A new perspective on blocking

It is argued that the essential aspect of atmospheric blocking may be seen in the wave breaking of potential temperature (θ) on a potential vorticity (PV) surface, which may be identified with the tropopause, and the consequent reversal of the usual meridional temperature gradient of θ. A new dynamical blocking index is constructed using a meridional θ difference on a PV surface. Unlike in previous studies, the central blocking latitude about which this difference is constructed is allowed to vary with longitude. At each longitude it is determined by the latitude at which the climatological high-pass transient eddy kinetic energy is a maximum. Based on the blocking index, at each longitude local instantaneous blocking, large-scale blocking, and blocking episodes are defined. For longitudinal sectors, sector blocking and sector blocking episodes are also defined. The 5-yr annual climatologies of the three longitudinally defined blocking event frequencies and the seasonal climatologies of blocking episode frequency are shown. The climatologies all pick out the eastern North Atlantic–Europe and eastern North Pacific–western North America regions. There is evidence that Pacific blocking shifts into the western central Pacific in the summer. Sector blocking episodes of 4 days or more are shown to exhibit different persistence characteristics to shorter events, showing that blocking is not just the long timescale tail end of a distribution. The PV–θ index results for the annual average location of Pacific blocking agree with synoptic studies but disagree with modern quantitative height field–based studies. It is considered that the index used here is to be preferred anyway because of its dynamical basis. However, the longitudinal discrepancy is found to be associated with the use in the height field index studies of a central blocking latitude that is independent of longitude. In particular, the use in the North Pacific of a latitude that is suitable for the eastern North Atlantic leads to spurious categorization of blocking there. Furthermore, the PV–θ index is better able to detect Ω blocking than conventional height field indices.

Training drama teachers: a perspective from England

In England, drama is embedded into the National Curriculum as a part of the programmes of study for the subject of English. This means that all children aged between 5 - 16 in state funded schools have an entitlement to be taught some aspects of the subject. While the manifestation of drama in primary schools is diverse, in a great many schools for students aged between 11 – 19, drama and theatre art is taught as a discrete subject in the same way that the visual arts and music are. Students may opt for public examination courses in the subject at ages 16 and 18. In order to satisfy the specifications laid down for such examinations many schools recognise the need for specialist teachers and indeed specialist teaching rooms and equipment. This chapter outlines how drama is taught in secondary schools in England (there being subtle variations in the education systems in the other countries that make up the United Kingdom) and the theories that underpin drama’s place in the curriculum as a subject in its own right and as a vehicle for delivering other aspects of the prescribed curriculum are discussed. The paper goes on to review the way in which drama is taught articulates with the requirements and current initiatives laid down by the government. Given this context, the chapter moves on to explore what specialist subject and pedagogical knowledge secondary school drama teachers need. Furthermore, consideration is made of the tensions that may be seen to exist between the way drama teachers perceive their own identity as subject specialists and the restrictions and demands placed upon them by the education system within which they work. An insight into the backgrounds of those who become drama teachers in England is provided and the reasons for choosing such a career and the expectations and concerns that underpin their training are identified and analysed.

Long-term perspective of agile methods

Even if we have recognized many short-term benefits of agile methods, we still know very little about their long-term effects. In this panel, we discuss the long-term perspective of the agile methods. The panelists are either industrial or academic representatives. They will discuss problems and benefits related to the long-term lifecycle system management in agile projects. Ideally, the panel’s outcome will provide ideas for future research.

Environmental assessment and the built environment : a highway engineer's perspective

This paper is an engineer's appreciation of environmental assessment with particular reference to highway development. While scheme-related Environmental Assessment for individual development may identify particular potential impacts, and may avoid or minimise some of the problems, in many cases it may be too late to take such actions. Ideally, Environmental Assessment should commence at the Strategic Level to cover policies, plan and programmes, and the scheme-related Environmental Assessments for individual projects should supplement those in the framework of Strategic Level. The utimate target is to assess the policy for their contribution to effecting sustainable development. Whole Life Environmental Impacts should be considered. These are the full impact consideration from planning, design and choice of materials, construction, operation and finally decommission. Most of the Environmental Assessments have not included the Whole Life Environmental Impacts. There is only limited monitoring in the operation stage after the construction of the scheme is complete, therefore, subsequent Environmental Assessments cannot benefit from the feedback of the scheme. No development should cost the Earth, hence Environmental Assessments have to be carried out thoroughly to serve as one of the instruments to meet the need of sustainable development.

The sociology of childhood as scientific communication - Observations from a social systems perspective

This article begins by identifying a close relationship between the image of children generated by several sociologists working within the new sociology of childhood perspective and the claims and ambitions of the proponents of children's autonomy rights. The image of the child as a competent, self-controlled human agent are then subjected to observation from the perspective of Niklas Luhmann's social systems theory. The new sociology of childhood's constructivist approach is compared and contrasted with Niklas Luhmann's theory of 'operational constructivism'. The article applies tenets of Luhmann's theory, to the emergence of the new childhood sociologist's image of the child as a competent, self-controlled social agent, to the epistemological status of this image and, in particular, to claims that it derives from scientific endeavour. The article proceeds to identify two theoretical developments within sociology - sociology of identity and social agency - which have brought about fundamental changes in what may be considered 'sociological' and so 'scientific' and paved the way for sociological communications about what children,really are'. In conclusion, it argues that the merging of sociology with polemics, ideology, opinion and personal beliefs and, at the level of social systems, between science and politics represents in Luhmann's terms 'dedifferentiation'- a tendency he claims may have serious adverse consequences for modern society. This warning is applied to the scientific status of sociology - its claim to be able to produce 'facts' for society, upon which social systems, such as politics and law, may rely. Like the mass media, sociology may now be capable of producing only information, and not facts, about children.