Journal articles on the topic 'Church Teachers' College (Jamaica)'

This paper employs a quasi-experimental approach to explore the impact of Information Literacy Instruction (ILI) on year one teachers in training at the Sam Sharpe Teachers’ College in Western Jamaica. It examines how ILI aids in the development of information literate (IL) student teachers. The research is guided by the Big6 Skills developed by Mike Eisenberg and Bob Berkowitz. The pre-test results show a general deficiency in IL skills, while the results of the post-test suggest that after a period of ILI, the IL competencies of the student teachers improved—especially in terms of their research skills and information seeking and evaluation abilities. This emphasizes the importance of ILI in the academic environment. A notable recommendation is that ILI for tertiary level students be taught by ILI trained and competent instructors. This research will add to the growing body of literature addressing the relevance of ILI in teacher training institutions, especially in the Caribbean region.

This qualitative multi-case study investigated thre exemplary pre-service teacher education programs in Jamaica and Michigan in order to provide an account of how they are structured in different contexts of tertiary institutions and, to identify how they ensure that their graduates are prepared to function effectively in today’s schools. Five categories of stakeholders across the three institutions were interviewed regarding their perception and expectations of pre-service teacher education in general as well as in the context of their program. The responses from these persons were described in narrative form, then analyzed and compared based on the similarities and differences that existed among them. The analysis led to the emergence of various themes across the three institutions, and these were used to draw conclusions relative to the structure of pre-service teacher education. The findings revealed eight distinguishing features of exemplary/effective pre-service teacher education programs whether university or college-based. (a) coherent program vision (b) cultural competence (c) collaborative partnership (d) contextualization (e) quality standards (f) well-planned and implemented field experiences (g) continuous assessment (h) experienced committed faculty and (i) a harmonious blend of theory and practice. To be effective, pre-service teacher education programs must prepare prospective teachers to adequately meet the challenges of teaching in today’s classrooms. To effect change, quality teachers are needed, and to produce quality teachers, quality preparation is a necessity.

Generation Z has a low spiritual index of 3.50 compared to the national index of 3.79. It emphasizes the church doing faith deepening and mentoring because they feel alien to spirituality and begin leaving the church. The cause of the low index lies in private practice, namely personal and private loyalty. The index of devotional time and Bible meditation is only 3.0, and compassion-based discipleship evangelism for the lost is very low at 2.63. The question is, how is the church's mission in developing personal practice and evangelism - generation Z discipline? What strategies can take? Objectives [1] Describe the church mission developing personal's practice and evangelism - generation Z discipleship. [2] Describe strategies and methods of outreach to the digital generation. The research method is descriptive qualitative. Contribution of this research to [1] pastors of church missions in outreach to generation Z. [2] Christian teachers in school discipleship [3] For College of Theology as a reference in mission and outreach to the younger generation.

The St. Vincent Teachers’ Training College (SVTC) was founded in 1964 with assistance from The University of the West Indies, Mona, Jamaica. Unarguably, teacher education in the St. Vincent and the Grenadines (SVG) has evolved slightly from its colonial beginnings. It now includes secondary, technical vocational teacher education, and early childhood education. While still operating within a postcolonial context, the philosophical underpinning of teacher education in SVG is a mirror of its colonial origins. Therefore, I believe that primary teacher education in SVG is yet to cut its colonial “nable string” which is the English creole phrase for the umbilical cord. Set against the backdrop of postcolonial perspectives this paper contends that there is a need to reconceptualise the length of initial primary teacher education to meet the demands of 21st century primary education in SVG.

-A. James Arnold, Michael Gilkes, The literate imagination: essays on the novels of Wilson Harris. London: Macmillan, 1989. xvi + 180 pp.-Jean Besson, John O. Stewart, Drinkers, drummers, and decent folk: ethnographic narratives of village Trinidad. Albany, New York: State University of New York Press, 1989. xviii + 230 pp.-Hymie Rubinstein, Neil Price, Behind the planter's back. London: MacMillan, 1988. xiv + 274 pp.-Robert Dirks, Joseph M. Murphy, Santería: an African religion in America. Boston: Beacon Press, 1988. xi + 189 pp.-A.J.R. Russell-Wood, Joseph C. Miller, Way of Death: merchant capitalism and the Angolan slave trade, 1720-1830. Madison, Wisconsin: The University of Wisconsin Press, 1988. xxx + 770 pp.-Anne Pérotin-Dumon, Lawrence C. Jennings, French reaction to British slave Emancipation. Baton Rouge: Louisiana State University Press, 1988. ix + 228 pp.-Mary Butler, Hilary McD. Beckles, White servitude and black slavery in Barbados, 1627-1715. Knoxville: University of Tennesse Press, 1989. xv + 218 pp.-Franklin W, Knight, Douglas Hall, In miserable slavery: Thomas Thistlewod in Jamaica, 1750-1786. London: MacMillan, 1989. xxi + 322 pp.-Ruby Hope King, Harry Goulbourne, Teachers, education and politics in Jamaica 1892-1972. London: Macmillan, 1988. x + 198 pp.-Mary Turner, Francis J. Osbourne S.J., History of the Catholic Church in Jamaica. Chicago: Loyola University Press, 1988. xi + 532 pp.-Christina A. Siracusa, Robert J. Alexander, Biographical dictionary of Latin American and Caribbean political leaders. New York, Westport, London: Greenwood Press, 1988. x + 509 pp.-Sue N. Greene, Brenda F. Berrian ,Bibliography of women writers from the Caribbean (1831-1986). Washington D.C.: Three Continents Press, 1989. 360 pp., Aart Broek (eds)-Romain Paquette, Singaravélou, Pauvreté et développement dans les pays tropicaux, hommage a Guy Lasserre. Bordeaux: Centre d'Etudes de Géographie Tropicale-C.N.R.S./CRET-Institut de Gépgraphie, Université de Bordeaux III, 1989. 585 PP.-Robin Cohen, Simon Jones, Black culture, white youth: the reggae traditions from JA to UK. London: Macmillan, 1988. xxviii + 251 pp.-Bian D. Jacobs, Malcom Cross ,Lost Illusions: Caribbean minorities in Britain and the Netherlands. London: Routledge, 1988. 316 pp., Han Entzinger (eds)

The foundation of the Theological College in Belgrade is viewed in the context of complex political circumstances which followed the restoration of the Serbian state and the efforts of the Serbian church to gain autonomy and the right to elect bishops independently from the Universal Patriarchate. Once having achieved these goals, and with a conviction that the achieved must be defended and maintained by knowledge and education, the state authorities founded a seminary for education of priests and teachers capable to carry out national and spiritual reformation. The accord between the state and the Church regarding the strategic aims enabled the very first vocational school in Serbia to develop continuously its curricula and hire better and better teaching staff each year. However, due to the change of circumstances, the state passed the laws by which it enforced its dominance and showed a clear intent to subordinate theological education to its control. Yet, by its continuous activity during two crucial centuries, the Seminary became a part of collective consciousness, and its cadres contributed actively to the creation of original cultural and value patterns and preservation of national identity of the Serbian nation. The brilliant history of this school and its precious experience can be of great encouragement not only to the researchers of our pedagogical inheritance but also to all those who are engaged in reforming and adjusting education in Serbia to the European standards. .

This study uses a descriptive-evaluative approach in determining students’ perspectives in one of their courses, Bible and Church (BIBCHUR). The goal is to evaluate competencies/learning outcomes developed by the Commission on Higher Education (CHED) of the Philippines for the Revised General Education Curriculum (RGEC) vis-à-vis the new GE Institutional Requirement course Bible and the Church offered at De La Salle-College of Saint Benilde. Results of the qualitative study show that the five Intellectual General Education (GE) Competencies identified by CHED were realized in BIBCHUR only to a moderate extent. There is a need to enhance the language, information processing, and reasoning skills by giving students more reflective activities to highlight outcomes than knowledge. In conclusion, to make the course more relevant to the students, re-training of teachers in the implementation of OBE, learning management system (BigSky), and Inclusion, especially in the areas of delivery, assessment, and grading should be reconsidered.

Religious extremism and fanatism are major contributions to violent activities and crisis in Nigeria. Borno State is one of most affected States due to the activities of Boko Haram insurgency. This paper is put together as a result of a three (3) days peace seminar conducted at the College of Education Waka – Biu Borno State on 29th to 31st January, 2020. College of Education Waka-Biu is one of eight (8) tertiary institutions in Borno State. It is located Biu, Southern senatorial District of Borno State. Biu is about one hundred and seventy two (172) kilometers from Maiduguri the Borno State capital. The major road that links Biu to Maiduguri is closed due to the activities of Boko Haram because the road passes through the “Sambisa” forest. The College of Education Waka-Biu was established in 1986. The college is a transformation of the then “Teachers College Waka-Biu” which was established by the Church of the Brethren Mission in 1957. The College of Education has a student population of about twelve thousand (12,000) with half Christians and half Muslims. The College has been peaceful without any record of religious intolerance. The tribes of the students and staff members are dominant Pabir, Bura, Margi, Kibaku, Gwoza, Kanakuru, Tera, Fulani, Hona, Kilba, Yungur, Michika, Lounguda Ga’anda etc.

The African Orthodox church, an expression of religious autonomy among black Americans, had its genesis in the work and thought of George Alexander McGuire, a native of Antigua, whose religious journey and changing ecclesiastical affiliation paralleled his deepening interest in and commitment to the cause of Afro-American nationalism and racial consciousness. Born in 1866 to an Anglican father and a Moravian mother, George Alexander McGuire was educated at Mico College for Teachers in Antigua and the Nisky Theological Seminary, a Moravian institution in St. Thomas, Virgin Islands (then the Danish West Indies). In 1893 McGuire, having served a pastorate at a Moravian church in the Virgin Islands, migrated to the United States, where he became an Episcopalian. In 1897 he was ordained a priest in that church and, in the succeeding decade, served several parishes, including St. Thomas Church in Philadelphia, which was founded by Absalom Jones. His abilities and skills were recognized, and in 1905 he became the archdeacon for Colored Work in the Episcopal Diocese of Arkansas. Here he became involved with various plans—none of which bore fruit—which would have provided for the introduction of black bishops in the Episcopal church to assist in that church's work of evangelization among black Americans. It is believed, however, that McGuire was influenced by the different schemes which were advanced, and that he “almost certainly carried away from Arkansas the notion of a separate, autonomous black church, and one that was episcopal in character and structure, as one option for black religious self-determination and one avenue for achieving black independence.”

Purpose – The purpose of this paper is to consider why Richard Dawes (1793-1867) academic, college business manager and Church of England priest developed a curriculum in a nineteenth century English village school with which he sought to modify differences in social class and achieved outstanding results in student engagement and educational attainment. Design/methodology/approach – The approach is documentary. It uses books and internet scans of original documents. It locates Dawes's work in the social movements of early nineteenth century Britain and associates Dawes's activities with those of Kay-Shuttleworth who was administrator of the British government's first move to provide education for poor children. Findings – Dawes emphasised tolerance and secular teaching within a school system devoted to instilling Church of England doctrine. He based classroom teaching on things familiar to children and integrated subject content. He used science to encourage parents of “that class immediately above that of labourers” to send their children to his school to overcome class differences. For his system to be widely adopted he needed science teachers trained in his practical teaching methods. Initial government support for science in elementary schools was eroded by Church of England opposition to state intervention in education. Originality/value – Dawes's pedagogic achievements are well known in the history of science education; his secular teaching in a church school and his valiant attempt to use science as an instrument of social change, perhaps less so.

Abstract On the occasion of the 500th anniversary of the Reformation, this essay analyses those educational innovations in the history of central European education that were introduced by the Church reform in the 16th century, following these modernizations and their further developments through the spreading of the universal school systems in the late 18th and early 19th centuries. Drawing examples from the innovations in the college culture of the period, the author emphasises that those pedagogical values established in the 16th century are not only valid today, but are exemplary from the point of view of contemporary education. From these the author highlights: pupils’ autonomy (in the form of various communities), cooperation with the teachers and school management and the relative pluralism of values.

Before the war there were private and "old field" public elementary schools, and also private, individual- and church-supported high-schools called academies, seminaries, or institutes. Some even used the word college. Geology and mineralogy were taught in some of the academies, depending upon the availability of teachers; most had the typical classical education of the day. There were four colleges: Franklin [the University of Georgia], Mercer [Baptist], Oglethorpe [Presbyterian], and Emory [Methodist]. All had geology in the curriculum, either as a distinct one-semester course [combining the present-day physical and historical geology] or as part of a course in natural history. None was a center of great scientific strength, although both Franklin and Oglethorpe had the services of Joseph LeConte for a short while. Brief biographies of John R. Cotting, James Jackson, Joseph Jones, William L. Jones, Joseph LeConte, Alexander Means, Josiah Meigs, George W. W. Stone, Joseph Willett, and James Woodward are included.

AbstractTaking its subtitle from a theological college course description, this paper examines the intersections of theological and anthropological ideas of culture, as seen through the eyes of Kenyan evangelists and American missionaries. One of the key concepts developed in the course, and in the broader program of this U.S.-funded nondenominational church in East Africa, is that understanding culture is key to learning and unlocking the spiritual 'personalities' (both godly and satanic) involved in spiritual warfare. Both Kenyans and Americans conceive of warfare as the struggle between secular and Christian worldviews and consider education to be one of the strongest weapons needed to win the battle. However, where U.S. teachers focus on animism and world-religious conflict as evidence of lingering immorality and ungodliness, Kenyans focus on American ethnocentrism and xenophobia as evidence of ongoing cultural misunderstandings and injustice. Analysis is based on examination of mission records and on field research conducted in Nairobi and western Kenya.

The author describes a project which was created to encourage communication, through music and drama, between mainstream sixth form pupils and a local Special School. The course was offered as part of the Certificate of Pre- Vocational Education of the Joint Board of City and Guilds/B. Tech. and was open to all sixth form students irrespective of their musical expertise or experience. None had previously worked with handicapped children.Dorothy Tipton is Head of Music at the Rowena School for Girls, Sittingbourne. Her interest in Special School work was awakened during a Diploma in Music Education course at Christ Church College, Canterbury, resulting in a dissertation on ‘Music in the Mainstream Classroom for children with Special Needs’ (1985). During this research close and lasting links were developed with the local Special School for the severely handicapped, St Bartholomew's School, Milton, Kent. In March 1988, project cards for Music non-specialist primary school teachers Exploring Sounds and Themes, devised by Dorothy Tipton, Alan Vincent and Vanessa Young, were published by Kent Education Committee.

David K. Dunaway and Willa K. Baum, eds. Oral History: An Interdisciplinary Anthology. Nashville: American Assocation for State and Local History, 1984. Pp. xxiii, 436. Paper, $17.95 ($16.15 to AASLH members); cloth $29.50 ($26.95 to AASLH members). Review by Jacob L. Susskind of The Pennsylvania State University at Harrisburg. Salo W. Baron. The Contemporary Relevance of History: A Study in Approaches and Methods. New York: Columbia University Press, 1986. Pp. viii, 158. Cloth, $30.00; Stephen Vaughn, ed. The Vital Past: Writings on the Uses of History. Athens: The University of Georgia Press, 1985. Pp. 406. Paper, $12.95. Review by Michael T. Isenberg of the United States Naval Academy. Howard Budin, Diana S. Kendall and James Lengel. Using Computers in the Social Studies. New York and London: Teachers College Press, 1986. Pp. vii, 118. Paper, $11.95. Review by Francis P. Lynch of Central Connecticut State University. David F. Noble. Forces of Production: A Social History of Industrial Automation. New York and Oxford: Oxford University Press, 1984. Pp. xviii, 409. Paper, $8.95. Review by Donn C. Neal of the Society of American Archivists. Alan L. Lockwood and David E. Harris. Reasoning with Democratic Values: Ethical Problems in United States History. New York and London: Teachers College Press, 1985. Volume 1: Pp. vii, 206. Paper, $8.95. Volume 2: Pp. vii, 319. Paper, $11.95. Instructor's Manual: Pp. 167. Paper, $11.95. Review by Robert W. Sellen of Georgia State University. James Atkins Shackford. David Crocketts: The Man and the Legend. Chapel Hill: The University of North Carolina Press, 1986. Pp. xxv, 338. Paper, $10.95. Review by George W. Geib of Butler University. John R. Wunder, ed. At Home on the Range: Essays on the History of Western Social and Domestic Life. Westport, Connecticut: Greenwood Press, 1985. Pp. xiii, 213. Cloth, $29.95. Review by Richard N. Ellis of Fort Lewis College. Sylvia R. Frey and Marian J. Morton, eds. New World, New Roles: A Documentary History of Women in Pre-Industrial America. New York, Westport, Connecticut, and London: Greenwood Press, 1986. Pp. ix, 246. Cloth, $35.00. Review by Barbara J. Steinson of DePauw University. Elizabeth Roberts. A Woman's Place: An Oral History of Working-Class Women, 1890-1940. New York: Basil Blackwell, 1985. Pp. vii, 246. Paper, $12.95. Review by Thomas T. Lewis of Mount Senario College. Steven Ozment. When Fathers Ruled: Family Life in Reformation Europe. Cambridge, Massachusetts, and London: Harvard University Press, 1983. Pp. viii, 283. Cloth, $17.50; Paper, $7.50. Review by Sanford Gutman of State University of New York, College at Cortland. Geoffrey Best. War and Society in Revolutionary Europe, 1770-1870. New York: Oxford University Press, 1986. Pp. 336. Paper, $9.95; Brian Bond. War and Society in Europe, 1870-1970. New York: Oxford University Press, 1986. Pp. 256. Paper, $9.95. Review by Bullitt Lowry of North Texas State University. Edward Norman. Roman Catholicism in England: From the Elizabethan Settlement to the Second Vatican Council. Oxford and New York: Oxford University Press, 1986. Pp. 138. Paper, $8.95; Karl F. Morrison, ed. The Church in the Roman Empire. Chicago and London: University of Chicago Press, 1986. Pp. viii, 248. Cloth, $20.00; Paper, $7.95. Review by Raymond J. Jirran of Thomas Nelson Community College. Keith Robbins. The First World War. New York and Oxford: Oxford University Press, 1984. Pp. 186. Paper, $6.95; J. M. Winter. The Great War and the British People. Cambridge: Harvard University Press, 1986. Pp. xiv, 360. Cloth, $25.00. Review by Roger D. Tate of Somerset Community College. Gerhardt Hoffmeister and Frederic C. Tubach. Germany: 2000 Years-- Volume III, From the Nazi Era to the Present. New York: The Ungar Publishing Co., 1986. Pp. ix, 279. Cloth, $24.50. Review by Abraham D. Kriegel of Memphis State University. Judith M. Brown. Modern India: The Origins of an Asian Democracy. Oxford and New York: Oxford University Press, 1985. Pp. xvi, 429. Cloth, $29.95; Paper, $12.95. Review by Steven A. Leibo of Russell Sage College.

Every person who has faith in Jesus Christ is responsible for evangelizing. This is according to what is written in Matthew 28:19 and Mark 16:15. No exception for Christian Religious Education teachers who also have the responsibility of guiding and encouraging every student to experience an encounter with Jesus Christ. Thus, Stipak students as prospective Christian Religious Education teachers should have an understanding that evangelism is not only during college but a lifelong responsibility. This study focuses on the effectiveness of Christian Religious Education learning obtained by students in motivating evangelism to children. The research methodology used is qualitative research methods. While the data were obtained through observation, interview, and documentation techniques on the object of research, namely Stipak students who took Christian Religious Education Learning courses. From the research that has been done, it is found that students are motivated to do evangelism. The environment where students do activities is the driving force in evangelizing. These environments are family, campus / Stipak, Transformation, and church. With the existence of Christian Child Education learning students not only understand evangelism to children but also understand the importance of caring for children through the proper teaching of Jesus Christ to them. AbstrakSetiap orang beriman pada Yesus Kristus bertanggung jawab untuk melakukan penginjilan. Hal ini sesuai dengan yang tertulis dalam Matius 28:19 dan Markus 16:15. Maka tujuan penelitian ini untuk mengetahui bahwa pembelajaran Pendidikan Agama Kristen Anak yang diperoleh di Stipak dapat memotivasi mahasiswa untuk melakukan penginjilan anak. Metode penelitian yang dipergunakan adalah penelitian kualitatif dengan teknik observasi, wawancara dan dokumentasi pada obyek penelitian yaitu mahasiswa STIPAK yang mengikuti mata kuliah Pembelajaran Pendidikan Agama Kristen. Kesimpulan yang diperoleh dari penelitian ini adalah mahasiswa setelah mengikuti pembelajaran Pendidikan Agama Kristen Anak termotivasi untuk melakukan penginjilan pada anak-anak.

The article is devoted to undeveloped issue in historical science. Among the main objectives of the study are history of individual schools; efforts of Church leaders to intensify outreach activities; training local bazilianes in papal alyumnatah Vilnо, Brunsberg and Olomouc, the Greek college of Rome; methodological support of the educational process. The paper noted the existence in contemporary Belarus several important educational centers bazilianes – Minsk (up to 1655), Byten (second half 1660), Baruny (from the end of the XVII century). Their lack of proper amount is the main cause of the increasing role of foreign educational institutions. There was a direct relationship ecclesiastical career by studying abroad. Analysis of the specific provision of the Bazilian school schoolbooks showed that dominated in their foreign editions and Jesuit schoolbooks. Decline Vilna Unitarian printing house explained the publication of books of educational character themselves Uniate in Catholic publishing houses. Qualitative change in the situation was the new Uniate typography in Suprasl. The general condition of the Unitarian education in Belarus in the second half XVII century identified: Military devastation of the second half 1650 – early 1660; acute shortage of vehicles; competition from the Jesuits. Developed in these adverse conditions of the Bazilianes approaches to the organization of the learning process with a combination of its own educational traditions with the achievements of Catholic Education have allowed them to meet the needs of its denomination in a well-prepared priests and teachers

Truman David Wood graduated from Delevan (Minnesota) High School in 1950. He earned his bachelor's degree in political science from Mankato State Teachers' College (later Minnesota State University, Mankato). He worked as a teacher in several high schools in Iowa and Minnesota. He earned a master's and Ph.D. from the University of Iowa. He was a professor in the political science/law enforcement department of Mankato State University (now known as Minnesota State University, Mankato) from 1961 to 1991. He taught a variety of courses, but primarily focused on American political thought. Wood demonstrated great care for his students and understood quality teaching and careful advising to be the top priorities of his academic career. He was a leader in his department and the university for many years. He was particularly active in community service. He was a member of the Mankato Housing and Redevelopment Authority, the Mankato Planning Commission for 22 years, and chair of his church administrative council for 14 years. He frequently served as a public speaker for high school commencements and service clubs, and as an election analyst. He was active in Republican party politics until the 1980s, serving as a delegate to the National Convention in 1964. When he retired, he and his wife Reta established the Wood Scholarship for political science majors who demonstrate a record of community involvement and academic excellence. Truman Wood was an inspiring teacher, a caring advisor, and a model citizen. He shaped and touched many lives.

Stress has an indeterminate response as a normal reaction to stressful events, to both external and internal body components, indicating both positive and negative reactions. Both positive and negative events can impact how people live their lives and how they manage stress emotionally, socially, and spiritually. Clinical teachers face a variety of stresses, particularly when the academe transitions to a new normal. This study aims to determine the stress management practices among clinical instructors at the University of Bohol. This research utilized a descriptive quantitative method. It included all 19 regular and contractual clinical instructors from the college of nursing of the University of Bohol. A self-constructed questionnaire was used to conduct the online survey, utilizing the google form for the respondents' responses. The questionnaire was of two parts; demographic profile and stress management practices categorized as spiritual, emotional, and social. The questionnaire was validated through pilot testing using Cronbach’s Alpha test to assess its reliability and obtained a more than accepted reliability result of 0.70. The study's findings indicated that clinical instructors are more inclined to spiritual activities such as talking to God and going to church as the best way to manage stress. It also showed that doing diversional activities and getting along with friends contribute to managing stress. The finding also revealed that the demographic profile does not influence the level of stress management practices. The study further concluded that clinical instructors utilize stress management practices and found it useful to maintain a strong, healthy workplace culture conducive to creativity and productivity.

This script writing against the background of social conditions in South Kalimantan diverse in terms of ethnicity, or religion. We take the example of religious pluralism in South Kalimantan. This religious pluralism condition often we term Religious Pluralism. Religious Pluralism succession plays a very important to maintain the diversity and creating understanding of the harmony that lately in various areas, especially in Indonesia being tested. Religious pluralism is a perspective of religious harmony. This understanding of the role in order to be more effective is to educate every student either by teachers, lecturers and other teaching staff in order to achieve that purpose. Both from the Primary Education, Secondary, to university, both from High school and College of General. Results of field interviews showed that religious pluralism is understood by some of the Faculty of Islamic Theology and Humanities IAIN Antasari is a pluralism that if no further interpreted it leads to liberalism even to relativism and nihilism. However, if seen from what has been interpreted by some leaders of Religious Pluralism, then pluralism itself be accepted as a philosophy in building harmony. While others say that sociologically Religious Pluralism has to be accepted by Muslims without having interpreted the deeper, because Pluralism itself is not relativism, or even nihilism. Meanwhile, partially-Lecturer Lecturer STT Borneo Evangelical Church (GKE) views of Religious Pluralism in context pluralistic society will be criticized for some faiths who are intolerant of other religions. While others consider only limited Religious Pluralism understand the differences and cooperation in specific social issues, without any compromise in theology, leading to the elimination of the role of God in life.

In recent years, international research has turned with renewed attention to the Hungarian early renaissance and the art patronage of King Matthias Corvinus. indeed, it was in Hungary that italian renaissance art first appeared outside the italian peninsula. in 1476, he married Beatrice, daughter of Ferdinando d’aragona (Ferrante), who brought to Buda a love of books and music she had inherited from her grandfather, alfonso d’aragona. the work of Beatrice’s brother, giovanni d’aragona, previously known mainly from thomas Haffner’s monograph on his library (1997), is presented here from the viewpoint of his influence on Matthias’s art patronage. Ferrante’s children, alfonso, Beatrice, and giovanni were educated by outstanding humanist teachers. giovanni acquired many church benefices, and when Pope sixtus iv created him cardinal at the age of twenty-one, he made a dazzling entrance to rome. John was – together with Marco Barbo, oliviero Carafa, and Francesco gonzaga – one of the principal contemporary patrons of the College of Cardinals.On 19 april 1479 the pope named him legatus a latere to support King Matthias’s planned crusade against the Porte. giovanni went from rome to Hungary via Ferrara and Milan with two noted humanists in his retinue: the encyclopedist raffaele Maffei (volaterranus) and Felice Feliciano, bookbinder and collector of roman inscriptions. He spent much of his eight-month stay in Hungary with Matthias and Beatrice, no doubt exerting a significant influence on them, particularly in the collecting of books. Matthias appointed his brother-in-law archbishop of esztergom, the highest clerical office in Hungary. leaving Hungary in July 1480, giovanni returned to rome via venice and Florence, where lorenzo de’ Medici showed him the most valuable works of art in his palace. giovanni was appointed legate to Hungary again by sixtus iv in september 1483, and – together with Francesco Fontana – he stayed in Buda and esztergom between october 1483 and June 1484. the royal couple presented him with silver church vessels, a gold chalice, vestments, and a miter.Giovanni’s patronage focused on book collecting and building. He spent an annual sum of six thousand ducats on his library, and his acquisitions included contemporary architectural treatises by alberti and Filarete. it was around the time he was in Buda – between 1479 and 1481 – that the first large-format luxury codices were made for Matthias and Beatrice by the excellent Florentine miniaturist, Francesco rosselli. in rome, giovanni (and Francesco gonzaga) employed the Paduan illuminator gaspare da Padova, and his example encouraged Matthias and Beatrice to commission all’antica codices. anthony Hobson has detected a link between Queen Beatrice’s Psalterium and the livius codex copied for giovanni: both were bound by Felice Feliciano, who came to Hungary with the Cardinal. Feliciano’s probable involvement with the erlangen Bible (in the final period of his work, probably in Buda) may therefore be an important outcome of the art-patronage connections between giovanni and the king of Hungary.A passion for building was something else that giovanni shared with Matthias. He built a palace for himself in the monastery of Montevergine and another near Montecassino, of which he was abbot. He also built the villa la Conigliera in Naples. Matthias’ interest in architecture is much mentioned in antonio Bonfini’s history of Hungary, but only fragments of his monumental constructions, which included the renaissance villa Marmorea in the gardens to the west of the royal Palace of Buda, have survived.Giovanni and Matthias also had a connection through the famous Milan goldsmith Cristoforo Foppa (Caradosso), whose workshop was located in giovanni’s palace in rome. after his patron’s death in autumn 1485, he attempted to sell a – subsequently famous – silver salt cellar he had been unable to complete. it may also have been at the Cardinal’s recommendation that Matthias invited Caradosso to Buda for a several-month stay in 1489/90, during which he made silver tableware and possibly – together with three other lombardian goldsmiths who were there at the time – the lower part of the magnificent Matthias Calvary.Further items in the metalware category are our patrons’ seal matrices. My research has uncovered two smaller seals, both with the arms of the House of aragon at the center, that belonged to giovanni d’aragona. one, dating from 1473, is held in the archives of the Benedictine abbey of Montecassino. the other was made after he was created cardinal in late 1477 (it is held in Hungarian National archives). He also had an elaborate prelate’s seal matrix made in the early renaissance style, of which impressions survive on the documents in the archivio apostolico vaticano and the esztergom Primatial archive. at the center of the mandorla-shaped field, sitting on a throne, is the virgin Mary (Madonna lactans type) together with two intervening standing saint figures whose identification requires further research. Beneath it is the cardinal’s coat of arms crowned with a hat. it may date from the time of Caradosso’s first presumed stay in rome (1475–1479), suggesting him as the maker of the matrix, although to my knowledge there is no further evidence for this. the seals of King Matthias have been thoroughly studied, and the form and use of each type have been almost fully established.Giovanni d’aragona was buried in rome, in his titular church, the Dominican Basilica of santa sabina. Johannes Burckard described the funeral procession from the palace to the aventine in his Liber notarum. Matthias died in the vienna Burg, a residence he had only just taken up, in 1490. His body was taken in grand procession to Buda and subsequently to Fehérvár Basilica, the traditional burial place of Hungarian kings. the careers of giovanni and Matthias, full of military, political and ecclesiastical accomplishments, were thus both cut short. the great works of art they engendered, however, mark them out as highly influential patrons of renaissance art and humanist culture.

King Matthias Corvinus of Hungary (1458‒1490), son of the “Scourge of the Turks,” John Hunyadi, was a foremost patron of early Renaissance art. He was only fourteen years old in 1470 when he was elected king, and his patronage naturally took some time and maturity to develop, notably through his relations with the Neapolitan Aragon dynasty. In December 1476, he married Beatrice, daughter of Ferdinand of Aragon, who brought to Buda a love of books and music she had inherited from her grandfather, Alphonse of Aragon.I studied the work of Beatrice’s brother John of Aragon (Giovanni d’Aragona), previously known mainly from Thomas Haffner’s monograph on his library (1997), from the viewpoint of his influence on Matthias’s art patronage. John was born in Naples on June 25, 1456, the third son of Ferdinand I of Aragon. His father, crowned king by Pope Pius II in 1458 following the death of Alphonse of Aragon, intended from the outset that he should pursue a church career. Ferdinand’s children, Alphonse (heir to the throne), Beatrice, and John were educated by outstanding humanist teachers, including Antonio Beccadelli (Il Panormita) and Pietro Ranzano. Through his father and the kingdom’s good relations with the papacy, John acquired many benefices, and when Pope Sixtus IV (1471‒1484) created him cardinal at the age of twenty-one, on December 10, 1477, he made a dazzling entrance to Rome. John was — together with Marco Barbo, Oliviero Carafa, and Francesco Gonzaga — one of the principal contemporary patrons of the College of Cardinals.On April 19, 1479, Sixtus IV appointed John legatus a latere, to support Matthias’s planned crusade against the Ottomans. On August 31, he departed Rome with two eminent humanists, Raffaele Maffei (also known as Volaterranus), encyclopedist and scriptor apostolicus of the Roman Curia, and Felice Feliciano, collector of ancient Roman inscriptions. John made stops in Ferrara, and Milan, and entered Buda — according to Matthias’s historian Antonio Bonfini — with great pomp. During his eight months in Hungary, he accompanied Matthias and Beatrice to Visegrád, Tata, and the Carthusian monastery of Lövöld and probably exerted a significant influence on the royal couple, particularly in the collecting of books. Matthias appointed his brother-in-law archbishop of Esztergom, the highest clerical office in Hungary, with an annual income of thirty thousand ducats.Leaving Hungary in July 1480, John returned to Rome via Venice and Florence, where, as reported by Ercole d’Este’s ambassador to Florence, Lorenzo de’ Medici showed him the most valuable works of art in his palace, and he visited San Marco and its library and the nearby Medici sculpture garden.In September 1483, Sixtus IV again appointed John legate, this time to Germany and Hungary. He took with him the Veronese physician Francesco Fontana and stayed in Buda and Esztergom between October 1483 and June 1484. The royal couple presented him with silver church vessels, a gold chalice, vestments, and a miter.John’s patronage focused on book collecting and building. He spent six thousand ducats annually on the former. Among his acquisitions were contemporary architectural treatises by Leon Battista Alberti and Filarete, which he borrowed for copying from Lorenzo’s library. They were also featured in Matthias Corvinus’s library, perhaps reflecting John’s influence. Around 1480, during his stay in Buda (approximately 1478‒1480), the excellent miniaturist, Francesco Rosselli made the first few large-format luxury codices for Matthias and Beatrice. Both Queen Beatrice and John of Aragon played a part of this by bringing with them the Aragon family’s love of books, and perhaps also a few codices. The Paduan illuminator Gaspare da Padova (active 1466‒1517), who introduced the all’antica style to Neapolitan book painting, was employed in Rome by John as well as by Francesco Gonzaga, and John’s example encouraged Matthias and Beatrice commission all’antica codices. He may also have influenced the choice of subject matter: John collected only ancient and late classical manuscripts up to 1483 and mainly theological and scholastic books thereafter; Matthias’s collection followed a similar course in which theological and scholastic works proliferated after 1485. Anthony Hobson has detected a link between Queen Beatrice’s Psalterium and the Livius codex copied for John of Aragon: both were bound by Felice Feliciano, who came to Hungary with the Cardinal. Feliciano’s probable involvement with the Erlangen Bible (in the final period of his work, probably in Buda) may therefore be an important outcome of the art-patronage connections between John and the king of Hungary.John further shared with Matthias a passion for building. He built palaces for himself in the monasteries of Montevergine and Montecassino, of which he was abbot, and made additions to the cathedral of Sant’Agata dei Goti and the villa La Conigliera in Naples. Antonio Bonfini, in his history of Hungary, highlights Matthias’s interest, which had a great impact on contemporaries; but only fragments of his monumental constructions survive.We see another link between John and Matthias in the famous goldsmith of Milan, Cristoforo Foppa (Caradosso, c. 1452‒1526/1527). Caradosso set up his workshop in John’s palace in Rome, where he began but — because of his patron’s death in autumn 1485 — was unable to finish a famous silver salt cellar that he later tried to sell. John may also have prompted Matthias to invite Caradosso to spend several months in Buda, where he made silver tableware.Further items in the metalware category are our patrons’ seal matrices. My research has uncovered two kinds of seal belonging to Giovanni d’Aragona. One, dating from 1473, is held in the archives of the Benedictine Abbey of Montecassino. It is a round seal with the arms of the House of Aragon at the centre. After being created cardinal in late 1477, he had two types of his seal. The first, simple contained only his coat of arm (MNL OL, DL 18166). The second elaborate seal matrix made in the early Renaissance style, of which seals survive in the Archivio Apostolico Vaticano (Fondo Veneto I 5752, 30 September 1479) and one or two documents in the Esztergom Primatial Archive (Cathedral Chapter Archive, Lad. 53., Fasc. 3., nr.16., 15 June 1484). At the centre of the mandorla-shaped field, sitting on a throne with balustered arm-rest and tympanum above, is the Virgin Mary (Madonna lactans type), with two supporting figures whose identification requires further research. The legend on the seal is fragmentary: (SIGILL?)VM ……….DON IOANNIS CARDINALIS (D’?) ARAGONIA; beneath it is the cardinal’s coat of arms in the form of a horse’s head (testa di cavallo) crowned with a hat. It may date from the time of Caradosso’s first presumed stay in Rome (1475‒1479), suggesting him as the maker of the matrix, a hypothesis for which as yet no further evidence is known to me. The seals of King Matthias have been thoroughly studied, and the form and use of each type have been almost fully established.John of Aragon was buried in Rome, in his titular church, in the Dominican Basilica of Santa Sabina. Johannes Burckard described the funeral procession from the palace to the Aventine in his Liber notarum. Matthias died in 1490 in his new residence, the Vienna Burg, and his body was taken in grand procession to Buda and subsequently to the basilica of Fehérvár, the traditional place of burial of Hungarian kings. The careers of both men ended prematurely: John might have become pope, and Matthias Holy Roman emperor.(The bulk of the research for this paper was made possible by my two-month Ailsa Mellon Bruce Visiting Senior Fellowship at the Center for Advanced Study in the Visual Arts [CASVA] of the National Gallery of Art [Washington DC] in autumn 2019.) [fordította: Alan Campbell]

The second week of March 2020 presented an array of unique challenges for me both professionally and personally as I adjusted my work and home life to cope with the COVID-19 virus. I had already been ailing with what (I hoped) were seasonal allergies that left me coughing, bleary-eyed, and wondering if I might be sick with COVID-19 prior to the announcements from our university and school district that we should start self-isolating and preparing for at-home instruction. As both of my children at home are competitive gymnasts, we faced another decision about whether to keep them home from training.
 As my work and personal email boxes began filling with announcements from my university, my department, my children’s school, my children’s gym, and even my church and extended out-of-state family, I had to fight back a growing sense of anxiety about the outside world as I looked after my physical recovery. Staying home from work, just as a symbolic gesture, made a lot of sense to me. I’d already afflicted my colleagues with my occasional coughing from my isolated office way down the corridor, but I didn’t want to leave anything to chance. Although I presumed my odds of having COVID-19 were small after three trips to the doctor in the last month for secondary infections resulting from my allergies, who really knew? So, from my home office, I put into practice the skills I learned from doing remote instruction over the last several years.
 Up until the present challenge, I had tried to access my email only in the morning and afternoon. As news and instructions came in from my university and department, email communication became a near-constant distraction/source of information. Following our university’s lead, our college moved to all-remote instruction and social isolating. This meant moving to the Zoom video conferencing app. Fortunately, I was quite familiar with the app, so I didn’t have too hard a transition. However, at least a few of my colleagues had to make substantial changes to what and how they taught. Moreover, our students varied widely in how familiar and comfortable they were with the online interface. They valued our programs for their face-to-face emphasis, and now they were being asked to adjust everything about their experience within days. Moreover, most of my students are educational professionals themselves, so they were scrambling to provide direction and services to their own students. In the days following the university’s move to all-remote instruction, I participated in several instructional and organizational meetings with administrators and colleagues to ensure we were all in accord about the adjustments we would make to classes, and I spent hours on email coordinating with students and responding to their personal and professional concerns. I greatly reduced planned whole-group instruction in favor of individual consultation. I felt frustration at my students as they requested that I take my class instruction down to the basics. As I was teaching a course on qualitative research methods, I already felt I was barely touching on the tip of the iceberg as it was. How more stripped down could I get? At the same time, I was still recovering physically from (what I hoped were) my allergies, so I recognized that some of my frustration was my body demanding time to recover.
 To add to the challenges/opportunities of the first week into this at-home learning experiment, I had my two elementary-aged children at home with their own learning needs to consider. Even as I type, my third grader (who has an IEP) is in my office with me on i-Ready doing her daily math lesson on my university-issued iPad while my wife works with our sixth grader on her laptop. I find myself dividing my time between my third grader and my professional work, and I feel like neither is getting the attention they deserve. And yet, in the midst of the chaos, things are happening. Our children are getting more one-on-one time than they have in quite a while. They’re happy and adjusting. I wonder about their peers. My children attend a Title I school, and many of their parents and caregivers don’t have access to the same remote learning resources as they do. Many don’t have parents at home to supervise the well-organized instruction their teachers have provided (almost miraculously) via Google Classroom. It’s a strange new world in these early quarantine days, and I’m sure there are many opportunities and challenges ahead.

THE DOCTRINE OF CREATION: A Constructive Kuyperian Approach by Bruce Riley Ashford and Craig G. Bartholomew. Downers Grove, IL: IVP Academic, 2020. 366 pages, appendix, bibliography, index. Hardcover; $50.00. ISBN: 9780830854905. *This book is a welcome addition to our need for more work on the doctrine of creation. The authors, one Baptist (Ashford) and one Anglican (Bartholomew), offer what they term a "Kuyperian" or Dutch neo-Calvinist perspective (perhaps more properly, neo-Reformed?). They seek to be exegetical, not merely creedal, in their exposition. In 366 pages of text, they offer a doctrine of creation that comprehends the classical loci and add some of more recent concern. *The authors cover the classical loci in a systematic, well-organized way. In the first, creedally based, chapter, they lay out their approach and orient readers to their exposition of the doctrine. The following two chapters provide a brief but very well-done history of the doctrine. In the chapter from the early church up to the modern period, they survey the teachers of the church, with Irenaeus holding pride of place. This survey touches on the right people and draws out the constructive contributions that each makes. The only group that is treated almost entirely negatively is, predictably, the Anabaptists (pp. 66-68). The authors select negative examples, confuse an Anabaptist doctrine of the world with a doctrine of creation, and make tendentious use of selective quotes. It's hard to credit Anabaptists with a denigration of creation (or earthly matters) when they have well-formed practices of communal life, the sharing of goods, and, to be anachronistic, a thoughtful political theology rooted in particular practices of pacifism. Anabaptists are far from perfect, but they do not lack a doctrine of creation. It's just not one that's discernible through Dutch neo-Calvinist eyes. *The following chapter is an insightful tour of some highlights of the Modern Period with welcome attention to the wrongly neglected Johann Georg Hamann (pp. 75-80). In a clear and concise account of interpretations of Genesis 1 and the entanglement of God, creation, and science, Ashford and Bartholomew describe five positions that depend on "the conclusions of modern science" (p. 98). They then espouse a "literary framework theory" represented by Lee Irons and Meredith Kline, which argues that Genesis 1 reveals "three creation kingdoms" (days 1-3) and "three creation kings" (days 4-6). The picture is completed on day 7 when "God establishes himself as King on the Sabbath" (p. 98). This is filled out in the authors' later chapter on Genesis 1: the three creation kingdoms are "light; sky/seas; land/vegetation;" the three creation kings are "luminaries; sea creatures/winged creatures; land animals/men" (sic, pp. 155-70). This chapter concludes with a foundational assertion: "In the twenty-first century, a full-orbed Irenaean doctrine of creation presents itself as a salient remedy for the ills of our modern and postmodern eras ... Among Christian traditions in the modern period, the Dutch neo-Calvinist tradition is, in our opinion, particularly fruitful in providing resources for a recovery and renewal of the Irenaean doctrine of creation" (p. 99). *Following from this, the authors "outline the broad contours of the neo-Calvinist view of creation in seven propositions ..." (p. 103). Most of these propositions are familiar and commonplace within Christian orthodoxy. But two require further comment. The sixth proposition states that "sin and evil cannot corrupt God's good creation structurally or substantially" (p. 102; italics theirs). There may be profound truth in this, but the question of corrupt structures must be clarified. How does a "Kuyperian approach" empower a critique of injustice and oppression in, for example, the over-familiar case of apartheid? The concept of incorruptible structures cries out for further elucidation and glaring warnings against its abuse. The seventh proposition states that "God's restoration of creation will be an elevation and enhancement of creation in its original form" (p. 102). Here the language seems to fall short of a full-orbed Irenaean doctrine of creation. Isn't God's restoration the fulfillment and completion of creation? *After these first chapters that establish the direction and tone for the book, the following chapters are remarkably comprehensive in doctrinal coverage and practical import. Most of the ground covered is traditional, but the authors' discussions are lively and well argued. They proceed mostly by engaging the works of others, so readers of these chapters will receive an education in the scholarly world of the doctrine of creation. One welcome contribution, among others, is an entire chapter devoted to "The Heavenly Realm," which retrieves this inescapable biblical teaching and guards against "over-spiritualizing" (pp. 202-22). *Throughout the book, the authors maintain their commitment to biblical exegesis. They do this through engagement with the work of other scholars, which occasionally threatens to overshadow the biblical text itself. Like the rest of us heirs of modernity, they struggle to achieve what Oswald Bayer says of Hamann: "Scripture interprets me and not I scripture" (p. 77). Still, their determination to be faithful to the biblical narrative as they "do theology" is one to emulate. *Their commitment to exegetically grounded theology is fully displayed in a chapter devoted to Genesis 1. As they engage critically with other scholars, they lay out the foundations of their doctrine of creation. The chapter concludes with an exposition of creation order in the Kuyperian tradition. For the authors, "Creation order is good news!" (p. 173), allowing for the flourishing of life. Injustice only appears against the backdrop of this order. They conclude the chapter with one of their many in-text excurses, asserting that "at the heart of the biblical metanarrative stands the cross, which alerts us to the grace of the biblical story and its resistance to violent coercion" (p. 174). *Here, a number of questions arise. How can the crucifixion of a Galilean peasant on a hill outside Jerusalem sometime around AD 33, be part of a metanarrative? Doesn't its particularity preclude that? Don't we need some other language? Would "Christ is Lord" suffice? How might their account of creation order change if the crucifixion was indeed at the heart of their account? Are there forms of coercion that are not violent? If so, does the biblical story resist those? Is "resistance" strong enough to represent the relationship between the story and violence? *The following chapter, "Place, Plants, Animals, Humans, and Creation," covers a wide range of topics grounded in exegetical theology that leads to changed disposition. This excellent chapter brings together all the strengths of the book: its biblical exegesis, theological maturity, and practices grounded in the first two. *In the chapters that follow, Ashford and Bartholomew cover a lot of ground and give direction from "the Kuyperian tradition." This is evident in their discussions of sin, common grace, culture making, and providence, among other things. Culture making (in chapter 9, "Creation and Culture") takes on particular importance in their account. It occurs in "spheres" that "have their own integrity and function according to unique, God-given principles" (p. 267). But like some of their earlier accounts of creation order, true relationality is mostly missing. Culture doesn't occur in spheres; it occurs in messy, boundary-crossing relationships between God, humans, nonhuman creation, and self. Yes, God is sovereign over all of life, but it is a relational sovereignty, not a spherical and principled sovereignty. Moreover, one could easily conclude that culture making, as in the Kuyperian tradition, is the main calling of human beings. Missional witness to Jesus Christ by the body of Christ is offstage. It is possible to see the so-called cultural mandate of Genesis 1:26-31 as our missional mandate, in which case the wholistic calling envisioned by a "cultural mandate" is really a full, biblical practice of the missional mandate of Genesis 1. The calling is lived out in the healing of relationships under the condition of fallenness through the crucifixion of the one "through whom and for whom all things have been created," and in obedience to the Great Commission and Great Commandment. *Perhaps one striking indication of the absence of a robust account of relationality is the rare appearance of the Holy Spirit in the book, especially a book that aspires to be trinitarian. This may also account for the relatively minor role that the people of God play in the authors' exposition. *Even in a lengthy review such as this, I have not adequately represented the breadth and depth of this book. The authors manage to comment, often at length and in depth, on an enormous range of life, which, of course, the doctrine of creation comprehends. *My criticisms of this book (I have more!) are a sign of my deep respect for and learning from Ashford and Bartholomew. Critical matters for the life and witness of God's people are at stake in the development of a mature, robust conversation about the doctrine of creation and living it out. Bruce Ashford and Craig Bartholomew articulate a mature, robust, Irenaean doctrine of creation reshaped by Dutch neo-Calvinism that should be a part of a larger conversation and urgent action as we seek to bear witness to the One Creator and Redeemer in these times. *Reviewed by Jonathan R. Wilson, PhD, Senior Consultant for Theological Integration, Canadian Baptist Ministries; and Teaching Fellow, Regent College, Vancouver, BC V6T 2E4.

Dr. Kelly Brown Douglas is Professor of Religion at Goucher College where she holds the Susan D. Morgan Professorship of Religion. She is widely published in national and international journals and other publications. As a leading voice in the development of a womanist theology, Essence magazine counts Douglas “among this country’s most distinguished religious thinkers, teachers, ministers, and counselors.” Her groundbreaking and widely used book Sexuality and the Black Church: A Womanist Perspective (1999) was the first to address the issue of homophobia within the black church community. Dr. Douglas has been a pioneering and highly sought after voice in regard to addressing sexual issues in relation to the black religious community. She has been very active in advocating equal rights for LGBT persons.Her latest book, Stand Your Ground: Black Bodies and the Justice of God (2015) examines the challenges of a “Stand Your Ground” culture for the Black Church and all black bodies. Other books include The Black Christ (1994), What’s Faith Got to Do With It?:Black Bodies/Christian Souls (2005),and Black Bodies and the Black Church: A Blues Slant (2012). Dr. Douglas is also the co-editor of Sexuality and the Sacred: Sources for Theological Reflection (2010).Douglas is a Phi Beta Kappa graduate of Denison where she earned a bachelor of science summa cum laude in psychology. She went on to earn a master of divinity and a doctoral degree in systematic theology from Union Theological Seminary (New York City). Rev. Douglas was ordained at Ohio’s St. Margaret's Episcopal Church in 1985. She received the Anna Julia Cooper Award by the Union of Black Episcopalians (July 2012) for “her literary boldness and leadership in the development of a womanist theology and discussing the complexities of Christian faith in African-American contexts.”Rev. Douglas was an Associate Priest at Holy Comforter Episcopal Church in Washington, D.C. for over 20 years. She currently serves at the Washington National Cathedral.

Francis Edgar Jones was born on 16 January 1914 in Wolverhampton. His father, the son of a miner, was educated at the Rugby Grammar School and a teachers’ training college, and became a teacher in 1898. He met Frank’s mother, whose family name was Franks, while teaching at Barnet. Early in the 1900s they moved north to Wolverhampton and remained there until they moved again to Dagenham in 1921. Frank was the third born in a family of two boys and two girls. At the age of just under five he was sent to the Church of England Primary School at Heathdown, Wolverhampton, where the discipline was strict. Frank had a vivid recollection of life at the school: ‘When we arrived at a quarter to nine, we first had to place our hands on the desk in front, palms face down, to see that we had clean nails. Next we had to stand on the form to have our boots inspected to make sure they were clean. After prayers, school began and our reward for a good week’s work was to be allowed to work with raffia - of different colours - on Friday afternoons.’

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

03–496 Basil, C. (Universitat de Barcelona, Spain) and Reyes, S. Acquisition of literacy skills by children with severe disability. Child Language Teaching and Therapy (London, UK), 19, 1 (2003), 27–48.03–497 Bimmell, Peter (Universiteit van Amsterdam, Holland). Strategisch lesen lernen in der Fremdsprache. [Learning to read strategically in a foreign language.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 113–141.03–498 Casanave, C. P. (Teachers College Columbia, Japan); Email: casanave@redshift.com). Multiple uses of Applied Linguistics literature in a multidisciplinary graduate EAP class. ELT Journal, 57, 1 (2003), 43–50.03–499 Cheng, Yuh-show (National Taiwan Normal U.). Factors associated with foreign language writing anxiety. Foreign Language Annals (New York, USA), 33, 5 (2002), 647–656.03–500 Cotterall, S. (Email: sara.cotterall@vuw.ac.nz) and Cohen, R. (Victoria University of Wellington, New Zealand). Scaffolding for second language writers: producing an academic essay. ELT Journal, 57, 2 (2003), 158–166.03–501 de Serres, Linda (U. of Trois-Rivières, Québec, Canada). Stratégies de lecture en français L1 et en anglais L2 chez des universitaires diplômés: aspects quantitatifs. [Reading strategies in graduate university students with L1 French and L2 English: quantitative aspects.] The Canadian Journal of Applied Linguistics, 6, 1 (2003), 31–51.03–502 Droop, Mienke and Verhoeven, Ludo (U. of Nijmegen, NL). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly (Newark, USA), 38, 1 (2003), 78–103.03–503 Gillon, Gail T. (U. of Canterbury, New Zealand; Email: g.gillon@spth.canterbury.ac.nz). Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language and Communication Disorders (London, UK), 37, 4 (2002), 381–400.03–504 Gu, Peter Yongqi (Nanyang Technological University). Fine Brush and Freehand: The Vocabulary-Learning Art of Two Successful Chinese EFL learners. TESOL Quarterly, 37, 1 (2003), 73–104.03–505 Kamhi-Stein, Lía D. (California State University, USA). Reading in Two Languages: How Attitudes Toward Home Language and Beliefs About Reading Affect the Behaviors of “Underprepared” L2 College Readers. TESOL Quarterly, 37, 1 (2003), 35–71.03–506 Mahfoudhi, Abdessatar (U. Ottawa, Canada). Writing processes of EFL students in argumentative essays: a case study. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 153–190.03–507 Martin, Michelle E. and Byrne, Brian (U. of New England, NSW, Australia). Teaching children to recognise rhyme does not directly promote phonemic awareness. British Journal of Educational Psychology (Leicester, UK), 72 (2002), 561–572.03–508 Miller, Carol (U. of Birmingham, UK; Email: c.j.miller@bham.ac.uk), Lacey, Penny and Layton, Lyn. Including children with special educational needs in the Literacy Hour: a continuing challenge. British Journal of Special Education (Oxford, UK), 30, 1 (2003), 13–20.03–509 Schoonen, R. (U. of Amsterdam, NL), Gelderen, A.v., Glopper, K.d., Hulstijn, J., Simis, A., Snellings, P. and Stevenson, M. First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge. Language Learning (Clevdon, UK), 53, 1 (2003), 165–202.03–510 Suh, Jae-Suk (Keimyung U.). Effectiveness of CALL writing instruction: The voices of Korean EFL learners. Foreign Language Annals (New York, USA), 35, 6 (2002), 669–679.03–511 Taylor, M. E. (University of the West Indies, Jamaica). Using collateral material to improve writing performance. ELT Journal, 57, 2 (2003), 149–157.03–512 Wall, Kate (U. of Newcastle upon Tyne, UK; Email: Kate.Wall@ncl.ac.uk). Pupils with special needs and the National Literacy Strategy: an analysis of the literature. Support for Learning (Oxford, UK), 18, 1 (2003), 35–41.03–513 Wenyu Wang (Nanjing U., China; Email: wywang@nju.edu.cn) and Qiufang Wen. L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing (Orlando, FL, USA), 11 (2002), 225–246.

I have only ever owned one pig. It didn’t have a name, due as it was for the table. Just pu‘aka. But I liked feeding it; nothing from the household was wasted. I planned not to become attached. We were having a feast and a pig was the one essential requirement. The piglet came to us as a small creature with a curly tail. It would not even live an adult life, as the fully-grown local pig is a fatty beast with little meat. Pigs are mostly killed when partly grown, when the meat/fat ratio is at its optimum. The pig was one of the few animals to accompany Polynesians as they made the slow journey across the islands and oceans from Asia: pigs and chickens and dogs. The DNA of island pigs reveals details about the route taken that were previously hidden (Larsen et al.). Of these three animals, pigs assumed the most ceremonial importance. In Tonga, pigs often live an exalted life. They roam freely, finding food where they can. They wallow. Wherever there is a pool of mud, often alongside a road, there is a pig wallowing. Huge beasts emerge from their pools with dark mud lining their bellies as they waddle off, teats swinging, to another pleasure. Pig snouts are extraordinarily strong; with the strength of a pig behind them, they can dig holes, uproot crops, and generally wreak havoc. How many times have I chased them from my garden, despairing at the loss of precious vegetables I could get no other way? But they must forage. They are fed scraps, and coconut for protein, but often must fend for themselves. Despite the fact that many meet an early death, their lives seem so much more interesting than those lived by the anonymous residents of intensive piggeries in Australia, my homeland. When the time came for the pig to be sacrificed to the demands of the feast, two young Tongan men did the honours. They also cooked the pig on an open fire after skewering it on a pole. Their reward was the roasted sweetmeats. The ‘umu was filled with taro and cassava, yam and sweet potato, along with lū pulu and lū ika: tinned beef and fish cooked in taro leaves and coconut cream. In the first sitting, all those of high status—church ministers, college teachers, important villagers and pālangi like me—had the first pick of the food. Students from the college and lowly locals had the second. The few young men who remained knew it was their task to finish off all of the food. They set about this activity with intense dedication, paying particular attention to the carcass of the pig. By the end of the night, what was left of our little pig was a pile of bones, the skeleton taken apart at every joint. Not a scrap of anything edible remained. In the early 1980s, I went to live on a small island in the Kingdom of Tonga, where my partner was the Principal of an agricultural college, in the main training young men for working small hereditary mixed farms. Memories of that time and a recent visit inform this reflection on the contemporary Tongan diet and problems associated with it. The role of food in a culture is never a neutral issue. Neither is body size, and Tongans have traditionally favoured the large body as an indication of status (Pollock 58). Similarly the capacity to eat has been seen as positive. Many Tongans are larger than is healthy, with 84% of men and 93% of women “considered overweight or obese” (Kirk et al. 36). The rate of diabetes, 80% of it undiagnosed, has doubled since the 1970s to 15% of the adult population (Colagiuri et al. 1378). In the Tongan diaspora there are also high rates of so-called “metabolic syndrome,” leading to this tendency to diabetes and cardiovascular disease. In Auckland, for instance, Pacific Islanders are 2.5 times more likely to suffer from this condition (Gentles et al.). Its chief cause is not, however, genetic, but comes from “differences in obesity,” leading to a much higher incidence of cardiovascular disease and diabetes (Gentles et al.). Deaths from diabetes in Tonga are common. When a minister’s wife in the neighbouring village to mine died, everyone of status on the island attended the putu. Though her gangrenous foot could have been amputated, the family decided against this, and she soon died from the complications of her diabetes. On arrival at the putu, as well as offering gifts such as mats and tapa, participants lined up to pay very personal respects to the dead woman. This took the form of a kiss on her face. I had never touched a dead person before, let alone someone who had died of gangrene, but life in another culture requires many firsts. I bent down and kissed the dry, cold face of a woman who had suffered much before dying. Young men of the family pushed sand over the grave with their own hands as the rest of us stood around, waiting for the funeral food: pigs, yes, but also sweets made from flour and refined sugar. Diet and eating practices are informed by culture, but so are understandings of illness and its management. In a study conducted in New Zealand, sharp differences were seen between the Tongan diaspora and European patients with diabetes. Tongans were more likely “to perceive their diabetes as acute and cyclical in nature, uncontrollable, and caused by factors such as God’s will, pollution in the environment, and poor medical care in the past”, and this was associated “with poorer adherence to diet and medication taking” (Barnes et al. 1). This suggests that as well as being more likely to suffer from illnesses associated with diet and body size, Tongans may also be less likely to manage them, causing these diseases to be even more debilitating. When James Cook visited the Tongan group and naively named them the Friendly Islands, he was given the customary hospitality shown to one of obviously high status. He and his officers were fed regularly by their hosts, even though this must have put enormous pressure on the local food systems, in which later supply was often guaranteed by the imposition of tapu in order to preserve crops and animals. Further pressure was added by exchanges of hogs for nails (Beaglehole). Of course, while they were feeding him royally and entertaining his crew with wrestling matches and dances, the local chiefs of Ha‘apai were arguing about exactly when they were going to kill him. If it were by night, it would be hard to take the two ships. By day, it might be too obvious. They never could agree, and so he sailed off to meet his fate elsewhere (Martin 279-80). As a visitor of status, he was regularly fed pork, unlike most of the locals. Even now, in contemporary Tonga, pigs are killed to mark a special event, and are not eaten as everyday food by most people. That is one of the few things about the Tongan diet that has not changed since the Cook visits. Pigs are usually eaten on formal feasting occasions, such as after church on the Sabbath (which is rigorously kept by law), at weddings, funerals, state occasions or church conferences. During such conferences, village congregations compete with each other to provide the most lavish spreads, with feasting occurring three times a day for a week or more. Though each pola is spread with a range of local root crops, fish and seafood, and possibly beef or even horse, the pola is not complete unless there is at least one pig on it. Pigs are not commercially farmed in Tonga, so these pigs have been hand- and self-raised in and around villages, and are in short supply after these events. And, although feasts are a visible sign of tradition, they are the exception. Tongans are not suffering from metabolic syndrome because they consume too much pork; they are suffering because in everyday life traditional foods have been supplanted by imports. While a range of traditional foods is still eaten, they are not always the first choice. Some imported foods have become delicacies. Mutton flap is a case in point. Known as sipi (sheep), it is mostly fat and bone, and even when barbequed it retains most of its fat. It is even found on outer islands without refrigeration, because it can be transported frozen and eaten when it arrives, thawed. I remember once the local shopkeeper said she had something I might like. A leg of lamb was produced from under the counter, mistakenly packed in the flap box. The cut was so unfamiliar that nobody else had much use for it. The question of why it is possible to get sipi in Tonga and very difficult to get any other kind of fresh meat other than one’s own pigs or chickens raises the question of how Tonga’s big neighbours think of Pacific islands. Such islands are the recipients of Australian and New Zealand aid; they are also the recipients of their waste. It’s not uncommon to find out of date medications, banned agricultural chemicals, and food that is really unsuitable for human consumption. Often the only fresh and affordable meat is turkey tails, chicken backs, and mutton flap. From July 2006 to July 2007, New Zealand exported $73 million worth of sheep off-cuts to the Pacific (Edwardes & Frizelle). Australia and the US account for the supply of turkey tails. Not only are these products some of the few fresh meat sources available, they are also relatively inexpensive (Rosen et al.). These foods are so detrimental to the health of locals that importing them has been banned in Fiji and independent Samoa (Edwardes & Frizelle). The big nations around the Pacific have found a market for the meat by-products their own citizens will not eat. Local food sources have also been supplanted as a result of the high value placed on other foods, like rice, flour and sugar, which from the nineteenth century became associated with “civilisation and progress” (Pollock 233). To counter this, education programs have been undertaken in Tonga and elsewhere in the Pacific in order to promote traditional local foods. These have also sought to address the impact of high food imports on the trade balance (Pollock 232). Food choices are not just determined by preference, but also by cost and availability. Similarly, the Tonga Healthy Weight Loss Program ran during the late 1990s, but it was found that a lack of “availability of healthy low-cost food was a problem” to its success (Englberger et al. 147). In a recent study of Tongan food preferences, it was found that “in general, Tongans prefer healthier traditional, indigenously produced, foods”, but that they are not always available (Evans et al. 170). In the absence of a consistent supply of local protein sources, the often inferior but available imported sources become the default ingredient. Fish in particular are in short supply. Though many Tongans can still be seen harvesting the reef for seafood at low tide, there is no extensive fishing industry capable of providing for the population at large. Intensive farming of pigs has been considered—there was a model piggery on the college where I lived, complete with facilities for methane collection—but it has not been undertaken. Given the strongly ceremonial function of the pig, it would take a large shift in thinking for it to be considered an everyday food. The first cooked pig I encountered arrived at my house in a woven coconut leaf basket, surrounded by baked taro and yam. It was a small pig, given by a family too poor to hold the feast usually provided after church when it was their turn. Instead, they gave the food portion owed directly to the preacher. There’s a faded photo of me squatting on a cracked linoleum floor, examining the contents of the basket, and wondering what on earth I’m going to do with them. I soon learnt the first lesson of island life: food must be shared. With no refrigeration, no family of strapping youths, and no plans to eat the pig myself, it had to be given away to neighbours. It was that simple. Even watermelon went off within the day. In terms of eating, that small pig would have been better kept until a later day, when it reached optimum size, but each family’s obligation came around regularly, and had to be fulfilled. Feasting, and providing for feasting, was a duty, even a fatongia mamafa: a “heavy duty” among many duties, in which the pig was an object deeply “entangled” in all social relations (Thomas). A small pig was big enough to carry the weight of such obligations, even if it could not feed a crowd. Growing numbers of tourists to Tonga, often ignored benignly by their hosts, are keen to snap photos of grazing pigs. It is unusual enough for westerners to see pigs freely wandering, but what is more striking about some pigs on Tongatapu and ‘Eua is that they venture onto the reefs and mudflats at low tide, going after the rich marine pickings, just as their human counterparts do. The silhouette of a pig in the water as the tropical sun sinks behind, caught in a digital frame, it is a striking memory of a holiday in a place that remains largely uninterested in its tourist potential. While an influx of guests is seen by development consultants as the path to the nation’s economic future, Tongans bemusedly refuse to take this possibility seriously (Menzies). Despite a negative trade balance, partly caused by the importation of foreign food, Tonga survives on a combination of subsistence farming and remittances from Tongans living overseas; the tourist potential is largely unrealised. Dirk Spennemann’s work took a strange turn when, as an archaeologist working in Tonga, it became necessary for him to investigate whether these reef-grazing pigs were disturbing midden contents on Tongatapu. In order to establish this, he collected bags of both wet and dry “pig excreta” (107). Spenemann’s methodology involved soaking the contents of these bags for 48 hours, stirring them frequently; “they dissolved, producing considerable smell” (107). Spennemann concluded that pigs do appear to have been eating fish and shellfish, along with grass and “the occasional bit of paper” (107). They also feed on “seaweed and seagrass” (108). I wonder if these food groups have any noticeable impact on the taste of their flesh? Creatures fed particular diets in order to create a certain distinct taste are part of the culinary traditions of the world. The deli around the corner from where I live sells such gourmet items as part of its lunch fare: Saltbush lamb baguettes are one of their favourites. In the Orkneys, the rare and ancient North Ronaldsay Sheep are kept from inland foraging for most of the year by a high stone fence in order to conserve the grass for lambing time. This forces them to eat seaweed on the beach, producing a distinct marine taste, one that is highly valued in certain Parisian restaurants. As an economy largely cut out of the world economic loop, Tonga is unlikely to find select menus on which its reef pigs might appear. While living on ‘Eua, I regularly took a three hour ferry trip to Tongatapu in order to buy food I could not get on my home island. One of these items was wholemeal flour, from which I baked bread in a mud oven we had built outside. Bread was available on ‘Eua, but it was white, light and transported loose in the back of truck. I chose to make my own. The ferry trip usually involved a very rough crossing, though on calmer days, roof passengers would cook sipi on the diesel chimney, added flavour guaranteed. It usually only took about thirty minutes on the way out from Nafanua Harbour before the big waves struck. I could endure them for a while, but soon the waves, combined with a heavy smell of diesel, would have me heading for the rail. On one journey, I tried to hold off seasickness by focussing on an island off shore from Tongatapu. I went onto the front deck of the ferry and faced the full blast of the wind. With waves and wind, it was difficult to stand. I diligently stared at the island, which only occasionally disappeared beneath the swell, but I soon knew that this trip would be like the others; I’d be leaning over the rail as the ocean came up to meet me, not really caring if I went over. I could not bear to share the experience, so in many ways being alone on the foredeck was ideal for me, if I had to be on the boat at all. At least I thought I was alone, but I soon heard a grunt, and looked across to see an enormous sow, trotters tied front and back, lying across the opposite side of the boat. And like me, she too was succumbing to her nausea. Despite the almost complete self-absorption seasickness brings, we looked at each other. I may have imagined an acknowledgement, but I think not. While the status of pigs in Tongan life remains important, in many respects the imposition of European institutions and the availability of imported foods have had an enormous impact on the rest of the Tongan diet, with devastating effects on the health of Tongans. Instead of the customary two slow-cooked meals, one before noon and one in the evening (Pollock 56), consisting mostly of roots crops, plantains and breadfruit, with a relish of meat or fish, most Tongans eat three meals a day in order to fit in with school and work schedules. In current Tongan life, there is no time for an ‘umu every day; instead, quick and often cheaper imported foods are consumed, though local foods can also be cooked relatively quickly. While some still start the day by grabbing a piece of left over cassava, many more would sit down to the ubiquitous Pacific breakfast food: crackers, topped with a slab of butter. Food is a neo-colonial issue. If larger nations stopped dumping unwanted and nutritionally poor food products, health outcomes might improve. Similarly, the Tongan government could tip the food choice balance by actively supporting a local and traditional food supply in order to make it as cheap and accessible as the imported foods that are doing such harm to the health of Tongans References Barnes, Lucy, Rona Moss-Morris, and Mele Kaufusi. “Illness Beliefs and Adherence in Diabetes Mellitus: A Comparison between Tongan and European Patients.” The New Zealand Medical Journal 117.1188 (2004): 1-9. Beaglehole, J.C. Ed. The Journals of Captain James Cook on his Voyages of Discovery: The Voyage of the Resolution and Discovery 1776-1780. Parts I & II. Cambridge: Hakluyt Society, 1967. ­­­____. Ed. The Journals of Captain James Cook on his Voyages of Discovery: The Voyage of the Resolution and Adventure 1772-1775. Cambridge: Hakluyt Society, 1969. Colagiuri, Stephen, Ruth Colgaiuri, Siva Na‘ati, Soana Muimuiheata, Zafirul Hussein, and Taniela Palu. “The Prevalence of Diabetes in the Kingdom of Tonga.” Diabetes Care 28.2 (2002): 1378-83. Edwardes, Brennan, and Frank Frizelle. “Globalisation and its Impact on the South Pacific.” The New Zealand Medical Journal 122.1291 (2009). 4 Aug. 2010 Englberger, L., V. Halavatau, Y. Yasuda, & R, Yamazaki. “The Tonga Healthy Weight Loss Program.” Asia Pacific Journal of Clinical Nutrition 8.2 (1999): 142-48. Gentles, Dudley, et al. “Metabolic Syndrome Prevalence in a Multicultural Population in Auckland, New Zealand.” Journal of the New Zealand Medical Association 120.1248 (2007). 4 Aug. 2010 Kirk, Sara F.L., Andrew J. Cockbain, and James Beasley. “Obesity in Tonga: A cross-sectional comparative study of perceptions of body size and beliefs about obesity in lay people and nurses.” Obesity Research & Clinical Practice 2.1 (2008): 35-41. Larsen, Gregor, et al. “Phylogeny and Ancient DNA of Sus Provides New Insights into Neolithic Expansion in Island Southeast Asia and Oceania.” Proceedings of the National Academy of Sciences of the United States of America 104.12 (2007): 4834-39. Martin, John. Tonga Islands: William Mariner’s Account, 1817. Neiafu, Tonga: Vava‘u, 1981. Menzies, Isa. “Cultural Tourism and International Development in Tonga: Notes from the Field”. Unpublished paper. Oceanic Passages Conference. Hobart, June 2010. Pollock, Nancy J. These Roots Remain: Food Habits in Islands of the Central and Eastern Pacific since Western Contact. Honolulu: Institute for Polynesian Studies, 1992. Rosen, Rochelle K., Judith DePue, and Stephen T. McGarvey. “Overweight and Diabetes in American Samoa: The Cultural Translation of Research into Health Care Practice.” Medicine and Health/ Rhode Island 91.12 (2008): 372-78. Spennemann, Dirk H.R. “On the Diet of Pigs Foraging on the Mud Flats of Tongatapu: An Investigation in Taphonomy.” Archaeology in New Zealand 37.2 (1994): 104-10. Thomas, Nicholas. Entangled Objects: Exchange, Material Objects and Colonialism in the Pacific. Cambridge, Massachusetts: Harvard UP, 1991.