E' Palante Que Vamo!: Transnational Education in the United States and in the Dominican Republic
This research project is designed to tell the stories and experiences of Dominican immigrant students living in New York City. For decades, immigration and educational policies in both the Dominican Republic and the United States have been widely discussed and criticized by scholars and members of this compelling community. Over the span of five decades, members of this community have engaged in a massive migration from the Dominican Republic into the United States. The study sheds light on the phenomenon of transnationalism on the lives of Dominican immigrant students, and the way that it shapes their educational experiences in schools across New York City. Through their reflections, I provide evidence that the idea of the American dream is virtually non-existent for members of this community. Additionally, Dominican immigrants all show a deep desire to return “home,” despite the educational and personal opportunities offered in the United States.
Puerto Rican Students in U.s. Schools
Contents: S. Nieto, Introduction and Overview. Part I:Historical and Sociopolitical Context. el Cortes, I Remember. S. Nieto, Puerto Rican Students in U.S. Schools: A Brief History. X.A. Reyes, Return Migrant Students: Yankee Go Home? G. Rivera, Moving Around and Moving On. L.O. Reyes, Educational Leadership, Educational Change: A Puerto Rican Perspective. Part II:Identity: Culture, Race, Language, and Gender. H. Baez, A Strong Sense of Self Is Crucial for Success. C.E. Walsh, The Struggle of "Imagined Communities" in School: Identification, Survival, and Belonging for Puerto Ricans. M.V. Zavala, Puerto Rican Identity: What's Language Got to Do With It? C. Mills De Jesus, Jr., Black Pearl Unnoticed. C.A. Rolon, Puerto Rican Female Narratives About Self, School, and Success. N.M. Hidalgo, Puerto Rican Mothering Strategies: The Role of Mothers and Grandmothers in Promoting School Success. Part III:Social Activism, Community Involvement, and Policy Implications. A. Lopez, A Different Kind of School. D. Caballero, The Puerto Rican/Latino Education Roundtable: Seeking Unity in Vision and Organizing for Educational Change. M. Rivera, P. Pedraza, The Spirit of Transformation: An Education Reform Movement in a New York City Latino/a Community. Part IV:Classroom and School Studies. J. Flores, The Counselor. M. Morales, E.R. Tarr, Social Action Projects: Apprenticeships for Change in School and Community. J.M. Caraballo, Teachers Don't Care. M.E. Torres-Guzman, Y. Martinez Thorne, Puerto Rican/Latino Student Voices: Stand and Deliver. E. Capifali, Teachers Who Made a Difference. C.I. Mercado, L.C. Moll, Student Agency Through Collaborative Research in Puerto Rican Communities. Part V:Directions for the Future. J. Petrovich Beiso, Afterword.
Soil organic matter and microbiological development of technosols in the South Wales Coalfield
Abstract Degraded land (formerly ‘reclaimed’) after surface-coal-mining is a serious problem in South Wales. This project uses forestation to foster soil development on opencast coal-mine spoil technosols. It compares records of humification and the soil microbiological system (microcoenosis) using paired data from the same plantings in 1998 and 2018. Statistical analysis finds no significant difference between samples collected under trees planted by the pit-planting versus trench planting method or trees planted using organic or mineral fertilizer. However, there are strong significant differences in both soil organic matter and microflora components and significant correlations with time since tree planting. Most components of the soil organic carbon (TOC) and the microflora increase, often significantly. However, compared to 2018, 1998 samples contain significantly greater maximum levels of Insoluble Carbon while the microflora had significantly more Ammonifying bacteria. Decreases in Insoluble Carbon explain the relatively small increase in TOC between 1998 and 2018. The % extracted with 0.1 N H2SO4 is significantly larger in 2018, suggesting active weathering. Similarly, both the maxima and minima of total Humic and Fulvic acids content, extracted with 0.1 M Na4P2O7 + 0.1 M NaOH, are significantly greater in 2018. Total microflora shows significant positive correlations with time-since-tree-planting as do the proportions of bacilli and actinomycetes but the correlation with ammonifying bacteria is negative. In 1998, the microflora was dominated by non-spore-forming bacteria while, in 2018, bacilli and actinomycetes prevail; both are involved in the transformation of complex organic compounds and humification. This indicates active transformation of more complex organic compounds and advancing humification. In sum, forestation of these degraded, formerly reclaimed, opencast coal-mine spoils has resulted in a massive increase in both the size and functioning of the soil organic system.