Smoke from wood-fueled fires is one of the most common hazards encountered by firefighters worldwide. Wood smoke is complex in nature and contains numerous compounds, including methoxyphenols (MPs) and polycyclic aromatic hydrocarbons (PAHs), some of which are carcinogenic. Chronic exposure to wood smoke can lead to adverse health outcomes, including respiratory infections, impaired lung function, cardiac infarctions, and cancers. At training exercises held in burn houses at four fire departments across Ontario, air samples, skin wipes, and urine specimens from a cohort of firefighters (n = 28) were collected prior to and after exposure. Wood was the primary fuel used in these training exercises. Air samples showed that MP concentrations were on average 5-fold greater than those of PAHs. Skin wipe samples acquired from multiple body sites of firefighters indicated whole-body smoke exposure. A suite of MPs (methyl-, ethyl-, and propylsyringol) and deconjugated PAH metabolites (hydroxynaphthalene, hydroxyfluorene, hydroxyphenanthrene, and their isomers) were found to be sensitive markers of smoke exposure in urine. Creatinine-normalized levels of these markers were significantly elevated (p < 0.05) in 24 h postexposure urine despite large between-subject variations that were dependent on the specific operational roles of firefighters while using personal protective equipment. This work offers deeper insight into potential health risk from smoke exposure that is needed for translation of better mitigation policies, including improved equipment to reduce direct skin absorption and standardized hygiene practices implemented at different regional fire services.

Methods of assessing occupational exposure to diesel exhaust were evaluated in a railroad work environment. The American Conference of Governmental Industrial Hygienists (ACGIH)-recommended elemental carbon and respirable combustible dust methods of sampling and analysis for assessing diesel exhaust were included in the study. A total of 215 personal and area samples were collected using both size-selective (nylon cyclone and Marple) and non-size-selective samplers. The results demonstrate that the elemental carbon method is suitable for the railroad environment and the respirable combustible dust method is not. All elemental carbon concentrations measured were below the proposed ACGIH Threshold Limit Value (TLV) of 0.15 mg/m3. The concentrations of oxides of nitrogen (nitric oxide and nitrogen dioxide) were also found to be below their respective TLVs. There is no correlation between elemental carbon or respirable combustible dust and the oxides of nitrogen. The elemental carbon as fraction of total carbon is about 13 percent, except for onboard locomotives where it is about 24 percent. Comparison of elemental carbon and respirable combustible dust measurements showed consistent relationships for most sampling locations, with respirable combustible dust concentrations 12 to 53 times higher than the elemental carbon levels.

Occupational exposures to the 55 hydrocarbon components of gasoline and petroleum products were measured at the bulk terminals and agencies of six Ontario petroleum companies during the summer of 1986. A total of 82 long-term (full-shift) and 111 short-term personal samples were taken over 3 months. The data, expressed as concentrations in milligrams per cubic meter, were highly variable and appeared to fit the lognormal distribution well. Full-shift exposures of bulk terminal drivers, agency drivers, and plantmen to total hydrocarbons (THC), computed as an n-hexane equivalent, and other hydrocarbon components for which exposure limits exist can be expected to exceed their respective 1986-1987 threshold limit value-time-weighted average (TLV-TWA) no greater than 1% of the time on the basis of the lognormal model. The short-term THC exposures of agency truck drivers can be expected to exceed the 1986-1987 TLV-short-term exposure limits about 7% of the time while top-loading and more than 17% while off-loading. For benzene, the short-term exceedance percentages are 1% and 4% for top- and off-loading operations, respectively. For long-term benzene exposures, up to 69% of the assessments can be expected to exceed the 1990-1991 proposed TLV-TWA of 0.3 mg/m3 (0.1 ppm). The full-shift hydrocarbon exposures of agency drivers were significantly higher than those for bulk terminal drivers. At the bulk terminals, the short-term hydrocarbon exposures during top-loading were significantly higher than during bottom-loading.

This article reports on an observation-based evaluation of studentÁtutor interaction in first-year undergraduate tutorials. Using a single case analysis, the paper looks at how tutors and students built and maintained relationships through two different though interlinked forms of interaction Á storytelling and the use of classroom space for communicative purposes. It argues that interactional factors such as these should be explored alongside other more traditional forms of course evaluation. By explicitly recognising the interactional demands placed on tutors and students, the paper suggests that it will be easier to ensure that tutorials are properly inclusive of the diverse range of students who have access to higher education. IntroductionThe contours of the UK's higher education system have changed substantially over the last 25 years, as a result of the drive towards mass-participation. With around 50% of the population engaging in university-level education at some point, there has been a profound shift in the way in which universities approach the business of teaching and learning. As UK universities rely on undergraduate tutorials for many aspects of course delivery, it has become increasingly important to ensure that tutorials genuinely include a wider diversity of students.It remains less than clear, however, what inclusion in tutorial settings requires and how it should be evaluated. Standard methods of evaluation tend to 'black-box' the tutorial, treating it in predominantly inputÁoutput terms (Latour 1987). Such conceptions are useful but limited. Based on an evaluation of undergraduate philosophy tutorials at Liverpool John Moores University (LJMU), we attempt to unpack the black-box by focussing on the interactional strategies which tutors and students employed to make tutorials work. We argue that the rich details revealed by close scrutiny of studentÁtutor interaction provides a useful counter-weight to standardised measures. We suggest, therefore, that there are good reasons to expand the repertoire of techniques we use to evaluate teaching and learning to incorporate an explicitly interactional dimension Á particularly in contexts where the tutorÁstudent relationship is the foundation of academic success.

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