Nitrate-Containing Beetroot Juice Reduces Oxygen Consumption During Submaximal Exercise in Low but Not High Aerobically Fit Male Runners

( Colin R. Carriker ),( Roger A. Vaughan ),( Trisha A. Vandusseldorp ),( Kelly E. Johnson ),( Nicholas M. Beltz ),( James J. Mccormick ),( Nathan H. Cole ),( Ann L. Gibson ) 한국운동영양학회 2016 Physical Activity and Nutrition (Phys Act Nutr) Vol.20 No.4

[Purpose] To examine the effect of a 4-day NO₃- loading protocol on the submaximal oxygen cost of both low fit and high fit participants at five different exercise intensities. [Methods] Eleven (6 high fit, VO_2max 60.1 ± 4.6ml/kg/min; 5 low fit, VO_2max 42.4 ± 3.2ml/ kg/min) participants were initially assigned to a placebo (PL; negligible NO₃-) or inorganic nitrate-rich (NR; 6.2 mmol nitrate/day) group using a double-blind, placebo-controlled, crossover design. Participants completed three trials (T1, T2 and T3). T1 included a maximal aerobic capacity (VO_2max) treadmill test. A 6-day washout, minimizing nitrate consumption, preceded T2. Each of the four days prior to T2 and T3, participants consumed either PL or NR with the final dose 2.5 hours prior to exercise. A 14-day washout followed T2. T2 and T3 consisted of 5-minute submaximal treadmill bouts (45, 60, 70, 80 and 85% VO_2max) determined during T1. [Results] Low fit nitrate-supplemented participants consumed less oxygen (p<0.05) at lower workloads (45% and 60% VO_2max) compared to placebo trials; changes were not observed in high fit participants. The two lowest intensity workloads of 45 and 60% VO_2max revealed the greatest correlation (r=0.54, p=0.09 and r=0.79, p<0.05; respectively) between VO_2max and change in oxygen consumption. No differences were found between conditions for heart rate, respiratory exchange ratio or rating of perceived exertion for either fitness group. [Conclusion] Nitrate consumption promotes reduced oxygen consumption at lower exercise intensities in low fit, but not high fit males. Lesser fit individuals may receive greater benefit than higher fit participants exercising at intensities <60% VO_2max.

Associations of physical activity with gut microbiota in pre-adolescent children

( Sara Santarossa ),( Alexandra R. Sitarik ),( Christine Cole Johnson ),( Jia Li ),( Susan V. Lynch ),( Dennis R. Ownby ),( Alex Ramirez ),( Germaine Lm. Yong ),( Andrea E. Cassidy-bushrow ) 한국운동영양학회 2021 Physical Activity and Nutrition (Phys Act Nutr) Vol.25 No.4

[Purpose] To determine whether physical activity (PA), primarily the recommended 60 minutes of moderate-to-vigorous PA, is associated with gut bacterial microbiota in 10-year-old children. [Methods] The Block Physical Activity Screener, which provides minutes/day PA variables, was used to determine whether the child met the PA recommendations. 16S rRNA sequencing was performed on stool samples from the children to profile the composition of their gut bacterial microbiota. Differences in alpha diversity metrics (richness, Pielou’s evenness, and Faith’s phylogenetic diversity) by PA were determined using linear regression, whereas beta diversity (unweighted and weighted UniFrac) relationships were assessed using PERMANOVA. Taxon relative abundance differentials were determined using DESeq2. [Results] The analytic sample included 321 children with both PA and 16S rRNA sequencing data (mean age [SD] =10.2 [0.8] years; 54.2% male; 62.9% African American), where 189 (58.9%) met the PA recommendations. After adjusting for covariates, meeting the PA recommendations as well as minutes/ day PA variables were not significantly associated with gut richness, evenness, or diversity (p ≥ 0.19). However, meeting the PA recommendations (weighted UniFrac R² = 0.014, p = 0.001) was significantly associated with distinct gut bacterial composition. These compositional differences were partly characterized by increased abundance of Megamonas and Anaerovorax as well as specific Christensenellaceae_R-7_group taxa in children with higher PA. [Conclusion] Children who met the recommendations of PA had altered gut microbiota compositions. Whether this translates to a reduced risk of obesity or associated metabolic diseases is still unclear.

Predictors of Re-participation in Faecal Occult Blood Test-Based Screening for Colorectal Cancer

Cole, Stephen R.,Gregory, Tess,Whibley, Alex,Ward, Paul,Turnbull, Deborah,Wilson, Carlene,Flight, Ingrid,Esterman, Adrian,Young, Graeme P. Asian Pacific Journal of Cancer Prevention 2012 Asian Pacific journal of cancer prevention Vol.13 No.12

Background: There is little information on longitudinal patterns of participation in faecal occult blood test (FOBT) based colorectal cancer (CRC) screening or on demographic or behavioural factors associated with participation in re-screening. The lack of an agreed system for describing participatory behaviour over multiple rounds also hampers our ability to report, understand and make use of observed associations. Our aims were to develop a system for describing patterns of participatory behaviour in FOBT-based CRC screening programs and to identify factors associated with particular behavioural patterns. Methods: A descriptive framework was developed and applied to a data extract of screening invitation outcomes over two rounds of the NBCSP. The proportion of invitees in each behaviour category was determined and associations between behaviour patterns and demographic and program factors were identified using multivariate analyses. Results: We considered Re-Participants, Dropouts, Late Entrants and Never Participants to be the most appropriate labels for the four possible observed participatory categories after two invitation rounds. The screening participation rate of the South Australian cohort of the NBCSP remained stable over two rounds at 51%, with second round Dropouts (10.3%) being balanced by Late Entrants (10.5%). Non-Participants comprised 38.7% of invitees. Relative to Re-Participants, Dropouts were older, more likely to be female, of lower SES, had changed their place of residence between offers had a positive test result in the first round. Late Entrants tended to be in the youngest age band. Conclusions: Specific demographic characteristics are associated with behavioural sub-groups defined by responses to 2 offers of CRC screening. Targeted group-specific strategies could reduce dropout behaviour or encourage those who declined the first invitation to participate in the second round. It will be important to keep first round participants engaged in order to maximise the benefit of a CRC screening program.

Fukushima : The Geo-trauma of a Futural Wave

David R. COLE,Rick DOLPHIJN,Joff P. N. BRADLEY 이화여자대학교 이화인문과학원 2016 탈경계인문학 Vol.9 No.3

The enduring effects of the March 2011 tsunami and nuclear meltdown at the Fukushima Dai-ichi Nuclear Power Station in Japan are explored in this paper through the notions of “geo-trauma” in the authors’ work and geophilosophy in Deleuze and Guattari’s philosophy. At the fulcrum of the 2011 global disaster was the nuclear meltdown and the emittance of radioactive material such as Caesium-137 and Strontium-90. This event mattered and matters, dispersing and deterritorializing organic, non-organic, and anorganic life in all of its articulations. In the wake of the singularity of Fukushima and the Anthropocene epoch more generally, it is timely to ruminate upon in what way this event as a futural wave makes “us” as the present generation both responsible for and part of the ongoing Fukushima meltdown. The questions that Fukushima provokes are not about the specific clean-up operation and environmental impacts around the plant, but more about how we can understand Fukushima as an event in nuclear history, or a singularity of “geo-trauma.” The folly of Fukushima and its aftermath, points to something fundamental about the Anthropocene, in the sense that the interconnected patterning that one may derive from the site of the disaster, gives new life to understanding the darker/non-human sides of ecology, the media, the unconscious, contamination, and space. The posthumanism of Deleuze and Guattari combined with the extinctional impetus of the Anthropocene will drive this analysis forward in terms of uncovering new forms of understanding about the Earth, World, territory, land, and Nature.

From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival

Bradley, Joff P. N.,Cabell, Charles,Cole, David R.,Kennedy, David H.,Poje, Joseph 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2

This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-to-intermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.

From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival

Bradley. Joff P. N. . Cabell. Charles,Cole. David R. . Kennedy,David H. . Poje. Joseph 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.2

This text below transcribes a hypothetical and ’pataphysical dialogue by a group of interlocutors inquiring into the “what and how” of multimodal, Content and Language Integrated Learning (CLIL) methodology. It builds on a unique research paradigm concerned with combining CLIL and multiliteracies theory in the Japanese tertiary education context (Bradley, 2015; Bradley & Cole, 2016; Bradley, Hunt, & Cole, 2017). Synthesizing research on CLIL methodology and multiliteracies theory, the paper simultaneously manifests and explores a dialogic “thinking model” for examining complex philosophical and ethical issues with students at beginning or intermediate English levels. Faced with the Japanese government demand to offer more content courses or content-based-instruction (CBI) solely in English, we explore the potential of a CLIL-inspired multiliteracies approach, analyzing numerous examples taken from actual classroom experiences that illustrate how such an approach can overcome the lack of critical thinking and critical media literacy among students. This paper contributes to research on CLIL (Coyle, 2008; Koike, 2016) by demonstrating the applicability of a thinking model for teachers working with low-tointermediate English. It is presented in a dialogic, ’pataphysical format as a way to question the “point of view” of academic research and indeed to transform the practice of academic writing itself.

CLIL-Multiliteracies-Multiple Literacies Theory: On the Passage From Active Viewing to Active Filmmaking

Bradley, Joff P. N.,Hunt, James R.,Cole, David R. 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.2

In dialogic and speculative fashion, the paper challenges some of the formulaic tendencies to using film in the language classroom. It undertakes this task by, on the one hand, questioning some of the theoretical approaches applied to the use of film in language classes, and, on the other, demonstrating the paucity of practical evidence for the efficacy of content-driven language learning. To counter this trend, a practico-theoretical and experimental method is proffered which has proved efficacious in the teaching of critical thought through film in the foreign language classroom. The transcript below was delivered by Bradley and Hunt during an hour-long research presentation at The Japan Association for Language Teaching (JALT) international conference in 2016 in Nagoya, Japan. It was later transcribed and edited by Bradley and then used as a basis for lengthy dialogues and discussions with Bradley, Hunt and Cole using email, telephone, face-to-face discussion and Skype from October to December 2016. The paper endeavors to explain how to use “movie maps” effectively in the classroom as a means to scaffold Content and Language Integrated Learning (CLIL) classes and to move from “active viewing” to what we designate as “active filmmaking”.

CLIL-Multiliteracies-Multiple Literacies Theory:

Bradley,Joff P. N. Hunt,James R. Cole,David R. 영상영어교육학회 2017 영상영어교육 (STEM journal) Vol.18 No.2

In dialogic and speculative fashion, the paper challenges some of the formulaic tendencies to using film in the language classroom. It undertakes this task by, on the one hand, questioning some of the theoretical approaches applied to the use of film in language classes, and, on the other, demonstrating the paucity of practical evidence for the efficacy of content-driven language learning. To counter this trend, a practicotheoretical and experimental method is proffered which has proved efficacious in the teaching of critical thought through film in the foreign language classroom. The transcript below was delivered by Bradley and Hunt during an hour-long research presentation at The Japan Association for Language Teaching (JALT) international conference in 2016 in Nagoya, Japan. It was later transcribed and edited by Bradley and then used as a basis for lengthy dialogues and discussions with Bradley, Hunt and Cole using email, telephone, face-to-face discussion and Skype from October to December 2016. The paper endeavors to explain how to use “movie maps” effectively in the classroom as a means to scaffold Content and Language Integrated Learning(CLIL) classes and to move from “active viewing” to what we designate as “active filmmaking”.

Specific estrogen sulfotransferase (SULT1E1) substrates and molecular imaging probe candidates

Cole, G.B.,Keum, G.,Liu, J.,Small, G.W.,Satyamurthy, N.,Kepe, V.,Barrio, J.R. National Academy of Sciences 2010 PROCEEDINGS OF THE NATIONAL ACADEMY OF SCIENCES OF Vol.107 No.14

The Direction of Assessment Technology on Environmental Performance for the Sustainable Building: SB10 SEOUL Symposium Panel Discussion

Cho, Y.,Cole, R.,Ikaga, T.,Larsson, N.,Moro, A.,Rovers, R.,Shin, S. Sustainable Building Research Center 2010 International journal of sustainable building tech Vol.1 No.1

The purpose of the discussion is to enhance the understanding of importance of sustainable development in the industry and to expand the international relation on the technology of sustainable architecture. The theme of SB10 SEOUL conference, "Sustainable Building Assessment Technology and Strategies for Higher Education" is selected to expand the knowledge of the current condition and the direction of future in sustainable building assessment technology.