The Pannonian Plain as a Source of Ambrosia Pollen in the Balkans

This study aims to find likely sources of Ambrosia pollen recorded during 2007 at five pollen-monitoring sites in central Europe, Novi Sad, Ruma, Negotin and Nis (Serbia) and Skopje (Macedonia). Ambrosia plants start flowering early in the morning and so Ambrosia pollen grains recorded during the day are likely to be from a local source. Conversely, Ambrosia pollen grains recorded at night or very early in the morning may have arrived via long-range transport. Ambrosia pollen counts were analysed in an attempt to find possible sources of the pollen and to identify Ambrosia pollen episodes suitable for further investigation using back-trajectory analysis. Diurnal variations and the magnitude of Ambrosia pollen counts during the 2007 Ambrosia pollen season showed that Novi Sad and Ruma (Pannonian Plain) and to a lesser degree Negotin (Balkans) were located near to sources of Ambrosia pollen. Mean bi-hourly Ambrosia pollen concentrations peaked during the middle of the day and concentrations at these sites were notably higher than at Nis and Skopje. Three episodes were selected for further analysis using back-trajectory analysis. Back-trajectories showed that air masses brought Ambrosia pollen from the north to Nis and, on one occasion, to Skopje (Balkans) during the night and early morning after passing to the east of Novi Sad and Ruma during the previous day. The results of this study identified the Southern part of the Pannonian Plain around Novi Sad and Ruma as being a potential source region for Ambrosia pollen recorded at Nis and Skopje in the Balkans.

Temporal and Georaphical Variations in Grass Pollen Seasons in Areas of Western Europe: an Analysis of Season dates at Sites of the European Pollen Information System.

Geographical and temporal variations in the start dates of grass pollen seasons are described for selected sites of the European Pollen Information Service. Daily average grass pollen counts are derived from Network sites in Finland, the Netherlands, Denmark, United Kingdom, Austria, Italy and Spain, giving a broad longitudinal transect over Western Europe. The study is part of a larger project that also examines annual and regional variations in the severity, timing of the peak and duration of the grass pollen seasons. For several sites, data are available for over twenty years enabling long term trends to be discerned. The analyses show notable contrasts in the progression of the seasons annually with differing lag times occurring between southern and northern sites in various years depending on the weather conditions. The patterns identified provide some insight into geographical differences and temporal trends in the incidence of pollinosis. The paper discusses the main difficulties involved in this type of analysis and notes possibilities for using data from the European Pollen Information service to construct pan European predictive models for pollen seasons.

Exploring Variations in Teachers' Work, Lives and Their Effects on Pupils: Key Findings and Implications from a Longitudinal Mixed Methods Study

This article outlines the research design of a large‐scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Programme (TLRP) as an ‘Associate Project’, used an innovative mixed‐methods research design to create case studies of 300 teachers in Years 2, 6 and 9. The research was conducted over three consecutive academic years and collected a wide range of data through interviews, questionnaire surveys of teachers' and pupils' views and assessment data on pupils' attainments in English and mathematics. The text summarises the main findings from the research in relation to four interconnected themes of the study: Professional Life Phases; Professional Identity; Relative Effectiveness; and Resilience and Commitment. The influence of school context, in terms of level of social disadvantage of pupil intake, is also investigated. Key findings and their implications for policy and practice are highlighted.

Variations in the Work and Lives of Teachers: Relative and Relational Effectiveness

The VITAE project is a four‐year (2001–2005) research study, commissioned by the Department for Education and Skills, conducted with 300 teachers in 100 schools in seven local education authorities in England. The project aimed to identify factors that may affect their work and lives over time and how these factors may, in turn, impact on their teaching and subsequent pupil progress and outcomes. It combined quantitative and qualitative methods of data collection and analysis in order to define and examine notions of teachers' relational and relative effectiveness. The first part of the paper addresses the nature of effectiveness and three key themes relating to the changing contexts of teachers' work, lives and effectiveness: the challenge of reform to notions of professionalism; professional identities; changes in teachers' work and lives. The research design and early findings and their effects upon the development of the research form the second part. The final part of the paper discusses three sets of understandings which are fundamental to any consideration of teachers' work, lives and effectiveness: relative and relational effectiveness; teacher identities; teachers' life and work contexts. The research suggests that policy‐makers, school leaders and teachers themselves need to attend to these if teacher recruitment, retention and standards are to improve.