The appliance of science

One in four people will experience a mental health problem in any given year. Of those, the vast majority will not receive any psychological or pharmacological help. Even when psychological help is received, it frequently lacks a strong scientific basis. This article describes the extent of the problem in the dissemination and implementation of evidence-based psychological therapies and examines some of the solutions proposed.

Revisiting asymmetry for the decaying phases of El Niño and La Niña

This study investigated the relationship between the asymmetry in the duration of El Ni?o and La Ni?a and the length of their decaying phases. The results suggested that the duration asymmetry comes from the long decaying ENSO cases rather than the short decaying ones. The evolutions of short decaying El Ni?o and La Ni?a are approximately a mirror image with a rapid decline in the following summer for the warm and cold events. However, a robust asymmetry was found in long decaying cases, with a prolonged and re-intensified La Ni?a in the following winter. The asymmetry for long decaying cases starts from the westward extension of the zonal wind anomalies in a mature winter, and is further contributed to by the air-sea interaction over the tropical Pacific in the following seasons.

Children's preconceptions of science: how these can be used in teaching

This paper focuses on young children’s initial ideas about science prior to any teaching and discusses teachers’ identification of these ‘preconceptions’ when teaching science in the early years. The research focuses on early years teaching in public and private kindergartens with children from three to five. The area of the children’s preconceptions has been extensively investigated by other researchers in the past. However, research focusing on children’s preconceptions and how teachers work with these in the early years is still limited in comparison, especially within Cypriot context. A case study was employed which facilitated in-depth investigation employing different methods of data collection including interviews and observations. The results indicate that teachers tend to avoid identification of the children’s preconceptions when planning and teaching science. This suggests a lack of appreciation of the children’s preconceptions and the consequences when they are not acknowledged. To help teachers respond to the children’s preconceptions, this paper provides a number of suggestion on how to identify children’s preconceptions.