ESTUDO DA FREQÜÊNCIA CARDÍACA, PRESSÃO ARTERIAL E DUPLO-PRODUTO EM DIFERENTES NÚMEROS DE SÉRIES DURANTE EXERCÍCIOS RESISTIDOS

Resumo: Esta pesquisa observou a freqüência cardíaca (FC), a pressão arterial sistólica (PAS) e o duplo-produto (DP) durante exercícios resistidos (ER), em função da variação do número de séries (NS). Foi adotado como exercício a extensão simultânea de joelhos na cadeira extensora, realizado em 10 RM. Fizeram parte da amostra 10 indivíduos do sexo masculino (22 À 4 anos), com experiência mínima de 6 meses em ER. No período da manhã foi feito o teste de 10 RM, e a tarde realizaram-se as 3 séries de 10 RM, respeitando o intervalo de 2 minutos entre as séries. As variáveis foram registradas entre as duas últimas repetições de cada série. Compararam-se as respostas de FC, PAS e DP por meio de ANOVA para medidas repetidas, seguida de verificação post-hoc de Tukey (

On the typology and the worship status of sacred trees with a special reference to the Middle East

This article contains the reasons for the establishment of sacred trees in Israel based on a field study. It includes 97 interviews with Muslim and Druze informants. While Muslims (Arabs and Bedouins) consider sacred trees especially as an abode of righteous figures' (Wellis') souls or as having a connection to their graves, the Druze relate sacred trees especially to the events or deeds in the lives of prophets and religious leaders. A literary review shows the existence of 24 known reasons for the establishment of sacred trees worldwide, 11 of which are known in Israel one of these is reported here for the first time. We found different trends in monotheistic and polytheistic religions concerning their current worship of sacred trees

Evidence of Erroneous Deductions and their Possible Effects on the Initial Learning of the Concept of Cell in Primary School

En este trabajo se han obtenido evidencias sobre dificultades para procesar información referida al concepto de célula en estudiantes de escuela primaria. Se identificaron posibles deducciones erróneas que podrían establecer estudiantes de 5to grado (10-11 años) que intentaran procesar cognitivamente, y por primera vez, la información de libros de texto escolares y del discurso docente sobre el tema y se diseñó un cuestionario con el objetivo de hallar evidencia de estas deducciones. Fue posible detectar algunas evidencias de construcción de modelos explicativos incipientes siendo destacable la aparición de modelos consistentes, pero científicamente incorrectos. Luego, se aplicó el mismo cuestionario a estudiantes de 6to y 7mo grado (11-13 años) y se observó que algunos patrones de respuesta se mantenían e, incluso, se afianzaban. Estos modelos podrían dar cuenta del origen de errores o dificultades en la comprensión del concepto célula en estudiantes de niveles educativos subsiguientes.In this paper we have obtained some evidence on difficulties in processing information about the cell among primary school students. We identified possible misleading deductions that 5th grade students (10-11 years) could establish when trying, for the first time, to cognitively process information on the subject from school textbooks and teacher discourse, and we designed a questionnaire to find evidence of these deductions. It was possible to detect some evidence of incipient explanatory models. It is important to highlight the emergence of consistent but scientifically incorrect models. Then, the same questionnaire was applied to 6th and 7th grade students (11-13 years), and it was found that some response patterns prevailed and were even reinforced. These models could account for the origin of errors or difficulties in understanding the concept of cell among students of subsequent educational levels.Fil: Edelsztein, Valeria Carolina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Galagovsky, Lydia Raquel. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Centro de Formación e Investigación en Enseñanza de las Ciencias; Argentin