Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance. The implications for school counselors’ roles in school-family-community collaboration and intervention and practice are discussed.

Transduction of Escherichia coli W3110(R702) and J53(RP4) (104 to 105 CFU/g of soil) by lysates of temperature-sensitive specialized transducing derivatives of bacteriophage P1 (104 to 105 PFU/g of soil) (P1 Cm cts, containing the resistance gene for chloramphenicol, or P1 Cm cts::TnSOI, containing the resistance genes for chloramphenicol and mercury [Hg]) occurred in soil amended with montmorillonite or kaolinite and adjusted to a-33-kPa water tension. In nonsterile soil, survival of introduced E. coli and the numbers of E. coli transductants resistant to chloramphenicol or Hg were independent of the clay amendment. The numbers of added E. coli increased more when bacteria were added in Luria broth amended with Ca and Mg (LCB) than when they were added in saline, and E. coli transductants were approximately 1 order of magnitude higher in LCB; however, the same proportion of E. coli was transduced with both types of inoculum. In sterile soil, total and transduced E. coli and P1 increased by 3 to 4 logs, which was followed by a plateau when they were inoculated in LCB and a gradual decrease when they were inoculated in saline. Transduction appeared to occur primarily in the first few days after addition of P1 to soil. The transfer of Hg or chloramphenicol resistance from lysogenic to nonlysogenic E. coli by phage P1 occurred in both sterile and nonsterile soils. On the basis of heat-induced lysis and phenotype, as well as hybridization with a DNA probe in some studies, the transductants appeared to be the E. coli that was added. Transduction of indigenous soil bacteria was not unequivocally demonstrated. The survival of P1, E. coli hosts, and transductants for at least 28 days in nonsterile soil indicated the potential for genetic transfer via transduction in soil.

Immigration presents both challenges and opportunities that affect students’ academic achievement. Over the course of five years, varying academic trajectories were identified for recent immigrant students from Central America, China, the Dominican Republic, Haiti, and Mexico. Latent class growth curve analysis revealed that although some students performed at high or improving levels over time, others showed diminishing performance. Multinomial logistic regressions identified significant group differences in academic trajectories, particularly between the high-achieving youth and the other groups. Consistent with ecological systems theory, school characteristics (a: school segregation rate; b: school poverty rate; and c: student perceptions of school violence), family characteristics (a-separation from mother and father; b-maternal education; and c-paternal employment), and individual characteristics (a-academic English proficiency; b-academic engagement; c-psychological symptoms; d-gender) were associated with different trajectories of academic performance.

Schools are receiving students of immigrant origin in unprecedented numbers. Using an ecological framework, the authors reviewed the community, school, familial, and individual challenges that immigrant adolescent students encounter. They examined cognitive, relational, and behavioral dimensions of student engagement as well as culturally sensitive strategies for parental involvement. Varying academic trajectories were identified revealing that although some students performed at high or improving levels over time, others showed diminishing performance. The implications for school counselors' roles in school-family-community collaboration and intervention and practice are discussed.

Heterosexuals' use of the Internet for meeting romantic or sexual partners is rapidly increasing, raising concerns about the Internet's potential to facilitate encounters that place individuals at risk for acquiring HIV or other sexually transmitted infections (STIs). For example, online sharing of personal information and self-revelations can foster virtual intimacy, promoting a false sense of familiarity that might accelerate progression to unprotected sex. Therefore, it is critical to understand how those who meet sexual partners online attempt to assess the possible risk of acquiring HIV or STIs posed by having unprotected sex with a new partner and decide whether to use a condom. To investigate this issue, in-depth interviews were conducted with a diverse sample of heterosexual male and female participants from large metropolitan cities who had had unprotected vaginal or anal sex with at least two partners met online in the past 3 months. With few exceptions, participants relied on faulty strategies and heuristics to estimate these risks; yet, most engaged in unprotected sex at their first meeting or very soon afterward. While some seemed to try to make a genuine effort to arrive at a reliable assessment of the HIV risk posed, most appeared to be looking for a way to justify their desire and intention to have unprotected sex. The findings suggest the need for more HIV and sexual health education targeted at heterosexuals, especially for those who go online to meet partners.