Nutritional strategies for promoting fat utilization and delaying the onset of fatigue during prolonged exercise

Carbohydrate ingestion before and during endurance exercise delays the onset of fatigue (reduced power output). Therefore, endurance athletes are recommended to ingest diets high in carbohydrate (70% of total energy) during competition and training. However, increasing the availability of plasma free fatty acids has been shown to slow the rate of muscle and liver glycogen depletion by promoting the utilization of fat. Ingested fat, in the form of long-chain (C 16-22 ) triacylglycerols, is largely unavailable during acute exercise, but medium-chain (C 8-10 ) triacylglycerols are rapidly absorbed and oxidized. We have shown that the ingestion of medium-chain triacylglycerols in combination with carbohydrate spares muscle carbohydrate stores during 2 h of submaximal (< 70% VO 2 peak) cycling exercise, and improves 40 km time-trial performance. These data suggest that by combining carbohydrate and medium-chain triacylglycerols as a pre-exercise supplement and as a nutritional supplement during exercise, fat oxidation will be enhanced, and endogenous carbohydrate will be spared. We have also examined the chronic metabolic adaptations and effects on substrate utilization and endurance performance when athletes ingest a diet that is high in fat (> 70% by energy). Dietary fat adaptation for a period of at least 2-4 weeks has resulted in a nearly two-fold increase in resistance to fatigue during prolonged, low- to moderate-intensity cycling (< 70% VO 2 peak). Moreover, preliminary studies suggest that mean cycling 20 km time-trial performance following prolonged submaximal exercise is enhanced by 80 s after dietary fat adaptation and 3 days of carbohydrate loading. Thus the relative contribution of fuel substrate to prolonged endurance activity may be modified by training, pre-exercise feeding, habitual diet, or by artificially altering the hormonal milieu or the availability of circulating fuels. The time course and dose-response of these effects on maximizing the oxidative contribution of fat for exercise metabolism and in exercise performance have not been systematically studied during moderate- to high-intensity exercise in humans.     

Zero‐Slack,Noncritical Paths

The critical path method/program evaluation and review technique method of project scheduling is based on the importance of managing a project's critical path(s). Although a critical path is the longest path through a network, its location in large projects is facilitated by the computation of activity slack. However, logical fallacies in oft‐repeated statements of the relationship between slack and the critical path make it easy to overlook the phenomenon of zero‐slack, noncritical paths. This article points out the fallacies and then describes and illustrates the phenomenon. We conclude with teaching recommendations to avoid suboptimal decisions in reducing project duration.     

What disengages doctoral students in the biological and environmental sciences from their doctoral studies?

This study explored the causes of student disengagement from their doctoral studies in the biological and environmental sciences. The data came from interviews of 40 doctoral students (male?=?15, female?=?25) and underwent qualitative analysis for content. Our results showed that doctoral studies provide multiple contexts for disengagement, such as the scholarly community and supervision, while doctoral students’ sense of distress, cynicism and inefficacy emerged as central components of disengagement. The study identified isolation, indifference, and lack of support and constructive feedback as sources of cynicism, while distress and inefficacy were more often related to failure or lack of progress in research. Our findings indicate that the source of disengagement can vary not only between individuals, but also between the academic activities at hand. Thus, while promoting an engaging doctoral experience, awareness of what typically triggers disengagement in the doctoral journey is vital.     

Book reviews

Zwartjes, Otto, ed. La Sociedad andalusí y sus tradiciones literarias (Foro Hispánico, 7). Amsterdam: Rodopi, 1994.

Brincat, Joseph M. Malta 870–1054: Al‐Himyai's Account and its Linguistic Implications. Malta: Said International Ltd., 1995. 52pp.

Sells, Michael A. Mystical Languages of Unsaying. Chicago: The University of Chicago Press, 1994. 316 pp., US$18.95 (paperback), US$49.91 (cloth).

Diem, Werner, Arabische Geschäftsbriefe des 10. bis 14. Jahrhunderts aus der Österreichischen Nationalbibliothek in Wien (Documents Arabica Antiqua 1), 2 vols. Wiesbaden: Harrassowitz, 1995. Textband ix+518pp., Tafelband 76 plates.

Coope, Jessica A. The Martyrs of Cordoba: Community and Family Conflict in an Age of Mass Conversion. Lincoln: University of Nebraska Press, 1995. xvii+113 pp., US$ 25 (cloth).

Edwards, John. Religion and Society in Spain, c.1492 (Variorum Collected Studies Series: CS 520). Aldershot and Brookfield: Variorum, 1996. x+351 pp., US$ 97.00 (cloth).

Tolan, John Victor, ed. Medìeval Christian Perceptions of Islam. A Book of Essays (Garland Medieval Casebooks, Volume 10). New York and London: Garland Publishing, 1996. xxi+414 pp., US$60.00 (cloth).     

怎样设计学习型组织？

学习型组织，根据六条相互补充的行为准则来设计：创造不断学习的机会。促进探讨和对话。鼓励共同学习和团队学习。建立学习及学习共享系统。促使成员迈向共同愿景。使组织和环境结合起来。     

What makes a landmark effective? Sex differences in a navigation task

In Experiment 1, two groups of female rats were trained in a triangular pool to find a hidden platform whose location was defined in terms of a single a landmark, a cylinder outside the pool. For one group, the landmark had only a single pattern (i.e., it looked the same when approached from any direction), while for the other, the landmark contained four different patterns (i.e., it looked different when approached from different directions). The first group learned to swim to the platform more rapidly than the second. Experiment 2 confirmed this difference when female rats were trained in a circular pool but found that male rats learned equally rapidly (and as rapidly as females trained with the single-pattern landmark) with both landmarks. This second finding was confirmed in Experiment 3. Finally, in Experiment 4a and 4b, male and female rats were trained either with the same, single-pattern landmark on all trials or with a different landmark each day. Males learned equally rapidly (and as rapidly as females trained with the unchanged landmark) whether the landmark changed or not. We conclude that male and female rats learn rather different things about the landmark that signals the location of the platform.     

A Study on the Impact of GPA on Perceived Improvement of Higher‐Order Cognitive Skills*

Colleges of Business (COBs) have experienced high growth rates in the past decade and many colleges are imposing minimum grade point average (GPA) requirements for students to enter or remain in the college. A primary reason for this requirement may be the belief that students with high GPAs are more inclined to demonstrate higher‐order cognitive skills (HOCS) than students with low GPAs. It is not clear whether the link is valid. This study hypothesizes that students with high GPAs who are taught in the same way as students with lower GPAs will have higher perceptions of improved HOCS. We conducted an experiment in which students, with varying GPAs, at three large universities primarily used multimedia instructional materials. We obtained the students' perceptions of their improved HOCS from their responses to a survey. A regression analysis of the data reveals that the relationship between GPAs and students' perceived improvement in HOCS is significant (p < .001). We conclude the study by recommending that (a) it is critical to use research methodologies to evaluate perceived and actual learning improvements, (b) COB policies to implement GPA restrictions on admission are worthwhile, and (c) case studies need to be used much more frequently in undergraduate COB classes.     

Scientific schools in bibliographical science: The ideas of the professional community

This paper presents the results from a survey of the leading bibliographical scientists of the country on the problems of the formation and development of scientific schools in bibliographical science, the functions performed by them, and signs that are immanent to them.     

The role of relevant active questions in learning based upon successive presentations

Both active questions i.e. questions asked by subjects, and provided (or passive) questions i.e. offered to subjects as problems for solution, had been found to facilitate learning and retention of prose material when subjects were faced with a task of sufficient difficulty to challenge their competence. With difficult prose, boys and low ability subjects had gained most from active questions. These effects were more pronounced in the long term. In this study, the effects of relevant active questions i.e. questions which subjects can put alongside answers, are investigated and compared with those of active and provided questions, over a series of six presentations for both the short and the long term (i.e. after ten months). In the short term, although active questions give greater help than provided questions on the first presentation, and relevant active questions give the greatest improvement between the first and second presentations, provided questions are the most helpful overall. In the long term, however, both the active questions treatments prove to be as effective as provided questions. For low ability boys, the difference between treatments is negligble even in the short term; under the relevant active questions treatment the number of questions asked is greater; and the decline in inspection time over presentations is negligible.This study formed part of a Schools' Council Research project (Director: Dr. W. P. Robinson) in the Department of Psychology, University of Southampton.