bluuebunny/crossref_metadata_2025_split huggingface dataset:
Role of NHE3 in renal calcium handling
Authors: Poulsen Søren Brandt , Rieg Jessica Dominguez , Rieg Timo , Fenton Robert A. 
Published: June 2021

In the renal proximal tubule (PT) and the intestine, passive paracellular Ca2+ reabsorption has been linked to active Na+ reabsorption via the Na+‐H+ exchanger type 3 (NHE3). Whole body NHE3 knockout mice show reduced intestinal Ca2+ absorption and significantly higher urinary Ca2+ excretion. To isolate the kidney‐specific role of NHE3 in this process, we examined Ca2+ handling in our recently generated kidney tubule‐specific NHE3 knockout mice [NHE3loxloxPax8Cre; Am J Physiol Renal Physiol. 2015;308(12):F1409‐20]. Twenty‐four‐hour metabolic cage experiments did not show significant differences in urinary Ca2+ excretion between genotypes on standard diet (control: 10.5 ± 1.4 μmol; NHE3loxloxPax8Cre: 11.3 ± 1.7 μmol, NS) in conjunction with normal plasma Ca2+ concentrations (control: 1.27 mM ± 0.01 mM; NHE3loxloxPax8Cre: 1.28 ± 0.01 μmol, NS). A high (4%) NaCl diet increased urinary Ca2+ excretion to a similar degree in both genotypes (control: 29.8 ± 6.3; NHE3loxloxPax8Cre: 28.9± 5.5, NS). Analysis of whole kidney samples for proteins involved in renal Ca2+ handling by RT‐qPCR indicated increased expression of transient receptor potential cation channel subfamily V member 5, TRPV5, and Na+‐Cl− cotransporter, NCC (1.34‐fold and 1.44‐fold, respectively, P < 0.05) in NHE3loxloxPax8Cre vs control mice. Similar changes were detected by immunoblotting (TRPV5: 1.57‐fold; NCC: 1.27‐fold; P < 0.05). Our results indicate intact Ca2+ homeostasis in kidney‐specific NHE3 knockout mice. We speculate that compensatory mechanisms exist; however, our results also suggest that PT Ca2+ reabsorption for long‐term Ca2+ homeostasis plays a less important role than previously assumed.Support or Funding InformationFunding to R.A.F. is provided by the Novo Nordisk Foundation, the Lundbeck Foundation and Danish Medical Research Council. T.R. is supported by NIDDK 1R01DK110621.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Diaphragm Muscle Function Following Mid‐Cervical Contusion Injury in Rats
Authors: Khurram Obaid Ul Haq , Fogarty Matthew Joseph , Rana Sabhya , Vang Pangdra , Sieck Gary Charles , Mantilla Carlos Bernardo 
Published: June 2021

Mid‐cervical spinal cord contusion injury results in tissue damage, disruption of spinal pathways, and motoneuron loss. Phrenic motoneurons located in C3–5 segments of the cervical spinal cord innervate the diaphragm muscle (DIAm), and unilateral C4 contusion results in loss of 40–50% of motoneurons ipsilateral to the injury (~25% of the total motoneuron pool). Over time after unilateral C4 spinal cord contusion injury, DIAm electromyography (EMG) increases both contralateral and ipsilateral to the side of injury, suggesting compensation due to an increased activation of the surviving motoneurons. However, whether C4 contusion impairs the ability of the DIAm to accomplish higher force motor behaviors is unknown. Transdiaphragmatic pressure (Pdi) was measured across motor behaviors over time after unilateral C4 contusion injury. Maximum Pdi (Pdimax) was elicited by bilateral phrenic nerve stimulation at 7 days post‐injury. We hypothesized that Pdimax is reduced following C4 mid‐cervical contusion injury, which will constrain the Pdi generated during different motor behaviors. Since ventilatory behaviors of the DIAm require <50% Pdimax, we further hypothesized that Pdi generated during ventilatory behaviors of the DIAm is not impaired after unilateral C4 mid‐cervical spinal cord contusion injury. In support of our hypothesis, we observed that Pdimax was reduced by ~25% after C4 mid‐cervical spinal cord contusion injury compared to a laminectomy control group. This decrease in Pdimax is consistent with the extent of phrenic motoneuron loss following contusion injury. We also found that during both eupnea (quiet breathing) and breathing stimulated by 10% O2 (hypoxia) and 5% CO2 (hypercapnia), Pdi generation was unimpaired by C4 mid‐cervical spinal cord contusion injury, again consistent with the lower force requirement of these ventilatory motor behaviors. Prior to injury, Pdi generated during airway occlusion was ~40% of Pdimax. One day following contusion injury, the Pdi amplitude during airway occlusion was reduced from ~30 cm H2O to ~20 cm, but this reduction was completely reversed by 7 days post‐injury. The reduction in Pdi amplitude at one day post‐injury cannot be attributed to the ~25% loss of phrenic motoneurons, and thus, may reflect a disruption of input to phrenic motoneurons or acute inflammation of their surrounding milieu. Over time after injury, changes in the balance between inhibition and excitation may result in recovery of higher‐force behaviors.Support or Funding InformationFunded by NIH R01‐HL096750 and T32‐HL105355This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
OFFSPRING OF OBESE DAMS PRESENT CHANGES IN RESPIRATORY AND SYMPATHETIC ACTIVITIES
Authors: Karlen‐Amarante Marlusa , Zoccal Daniel B. , Menani José V. , Colombari Eduardo , Colombari Debora S. A. 
Published: June 2021

Obesity in dams is associated with the development of several pathologies in the offspring, including cardiovascular and hormonal dysfunctions. In this study, we investigated the pattern of respiratory and sympathetic activities in the offspring of dams treated with a high‐fat diet (HFD − 45% fat). Adult female Holtzman rats (250 g) were fed with standard diet (SD) or HFD during 6 weeks before, during gestation and lactation. After weaning, male offspring of SD dams (O‐SD) or HFD dams (O‐HFD) were fed with SD. At P28–32, O‐SD and O‐HFD rats were surgically prepared to obtain the arterially‐perfused in situ preparation to examine the thoracic sympathetic, phrenic, hypoglossal and abdominal activities under basal conditions and during peripheral chemoreceptors activation (KCN −0.05%). O‐HFD rats exhibited augmented baseline phrenic inspiratory (0.80 ± 0.04 vs O‐SD: 0.57 ± 0.07 s; n=6; p < 0.05) and hypoglossal pre‐inspiratory times (0.60 ± 0.11 vs O‐SD: 0.27 ± 0.08 s, n=4; p < 0.05) compared to O‐SD. Additional expiratory bursts were observed in baseline abdominal activity of O‐HFD group, indicating the presence of active expiration (8.5 ± 2.5 vs O‐SD: 1.3 ± 0.6 events/min, n = 4 p < 0.05). Moreover, O‐HF rats showed weakened baseline respiratory‐related modulation of sympathetic activity compared to O‐HFD group. In response to stimulation of peripheral chemoreceptors, O‐HFD group showed greater abdominal reflex responses (212 ± 20 vs O‐SD: 134 ± 21 %; n = 4; p<0.05), but no significant differences were noted in the others recorded nerves comparing to O‐SD. The results indicate that male offspring of HFD‐fed dams exhibit changes in baseline respiratory pattern associated with the presence of active expiration, and blunted respiratory‐sympathetic coupling. Part of these changes persist during peripheral chemoreceptor stimulation.Support or Funding InformationFAPESP (2016/23513‐1; 2013/17251‐6) and CNPq (425586/2016‐2).This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Phrenic afferent stimulation modulates cardiorespiratory output in the adult rat
Authors: Streeter Kristi , Sunshine Michael , Fuller David 
Published: June 2021

Anatomical work from our laboratory indicates that small and large diameter phrenic nerve afferent fibers localize to the dorsal laminae, project throughout the ipsilateral spinal gray matter and occasionally reach the contralateral dorsal horn. In ongoing experiments, we are testing the hypothesis that activation of phrenic afferent neurons modulates contralateral phrenic motor output and arterial blood pressure in the adult rat. In anesthetized and ventilated adult Sprague‐Dawley rats, one phrenic nerve was electrically stimulated using a bipolar electrode, while respiratory bursting in the contralateral phrenic nerve and arterial blood pressure were recorded. Inspiratory triggered phrenic nerve stimulation was delivered for 20 seconds (approximately 18 breaths) at 40pps using a narrow (0.1 ms) pulse width to target activation of large diameter myelinated axons, or a wide (1.0 ms) pulse width to recruit small diameter myelinated and unmyelinated afferents. The experimental protocol consisted of eight currents (10, 25, 50, 70, 90, 120, 160, 220μA) delivered in a random order, each separated by a 5 minute recovery period (i.e. no stimulation). Each stimulus current caused a progressive increase in contralateral phrenic amplitude during the stimulation period. Phrenic amplitude remained above baseline for at least 1 minute after the cessation of stimulation. At lower currents (<50μA), the wide pulse stimulation was more effective at increasing contralateral phrenic output compared to the narrow pulse stimulation, while higher currents (>50μA) elicited a similar increase in contralateral amplitude regardless of pulse width. In addition, phrenic nerve stimulation was associated with a brief decrease, followed by an increase in mean arterial blood pressure during stimulation. In separate rats, a unilateral dorsal root rhizotomy (C3, C4, C5) was performed prior to phrenic nerve stimulation to eliminate afferent input to the spinal cord. This treatment prevented both the increase in contralateral phrenic amplitude and blood pressure at all currents and both pulse widths, indicating that the observed responses are due to activation of phrenic afferents. These preliminary results confirm that activation of phrenic afferents can modulate the activity of the contralateral phrenic motor pool, and suggest that phrenic afferents are capable of initiating phrenic motor plasticity.Support or Funding Information1F32NS095620‐01 (KS), T32‐ND043730 (MS), SPARC OT2 OD023854 (DDF), 1 R01 NS080180‐01A1 (DDF)This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Fickle Cheerleader Hysteresis: Explaining Haemoglobin‐Oxygen Equilibrium through Non‐traditional Case‐Based Instruction in Physiology.
Authors: Harris Michael B. 
Published: June 2021

Modern teaching in physiology is greatly enhanced by case‐based instruction, and the explanation of complex processes may be enhanced by metaphor or analogy. It is challenging to select cases that engage a wide audience, and analogies that resonate. “The Fickle Cheerleader Hysteresis” is an analogy exemplifying cooperativity in hemoglobin‐oxygen binding. It is designed to illustrate basic core principles relevant to cardiovascular and respiratory physiology. The analogy considers how hemoglobin monomers interact in a tetramer, implications of transitions between tense and relaxed state configurations, O2 binding site availability, binding site limitation, and the overall the pattern of hemoglobin‐oxygen saturation and desaturation underlying the sigmoidal O2‐equilibrium curve. The context is particularly relevant to undergraduate students and may allow better student engagement and concept retention.Support or Funding InformationWork reported in this publication was supported by the National Heart Lung and Blood Institute and National Institute of General Medical Sciences of the National Institutes of Health under awards 1R15HL126105 and 1SC2GM112570. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health or any other funding body.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Introducing Physiology of Diabetes to Middle School and High School Students
Authors: Zuercher Jennifer L. , Gopalan Chaya 
Published: June 2021

Diabetes, a chronic condition that impacts millions, is a complex disease. Understanding the disease can contribute to both increasing awareness about this debilitating condition as well as preventing occurrences. In pursuit of both of these goals, we set out to educate middle school and high school students about diabetes during PhUn Week. PhUn Week is an annual outreach program sponsored by the American Physiological Society (APS), partnering physiologists and K‐12 students, introducing students to physiological concepts. Thirty (16 high school; 14 middle school) students from a Sunday school program at an urban religious center completed a 10‐question pretest, measuring initial knowledge about diabetes, followed by a one‐hour education session presented by a local physician. A post‐test was administered following this presentation. The post‐test consisted of ten questions where all but one question were the same as the pre‐test, measuring improvement of prior knowledge and engagement in the presentation. The overall post‐test average score increased by approximately two correct responses, which was a significant improvement (p <0.0001), suggesting that the students were motivated to and did learn diabetes concepts. This study also suggests that exposing students to educational activities related to physiology is beneficial and may lead to an increase in interest in such topics.Support or Funding InformationNone.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
The Effect of a Limbic System and Emotions Educational Program on Elementary and Middle School Learning
Authors: Bhatnagar Samarth , Phan Sydney , Puder Barb 
Published: June 2021

The effectiveness of scientific educational outreach among children has been difficult to measure because of many confounding variables such as teaching style, material taught and many other factors. To find clarity with this, an experiment was designed involving two 5th grade classes from Martinez, CA, John Swett Elementary and Las Juntas Elementary, and one 7th grade class from Pleasant Hill, CA, Sequoia Middle School. The experiment entailed using an educational poster with characters from a well‐known Disney movie, Inside Out, to teach students about emotional regulation and control guided by the Limbic system and its main components (hypothalamus, amygdala, hippocampus and thalamus). All three schools were approached using the same protocol: a pre‐test, an educational portion with the poster, a hands‐on activity, and then a post‐test. The hands‐on activity, creating emotion stress balls, was specifically meant to reinforce the material to the children and give them a broader understanding of how to positively deal with their own emotions. In addition to the quantitative pre‐and‐post‐test, a qualitative survey was also administered using the Likert scale to assess how the poster was perceived, the ease of understanding and other factors. The 5th grade students showed a statistically significant quantitative improvement between their pre‐and‐post‐test average results and the 7th graders showed a higher qualitative mean score, indicating they had a better appreciation of the outreach.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
“An Ethical Dilemma?: How Anatomy Education Impacts Healthcare Students' Ethics”
Authors: Stephens Georgina Caitlin , Paynter Sophie , Rees Charlotte , Lazarus Michelle 
Published: June 2021

The objective of this study was to explore how anatomy education impacts healthcare students' ethics. Donor dissection remains debated anatomy pedagogy. While short‐term anatomy knowledge gains may not be impacted by dissection, studies also suggest that students' anxiety and stress levels are. However, compared to clinical settings, donor dissection may provide a lower stress environment for introductions to death and dying. To improve the knowledge base related to this anatomy education discourse, we evaluated the longitudinal impacts of donor dissection on healthcare students' professional identity (PI).A longitudinal qualitative study with Monash University student participants from physiotherapy and medicine involved online discussion forums during semester and inter‐professional focus groups at the end of semesters. Preliminary themes were developed using framework analysis.Six themes related to ethics in anatomical education were identified: 1. Informed consent, 2. Non‐maleficence, 3. Beneficence, 4. Dichotomy of personification versus objectification, 5. Duty of care, and 6. Culture. Interestingly, the dominant themes of students' ethical perceptions changed with time and varied between student groups utilising whole body donors and those using prosected specimens.The impact of donor dissection on students' perception of ethics is seen to be complicated. Prior to this study, most investigations focused only on pre‐ and post‐ scenarios. The longitudinal approach presented here suggests a strong impact of donor dissection on priming students' focus on medical ethics, but also suggests that over time, this effect fades. This fading effect may be mitigated with intervention, which will be a focus of future studies. This research does suggest that donor dissection may have broader impacts on students than simply anatomical knowledge acquisition and that anatomy can play a vital role in early professional identity developmental of healthcare students.Support or Funding InformationMonash Education AcademyMonash University Faculty of Medicine, Nursing and Health Sciences Learning and Teaching GrantThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Developing a Dissection‐based Human Anatomy Laboratory Manual to Target Course and Laboratory Learning Objectives at the University of Guelph
Authors: Marrelli Kristina M. , Forster Victoria Nicole , Valencia Jason , Danielli Ethan , Robson Naomi , Jadeski Lorraine C. 
Published: June 2021

Dissection‐based human anatomy is an inherently time‐consuming process. Accordingly, students must use their time in the laboratory as efficiently as possible. There are many commercial resources that are currently available to students for pre‐laboratory preparation at home; however, preliminary data gathered from student questionnaires (n = 217) indicate that a significant proportion of third‐year undergraduate students enrolled in human anatomy at the University of Guelph choose not to use these resources to prepare for their laboratory sessions (p<0.01). Anecdotal student feedback revealed that their avoidance of the resources was because the students typically perceived the commercial resources to be overly text‐based and lacking alignment with the course curriculum. Therefore, we created a preparatory dissection‐based laboratory manual as a part of an ongoing project in which we are developing, evaluating, and refining educational tools to enhance our human anatomy program. To maximize the potential impact of all such laboratory resources, we aim to develop the dissection‐based laboratory manual to: 1) specifically target the University of Guelph's human anatomy course and laboratory learning objectives, 2) bridge lecture and laboratory content, and 3) enable students to address basic practical and clinical applications of anatomy. To achieve these objectives, the manual incorporates various educational components, including dissection‐based cadaveric images, digital illustrations and schematics, dissection instructions, and active‐learning exercises. These components will be integrated to help students visualize and understand concepts such as: 1) the origins and pathways of nerves and arteries that are initially discovered and examined in distal sites, 2) compartmentalization of the limbs, and 3) relative levels of depth between structures and their organization within the human body. In addition, the manual targets course concepts that are not easily visualized or understood with a regional anatomy approach, given the time constraints and the schedules of our dissection‐based courses. By making this resource available to students outside of the laboratory, our goal is to promote student preparedness for each session and enhance the quality of learning within the human anatomy laboratory itself. Student feedback sessions will be used to inform further development of the laboratory companion and improve future editions of the resource.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
Implementation of a Claymation Video to Explain Heart Septation
Authors: Van Winkle Katherine , Krimsier Jonathan , Elzie Carrie 
Published: June 2021

Embryology is critical for understanding many developmental diseases and their processes, and provides a solid foundation for comprehending adult anatomical structure and its abnormalities. Despite our technological advancements, there is still a lack of adequate visual representation of the dynamic, three dimensional (3D) events that occur during development. In an effort to close this critical learning gap a claymation video of an embryological event (heart septation) was created. Heart septation is an extremely important event to conceptualize in the medical field as it lays the groundwork for many adult abnormalities. It has also proven to be one of the most difficult topics for students to comprehend. Therefore, a video was generated to provide students with a readily accessible and effective learning platform to better represent embryological events not easily depicted through flat, two dimensional (2D) images. Using stop‐motion animations of clay models and drawings to represent the different aspects of heart septation, a video was developed and voiced over to provide context. Data on its efficacy will be collected within the next few months through the distribution of post‐viewing surveys. It is hypothesized that this video and its future counterparts will dramatically increase the level of embryologic comprehension and thus improve upon the student's education. This video will be the beginning of a series of videos both representing normal and abnormal developmental events. The end goal being the creation of a visual library to aid in student understanding of embryology and its clinical applications.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.