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National Scientist Cites DDT Conference in Article

Suzanne Snedecker, a scientist at Cornell University, has written an article about her participation in the Eugene Kenaga International DDT Conference at Alma College last March.

The article, titled "View from the Pine River and Beyond: The Legacy of DDT Use and Health Effects,” appears in The Ribbon, the newsletter of the Sprecher Institute for Comparative Cancer Research at Cornell University, Spring 2008 (Vol. 13, No. 2).

Click here to access the article.

Dr. Snedeker writes, "The conference allowed me not only to interact with scientists in other disciplines who are investigating and interpreting new data on health risks associated with DDT, but also to talk with members of the Pine River Superfund Citizen Task Force and hear the stories of their dedication, accomplishments and frustrations. The conference they and Alma College organized was excellent. Speakers included historians, federal agency personal, and academics in various human and wildlife health areas from the U.S. and South Africa."

Snedecker is associate director for translational research for the Program on Breast Cancer and Environmental Risk Factors at the Sprecher Institute.

The March 14 conference attracted international experts in the areas of public health and the environment. The scholars are drafting a consensus statement urging global policymakers to reconsider the future use of the synthetic pesticide DDT.

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More than a third of all Alma students take part in at least one performance each year. The College offers majors in theatre, dance and music, but students of all majors may join in productions. The Remick Heritage Center for the Performing Arts is the region's premiere performing arts facility.

 

Student Profile

Brett Seymoure

Brett Seymoure
Graduation: 2009
Major: Biology
From: Paw Paw, Michigan
Interests: Sports, Politics

Alma’s close faculty-student interaction provides numerous benefits such as the ability to do undergraduate research on a graduate level. Alma’s professors treat students more as peers welcoming student input and collaboration on faculty projects. When students are involved in research, faculty aggressively pursue publication of findings including students as co-authors.