Through interviews with a variety of bisexual men and women, HIV Prevention and Bisexual Realities uncovers innovative, important directions to consider for more effective HIV prevention strategies.
Through interviews with a variety of bisexual men and women, HIV Prevention and Bisexual Realities uncovers innovative, important directions to consider for more effective HIV prevention strategies.Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.
Viviane Namaste is Concordia University Research Chair in HIV/AIDS and Sexual Health and a professor in the Simone de Beauvoir Institute at Concordia University.
Inhaltsangabe
Introduction 1. The Epistemology of Epidemiology: Understanding the Knowledge and Limits of Public Health Research and Education 2. Epidemiology as informing social science research 3. Behaviour: limited as a basis for knowledge and education 4. Evidence-based medicine and HIV education 5. The cultural construction of epidemiological categories 6. Epidemiology and gender: Where are the women in public health? 7. Epidemiology and the erasure of bisexuality 8. Race and public health: Cultural stereotypes and epidemiological research 1. Conclusion 2. Institutional Ethnography: Understanding the links between research, policy and education on HIV/AIDS 3. Institutional ethnography 4. Institutional ethnography and research methods: how to collect data 5. A critical literature review 6. "Leading Together": HIV/AIDS policy in Canada and how it informs education 7. "Step up prevention efforts" 8. Funding HIV/AIDS research in Canada 9. "More information about the prevalence of bisexuality within the studied population" 10. Whose community? 11. Specific Populations: The exclusion of bisexuality in federal AIDS funding 12. Conclusion 13. Methods and Methodology: Designing an HIV Prevention Research Project Relevant to People who have Sexual Relations with both Men and Women 14. Interviews 15. Interview guide 16. Recruitment 17. Statistical overview of study respondents 18. Community-based research and action research 19. Conclusion 20. "The message is ugly, you know?" Limits of HIV Education in Québec Information 21. Current HIV campaigns: Shooting ourselves in the foot ? 22. - "The message is ugly, you know?": 23. Beyond fear-based HIV campaigns 24. - Lack of information concerning both male and female partners in existing campaigns 25. - Using plain language to get a message across 26. - Diversity of people in educational campaigns: age, culture, multiple sexual partners, beauty 27. - The need for practical information 28. Suggested formats for HIV education 29. Conclusion 30. "Cherchez la femme": The exclusion of women in HIV education and services 31. Cherchez la femme 32. Content desired for inclusion in educational campaigns 33. Conclusion 34. "And that's a big gap, I think": Linking HIV/STD education and services Linking education and services 35. Access to health care services for bisexual men and women 36. Swingers: access to condoms 37. "Et les filles?" The lack of sexual health information for bisexual women 38. Suggestions for linking education and services 39. Conclusion 40. Connecting knowledge and action: Development and distribution of HIV and STD prevention materials 41. Actions during the research process 42. Development of educational posters 43. Conclusion Conclusion References
Introduction 1. The Epistemology of Epidemiology: Understanding the Knowledge and Limits of Public Health Research and Education 2. Epidemiology as informing social science research 3. Behaviour: limited as a basis for knowledge and education 4. Evidence-based medicine and HIV education 5. The cultural construction of epidemiological categories 6. Epidemiology and gender: Where are the women in public health? 7. Epidemiology and the erasure of bisexuality 8. Race and public health: Cultural stereotypes and epidemiological research 1. Conclusion 2. Institutional Ethnography: Understanding the links between research, policy and education on HIV/AIDS 3. Institutional ethnography 4. Institutional ethnography and research methods: how to collect data 5. A critical literature review 6. "Leading Together": HIV/AIDS policy in Canada and how it informs education 7. "Step up prevention efforts" 8. Funding HIV/AIDS research in Canada 9. "More information about the prevalence of bisexuality within the studied population" 10. Whose community? 11. Specific Populations: The exclusion of bisexuality in federal AIDS funding 12. Conclusion 13. Methods and Methodology: Designing an HIV Prevention Research Project Relevant to People who have Sexual Relations with both Men and Women 14. Interviews 15. Interview guide 16. Recruitment 17. Statistical overview of study respondents 18. Community-based research and action research 19. Conclusion 20. "The message is ugly, you know?" Limits of HIV Education in Québec Information 21. Current HIV campaigns: Shooting ourselves in the foot ? 22. - "The message is ugly, you know?": 23. Beyond fear-based HIV campaigns 24. - Lack of information concerning both male and female partners in existing campaigns 25. - Using plain language to get a message across 26. - Diversity of people in educational campaigns: age, culture, multiple sexual partners, beauty 27. - The need for practical information 28. Suggested formats for HIV education 29. Conclusion 30. "Cherchez la femme": The exclusion of women in HIV education and services 31. Cherchez la femme 32. Content desired for inclusion in educational campaigns 33. Conclusion 34. "And that's a big gap, I think": Linking HIV/STD education and services Linking education and services 35. Access to health care services for bisexual men and women 36. Swingers: access to condoms 37. "Et les filles?" The lack of sexual health information for bisexual women 38. Suggestions for linking education and services 39. Conclusion 40. Connecting knowledge and action: Development and distribution of HIV and STD prevention materials 41. Actions during the research process 42. Development of educational posters 43. Conclusion Conclusion References
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