Insulin sensitivity derived from oral glucose tolerance testing in athletes: disagreement between available indices

The aims of the present study were to determine whether available "fasting" and oral glucose tolerance test-derived insulin sensitivity indices could effectively discriminate between individuals with higher than normal insulin sensitivity, and whether they would all provide similar information in clinical practice. Sprint runners (n = 8), endurance runners (n = 8) and sedentary controls (n = 7) received a 75-g oral glucose tolerance test. All participants were healthy lean males, aged 21-29 years. Besides glucose and insulin responses, a total of nine such indices were computed. Fasting as well as post-load glucose concentrations were similar in the three groups, while basal plasma insulin and the insulinaemic response to glucose were both higher in untrained individuals (at P < 0.05 and P < 0.02, respectively). There were no differences between endurance and sprint runners. The results for insulin sensitivity, however, were quite variable: three indices showed that both groups of athletes were more insulin-sensitive than controls; three indicated that this was the case for endurance runners only; one indicated that this was the case for sprint runners only; and two showed that sprint runners were more insulin-sensitive than either sedentary individuals or endurance runners (all differences were significant at P < 0.05). Controlling for total body weight or lean mass did not effectively resolve this disagreement. Apparently, the various insulin sensitivity indices examined provided different quantitative and qualitative information, despite insulin action being greater in both groups of athletes relative to controls, as reflected by their similar glucose tolerance with lower insulin concentrations. We suggest, therefore, that the use and interpretation of such indices among physically active individuals be made with caution.     

Assessing adolescent mental health in war-affected societies: the significance of symptoms

OBJECTIVE: To compare the use of self-report symptom checklists with qualitative methods for assessing adolescent psychological well-being in a war-affected society. METHOD: A school-based sample of three hundred and thirty seven 13- to 15-year-olds from two communities on opposite sides of the Bosnian conflict (183 from Gorazde, 154 from Foca) completed the Hopkins Symptoms Checklist and the Harvard Trauma Questionnaire. A gender balanced sub-sample of 40 adolescents was selected on the basis of their combined checklist scores, including equal numbers of high and low scorers from each side. Over the following 6 months this sub-sample was assessed (blind to checklist scores) with qualitative methods that included narrative interviews of child and parent, and participant observation. School marks were taken as a measure of social function. RESULTS: QUALITATIVE: Some children identified as "less well" by qualitative methods denied having symptoms. Some children identified as "well" had symptoms with no pathological significance for them. The lifeline revealed that feeling "less well" could be more related to post-war circumstances than war events. QUANTITATIVE: The two symptom checklist items have shown good internal consistency and discriminant validity. However, comparison with the overall well being revealed that still in 9/40 of cases the reported presence or absence of symptoms did not correspond to the well being of the child. Items of the two questionnaires did not discriminate reliably between children identified as "well" and "less well" by other means. CONCLUSIONS: Self-report checklists may be useful as a public health measure to assess the prevalence of psychological distress in war affected areas, but they are not an adequate means of clinical screening. Checklists used in combination with other qualitative approaches make it possible to identify those in need and avoid unnecessary pathologizing.     

Parental requests for evaluation and authorities’ responses: issues of accord

The present study investigated the reasons of parents request for the initial evaluation to determine their children’s special educational needs (SEN) and the state authorities’ response in the Greek educational system. For the needs of the present study, 250 case files were randomly selected from a state Centre for Differential Diagnosis and Support, which is responsible for the identification, evaluation and intervention for students with SEN. Various data were recorded, such as parental reason for requesting the evaluation, the official designation for each case, whether the parent accepted the evaluation results and whether any individualised intervention plan or other recommendations were specified. The analysis suggested that most cases involved students with learning disabilities, although a certain degree of disagreement in the classification of students was observed. For the majority of cases, parents accepted the official diagnosis; however, the state centre did not offer an intervention plan to benefit the students in the majority of the cases. Implications based on the present study findings are considered.     

Construction of a Precursor Model for the Concept of Rolling Friction in the Thought of Preschool Age Children: A Socio-cognitive Teaching Intervention

The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.