Category Archives: Science Education

Focusing on Chemicals with Unknown Human Health Impacts

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By Steven O’Connell (Student, Project 4)

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Steven O’Connell sampling at the Portland Harbor Superfund Site

In the past few years, our Center has been conducting research to learn more about oxygenated polycyclic aromatic hydrocarbons (OPAHs). OPAHs are one of the degradation products of parent PAHs. OPAHs are studied because they are present in the environment and pose an unknown hazard to human health.

Although OPAHs have been measured in several samples all over the world, most analyses contained only a handful of OPAHs or used methods that may be inaccurate.  To address some of the analytical challenges measuring OPAHs, I was involved in a multi-year study: An Analytical Investigation of 24 Oxygenated-PAHs (OPAHs) using Liquid and Gas Chromatography-Mass Spectrometry.

Why is there a focus now on OPAHs?

Focus on this class of compounds has really increased in the last few years, although it’s interesting to note that there were reports of some of these compounds in the 1970’s and earlier.  There are several reasons researchers want to study these compounds.  OPAHs seem to be found in similar concentrations to the highly studied parent PAHs in a variety of samples ranging from diesel exhaust to urban air.  Additionally, not a lot is known about the toxicity of these compounds, although early evidence suggests that they may be on par with PAHs.  That’s why the OPAH research of students Andrea Knecht and Britton Goodale in Dr. Robyn Tanguay’s Lab (Project 3) has been so important.

Why measure OPAHs at the Portland Harbor Superfund Site?

It makes a lot of sense to try and measure OPAHs at Portland Harbor Superfund. PAHs have been responsible for remediation at some sites for years now, and are the precursors of OPAHs.  In some cases, remediation approaches employ ultra violet (UV) light to try and degrade PAHs and thereby cleanup that site.  However, it is possible that PAHs could degrade to OPAHs during the process.  If no one is monitoring the products of this UV treatment, the site could remain hazardous.  That’s why Norman Forsberg’s upcoming paper and Marc Elie’s work with ultra violet light in the Anderson laboratory (Project 4) is so interesting.

What still needs to be understood?  

The formation and concentration of these compounds in the environment at contaminated sites are poorly understood. It is important to continue three areas of research that have been going on at OSU.

  1. Detection: If the compounds are not present, then there’s less to worry about.

    Good times with lab mates when Steven O’Connell (right) first started working in the Anderson lab.
  2. Toxicity:  Addresses concerns over compounds that are detected in environmental samples.
  3. Processes by which OPAHs are made or degraded.

With that knowledge, it will become easier to understand potential risks with this compound class.

Why is this paper important in advancing the science?

My paper is very analytical.  If you watch the television series Bones, I would be most like Hodgins, except there would be less talk of “particulates” and more talk of cleaning instrumentation.  But seriously, by providing two methods on very different instrumentation to measure over 20 OPAHs, I provided a helpful platform for other scientists to use and build upon to measure this compound class in a variety of applications.

Dr. Paul Slovic Discusses Risk Perception with Graduate Students

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Dr. Paul Slovic
Dr. Paul Slovic

On Oct. 16th, Dr. Paul Slovic visited Oregon State University to share and discuss issues related to risk communication with graduate students enrolled in the TOX 507/607 seminar.  This term the seminar is co-lead by the Superfund Research Center’s Research Translation Core and Training Core.

Dr. Slovic, a founder and President of Decision Research, studies human judgment, decision making, and risk analysis.  His research and expertise fit nicely with this term’s seminar focus on training students to communicate science and risk effectively to audiences outside of academia.

Some key points came out of the Q and A session with Dr. Slovic.

 

 1)  The importance of message framing.

(Reference: Know Your Audience, NWABR)
(Reference: Know Your Audience, NWABR)

After you publish a scientific paper, focus on how you will frame that information to the public.  How can you help your audience conceptualize the bottom line of the research? The facts never speak for themselves, which is why scientists need to “frame” their messages to the public.

All information is conveyed with a frame. Framing in science and risk communication can be viewed as positive or negative depending on who the audience is and what kind of information is

being presented. There is rarely neutral framing.  For that reason, it is important to have a clear message thoughtfully framed to invoke a desirable response by your audience.

Create messages that resonate with your audience.    

2)  The role of emotions and uncertainty.

Understand that risk perception comes from our gut feelings.  How you share information makes a difference, creates an image, and impacts a person’s perception of risk.

Our emotions are often tied to our motivation, positive or negative. Information will lack meaning if it does not invoke emotion.

If something is uncertain, people can interpret it the way that they want. (Example: When scientists began sharing studies that cigarette smoking caused cancer, the tobacco industry wanted to cultivate doubt, so they could keep their profits.). With certain topics, industry and others want to emphasize the unknowns and cast doubt.

When research studies are not definitive, help the public understand the strengths and limitations of that study. Frame the information so it is not biased, focusing on what the science predicts and the implications of that prediction.

 Be sure to present the data the best you can if you think people are distorting the data.

3)  Visuals make research real and relevant. 

Visual images are more powerful than statistics. Visuals help the mind process information. Make your research real and relevant by using visuals that invoke emotion and foster scientific understanding.

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Discussion with Dr. Paul Slovic in the TOX 507/607 seminar on Oct. 16, 2013

Find and share this seminar’s highlights and related articles on Twitter with hashtag #TOX607

Resources

Moving Research Out of the Lab and Into the World

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By Erin Madeen, Project 1 Trainee

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Erin Madeen at the UC Entrepreneurship Academy,
September 17-19, 2013 @ UC Davis
The UC Davis Entrepreneurship Academy was a unique learning experience that teaches the basics of intellectual property as well as marketing and launching a new business. While I am not currently interested in launching a company, this experience provided valuable information on how to maintain flexibility with intellectual property.

As scientists, especially in the SRP, we are always developing new methods and systems to answer our specific questions. Many of those techniques or systems are patentable. Our goal as a federally funded program supported by tax payers is to provide accurate data that can be used to develop environmental policy for a better society. I was not aware that technology used to generate that data is patentable, only in the instance that it was not described in the public domain prior to applying for a patent. Additionally, once a patent has been applied for, the specifics of the technology can be presented in the public domain as a paper, or a presentation.

Also attending the academy were several prior SRP students from UC Davis and UC Berkeley who were able to patent technologies with their respective universities as students and are now launching companies with the technology licensed through the university.

It was an interesting experience to see the traditional binary of industry or academic lines blurred.

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Group photo of the participants at the UC Entrepreneurship Academy with Erin Madeen in the center.