Standardization of molecular monitoring of CML: results and recommendations from the European treatment and outcome study

Standardized monitoring of BCR::ABL1 mRNA levels is essential for the management of chronic myeloid leukemia (CML) patients. From 2016 to 2021 the European Treatment and Outcome Study for CML (EUTOS) explored the use of secondary, lyophilized cell-based BCR::ABL1 reference panels traceable to the World Health Organization primary reference material to standardize and validate local laboratory tests. Panels were used to assign and validate conversion factors (CFs) to the International Scale and assess the ability of laboratories to assess deep molecular response (DMR). The study also explored aspects of internal quality control. The percentage of EUTOS reference laboratories (n = 50) with CFs validated as optimal or satisfactory increased from 67.5% to 97.6% and 36.4% to 91.7% for ABL1 and GUSB, respectively, during the study period and 98% of laboratories were able to detect MR4.5 in most samples. Laboratories with unvalidated CFs had a higher coefficient of variation for BCR::ABL1(IS) and some laboratories had a limit of blank greater than zero which could affect the accurate reporting of DMR. Our study indicates that secondary reference panels can be used effectively to obtain and validate CFs in a manner equivalent to sample exchange and can also be used to monitor additional aspects of quality assurance.</p

Sowing the Wind and Reaping the Whirlwind? The Effect of Wind Turbines on Residential Well-Being

This paper investigates the effect of wind turbines on residential well-being in Germany, using panel data from the German Socio-Economic Panel (SOEP) and a unique, novel data set on wind turbines for the time period between 2000 and 2012. Using a Geographical Information System (GIS), it calculates the distance from households to the nearest wind turbines to determine whether an individual is affected by disamenities, e.g. through visual pollution. The depth of our unique, novel data set on wind turbines, which has been collected at the regional level and which includes, besides their exact geographical coordinates, their construction dates, allows estimating the causal effect of wind turbines on residential well-being, using difference-in-difference propensity-score and spatial matching techniques. We demonstrate that the construction of a new wind turbine in a treatment area of 4000 metres around households has a significantly negative impact on life satisfaction. Moreover, this effect is found to be of transitory nature. Contrasting the implicit monetary valuation with the damage through CO2 emissions avoided by wind turbines, wind power turns out to be a favorable technology despite robust evidence for negative externalities

Educating for Environmental Citizenship in Non-formal Frameworks for Secondary Level Youth

Non-formal education is an integral component to lifelong learning and its aim is for young people and adults to acquire and maintain the skills and competencies necessary to adapt to a continuously changing environment. Non-formal education implements different learning activities and is supplementary to formal education, taking place outside, but supplementary, to the formal educational system. From the conception and throughout the ongoing evolution of environmental education, non-formal education has been identified as an important framework for conducting Environmental Education and Education for Sustainability. Therefore, non-formal settings for secondary education level can contribute to Education for Environmental Citizenship by providing the opportunity and conditions that enable young people to acquire the body of knowledge as well as the skills, values, attitudes and pro-environmental actions necessary to become an Environmental Citizen. In addition, an Environmental Citizen is empowered and motivated to participate in society as an agent-of-change in the direction of solving contemporary environmental problems, preventing the creation of new ones, and achieving sustainability and restoring our (human) relationships with nature. Pedagogies including place-based education, civic ecology education, ecojustice pedagogy, action competence and socio-scientific inquiry-based learning can contribute to building students’ competencies for the deep civic participation necessary to realise environmental and social change. However, due to the novelty of the concept, the lack of a complete pedagogical framework for Education in Environmental Citizenship in non-formal settings presents a major challenge

The social dimensions of a river’s environmental quality assessment

International audienceIntegrated water resources management, promoted in developed countries, obliges to integrate social aspects with hydrological and ecological dimensions when assessing river quality. To better understand these social aspects, we propose a mixed-method to study public perceptions of an impounded river. Since the 1930s, the management of the Ain river (France) has been challenged by conflicts about the river's quality. We surveyed (using interviews and mental maps) various stakeholders along the river. The results based on textual and content analysis show variations in the public's perceptions according to the residence area, practices, and the degree of emotional attachment to the river. The assessment of environmental quality needs to take into account different types of knowledge, sometimes conflicting, that reveal and shape the variety of waterscapes which compose the Ain River. The social dimensions highlight integrated water management's inherent complexity by considering the river basin as a place to live and by involving multiple stakeholders