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The effects of superimposed tilt and lower body negative pressure on anterior and posterior cerebral circulations
No full textSteady-state tilt has no effect on cerebrovascular reactivity to increases in the partial pressure of end-tidal carbon dioxide (PETCO2). However, the anterior and posterior cerebral circulations may respond differently to a variety of stimuli that alter central blood volume, including lower body negative pressure (LBNP). Little is known about the superimposed effects of head-up tilt (HUT; decreased central blood volume and intracranial pressure) and headdown tilt (HDT; increased central blood volume and intracranial pressure), and LBNP on cerebral blood flow (CBF) responses. We hypothesized that (a) cerebral blood velocity (CBV; an index of CBF) responses during LBNP would not change with HUT and HDT, and (b) CBV in the anterior cerebral circulation would decrease to a greater extent compared to posterior CBV during LBNP when controlling PETCO2. In 13 male participants, we measured CBV in the anterior (middle cerebral artery, MCAv) and posterior (posterior cerebral artery, PCAv) cerebral circulations using transcranial Doppler ultrasound during LBNP stress (−50 mmHg) in three body positions (45°HUT, supine, 45°HDT). PETCO2 was measured continuously and maintained at constant levels during LBNP through coached breathing. Our main findings were that (a) steady-state tilt had no effect on CBV responses during LBNP in both the MCA (P = 0.077) and PCA (P = 0.583), and (b) despite controlling for PETCO2, both the MCAv and PCAv decreased by the same magnitude during LBNP in HUT (P = 0.348), supine (P = 0.694), and HDT (P = 0.407). Here, we demonstrate that there are no differences in anterior and posterior circulations in response to LBNP in different body positions
Cutaneous Mechanoreceptor Feedback from the Hand and Foot Can Modulate Muscle Sympathetic Nerve Activity
No full textStimulation of high threshold mechanical nociceptors on the skin can modulate efferent sympathetic outflow. Whether low threshold mechanoreceptors from glabrous skin are similarly capable of modulating autonomic outflow is unclear. Therefore, the purpose of this study was to examine the effects of cutaneous afferent feedback from the hand palm and foot sole on efferent muscle sympathetic nerve activity (MSNA). Fifteen healthy young participants (9 male; 25 ± 3 years [range: 22-29]) underwent microneurographic recording of multi-unit MSNA from the right fibular nerve during 2 minutes of baseline and 2 minutes of mechanical vibration (150Hz, 220μm peak-to-peak) applied to the left hand or foot. Each participant completed three trials of both hand and foot stimulation, each separated by 10 minutes. MSNA burst frequency decreased similarly during the two minutes of both hand (20.8 ± 8.9 vs. 19.3 ± 8.6 bursts/minute [ -8%], p=0.035) and foot (21.0 ± 8.3 vs. 19.5 ± 8.3 bursts/minute [ -8%], p=0.048) vibration but did not alter normalized mean burst amplitude or area (All p>0.05). Larger reductions in burst frequency were observed during the first 10 seconds (onset) of both hand (20.8 ± 8.9 vs. 17.0 ± 10.4 [ -25%], p<0.001) and foot (21.0 ± 8.3 vs. 18.3 ± 9.4 [ -16%], p=0.035) vibration, in parallel with decreases in normalized mean burst amplitude (hand: 0.45 ± 0.06 vs. 0.36 ± 0.14% [ -19%], p=0.03; foot: 0.47 ± 0.07 vs. 0.34 ± 0.19% [ -27%], p=0.02) and normalized mean burst area (hand: 0.42 ± 0.05 vs. 0.32 ± 0.12% [ -25%], p=0.003; foot: 0.47 ± 0.05 vs. 0.34 ± 0.16% [ -28%], p=0.01). These results demonstrate that tactile feedback from the hands and feet can influence efferent sympathetic outflow to skeletal muscle
Sexual Assault in Alberta
Get PDFAs well as pinpointing gaps in available literature on adult sexual assault in Alberta, this study is focused on identifying the underlying issues that lead to the discrepancies in the number of police-reported sexual assault crimes and the data retrieved from individuals who access victim support services. It is believed that the crime-funnel effect on sexual assault cases, where many cases do not end up continuing through the justice system in Alberta, is a root factor that results in victims choosing not to report the incident; Victims choose not to report the incident knowing that a large percentage of crimes do not proceed to court, do not result in convictions, or the sentences are not proportionate to the harm of the crime
The Decoding Interview, Live and Unplugged
No full textScholars of teaching and learning around the world and in many disciplines have been using the Decoding the Disciplines process to make explicit the mental operations that students must master to succeed. Teachers, as experts in their disciplines, often hold this knowledge in tacit and implicit ways that are not easily accessible to novices, resulting in "bottlenecks" to learning. A key step towards addressing bottlenecks is a Decoding interview in which teachers uncover and unpack crucial thinking with the help of two interviewers outside their field. The interview can yield important insights for teachers, generate data for SoTL work, and also play an important role in developing the community and trust necessary for collaborative teaching and research projects. To illustrate how an interview unfolds, this plenary will feature a live Decoding interview conducted by experienced Decoders from Mount Royal University, with follow-up commentary and discussion facilitated by Dr. David Pace
Incremental Testing Design on Slide Board for Speed Skaters: Comparison Between Two Different Protocols
No full textThe aim of this study was to investigate the effect of stage duration (Long-stage–LS: 3-min, Short-stage–SS: 1-min) on maximal and submaximal aerobic physiological variables during a simulated skating test performed on a slide board. Ten well-trained male speed skaters performed two maximal incremental tests on slide board until voluntary exhaustion. The second ventilatory threshold (VT2) was determined by the ventilatory equivalent method. All participants reached the criteria for maximal oxygen uptake (VO2max) attainment in both protocols. Maximal cadence (CADmax), VO2 at VT2 and cadence at VT2 (CADVT2) were significantly higher during SS protocol, but maximal heart rate was significantly lower for the SS protocol. VO2max was significantly correlated with CADmax for the SS (r= 0.62) and LS protocol (r= 0.61). Strong correlation were found between CADmax and CADVT2 during the SS (r=0.83) and LS protocol (r=0.76). The results of the present study suggest that either SS or LS slide board incremental protocols can be used to evaluate skaters, since they elicited maximal physiological responses. Additionally, slide board incremental skating tests may be considered as a more specific and practical alternative than laboratory-based tests, especially when a large number of athletes need to be assesse
The Criminalization of HIV/AIDS
Get PDFHow has Canadian law evolved in terms of our understanding of sexual assault and HIV/AIDS? We reviewed Canadian criminal cases that involved those who didn’t disclose their HIV/AIDS status prior to sexual activity. We also examined current and empirically valid medical information regarding transmission rates to illustrate the evolving knowledge of the HIV/AIDS viruses
Preparing Students to Learn Across the Disciplines: Pedagogical Interventions in Community-Service Learning
No full textCommunity-service learning (CSL), which is grounded in John Dewey’s theory of learning through experience (1938), allows students the opportunity to participate in a service experience that is integrated within the curriculum, meets the actual needs of the community, and incorporates critical reflection to connect their academic learning with their experiences. There is now overwhelming evidence that CSL has the ability to influence students’ cognitive and affective learning (Levesque-Bristol, Knapp, and Fisher, 2010; Eyler and Giles, 1999; Warren, 2012).
In 2014, we offered two collaborative courses that included an international travel component and shared the same cohort of students. Each course offered its own CSL experience but these service projects approached CSL from different disciplinary perspectives that challenged students’ definitions of community. Thus, we began a SoTL research project that examined how students understand community-service learning.
We asked students to reflect on their understanding of CSL at the start of the course, after pedagogical interventions, and following their hands-on experiences. Although students did modify their definitions after a hands-on experience, they still did not demonstrate a nuanced understanding of this pedagogy by the end of the course. As such, we became interested in determining how different pedagogical interventions could help students prepare for and understand community-service learning.
In a second iteration of these same courses, we introduced CSL using various pedagogical tools including: readings, structured discussions, and evaluations of real-world scenarios. We similarly asked students to reflect on their understanding of CSL at various points in the course and then compared students’ understanding and preparation for participating in CSL activities to those from students in the prior cohort. To analyze reflections, we conducted qualitative analyses using three types of coding procedures: open coding, axial coding, and selective coding.
Although all students began with the same misconceptions of CSL, students exposed to more varied pedagogical interventions exhibited a more comprehensive understanding of CSL and its value to both their learning and the communities compared to the previous cohort. Overwhelmingly, students reported that working through a real-life case study was the most effective way to improve their understanding of CSL. While a hands-on experience is essential to understanding CSL, we argue that greater preparation in the classroom results in enhanced student learning and further expands the power of this pedagogical tool
Iterations in Education: Improving User Experience and Education Through Co-Authoring a Widely Used Textbook in Anatomy and Physiology
Get PDFThe textbook on which this snapshot is based is Marieb EN, Hoehn K. 2016. Human Anatomy and Physiology. 10th ed. San Francisco (CA): Pearson Education.Creating a textbook involves ensuring that the content, text, and visual diagrams explain concepts well and as accurately as possible. This includes breaking the text into “bite-sized” palatable chunks that give the students the opportunity to pause, reflect on, and apply what they have learned from each section. The visuals are often just as important as the text; realistic, vibrantly-coloured three-dimensional art is integral for student learning in this subject as it helps to teach the concepts through visualization in addition to theory. The figures must teach well not only
on the page, but also when projected on a classroom screen or when viewed on a mobile device. Having a consistent set of symbols, colours, and common visuals helps students transfer the information from text, to screen, to practical use. Moreover, many of the figures become the basis
for animations and additional learning tools that are included online as part of the book’s package
Decision Making and Problems of Evidence for Emerging Educational Technologies
Get PDFAppears as chapter 10 of the book The Best Available Evidence: Decision Making for Educational Improvement.With the ever-expanding range of emerging educational technologies that could be introduced to learning environments, making evidence-informed decisions about whether and how to effectively use e-learning tools for pedagogical purposes is a critical yet challenging task. How can educators, learners, and administrators make informed decisions about the use of particular emerging technologies to achieve desired pedagogical transformation when, due to their relative newness, there is often a perceived lack of available and “up-to-the-minute” research on the latest technological trends that may impede evidence-based educational practice? This is a key problem of evidence for technology use in higher education.
This chapter discusses several exigent problems of evidence for decision making regarding emerging technologies, particularly for higher education, beginning with a brief overview of evidence-based practice (EBP) and twenty-first century learning. We reflect upon strategies that educational practitioners may employ when facing a perceived lack of up-to-date evidence to support their decision-making processes. By discussing strategies for identifying affordances and employing environmental scanning, we describe approaches for mitigating potential research gaps when considering use of emerging technologies within academic learning contexts
Gamifying the Classroom: Pros and Cons
No full textThe term “gamification” is relatively new, but its exact origins are not known. The first recorded use was in the digital media industry in 2008 and it has become popular in the last couple of years (Deterding, Dixon, Khaled, & Nacke, 2011). A search performed in October 2012 on Google Scholar using the term “gamification” turned up over 1,000 publications, and the same search in May 2014 produced over 7,000 publications. 80,000 people were registered in the Coursera Gamification course in Sept/Oct 2012 (Werbach, 2012). The attention that gamification gets from industry, as well as from the public, makes it one of the newer concepts of the use of games in the real world to surface in recent years. This chapter analyzes the potential and limits of gamification for learning and classroom use.
Gamification can be broadly defined as the application of game features and game mechanics in a non-game context, but does not typically include using actual games. In the most commonly promoted approach to gamification (Zichermann & Cunningham, 2011), designers seeking to create a gamification system first identify behaviors that are to be encouraged, and then assign rewards to that behavior. These reward systems can take different forms—points, achievements, and badges are three typical tools for motivation and manipulation.
The concept of using rewards to modify behavior is nothing new to teachers in a classroom setting. Teachers often use point systems for both learning and behavioral goals. If one takes into account the concept that the absence of a punishment is the same as a reward (Kohn, 1999), then teachers have used reward-based systems as the core of classroom management for centuries. The syllabus in the classroom is a gamification layer that is used to motivate students’ involvement in course content.
If we consider the concept of levels in games, then certainly the grades (K-12) and years (freshman, junior, senior, sophomore) of formal education are the very embodiment of “levels.” There are known requirements for completing one level and just like in games, each new level opens up new content and additional options. The idea of earning badges within a game as a means of marking achievement is also not unique to games. Children in elementary school often get stickers for completed work; both the Boy Scouts and the Girl Guides (as well as a great many other organizations) use badges to symbolize various achievements, and of course, medals and badges have been a longstanding tradition in militaries throughout the world. The notion of leaderboards is also not unique to videogames, or games of any sort
for that matter, as they can be found in many businesses as ways to highlight sales records for example, and in schools to commemorate a myriad of achievements academic and otherwise. Even the concept of a letter grade is remarkably similar to a badge, as it indicates achievement in a standardized way that has meaning outside of the learning environment.
Some applications of gamification go beyond merely using rewards such as points, badges and levels to motivate. Meaningful Gamification is the concept of using elements from games to help participants find a personal and meaningful connection within a specific context. Many of the theories behind meaningful gamification are educational theories such as Universal Design for Learning and motivational theories, such as Self-Determination Theory. These theories provide ways to use concepts of play, reflection, and narrative (instead of rewards) to engage learners (Nicholson, 2012a).
Teachers have used game-based elements for the real world application of teaching content for decades. While the term of gamification is new, the underlying concepts for both reward-based and meaningful gamification have been explored in the classroom for some time. In this chapter, we will review different models for gamification in the classroom, explore some of the benefits and hazards to using it, and present some case studies and best practices for instructors to use.
The goal of this chapter is to explore gamification in the classroom from different perspectives and present guidance to instructors looking to use elements of games and play to improve learning motivation