Regional Importance of Alnus Pollen as an Aeroallergen: A Comparative Study of Alnus Pollen Counts from Worcester (UK) and Poznań (Poland)

Daily average Alnus pollen counts (1996-2005) from Worcester (UK) and Poznań (Poland) were examined with the aim of assessing the regional importance of Alnus pollen as an aeroallergen. The average number of Alnus pollen grains recorded annually at Poznań was more than 2.5 times that of Worcester. Furthermore, daily average Alnus pollen counts exceeded the thresholds of 100, 500 and 1,000 grains/m3 more times at Poznań than Worcester. Skin prick test results (1996-2005) and allergen-specific IgE(asIgE) measurements using the CAP (Pharmacia) system (2002-2005), were supplied by the Allergic Diseases Diagnostic Centre in Poznań. The annual number of positive skin prick tests to Alnus pollen allergens was significantly related (p<0.05) to seasonal variations in the magnitude of the Alnus pollen catch recorded at Poznań (r=0.70). The symptoms of patients with positive skin prick tests to Alnus pollen allergens were: 51% pollinosis, 43% atopic dermatitis, 4% asthma, 1% chronic urticaria and 1% eczema. On a scale of 0-6, 20.5% of patients examined for serum asIgE in relation to Alnus pollen allergens had asIgE measurements in classes 5 and 6. Alnus pollen is generally considered to be mildly allergenic. However, the amount of Alnus pollen released into the atmosphere in places such as Poznań may increase its impact on the population and make it one of the more important aeroallergens present.

Methodological Synergy in a National Project: The VITAE Story

VITAE was a four-year research project designed to explore the work and lives of a purposive sample of 300 Key Stage 1, 2 and 3 (English and maths) teachers at different phases of their careers in 100 primary and secondary schools in different socioeconomic contexts, drawn from seven local authorities in England. Its focus was upon identifying variations in different aspects of teachers' lives and work and examining possible connections between these and their effects on pupils as perceived by the teachers themselves and as measured by value-added national test scores. An integrated mixed-method approach was developed in addressing the research questions. The results showed that there were associations between teachers' work, lives and identities, that teachers' perceived and relative (valueadded) effectiveness varied within each of six professional life phases, and that this variation depended upon their capacity to manage a number of moderating and mediating factors. Statistically significant relationships were found between teacher commitment, resilience and the value-added pupil test scores. The findings from the study shed new light upon the meanings and measurement of teacher effectiveness and the complex nature and trajectories of teachers' work, lives and effectiveness in different school contexts.