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Books on the topic 'Knowledge types and values'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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1

Edward, Reed, Turiel Elliot, and Brown Terrance, eds. Values and knowledge. Mahwah, N.J: L. Erlbaum Associates, 1996.

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2

Knowledge transfer: Practices, types, and challenges. Hauppauge, N.Y: Nova Science Publishers, 2011.

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3

K, Kegley Jacquelyn Ann, and International Conference on the Unity of the Sciences., eds. Genetic knowledge: Human values and responsibility. Lexington, Ky., USA: ICUS, 1998.

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4

Quintás, Alfonso López. The knowledge of values: A methodological introduction. Lanham, MD: University Press of America, 1989.

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5

Social Care Institute for Excellence (Great Britain), ed. Types and quality of knowledge in social care. London: Social Care Institute for Excellence, 2003.

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6

Shockley-Zalabak, Pamela. Fundamentals of organizational communication: Knowledge, sensitivity, skills, values. 7th ed. Boston: Pearson/Allyn and Bacon Publishers, 2009.

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7

Shockley-Zalabak, Pamela. Fundamentals of organizational communication: Knowledge, sensitivity, skills, values. 2nd ed. New York: Longman, 1991.

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8

Fundamentals of organizational communication: Knowledge, sensitivity, skills, values. New York: Longman, 1988.

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9

Shockley-Zalabak, Pamela. Fundamentals of organizational communication: Knowledge, sensitivity, skills, values. 7th ed. Boston: Pearson/Allyn and Bacon Publishers, 2009.

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10

Fundamentals of organizational communication: Knowledge, sensitivity, skills, values. 5th ed. Boston: Allyn and Bacon, 2002.

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11

Harry, Daniels, Lauder Hugh, and Porter Jill, eds. Knowledge, values, and educational policy: A critical perspective. Abingdon, Oxon: Routledge, 2009.

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12

Fundamentals of organizational communication: Knowledge, sensitivity, skills, values. 3rd ed. New York: Longman Publishers USA, 1995.

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13

Findlay, J. N. Meinong's theory of objects and values. 2nd ed. Aldershot: Gregg Revivals, 1995.

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14

1960-, Haque Nadeem, ed. From facts to values: Certainty, order, balance and their universal implications. Toronto: Optagon Publications, 1995.

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15

1955-, Hamilton Daniel S., Paul H. Nitze School of Advanced International Studies. Center for Transatlantic Relations., and Fundação Calouste Gulbenkian, eds. Which values for our time? Washington, DC: Center for Transatlantic Relations, American Consortium on EU Studies, Paul H. Nitze School of Advanced International Studies, Johns Hopkins University, 2007.

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16

G, Petr Christopher, ed. Multidimensional evidence-based practice: Synthesizing knowledge, research and values. New York: Haworth Press, 2007.

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17

Barclay, Philip M. Corporate glue. A search for values and knowledge creation. Oxford: Oxford Brookes University, 1998.

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18

Xiong, Tao, Dezheng Feng, and Guangwei Hu, eds. Cultural Knowledge and Values in English Language Teaching Materials. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1935-0.

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19

Chiffi, Daniele. Clinical Reasoning: Knowledge, Uncertainty, and Values in Health Care. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-59094-9.

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20

Czeżowski, Tadeusz. Knowledge, science, and values: A program for scientific philosophy. Amsterdam: Rodopi, 2000.

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21

Fundamentals of organizational communication: Knowledge, sensitivity, skills and values. 4th ed. New York: Addison-Wesley, 1999.

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22

Coupey, Eloise. Effects of knowledge types on objective and percieved choice performance. Champaign: University of Illinois at Urbana-Champaign, 1993.

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23

Hundert, Edward M. Lessons from an optical illusion: On nature and nurture, knowledge and values. Cambridge, Mass: Harvard University Press, 1995.

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24

Bobko, Aleksander. Wartość i nicość: Teoria wartości Heinricha Rickerta na tle neokantyzmu. Rzeszów: Wydawn. Uniwersytetu Rzeszowskiego, 2005.

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25

Rickert's relevance: The ontological nature and epistemological functions of values. Leiden, Netherlands: Brill Academic Publishers, 2005.

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26

Knowledge and values: Selected issues in the philosophy of science. Warszawa: Wydawnictwo Uniwersytetu Kardynała Stefana Wyszyńskiego, 2011.

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27

Science as social knowledge: Values and objectivity in scientific inquiry. Princeton, N.J: Princeton University Press, 1990.

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28

Kerins, Anto T. An adventure in service-learning: Developing knowledge, values and responsibility. Burlington, VT: Ashgate, 2010.

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29

Culture, society, and cognition: Collective goals, values, action, and knowledge. New York: Mouton de Gruyter, 2008.

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30

Turiel, Elliot, Edward S. Reed, and Terrance Brown. Values and Knowledge. Taylor & Francis Group, 2016.

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31

Turiel, Elliot, Edward S. Reed, and Terrance Brown. Values and Knowledge. Taylor & Francis Group, 2013.

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32

Reed, Edward S. Values and Knowledge. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203773772.

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33

Turiel, Elliot, Edward S. Reed, and Terrance Brown. Values and Knowledge. Taylor & Francis Group, 2013.

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34

Turiel, Elliot, Edward S. Reed, and Terrance Brown. Values and Knowledge. Taylor & Francis Group, 2013.

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35

Turiel, Elliot, Edward S. Reed, and Terrance Brown. Values and Knowledge. Taylor & Francis Group, 2013.

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36

Knowledge, Values and Educational Policy. Routledge, 2011.

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37

Kegley, Jacquelyn Ann K. Genetic Knowledge: Human Values and Responsibility. Paragon House Publishers, 1998.

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38

Jacquelyn Ann K. Kegley (Editor) and International Conference on the Unity of the Sciences (Corporate Author), eds. Genetic Knowledge: Human Values and Responsibility. International Cultural Foundation, 1998.

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39

McGregor, Rafe. A Criminology Of Narrative Fiction. Policy Press, 2021. http://dx.doi.org/10.1332/policypress/9781529208054.001.0001.

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This book answers the question of the usefulness of criminological fiction. Criminological fiction is fiction that can provide an explanation of the causes of crime or social harm and could, in consequence, contribute to the development of crime or social harm reduction policies. The book argues that criminological fiction can provide at least the following three types of criminological knowledge: (1) phenomenological, i.e. representing what certain experiences are like; (2) counterfactual, i.e. representing possible but non-existent situations; and (3) mimetic, i.e. representing everyday reality in detail and with accuracy. The book employs the phenomenological, counterfactual, and mimetic values of fiction to establish a theory of the criminological value of narrative fiction. It begins with a critical analysis of current work in narrative criminology and current criminological work on fiction. It then demonstrates the phenomenological, counterfactual, and mimetic values of narrative fiction using case studies from fictional novels, graphic novels, television series, and feature films. The argument concludes with an explanation of the relationship between the aetiological and pedagogic values of narrative fiction, focusing on cinematic fictions in virtue of the vast audiences they reach courtesy of their place in global popular culture.
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40

Kurttekin, Fatma. On Temel Eser Örneğinde Dinî ve Ahlâkî Değerler. Edited by İshak Tekin. Oku Okut Yayınları, 2021. http://dx.doi.org/10.55709/okuokutyayinlari.3.

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Religious and Ethical Values in Example of Ten Works: The fairy tales, lullabies, stories, and novels, which are listened during childhood, affect not only our inner World but also our religious and ethical development. In this research, it is questioned that, whether the 100 Basic Works which was recommended by Ministry of Education in 2005 affect the children's religious and ethical development and how these books interpret the religious and ethical values. In this research we tried to answer these questions briefly: how the religious and ethical values were explained in these books chosed from the 100 Basic Works, which of those values were placed in Religious Culture and Ethical Knowledge educational programme? Can this literature be used in educational of religious and ethical values? Can it be used in Religious Culture and Ethical Knowledge lessons? How these works affect the students’ religious and ethical education. In this research, some religious and ethical values were pointed with, the method of descriptive field search, then these values were interpretted. After that, the questionaires prepared basically from these Works, were applicated to 200 students who are at 1.class of different types of high schools. Then, students and teachers were interviewed and the findings have been evaluated with SPSS programs, t- test, factor analysis, and chi-square techniques. Consequently, it was seen that the religious and ethical values were pointed intensely in these works. The students read then and are affected, but the students in Religious Culture and Ethical Knowledge have some mental conflicts because of that they see these works as literal works only. Besides that, we need the Works which explain these values by connecting them to our time without limiting them to a certain group of people or term, and which take the interests and needs of students into consideration.
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41

Mead, Nick. Values and Professional Knowledge in Teacher Education. Taylor & Francis Group, 2019.

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42

Mead, Nick. Values and Professional Knowledge in Teacher Education. Taylor & Francis Group, 2019.

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43

Mead, Nick. Values and Professional Knowledge in Teacher Education. Taylor & Francis Group, 2019.

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44

Mead, Nick. Values and Professional Knowledge in Teacher Education. Taylor & Francis Group, 2019.

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45

Mead, Nick. Values and Professional Knowledge in Teacher Education. Taylor & Francis Group, 2020.

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46

Ray, Pawson, and Social Care Institute for Excellence., eds. Types and quality of knowledge in social care. London: Social Care Institute for Excellence, 2003.

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47

Ong, Henry. Effective Knowledge Management with Microsoft SharePoint Content Types. Wiley & Sons, Incorporated, John, 2008.

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48

Shockley-Zalabak, Pamela. Fundamentals of Organizational Communication: Knowledge, Sensitivity, Skills, Values. 2nd ed. Longman Group United Kingdom, 1990.

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49

Evans, David. Restoring the Land: Environmental Values, Knowledge, and Action. Melbourne University Publishing, 1995.

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50

Laurie, Cosgrove, Evans David, and Yencken David, eds. Restoring the land: Environmental values, knowledge, and action. Carlton, Vic: Melbourne University Press, 1994.

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