Assessing the utility of geospatial technologies to investigate environmental change within lake systems

Over 50% of the world's population live within 3. km of rivers and lakes highlighting the on-going importance of freshwater resources to human health and societal well-being. Whilst covering c. 3.5% of the Earth's non-glaciated land mass, trends in the environmental quality of the world's standing waters (natural lakes and reservoirs) are poorly understood, at least in comparison with rivers, and so evaluation of their current condition and sensitivity to change are global priorities. Here it is argued that a geospatial approach harnessing existing global datasets, along with new generation remote sensing products, offers the basis to characterise trajectories of change in lake properties e.g., water quality, physical structure, hydrological regime and ecological behaviour. This approach furthermore provides the evidence base to understand the relative importance of climatic forcing and/or changing catchment processes, e.g. land cover and soil moisture data, which coupled with climate data provide the basis to model regional water balance and runoff estimates over time. Using examples derived primarily from the Danube Basin but also other parts of the World, we demonstrate the power of the approach and its utility to assess the sensitivity of lake systems to environmental change, and hence better manage these key resources in the future.

Minimization of radiation exposure due to computed tomography in inflammatory bowel disease

Patient awareness and concern regarding the potential health risks from ionizing radiation have peaked recently (Coakley et al., 2011) following widespread press and media coverage of the projected cancer risks from the increasing use of computed tomography (CT) (Berrington et al., 2007). The typical young and educated patient with inflammatory bowel disease (IBD) may in particular be conscious of his/her exposure to ionising radiation as a result of diagnostic imaging. Cumulative effective doses (CEDs) in patients with IBD have been reported as being high and are rising, primarily due to the more widespread and repeated use of CT (Desmond et al., 2008). Radiologists, technologists, and referring physicians have a responsibility to firstly counsel their patients accurately regarding the actual risks of ionizing radiation exposure; secondly to limit the use of those imaging modalities which involve ionising radiation to clinical situations where they are likely to change management; thirdly to ensure that a diagnostic quality imaging examination is acquired with lowest possible radiation exposure. In this paper, we synopsize available evidence related to radiation exposure and risk and we report advances in low-dose CT technology and examine the role for alternative imaging modalities such as ultrasonography or magnetic resonance imaging which avoid radiation exposure.

Investigating practitioner self-efficacy in an era of mathematical reform

The purpose of this study is to explore teacher self-efficacy at a time of radical mathematical reform. Project Maths – the new initiative which was rolled out nationwide in 2010 differs from previous attempts at innovation in that it targets a much closer connection between curriculum and pedagogy. Gone are the days of well-rehearsed routines where the role of the mathematician was essentially that of demonstrator. Teaching for understanding is now the main ‘official’ pedagogical focus, with emphasis on the practitioner playing the part of mediator between subject-matter and student. Mathematical instruction is not merely concerned with the transmission of knowledge and skills which is a particular pedagogical position to take. It is also an emotional practice (Hargreaves, 1998) that colours and expresses the feelings and actions of practitioners. While emotion plays a key role in teachers’ commitment to curricular reform, it is also shaped by the social and cultural contexts of mathematical change, alongside with the attitudes and beliefs of the mathematical teaching community. Inspired by Bandura’s theory of learning (1986), this investigation aims to shed light on the complex interplay between so-called mastery and vicarious experiences, social persuasion and physiological states. Vygotsky’s view of learning (1978) as a socio-cultural process is also drawn upon, as it provides a useful structure against which teacher self-efficacy and professional development can be examined. Finally, Hiebert’s theory (1986) is used to examine mathematics teaching self-efficacy and mathematics self-efficacy.