Maximal exercise in normoxia results in oxidative stress due to an increase in free radical production. However, the effect of a single bout of moderate aerobic exercise performed in either relative or absolute normobaric hypoxia on free radical production and lipid peroxidation remains unknown. To examine this, we randomly matched {according to their normobaric normoxic VO2peak [peak VO2 (oxygen uptake)]} and assigned 30 male subjects to a normoxia (n = 10), a hypoxia relative (n = 10) or a hypoxia absolute (n = 10) group. Each group was required to exercise on a cycle ergometer at 55% of VO2peak for 2 h double-blinded to either a normoxic or hypoxic condition [FiO2 (inspired fraction of O2) = 0.21 and 0.16 respectively]. ESR (electron spin resonance) spectroscopy in conjunction with ex vivo spin trapping was utilized for the direct detection of free radical species. The main findings show that moderate intensity exercise increased plasma-volume-corrected free radical and lipid hydroperoxide concentration (pooled rest compared with exercise data, P < 0.05); however, there were no selective differences between groups (statexgroup interaction, P > 0.05). The delta change in free radical concentration was moderately correlated with systemic VO2 (r2 = 0.48, P < 0.05). The hyperfine coupling constants recorded from the ESR spectra [aN = 13.8 Gauss, and a(H)beta = 1.9 Gauss; where 1 Gauss = 10(-4) T (telsa)] are suggestive of oxygen-centred free radical species formed via the decomposition of lipid hydroperoxides. Peripheral leucocyte and neutrophil cells and total CK (creatine kinase) activity all increased following sustained exercise (pooled rest compared with exercise data, P < 0.05), but no selective differences were observed between groups (state x group interaction, P > 0.05). We conclude that a single bout of moderate aerobic exercise increases secondary free radical species. There is also evidence of exercise-induced muscle damage, possibly caused by the increase in free radical generation.

Despite recent efforts to improve college-level students’ academic writing, the ways this skill develops continues to be vastly unexplored. Students do not meet the current literacy demands posed by higher education. These demands become more strenuous when students have to write in English, a language they do not master. The current study reports on the implementation of a systematized assistance model for writing in English as a Foreign Language in a Colombian public university’s bilingual teacher education program. Weekly tutoring sessions were provided to 16 students from an academic writing course in one semester. Common error patterns in their writing samples were identified and categorized with an analytical rubric and students’ reactions to the systematized assistance model were collected through a questionnaire. Results revealed that students benefited significantly from tutor support and professor’s feedback especially in terms of metalinguistic awareness, knowledge of the Process Approach to writing and accuracy in language convention use.

The demands of the academic field and the constraints students have while learning how to write appropriately call for better approaches to teach academic writing. This research study examines the effect of a multifaceted academic writing module on pre-service teachers' composition skills in an English teacher preparation program at a medium sized public university in Colombia. Four written samples from sixteen students were analyzed throughout the two academic periods of 2016. Analytical rubrics measured six writing features quantitatively. Results showed that this multifaceted academic writing module significantly improved pre-service teachers' competences such as discourse, syntax, vocabulary, mechanics and language conventions.Key Words: Academic writing, peer review, tutoring, writing lab, systemized feedback, TOEFL practice, Process Approach ResumenLos requerimientos del área académica y las limitaciones de los estudiantes al aprender a escribir exigen mejores estrategias para la enseñanza de la escritura académica. Esta investigación examina el efecto de un módulo multifacético de 1

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