais, apostou-se numa cultura da colaboração e de participação democrática estendidas à incessante interação dialógica com o par de formação, a supervisora, a orientadora cooperante e, também, com as crianças.Relatório E1CEB - Relatório de estágio em Ensino do 1.º Ciclo do Ensino Básico: The Supervised Teaching Practice (STP), in the contexts of Preschool Education and the 1st Cycle of Basic Education (CBE), took place in two public schools which cooperates with ESE. Anchored in what was pre-defined by the training school, the path followed by this formative stage aimed to develop the professional knowledge involved in teaching. To achieve this goal, and ensuring commitment to a practice which leads to quality education, the pedagogical action had the structural axis of the action-research methodology. In order to increase the educational intention, the STP lays its foundations in three main theoretical concepts: the social constructivism, the cultural psychology and the ecological perspective of human development. These axes were reflected in the learning priorities which are transversal in the pedagogical action: promoting the role of the child, placing it at the heart of teaching and learning, valuing cooperation; giving primacy to motivation and emotional involvement; stimulating the imagery and creativity possibilities; promoting articulation and curriculum integration; dialogical sharing of knowledge, promoting adaptive education and ensuring the welfare of stakeholders. Present in all these priorities is the key objective of respecting and valuing the uniqueness of each child, mobilizing their motivations and needs. Together with pedagogical referenced lines for the (co)construction of professional skills, emphasis was given to the collaboration and democratic participation as well as to the incessant dialogic interaction with the pair of training, the supervisor, the cooperating supervisor and the children

Increased Screen Time Is Associated With Alcohol Desire and Sweetened Foods Consumption During the COVID-19 Pandemic

Background: Elevated screen time has been associated with addictive behaviors, such as alcohol and sugar intake and smoking. Considering the substantial increase in screen time caused by social isolation policies, this study aimed to analyze the association of increased screen time in different devices during the COVID-19 pandemic with consumption and increased desire of alcohol, smoking, and sweetened foods in adults. Methods: A sample of 1,897 adults with a mean age of 37.9 (13.3) years was assessed by an online survey, being composed by 58% of women. Participants were asked whether screen time in television, cell phone, and computer increased during the pandemic, as well as how much time is spent in each device. Closed questions assessed the frequency of alcohol and sweetened food consumption, smoking, and an increased desire to drink and smoke during the pandemic. Educational level, age, sex, feeling of stress, anxiety, depression, and use of a screen device for physical activity were covariates. Binary logistic regression models considered adjustment for covariates and for mutual habits. Results: Increased television time was associated with increased desire to drink (OR = 1.46, 95% CI: 1.12; 1.89) and increased sweetened food consumption (OR = 1.53, 95% CI: 1.18; 1.99), while an increase in computer use was negatively associated with consumption of alcohol (OR = 0.68, 95% CI: 0.53; 0.86) and sweetened foods (OR = 0.78, 95% CI: 0.62; 0.98). Increased cell phone time was associated with increased sweetened food consumption during the pandemic (OR = 1.78, 95% CI: 1.18; 2.67). Participants with increased time in the three devices were less likely to consume sweetened foods for ≥5 days per week (OR = 0.63, 95% CI: 0.39; 0.99) but were twice as likely to have sweetened food consumption increased during pandemic (OR = 2.04, 95% CI: 1.07; 3.88). Conclusion: Increased screen time was differently associated with consumption and desire for alcohol and sweets according to screen devices. Increased time in television and cell phones need to be considered for further investigations of behavioral impairments caused by the pandemic

The role of moderate-to-vigorous physical activity in mediating the relationship between central adiposity and immunometabolic profile in postmenopausal women

ABSTRACT Objectives: To analyze the role of moderate-to-vigorous physical activity (MVPA) in mediating the relationship between central adiposity and immune and metabolic profile in postmenopausal women. Materials and methods: Cross-sectional study comprising 49 postmenopausal women (aged 59.26 ± 8.32 years) without regular physical exercise practice. Body composition was measured by dualenergy X-ray absorptiometry. Fasting blood samples were collected for assessment of nonesterified fatty acids, tumor necrosis factor-α (TNF-α), interleukin-6 (IL-6), adiponectin, insulin and estimation of insulin resistance (HOMA-IR). Physical activity level was assessed with an accelerometer (Actigraph GTX3x) and reported as a percentage of time spent in sedentary behavior and MVPA. All analyses were performed using the software SPSS 17.0, with a significance level set at 5%

Relação entre gordura corporal, número de passos e capacidade cardiorrespiratória de mulheres na pós-menopausa

Modelo do estudo: Estudo Transversal. Objetivos: Verificar a relação entre gordura corporal, número de passos e capacidade cardiorrespiratória em mulheres na pós-menopausa. Métodos: 57 mulheres acima dos 50 anos foram divididas em quatro grupos de acordo com a mediana da faixa etária (< 60,8 ≥ 60,8 anos) e gordura corporal (<22,8 ≥ 33,2 Kg). Para estimativa da gordura corporal total, percentual de gordura e gordura de tronco, foi utilizado o DEXA. O teste de caminhada de seis minutos foi utilizado para analisar a capacidade cardiorrespiratória, e o número de passos por dia foi obtido por meio do acelerômetro tri-axial. Resultados: As mulheres jovens acumularam mais passos por dia (<60,8=7727,5 x ≥ 60,8=6173,2; p<0,014) e as mulheres mais jovens com menor gordura corporal foram as que acumularam mais passos/ dia (menor gordura = 8405 passos x alta gordura= 6118 passos; p<0,031), não diferindo nas mulheres com maior idade e maior gordura. Quanto à capacidade cardiorrespiratória, não houve diferença significativa entre os grupos. Todas as variáveis de gordura corporal apresentaram relação baixa e negativa com o número de passos no grupo mais jovem e com a capacidade cardiorrespiratória no grupo com idade mais avançada. Conclusão: A gordura corporal apresenta relação baixa e negativa com o número de passos e a capacidade cardiorrespiratória de mulheres na pós-menopausa, além disso, a idade parece influenciar nessa relação.Model of the study: Cross-sectional study. Objective: To verify the relationship between body fat, number of steps and cardiorespiratory fitness in postmenopausal women. Methods: 57 women over 50 years were divided into four groups according to the median of age (<60.8 and ≥ 60.8 years) and median of body fat (<22.8 ≥ 33.2 Kg). The dual-energy X-ray absorptiometry (DXA) was used to estimate total fat mass, percentage of body fat and trunk fat. The test of six-minute walk was used to analyze the cardiorespiratoryfitness and a tri-axial accelerometer to determinate the number of steps per day. Results: Younger women accumulated more steps per day (<60.8= 7727.5 x ≥ 60.8= 6173.2, p <0.014) and among the younger women group, the one with lower body fat accumulated more steps/day (lower fat = 8405 steps x higher fat= 6118 steps, p <0.031). There was no significant difference between women with higher age and higher body fat. Regarding to the cardiorespiratory fitness, there was no significant difference between the groups. All variables of body fat presented low and negative relationship with both number of steps inthe younger group and cardiorespiratory fitness in older age group. Conclusion: Body fat present low and negative correlation with the number of steps and cardiorespiratory fitness in postmenopausal women, furthermore, the age seems to influence this relationship

Reverse Cholesterol Transport: Molecular Mechanisms and the Non-medical Approach to Enhance HDL Cholesterol

Dyslipidemia (high concentrations of LDL-c and low concentrations of HDL-c) is a major cause of cardiovascular events, which are the leading cause of death in the world. On the other hand, nutrition and regular exercise can be an interesting strategy to modulate lipid profile, acting as prevention or treatment, inhibiting the risk of diseases due to its anti-inflammatory and anti-atherogenic characteristics. Additionally, the possibility of controlling different training variables, such as type, intensity and recovery interval, can be used to maximize the benefits of exercise in promoting cardiovascular health. However, the mechanisms by which exercise and nutrients act in the regulation of cholesterol and its fractions, such as reverse cholesterol transport, receptors and transcription factors involved, such as PPARs and their role related to exercise, deserve further discussion. Therefore, the objective of this review is to debate about non-medical approaches to increase HDL-c, such as nutritional and training strategies, and to discuss the central mechanisms involved in the modulation of lipid profile during exercise, as well as that can be controlled by physical trainers or sports specialists in attempt to maximize the benefits promoted by exercise. The search for papers was performed in the databases: Medline (Pubmed), Science Direct, Scopus, Sport Discus, Web of Science, Scielo and Lilacs until February 2016

Effect of combined aerobic and resistance training in body composition of obese postmenopausal women

The aim of this study was to investigate the effects of a 16-week program of combined aerobic and resistance training on the body composition of postmenopausal women who are obese. The participants were divided into two groups: training group (TG, n = 37) and non-trained control group (CG, n = 18). The trunk fat, fat mass, percentage of fat mass and fat-free mass were estimated using DXA. Three nonconsecutive 24-hour dietary recalls were conducted. The training protocol consisted of 50 minutes of resistance training followed by 30 minutes of aerobic training. After the 16-week training program, differences were observed in trunk fat (CG= 0.064 x TG= -0.571 Kg; p-value = .020), fat mass (CG= -0.088 x TG= -1.037 Kg; p-value = .020) and fat-free mass (CG= -0.388 x TG= 1.049 Kg; p = .001). Therefore, a 16-week program of systematic combined aerobic and resistance training in obese postmenopausal women was effective in improving fat-free mass and decreasing both whole and abdominal adiposity