Priorities for synthesis research in ecology and environmental science

Synthesis research in ecology and environmental science improves understanding, advances theory, identifies research priorities, and supports management strategies by linking data, ideas, and tools. Accelerating environmental challenges increases the need to focus synthesis science on the most pressing questions. To leverage input from the broader research community, we convened a virtual workshop with participants from many countries and disciplines to examine how and where synthesis can address key questions and themes in ecology and environmental science in the coming decade. Seven priority research topics emerged: (1) diversity, equity, inclusion, and justice (DEIJ), (2) human and natural systems, (3) actionable and use-inspired science, (4) scale, (5) generality, (6) complexity and resilience, and (7) predictability. Additionally, two issues regarding the general practice of synthesis emerged: the need for increased participant diversity and inclusive research practices; and increased and improved data flow, access, and skill-building. These topics and practices provide a strategic vision for future synthesis in ecology and environmental science

Measuring histamine and cytokine release from basophils and mast cells

Basophils and mast cells are known for their capability to release both preformed and newly synthesized inflammatory mediators. In this chapter we describe how to stimulate and detect histamine released from basophils in whole blood, purified basophils, in vitro cultured mast cells, and in situ skin mast cells. We also give an example of an activation protocol for basophil and mast cell cytokine release and discuss approaches for cytokine detection.</p

From Theory to Practice: Teaching Assistants’ Role in Multi-Campus Education

Teaching Assistants (TAs) are an indispensable part of higher education. TAs have two identities simultaneously: those of a student and of a teacher. However, the role of TAs’ may not be clearly defined, resulting in a role ambiguity. In this study, we have researched the TAs’ role in multi-campus education. Data for this research was collected through interviews with eight TAs at a Scandinavian multi-campus university who took a multi-campus TA role for the first time. This paper summarizes these TAs’ work tasks in multi-campus courses. Their tasks included setting up technology, dealing with technical problems, and communicating with other TAs in the course. Our study suggests that TAs’ challenges may be reduced if technical staff is caring for ICT equipment and technical problems, if direct interaction is provided between teacher and students, and if local teaching staff is involved in the activities at the remote campus