ABSTRACT
Aim To evaluate the effect of E-se extract on insulin resistance in KK-Ay mice with spontaneous type 2 diabetes anrl explore its mechanism.Methods Ten C57/6J mice were assigned to a normal control group.Fifty KK-Ay model mice were randomly divided into model group, positive control group ( rosiglita- zone, 2.67 mg • kg 1 ), and low- ( 0.75 g • kg 1 ) , medium- ( 1.50 g • kg 1 ) , and high-dose ( 3.00 g • kg ') E-se groups, with 10 mice in each group.All mice were measured for body weight and fasting blood glucose weekly, insulin tolerance on the 32nd day, and insulin after the last administration on the 35th day, and the insulin resistance/sensitivity indexes were calculated.The pancreas was stained by hematoxylin- eosin ( HE ).Islet cell apoptosis was detected by TUNEL staining.Glucagon-like peptide-1 ( GLP-1 ) was detected by immunohistochemistry.Results j j Compared with the model group, the E-se groups showed reduced body weight, fasting blood glucose, serum insulin concentration, and insulin resistance in¬dex, elevated insulin sensitivity index, decreased le¬sion grading score of pancreatic tissues and apoptosis percentage of islet cells, and increased content of GLP- 1 protein in pancreatic tissues.Conclusions E-se ex¬tract can improve insulin resistance by reducing serum insulin level, inhibiting islet cell apoptosis, and in¬creasing the sensitivity of the body to insulin.
ABSTRACT
O objetivo do ensaio é refletir e problematizar o "brincar e se-movimentar" na ginástica como possibilidade pedagógica de uma Educação Física centrada no sujeito, perspectivando a ampliação do campo existencial. Considerando que o agir humano é carregado de intencionalidade e conexão entre corpo-mundo, defende-se uma ginástica que fomente a realização de experiências corporais por meio da resolução de problemas e da participação das crianças nas aulas com autonomia, criatividade e liberdade, permitindo-lhes constituir sentidos outros naquilo que fazem, pensam e sentem, dialogando com o mundo numa aventura saudável que as convida para se desenvolver no decurso de infinitas possibilidades de ação.
The present text discusses theoretical and philosophical elements based on "play and move" as a pedagogical possibility of a subject-centered Physical Education, with a view to expanding the existential field. The goal is to expand knowledge about gymnastics practice that presupposes awakening new meanings and meanings of children, recognizing that human action weaves relationships of meanings to and with the world, through experiences that refer to the meanings attributed by the being that moves. Considering that human action is loaded with intentionality and connection between body and world, a gymnastics is defended that fosters the realization of body experiences through problem solving and the participation of children in classes with autonomy, creativity and freedom, allowing constitute them other senses in what they do, think and feel, dialoguing with the world in a healthy adventure that invites them to develop in the course of infinite possibilities of action.
El presente texto discute elementos teóricos y filosóficos basados en "jugar y moverse" como una posibilidad pedagógica de una Educación Física centrada en el tema, con miras a expandir el campo existencial. El objetivo es ampliar el conocimiento sobre la práctica de gimnasia que presupone despertar nuevos significados y significados de los niños, reconociendo que la acción humana entrelaza las relaciones de significados con y con el mundo, a través de experiencias que se refieren a los significados atribuidos por el ser que se mueve. Teniendo en cuenta que la acción humana está cargada de intencionalidad y conexión entre el cuerpo y el mundo, se defiende una gimnasia que fomenta la realización de experiencias corporales a través de la resolución de problemas y la participación de los niños en clases con autonomía, creatividad y libertad, permitiendo Los constituyen otros sentidos en lo que hacen, piensan y sienten, dialogando con el mundo en una sana aventura que los invita a desarrollarse en el curso de infinitas posibilidades de acción.
ABSTRACT
Este estudo teve como objetivo central investigar como o brincar e o se-movimentar são proporcionados no espaço escolar e de que maneira eles contribuem para a educação da sensibilidade da criança pequena. Foi desenvolvido um estudo de caso que envolveu duas escolas municipais da cidade de Capinzal, SC; uma localizada no interior do município e a outra na cidade. Foi selecionada uma turma de crianças entre 4 e 6 anos de idade em cada escola, que totalizaram 40 crianças. Constatou-se que o brincar e o se-movimentar nas escolas estudadas acontecem muitas vezes por intermédio do controle dos professores, sempre com o intuito de promover uma competição e de chegar a um resultado final. Portanto, nas escolas investigadas, o incentivo à construção de situações que possibilitem o desenvolvimento da sensibilidade recebe pouca importância, o que compromete significativamente a educação da sensibilidade dessas crianças e limita o poder de criação.
Thus, this study had as main objective to investigate about the ways as the play and the move yourself are proposed in the school environment and how they contribute for the sensibility education to the child. First, it was developed a theorical research about the subjets and the fundamental authors, that suply the base for the second part of the study. This other step was an empirical study that involved two municipal schools from the city of Capinzal, SC; one located in the countryside and the other one downtown. It was chosen a class of chuildren from 4 to 6 years old in each school, that totaling 40 children. Therefore, in the investigated schools, the stimulus to situations construction that enable the sensibility development receives little importance, what commits meaningly the sensibility education of these children and limits the creation' power.
Este estudio tuvo como objetivo central investigar cómo el juego y el movimiento se proporcionan en el espacio escolar y de qué manera contribuyen a la educación de la sensibilidad del niño pequeño. Se desarrolló un estudio de caso que involucró dos escuelas municipales de la ciudad de Capinzal, SC; una ubicada en el interior del municipio y la otra en la ciudad. Se seleccionó una clase de niños entre 4 y 6 años de edad en cada escuela, que totalizaron 40 niños. Se constató que el jugar y el mudanza en las escuelas estudiadas ocurren muchas veces por intermedio del control de los profesores, siempre con el propósito de promover una competición y de llegar a un resultado final. Por lo tanto, en las escuelas investigadas, el incentivo a la construcción de situaciones que posibiliten el desarrollo de la sensibilidad recibe poca importancia, lo que compromete significativamente la educación de la sensibilidad de esos niños y limita el poder de creación.
ABSTRACT
OBJECTIVE: To study the chemical constituents of the aqueous extract of Carthamus tinctorius. METHODS: Compounds were isolated by a combination of various chromatographic techniques including column chromatography on macroporous resin and Sephadex LH-20 and reversed-phase HPLC. Their structures were elucidated by physiochemical properties and spectral analysis. RESULTS: Twelve compounds were isolated and identified as (2E, SE)-12R-tetradecadiene-4, 6-diyne-1, 12, 14-triol (1), (8Z)-decaene-4, 6-diyn-1-O-β-2)-glucopyranoside (2), (SE)-decaene-4, 6-diyn-1-O-β-D-glucopyranoside (3), (2S)-4′, 5, 6, 7-tetrahydroxy-flavavone 6-O-β-D-glucoside (4), p-hydroxybenzoic acid (5), 3-hydroxy-4-methoxybenzoic acid (6), dihydrophaseic acid methyl ester-3-O-β-Z)-glucoside (7), dihydrophaseic acid methyl ester (8), 4-hydroxy benzaldehyde (9), N, N′-dicoumaroyl-putrescine (10), 4-(4′,-hydroxyphenyl)but-3-en-2-one (11) and 4-hydroxyacetophenone (12). CONCLUSION: Compounds 1, 3-4, 6, 8, and 10 are isolated from this plant for the first time. The absolute configuration and C-NMR data of compound 1 are for the first time reported.