The Effect of Changes to the Method of Estimating the Pollen Count from Aerobiological Samples

Pollen data have been recorded at Novi Sad in Serbia since 2000. The adopted method of producing pollen counts has been the use of five longitudinal transects that examine 19.64% of total sample surface. However, counting five transects is time consuming and so the main objective of this study is to investigate whether reducing the number to three or even two transects would have a significant effect on daily average and bi-hourly pollen concentrations, as well as the main characteristics of the pollen season and long-term trends. This study has shown that there is a loss of accuracy in daily average and bi-hourly pollen concentrations (an increase in % ERROR) as the sub-sampling area is reduced from five to three or two longitudinal transects. However, this loss of accuracy does not impact on the main characteristics of the season or long-term trends. As a result, this study can be used to justify changing the sub-sampling method used at Novi Sad from five to three longitudinal transects. The use of two longitudinal transects has been ruled out because, although quicker, the counts produced: (a) had the greatest amount of % ERROR, (b) altered the amount of influence of the independent variable on the dependent variable (the slope in regression analysis) and (c) the total sampled surface (7.86%) was less than the minimum requirement recommended by the European Aerobiology Society working group on Quality Control (at least 10% of total slide area).

The Influence of Education on Community Cohesion: Adaptation of Policy to Practice

In the last 15 years, social and community cohesion have become key concepts in European social, migration, and education policy. Although their definitions often remain ambiguous, social and community cohesion typically refer to harmonious coexistence of individuals of all cultural backgrounds within a community. Frequently connected with education at the elementary and secondary level, they are regarded a desirable outcome of compulsory schooling. Drawing on longitudinal data from 2 schools in England, the authors analyze the interplay between national policies of community cohesion and local level practices. In a discussion of the findings, the authors show that, despite the gaps between national policy and local practice, parental and community members’ involvement in school and family education are efficient tools to enhance community cohesion at the local level.

Re-negotiating Ideologies of Bilingualism on the Margins of Education

This article reports on an ethnographic study carried out in three interrelated sites: two contrasting secondary schools and a Youth-Club (the principal focus of this article), in an area of southwest Wales. This article highlights the incongruence between the language at home and the language of the school and posits that the relationship between language use at school and in the wider community needs to be problematised and questioned far more than has been done thus far. This study questions whether school-based ideologies and school-based practices are re-negotiated or contested on the margins of education and whether this re-negotiation and contestation plays an important role in whether a young person chooses to use Welsh or English outside of school. It will be argued that recreational spaces, even though loosely connected to schools as institutions, function as more open spaces where institutional ideologies are actively reworked and renegotiated, either through choosing to use English or by mixing and blending different aspects of linguistic resources, or by re-negotiating and questioning which version of Welshness is more valuable, ‘the removed and authentic’ (as seen at the Welsh school) or the ‘new and hybrid’ as seen at the Youth-Club.