Effect of medium-chain TAG and exercise on satiety, energy intake and energy balance

The present study examined whether the combination of medium-chain triglycerides (MCT) along with exercise suppress energy intake to a greater extent than either intervention alone. Twelve participants consumed a porridge breakfast containing 165 kcal 692.9 kJ of either vegetable or MCT oil on two separate occasions; one followed by rest for 240 min, one followed by rest broken up with 1h of cycling at 65% VO2peak starting at 120 min. At 240 min, participants consumed a buffet lunch to satiation, and recorded their food intake for the rest of the day. Expired air samples (for calculation of energy expenditure (EE)) and subjective ratings of appetite on visual analogue scales were taken every 30 min, and gastric emptying (GE) breath samples were taken every 15 min. There was no effect of either breakfast or exercise condition on energy intake at any time point (P>0.05) or any effect on subjective appetite ratings (P>0.05). Exercise trials resulted in significantly higher EE than resting trials (2960.6 kJ, 95% CI [2528.9, 3392.2]; P<0.001), and MCT increased resting EE over 4h compared to long-chain triglycerides (LCT) (124.8 kJ, 95% CI [13.5, 236.0]; P=0.031). GE was accelerated by exercise, regardless of breakfast, but delayed by MCT in both resting and exercise trials. The results show that exercise causes energy deficits via increased EE without promoting dietary compensation. MCT has no effect on energy intake or satiety, but increases EE under resting conditions. There is no additive effect of MCT and exercise on EE, intake, or appetite ratings

Testing nonperturbative techniques in the scalar sector of the standard model

We discuss the current picture of the standard model's scalar sector at strong coupling. We compare the pattern observed in the scalar sector in perturbation theory up to two-loop with the nonperturbative solution obtained by a next-to-leading order 1/N expansion. In particular, we analyze two resonant Higgs scattering processes, ff -> H -> f'f' and ff -> H -> ZZ, WW. We describe the ingredients of the nonperturbative calculation, such as the tachyonic regularization, the higher order 1/N intermediate renormalization, and the numerical methods for evaluating the graphs. We discuss briefly the perspectives and usefulness of extending these nonperturbative methods to other theories

Reproducibility of dynamically represented acoustic lung images from healthy individuals

Background and aim: Acoustic lung imaging offers a unique method for visualising the lung. This study was designed to demonstrate reproducibility of acoustic lung images recorded from healthy individuals at different time points and to assess intra- and inter-rater agreement in the assessment of dynamically represented acoustic lung images. Methods: Recordings from 29 healthy volunteers were made on three separate occasions using vibration response imaging. Reproducibility was measured using quantitative, computerised assessment of vibration energy. Dynamically represented acoustic lung images were scored by six blinded raters. Results: Quantitative measurement of acoustic recordings was highly reproducible with an intraclass correlation score of 0.86 (very good agreement). Intraclass correlations for inter-rater agreement and reproducibility were 0.61 (good agreement) and 0.86 (very good agreement), respectively. There was no significant difference found between the six raters at any time point. Raters ranged from 88% to 95% in their ability to identically evaluate the different features of the same image presented to them blinded on two separate occasions. Conclusion: Acoustic lung imaging is reproducible in healthy individuals. Graphic representation of lung images can be interpreted with a high degree of accuracy by the same and by different reviewers

Including pupils with special educational needs and/or disabilities in mainstream secondary physical education: A revisit study

Our research used an innovative methodological approach by revisiting an original study conducted 15 years previously (Morley et al., 2005). A purposive sample of 31 secondary school teachers in the UK were interviewed to explore their perceptions of including pupils with special educational needs and/or disabilities (SEND) in mainstream secondary physical education (PE). All interviews were transcribed verbatim and texts analysed thematically. Findings suggest that, despite significant policy developments, little has changed in teachers’ perceptions of their ability to include pupils with SEND in PE and there remain significant challenges to them achieving this. Some exceptions were documented, most notably an increased and positively received focus on inclusion within PE initial teacher education. The article concludes with recommendations for future practice, particularly in terms of teacher education and professional development, as well as the need for effective dissemination of research findings to key stakeholders

“It’s just been learning on the job”: becoming and developing as a ParaHockey coach

Although the body of literature around disability sport has grown in interest over the last decade, there remains a lack of research focusing on contexts where athletes have intellectual impairments. Not only this, but despite recommendations made several decades ago to improve coach education for disability sport, there remains very few opportunities available. Therefore, this study foregrounds the experiences and opinions of ParaHockey coaches in becoming and learning to coach in this context. Data were collected via semi-structured interviews with 8 coaches and 2 staff from the International Hockey Federation (FIH). The essence of constructivist grounded theory was employed to analyse these data, from which two categories were constructed; 1) Becoming a ParaHockey Coach and 2) Developing as a ParaHockey Coach, which are discussed in light of Models of disability. The study concludes by advocating for integration of disability within FIH coach education provision and the value in utilising the social-relational model of disability to make sense of coaches’ experiences

Chemotherapy for advanced breast cancer: what influences oncologists' decision-making?

Chemotherapy is widely used in the management of patients with advanced breast cancer. However, a considerable proportion of patients experience toxic side effects without gaining benefit. This study aimed to elicit oncologists' views of the goals of chemotherapy for patients with advanced breast cancer and to elicit which factors are important in decisions to recommend chemotherapy to such patients. 30 oncologists underwent a semi-structured interview to examine their views of 5 goals of chemotherapy and of various disease, treatment and patient-related factors that might influence decisions to offer treatment. The clinicians also made decisions regarding treatment in relation to a hypothetical patient scenario under varying clinical conditions. Relief of symptoms and improvement of activity were rated as the most valuable and achievable goals of treatment. The patient's performance status, frailty and their wishes regarding treatment were the most important patient-related factors in determining decision-making. The most important disease/treatment-related factors were pace of the disease, previous poor response to chemotherapy, co-existing symptoms and concurrent medical conditions. The hypothetical scenario revealed that co-existing medical conditions, adverse previous response, increased age and depression would decrease the likelihood of recommending chemotherapy, whereas key symptoms (e.g. breathlessness) and the patient's goals would increase the likelihood. The findings suggest that British oncologists primarily aim to improve patients' physical function, although subjective factors, such as a patient's desire for anti-cancer treatment and their future goals, also influence decisions to offer treatment. © 2001 Cancer Research Campaign http://www.bjcancer.co

Twenty Thousand-Year-Old Huts at a Hunter-Gatherer Settlement in Eastern Jordan

Ten thousand years before Neolithic farmers settled in permanent villages, hunter-gatherer groups of the Epipalaeolithic period (c. 22–11,600 cal BP) inhabited much of southwest Asia. The latest Epipalaeolithic phase (Natufian) is well-known for the appearance of stone-built houses, complex site organization, a sedentary lifestyle and social complexity—precursors for a Neolithic way of life. In contrast, pre-Natufian sites are much less well known and generally considered as campsites for small groups of seasonally-mobile hunter-gatherers. Work at the Early and Middle Epipalaeolithic aggregation site of Kharaneh IV in eastern Jordan highlights that some of these earlier sites were large aggregation base camps not unlike those of the Natufian and contributes to ongoing debates on their duration of occupation. Here we discuss the excavation of two 20,000-year-old hut structures at Kharaneh IV that pre-date the renowned stone houses of the Natufian. Exceptionally dense and extensive occupational deposits exhibit repeated habitation over prolonged periods, and contain structural remains associated with exotic and potentially symbolic caches of objects (shell, red ochre, and burnt horn cores) that indicate substantial settlement of the site pre-dating the Natufian and outside of the Natufian homeland as currently understood

Assessing the learning of pupils with special educational needs and disabilities in mainstream school physical education

In the UK, one consequence of neoliberalism has been the development of test cultures in schools and standardised assessment strategies used to judge all pupils against within and across curriculum subjects. Few studies to date have explored the influence of this on assessing the learning of pupils with special educational needs and disabilities (SEND), and none have centred physical education (PE). This study used the concept of ableism and semi-structured interviews to explore mainstream secondary school PE teachers’ views and experiences of assessing the learning of pupils with SEND. Based on the findings, we discuss the importance of schools disrupting hegemonic, ableist modes of thinking that cast pupils with SEND as being of inferior ability when compared with their peers and thus being disadvantaged by standardised, normative assessment practices. Specifically, we identify a need for senior leaders and teachers in schools to recognise the needs and capabilities of pupils with SEND, through more holistic assessment approaches that focus on social, affective, cognitive and physical learning and development. We end by discussing the significance of initial teacher education and teacher networks to support this endeavour and advocating for the amplification of the voices of pupils with SEND, given that they have expert knowledge about the perceived inclusivity of assessment in PE because they can draw upon their lived and embodied experiences