Experiences and perspectives of African American students and their parents in a two-way Spanish immersion program

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Die schwedische Schieferölindustrie

When war conditions forced Sweden into the position to produce oil on her own, plants were erected at Kvarntorp in 1942, to make use of the immense local ledges of oil shale supplying 4,5% to 6,5% oil. The financia1 side of oil production was thus of minor importance. The investments were 81.000.000 sv. kr, the subsidies ran up to 33.000.000 sv. kr before oil imports were taken up again in 1946. By that time 220000 cbm oil at a net cost of .52 kr per litre had been produced. Since then the investment was raised by 22.000.000 kr. Further technical improvements promise an annual profit of 1.000.000·kr in spite of the reduced sales price of .10 kr per litre fuel oil resp. .16 kr per litre petrol. This unique success was only possible by still continuing improvements of the oil production methods and the development of coordinated industries for various kinds of by-products. Summing up the present author reports upon the composition and the hauling of the oil shale, the different systems of furnaces, the oil extraction "in situ" according to Ljungström, the coking plant, the lime kilns, the utilization of the pyrolysis gas, the light-petrol plant, the fuel and the refining plant. He gives a critical comparison on these different methods. Then he discusses as main products the oil, the white spirit and the Diesel-oil fraction, the heavy oil,the hydrogenation, the catalytic desulphuration, and the ash. As by-products he refers to the light concrete, the bricks, the cement, and the pyrolysis gas. The two last sections deal with the research and the economy

Experiences and perspectives of African American students and their parents in a Two-Way Spanish Immersion program

The number of African American students in Two-Way Spanish Immersion programs is small but growing. However, the research literature reports limited information about the perceptions and experiences of African American students, particularly those students who speak African American vernacular (also referred to as Ebonics), and their parents. There is a need to understand how the unique and cultural and linguistic realities of African American students interface with their academic experiences and acquisition of a second language. The purpose of this study was to examine the perspectives and experiences of African American upper elementary and middle school students and parents in a Two-Way Spanish Immersion to obtain insight into the factors that contributed to student perseverance in the program and the role of language and culture in the lives of the students. The study considered that this new insight could provide information to educators about practices that may optimize achievement and create equitable opportunities for bilingualism, bi-literacy and multiculturalism among the study participants. A qualitative research methodology was used for this study of participants in a Northern California charter school comprised of approximately 90% Latino and 6% African American students. Research questions were developed to guide the dialogues with students and parents of African American descent about their perspectives and experiences regarding their participation in the program. Nine students and 11 parents from seven families participated in two dialogues each, followed by a parent group meeting and individual follow-up meetings with students for member-checking purposes. Language use of Spanish, Standard English, and Ebonics was documented through language logs during classroom observations. The data was tape-recorded, transcribed and analyzed for common emerging themes. The following six themes that emerged from all the data sources showed that: (1) The students remained in the program because they were content with participating in a bilingual program, appreciated positive relationships, and were interested in the present and future rewards of bilingualism in society. (2) Parents were satisfied overall with the program and kept their children in the program due to the positive school climate and their own commitment to the bilingual, school-community program model. (3) Students received extra academic support in the program, demonstrated development in the ongoing process of bilingualism, and had very diverse linguistic backgrounds and perspectives. (4) Parents shared very different perspectives on Ebonics. (5) Students indicated they felt comfortable culturally; they had positive cross-cultural relationships and they stated they could be themselves as African Americans in the program. (6) Both students and parents shared their desire for a more culturally inclusive school; one that included more African American learning experiences, learning activities and more students enrolled from underrepresented groups and cultures. This study indicated that the charter school had characteristics of effective schooling for African Americans. However, in order for the Two-Way Spanish Immersion program to best serve their African American students, especially those utilizing Ebonics, it must strengthen certain features of the program. The results of the study suggested the following: (1) An increase in instructional strategies and techniques in the school curriculum that will best facilitate language learning as a way to promote high levels of academic achievement. (2) An incorporation of more cultural elements (especially those relating to African Americans) in the curriculum that will create a more inclusive learning environment and prepare students to be global citizens. (3) An increase in strategies to address the characteristics and needs of the parent population and their participation in the program

Oratio de homicidio: quam, ... in Regia Academia Gustaviana, quae Dorpati Livonorum est ad Embeccam, die 2. Maij, anno 1642. publice ... enarrabat Johannes Anberg, Smolandia Svecus

http://tartu.ester.ee:80/record=b1714632~S1*es

Expert midwives’ experiences of security in their professional practice : I’m the captain of a jet

Obstetric units have become larger, with patients being knowledgeable and demanding. Also, established team works at maternity wards require that midwives are secure in their role. A descriptive study with a phenomenological approach was used. A maternity unit in a hospital located in Western Sweden was chosen. Five expert midwives with vast experience of obstetric care who worked in a maternity unit were interviewed. Data were collected by audio-taped interviews. The data were analysed by means of Giorgi’s phenomenological method. The results showed that security was constituted by an inherent sense of security as well as confidence in self and in life. Education and practical group training in the workplace provided theoretical knowledge and practical experience. Support for others in the working team and open communication also constituted security. Also, clear leadership, guidelines and routines provided a framework and had a positive effect on expert midwives’ sense of security. When security was absent, midwife became worried, the joy and harmony diminished. In order to ensure midwife security and ultimately safe patient care, it was important to allow time for rest, to reflect on and evaluate their work. Expert midwives can create the prerequisites for their professional security. Several constituents combine to shape midwives’ sense of professional security; an inherent sense of security, own knowledge and experience, team collaboration, visible and clear leadership