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The premise of research in human physiology is to explore a multifaceted system whilst identifying one or a few outcomes of interest. Therefore, the control of potentially confounding variables requires careful thought regarding the extent of control and complexity of standardisation. One common factor to control prior to testing is diet, as food and fluid provision may deviate from participants' habitual diets, yet a self-report and replication method can be flawed by under-reporting. Researchers may also need to consider standardisation of physical activity, whether it be through familiarisation trials, wash-out periods, or guidance on levels of physical activity to be achieved before trials. In terms of pharmacological agents, the ethical implications of standardisation require researchers to carefully consider how medications, caffeine consumption and oral contraceptive prescriptions may affect the study. For research in females, it should be considered whether standardisation between- or within-participants in regards to menstrual cycle phase is most relevant. The timing of measurements relative to various other daily events is relevant to all physiological research and so it can be important to standardise when measurements are made. This review summarises the areas of standardisation which we hope will be considered useful to anyone involved in human physiology research, including when and how one can apply standardisation to various contexts. [ABSTRACT FROM AUTHOR]

With current observations and future projections of more intense and frequent droughts in the tropics, understanding the impact that extensive dry periods may have on tree and ecosystem-level transpiration and concurrent carbon uptake has become increasingly important. Here, we investigate paired soil and tree water extraction dynamics in an old-growth upland forest in central Amazonia during the 2018 dry season. Tree water use was assessed via radial patterns of sap flow in eight dominant canopy trees, each a different species with a range in diameter, height, and wood density. Paired multi-sensor soil moisture probes used to quantify volumetric water content dynamics and soil water extraction within the upper 100 cm were installed adjacent to six of those trees. To link depth-specific water extraction patterns to root distribution, fine root biomass was assessed through the soil profile to 235 cm. To scale tree water use to the plot level (stand transpiration), basal area was measured for all trees within a 5 m radius around each soil moisture probe. The sensitivity of tree transpiration to reduced precipitation varied by tree, with some increasing and some decreasing in water use during the dry period. Tree-level water use scaled with sapwood area, from 11 to 190 L per day. Stand level water use, based on multiple plots encompassing sap flow and adjacent trees, varied from ∼1.7 to 3.3 mm per day, increasing linearly with plot basal area. Soil water extraction was dependent on root biomass, which was dense at the surface (i.e., 45% in the upper 5 cm) and declined dramatically with depth. As the dry season progressed and the upper soil dried, soil water extraction shifted to deeper levels and model projections suggest that much of the water used during the month-long dry-down could be extracted from the upper 2-3 m. Results indicate variation in rates of soil water extraction across the research area and, temporally, through the soil profile. These results provide key information on whole-tree contributions to transpiration by canopy trees as water availability changes. In addition, information on simultaneous stand level dynamics of soil water extraction that can inform mechanistic models that project tropical forest response to drought.

Bullying and peer victimization are increasingly recognized as a detriment to the well-being of students. While the past two decades have seen the development of several effective approaches to prevention at the elementary and middle school levels, very little research has documented effective strategies for students in high schools. The current study evaluated a simple, student-led intervention called Stand for Courage (SfC), conducted across six high schools in the Mountain West, to determine the relationship between the implementation of SfC and the reduction of self- reported victimization and perpetration. Results of the one year study indicated that following intervention, students in SfC schools were 51.9% less likely to report victimization and 53.8% less likely to report perpetration compared to students in control schools. Additional chi-square analyses also determined that victimization and perpetration differed significantly between treatment groups by location, victim response, and peer response. Implementation fidelity of intervention components remained high across the study, and both adults and students within the study reported the intervention was both effective, efficient, and worth their time and effort. While limitations exist, the results of this study provide powerful evidence for the effectiveness of simple, student led prevention strategies in high schools., Peer victimization, such as bullying, now has over 40 years of research documenting its dramatic and long-lasting effects for individuals of varying genders, races, and ages (Swearer & Hymel, 2015). [...]

Nonstructural carbohydrates (NSCs) are essential for maintenance of plant metabolism and may be sensitive to short- and long-term climatic variation. NSC variation in moist tropical forests has rarely been studied, so regulation of NSCs in these systems is poorly understood. We measured foliar and branch NSC content in 23 tree species at three sites located across a large precipitation gradient in Panama during the 2015-2016 El Niño to examine how short- and long-term climatic variation impact carbohydrate dynamics. There was no significant difference in total NSCs as the drought progressed (leaf P = 0.32, branch P = 0.30) nor across the rainfall gradient (leaf P = 0.91, branch P = 0.96). Foliar soluble sugars decreased while starch increased over the duration of the dry period, suggesting greater partitioning of NSCs to storage than metabolism or transport as drought progressed. There was a large variation across species at all sites, but total foliar NSCs were positively correlated with leaf mass per area, whereas branch sugars were positively related to leaf temperature and negatively correlated with daily photosynthesis and wood density. The NSC homoeostasis across a wide range of conditions suggests that NSCs are an allocation priority in moist tropical forests.

Rainfall frequency and intensity are expected to increase in the Arctic, with potential detrimental impacts on permafrost, leading to enhanced thawing and carbon release to the atmosphere. However, there have been very few studies on the effect of discrete rain events on permafrost in the Arctic and sub-Arctic. Conducting controlled rainfall experiments within permafrost landscapes can provide an improved understanding of the effect of changing intensity, duration, and timing of rain events on permafrost tundra ecosystems. Here, we describe the design and implementation of the Next-Generation Ecosystem Experiment Arctic Rainfall Simulator (NARS), a variable intensity (4-82mm/h) rainfall simulator that can be used to study the effects of rainfall on permafrost stability. The NARS design includes a 3D-printed 4 cm H-flume and uses an eTape resistivity sensor that was calibrated (R2? 0.9-0.96) to measure discharge from the system. NARS is designed to be lightweight, simple to construct, and can be easily deployed in remote locations. As a field validation of updated rainfall simulator design and modernized controls, NARS was tested on the Seward Peninsula, AK. Because of its portability, versatility in deployment, dimensions, and rainfall intensity, NARS represents a methodological innovation for researching the impacts of rainfall on permafrost environments. [ABSTRACT FROM AUTHOR]

This study investigated the influence of student-teacher relationships and attitudes toward bullying on middle school students' bullying behaviors. Gender and grade differences were also examined. Data were collected from 435 middle school students. Results indicated that students' attitudes toward bullying mediated the relationship between student-teacher relationships and physical and verbal/relational bullying. There was a significant group difference on student-teacher relationships and attitudes toward bullying between bully, bully-victim, victim, and bystander groups and students not involved in bullying. In addition, sixth graders reported significantly more positive student-teacher relationships than seventh and eighth graders. Implications for the role of both cognitive and behavioral bullying intervention and prevention efforts are discussed.