- Table View
- List View
A History of Western Philosophy of Education in Antiquity
by Avi I. MintzThis volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today.About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in Antiquity
This volume traces the history of Western philosophy of education in Antiquity. Between the fifth century BCE and the fifth century CE, Plato, Isocrates, Aristotle, Cicero, Augustine, and others raised questions about the nature of teaching and learning, the relationship of education and politics, and the elements of a distinctively philosophical education. Their arguments on these topics launched a conversation that occupied philosophers over the millennia and continues today.About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in the Age of Enlightenment
by Tal GileadThis volume traces the history of Western philosophy of education through the Age of Enlightenment. The period between 1650 and 1850 was one of rapid intellectual development that revolutionized how education is viewed. Even the most progressive thinkers of the start of this period would have found the educational ideas expressed at its end odd, alien, and even dangerous. Shaped by broad intellectual movements, such as the Enlightenment, the counter-enlightenment and romanticism, as well as by the work of exceptional individuals including John Locke, Jean-Jacques Rousseau, Hélvetius, Mary Wollstonecraft, Pestalozzi, Fröbel and Emerson, the educational philosophy of this period has laid the foundations of how we think of and conduct education today.About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in the Age of Enlightenment: (pdf) (A History of Western Philosophy of Education)
by Tal GileadThis volume traces the history of Western philosophy of education through the Age of Enlightenment. The period between 1650 and 1850 was one of rapid intellectual development that revolutionized how education is viewed. Even the most progressive thinkers of the start of this period would have found the educational ideas expressed at its end odd, alien, and even dangerous. Shaped by broad intellectual movements, such as the Enlightenment, the counter-enlightenment and romanticism, as well as by the work of exceptional individuals including John Locke, Jean-Jacques Rousseau, Hélvetius, Mary Wollstonecraft, Pestalozzi, Fröbel and Emerson, the educational philosophy of this period has laid the foundations of how we think of and conduct education today.About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in the Contemporary Landscape
by Anna PagèsThis volume traces the history of Western philosophy of education in the contemporary landscape (1914-2020). The volume covers the Cuban Revolution in 1959, the events of May 1968 in Paris, the Zapatista Revolution in 1994, and the Arab Spring revolutions from 2010 to 2012. It also covers the two World Wars, the Cold War, the fall of the Berlin Wall, and the triumph of science and technology until the hegemony of post-liberal societies. The philosophical problems covered include justice, freedom, critical thought, equity, philosophy for children, decolonialism, liberal education, feminism, and plurality. These problems are discussed in relation to the key philosophers and pedagogues of the period including Jacques Derrida, Paulo Freire, Simone De Beauvoir, Judith Butler, R.S. Peters, bell hooks, Martha Nussbaum, Matthew Lipman, Giorgio Agamben, Maxine Greene, and Simone Weil, among others. About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in the Contemporary Landscape
This volume traces the history of Western philosophy of education in the contemporary landscape (1914-2020). The volume covers the Cuban Revolution in 1959, the events of May 1968 in Paris, the Zapatista Revolution in 1994, and the Arab Spring revolutions from 2010 to 2012. It also covers the two World Wars, the Cold War, the fall of the Berlin Wall, and the triumph of science and technology until the hegemony of post-liberal societies. The philosophical problems covered include justice, freedom, critical thought, equity, philosophy for children, decolonialism, liberal education, feminism, and plurality. These problems are discussed in relation to the key philosophers and pedagogues of the period including Jacques Derrida, Paulo Freire, Simone De Beauvoir, Judith Butler, R.S. Peters, bell hooks, Martha Nussbaum, Matthew Lipman, Giorgio Agamben, Maxine Greene, and Simone Weil, among others. About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in the Middle Ages and Renaissance
by Kevin GaryThis volume traces the history of Western philosophy of education from the Medieval through the Renaissance period (500-1550). This vast expanse of time includes the rise of Christian monasticism (one of the most enduring and revolutionary models of education in the history of the West), the birth of Islam (with its advances in mathematical, scientific, and philosophical reasoning), the rise of the university (as an emerging force distinct from ecclesiastical and state control), and the dawn of the Enlightenment. It includes chapters on the educational thought of Benedict, Abelard, Heloise, Aquinas, Maimonides, the prophet Mohammaed, Hrosvitha of Ganderscheim, Hildegard of Bingen, among others. It also considers the educational impact of Reformation thinkers like Erasmus and Luther, and Renaissance thinkers such as Montaigne. About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in the Middle Ages and Renaissance
This volume traces the history of Western philosophy of education from the Medieval through the Renaissance period (500-1550). This vast expanse of time includes the rise of Christian monasticism (one of the most enduring and revolutionary models of education in the history of the West), the birth of Islam (with its advances in mathematical, scientific, and philosophical reasoning), the rise of the university (as an emerging force distinct from ecclesiastical and state control), and the dawn of the Enlightenment. It includes chapters on the educational thought of Benedict, Abelard, Heloise, Aquinas, Maimonides, the prophet Mohammaed, Hrosvitha of Ganderscheim, Hildegard of Bingen, among others. It also considers the educational impact of Reformation thinkers like Erasmus and Luther, and Renaissance thinkers such as Montaigne. About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in the Modern Era
by Andrea R. EnglishThis volume traces the history of Western philosophy of education through the Modern Era. The period between 1850 and 1914 was a time of struggle for justice and opportunity, during which influential thinkers – among them, John Dewey, Maria Montessori, and W.E.B. Du Bois – addressed how education is fundamentally connected to questions of what it means to be human. Readers will find a provocative collection of educational theories and concepts that point to the inherent value of the diversity of human experience and background. Each chapter illuminates how the ideas of the modern era hold promise for a meaningful re-envisioning of educational practice and policy today.About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Western Philosophy of Education in the Modern Era
This volume traces the history of Western philosophy of education through the Modern Era. The period between 1850 and 1914 was a time of struggle for justice and opportunity, during which influential thinkers – among them, John Dewey, Maria Montessori, and W.E.B. Du Bois – addressed how education is fundamentally connected to questions of what it means to be human. Readers will find a provocative collection of educational theories and concepts that point to the inherent value of the diversity of human experience and background. Each chapter illuminates how the ideas of the modern era hold promise for a meaningful re-envisioning of educational practice and policy today.About A History of Western Philosophy of Education:An essential resource for researchers, scholars, and students of education, this five-volume set that traces the development of philosophy of education through Western culture and history. Focusing on philosophers who have theorized education and its implementation, the series constitutes a fresh, dynamic, and developing view of educational philosophy. It expands our educational possibilities by reinvigorating philosophy's vibrant critical tradition, connecting old and new perspectives, and identifying the continuity of critique and reconstruction. It also includes a timeline showing major historical events, including educational initiatives and the publication of noteworthy philosophical works.
A History of Women Philosophers: Contemporary Women Philosophers, 1900-Today (History of Women Philosophers #4)
by Mary Ellen WaitheLike their predecessors, and like their male counterparts, most women philosophers of the 20th century have significant expertise in several specialities. Moreover, their work represents the gamut of 20th century philosophy's interests in moral pragmatism, logical positivism, philosophy of mathematics, of psychology, and of mind. Their writings include feminist philosophy, classical moral theory reevaluated in light of Kant, Mill, and the 19th century feminist and abolitionist movements, and issues in logic and perception. Included in the fourth volume of the series are discussions of L. Susan Stebbing, Edith Stein, Hedwig Conrad Martius, Simone de Beauvoir, Simone Weil, Mary Whiton Calkins, Gerda Walther, and others. While pre-20th century women philosophers were usually self-educated, those of the 20th century had greater access to academic preparation in philosophy. Yet, for all the advances made by women philosophers over two and a half millennia, the philosophers discussed in this volume were sometimes excluded from full participation in academic life, and sometimes denied full professional academic status.
A History of Women's Seclusion in the Middle East: The Veil in the Looking Glass
by J Dianne Garner Linn PrentisLearn how the seclusion of women can be used as a feminist defense against exploitation-and as an empowering forceInternationally acclaimed author Ann Chamberlin&’s book, A History of Women&’s Seclusion in the Middle East: The Veil in the Looking Glass is a critical interdisciplinary examination of the practice of seclusion of women throughout the Middle East from its beginnings. This challenging exploration discusses the reasons that seclusion may not be as oppressive as is presently generally accepted, and, in fact, may be an empowering force for women in both the West and East. Readers are taken on a controversial, belief-bending journey deep into the surprising origins and diverse aspects of female seclusion to find solid evidence of its surprising use as a defense against monolithic cultural exploitation. The author uses her extensive knowledge of Middle Eastern culture, language, and even archeology to provide a convincing assertion challenging the Western view that seclusion was and is a result of women&’s oppression. A History of Women&’s Seclusion in the Middle East goes beyond standard feminist rhetoric to put forth shocking notions on the real reasons behind women&’s seclusion and how it has been used to counteract cultural exploitation. The book reviews written evidence, domestic and sacred architecture, evolution, biology, the clan, the environment for seclusion, trade, capital and land, slavery, honor, and various other aspects in a powerful feminist argument that seclusion is actually a valuable empowering force of protection from the influence of today&’s society. The text includes thirty black and white figures with useful descriptions to illustrate and enhance reader understanding of concepts.A History of Women&’s Seclusion in the Middle East discusses at length: prehistoric evidence of seclusion the sense of honor in the Middle East a balanced look at the Islamic religion the true nature of the harem the reasons for the oppression by the Taliban the positive aspects of &’veiling&’ seclusion as a defense against capitalist exploitation and other challenging perspectives!A History of Women&’s Seclusion in the Middle East is thought-provoking, insightful reading for all interested in women&’s history, feminism, and the history and culture of the Middle East.
A History of Women's Seclusion in the Middle East: The Veil in the Looking Glass
by J Dianne Garner Linn PrentisLearn how the seclusion of women can be used as a feminist defense against exploitation-and as an empowering forceInternationally acclaimed author Ann Chamberlin&’s book, A History of Women&’s Seclusion in the Middle East: The Veil in the Looking Glass is a critical interdisciplinary examination of the practice of seclusion of women throughout the Middle East from its beginnings. This challenging exploration discusses the reasons that seclusion may not be as oppressive as is presently generally accepted, and, in fact, may be an empowering force for women in both the West and East. Readers are taken on a controversial, belief-bending journey deep into the surprising origins and diverse aspects of female seclusion to find solid evidence of its surprising use as a defense against monolithic cultural exploitation. The author uses her extensive knowledge of Middle Eastern culture, language, and even archeology to provide a convincing assertion challenging the Western view that seclusion was and is a result of women&’s oppression. A History of Women&’s Seclusion in the Middle East goes beyond standard feminist rhetoric to put forth shocking notions on the real reasons behind women&’s seclusion and how it has been used to counteract cultural exploitation. The book reviews written evidence, domestic and sacred architecture, evolution, biology, the clan, the environment for seclusion, trade, capital and land, slavery, honor, and various other aspects in a powerful feminist argument that seclusion is actually a valuable empowering force of protection from the influence of today&’s society. The text includes thirty black and white figures with useful descriptions to illustrate and enhance reader understanding of concepts.A History of Women&’s Seclusion in the Middle East discusses at length: prehistoric evidence of seclusion the sense of honor in the Middle East a balanced look at the Islamic religion the true nature of the harem the reasons for the oppression by the Taliban the positive aspects of &’veiling&’ seclusion as a defense against capitalist exploitation and other challenging perspectives!A History of Women&’s Seclusion in the Middle East is thought-provoking, insightful reading for all interested in women&’s history, feminism, and the history and culture of the Middle East.
History, Philosophy and Science Teaching: New Perspectives (Science: Philosophy, History and Education #8)
by Michael R. MatthewsThis anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education.This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UKThe scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USAThis volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK
History, Philosophy and Science Teaching: A Personal Story
by Michael R. MatthewsThis book is an historical narrative of academic appointments, significant personal and collaborative research endeavours, and important editorial and institutional engagements. For forty years Michael Matthews has been a prominent international researcher, author, editor and organiser in the field of ‘History, Philosophy and Science Teaching’. He has systematically brought his own discipline training in science, psychology, philosophy of education, and the history and philosophy of science, to bear upon theoretical, curricular and pedagogical issues in science education. The book includes accounts of philosophers who greatly influenced his own thinking and who also were personal friends – Wallis Suchting, Abner Shimony, Robert Cohen, Marx Wartofsky, Israel Scheffler, Michael Martin and Mario Bunge. It advocates the importance of clear writing and avoidance of faddism in both philosophy and in education. It concludes with a proposal for informed and enlightened science teacher education.
History, Theory and Practice of Philosophy for Children: International Perspectives (Routledge Research in Education)
by Saeed Naji Rosnani HashimThis book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement‘s leaders worldwide. These articles have been prepared in the dialogue and interview format. Part I explains the genesis of the movement, its philosophical and theoretical foundations. Part II examines the specialized uses of philosophical dialogues in teaching philosophy, morality, ethics and sciences. Part III examines the theoretical concerns such as the aims of the method in regards to the search for truth or sense of meaning, or the debate on the novel or short stories and its characteristics. Part IV explains the practices of P4C worldwide and the issue of cultural differences, the ways of the community of inquiry and the necessary adaptation to suit local concerns. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme. Brave Old Subject, Brave New World Teaching Science and Morality Via P4C Showing Children can do Philosophy
History, Theory and Practice of Philosophy for Children: International Perspectives (Routledge Research in Education)
by Saeed Naji Rosnani HashimThis book on Philosophy for Children (P4C) is a compilation of articles written by its founders and the movement‘s leaders worldwide. These articles have been prepared in the dialogue and interview format. Part I explains the genesis of the movement, its philosophical and theoretical foundations. Part II examines the specialized uses of philosophical dialogues in teaching philosophy, morality, ethics and sciences. Part III examines the theoretical concerns such as the aims of the method in regards to the search for truth or sense of meaning, or the debate on the novel or short stories and its characteristics. Part IV explains the practices of P4C worldwide and the issue of cultural differences, the ways of the community of inquiry and the necessary adaptation to suit local concerns. The book concludes with a notable review of the progress of P4C, the obstacles, and its international spread to over 60 countries. These penetrating insights make the book an incredibly rich resource for anyone interested in or involved with implementing a P4C programme. Brave Old Subject, Brave New World Teaching Science and Morality Via P4C Showing Children can do Philosophy
History, Time, and Economic Crisis in Central Greece
by Daniel KnightHistory, Time, and Economic Crisis in Central Greece explores how the inhabitants of a Greek town face the devastating consequences of the worst economic crisis in living memory. Knight examines how the inhabitants draw on the past to contextualize their experiences and build strength that will enable them to overcome their suffering.
History, Trauma, and Healing in Postcolonial Narratives: Reconstructing Identities (Future of Minority Studies)
by O. IfowodoWhat would it mean to read postcolonial writings under the prism of trauma? Ogaga Ifowodo tackles these questions through a psycho-social examination of the lingering impact of imperialist domination, resulting in a refreshing complement to the cultural-materialist studies that dominate the field.
Hitchhiking: Cultural Inroads
by Patrick LavioletteThe first English-language social science book to comprehensively explore hitchhiking in the contemporary era in the West, this volume covers a lot of ground—it goes to and fro, in an echo of the modus operandi of most hitchhiking journeys. As scarification, piercings, and tattoos move from the counter-culture to popular culture, hitchhiking has remained an activity apart. Yet, with the assistance of virtual platforms and through its ever-growing memorialisation in literature and the arts, hitchhiking persists into the 21st century, despite the many social anxieties surrounding it. The themes addressed here thus include: adventure; gender; fear and trust; freedom and existential travel; road and transport infrastructures; communities of protest and resistance; civic surveillance and risk ecologies.
Hitler: Only the World Was Enough
by Brendan SimmsA revelatory new biography of Adolf Hitler from the acclaimed historian Brendan SimmsAdolf Hitler is one of the most studied men in history, and yet the most important things we think we know about him are wrong. As Brendan Simms's major new biography shows, Hitler's main preoccupation was not, as widely believed, the threat of Bolshevism, but that of international capitalism and Anglo-America. These two fears drove both his anti-semitism and his determination to secure the 'living space' necessary to survive in a world dominated by the British Empire and the United States. Drawing on new sources, Brendan Simms traces the way in which Hitler's ideology emerged after the First World War. The United States and the British Empire were, in his view, models for Germany's own empire, similarly founded on appropriation of land, racism and violence. Hitler's aim was to create a similarly global future for Germany - a country seemingly doomed otherwise not just to irrelevance, but, through emigration and foreign influence, to extinction. His principal concern during the resulting cataclysm was not just what he saw as the clash between German and Jews, or German and Slav, but above all that between Germans and what he called the 'Anglo-Saxons'. In the end only dominance of the world would have been enough to achieve Hitler's objectives, and it ultimately required a coalition of virtually the entire world to defeat him. Brendan Simms's new book is the first to explain Hitler's beliefs fully, demonstrating how, as ever, it is ideas that are the ultimate source of the most murderous behaviour.
HIV/AIDS: Global Frontiers In Prevention/intervention
by Cynthia Pope Renee T. White Robert MalowHIV/AIDS: Global Frontiers in Prevention/Intervention provides a comprehensive overview of the global HIV/AIDS epidemic. The unique anthology addresses cutting-edge issues in HIV/AIDS research, policymaking, and advocacy. Key features include: · Nine original essays from leading scholars in public health, epidemiology, and social and behavioral sciences · Comprehensive information for individuals with varying degrees of knowledge, particularly regarding methodological and theoretical perspectives · A look into the future progression of HIV transmission and scholarly research HIV/AIDS: Global Frontiers in Prevention/Intervention is will serve as a precious resource as a textbook and reference for the university classroom, libraries, and researchers
HIV/AIDS: Global Frontiers in Prevention/Intervention
by Cynthia Pope Renee T. White Robert MalowHIV/AIDS: Global Frontiers in Prevention/Intervention provides a comprehensive overview of the global HIV/AIDS epidemic. The unique anthology addresses cutting-edge issues in HIV/AIDS research, policymaking, and advocacy. Key features include: · Nine original essays from leading scholars in public health, epidemiology, and social and behavioral sciences · Comprehensive information for individuals with varying degrees of knowledge, particularly regarding methodological and theoretical perspectives · A look into the future progression of HIV transmission and scholarly research HIV/AIDS: Global Frontiers in Prevention/Intervention is will serve as a precious resource as a textbook and reference for the university classroom, libraries, and researchers
HIV/AIDS and the Drug Culture: Shattered Lives
by Joan Gormley Elizabeth HaganIn this startling new collection of case studies entitled HIV/AIDS and the Drug Culture: Shattered Lives, you‘ll take an eye-opening and informative look at the lifestyle and culture of the HIV/AIDS intravenous drug users (IVDUs). You‘ll see how health care providers and caregivers can update their methods and mindsets in order to meet the needs of
HIV/AIDS and the Drug Culture: Shattered Lives
by Joan Gormley Elizabeth HaganIn this startling new collection of case studies entitled HIV/AIDS and the Drug Culture: Shattered Lives, you‘ll take an eye-opening and informative look at the lifestyle and culture of the HIV/AIDS intravenous drug users (IVDUs). You‘ll see how health care providers and caregivers can update their methods and mindsets in order to meet the needs of