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Participação da área septal medial nas respostas sialogoga, dipsogênica e cardiovascular induzidas pela pilocarpina
(Universidade Federal de São Carlos, 2008-04-30) Paulin, Renata Fabris; Colombari, Débora Simões de Almeida; https://lattes.cnpq.br/2906710955922416
Peripheral injection of pilocarpine (PILO, 1 mg/Kg of body weight), muscarinic cholinergic agonist, induce salivation, water intake and pressor response. The medial septal area (MSA) is an important brain area involved in cardiovascular regulation and hydroelectrolytic control. In this present study, we investigated: 1) the effect of MSA electrolytic lesion or the blockade of muscarinic cholinergic receptors into MSA on salivation, water intake and cardiovascular responses induced by peripheral pilocarpine; 2) the role of the sympathetic nervous system and/or vasopressin on the cardiovascular responses induced by peripheral pilocarpine; 3) the effect of injection of pilocarpine into MSA on salivation, water intake and cardiovascular responses. Male Holtzman rats weighing 280 to 320 g were submitted to 1 or 15 days MSA electrolytic lesion (2 mA x 5 s) or stainless steel guide cannulas were stereotaxically implanted into the MSA. We observed that peripheral pilocarpine (1 mg/kg of body weight) induces salivary secretion, water intake and an increase in mean arterial pressure (MAP) . This increase in MAP is due to an activation of simpathetic nervous system, since it was significantly reduced by previous treatment with prazosin (1 mg/kg of body weight), but not by vasopressin V1a receptor antagonist (10 µg/kg of body weigh). The salivary secretion and dipsogenic response induced by peripheral pilocarpine was reduced by MSA eletrolytic lesion or MSA muscarinic cholinergic blockade. Nonetheless, the pressor response induced by peripheral pilocarpine was not depend of MSA, since MSA eletrolytic lesion or muscarinic cholinergic receptors blockade did not change this response. Pilocarpine injection into MSA induced water intake (200 e 500 nmol/0,5 µL), salivary secretion (500 nmol/0,5 µL) and MAP increase (500 nmol/0,5 µL). Our results show that peripheral or MSA injection of pilocarpine induce salivary secretion, water intake and pressor response. The pressor response induced by peripheral pilocarpine is due to sympathetic activation. The MSA and its muscarinic cholinergic receptors are involved in the salivary secretion and water intake, but not in the control of pressor response induced by peripheral pilocarpine, suggesting that MSA has a differencial control on the responses induced by peripheral pilocarpine.
Análise de mapas conceituais elaborados por alunos da oitava série do ensino fundamental a partir de aulas pautadas na teoria da aprendizagem significativa : a argila como tema de estudo
(Universidade Federal de São Carlos, 2008-04-30) Lourenço, Ariane Baffa; Hartwing, Dácio Rodney; https://lattes.cnpq.br/1241656328850074
In this work we analyze how and where extension student of the eighth series of the basic education of two public schools of the city São Carlos, conceptual maps from theoretical and experimental lessons elaborate, based in the theory of the Significant Learning, having as study subject the material clay. For the accomplishment of the research an initial study of characterization of two types of school clay was made, a white and another red. The results of this study had served as base for the elaboration of the course Clay, given in the regular period of lessons, in real situation of education in room. As instrument of evaluation of the learning reports and text had been used to elaborate by the students, questionnaire and conceptual maps. For the results we had that the use of texts and lessons elaborated based in the theory of the Significant Learning and the use of conceptual maps had assisted the learning of the students. The conceptual map was an efficient tool in the teach-learning process, therefore it allowed the students to identify and to relate the concepts between itself, and with too much concepts and examples, already existing in its cognitive structure, and to get a panorama of as its knowledge was structuralized. For the researcher, the map made possible to identify mistake ideas of the students, being able these to be worked individually, besides serving as evaluation instrument. For the results gotten in this work we evidence that it is possible to the teacher to use conceptual maps in its lessons, because this is a tool that assists in the process of teach-learning of the students, can be used as evaluation instrument and has good acceptance for the students.