Non-targeted effects of ionising radiation—Implications for low dose risk

Non-DNA targeted effects of ionising radiation, which include genomic instability, and a variety of bystander effects including abscopal effects and bystander mediated adaptive response, have raised concerns about the magnitude of low-dose radiation risk. Genomic instability, bystander effects and adaptive responses are powered by fundamental, but not clearly understood systems that maintain tissue homeostasis. Despite excellent research in this field by various groups, there are still gaps in our understanding of the likely mechanisms associated with non-DNA targeted effects, particularly with respect to systemic (human health) consequences at low and intermediate doses of ionising radiation. Other outstanding questions include links between the different non-targeted responses and the variations in response observed between individuals and cell lines, possibly a function of genetic background. Furthermore, it is still not known what the initial target and early interactions in cells are that give rise to non-targeted responses in neighbouring or descendant cells. This paper provides a commentary on the current state of the field as a result of the non-targeted effects of ionising radiation (NOTE) Integrated Project funded by the European Union. Here we critically examine the evidence for non-targeted effects, discuss apparently contradictory results and consider implications for low-dose radiation health effects.     

Policy learning and deer co-management in New York State: Insights from newspaper coverage

Resolution of urban and suburban deer problems often depends on learning and co-management. Local newspapers may reflect the learning occurring in a community. Past authors have identified 4 primary types of learning (technical, conceptual, social, and political). We studied newspaper content related to deer management for insights about the types of learning occurring in selected regions in New York State. We analyzed 263 newspaper articles published between 2000 and 2006. We found that the majority of content related to learning focused on conceptual and technical learning, but relatively little, particularly early in the evolution of deer management issues, focused on social or political learning. Our results suggest that additional attention to social learning focusing on collaborative relationships and constructive dialogue among stakeholders by both communities and newspapers could be beneficial in the resolution of deer problems. © 2012 The Wildlife Society.