RESUMO
O objetivo deste estudo é analisar as concepções dos alunos com relação a participação do Programa de Licenciaturas Internacionais e sua formação. Através de um questionário online com os 12 alunos PLIs constatou-se que 2 dos 12 alunos não cumpriram os 120 ECTS obrigatórios na fase inicial do programa. Porém, ao analisarmos a relevância dos conteúdos aprendidos e a relevância do programa para formação, a grande maioria os classificou como próximo ou igual a muito importante, com a oportunidade de trazerem e terem deixado o seu legado. Assim, podemos concluir que a rica experiência do programa contribuiu para o desenvolvimento acadêmico e pessoal dos alunos, sobretudo de nós autores.
The objective of this study is to analyze the students' conceptions regarding the participation of the International Graduation Program (PLI) and their formation as well. Using an online questionnaire with 12 PLI students, we could find out 2 students did not accomplish the 120 ECTS required in the initial phase of the program. We analyzed the relevance of the content learned and the relevance of the program for their growth and with this analysis we noticed that the great majority of students considered it as close to or equal to very important and still with the opportunity to bring and leave their legacy. Thus, we can conclude that the experience of this program contributed to the academic and personal development of the students especially for all of us, authors.
El objeto del estudio es analizar las concepciones de los alumnos con relación a la participación en el Programa de Licenciaturas Internacionales (PLI) y su formación. A través de un cuestionario online con los 12 alumnos, se constató que 2 de los 12 alumnos no completarian los 120 ECTS obligatorios en la fase inicial del programa. Sin embargo, al analizar la relevancia de los contenidos aprendidos y la revelancia del programa para la formación, la mayoría la clasificó como muy importante, con la oportunidad de aportar y haber dejado su legado. Así podemos concluir que la buena experiencia del programa contribuyó al desarrollo académico y personal de los alumnos, y sobre todo de nosotros, los autores.
RESUMO
BACKGROUND DATA: Technology and physical exercise can enhance physical performance during aging. OBJECTIVE: The purpose of this study was to investigate the effects of infrared-light-emitting diode (LED) illumination (850 nm) applied during treadmill training. MATERIALS AND METHODS: Twenty postmenopausal women participated in this study. They were randomly divided into two groups. The LED group performed treadmill training associated with infrared-LED illumination (n=10) and the control group performed only treadmill training (n=10). The training was performed during 3 months, twice a week during 30 min at intensities between 85 and 90% of maximal heart rate. The irradiation parameters were 31 mW/cm(2), treatment time 30 min, 14,400 J of total energy and 55.8 J/cm(2) of fluence. Physiological, biomechanical, and body composition parameters were measured at the baseline and after 3 months. RESULTS: Both groups improved the time of tolerance limit (Tlim) (p<0.05) during submaximal constant-speed testing. The peak torque did not differ between groups. However, the results showed significantly higher values of power [from 56±10 to 73±8 W (p=0.002)] and total work [from 1,537±295 to 1,760±262 J (p=0.006)] for the LED group when compared to the control group [power: from 58±14 to 60±15 W (p≥0.05) and total work: from 1,504±404 to 1,622±418 J (p≥0.05)]. The fatigue significantly increased for the control group [from 51±6 to 58±5 % (p=0.04)], but not for the LED group [from 60±10 to 60±4 % (p≥0.05)]. No significant differences in body composition were observed for either group. CONCLUSIONS: Infrared-LED illumination associated with treadmill training can improve muscle power and delay leg fatigue in postmenopausal women.