The reindeer-herding Southern Saamis, from Central Norway, were the population group exposed to the highest levels of radioactivity in Norway, following the Chernobyl accident. Radiocesium whole-body contents and dietary habits have been investigated regularly in this population group since 1987. Meat of semi-domesticated reindeer is important in their diet, and earlier studies have shown that contaminated reindeer meat contributes about 90% to the total intake of radiocesium. A major part of the group also consumes wild food products like game, freshwater fish, mushrooms, and berries. The application of countermeasures has been a common practice for the reindeer herders since the Chernobyl accident. According to the interviews in 1996, the three most commonly used and socially accepted countermeasures were (1) selection of reindeer for consumption after live monitoring of radiocesium concentrations; (2) selection of reindeer for consumption from less contaminated grazing areas; and (3) clean feeding of animals before slaughtering. Despite these countermeasures about one third of the population still have reduced reindeer meat intake because of the Chernobyl fallout. In 1996, the average whole body concentration of 137Cs for this population was found to be 88+/-7 Bq kg(-1) for women and 164+/-11 Bq kg(-1) for men(arithmetic mean +/- standard error). This is approximately half of the whole-body concentration of 137Cs measured in the same population in 1990-1991.

Background: Science teachers need a deep understanding of how science works in modern society. Purpose: This article reports a case study investigating the ways in which a short-term in-service course on a research site of space technology contributes to this understanding. Design and method: The study is performed in three steps: an evaluation immediately after the course, a survey 4-12 months after the course and, finally, indepth interviews with a selection of course participants. Results: The results show that teachers benefit from the course experience in ways considered important for their professional development as science teachers, despite the fact that the course deviates from current recommendations for professional development: the course is not based on the school's immediate needs, it is short term with no follow-up and it does not engage participants in the epistemic aspects of a research project. The teachers' gains are related to the authenticity of the research site, working and being with professionals and having sufficient time to cooperate with them in solving specific tasks towards the goal of launching a rocket. In this way, the course gave teachers authentic experiences and important insights in the complexity and infrastructure of a specific scientific practice in modern society. Conclusions: Participating in a scientific community of practice is important for the development of science teachers' subject-related identity, and should be recognised as an important part of their professional development.

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