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[Paper Type: Article] AND [Subject Areas: Science Education] (4) | 8 May 2024 |
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- OPEN ACCESSThe cardiovagal baroreflex is an important physiological reflex that is commonly taught in health-related university physiology courses. This reflex is responsible for the rapid maintenance of blood pressure through dynamic changes in heart rate (HR) and vascular resistance. The use of lower-body negative pressure (LBNP) and lower-body positive pressure (LBPP) can manipulate these stretch sensitive baroreceptors. High performance and relatively inexpensive homemade LBNP and LBPP chambers can be easily constructed providing a valuable tool for both research and teaching purposes. There has been previous documentation of how to build a LBNP chamber; however, the information available usually lacks appropriate construction details, and there is currently no literature on how to build a chamber that can accommodate both LBNP and LBPP. In addition, a recently developed novel LBNP/LBPP chamber positioned on a 360° tilt-table provided the unique utility of superimposing both LBNP/LBPP and body position as independent or combined stressors to alter central blood volume. The primary purposes of this manuscript are to (1) provide step-by-step instructions on how to build a tilt-table LBNP/LBPP chamber, and (2) demonstrate the effectiveness of a tilt-table LBNP/LBPP chamber to facilitate undergraduate and graduate learning in the laboratory by effectively demonstrating the cardiovagal baroreflex.
- OPEN ACCESSGovernment imposed lockdown measures in response to the COVID-19 pandemic resulted in widespread laboratory closures. This study aimed to examine the impact of this disruption on graduate students and postdoctoral fellows completing laboratory-based research in Canada. We used an anonymous online survey and semi-structured interviews to document the experiences of graduate students and postdoctoral fellows during laboratory closures and following the transition to working from home. We employed a mixed-method approach using survey and interview data to identify shared experiences, concerns, and supports. The emotions reported by respondents at different points during laboratory closures align with the Kübler-Ross model of grief following change. Respondents describe closure processes as chaotic and confusing, primarily resulting from inconsistent communication. Respondents reported increased indications of distress while working from home. Concerns about how COVID-19 might impact trainees were identified, including decreasing competitiveness of applicants while limiting future employment opportunities. Finally, we outline five types of supports that can be implemented by supervisors and administrators to support graduate students and postdoctoral fellows to return to the laboratory. Overall, we document shared experiences of respondents during the COVID-19 laboratory shutdown and identify areas of improvement in the event widespread laboratory closures occur in the future.
- OPEN ACCESS
- Hilary Sadowsky,
- Nicolas D. Brunet,
- Alex Anaviapik,
- Abraham Kublu,
- Cara Killiktee, and
- Dominique A. Henri
Community leadership in Arctic environmental research is increasingly recognized as one of many pathways to Indigenous self-determination in Nunavut, Canada. While experienced Inuit hunters, trappers, and other recognized environmental knowledge experts are commonly included in research, similar opportunities for Inuit youth to meaningfully engage in environmental research remain limited. Finding ways to increase scientific literacy, particularly among Inuit youth, has been identified as an important step in the continuation of high-quality Arctic environmental research. This paper examines community perspectives on the roles and contributions of Inuit youth in environmental research in Nunavut, barriers that Inuit youth face in becoming meaningfully engaged in field-based environmental research, and strategies for enhancing Inuit youth engagement. Our study was conducted in Pond Inlet, Nunavut, and used interviews, workshops, and observation to gather stories and knowledge from community members about field- and land-based experiential learning pathways. This study found that a complex set of barriers, including a lack of credentials and support systems, among others, may inhibit meaningful Inuit youth engagement in environmental research. Key findings from the study support the view that collaborative land-based research activities can be an effective and meaningful method of enhancing scientific literacy among Inuit youth. - OPEN ACCESSLong-term ecological research (LTER) projects are considered valuable training grounds for graduate student researchers, yet student voices are largely absent from discussions of LTER merits in the literature. We aimed to identify benefits and challenges encountered by current and former graduate students in conducting graduate research within LTER projects. To explore graduate student experiences and perspectives, we conducted a survey comprising both closed-ended questions (i.e., multiple choice and Likert scale) and open-ended questions. From the responses, we identified emergent categories related to positive and negative experiences using sentiment analysis. We found agreement with purported benefits in areas including networking and access to established field sites and protocols. However, participants also identified data accessibility, authorship decisions, communication, and interpersonal conflicts as significant sources of challenges. We synthesized survey results with existing literature to provide actionable recommendations for principal investigators in four main areas (data, authorship, communication, and management) through an LTER lens. In addition to providing longitudinal data, LTER projects offer graduate students both physical and methodological infrastructure that can serve as the scaffold for new research questions to be developed. However, the likelihood of success of student research, as well as the success of the students themselves, can be improved when the needs of graduate students are prioritized.