THE COLLEGE

Working on the theological grounding of God's fellowship, this article identifies the manifestations within which the theology of divine nearness is appropriated in television narratives that revolve around issues of enslavement and healing in Philippine media. Second, it describes the conversion of this warm reception into patronage of the divine nearness responding to the human need for healing. This warm reception underscores the role of faith in the daily grind of life for an ordinary Christian viewer. This new space in media presents the merging of religion and media through narratives of healing in the context of human suffering.     

A cross-cultural exploration of ‘wild’ in wilderness therapy: Canada,Norway and Australia

This paper addresses pluralistic understandings of wilderness in the context of wilderness therapy (WT). The term wilderness perpetuates a modern worldview of place that beyond ‘civilisation’ exists an environment defined by risk, fear and an unpredictable nature. WT utilises outdoor travel and living practices during therapeutic intervention and health promotion although empirical justification for its use of wilderness for therapy is not yet established. This paper provides three cultural perspectives on wild places in relation to WT. These national perspectives are informed by local practices, historical and societal understandings of wilderness and supported by related literature from Canada, Norway and Australia. The authors (1) illustrate a number of contemporary western assumptions about wilderness enshrined in the WT and outdoor adventure literature, (2) cautiously propose core purposes for using wild places for therapy and (3) encourage further development of WT practice and research within national, regional and even across organisational contexts.     

Technology and Teacher–Student Interactions: A Review of Empirical Research

As technology becomes ubiquitous in education, it is critical to understand the ways in which technology influences interactions between teachers and their students. The overarching research question that guided this systematic review was: What does research tell us about how technology influences interactions between teachers and students in K–12 settings? This review examined studies published in peer-reviewed journals between 2005 and 2016. Findings indicated that studies examined two types of teacher–student interactions that technology influenced: (a) face-to-face interactions in traditional classrooms, and (b) online interactions in traditional and virtual classrooms. Technology promoted collaboration between teachers and students during learning activities, and teachers who used technology leveraged it to maximize their uses of strategies aimed at facilitating learning and promoting students' exploration of content. (Keywords: teacher–student interaction, educational technology, technology, integration)     

Violence and schools in the USA: implications for counseling

This article focuses on school violence in the UnitedStates, kindergarten (k) through 12^th grade, andit addresses the following topics: (a) a briefbackground of school violence in the USA, (b) etiologyand consequences of school violence, (c) preventionprograms and efforts, (d) preventive counseling andconsultation, (e) counseling the violence prone andviolence victim, (f) international and cross-culturalimplications, and (g) discussion.     

High pressure treatment of Swiss cheese slurries (I): Inactivation of selected microorganisms after treatment and during accelerated ripening

Cheese slurries, made from fresh Swiss cheese curd, were treated at 345 or 550 MPa for 10 or 30 minutes in an isostatic press at 25°C. The slurries were ripened at 30 °C for 0,3 and 5 days. The growths of coliforms, yeasts and molds, starter bacteria (Lactococci andStreptococci), non-starter lactic acid bacteria (Lactobacilli), and presumptive coagulase-positiveStaphylococcus were determined. An electronic nose was used to evaluate aroma development of the cheese slurries. Commercial Swiss cheeses with different ages were used as aroma references. The degree of inactivation of organisms was found to be a function of pressure intensity, exposure time, type of organism, and cheese slurry pH. In general, slurries treated at a higher pressure and with a longer exposure time showed a greater reduction in numbers and had less out-growth of organisms during ripening.Coliforms, yeasts and molds were completely inactivated at the pressures and time used. Starter bacteria appeared to be more resistant to being inactivated by high pressure treatment and had a greater out-growth rate thanLactobacilli andStaphylococci. Based on canonical analysis, nineteen samples for each batch were assigned to three groups. In general, higher intensity of pressure or longer exposure time caused less aroma development in the cheese slurries. When the cheese curd was incubated overnight prior to making the cheese slurries, stronger slurries with stronger aroma were observed. This study provided an explanation of the relative importance of relationships among high pressure treatment, starter bacteria, and aroma development during accelerated ripening.     

Using the Sociology of Associations to Rethink STEM Education

Using three constructs taken from Latour's 2005 book, Reassembling the Social, we consider our work in 2 contexts that were part of a project to support science teachers working with English learners: an 8th-grade physical science class in a summer science enrichment academy, and a 6th-grade Earth science class in a public middle school. We utilize Latour's constructs of (a) group formation, (b) mediators and intermediaries, and (c) traces of intentionality to interpret the interactions that occur in these spaces. We analyze these interactions to make a broader argument about the limitations of improvement science perspectives that are increasingly influential in science, technology, engineering, and mathematics (STEM) education research in the U.S. context.     

Critical Consciousness-Based HIV Prevention Interventions for Black Gay and Bisexual Male Youth

Black gay/bisexual male youth are one of the groups most affected by HIV in the United States, but few behavioral interventions have been created specifically to address this health inequity. Oppression related to these youths’ multiple social identities—including racism, heterosexism, and HIV stigma—contribute to increased health risks. Primary and secondary HIV prevention interventions created specifically for Black gay/bisexual male youth that address the negative impact of oppression are urgently needed. We present empowerment as a framework for understanding how oppression affects health, and critical consciousness as a tool to be utilized in behavioral interventions. This approach helps to move Black gay/bisexual male youth from a place of oppression and powerlessness that leads to elevated health risks to a position of empowerment that promotes feelings of control and participation in healthy behaviors. Finally, we present a case example of our own critical consciousness-based secondary HIV prevention intervention created specifically for Black gay/bisexual male youth.     

Nomads,pilgrims, tourists: women teachers in the Canadian north

Drawing on notions of the modern pilgrim and postmodern tourist, this paper explores the discursive resources concerning women, travel, and transience as they apply to female teachers working in the Canadian north. In particular, it traces the discourses evident in the talk of twenty‐five women teachers currently working in northern First Nations (indigenous) education. Although both were invoked, neither the postmodern teacher–tourist nor the modernist pilgrim–teacher were easily mapped onto the positioning of the ‘woman’ teacher. Alternative discourses of the female teacher need to be developed to organize the work of women teachers who come to teach in the Canadian north or indeed any site of minority or multicultural education.