Alien Registration- Barnett, Catherine L. (Millinocket, Penobscot County)

https://digitalmaine.com/alien_docs/7934/thumbnail.jp

How knowledge of the gastrointestinal absorption of elements could be used to predict transfer to milk

The quality and quantity of data used to derive transfer parameter values for milk are variable and there are many data gaps for elements/radionuclides which may need to be considered for risk assessment of the agricultural foodchain. There has been a recent focus on critically evaluating current methods to fill data gaps and on identifying extrapolation methods to derive suitable values for the elements, and particularly radioisotopes, with no or sparse data. The relationship between fractional absorption of elements in the ruminant gastrointestinal tract and transfer to milk has been explored to determine whether knowledge of the former can be used to predict the latter. A relationship has been derived between fractional absorption of elements and two empirical ratios commonly used to quantify transfer to milk; transfer coefficients (element concentration in milk divided by element daily intake) and concentrations ratios (concentration in milk divided by concentration in feed). We propose that fractional absorption may be used to predict the order of magnitude of the transfer to milk of elements/radionuclides for which no relevant data have yet been identified or collated

Mammals in the Chornobyl Exclusion Zone's Red Forest: a motion-activated camera trap study

Since the accident at the Chornobyl Nuclear Power Plant in 1986, there have been few studies published on medium and large mammals inhabiting the area from which the human population was removed (now referred to as the Chornobyl Exclusion Zone, CEZ). The dataset presented in this paper describes a motion-activated camera trap study (n=21 cameras) conducted from September 2016 to September 2017 in the Red Forest located within the Chornobyl Exclusion Zone. The Red Forest, which is likely the most anthropogenically contaminated radioactive terrestrial ecosystem on earth, suffered a severe wildfire in July 2016. The motion-activated trap cameras were therefore in place as the Red Forest recovered from the wildfire. A total of 45 859 images were captured, and of these 19 391 contained identifiable species or organism types (e.g. insects). A total of 14 mammal species were positively identified together with 23 species of birds (though birds were not a focus of the study). Weighted absorbed radiation dose rates were estimated for mammals across the different camera trap locations; the number of species observed did not vary with estimated dose rate. We also observed no relationship between estimated weighted absorbed radiation dose rates and the number of triggering events for the four main species observed during the study (brown hare, Eurasian elk, red deer, roe deer). The data presented will be of value to those studying wildlife within the CEZ from the perspectives of the potential effects of radiation on wildlife and also rewilding in this large, abandoned area. They may also have value in any future studies investigating the impacts of the recent Russian military action in the CEZ. The data and supporting documentation are freely available from the Environmental Information Data Centre (EIDC) under the terms and conditions of a Creative Commons Attribution (CC BY) license: https://doi.org/10.5285/bf82cec2-5f8a-407c-bf74-f8689ca35e83 (Barnett et al., 2022a)

Education and training in radioecology during the EU-COMET project — successes and suggestions for the future

The 2014 Strategic Research Agenda (SRA) for Radioecology identified the key challenge in education and training (E&T) as being 'to maintain and develop a skilled workforce in Europe and world-wide, through university candidates and professionals trained within radioecology' since 'scientific research in radioecology and application of that knowledge ... requires scientists and workers with adequate competence and appropriate skills.' Radioecology is a multidisciplinary science and E&T is needed by both students and professionals within research, industry and radiation protection. In order to address these needs, the EU COMET project has developed an E&T web platform and arranged a number of field courses, training courses, PhD and MSc courses, refresher courses and workshops, drawing on the COMET consortium to assemble relevant experts. In addition, COMET has been engaged in discussions with stakeholders for more long-term solutions to maintain the sustainability of radioecology E&T after the end of the project. Despite much progress in some areas, many of the challenges outlined in the 2014 SRA remain, mainly due to the lack of sustainable dedicated funding. Future plans within the ALLIANCE radioecology platform and the CONCERT-European Joint Programme for the Integration of Radiation Protection Research must urgently address this lack of sustainability if radioecological competence is to be maintained in Europe

Experiences of learning through collaborative evaluation from a masters programme in professional education

This paper presents findings from a collaborative evaluation project within a masters programme in professional education. The project aimed to increase knowledge of research methodologies and methods through authentic learning where participants worked in partnership with the tutor to evaluate the module which they were studying. The project processes, areas of the course evaluated and the data collection methods are outlined. The findings focus on key themes from evaluating the effectiveness of using a collaborative evaluation approach, including: enhanced student engagement; creativity of the collaborative evaluation approach; equality between the tutor and students; and enhanced research skills. Discussion focuses on the outcomes and effectiveness of the project and tutor reflections on adopting a collaborative approach. This paper highlights lessons from the project relevant to those interested in staff-student partnership approaches and those facilitating postgraduate learning and teaching programmes and educational research courses

Detailed plan for the COMET WP3 initial research activity - list of research projects and goals, participants and timing

Detailed plan for the COMET Work Package (WP) 3

Awakening, Efficacy, and Action: A Qualitative Inquiry of a Social Justiceâ Infused, Science Education Program

This article describes an innovative application of a social justiceâ infused pedagogy to an outâ ofâ school program for urban high school students. Using an interdisciplinary framework, the program featured a coherent synthesis of science, technology, engineering, and math (STEM) education, highlighting environmental and food justice perspectives; social justice education; and career and college planning. We used qualitative content analysis to analyze two separate interviews with six female and three male students of color ranging in age from 15 to 18 with an average age of 16.1 (SD=1.26) across an approximately 10â month time span. Utilizing a model of critical consciousness development as our organizing framework, we explored the studentsâ understanding of environmental and food justice issues. Participants indicated that they were actively engaged in learning about food and environmental justice, exploring STEM careers, and investigating the various ways that social justice is manifested in their lives. Implications for social justice and STEM education interventions as well as broader public policies are discussed.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/141159/1/asap12136.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/141159/2/asap12136_am.pd

Students as co-creators of teaching approaches, course design and curricula: implications for academic developers

Within higher education, students’ voices are frequently overlooked in the design of teaching approaches, courses and curricula. In this paper we outline the theoretical background to arguments for including students as partners in pedagogical planning processes. We present examples where students have worked collaboratively in design processes along with the beneficial outcomes of these examples. Finally we focus on some of the implications and opportunities for academic developers of proposing collaborative approaches to pedagogical planning

Maternal emotional and physical intimate partner violence and early child development: investigating mediators in a cross-sectional study in a South African birth cohort

OBJECTIVES: This study investigated associations between recent maternal intimate partner violence (IPV) (emotional, physical and sexual) and child development at 2 years as well as whether maternal depression or alcohol use mediated these relationships. DESIGN: Cross-sectional study nested in a South African birth cohort. SETTING: Two primary care clinics in Paarl, South Africa. PARTICIPANTS: 626 mother-child pairs; inclusion criteria for maternal antenatal enrolment were clinic attendance and remaining in the study area for at least 1 year; women were excluded if a minor. PRIMARY OUTCOME MEASURES: Child cognitive, language and motor development composite scores. These were assessed using the Bayley Scales of Infant and Toddler Development, third edition. RESULTS: Emotional IPV was associated with lower cognitive (β=-0.32; 95% CI -0.60 to -0.04), language (β=-0.36; 95% CI -0.69 to -0.01) or motor composite scores (β=-0.58; 95% CI -0.95 to -0.20) in children at 2 years of age. Physical IPV was associated with lower motor scores (β=-0.42; 95% CI -0.75 to -0.09) at 2 years. Sexual IPV was unrelated to developmental outcomes, possibly due to low prevalence. Neither recent maternal depression nor alcohol use were shown to mediate the relationship between IPV and developmental outcomes. CONCLUSIONS: Interventions to reduce maternal physical and emotional IPV and early-life interventions for infants and toddlers are needed to promote optimal child development