Meteorology and climate inspire secondary school students

As part of its National Science and Engineering Week activities in 2009 and 2010, the University of Reading organised two open days for 60 local key stage 4 pupils. The theme of both open days was ‘How do we predict weather and climate?’ Making use of the students’ familiarity with weather and climate, several concepts of relevance to secondary science were investigated. The open days also provided an opportunity for more than 30 research staff from the university to interact with the students. Feedback from students and teachers was extremely positive. This article shows how meteorological science can be used to illustrate elements of the secondary science and mathematics curricula.

The middle atmosphere

The last 50 years have seen enormous advances in our knowledge and understanding of the stratosphere and mesosphere, which together comprise the middle atmosphere. Beginning from a phase of basic discovery, we have now reached the stage where most observed phenomena can be modelled from first principles with a reasonable degree of fidelity, and where there is an overall theoretical framework which can be tested against measurements and models. This review surveys a number of major surprises in middle atmosphere science over the past 50 years. A phenomenological and historical approach is adopted in each case, leading up to the current literature. Along the way, a common thread emerges: the central role of waves, of various types, in redistributing angular momentum within the atmosphere, and the global nature of the atmospheric response to such redistribution

Language support for immigrant children: a study of state schools in the UK and US

In recent decades, immigrants, refugees and asylum seekers have sought a new way of life in large numbers, often leaving their countries of origin behind in search of places that offer a better way of life. The purpose of this study was to investigate how elementary and middle school students in state schools in Reading, England (primarily speakers of Asian languages), and Richmond, Virginia (primarily speakers of Spanish), were supported academically, when most children's first language was not English. The authors were interested in exploring whether or not there were cultural or structural differences in the way each country helped or hindered these students as they progressed through the school systems. Three UK schools in a district of approximately 100,000 and three US schools in a district of approximately 250,000 were the focus of this exploration from 2000 to 2003. Findings indicated that there were cultural and legislative differences and similarities. Teachers and administrators in both countries attempted to provide services with limited and sometimes diminishing resources. Community support varied based on resources, attitudes toward various ethnic groups, and the coping strategies adopted by these groups in their new environments. Marked differences appeared with regard to the manner in which assessments took place and how the results were made available to the public.