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Abstract The aim of this study was to determine whether creatine ingested in combination with relatively small quantities of essential amino acids, simple sugars, and protein would stimulate insulin release and augment whole-body creatine retention to the same extent as a large bolus of simple sugars. Seven young, healthy males underwent three randomized, 3-day experimental trials. Each day, 24-h urine collections were made, and on the second day participants received 5 g creatine + water (creatine trial), 5 g creatine + ～95 g dextrose (creatine + carbohydrate) or 5 g creatine + 14 g protein hydrolysate, 7 g leucine, 7 g phenylalanine, and 57 g dextrose (creatine + protein, amino acids, and carbohydrate) via naso-gastric tube at three equally spaced intervals. Blood samples were collected at predetermined intervals after the first and third naso-gastric bolus. After administration of the first and third bolus, serum insulin concentration was increased by 15 min (P < 0.05) in the creatine + carbohydrate and creatine + protein, amino acids, and carbohydrate trials compared with creatine alone, and plasma creatine increased more following creatine alone (15 min, P < 0.05) than in the creatine + carbohydrate and creatine + protein, amino acids, and carbohydrate trials. Urinary creatine excretion was greater with creatine alone (P < 0.05) than with creatine + carbohydrate and creatine + protein, amino acids, and carbohydrate. Administration of creatine + protein, amino acids, and carbohydrate can stimulate insulin release and augment whole-body creatine retention to the same extent as when larger quantities of simple sugars are ingested. 相似文献
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Peggy A. Pittas 《Innovative Higher Education》2000,25(2):97-110
This article offers the Lynchburg College Symposium Readings (LCSR) Program as a model for faculty development. The program encourages faculty collaboration, innovative classroom practices, and service as well as new areas of faculty scholarship. Methods for assessing faculty work within the context of the goals of the program and the institution are described. Throughout the history of the program an emphasis has been placed on continuous faculty development in the belief that keeping faculty vital ensures quality teaching and scholarship. 相似文献
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The relation between morphological awareness and reading and spelling in Greek: a longitudinal study
The aim of this longitudinal study is to examine the contribution of morphological awareness to the prediction of reading and spelling in Greek. The target group (N = 404) consisted of children, aged 6–9 years at the start of the project, who learn literacy in Cyprus. Because there are no standardized measures of morphological awareness for Greek Cypriot children, morphological awareness measures were developed and validated. A concurrent analysis of the first wave of data collection showed that morphological awareness made a unique contribution to the prediction of reading and spelling in Greek. The longitudinal analyses showed that morphological awareness predicted performance in reading eight months later, even after partialling out grade level, verbal intelligence, phonological awareness and initial scores in reading and spelling. This study makes theoretical, empirical and practical educational contributions. It shows the long term and specific relation of morphological awareness with reading in Greek and establishes the plausibility of a causal link between morphological awareness and reading, which must be tested in further research using intervention methods. In practice, this study contributes valid measures for assessing morphological awareness in Greek as well as a new measure of spelling skill. 相似文献
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Ioanna Giannopoulou Evdokia Pasalari Panagiota Korkoliakou Athanasios Douzenis 《International Journal of Disability, Development & Education》2019,66(1):70-81
A recent special education legislation reform in Greece puts emphasis on the inclusion of pupils with special educational needs into mainstream schools. The purpose of the present study was to investigate knowledge of ASD among 67 mainstream nursery and primary classroom teachers, and evaluate the effectiveness of a half-day ASD awareness seminar in increasing their knowledge of the disorder. A self-report ASD Knowledge Questionnaire (ASD-KQ), developed for the purpose of this study, was used before and after the ASD awareness seminar. The results indicated a significant shift from low to moderate/high level of ASD knowledge among teachers with no previous training in special education and/or autism (58.7%), whereas this shift did not reach significance level in the teacher’s group with previous training (16.7%) after the seminar. The present findings have important implications for the development of training programmes of practising teachers. 相似文献
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