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The use of pesticides has continued to grow since their introduction to modern agriculture, and more than 2 billion kilograms of these substances are used per year worldwide. Their main characteristic, that they impact living organisms, makes them a chemical hazard, and their use results in potential health risk, especially in agricultural workers. In agriculture, there is a notable instability of working conditions, disregard of good agricultural practices, and misuse of personal protective devices. Estimating the exposure and absorbed dose in this scenario is, therefore, extremely challenging. Pesticide field studies still represent the main way to collect real-life exposure data, to perform absorbed dose and risk assessment, and to verify the presence or absence of health effects from pesticide use. Here we present the main methods for pesticide exposure monitoring in real-life field conditions, with their advantages, disadvantages, and ways to improve them. Since most of the exposure in open field conditions comes from dermal exposure, OECD “patch” and “whole-body” methodologies are the two most widely used methods for exposure assessment. The main advantages of the “patch” methodology is that it preserves the real-life working conditions and allows the combined use of personal exposure and biological monitoring. The use of biological monitoring is limited in because of the lack of health-based occupational biological exposure limits. Ideally, a method to produce biological exposure limits for pesticide use in agriculture, similar to the ACGIH BEIs, could be developed taking into account skin as the main route of exposure in this setting.
Originally a course of study for five years was prescribed. Only the first and last were spent at the school with the other three being passed at sea. The present name was adopted when the school was reorganized in 1850 and placed under the supervision of the chief of the Bureau of Ordnance and Hydrography. Under the immediate charge of the superintendent, the course of study was extended to seven years with the first two and the last two to be spent at the school and the intervening three years at sea. The four years of study were made consecutive in 1851 and practice cruises were substituted for the three consecutive years at sea. The first class of naval academy students graduated on 10 June 1854.