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RISS 인기검색어
- 검색키워드
- 저자 : Luebbers, Paul Edward (검색결과 3 건)
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The influence of different intensities of equal workload of resistance training on glucose uptake
Luebbers, Paul Edward Virginia Commonwealth University 2005 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The purpose of this investigation was to compare the effect of acute low- and high-intensity resistance exercise of equal work output on glucose uptake in resistance-trained males. The methods included the fifteen healthy male (22.95 +/- 3.82 yrs), resistance-trained (6.73 +/- 3.93 yrs) subjects, who completed three treatment sessions: CON-(no-exercise control), HI (3 x 8, 85% 10-RM), and LO (3 x 15, 45% 10-RM). The HI and LO exercise treatment sessions consisted of eight resistance exercises, with equated total workloads. Glucose uptake was measured the following morning by hyperinsulinemic euglycemic clamp technique. Glucose disposal was measured by analyzing the glucose infusion rate during the final 30 minutes of steady-state blood glucose concentrations. Insulin sensitivity was calculated by dividing the glucose infusion rate by the average insulin infusion. The results indicate that fasting blood glucose levels did not change among treatment sessions (CON = 80.49 +/- 5.29 vs. HI = 77.05 +/- 4.91 vs. LO = 77.12 +/- 5.96 mg/Dl). Glucose uptake was not significantly different among treatment sessions (CON = 11.31 +/- 3.02 vs. HI = 11.67 +/- 2.68 vs. LO = 11.42 +/- 2.77 mg/kgFFM/min). Insulin sensitivity did not change among treatment sessions (CON = 0.26 +/- 0.09 vs. HI = 0.280 +/- 0.07 vs. LO = 0.27 +/- 0.06 (mg/kgFFM/min)/(uU/ml)). In conclusion, these data indicate that for acute resistance exercise bouts with an equated work volume, low- and high-intensity sessions have similar effects on glucose uptake, but are no different than a no-exercise control session in resistance-trained men. The trained status of the sample may have produced maximum exercise-induced cellular adaptations for enhanced insulin sensitivity and glucose uptake prior to the acute testing session. Supported by the National Strength and Conditioning Association (NSCA), the Virginia Commonwealth University School of Education (VCU SOE), and the General Clinical Research Center (GCRC) (M01 RR00065, NCRR, NH) at Virginia Commonwealth University.
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Luebbers, Julie Brooke The Ohio State University 2010 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The purpose of this study was to examine how seven undergraduate foreign language (FL) preservice teachers' (PSTs) motives, use and appropriation of tools, and teacher identity develop within two learning-to-teach FL contexts: the FL Education program and student teaching (ST). A sociocultural theoretical lens incorporating activity theory (AT) (Engestrom, 1999) was used to frame this study. A key issue in examining PSTs' formal experiences learning to teach FLs was how such experiences influenced their ideas about best FL practices, their teacher identity developments, and commitments to FL teaching. Data were collected using language biographies, demographic questionnaires, self-reported confidence measure, stimulated recalls, interviews, blogs, and classroom observations. Triangulation and inductive data analysis led to revealed patterns in the PSTs' FL learning histories, motives, use of tools, and beliefs about FL teaching over time and within learning-to-teach FLs contexts such as, the use of a particular approach to FL teaching, for example. Findings indicate that often the overriding motives that shape action within the FL Education program and the ST practicum are misaligned to one another. This is partly because the university and cooperating schools have been constructed through their own historical and culturally grounded actions and social participation (Houston, 2008). PSTs' participation in each context mediated their ways of thinking, learning, and acting like FL teachers leading to tensions among differing motives, approaches to teaching FLs, and teaching tools utilized for FL instruction. As a result, opportunities existed for PSTs to problem-solve, to critically reflect upon their teaching and teaching situations, and to (re)create and work toward developing identities as different types of FL teachers. Findings also suggest that most PSTs in this study positioned themselves and (re)constructed their teacher identities during ST in relation to how they felt they were received by their students and cooperating teachers (CTs). In turn, such ways of becoming FL teachers shaped PSTs' emerging teacher identities. The specific ways in which these PSTs learned to teach FLs, appropriated various tools, and began envisioning themselves as becoming certain kinds of FL teachers further had bearing on their commitments to the field. Implications for these findings suggest ways of narrowing the gap between what PSTs learn and experience in teacher education as compared to what they learn and experience during ST. Suggestions for further research include more examination into what the field (e.g., foreign and second language educators and researchers) conceptualizes as best FL teaching practices, longitudinal studies exploring PST pedagogical and identity development throughout preservice education and teacher induction, exploration of the ways in which PSTs' reasons for entry into the field have bearing on their commitment to teaching over time, and finally, the impact of professional organizations' (i.e., National Council of Accreditation of Teacher Education, American Council on the Teaching of Foreign Languages) expectations and standards on FL PSTs' practices, conceptualizations of FL teaching, and identity development.
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