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Books on the topic 'KAP (Knowledge, Attitude and Practices)'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

University of Zambia. Institute of Economic and Social Research., UNDCP/WHO Global Initiative on Primary Prevention of Substance Abuse., and World Health Organization, eds. Baseline survey in two selected residential areas of Lusaka: Knowledge, attitude, and practice (KAP) youth study. Lusaka, Zambia: Institute of Economic and Social Research, University of Zambia, 2001.

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2

Sudibyo, D. Priyo. Studi tentang KAP (knowledge, attitude, and practice) kesehatan reproduksi di kalangan pelajar di Surakarta: Laporan penelitian kelompok bidang kependudukan. Surakarta: Pusat Penelitian Kependudukan, Lembaga Penelitian, Universitas Sebelas Maret, 2001.

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3

Ali, Fadhilla H. Survey of farmer's knowledge, attitude, and practices (KAP) on five food crops and poultry production for strategic extension campaign in Zanzibar, the United Republic of Tanzania. [Zanzibar?: s.n., 1995.

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4

Alliance, India HIV/AIDS. Foretelling the crisis: HIV/AIDS, sexual and reproductive health & women in India : a report based on a knowledge, attitudes, and practices (KAP) survey, 2006. New Delhi: India HIV/AIDS Alliance, 2007.

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5

Program, Balochistan Rural Support. Baseline knowledge, attitude and practices. Islamabad: Balochistan Rural Support Programme, 2012.

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6

Magambo, Faith. Knowledge, attittude [sic] & practice (KAP) study conducted in West District. Zanzibar]: Zanzibar Association of the Disabled, Community Based Rehabilitation Programme, 2001.

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7

Bano, Manizeh. Knowledge attitude and practices of lawyers addressing legal cases of child sexual abuse. Islamabad: SAHIL, 2012.

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8

International, FoodSafe. Report on knowledge, attitude, and practices of teachers and students in relation to HIV/AIDS: Teacher Capacity Building Project. [Gaborone]: FoodSafe International, 2002.

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9

Chompolola, Abson. Study on knowledge, attitudes and practices (KAPS) on conservation and organic farming in Zambia: The case of Chongwe (Katoba), Kazungula (Sikaunzwe) and Sesheke (Lusu and Sesheke Central) districts. Lusaka, Zambia: Jesuit Centre for Theological Reflection, 2011.

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10

Indian Association of Parliamentarians on Population and Development. and Asian Forum of Parliamentarians on Population and Development., eds. Person-to-person advocacy with parliamentarians: A knowledge, attitude, and practice (KAP) survey : report. New Delhi: Indian Association of Parliamentarians on Population and Development, 2005.

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11

Knowledge, attitude, beliefs and practices (KABP): Study related to AIDS in Manipur State, India and intervention strategies. New Delhi, India: Voluntary Health Association of India and Manipur Voluntary Health Association, Imphal, 1992.

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12

Samoa. Ministry of Women, Community and Social Development. Division of Research, Policy, Planning and Information Processing. and Pacific Children's Programme, eds. Knowledge Attitudes Behaviour Practices (KABP) baseline survey report for Samoa. [Apia, Samoa : Division for Research, Planning, Policy and Information Processing, Ministry of Women, Community and Social Development, 2004.

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13

Samoa. Ministry of Women, Community and Social Development. Division of Research, Policy, Planning and Information Processing. and Pacific Children's Programme, eds. Knowledge Attitudes Behaviour Practices (KABP) baseline survey report for Samoa. [Apia, Samoa : Division for Research, Planning, Policy and Information Processing, Ministry of Women, Community and Social Development, 2004.

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14

Sahil, ed. Teachers' knowledge, attitude and practices regarding child sexual abuse. Islamabad: SAHIL, 2003.

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15

Namibia, UNICEF, ed. HIV and AIDS knowledge, attitudes, practices, and behaviour (KAPB) study in Namibia: Key findings. Windhoek, Namibia: Unicef, 2006.

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16

University of Ghana. Medical School. and University of Ghana. Medical Students' Association., eds. A report on the knowledge, attitude and practices of HIV/AIDS prevention in Ghana. [Legon, Ghana: University of Ghana Medical School, 2000.

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17

Somalia, UNICEF, ed. Knowledge, attitudes, behaviour, and practices (KABP) on HIV/AIDS and sexually transmitted infections (STIs) among Somalis: Survey report. Nairobi, Kenya: UNICEF, 2004.

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18

Knowledge, attitude, perception, and practices relevant to the utilisation of Emergency Obstetric Care services in Bangladesh: A formative study. Dhaka, Bangladesh: University Research Corp. (Bangladesh), 1995.

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19

Barbara, Engelsmann, Zimbabwe. Ministry of Health and Child Welfare., Elizabeth Glaser Pediatric AIDS Foundation., and Université de Bordeaux. Institut de Santé Publique, d'Épidémiologie et de Développement., eds. Final report: Knowledge, attitude, practice, and behaviour (KAPB) survey report on "changing regimens for PMTCT in resource poor settings : a pilot project to explore policy, process, and practical issues in Zimbabwe.". [Harare]: Ministry of Health and Child Welfare, 2008.

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20

Barbara, Engelsmann, Zimbabwe. Ministry of Health and Child Welfare., Elizabeth Glaser Pediatric AIDS Foundation., and Université de Bordeaux. Institut de Santé Publique, d'Épidémiologie et de Développement., eds. Final report: Knowledge, attitude, practice, and behaviour (KAPB) survey report on "changing regimens for PMTCT in resource poor settings : a pilot project to explore policy, process, and practical issues in Zimbabwe.". [Harare]: Ministry of Health and Child Welfare, 2008.

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21

Bleeker, Maaike. Lecture Performance as Contemporary Dance. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036767.003.0015.

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The “lecture performance” is a key genre in the field of Konzepttanz. Prominently present in the early twenty-first-century scene of experimental dance, this genre is not limited to dance only, nor is it exclusively German. Lecture performances give expression to an understanding of dance as a form of knowledge production—knowledge not (or not only) about dance but also dance as a specific form of knowledge that raises questions about the nature of knowledge and about practices of doing research. This chapter situates this trend within a genealogy of bodily knowledge and its academic dissemination that had reached its first high point in the dance conventions during the Weimar years. By analyzing particular examples of lecture performances, it demonstrates the self-reflexive structures that emerge between scientific paper and corporeal act. It explains in which ways lecture performances redefine what it means to be a dancer, seeing it as an attitude rather than a profession.

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22

Tsoukas, Haridimos. Philosophical Organization Theory. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198794547.001.0001.

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When it comes to the field of organization and management theory, a philosophical perspective enables us to conduct organizational research imbued with the attitude of “wonder”; it helps researchers question dominant images of thought underlying mainstream thinking, and provides fresh distinctions that enable the development of new theory. In bringing together a collection of key essays by Haridimos Tsoukas, this volume explores fundamental concepts, such as organizational routines, that have gained currency in the field, as well as revisiting traditional concepts such as change, strategy, and organization. It discusses organizational knowledge, judgment, and reflection-in-action, and, at the meta-theoretical level, suggests complex forms of theorizing that seek to reflect the complexity of organizations. The conceptual attention throughout is on process and practice, underlain by performative phenomenology and an emphasis on agents’ lived experience. This provides us with the language to appreciate the dynamic character of organizational behaviour, the embeddedness of action, and the complexity of organizational life. The theoretical claims presented in this volume have important implications for scholarly practice, insofar as they help retrain our attention: from seeing structures and individuals, we can now appreciate processes, experiences, and practices. A phenomenological attitude makes organization theory more open, more creative, and more reflexive, and this book will be essential reading for researchers and students in the field of organization studies.

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