Metabolism of 3H- and 14C-labeled glutamate, proline, and alanine in normal and adrenalectomized rats using different sites of tracer administration and sampling

Alanine, glutamate and proline labeled with 14C and 3H were infused into fasted normal and adrenalectomized rats. Alanine was administered by the A-V mode (arterial administration-venous sampling), and glutamate and proline by both the A-V and V-A (venous administration-arterial sampling) modes. The kinetics of 14C alanine and 14C glutamate differed markedly from those of the tritium-labeled compounds, but there was little difference in the kinetics of 3H and 14C proline. The replacement rate calculated from the A-V mode for glutamate was about half that obtained in the V-A mode, but there was little difference with proline. The masses of the amino acids (total content of amino acids in the body) were calculated from the washout curves of the tritium-labeled compounds after the infusion of tracer was terminated. The masses for the normal rats were 407 mumol/kg for alanine, 578 mumol/kg for glutamate and 296 mumol/kg for proline. The so-called distribution spaces calculated conventionally from total masses and the amino acid concentrations in plasma are much greater than the volume of the body, reflecting the fact that amino acid concentrations in tissues greatly exceed those in plasma. Adrenalectomy markedly affected the kinetics of the three amino acids, and their replacement rates were greatly reduced. The proline and glutamate masses were reduced by at least one half, while that of alanine was unchanged. Adrenalectomy markedly reduced the conversion of proline to glutamate. The hydrocortisone regimen used in this study restored the metabolism of alanine and glutamate to normal, but had no effect on that of proline.     

Incorporating a behavioral model in health education

Understanding the concept of behavior formation is vital in facilitating health education effectively in any setting. Traditionally, the health education process was predicated on the cognitive domain. Consequently, other behavioral influences such as attitudes and intentions were not respectively addressed. Several multidimensional behavior models have been used by health educators to favorably influence human behavior. One specific model, based on one's knowledge (beliefs), attitudes, and intentions is particularly suited for educational settings. This model can be used to assess the validity of individual beliefs, nature of attitude, specificity of intentions and associated personal health behaviors. This assessment can serve as a major motivating factor to encourage persons to identify the quality of their current lifestyle and assume personal responsibility for their welfare.