This salient text presents a culturally aware public health approach to the HIV epidemic in Malaysia, a country emblematic of the Muslim world's response to the crisis. It explores complex interactions of religion with health as a source of coping as well as stigma and denial, particularly as Islam plays a central role in Malaysian culture, politics, and policy. At the heart of the book, a groundbreaking study analyzes attitudes and behaviors toward prevention among diverse people living with HIV, faith leaders, and government health officials. From these findings, readers gain insight into how health professionals, policymakers, and organizations can create appropriate prevention programs in Malaysia, with implications for other Muslim countries. This timely volume: Situates Malaysia and the Asian Pacific region in the context of the HIV epidemic.
Analyzes ways Islamic beliefs can shape perceptions of HIV and prevention policy.
Reviews a unique study of stakeholder opinions and practices regarding HIV.
Discusses the consequences of Islamic rulings on sex outside marriage.
Offers recommendations for effective HIV prevention practice and policy.
Islam and Health Policies Related to HIV Prevention in Malaysia is of immediate relevance to researchers studying HIV prevention, social aspects of religion, sexuality, and sex education. Policymakers in health promotion and health education as well as graduate students in sex education, sociology, psychology, and cultural studies should also find it useful.
The International Handbook on Learning, Teaching and Leading in Faith Based Schools is international in scope. It is addressed to policy makers, academics, education professionals and members of the wider community. The book is divided into three sections.(1) The Educational, Historical, Social and Cultural Context, which aims to: Identify the educational, historical, social and cultural bases and contexts for the development of learning, teaching and leadership in faith-based schools across a range of international settings;Consider the current trends, issues and controversies facing the provision and nature of education in faith-based schools; Examine the challenges faced by faith-based schools and their role and responses to current debates concerning science and religion in society and its institutions.(2) The Nature, Aims and Values of Education in Faith-based Schools, which aims to: Identify and explore the distinctive philosophies, characteristics and guiding principles, values, concepts and concerns underpinning learning, teaching and leadership in faith-based schools;Identify and explore ways in which such distinctive philosophies of education challenge and expand different norms and conventions in their surrounding societies and cultures;Examine and explore some of the ways in which different conceptions within and among different religious and faith traditions guide practices in learning, teaching and leadership in various ways.(3) Current Practice and Future Possibilities, which aims to:Provide evidence of current educational practices that might help to inform and shape innovative and successful policies, initiatives and strategies for the development of quality learning, teaching and leadership in faith-based schools;Examine the ways in which the professional learning of teachers and educational leaders in faith- based settings might be articulated and developed;Consider the ways in which coherence and alignment might be achieved between key national priorities in education and the identity, beliefs, and the commitments of faith-based schools; Examine what international experience shows about the place of faith-based schools in culturally rich and diverse communities and the implications of faith-based schooling for societies of the future.
This book brings together the latest research in education in relation to science and religion. Leading international scholars and practitioners provide vital insights into the underlying debates and present a range of practical approaches for teaching. Key themes include the origin of the universe, the theory of evolution, the nature of the human person, the nature of science and Artificial Intelligence. These are explored in a range of international contexts. The book provides a valuable resource for teachers, students and researchers in the fields of education, science, religious education and the growing specialist field of science and religion.Science and Religion in Education is a compelling read for current and future generations of academic researchers and teachers who wish to explore the fascinating intersect between science education and religious studies. The research findings and insights presented by these international scholars offer new dimensions on contemporary practice. - Vaille Dawson, Professor of Science Education, University of Western AustraliaScience and Religion in Education offers a fascinating and diverse collection of chapters surveying the current state of thinking about how science and religion can be understood in education. The book offers a wealth of thought-provoking material for anyone interested in the natures of science and religion, their relationship(s), or their representation within the curriculum. - Professor Keith Taber, University of CambridgeScience education and religious education are uncomfortable bedfellows. This book, written in part as a response to the - perhaps too clear - accounts of Ian Barbour, provides suitably nuanced pictures of how science and religion are dealt with in schools. Whatever the views of specialists, young people `receive' an education in both science and religion: hearing their voices is refreshing in such a serious academic account. - Julian Stern, Professor of Education and Religion, York St John UniversityHumans have long endeavored to make sense of the world often using science and religion. Yet, these two great traditions are frequently seen as incompatible. This useful volume features thoughtful contributions from experts whose work straddles the divide and provides educators with arguments, engaging strategies and historical perspectives to help build a bridge and allow a fruitful discussion in schools. - William F. McComas, Distinguished Professor of Science Education, University of ArkansasEqual parts critical examination of existing models for the relationship between science and religion, scholarly exposition of newer models, and insights toward practical application in classrooms, this book is an invaluable resource for science and religion educators. If you have been thinking it is time we looked beyond Barbour's taxonomy, you will want to read this book. If you have not, I implore you to read this book. - Jason Wiles, Associate Professor of Biology and Science Education, Syracuse University
This collection presents research-based interventions using existing knowledge to produce new pedagogies to teach evolution to learners more successfully, whether in schools or elsewhere. `Success' here is measured as cognitive gains, as acceptance of evolution or an increased desire to continue to learn about it. Aside from introductory and concluding chapters by the editors, each chapter consists of a research-based intervention intended to enable evolution to be taught successfully; all these interventions have been researched and evaluated by the chapters' authors and the findings are presented along with discussions of the implications. The result is an important compendium of studies from around the word conducted both inside and outside of school. The volume is unique and provides an essential reference point and platform for future work for the foreseeable future.
This book reports on a study on physics problem solving in real classrooms situations.
Problem solving plays a pivotal role in the physics curriculum at all levels. However, physics students' performance in problem solving all too often remains limited to basic routine problems, with evidence of poor performance in solving problems that go beyond equation retrieval and substitution. Adopting an action research methodology, the study bridges the `research-practical divide´ by explicitly teaching physics problem-solving strategies through collaborative group problem-solving sessions embedded within the curriculum. Data were collected using external assessments and video recordings of individual and collaborative group problem-solving sessions by 16-18 year-olds. The analysis revealed a positive shift in the students' problem-solving patterns, both at group and individual level. Students demonstrated a deliberate, well-planned deployment of the taught strategies. The marked positive shifts in collaborative competences, cognitive competences, metacognitive processing and increased self-efficacy are positively correlated with attainment in problem solving in physics. However, this shift proved to be due to different mechanisms triggered in the different students.