Relationship between chlorophyll specific productivity and temperature at the surface in Sagami Bay, Japan

Primary production was monthly measured from September 2001 to July 2003 at the surface in Sagami Bay, Japan. Thevariation in the primary production was primarily due to the variation in Pb (chlorophyll specific productivity). The values ofPb positively correlated with temperature. This may be due to relatively low contribution of diatoms in Sagami Bay

Shifting landscapes: from coalface to quick sand? Teaching geography, earth and environmental sciences in UK higher education

In this paper we examine contemporary academic working lives, with particular reference to teaching-only and teaching-focused academics. We argue that intensification in the neoliberal university has significantly shifted the structure of academic careers, while cultural stories about those careers have not changed. We call for academics to re-examine our collective stories about standard academic career paths. Challenging the stories and making visible the ways that they create and multiply disadvantage is a crucial step in expanding the possibilities for academic identities and careers. The paper begins by describing teaching-focused academics within the context of the wider workforce. We then draw on narratives of those in these roles to illustrate the processes that (re)inscribe their marginalisation. We uncover the gendering of the teaching-focused academic labour market. We end the paper by suggesting interventions that all academics can take and support to address the issues we highlight

An iterative consensus-building approach to revising a genetics/genomics competency framework for nurse education in the UK.

AIM: To report a review of a genetics education framework using a consensus approach to agree on a contemporary and comprehensive revised framework. BACKGROUND: Advances in genomic health care have been significant since the first genetics education framework for nurses was developed in 2003. These, coupled with developments in policy and international efforts to promote nursing competence in genetics, indicated that review was timely. DESIGN: A structured, iterative, primarily qualitative approach, based on a nominal group technique. METHOD: A meeting convened in 2010 involved stakeholders in UK nursing education, practice and management, including patient representatives (n = 30). A consensus approach was used to solicit participants' views on the individual/family needs identified from real-life stories of people affected by genetic conditions and the nurses' knowledge, skills and attitudes needed to meet those needs. Five groups considered the stories in iterative rounds, reviewing comments from previous groups. Omissions and deficiencies were identified by mapping resulting themes to the original framework. Anonymous voting captured views. Educators at a second meeting developed learning outcomes for the final framework. FINDINGS: Deficiencies in relation to Advocacy, Information management and Ongoing care were identified. All competencies of the original framework were revised, adding an eighth competency to make explicit the need for ongoing care of the individual/family. CONCLUSION: Modifications to the framework reflect individual/family needs and are relevant to the nursing role. The approach promoted engagement in a complex issue and provides a framework to guide nurse education in genetics/genomics; however, nursing leadership is crucial to successful implementation

Guidebook for the Preparation of Science, Technology and Innovation (STI) for SDGs Roadmaps

The 2030 Agenda, unanimously adopted at the United Nations Sustainable Development Summit in September 2015, positioned Science, Technology and Innovation (STI) as key means for the achievement of the Sustainable Development Goals (SDGs). In the Addis Ababa Action Agenda, Member States committed to “adopt science, technology and innovation strategies as integral elements of our national sustainable development strategies”. In the 2017 STI Forum, participants highlighted that STI roadmaps and action plans are needed at the subnational, national and global levels, and should include measures for tracking progress. STI for SDGs Roadmaps have been proposed as approach to strengthen country ownership and elevate the policy debate on STI for SDGs, inform on the areas of common interests among Member States, strengthen complementarities of UN system and other non-UN initiatives on STI, and effectively facilitate relevant national and international efforts. This Guidebook is meant to facilitate the development of STI for SDGs Roadmaps by providing a framework and step by step advice for practical policymaking and communication purposes. It is addressed to interested national and local governments, agencies and institutions that wish to use roadmaps as a policy tool to harness STI as a mean to achieve the SDGs. It can also be of interest to stakeholders taking part in the dialogue, an essential part in the design, implementation, monitoring and adjustment of the STI for SDGs Roadmaps, and to the wider public audience that wants to advance global and national SDG agendas. The Guidebook first focuses on the design stage of the Roadmaps, while showing that the design underpins effective implementation and monitoring.JRC.B.3 - Territorial Developmen

Development Document for Proposed Effluent Limitations Guidelines and Standards for the Concentrated Aquatic Animal Production Industry Point Source Category

571 pages; available for download at the link below.No abstract available

Amounts served and consumed of school lunch differed by gender in Japanese elementary schools

School lunches serve to improve nutritional status and to promote the health of children. The purpose of this study was to investigate the portion sizes of school lunches served and consumed in Japanese elementary schools. In addition, gender difference in servings and consumption were also studied. A cross-sectional study was undertaken between October 2007 and February 2008 in schools located in Tokyo and Okayama, Japan. A total of 192 fifth-grade children attending four elementary schools participated in this study. Weighed plate waste methods and observation were used to collect dietary data for two non-consecutive days. The proportion of children who chose staple foods along with main dishes and/or side dishes for at least one day was higher in boys than in girls (respectively, for staple food: 42.1% vs. 9.3%, for main dish and/or side dish: 68.4% vs. 44.3%, P < 0.001). The ratio of initial amount served to amount offered was 0.88 ± 0.11 for boys and 0.84 ± 0.10 for girls (P < 0.05). The ratio of amount consumed to amount offered was 1.04 ± 0.19 for boys and 0.88 ± 0.12 for girls (P < 0.001). Weight was related to amount consumed both in boys (r = 0.222, P < 0.05) and in girls (r = 0.201, P < 0.05). These findings suggest that the nutritional standards of school lunch programs should take into account gender differences. Clearly, boys were more likely to consume more than the initial amounts served due to their higher propensity to take second helpings. Boys feel few reservations about taking second helpings to adjust their total intake. However, school lunch plans should take into consideration girls' reluctance to do so, by serving appropriate initial portion sizes

Progress Report of the Global Pilot Programme on STI for SDGs Roadmaps

The 2030 Agenda, adopted at the United Nations Sustainable Development Summit in September 2015, positioned Science, Technology, and Innovation (STI) as key means of implementation of the SDGs, and launched the UN Technology Facilitation Mechanism (TFM). The Annual Multi-Stakeholder Forum for Science, Technology, and Innovation (STI Forum), supported by the UN Inter-Agency Task Team on Science, Technology and Innovation for the SDGs (IATT), has been the main fora for TFM to discuss topics of common interests of Member States and STI stakeholders in the context of the 2030 Agenda. As STI roadmaps and action plans for SDGs have been among the central topics through the first three STI Forum , IATT established a sub-working group on Roadmaps for taking forward the discussions and initiatives on STI Roadmaps. Consequently, the IATT sub-working group together with 10-Member Group launched the Guidebook for the preparation of STI for SDGs Roadmaps. As a mean to engage countries in piloting the approach and methodology elaborated in the Guidebook, the IATT sub-working group launched a Global Pilot Programme on STI for SDGs roadmaps. Since the High Level Political Forum (HLFP) in July 2019, five pilot countries, Ethiopia, Ghana, India, Kenya and Serbia, together with two international partners, Japan and the European Union, have been participating in the first phase of the Programme. Ukraine joined the Programme in 2021. This Progress report of the Global Pilot Programme is designed to take stock of the state of country pilots, to draw out lessons and implications from the current implementation and to suggest ideas for the way forward.JRC.B.3 - Territorial Developmen

Inspiring STEM undergraduates to tackle the AMR crisis

To address the growing problem of antimicrobial resistance (AMR), it is necessary to invest in, inspire and attract future generations of scientists to this research area. Undergraduate education should be a focus for attention and efforts should be made to ensure that students are afforded opportunities to actively engage with AMR. We illustrate how as a topic AMR provides opportunities to deliver effective research-led teaching in addition to traditional teaching methods. We have used a selection of case studies to illustrate how students can be engaged with AMR using a variety of research-led approaches to develop the required skills for biology-centric students. In addition, we indicate how these skills map to the UK Quality Assurance Framework and the Vision and Change report developed by the American Association for the Advancement of Science

Adequate and anticipatory research on the potential hazards of emerging technologies: a case of myopia and inertia?

History confirms that while technological innovations can bring many benefits, they can also cause much human suffering, environmental degradation and economic costs. But are we repeating history with new and emerging chemical and technological products? In preparation for volume 2 of ‘Late Lessons from Early Warnings’ (European Environment Agency, 2013), two analyses were carried out to help answer this question. A bibliometric analysis of research articles in 78 environmental, health and safety (EHS) journals revealed that most focused on well-known rather than on newly emerging chemicals. We suggest that this ‘scientific inertia’ is due to the scientific requirement for high levels of proof via well replicated studies; the need to publish quickly; the use of existing intellectual and technological resources; and the conservative approach of many reviewers and research funders. The second analysis found that since 1996 the funding of EHS research represented just 0.6% of the overall funding of research and technological development (RTD). Compared with RTD funding, EHS research funding for information and communication technologies, nanotechnology and biotechnology was 0.09%, 2.3% and 4% of total research, respectively. The low EHS research ratio seems to be an unintended consequence of disparate funding decisions; technological optimism; a priori assertions of safety; collective hubris; and myopia. In light of the history of past technological risks, where EHS research was too little and too late, we suggest that it would be prudent to devote some 5–15% of RTD on EHS research to anticipate and minimise potential hazards while maximising the commercial longevity of emerging technologies