Abstract Obstructive sleep apnoea ( OSA ) leading to chronic intermittent hypoxia ( CIH ) is a common comorbidity associated with idiopathic pulmonary fibrosis ( IPF ), a progressive fatal disease characterized by adverse lung remodeling and parenchymal stiffening. In the mouse model of lung fibrosis induced by intra‐tracheal instillation ( ITI ) of bleomycin, we have previously shown that CIH exacerbates fibrosis, similar to pre‐exposure to ITI . It has been suggested that correction of OSA and CIH with positive airway pressure may have a beneficial effect on the progression of fibrosis in IPF patients. Therefore, we designed this study to determine the benefits of stopping CIH in mice pre‐exposed to CIH for 3 weeks prior to bleomycin ITI . Interruption of CIH exposure was associated with less diffuse lung fibrosis, reduced ratio of damaged area, alveolar destruction, collagen deposition, and fibrosis score. Interruption of CIH exposure significantly reduced macrophage density in fibrotic areas without significant changes in either lymphocyte or neutrophil density. In conclusion, this study demonstrates that early treatment of OSA ‐associated CIH can limit or reduce the development of severe forms of pulmonary fibrosis associated with a reduction in macrophage infiltrate and supports the beneficial effect of CIH exposure interruption on ongoing fibrosis severity.
Abstract We utilized non‐invasive methods and novel computational approaches to examine the effects of acutely varying fractional inspired O 2 (FIO 2 ) on convective and diffusive steps of O 2 transport and muscle tissue (de)oxygenation during incremental cycling to exhaustion in 10 Tier 3 and 4 endurance athletes breathing either 0.152, 0.209, or 0.298 FIO 2 . At submaximal work rates (100–275 W) in hypoxia, higher cardiac output compensated for lower arterial O 2 content. At maximal work rate, convective O 2 transport was lower in hypoxia (mean [95%CI]: 5.37 [5.14–5.59] L/min, q < 0.0001) and higher in hyperoxia (6.84 [6.50–7.18] L/min, q = 0.043) compared to normoxia (6.56 [6.16–6.95] L/min), whereas O 2 diffusive conductance did not differ between conditions (94 [82–106], 98 [83–112], 98[87–109] mL/min/mmHg for hypoxia, normoxia and hyperoxia, respectively, p = 0.490). Consequently, maximal O 2 uptake (V̇O 2max ) was lower in hypoxia (4.06 [3.85–4.27] L/min, q < 0.0001) and higher in hyperoxia (5.02 [4.85–5.19] L/min, q = 0.003) compared to normoxia (4.83 [4.63–5.02] L/min). In hypoxia, muscle tissue saturation index was 1%–4%‐units lower compared to normoxia and hyperoxia during submaximal cycling but similar at maximal work rate. In summary, central and peripheral compensatory mechanisms maintained O 2 uptake despite altered FIO 2 at submaximal work rates. At maximal work rate the effects of hypoxia and hyperoxia on V̇O 2max were mediated through convective O 2 transport.
This paper presents a research project, funded by Durham University, investigating the potential of Generative AI (GenAI) for Modern Foreign Languages (MFL) learning, teaching and assessment within the School of Modern Languages and Cultures (MLaC) at Durham University. The study explores how Generative AI can support writing skills and feedback in the MFL context. Through comparative analysis of tasks completed with and without ChatGPT, and feedback by both teachers and ChatGPT, the study investigates the pedagogical implications of emerging technologies in language teaching, with a focus on writing. The project involves 8 language areas, namely: Arabic, Chinese, French, German, Japanese, Italian, Russian, and Spanish, and recruited two participants for each language with a CEFR-level of B1-B2. Participants completed diagnostic surveys, written tasks with reflections, sought feedback from ChatGPT and their teachers and reflected on them, and engaged in semi-structured interviews and focus groups. The project highlights the potential of GenAI for supporting students’ learning and concerns about its implications for academic integrity and the development of linguistic skills, especially for beginner learners. It also emphasizes the need for clear institutional guidelines on the ways in which students can and cannot use GenAI to complete their academic work.