The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.

An investigation into whether Plato was committed to separate Forms in the Phaedo. Two accounts of separation are distinguished: Gail Fine's modal account where separation is a capacity to exist independendently from sensible particulars, and Daniel D. Devereux' non-modal account where separation is equivalent with non-immanence. I analyse multiple key passages of the Phaedo using these accounts of separation, to see whether any passage commits Plato to separation understood in either modal or non-modal terms. I argue and conclude that there is no evidence of Plato being committed to separation in the Phaedo, understanding separation in either modal or non-modal terms.

We give congruences modulo powers of p in {3, 5, 7} for the Fourier coefficients of certain modular functions in level p with poles only at 0, answering a question posed by Andersen and Jenkins and continuing work done by the Jenkins, the author, and Moss. The congruences involve a modulus that depends on the base p expansion of the modular form's order of vanishing at infinity.

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