A system for the radiological protection of the environment (or wildlife) based on Reference Animals and Plants (RAPs) has been suggested by the International Commission on Radiological Protection (ICRP). To assess whole-body activity concentrations for RAPs and the resultant internal dose rates, transfer parameters are required. However, transfer values specifically for the taxonomic families defined for the RAPs are often sparse and furthermore can be extremely site dependent. There is also a considerable geographical bias within available transfer data, with few data for Mediterranean ecosystems. In the present work, stable element concentrations (I, Li, Be, B, Na, Mg, Al, P, S, K. Ca, Ti, V, Cr, Mn, Fe, Co, Ni, Cu, Zn, As, Se, Rb, Sr, Mo, Ag, Cd, Cs, Ba, Tl, Pb and U) in terrestrial RAPs, and the corresponding whole-body concentration ratios, CR, were determined in two different Mediterranean ecosystems: a Pinewood and a Dehesa (grassland with disperse tree cover). The RAPs considered in the Pinewood ecosystem were Pine Tree and Wild Grass; whereas in the Dehesa ecosystem those considered were Deer, Rat, Earthworm, Bee, Frog, Duck and Wild Grass. The CR values estimated from these data are compared to those reported in international compilations and databases.

In today's society, big changes happen in a fleeting way. Technological progress implies that teachers must constantly adapt and reinvent themselves and that their training process is developed throughout their lives. It is no longer enough to have a degree or qualification to achieve success or happiness. To professional performance we must add some key skills, such as communication skills, relationship skills, attitude, etc. together with the flexibility to accept the challenges that arise on a daily basis. Twelve activities were developed, based on Kolb's experiential learning cycle and Dewey's Experiential Learning Theory with the students of a Secondary Education Center with the aim of observing and verifying the degree of usefulness and feasibility of the project. The research was based on the qualitative paradigm through the content analysis of the semi-structured interviews that were carried out with four teachers from the Center, who participated in the experience. A table of categories was designed with a mixed process: deductive and inductive. Among the main conclusions obtained, it is highlighted that the activities carried out have encouraged the participation of the students, they have learned the contents treated, their curiosity and their capacity for organization and their autonomy. On the other hand, a very positive assessment has been obtained from the teaching staff and they emphasize that for the experience to be viable in other Educational Centers, a good organization of all the agents involved and the educational community itself is necessary, at the same time that teacher involvement is necessary. The use of a qualitative methodology in this research has made it possible to deepen the opinion of the agents involved, to improve and disseminate the experience.

No abstract