This study sought to assess barriers and enhance readiness to consent to home and Planned Parenthood HIV testing among 60 out-patients from a mental health and substance abuse clinic in rural Appalachia. Testing barriers included not knowing where to get tested, lack of confidentiality, and loss of partners if one tested sero-positive. The intervention yielded lowered HIV stigma, increase in HIV knowledge, and agreement to take the HIV home test. These results are encouraging because they suggest that a brief educational (...) intervention is a critical pathway to the success of the National Institutes on Drug Abuse’s Seek, Test, Treat, and Retain initiative in poor rural counties. (shrink)

This Handbook defines, illustrates, and challenges the field of environmental political theory. Through a broad range of approaches, it shows how scholars have used concepts, methods, and arguments from political theory and closely related disciplines to address contemporary environmental problems. Topics include the relationship of EPT to traditions of political thought; EPT conceptualizations of nature, the environment, community, justice, responsibility, rights, and flourishing; explorations of the structures that constrain or enable the achievement of environmental ends; and analyses of methods for (...) fostering environmental change. (shrink)

_A revised translation of Heidegger's most important work._.

Stambaugh (philosophy, City U. of New York) elucidates one of the central themes in the work of German philosopher Martin Heidegger (1889-1976), based on her talks with him, and on her extensive study of his works, several of which she has ...

_A new, definitive translation of Heidegger's most important work._.

_Identity and Difference_ consists of English translations and the original German versions of two little-known lectures given in 1957 by Martin Heidegger, "The Principle of Identity" and "The Onto-theo-logical Constitution of Metaphysics." Both lectures discuss the difficult problem of the nature of identity in the history of metaphysics. A helpful introduction and a list of references are also provided by the translator, Joan Stambaugh.

The Question of the Self Perhaps the clearest access to the question of the self in Dogen lies in the fascicle of Shobogenzo entitled "Genjo-koan. ...

Joan Stambaugh's translations of the works of Heidegger, accomplished with his guidance, have made key aspects of his thought and philosophy accessible to readers of English for many years. This collection, writes Stambaugh, contains Heidegger's attempt "to show the history of Being as metaphysics," combining three chapters from the philosopher's _Nietzsche_ with a selection from _Vorträge und Aufsätze_.

This volume explores facets of Nietzsche relatively untouched by the majority of the vast literature on him.

_On Time and Being_ charts the so-called "turn" in Martin Heidegger's philosophy away from his earlier metaphysics in _Being and Time_ to his later thoughts after "the end of philosophy." The title lecture, "Time and Being," shows how Heidegger reconceived both "Being" and "time," introducing the new concept of "the event of Appropriation" to help give his metaphysical ideas nonmetaphysical meanings. _On Time and Being_ also contains a summary of six seminar sessions that Heidegger conducted on "Time and Being," a (...) lecture called "The End of Philosophy and the Task of Thinking," and an autobiographical sketch of Heidegger's intellectual history in "My Way of Phenomenology." "This collection may well vie with Vom Wesen des Grundes and Identität and Differenz as definitive statements of Heidegger's ontology."—_Library Journal _ "The title of the English translation is that of the lead essay, the highly celebrated lecture which Heidegger gave in 1962 and which bears the same title as the never published 'third division' of the 'first half' of _Being and Time_. This lecture is perhaps the most significant document to be added to the Heideggerian corpus since the _Letter of Humanism_.... Stambaugh's translation is superb."—Stanley O. Hoerr and staff, _The Review of Metaphysics _. (shrink)

Nursing work increasingly demands forms of expertise that complement specialist knowledge. In child and family nursing, this need arises when nurses work in partnership with parents of young children at risk. Partnership means working with parents in respectful, negotiated and empowering ways. Existing partnership literature emphasises communicative and relational skills, but this paper focuses on nurses’ capacities to facilitate parents’ learning. Referring to data from home visiting, day‐stay and specialist toddler clinic services in Sydney, a pedagogical framework is presented. Analysis (...) shows how nurses notice aspects of children, parents and parent–child interactions as a catalyst for building on parents’ strengths, enhancing guided chance or challenging unhelpful constructs. Prior research shows the latter can be a sticking point in partnership, but this paper reveals diverse ways in which challenges are folded into learning process that position parents as agents of positive change. Noticing is dependent on embodied and communicative expertise, conceptualised in terms of sensory and reported channels. The framework offers a new view of partnership as mind‐expanding for the parent and specifies the nurse's role in facilitating this process. (shrink)

In this article, the author narrates the story of the second English translation of Being and time. In the first part, the author describes both the personal history and the general cultural situation which led to the necessity of a new translation of Sein und Zeit. In the second part of the essay, the author discusses some of the Heideggerian terms as Da-sein, Wiederholung, Verfallen, Geworfenheit, Befindlichkeit, focusing on the meaning and the central role of temporality in the project of (...) existential analytic. (shrink)

In strategic situations, agents base actions on knowledge and beliefs. This includes knowledge about others’ strategies and preferences over strategy profiles, but also about other external factors. Bernheim and Pearce in 1984 independently defined the game theoretic solution concept of rationalizability, which is built on the premise that rational agents will only take actions that are the best response to some situation that they consider possible. This accounts for other agents’ rationality as well, limiting the strategies to which a particular (...) agent must respond, enabling further elimination until the strategies stabilize. We seek to generalize rationalizability to account not only for actions, but knowledge of the world as well. This will enable us to examine the interplay between action based and knowledge based rationality. We give an account of what it means for an action to be rational relative to a particular state of affairs, and in turn relative to a state of knowledge. We present a class of games, Epistemic Messaging Games, with a communication stage that clarifies the epistemic state among the players prior to the players’ actions. We use a history based model, which frames individual knowledge in terms of local projections of a global history. With this framework, we give an account of rationalizability for subclasses of EMG. (shrink)

This study emphasizes the original yet undeveloped elements of Nietzsche's theories and examines the temporal structure underlying the basic concepts of his thought.

Es mag etwas seltsam erscheinen, daB sich eine Untersuchung mit dem Problem der Zeit bei Nietzsche befassen soUte. Die Philosophie Nietzsches enthaIt einen Reichtum von Begriffen und Gedanken, die fUr die verschiedensten Bereiche aufschluBreich sind und sich zu einer Mannigfaltigkeit von Auslegungen herge­ ben. Manche von Nietzsches Hauptgedanken, etwa der Tod Got­ tes, der Nihilismus, die Umwertung alier Werte, oder der Wille zur Macht sind ftir das sich wandelnde Verstandnis des Wesens des Menschen und der Welt ausschlaggebend gewesen. Sie sind (...) fruchtbare Gedanken in dem Sinne gewesen, daB sie weiter ver­ wandelt und auf anderes Denken bezogen werden konnten. Eine ausdriickliche Beschaftigung mit der Zeit als solcher aber scheint nicht in das Schema von Nietzsches Grundproblemen hineinzu­ passen. Er machte keine ausfUhrlichen genauen Analysen tiber sie, machte sie nie thematisch, wie es viele Denker sowohl vor als auch nach ihm taten. Es hat sogar zunachst den Anschein, als bewegten sich seine AuBerungen tiber sie in dem Bereich eines etwas oberflachlichen Verstandnisses und einer fraglosen 'Ober­ nahme der Analysen der Tradition. Man muB sich aber davor htiten, den absoluten Mangel an systematischem Prunk bei Nietz­ sche mit einer Art von Ungeduld und Unvermogen zu strengen Analysen zu verwechseln. J eder Denker von Rang hat seine eigene Art von Strenge, die seiner einmaligen Aufgabe und seiner eigen­ ttimlichen Verfahrensweise erwachst und tiber die vermittelst von MaBstaben, die einem anderen Denken und Problemzusammen­ hang entnommen worden sind, nichts entschieden werden kann. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Math Anxiety:Making Room to BreatheValerie Allen (bio) and Todd Stambaugh (bio)"Don't do that to me, Professor," the student said, and everybody laughed, for by this late in the semester, the atmosphere was relaxed. The instructor in question had just reached the point in a worked problem when they could move from reasoning about specific numbers to stating a general principle: x≤y≤z, meaning that y—the value we sought—was always (...) going to be greater than or equal to one value (x) and less than or equal to the other (z). The student who had spoken had earned everyone's affection over the weeks, open about their difficulties with math, ready to risk being wrong, and to ask obvious questions that others may have been reluctant to owning. They had hung in there, despite presenting a classic case of math anxiety, a syndrome long recognized in the scholarship of teaching and learning.Among math anxiety's many symptoms, breathing disruption ranks high: hyperventilation (rapid breathing) and hypoventilation (barely or not breathing). When the energy-conserving parasympathetic nervous system is overtaken by the energy-expending sympathetic nervous system, the long exhalations that decelerate the heart rate are replaced by short, panting puffs from the upper lungs. The timed test provides the perfect environment for math anxiety to flourish. Stress diverts cognitive resources needed for procedural execution, so working memory consequently shrinks.Self-rated metrics for math anxiety have been in place for decades (Richardson and Suinn). Relatively trivial interventions can yield nontrivial results: deep breathing exercises and positive affirmations have a beneficial impact, as does writing about one's nerves immediately prior to an exam (Brunyé et al.). More systemic changes require a reorientation in teaching whereby conceptual mistakes are positively rewarded as opportunities for learning; students compose questions instead of answers; students solve problems together rather than perform solo (Boaler).Return now to that opening scenario to watch it become stereotype incarnate: the student was mature, Black, and female; the teacher, younger, white, and male; her comment was triggered by his shift from a specific [End Page 217] set of numbers into symbolic notation. There is robust evidence to demonstrate that certain demographics are consistently underrepresented in the U.S. math community: women and "African-Americans, Hispanics, American Indians, Alaska Natives, and Pacific Islanders," according to the Mathematical Association of America (MAA) ("Resources for Minority"). Routinely feeling that they do not belong, such groups are particularly vulnerable to math anxiety.Several remedies for such disparity suggest themselves: appointing more women and people of color in the profession; one-on-one tutorial assistance; research projects about the students' personal environment; privileging pre-test, low-stakes work over timed tests; assigning group rather than individual work. When all is said and done, however, such strategies "have little to do with mathematics content" (Martin 304). Mathematicians still need to be able to conceptualize, describe, and manipulate abstract objects, and there seems to be a suspicion that, at heart, abstraction is gendered masculine and colored white.It is possible that the rhetorical immediacy and context-dependence of Black English has misguidedly reinforced such a perception. For poet June Jordan, Black English "devolves from a culture that abhors all abstraction" (Jordan 367). Psychiatrist Alvin Poussaint asks, "Is there a way to say metamorphosis in Ebonics?" (O'Malley). Yet, despite Black English's avoidance of nominalization and similar verbosities that afflict academic prose, abstract logical reasoning flourishes in vernacular idiom, as linguist William Labov demonstrated half a century ago. Our aim is not to explain the asymptote in Black English but rather to consider a feature characteristic of those very minority cultures historically underrepresented in math—storytelling—and to ask how it may be foregrounded in mathematics, where it is decisively sidelined. Storytelling has been claimed by every culture and ethnic group at some point as the repository of wisdom, practical skills, religious beliefs, and shared identity and values; but when it gets corralled into the category of "fiction," and when it gets opposed to "fact," a narrowed concept of truth dispatches storytelling to kindergarten and recreational math. Word problems may supply scenarios but offer none of a plot's satisfactions... (shrink)

This introductory chapter offers an overview of the context, content, and history of environmental political theory as a field of study within political science. It starts by differentiating EPT from both the subfield of political theory and other areas of sustainability and environmental studies, with its focus on the political nature of human/non-human relations. EPT’s development over the last twenty years is discussed, in terms of both substantive foci and maturation as a field. The chapter then turns to an overview (...) of the structure and chapters of the Handbook, including chapters on EPT as a field of inquiry, the rethinking of nature and political subjects, the goals and ideals of EPT, various obstacles faced by environmental change, and the role of activism in environmental politics and thought. (shrink)