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For the last two and a half decades, a network of human health experts under the Arctic Monitoring and Assessment Program (AMAP) has produced several human health assessment reports. These reports have provided a base of scientific knowledge regarding environmental contaminants and their impact on human health in the Arctic. These reports provide scientific information and policy-relevant recommendations to Arctic governments. They also support international agreements such as the Stockholm Convention on Persistent Organic Pollutants (POPs) and the Minamata Convention on Mercury. Key topics discussed in this paper regarding future human health research in the circumpolar Arctic are continued contaminant biomonitoring, health effects research and risk communication. The objective of this paper is to describe knowledge gaps and future priorities for these fields.

For the last two and a half decades, a network of human health experts under the Arctic Monitoring and Assessment Program (AMAP) has produced several human health assessment reports. These reports have provided a base of scientific knowledge regarding environmental contaminants and their impact on human health in the Arctic. These reports provide scientific information and policy-relevant recommendations to Arctic governments. They also support international agreements such as the Stockholm Convention on Persistent Organic Pollutants (POPs) and the Minamata Convention on Mercury. Key topics discussed in this paper regarding future human health research in the circumpolar Arctic are continued contaminant biomonitoring, health effects research and risk communication. The objective of this paper is to describe knowledge gaps and future priorities for these fields.

Designed for use when the student or the class is expected to grow a crop using the high school greenhouse, these learning activity packages are sequenced in typical greenhouse cropping fashion: (1) poinsettias in the fall, (2) Easter lilies (bulb crop) in the winter, (3) bedding plants (seed crop) in the spring, and (4) a nursery crop (from cuttings) in the summer. Included within each of these four areas are activities such as selecting crops, propagation, preparing soil mixtures, and transplanting. Each of the twenty-five learning activity packages is divided into the following parts: introduction, directions, objective, learning activities, tools and equipment, materials and supplies, safety, instructions, student self-check with correct responses, and a final check-out activity. In addition, an instructor's final checklist is included with each package. (LRA)

The Mw 8.8 megathrust earthquake that occurred on 27 February 2010 offshore the Maule region of central Chile triggered a destructive tsunami. Whether the earthquake rupture extended to the shallow part of the plate boundary near the trench remains controversial. The up-dip limit of rupture during large subduction zone earthquakes has important implications for tsunami generation and for the rheological behavior of the sedimentary prism in accretionary margins. However, in general, the slip models derived from tsunami wave modeling and seismological data are poorly constrained by direct seafloor geodetic observations. We difference swath bathymetric data acquired across the trench in 2008, 2011 and 2012 and find ∼3-5 m of uplift of the seafloor landward of the deformation front, at the eastern edge of the trench. Modeling suggests this is compatible with slip extending seaward, at least, to within ∼6 km of the deformation front. After the Mw 9.0 Tohoku-oki earthquake, this result for the Maule earthquake represents only the second time that repeated bathymetric data has been used to detect the deformation following megathrust earthquakes, providing methodological guidelines for this relatively inexpensive way of obtaining seafloor geodetic data across subduction zone.

Since the earliest days of manned flight, designers have to sought to assist the pilot in the performance of tasks by using stick and feel systems to bring these tasks within the bounds of human physical capabilities. This volume describes stick and feel systems in two parts. Part one describes the technologies which have been developed throughout the history of 20th Century aviation. Part two describes how modern systems dynamics interact with the human pilot. It is hoped that the design lessons and approaches outlined in this volume will contribute to a better understanding and appreciation of the importance of force-feel system design in aircraft/rotorcraft flight control., Summary in English and French.