Patient Safety and Quality Improvement Act of 2005.

In: Social Issues

Submitted By TBrowdy
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In Social Learning Theory, human behaviour is explained in terms of a three-way, dynamic, reciprocal theory in which personal factors, environmental influences, and behavior continually interact. A basic premise of Social Learning Theory is that people learn not only through their own experiences, but also by observing the actions of others and the results of those actions. In the 1970s, Albert Bandura published a comprehensive framework for understanding human behaviour, based on a cognitive formulation which he named the Social Cognitive Theory. That framework is currently the dominant version used in health behaviour and health promotion; however, it is still often referred to as Social Learning Theory.

The impetus for this special issue on HIV came from a discussion a few years ago during which we established a shared interest in a revival of the sort of scholarly innovation that characterized the early years of the HIV epidemic. As far back as the early 1980s, social theorists, cultural, critics, artists and others created a vibrant body of work on HIV/AIDS. Working from various theoretical and disciplinary sites they steadfastly emphasized the ‘social’ for understanding the significance of AIDS and opened up new avenues for critiquing and re-imagining scientific, cultural and social responses to infectious disease. At its best, this work served also as an impetus for queer theory, various feminist critiques and a range of research under the rubric of science, medicine and technology studies.
The contributions made by this early work and its effects on public discourse on HIV/AIDS were multiple. Among the more groundbreaking contributions worth underscoring here were analyses that destabilized the neutrality of scientific knowledge and practice, emphasizing the malleability and culture-bound nature of its disease definitions (Martin, 1994) as well as…...

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