Category: Science

  • From the ground in Kenya to the gold stud in the ear

    From the ground in Kenya to the gold stud in the ear

    Artisanal gold mining in Kenya’s Western region is raising environmental and public health concerns as mercury contamination threatens both the miners and local water sources.

    At sunrise in western Kenya’s Migori County, small groups of men and women gather at makeshift gold pits, sifting through soil in search of a precious livelihood. Across Kenya’s western counties, tens of thousands of people have turned to artisanal gold mining — small-scale, informal mining operations, often characterized by manual labor and the use of basic tools and low-tech equipment — as global gold prices rise and traditional farming incomes decline. 

    But while mining offers a vital economic lifeline, it brings a toxic legacy: mercury contamination that threatens health, water and livelihoods far beyond the mines.

    A growing Industry in Western Kenya, small-scale gold mining has expanded rapidly in counties such as Migori, Kakamega and Vihiga. Recent estimates suggest that Kenya is home to more than 250,000 artisanal miners, with more than one million people depending on gold-mining for their livelihoods. In Migori alone, gold mining injects an estimated US$37 million into the local economy each year.

    Despite the dangers, mining remains the most viable source of income for many. Surveys in Migori found that a significant majority of miners would not leave the industry, citing a lack of alternatives. 

    Extracting gold

    Women make up an estimated 38% of Kenya’s small-scale gold mining workforce, often involved in ore processing — where mercury exposure is highest — yet receive just 11% of the sector’s revenue. 

    Nashon Adero, a lecturer at Taita Taveta University and a Kenyan mining policy expert, said that women’s roles and vulnerabilities are often overlooked in policy discussions. 

    Herman Gibb, a lecturer at George Washington University and managing partner and president of Gibb & O’Leary Epidemiology Consulting said that mercury is widely used by artisanal miners because it is cheap, accessible and effective at extracting gold from ore. 

    “It’s the easiest way for miners with limited resources to extract gold,” said Gibb, who used to work for the U.S. Environmental Protection Agency. 

    The process, known as amalgamation, involves mixing crushed ore with liquid mercury. Mercury binds to gold, creating an amalgam, which is then heated to vaporize and remove the mercury, leaving behind pure gold. But Gibb said that this heating releases toxic mercury vapour, endangering miners and nearby communities. 

    Mercury poisons

    Researchers, including Gibb, have warned that mercury vapour can settle in households, exposing families, particularly children and pregnant women. Biomonitoring studies, including hair sampling, have shown high levels of exposure among women in small-scale gold mining regions. 

    However, research shows that testing capacity in rural Kenya is limited, and the logistics of sampling, storage and analysis pose additional barriers to effective surveillance. Mercury poses a variety of risks, depending on the form of exposure and who is exposed. 

    Elemental mercury, the liquid form used in gold extraction, poses serious risks when inhaled as vapour, which can cause neurological symptoms such as tremors, memory loss and cognitive impairment. Prolonged exposure can also cause kidney damage. 

    “Mercury vapour can damage the brain, especially in children whose nervous systems are still developing,” Gibb said.  

    Methylmercury, on the other hand, is an organic form of mercury created when elemental mercury enters water bodies and undergoes microbial transformation. It accumulates in fish and other aquatic organisms, entering the food chain. Methylmercury is particularly harmful to pregnant women and children, as exposure can lead to severe developmental disorders, intellectual disabilities and long-term neurological damage.

    Chemicals in the food stream

    Gibb said that when methylmercury enters the food chain, the risks become even more serious. “This is a toxin that affects the most vulnerable in invisible but lasting ways,” he said.

    Although Kenya’s Mining Act of 2016 bans mercury use in mining, enforcement remains weak, and mercury is still widely available in local markets. News reports from the Kenya Chamber of Mines, the main mining industry organization in Kenya, state that many miners lack awareness of its dangers or access to protective equipment. 

    A 2023 study found that groundwater within six kilometers of mine sites in Migori contained mercury levels exceeding Kenya’s safe drinking water limit of 0.001 mg/L during the dry season. Soil samples from mine tailings (waste materials left over after valuable minerals have been extracted) showed mercury concentrations above 9.6 mg/kg, surpassing the National Environment Management Authority discharge limits. 

    Kenya’s mercury crisis is part of a wider global problem. Gibb said that the World Health Organization estimates prenatal exposure to methylmercury causes more than 227,000 new cases of intellectual disability each year, contributing to nearly two million “disability-adjusted life years” — a measure of years lost to ill-health or disability. 

    Mercury ranks among the top chemical threats to global health. Gibb said that its burden is compounded by the fact that most harm is invisible and long-term, making it difficult to prioritize in health budgets. 

    Science diplomacy

    In 2017, Kenya ratified the Minamata Convention, an international treaty designed to protect human health and the environment from releases of mercury, committing to reduce mercury use and emissions. Yet implementation lags. A 2022 Auditor General’s report found that the Ministry of Petroleum and Mining had not mapped or formally designated artisanal mining zones in key counties.

    Adero, the Kenyan mining expert emphasized the need for “science diplomacy” — the use of geospatial technologies (mapping tools and location data) and data-driven reports to influence local and national policymakers. Recent GIS-based research (Geographic Information System, or mapping software that shows roads, rivers, houses etc.) show mercury levels remain high in soil and water near mines. 

    “This highlights enforcement gaps and spatial risks [risks due to location] that many policymakers overlook,” he said. 

    Monitoring mercury exposure in rural areas is especially challenging due to limited laboratory facilities, transportation and technical capacity. 

    “We cannot manage what we do not measure,” Adero said. “Without proper exposure tracking, policies are just words on paper. We need data that is local, current and trusted by both governments and communities.” 

    Enforcing regulations

    Gibb said that constraints around sample collection, storage and analysis hinder the ability to track exposure and enforce regulations. 

    The Migori county government has signed an agreement with the State Department for Environment and Climate Change to establish demonstration sites for mercury-free processing. But while these techniques can be effective, Gibb said, they require up-front investment, training and new equipment and that some alternatives such as cyanide also pose environmental risks. 

    Adero said that early adoption in countries such as Tanzania and Ghana shows promise but similar scale-up in Kenya remains limited. 

    Gender and social dimensions organizations such as the Association of Women in Energy and Extractives in Kenya address gender disparities by organizing cooperatives, providing training and advocating for gender-sensitive safety policies. 

    In his research, Adero found that significant gender gaps remain, with women overrepresented in the most dangerous roles but undercompensated. This research underscores that these disparities are rooted in systemic deprivation and limited access to education and financial literacy, he said. 

    Bureaucracy and fees

    While formalizing small-scale gold mining through Kenya’s Mining Act of 2016 could improve safety and access to technical assistance, progress is slow, hindered by bureaucracy and high fees. Adero advocates simplifying the permitting processes, reducing costs and exempting small-scale miners from fees — learning from successful models such as Ghana’s community mining schemes.

    Yet until real changes happen on the ground, artisanal miners remain caught between economic necessity and the invisible dangers of mercury poisoning. 

    “It’s what we know, and it works — you can see the gold right away,” said a miner from Migori. 

    But Dr. Adero warns that real progress requires concrete actions, not just policy declarations. Reliable, on-the-ground data to measure mercury exposure and inform decisions is key.

    As Kenyan miners struggle with mercury poisoning, consumers around the world unknowingly wear and invest in gold that carries hidden human and environmental costs. Ultimately, addressing mercury contamination is not just a local challenge, it’s a call to action for global accountability, connecting distant luxury markets directly to the miners who risk their health and lives for precious metals.

     

    Questions to consider:

    1. Why do some people in Kenya risk their health to mine for gold?

    2. What are some things the Kenyan government is doing to improve the lives of gold miners?

    3. Why do you think gold is considered so valuable?

     

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  • The UK can seize the opportunity from US academia’s brain drain

    The UK can seize the opportunity from US academia’s brain drain

    The American higher education system, long admired as a global bastion of innovation, faces an existential threat. Since early 2025, sweeping federal funding cuts and politically motivated restrictions have destabilised universities, echoing the mid-twentieth century flight of European scientists to the USA – but with the roles reversed.

    This time, the UK has a chance to emerge as a refuge for displaced talent. To do so, it must act decisively, blending strategic policy with moral clarity.

    Academia unravelled

    Federal grants have historically fuelled breakthroughs in US universities, from cancer therapies to artificial intelligence. However, recent policies have transformed funding into a tool of ideological control. Take Columbia University, which lost $400 million in federal contracts after refusing to dismantle its diversity initiatives. Or Dr Naomi Lee, a public health researcher in Arizona, whose decade-long NIH-funded programme linking indigenous students to STEM careers was abruptly defunded. “They told us our work ‘promoted division,’” she says. “But our data showed it was bridging gaps.”

    The consequences ripple beyond individual projects. At Johns Hopkins, layoffs have gutted labs studying pediatric vaccines. Graduate students at Southern Illinois University, already grappling with shrinking state support, now face indefinite pauses on dissertations reliant on federal grants. “I’ve seen colleagues pack up microscopes and hard drives,” says Dr Raj Patel, a materials scientist at SIU. “They’re not just leaving institutions – they’re leaving the country.”

    This climate of fear mirrors Europe’s 1930s, when scholars fled fascism for American shores. Albert Einstein, denied a professorship in Nazi Germany, reshaped US physics. Enrico Fermi’s reactor experiments at the University of Chicago laid groundwork for the atomic age. Today, the US risks squandering this legacy – and the UK can learn from history.

    Post-war America’s scientific dominance wasn’t accidental. Programmes like the Rockefeller Foundation’s refugee fellowships lured talent with visas, funding, and academic freedom. Similarly, the UK’s response must be proactive. Canada’s “Tech Talent Strategy,” which fast-tracked visas for 3,000 displaced US researchers in 2025, offers a blueprint. But Britain’s advantages – language, elite universities, and shared research traditions – could yield even greater rewards.

    Here’s how

    Simplify pathways for displaced scholars: the UK’s Global Talent Visa, while robust, remains underutilised. Streamlining applications for researchers in contested fields – climate science, EDI, public health – would signal openness. Pair this with grants to offset relocation costs, as Germany’s Alexander von Humboldt Foundation does.

    Forge strategic institutional partnerships: UK higher education institutions should leverage ties with US peers under duress. Imagine Cambridge and Columbia co-funding a “satellite lab” in Cambridge for researchers fleeing US restrictions. During the Cold War, the CERN particle accelerator thrived through multinational collaboration.

    Target gaps in the US research landscape: The Trump administration’s aversion to “politicised” fields has left vacuums. The NIH’s 2025 freeze on gender-affirming care research stalled dozens of clinical trials. By prioritising such areas, UK funders could attract top talent while addressing unmet needs.

    Mobilise private and philanthropic support: A modern “research sanctuary fund” could operate on this principle – pooling resources from philanthropic organisations, ethical investors, and forward-thinking corporations to create a safety net for displaced researchers. Unlike traditional grants tied to narrow deliverables, this fund might prioritise intellectual freedom, offering multi-year support for teams whose work has been deemed “controversial” or politically inconvenient elsewhere.

    The power of such a fund lies in its ability to align diverse interests. Corporate partners, for instance, could gain early access to breakthroughs in exchange for underwriting lab costs, while higher education institutions might leverage these partnerships to expand their global research networks. To attract talent, the fund could experiment with hybrid models – pairing academic stipends with industry fellowships, or offering “innovation visas” that fast-track relocation for researchers whose expertise fills critical gaps in national priorities like AI ethics or climate resilience.

    Speed would be essential. When a government abruptly withdraws funding, researchers don’t have years to navigate bureaucracy. A streamlined application process – perhaps involving peer endorsements rather than exhaustive proposal requirements – could allow decisions within weeks, not months. The goal? To position the UK as the default destination for thinkers seeking stability, not just survival.

    Critics might argue this approach risks politicising philanthropy. But that’s precisely the point. In an era where knowledge itself is increasingly weaponised, protecting open inquiry becomes a radical act. By framing the fund as a defence of academic sovereignty, backers could transcend traditional charity narratives, appealing to those who view intellectual migration not as a crisis to manage but a talent pipeline to cultivate.

    Navigating challenges

    Any ambitions for the UK to become a global hub for displaced academic talent face undeniable obstacles. Lingering funding shortfalls following Brexit, coupled with persistent political resistance to immigration, threaten to undermine even the most well-intentioned initiatives. The bureaucratic realities – such as visa processing times stretching to six months – create additional friction at precisely the moment when speed and flexibility are most critical.

    Yet these challenges only underscore the urgency of action. The competition for top-tier researchers has never been more intense. Countries like Canada and Germany have already streamlined their immigration systems to capitalize on the shifting academic landscape, offering faster visa approvals and more generous relocation packages. Every day of delay risks ceding ground to these rivals, eroding the UK’s long-term position as a leader in research and innovation.

    The choice is stark: adapt quickly or accept a diminished role in shaping the future of global scholarship. Addressing these hurdles will require more than piecemeal solutions – it demands a fundamental rethinking of how the UK attracts and retains intellectual talent. This means not only expediting visa processes but also confronting deeper questions about funding priorities and public narratives around immigration. The alternative – watching as the world’s best minds bypass Britain for more welcoming shores – would represent a historic missed opportunity.

    A question of values

    This isn’t merely about poaching talent. It’s about safeguarding the ethos of academia – curiosity, collaboration, dissent – at a time when the US is retreating from these principles. When the University of Frankfurt dismissed Einstein in 1933, he didn’t just bring equations to Princeton; he brought a belief that science should transcend borders and ideologies.

    The UK now faces a similar crossroads. By opening its doors, it can honour the spirit of figures like Rosalind Franklin, whose X-ray work in London (though overlooked in her lifetime) underpinned DNA discovery. It can also modernise its economy: a 2024 Royal Society study found that every pound invested in migrant researchers yields four pounds in patents and spin-offs.

    History rarely offers second chances. The UK has an extraordinary, fleeting opportunity to redefine itself as a global hub for free inquiry – one that could echo America’s post-war ascent. This requires more than visas and funding; it demands a public commitment to academia as a force for progress, not a political pawn.

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  • Students Explore STEM with Engineers

    Students Explore STEM with Engineers

    Middletown, PA – Phoenix Contact engineers head back into the classroom this week to teach sixth-grade science class at Middletown Area Middle School in Middletown, Pa. The classes are part of Phoenix Contact’s National Engineers Week celebration.

    Phoenix Contact has worked with the school every February since 2007. The engineers lead hands-on lessons that make science fun. The goal is to inspire young people to consider careers in science, technology, engineering, and math (STEM).

    The lessons include:

    • Building catapults
    • Racing cookie tins down ramps
    • Building an electric motor
    • Learning about static electricity with the Van de Graaff generator

    “Our engineering team created this outreach program many years ago, and the partnership with Middletown Area School District has stood the test of time,” said Patty Marrero, interim vice president of human relations at Phoenix Contact. “National Engineers Week is a special time for them to share their passion for technology with students. It’s also our chance to thank our engineers for the creativity and innovations that drive our company forward.”

    About Phoenix Contact

    Phoenix Contact is a global market leader based in Germany. Since 1923, Phoenix Contact has created products to connect, distribute, and control power and data flows. Our products are found in nearly all industrial settings, but we have a strong focus on the energy, infrastructure, process, factory automation, and e-mobility markets. Sustainability and responsibility guide every action we take, and we’re proud to work with our customers to empower a smart and sustainable world for future generations. Our global network includes 22,000 employees in 100+ countries. Phoenix Contact USA has headquarters near Harrisburg, Pa., and employs more than 1,100 people across the U.S.

    For more information about Phoenix Contact or its products, visit www.phoenixcontact.com, call technical service at 800-322-3225, or email info@phoenixcontact.com.

    eSchool News Staff
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  • Reaching peak engagement in K-12 science education

    Reaching peak engagement in K-12 science education

    Key points:

    More than half of science teachers believe the most important value of science education is how it contributes to students’ curiosity, critical thinking, and creativity, according to a new report from LEGO Education. But are today’s students truly engaging with science education?

    LEGO Education’s State of Classroom Engagement Report: Science Edition surveyed more than 6,000 global teachers, parents, students, and U.S. administrators to gather data that can offer insight to support educators as they strive to engage their students in science learning.

    Science learning builds life skills students will use even if they do not pursue the science in college or as a career. It also increases student engagement and well-being, but here’s the catch: Students have to feel connected to the material in order to build these skills.

    Just over half of global science teachers say their students are engaged in science, which points to a critical need to boost engagement in the subject, according to the report. Interestingly, students say they are more engaged in science than they are in school overall. Only one-third of teachers worldwide indicate that their students are engaged in the classroom. Schools could leverage students’ interest in science to build schoolwide engagement–a key factor tied to student well-being.

    When students aren’t engaged in science, what’s behind that lack of engagement? Often, they’re intimidated before they even learn the material, and they assume the topics are too challenging. Students lose confidence before they even try. Of students who say science is their least-favorite topic, 45 percent say science is too hard and 37 percent say they are bad at science. What’s more, 77 percent of global teachers say they believe students struggle because of complex concepts and curricula, and they’re searching for for impactful resources that support every student’s success.

    “If students think they’re not good at the subject or avoid it, we risk losing an entire generation of innovators and problem solvers,” said Victor Saeijs, president of LEGO Education, in the report.

    How can educators reach students who struggle to engage with science? Hands-on science learning is the key to piquing student curiosity, prompting them to engage with learning material and build confidence as they explore science concepts. Sixty-two percent of science teachers say hands-on activities drive student engagement in science. Seventy-five percent of science teachers who do incorporate hands-on activities believe this approach leads to higher test scores and grades.

    More students need access to hands-on science learning. Only 55 percent of students say they regularly get hands-on experiences–these experiences usually require extra time and resources to plan and execute. Eighty-two percent of science teachers say they need more ways to teach science with play and hands-on methods.

    Having access to hands-on science learning experiences increases students’ confidence, giving them the boost they often need to tackle increasingly tough-to-learn concepts:

    • 73 percent of students with access to hands-on learning opportunities report feeling confident in science
    • Just 52 percent of students who do not have access to hands-on learning report feeling confident in science

    Hands-on experiences in science drive:

    • Learning outcomes: 71 percent of science teachers who incorporate hands-on, playful learning believe the methodology supports higher test scores and grades
    • Engagement for all learners: 84 percent of U.S. teachers and 87 percent of administrators think that hands-on experiences help all types of learners engage with science concepts
    • Love of science: 63 percent of students who love science credit their passion to regular hands-on experiences
    • Confidence: 79 percent of students who have hands-on science experiences are confident in the subject

    Administrators and science teachers are short on time and need hands-on tools and resources to quickly engage students in learning:

    • 59 percent of U.S. administrators and 54 percent of science teachers say they need more tools to engage students in science
    • Nearly one-third of U.S. students do not get hands-on science experiences.
    Laura Ascione
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  • Welcome Visible Body to Cengage

    Welcome Visible Body to Cengage

    Reading Time: 2 minutes

    At Cengage, creating quality learning experiences is a priority. Our goal is to put the learner at the center of these experiences to help them prepare for the future, especially in much-needed fields like health care, biology and life sciences.

    And so, to enhance learner engagement and deepen students’ understanding of key science concepts, we’re excited to welcome Visible Body to Cengage and our science offerings.

    Introducing Visible Body

    Visible Body is a leading provider of interactive apps and software used by over a million students, educators and health care/biomedical professionals around the world. Visible Body provides highly detailed 3D visuals, micro-lessons and game-like interactivity to make studying anatomy and biology easier and more engaging.

     

    Cengage and Visible Body deepen science learning

    By teaming up, we can provide expanded science offerings to more learners and educators — boosting engagement, improving problem-solving skills and strengthening students’ grasp of key science concepts.

    Visible Body adds to the variety of ways we can support learning. For science courses like anatomy and physiology and biology, it is vital that students gain a deep understanding of the human body and are given a hands-on way to engage with the concepts and processes.

    With accurate visual representations, anatomically correct 3D models and immersive activities, learners can master the concepts quickly, while gaining access to real-world scientific experiences and practicing essential skills for the workforce. AR and mixed reality bring learning to life, enabling students to engage with scenarios typically limited to lab environments. This approach empowers institutions, especially those strained for resources, to deliver high-quality, engaging education without labs.

    What’s in the future for science teaching and learning?

    Visible Body will be available with Dr. Liz Co’s “Anatomy & Physiology” later this spring with plans to add it to even more Cengage higher ed and K-12 science resources soon.

     

    Interested in learning about Liz Co’s “Anatomy & Physiology” — along with the addition of Visible Body? Fill out the form to find out more.

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  • A Novel Approach to Intro Engineering

    A Novel Approach to Intro Engineering

    Reading Time: 2 minutes

    The new first edition of “Discovering Engineering Design in the 21st Century: An Activities-Based Approach” is a practical and applied introduction to the engineering needs of today’s world. By integrating practical activities, sustainability principles, and cross-disciplinary insights, this companion guide prepares students to think critically and creatively about the challenges they will face as engineers in the modern era.

    A Hands-On Approach to Learning

    Research shows that engineering students learn best when they can connect theoretical concepts to real-world applications. Written by Professor Brad Striebig of James Madison University, this curriculum-based intro engineering text bridges the gap between foundational knowledge, traditional engineering skills, and hands-on experiential learning. The author focuses on applying engineering principles to real-world design and problem analysis. It includes specific step-by-step examples and case studies for solving complex conceptual and design problems in several different engineering fields.

    This textbook applies the principles of sustainable design with real-world issues in both developed and developing countries, serving as a companion guide for students as they embark on their exploration into the engineering profession. It emphasizes key steps in engineering solutions, including translating societal needs into infrastructures, products, practices, and processes. It also communicates the long-term impacts of these solutions to society and works to prepare the next generation of engineers with the breadth of skills needed to address complex environmental problems.

    Through integrative analysis and sustainable design methods, students will engage with these essential concepts chapter by chapter, as they engage with the pressing issues facing this generation of engineers.

     

    Meet the Author

    Professor Brad Striebig, Professor of Engineering, James Madison University, Harrisonburg, Virginia

    Dr. Striebig earned his PhD from Pennsylvania State University. He is a founding professor of the engineering program at James Madison University and previously taught engineering at Gonzaga University and Pennsylvania State University. Dr. Striebig has served as editor on major journals in environmental engineering and sustainable development. He has led major, funded, award-winning research activities focused on working with developing communities and natural treatment systems. He has published two textbooks on sustainability and engineering and has authored over 100 technical publications, including several book chapters, numerous peer-reviewed journal articles, and peer-reviewed conference proceedings.

     

    Contributing Authors

    The collaborative effort behind this text features contributions from esteemed colleagues at James Madison University. Together, these authors bring a multidisciplinary perspective, ensuring that the text addresses the diverse and interconnected challenges facing today’s engineers.

    Daniel Castaneda, Assistant Professor of Engineering: focuses on the sustainable use of infrastructure materials within diverse societal contexts.

    Jason Forsyth, Associate Professor of Engineering: specializes in wearable computing and safety systems that continuously monitor and protect human life.

    Shraddha Joshi, Assistant Professor of Engineering: explores engineering design, education, and the development of connected products and systems.

     

    Preview Brad Striebig’s first edition intro engineering textbook, “Discovering Engineering Design in the 21st Century: An Activities-Based Approach,” in the Cengage Instructor Center.

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