Increasing greenhouse gas emissions have put pressure on global economies to adopt strategies for climate-change mitigation. Large-scale geological hydrogen storage in salt caverns and porous rocks has the potential to achieve sustainable energy storage, contributing to the development of a low-carbon economy. During geological storage, hydrogen is injected and extracted through cemented and cased wells. In this context, well integrity and leakage risk must be assessed through in-depth investigations of the hydrogen–cement–rock physical and geochemical processes. There are significant scientific knowledge gaps pertaining to hydrogen–cement interactions, where chemical reactions among hydrogen, in situ reservoir fluids, and cement could degrade the well cement and put the integrity of the storage system at risk. Results from laboratory batch reaction experiments concerning the influence of hydrogen on cement samples under simulated reservoir conditions of North Sea fields, including temperature, pressure, and salinity, provided valuable insights into the integrity of cement for geological hydrogen storage. This work shows that, under the experimental conditions, hydrogen does not induce geochemical or structural alterations to the tested wellbore cements, a promising finding for secure hydrogen subsurface storage.

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The current study aims to review the literature regarding Tier Two behavioural interventionsfor children aged 5 to 13, and identify the core components which the research suggests are important to their effectiveness and/or social validity. Trends within the research indicate schools are more likely to adapt interventions to fit their own school context or meet what is socially valid to their teachers, students, and community, as opposed to implementing an intervention with excellent (empirically-based) fidelity. Through compiling the best-practice components of Tier Two interventions, a checklist has been created for schools to use when they are making adaptation to interventions, or developing their own. This supports the approach schools are already taking, promotes flexibility, and allows schools the space to develop cultural and social relevancy in Tier Two interventions; while still incorporating the components of what the wider literature advocates is effective with at-risk students.

The Collaborative Research Center for American Indian Health (CRCAIH) is a transdisciplinary, collaborative center focused on building American Indian tribal research infrastructure. Funded by the National Institute of Minority Health and Health Disparities in 2012, it was created as a platform to join tribal communities and researchers in South Dakota, North Dakota, and Minnesota to develop research infrastructure and stimulate research in American Indian health. The CRCAIH infrastructure has created a large network of transdisciplinary research partnerships. To understand the initial development of the CRCAIH network and understand the broader impact it has had on American Indian and Alaska Native health research, CRCAIH undertook a network analysis based on publications by collaborators working with and within CRCAIH. The network analysis showed how far the CRCAIH network went in a short period of time to create a platform for networking to build collaborations and further stimulate research with American Indian communities.

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