Natural Hazards Coming from Trace Elements Natural Enrichment. The Bevera Valley Basin (Northern Italy) Case History

Trace elements are natural constituents of soils and their concentration varies depending on parental materials. In order to investigate the inorganic pollution conditions of soil in Bevera Valley Basin, Northern Italy, two selected samples were taken from Rainer Quarry and Femar Quarry were analyzed. High levels of Arsenic (As) have been reported in groundwater. Exposure to As in the environment is hazardous to biota, this study aims to investigate mechanism involved in natural enrichment of As, considering interactions of underground waters with soils. The concentrations of trace elements were determined by using ICP-MS. Laboratory analysis shows a greater enrichment in copper for both quarries, maybe due to the geological nature of the soils. Then the potential pollution risks of trace elements in the soil were evaluated by method of geoaccumulation index (Igeo) and enrichment factor analysis (EF). Results show that the two sites are not contaminated, and the trace elements, with reference to Arsenic, are not linked to anthropic contributions

Stories of policing : the role of storytelling in police students' sensemaking of early work-based experiences

Storytelling has been shown to play a key role in transferring work experience from more experienced towards novices in a number of vocational educational practices, however previous studies have not to the same extent dealt with the role of students’ own storytelling practices for sensemaking of work experience. This study set out to examine police students’ storytelling of their first occupational experiences from a sensemaking perspective, with an analysis drawing on the concepts of enactment, selection, and retention. The study is based on participant observations of field training follow up sessions’ in the context of police education. Findings indicated that student storytelling of work experience tended to be geared towards action, extremeness and the telling of ‘war stories’. Furthermore, these type of stories functioned to enable student identification, self-enhancement and emotion management. These findings contribute to our current understanding of how students engage in sensemaking of work-based experiences and in extension how knowledge integration and learning from work placements can be structured pedagogically