Glennys O'Brien

Evolution of chemical contaminant and toxicology studies, part 1 - an overview

The study of environmental chemical contaminants and their toxicological effects has changed dramatically over the last 50 years. Initially studies concentrated on trying to identify what contaminants were actually present and to develop quantitative methods to determine the concentrations (total) present. Health impacts were often investigated independently in medical research centres. With improving analytical techniques, studies of the speciation of contamina nts began and the specific forms that were creating the major problems were gradually identified. Continuing improvements in analytical chemistry, together with a move towards more integrated and multidisciplinary research now sees chemists, biologists, toxicologists and health researchers working closely in teams to identify the specific agents of major concern and their pathways, transformations and mode of action. These changes in approach are reviewed. Issues that still require significant research such as cumulative impacts are also discussed.

Evolution of chemical contaminant and toxicology studies, part 2 - case studies of Selenium and Arsenic

As the second of a two part series discussing the evolution of the field of environmental toxicology, this paper presents two case studies: selenium and arsenic. Developments over several decades in the understanding of the behaviour of arsenic and selenium in different chemical forms in various compartments of the environment are discussed. Selenium was initially thought to be toxic, but later investigations showed it to be an essential micronutrient with a variety of biochemical functions, and, importantly, that there is a very narrow gap between the essential and the toxic body burden. Arsenic, on the other hand, has not yet had an essential role established, but enjoys an interesting and notorious history of usage. Arsenic contamination of the drinking water supplies for many millions of people has been a major catalyst for much research into understanding arsenic chemistry in aquifer systems and also arsenic metabolism and toxicity. The relationships between chemical form, bioavailability, toxicity and metabolism of these two semi-metals are being established, especially with use of sophisticated and sensitive analytical instrumentation and biochemical techniques.

Leading the way: changing the focus from teaching to learning in large subjects with limited budgets

To lead positive change in the teaching practice of teams that service large numbers of diverse students from multiple degree programs provides many challenges. The primary aim of this study was to provide a clear framework on which to plan the process of change that can be utilized by academic departments sector wide. Barriers to change were reduced by adapting and utilizing Kotters principals of change specifically by creating a sense of urgency and defining a clear goal designed to address the problem. Changing attitudes involved training staff in new teaching and learning approaches and strategies, and creating a collaborative, supportive team‐based teaching environment within which the planned changes could be implemented and evaluated. As a result senior academics are now directly involved in delivering sections of the face‐to‐face teaching in the new environment. Through promoting positive change we enabled deeper student engagement with the theoretical concepts delivered in lectures as evidenced by favorable student evaluations, feedback, and improved final exam results. A collaborative team‐based approach that recognizes the importance of distributed leadership combined with a clearly articulated change management process were central to enabling academics to design, try, and evaluate the new teaching and learning practices. Our study demonstrates that a concerted focus on “change management” enabled teaching team members to adopt a major shift in the teaching and learning approach that resulted in measurable improvements in student learning.