Nocturnal surface ozone enhancement over Portugal during winter: Influence of different atmospheric conditions

our distinct nocturnal surface ozone (NSO) enhancement events were observed, with NSO concentration exceeding 80μg/m3, at multiple ozone (O3) monitoring stations (32 sites) in January, November and December between year 2000–2010, in Portugal. The reasonable explanation for the observed bimodal pattern of surface ozone with enhanced NSO concentration during nighttime has to be transport processes, as the surface ozone production ceases at nighttime. Simultaneous measurements of O3 at multiple stations during the study period in Portugal suggest that horizontal advection alone cannot explain the observed NSO enhancement. Thus, detailed analysis of the atmospheric conditions, simulated with the Weather Research and Forecasting (WRF) model, were performed to evaluate the atmospheric mechanisms responsible for NSO enhancement in the region. Simulations revealed that each event occurred as a result of one or the combination of different atmospheric processes such as, passage of a cold front followed by a subsidence zone; passage of a moving surface trough, with associated strong horizontal wind speed and vertical shear; combination of vertical and horizontal transport at the synoptic scale; formation of a low level jet with associated vertical mixing below the jet stream. The study confirmed that large-scale flow pattern resulting in enhanced vertical mixing in the nocturnal boundary layer, plays a key role in the NSO enhancement events, which frequently occur over Portugal during winter months.

Enhancing students' self-concepts and related constructs: A critical longitudinal analysis capitalising on and combining promising enhancement techniques for educational settings

Enhancing children's self-concepts is widely accepted as a critical educational outcome of schooling and is postulated as a mediating variable that facilitates the attainment of other desired outcomes such as improved academic achievement. Despite considerable advances in self-concept research, there has been limited progress in devising teacher-administered enhancement interventions. This is unfortunate as teachers are crucial change agents during important developmental periods when self-concept is formed. The primary aim of the present investigation is to build on the promising features of previous self-concept enhancement studies by: (a) combining two exciting research directions developed by Burnett and Craven to develop a potentially powerful cognitive-based intervention; (b) incorporating recent developments in theory and measurement to ensure that the multidimensionality of self-concept is accounted for in the research design; (c) fully investigating the effects of a potentially strong cognitive intervention on reading, mathematics, school and learning self-concepts by using a large sample size and a sophisticated research design; (d) evaluating the effects of the intervention on affective and cognitive subcomponents of reading, mathematics, school and learning self-concepts over time to test for differential effects of the intervention; (e) modifying and extending current procedures to maximise the successful implementation of a teacher-mediated intervention in a naturalistic setting by incorporating sophisticated teacher training as suggested by Hattie (1992) and including an assessment of the efficacy of implementation; and (f) examining the durability of effects associated with the intervention.

Self-esteem and self-talk enhancement in upper primary school children

Not all programmes aimed at enhancing children's self-esteem have been successful. This article evaluates the impact of two programmes and offers activities which can be used in the classroom.