Mealtime food intake and behavior of normal weight adult males : effects of phenylalanine and aspartame

Two experiments were conducted to investigate the neurobehavioral effects of phenylalanine (PHE; 0.84, 2.52, 5.04, and 10.08 g) and aspartame (APM; 5.04 and 10.08 g) on energy and macronutrient selection and on subjective feelings of hunger, mood and arousal in normal weight adult males. Neither PHE nor APM altered mean energy intakes or macronutrient selection during lunch which began 60 or 105 min after the amino acids were consumed. During this time, increased (p < .05) visual analog scale scores for emptiness, rumbling, weakness, degree of hunger and urge to eat were found in both experiments, but no treatment effects or interactions were seen for any variable in either experiment. Plasma amino acid levels were measured after capsule administration at 45 min in experiment 1 and at 90 min in experiment 2 and were compared to baseline samples. Plasma PHE levels and ratios to other large neutral amino acids (NAA) rose significantly (p < .05) after all treatments except 0.84 g PHE; plasma tyrosine (TYR) levels increased (p < .05) only when greater than 2.52 g PHE was given. TYR/NAA ratios were higher (p < .05) after 2.52 and 5.04 g PHE, and 10.08 g APM. No relationships were found between food intake and plasma amino acid levels

Designing a Fully Online Social Marketing Course for 21st Century Learners

This paper focuses on the development of a Social Marketing for Public Health course created for health sciences students at the University of Ontario Institute of Technology (UOIT). The course was intended to help students develop the skills required for planning and delivering social marketing campaigns. The development of this course brought together members of the Faculty of Health Sciences and the Teaching and Learning Centre at UOIT with individuals from ChangeMakers, a Canadian social marketing agency. Designing authentic learning experiences, providing students of a range of technical backgrounds opportunities to demonstrate their achievement of the learning outcomes, building in a strong social element to suit the nature of subject area, and scaffolding student learning in a fully asynchronous learning environment were four overarching challenges faced by the development team. This paper addresses those challenges, discusses the theoretical underpinnings and learning theories – including Constructive Alignment and Universal Design for Learning – which guided this process and identifies steps for further developing this course for future offerings