Energy turnover during 24 hours and 6 days of adventure racing

Abstract

Energy turnover was assessed in two conditions of mixed ultra-endurance exercise. In Study 1, energy expenditure and intake were measured in nine males in a laboratory over 24 h. In Study 2, energy expenditure was assessed in six males during an 800-km Adventure race (mean race time 152.5 h). Individual correlations between heart rate and oxygen uptake ([Vdot]O₂) were established during pre-tests when kayaking, cycling, and running. During exercise, energy expenditure was estimated from continuous heart rate recordings. Heart rate and [Vdot]O₂ were measured regularly during fixed cycling work rates to correct energy expenditure for drift in oxygen pulse. Mean energy expenditure was 18,050 ± 2,390 kcal (750 ± 100 kcal · h^?1) and 80,000 ± 18,000 kcal (500 ± 100 kcal · h^?1) in Study 1 and Study 2 respectively, which is higher than previously reported. Energy intake in Study 1 was 8,450 ± 1,160 kcal, resulting in an energy deficit of 9,590 ± 770 kcal. Body mass decreased in Study 1 (?2.3 ± 0.8 kg) but was unchanged in Study 2. Fat mass decreased in Study 2 (?2.3 ± 1.5 kg). In Study 1, muscle glycogen content decreased by only 60%. Adventure racing requires a high energy expenditure, with large inter-individual variation. A large energy deficit is caused by inadequate energy intake, possibly due to suppressed appetite and gastrointestinal problems. The oxygen pulse, comparing start to 12 h of exercise and beyond, increased by 10% and 5% in Study 1 and Study 2 respectively. Hence, estimations of energy expenditure from heart rate recordings should be corrected according to this drift.     

Visualizing diversity: the Oregon Health & Science University Educational Use Photo Diversity Repository

Background:Health science education needs images that represent both the diversity of patients served and the diversity of its students and clinicians. To begin to address this need, a nurse educator and librarian collaborated to launch the Oregon Health & Science University (OHSU) Educational Use Photo Diversity Repository. This online resource provides educators of health professional students with access to photos of pathophysiological conditions in skin of various colors so their students can increase their awareness of issues related to health and diversity and prepare themselves for more effective clinical work with their future patients.Case Presentation:The OHSU Educational Use Photo Diversity Repository became a university-wide project, leveraging the thoughts of an image advisory board, clinicians, faculty members, administrators, and students. Key considerations were given to the workflows used to submit photos as well as the controlled vocabulary for submitting images. The repository was started with photos already in existence, with future plans to have images taken specifically for the repository.Conclusions:This repository is playing an important role as OHSU and the health sciences in general reflect on the role of systemic racism in health care and clinical education. Negotiating issues of consent, patient health information, and privacy around using different technologies to take photos is a complex and ongoing process. The repository provides opportunities for closely examining these processes and creating improvements that result in more equitable education.     

Adopting a toolkit to manage time,resources, and expectations in the systematic review process: a case report

Background:The proliferation of systematic reviews has impacted library operations and activities as librarians support, collaborate, and perform more tasks in the systematic review process. This case report describes a toolkit that librarians with extensive experience in supporting multiple review teams use to manage time, resources, and expectations in the systematic review process.Case Presentation:The toolkit is a compilation of documents that we use to effectively communicate with and help review teams understand and navigate each stage of the systematic review process. Elements included in the toolkit and discussed in this case report are intake forms, communication templates and memoranda, a process flow diagram, library guides on tools for retrieval and data appraisal, and established standards for guidance during the write-up stage. We describe the use of the toolkit for both education and project management, with a focus on its use in helping manage team time, resources, and expectations.Discussion:The systematic review toolkit helps librarians connect systematic review steps and tasks to actionable items. The content facilitates and supports discussion and learning by both librarians and team members. This toolkit helps librarians share important information and resources for each stage of the process.     

Empire Redefined: Part 2

Dutch empires in publishing and territorial colonization are examined and compared during the 19th and 20th centuries for their relevancy to today. As decolonization took hold around the world, the Dutch divested geopolitical control of their colonies. At the same time, science publishing emerged from a precarious financial footing to one of solid revenue, profit, and unrestrained growth. Part 2 continues the story of two Dutch legacies and their impact on our current times.     

‘Am I safe here and do you like me?’ Understanding complex trauma and attachment disruption in the classroom

Elementary and special education teachers and school counsellors currently provide support to children presenting learning disabilities and behavioural problems symptomatic of the more hidden diagnosis of complex trauma resulting from abuse or severe attachment disruption. Specific disorders such as attention deficit/hyperactivity disorder (AD/HD) may be diagnosed in such children, but not the aetiology of complex trauma, resulting in missing information in the development of remedial and behavioural interventions. The evolving field of trauma counselling provides important information to special education teachers and school counsellors who work with children who have experienced trauma. In this review article authors Linda O'Neill of the University of Northern British Columbia (UNBC), Francis Guenette who is a doctoral student at the University of Victoria and Andrew Kitchenham of the University of Northern British Columbia summarise attachment, neurobiological, and complex trauma research that can be used in school settings to understand better the needs of these children. They conclude by suggesting that teachers and school counsellors would benefit from training on the consequences of childhood trauma and attachment disruption to develop interventions that will be effective and to identify what types of behaviours children can control and those they cannot.     

A study of color in dissertations and theses

This study examined the occurrence of color in dissertations and theses produced at the Pennsylvania State University over a nine year period. Since the most common preservation method for dissertations and theses is monochromatic microfilming, traditional treatment may result in a loss of information encoded in color in these resources. Results indicate a significant increase in the use of color over the time period studied. Variations in the amount of color use by discipline were also observed. Implications related to monochromatic microfilming and recommendations for long term preservation are discussed.     

"Ask A Librarian": the experiences of four hospital libraries

The librarians at four hospital libraries describe the electronic reference service, "Ask A Librarian," offered at their institutions. The hospitals are vastly different in size and in number of library staff, and offer the "Ask A Librarian" service to different clientele. The article illustrates that both large hospitals with a large library staff and small hospitals with a solo librarian and some volunteers can offer this type of service.     

Artful Language: Academic Writing for the Art Student

The task of writing about the process of making and contextualising art can be overwhelming for some graduate students. While the challenge may be due in part to limited time and attention to the practice of writing, in a practice‐based arts thesis there is a deeper issue: how the visual and written components are attended to in a manner that neither is subjugated and both are fully realised. Helping students to revision art and writing as similar creative processes that can be structured around a framework designed to address both processes can override the conception that writing and art are polarising forces. This article describes one such framework that was found to be effective from both the perspective of the professor and the student in fleshing out the heart of both artistic processes and finding an integrating structure that moves a thesis to fruition.