Primary science and literacy.

La ciencia y el conocimiento del lenguaje, oral y escrito, es decir, la lectura y la escritura están indisolublemente ligados. La sociedad actual, muy desarrollada, necesita personas científicamente alfabetizadas. Además, la asociación entre ciencia y alfabetización es recíproca: la ciencia ofrece contextos para el uso y desarrollo de las aptitudes de lectura, escritura y comprensión, mientras que la alfabetización contribuye al acceso individual al apasionante y difícil mundo científico.

Primary science and numeracy.

Del mismo modo, que en el corazón de la ciencia esta la matemática, la enseñanza de la ciencia se basa en la comprensión de las matemáticas por los niños, como base sobre la cual desarrollar su capacidad científica en la enseñanza primaria. Por ello, se marcan unas líneas de actuación a cumplir: importancia de la aritmética en la ciencia, desarrollo de habilidades numéricas en actividades familiares, estrategias de apoyo a la aritmética. Este texto sirve de apoyo al plan de estudios de Gales, Irlanda del Norte y Escocia, y además, tiene en cuenta el National Numeracy Strategy for England.

Ways of doing : students explore their everyday and classroom processes.

Recurso para que los estudiantes lleguen a trazar sus propios procesos mentales, sus esquemas, sus sistemas de representación, y así ayudarles a construir un nuevo cuerpo de conocimientos profesionales, investigados por los mismos estudiantes. Basado en gran medida en principios humanistas, ofrece más de cien actividades destinadas a animar a los alumnos a pensar, hablar y escribir en inglés sobre áreas que, probablemente, nunca han discutido en su lengua materna. Las actividades, que son adecuadas para una variedad de niveles y edades, se ocupan de: examen de los patrones y procesos de los estudiantes en su vida cotidiana tanto en la exploración de la lengua materna como de la lengua extranjera; dinámica de grupo; formas de aprendizaje; la corrección y la retroalimentación. También hay una sección especial en el desarrollo del profesor.

Primary schools and ICT : learning from pupil perspectives.

El uso de la tecnología de la información y de la comunicación (TIC) en las escuelas primarias es a menudo problemática y frustrante tanto para los profesores como para los alumnos. Este texto se basa en un estudio sobre las experiencias y percepciones de más de seiscientos alumnos de primaria para explorar cómo se puede mejorar el uso de las TIC en ese nivel y hace una serie de sugerencias prácticas para su modificación en las escuelas teniendo en cuenta qué emociona, motiva e interesa a los niños en y fuera del aula.

Teaching primary art and design.

Esta guía ayuda a los profesores en período de formación inicial a superar el Qualified Teacher Status (QTS), aunque también abarca áreas clave del currículo de arte y diseño para las etapas de infantil y primaria. Para ello, utiliza estudios de casos como ejemplos para el desarrollo práctico de los marcos curriculares en el aula. Asimismo, ofrece consejos prácticos sobre identificación de temas, preparación de recursos en aprendizaje, planificación y evaluación.

Primary ICT and the foundation subjects.

Aconseja la utilización de las tecnologías de la información y la comunicación (TIC) para la enseñanza de materias básicas como: historia, geografía, diseño y tecnología, arte y diseño, música, lenguas extranjeras modernas y educación física, de tal manera que estas tecnologías se convierten en parte integral del currículo de primaria. También, ofrece consejos prácticos sobre software, Internet y otros recursos multimedia, así como sobre planificación, preparación e impartición de una clase.

Are discourse comprehension and cognitive processes influenced by the type of language language (English and Spanish)? A cross-language study based on elaborative inferences generation

Resumen basado en el de la publicación

A case study of boundary layer ventilation by convection and coastal processes

It is often assumed that ventilation of the atmospheric boundary layer is weak in the absence of fronts, but is this always true? In this paper we investigate the processes responsible for ventilation of the atmospheric boundary layer during a nonfrontal day that occurred on 9 May 2005 using the UK Met Office Unified Model. Pollution sources are represented by the constant emission of a passive tracer everywhere over land. The ventilation processes observed include shallow convection, turbulent mixing followed by large-scale ascent, a sea breeze circulation and coastal outflow. Vertical distributions of tracer are validated qualitatively with AMPEP (Aircraft Measurement of chemical Processing Export fluxes of Pollutants over the UK) CO aircraft measurements and are shown to agree impressively well. Budget calculations of tracers are performed in order to determine the relative importance of these ventilation processes. Coastal outflow and the sea breeze circulation were found to ventilate 26% of the boundary layer tracer by sunset of which 2% was above 2 km. A combination of coastal outflow, the sea breeze circulation, turbulent mixing and large-scale ascent ventilated 46% of the boundary layer tracer, of which 10% was above 2 km. Finally, coastal outflow, the sea breeze circulation, turbulent mixing, large-scale ascent and shallow convection together ventilated 52% of the tracer into the free troposphere, of which 26% was above 2 km. Hence this study shows that significant ventilation of the boundary layer can occur in the absence of fronts (and thus during high-pressure events). Turbulent mixing and convection processes can double the amount of pollution ventilated from the boundary layer.

Distribution and mobility of trace elements in soils and vegetation around the mining and smelting areas of Tharsis, Riotinto and Huelva, Iberian Pyrite Belt, SW Spain

Trace elements may present an environmental hazard in the vicinity of mining and smelting activities. However, the factors controlling their distribution and transfer within the soil and vegetation systems are not always well defined. Total concentrations of up to 15,195 mg center dot kg (-1) As, 6,690 mg center dot kg(-1) Cu, 24,820 mg center dot kg(-1) Pb and 9,810 mg center dot kg(-1) Zn in soils, and 62 mg center dot kg(-1) As, 1,765 mg center dot kg(-1) Cu, 280 mg center dot kg(-1) Pb and 3,460 mg center dot kg (-1) Zn in vegetation were measured. However, unusually for smelters and mines of a similar size, the elevated trace element concentrations in soils were found to be restricted to the immediate vicinity of the mines and smelters (maximum 2-3 km). Parent material, prevailing wind direction, and soil physical and chemical characteristics were found to correlate poorly with the restricted trace element distributions in soils. Hypotheses are given for this unusual distribution: (1) the contaminated soils were removed by erosion or (2) mines and smelters released large heavy particles that could not have been transported long distances. Analyses of the accumulation of trace elements in vegetation (median ratios: As 0.06, Cu 0.19, Pb 0.54 and Zn 1.07) and the percentage of total trace elements being DTPA extractable in soils (median percentages: As 0.06%, Cu 15%, Pb 7% and Zn 4%) indicated higher relative trace element mobility in soils with low total concentrations than in soils with elevated concentrations.

Trace element partitioning and soil particle characterisation around mining and smelting areas at Tharsis, Riotinto and Huelva, SW Spain

Trace elements may present an environmental hazard in the vicinity of mining and smelting activities. However, the factors controlling trace element distribution in soils around ancient and modem mining and smelting areas are not always clear. Tharsis, Riotinto and Huelva are located in the Iberian Pyrite Belt in SW Spain. Tharsis and Riotinto mines have been exploited since 2500 B.C., with intensive smelting taking place. Huelva, established in 1970 and using the Flash Furnace Outokumpu process, is currently one of the largest smelter in the world. Pyrite and chalcopyrite ore have been intensively smelted for Cu. However, unusually for smelters and mines of a similar size, the elevated trace element concentrations in soils were found to be restricted to the immediate vicinity of the mines and smelters, being found up to a maximum of 2 kin from the mines and smelters at Tharsis, Riotinto and Huelva. Trace element partitioning (over 2/3 of trace elements found in the residual immobile fraction of soils at Tharsis) and soil particles examination by SEM-EDX showed that trace elements were not adsorbed onto soil particles, but were included within the matrix of large trace element-rich Fe silicate slag particles (i.e. 1 min circle divide at least 1 wt.% As, Cu and Zn, and 2 wt.% Pb). Slag particle large size (I mm 0) was found to control the geographically restricted trace element distribution in soils at Tharsis, Riotinto and Huelva, since large heavy particles could not have been transported long distances. Distribution and partitioning indicated that impacts to the environment as a result of mining and smelting should remain minimal in the region. (c) 2006 Elsevier B.V. All rights reserved.