Studies of Heavy Baryons in DELPHI and Radiation Monitoring in DØ

Between the years 1992 and 1995 about 3.5 million hadronic Z decays were collected by the DELPHI detector at CERN. This data has been used to measure the production and lifetime of the beauty strange baryon Ξb, in the inclusive decay channel Ξb →Ξ-ℓ- X. The Ξ- baryon was reconstructed through the decay Ξ- → Λ π-, using a constrained fit method for cascade decays. An iterative discriminant analysis was used for the Ξb selection. A search for the Ξb baryon was also performed using an alternative method of reconstructing the Ξ- baryon. A measurement of the production of the charmed strange baryon Ξc in the decay channel Ξc → Ξ-π+ using the same data is also presented. The radiation monitoring system of the Silicon Microstrip Tracker in the DØ detector is studied and used to estimate the radiation dose received by the Silicon detector during normal running conditions of the TeVatron accelerator.

Special Education Teachers’ Narratives on Literacy Support for Bilingual Students with Dyslexia in Swedish Compulsory Schools

The aim of the study is to investigate how special education teachers talk about their teaching in relation to bilingual students with dyslexia within Swedish compulsory schools. Data consist of transcripts from in-depth interviews with 15 special education teachers. According to the teacher narratives, the special education services appeared to be biased against bilingual students, as the support provided to bilingual students with dyslexia was revealed to be more or less the same as that provided to monolingual Swedish-speaking students with dyslexia. This bias is discussed in relation to the notion of difference blindness as well as in relation to practical constraints. Nevertheless, the teachers strongly advocated collaborative work with mother tongue teachers in order to facilitate dyslexia identification in bilingual students and to gain a more comprehensive picture of their language and literacy competencies, which is a desire that contrasts and contests a pedagogical monolingual master model within special education services.