Resistant starch consumption promotes lipid oxidation

BACKGROUND: Although the effects of resistant starch (RS) on postprandial glycemia and insulinemia have been extensively studied, little is known about the impact of RS on fat metabolism. This study examines the relationship between the RS content of a meal and postprandial/post-absorbative fat oxidation. RESULTS: 12 subjects consumed meals containing 0%, 2.7%, 5.4%, and 10.7% RS (as a percentage of total carbohydrate). Blood samples were taken and analyzed for glucose, insulin, triacylglycerol (TAG) and free fatty acid (FFA) concentrations. Respiratory quotient was measured hourly. The 0%, 5.4%, and 10.7% meals contained 50 μCi [1-(14)C]-triolein with breath samples collected hourly following the meal, and gluteal fat biopsies obtained at 0 and 24 h. RS, regardless of dose, had no effect on fasting or postprandial insulin, glucose, FFA or TAG concentration, nor on meal fat storage. However, data from indirect calorimetry and oxidation of [1-(14)C]-triolein to (14)CO(2 )showed that addition of 5.4% RS to the diet significantly increased fat oxidation. In fact, postprandial oxidation of [1-(14)C]-triolein was 23% greater with the 5.4% RS meal than the 0% meal (p = 0.0062). CONCLUSIONS: These data indicate that replacement of 5.4% of total dietary carbohydrate with RS significantly increased post-prandial lipid oxidation and therefore could decrease fat accumulation in the long-term

Using theory and research to improve access and retention in developmental education

Developmental education is an essential part of the community college mission; McCabe and Day (1998) estimated that more than two million students each year would drop out of postsecondary education without participation in one or more developmental education activities. To educate these students effectively, community colleges should implement best practices that have been proven effective via rigorous research and evaluation based on strong theoretical foundations. This chapter discusses the major theoretical perspectives that have shaped the profession in the past and provide the foundation for today’s professional practice. The chapter then presents findings from current research from both student and institutional perspectives evaluating a wide array of developmental education models. The chapter concludes with recommendations for future research