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The heat-related health burden is expected to persist and worsen in the coming years due to an aging global population and climate change. Defining the breadth and depth of our understanding of age-related changes in thermoregulation can identify underlying causes and strategies to protect vulnerable individuals from heat. We conducted the first systematic quantitative literature review to provide context to the historical experimental research of healthy older adults – compared to younger adults or unhealthy age matched cases – during exogenous heat strain, focusing on factors that influence thermoregulatory function (e.g. co-morbidities). We identified 4,455 articles, with 147 meeting eligibility criteria. Most studies were conducted in the US (39%), Canada (29%), or Japan (12%), with 71% of the 3,411 participants being male. About 71% of the studies compared younger and older adults, while 34% compared two groups of older adults with and without factors influencing thermoregulation. Key factors included age combined with another factor (23%), underlying biological mechanisms (18%), age independently (15%), influencing health conditions (15%), adaptation potential (12%), environmental conditions (9%), and therapeutic/pharmacological interventions (7%). Our results suggest that controlled experimental research should focus on the age-related changes in thermoregulation in the very old, females, those with overlooked chronic heat-sensitive health conditions (e.g. pulmonary, renal, mental disorders), the impact of multimorbidity, prolonged and cumulative effects of extreme heat, evidence-based policy of control measures (e.g. personal cooling strategies), pharmaceutical interactions, and interventions stimulating protective physiological adaptation. These controlled studies will inform the directions and use of limited resources in ecologically valid fieldwork studies. [ABSTRACT FROM AUTHOR]

Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist educators bring their own politics and pedagogies to experiential learning and study abroad education contexts; we understand this as valuable because "experience" broadly is complex. Memory is crucial to feminist educators because it indicates the development of care, ethics, pedagogy, politics, and priorities, and so, we ask: what pedagogical insights can be gained through revisiting our enmeshed personal/professional memories of cocurricular designing and coteaching an experiential learning series for study abroad students? Methodology: We use self-study and memory work to analyze memory objects (curriculum materials) and narratives (of teaching) to explore this pedagogical work and highlight generative tensions that emerged while employing a critical feminist approach to work not initially conceptualized with this framing. Findings: We uncovered three key tensions: personal, community, and racial that troubled emergent issues related to difference, discourse, and positionality. Implications: This project offers pedagogical insights into how oppression and inequality may enter experiential learning and study abroad spaces.