Superfund sites are polluted locations in the U.S. designated by the Environmental Protection Agency for cleanup due to hazardous waste contamination. The U.S. Government Accountability Office estimates that 50% of U.S. Superfund sites are at risk of flooding, potentially leading to mobility of contaminants into the environment. We investigate the relationships between rainfall, snowpack, and storms with levels of contaminants in well water beneath Dzus Fasteners Co. in West Islip, New York (NY, 2011-2019) and American Thermostat Co. in South Cairo, NY (2005-2011) using data shared by the New York State Department of Environmental Conservation. At Dzus, sampling was conducted approximately yearly. During Superstorm Sandy in October 2012, the water table beneath Dzus rose 1 to 2 meters due to storm surge, then receded into the Atlantic Ocean via Willetts Creek. In a Dzus monitoring well (MW), cadmium (Cd) increased from 64.4 µg/L in August 2012, to 120 µg/L in November 2013; lower levels of Cd were seen in other MWs. In April 2013, after Sandy, 14 out of 70 sediment samples collected along Willetts Creek were above 90 mg/kg Cd, with a maximum of 1,600 mg/kg; the previous maximum was 133 mg/kg. At American Thermostat, positive correlations were detected between volatile organic compounds and both rainfall and snowpack in three out of six observation wells. For example, in well observation well 12, snowpack showed strong correlations with the on-site main contaminants: trichloroethylene (r = 0.96) and tetrachloroethylene (r = 0.86). Despite limited sampling data, these case studies suggest that contaminant levels in groundwater and nearby sediment at Superfund sites can increase with rainfall, snowpack, and intense storms. Increased monitoring frequency is recommended to better understand the impacts of storms and precipitation at Superfund sites.

Background: Human dissection in medical education presents an ethically complex terrain shaped by institutional norms, peer culture, and personal values. While formal codes and donor protections have evolved, little is known about how students themselves define and interpret ethical conduct in the gross anatomy lab. This qualitative study explored medical students’ perceptions of ethical behavior during dissection. Methods: Twenty students from all four years of medical school at a single U.S. institution participated in one-on-one, semi-structured interviews. Transcripts were analyzed inductively using open coding to identify recurring themes. Credibility was enhanced through analyst triangulation, reflexive dialogue, and use of illustrative quotes. Results: Three overarching themes emerged: (1) Ethical practices were linked to faculty role-modeling, peer and self-monitoring, and mindfulness during dissection; (2) Unethical practices included inappropriate jokes, careless handling of donor bodies, and unprofessional behavior; and (3) Ethically challenging situations involved uncertainty about donor consent, tension between objectification and personification of the body, and unspoken norms discouraging emotional expression. These dynamics often went unaddressed by formal instruction or policy, leaving students to navigate them independently. Conclusions: Students engage with dissection not only as a technical task but also as a moral experience. While institutional rules and professional standards are necessary, they are often insufficient on their own to help students smoothly navigate the ethical and emotional complexities of the anatomy lab. Anatomy education should incorporate structured opportunities for ethical and emotional reflection, reinforce transparency around body donation, and foster a culture that validates emotional responses. These practices may better support professional identity formation and align ethical conduct with students’ lived experiences.

Background: Social networking platforms offer promising educational value, particularly for undergraduate students whose daily lives are deeply embedded in online spaces. Yet in most courses, instructional technologies remain limited to institutional learning management systems (LMSs), which often do not foster informal interaction or community. This study examined whether supplementing LMSs with a Facebook group could enhance academic outcomes and retention in undergraduate Anatomy and Physiology (A&P) courses. Methods: Over two semesters, two student cohorts (n = 39) were taught by the same instructor using identical materials; one cohort also used a closed Facebook group for course-related engagement. Results: While final course grades were not significantly different between groups (p = 0.186), students in the Facebook cohort scored significantly higher on mid-semester unit exams (p < 0.001 to p = 0.006). Regression analysis revealed a 9.4% higher mean final course grade among Facebook users. Importantly, the pass rate in the Facebook cohort was 94.7% compared to 45.0% in the control group, with dropout rates significantly lower (5.3% vs. 55%, p = 0.001). Conclusions: These findings suggest that incorporating social media into undergraduate science instruction may promote academic success and retention by providing a familiar, collaborative space for active learning and peer support.

Rainfall and groundwater fluctuations may influence the migration or dilution of contaminants from US Superfund sites. This pilot study was designed to provide empirical data on relationships between rainfall and contaminant concentrations in water near Superfund sites. Four Superfund sites on Long Island, New York were selected to represent a range of contaminant profiles and hydrogeologic conditions. Baseline samples were collected in December 2022, with subsequent samples obtained following major storms and seasonally through September 2023. Samples were collected on 11–24 different days across the sites and measured for metals and 1,4-dioxane. Overall, we observed few consistent associations between rainfall and contaminant concentrations across sites. Two trends, however, were noted: (1) At Gowanus Canal, a surface water site, there was a negative association between rainfall and contaminant concentrations using same-day or prior-day rainfall; and (2) in a treatment well near Lawrence Aviation, negative associations were observed between prior month’s rainfall and contaminant concentrations. Rainfall appeared to dilute contaminant concentrations at two of the four Superfund sites. Given the increased frequency and intensity of extreme rainfall events, it is important to continue probing links between rainfall and contaminants near Superfund sites.

Social networking platforms offer promising educational value, particularly for undergraduate students whose daily lives are deeply embedded in online spaces. Yet in most courses, instructional technologies remain limited to institutional learning management systems (LMS), which often do not foster informal interaction or community. This study examined whether supplementing LMS with a Facebook group could enhance academic outcomes and retention in undergraduate Anatomy and Physiology (A&P) courses. Over two semesters, two student cohorts (N = 39) were taught by the same instructor using identical materials; one cohort also used a closed Facebook group for course-related engagement. Students in the Facebook cohort scored significantly higher on mid-semester unit exams (p < .001 to p = .006). Though final course grades were not significantly different (p = .186), regression analysis revealed a 9.4% higher mean final grade among Facebook users. Importantly, the pass rate in the Facebook cohort was 94.7% compared to 45% in the control group, with dropout rates significantly lower (5.3% vs. 55%, p = .001). These findings suggest that incorporating social media into undergraduate science instruction may promote academic success and retention by providing a familiar, collaborative space for active learning and peer support.

Early clinical exposure (ECE) has been associated with increased confidence, professionalism, and career exploration in undergraduate medical education. Student-run free clinics (SRFCs), such as the Health Outreach Project (HOP) at Drexel University College of Medicine, provide opportunities for preclinical students to engage in patient care and community outreach. This qualitative study explored medical students’ perceptions of participation in HOP. Fourteen third- and fourth-year medical students with prior HOP experience participated in four semi-structured focus groups conducted virtually over Zoom. Data were analyzed using an inductive thematic analysis approach. Four major themes emerged: (1) early clinical exposure and clinical skills development, (2) community engagement and patient-centered perspectives, (3) professional identity formation and career exploration, and (4) opportunities, limitations, and emotional challenges of outreach work. Participants described HOP as an important source of authentic clinical exposure that increased confidence in patient interactions and broadened awareness of social determinants of health and underserved populations. Students also reflected on the influence of HOP on professional identity formation, career interests, and perspectives on patient-centered care, while acknowledging frustrations related to systemic barriers and limited resources. These findings suggest that students perceive SRFCs as valuable experiential learning environments that support clinical preparedness and professional development early in medical training.