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Books on the topic 'ReCAP'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Louisiana. Department of Environmental Quality. Corrective Action Group. Risk evaluation/corrective action program (RECAP). Baton Rouge, La.]: Louisiana Dept. of Environmental Quality, 2003.

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2

Christian Relief & Development Association (Ethiopia). CRDA: Past, present, and future : a recap. Addis Ababa: CRDA, 2000.

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3

Clarida, Richard H. G3 exchange rate relationships: A recap of the record and a review of proposals for change. Washington, D.C: Group of Thirty, 1999.

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4

Clarida, Richard H. G3 exchange rate relationships: A recap of the record and a review of proposals for change. Cambridge, MA: National Bureau of Economic Research, 1999.

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5

Bienias, Ignatius M. A recap and record of the U.S. Navy pre-flight class 13-47 graduates, NAS Pensacola, Florida. Skokie, Ill: I.M. Bienias, 1992.

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6

Hansen, Frank. Agriculture and the Legislature, 1987: A recap of agricultural legislation considered by the 50th Washington State Legislature. Oympia, Wash. (Legislative Bldg., Olympia 98504): [Washington State Legislature?, 1987.

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7

Balu, V. Thoughts on peace, shanti chintana: And a recap of a quarter century of work for peace through art. Bangalore: Prism Books, 2006.

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8

Reap. New York: Viking, 2000.

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9

Dönmez, Recep. Recep Dönmez. Beyoğlu, İstanbul: Antartist Yayıncılık, 2004.

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10

REMAP. REMAP yearbook. London: Royal Association for Disability and Rehabilitation, 1989.

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11

Rehabilitation Engineering Movement Advisory Panels. REMAP yearbook. London: Royal Association for Disability andRehabilitation, 1986.

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12

Rehabilitation Engineering Movement Advisory Panels. REMAP yearbook. London: Royal Association for Disability andRehabilitation, 1987.

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13

Huszár, Tibor. Reca réte. [Bratislava]: T. Huszár, 2008.

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14

REMAP. REMAP yearbook 1992. London: REMAP, 1992.

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15

REMAP. REMAP yearbook 1991. London: Royal Association for Disability and Rehabilitation, 1991.

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16

Başkan Recep Haşatlı. [İstanbul]: Bilgeoğuz, 2009.

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17

REMAP. REMAP yearbook 1993. London: REMAP, 1993.

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18

REMAP. REMAP yearbook 1989. London: Royal Association for Disability and Rehabilitation, 1989.

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19

REMAP. REMAP yearbook 1997. Edited by Stirling Robin. London: REMAP, 1997.

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20

İpsiz Recep: "Emice". Cağaloğlu, İstanbul: Yeditepe Yayınevi, 2009.

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21

Recep Bilginer'in tiyatroları. Cağaloğlu, İstanbul: Kitabevi, 2008.

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22

Recep Tayyip Erdoğan. Şişli, İstanbul: Doğan Kitap, 2007.

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23

REMAP. REMAP yearbook 1986. London: Royal Association for Disability and Rehabilitation, 1986.

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24

Recaî-zade Mahmut Ekrem. Ankara: Akçağ, 2004.

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25

Parlatır, İsmail. Recaî-zade Mahmut Ekrem. Ankara: Kültür ve Turizm Bakanlığı, 1985.

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26

Time shall reap. London: HarperCollins, 1993.

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27

Time shall reap. London: Fontana, 1993.

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28

Time shall reap. London: HarperCollins, 1994.

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29

Hilliard, Susan E. Reap the whirlwind. Cincinnati, Ohio: Standard Pub., 1990.

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30

Time shall reap. Edinburgh: Birlinn, 2007.

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31

Reap the Wind. New York: Bantam Books, 2002.

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32

Reap the whirlwind. Leicester: Linford, 2010.

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33

Reap the whirlwind. London: Robert Hale, 2008.

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34

Razor, R. Vincent. Recap. Vernox Publishing, 2007.

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35

Hilgard, Joseph. A Recap. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.14.

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This synthesis chapter recapitulates the major themes of Part II. These themes concern the various problems within science that may produce misleading results and prevent the correction of errors. These problems include publication bias, bias in statistical analysis, hyping of study results, and, in rare cases, fraud. The collected authors suggest that these may be symptomatic of a scientific culture that overvalues exciting, novel, and significant results and undervalues incremental contributions and null results. Institutional reforms are discussed as ways to better align researcher behavior with scientific goals, and consideration is given to the challenges of self-correction in a contentious political climate.
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36

Akin, Heather. A Recap. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.19.

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This synthesis chapter recaps the key themes found in Part III of the handbook, which presents several case studies of singular instances of science communication about contentious (or potentially contentious) topics. While the cases are diverse, there are several recurring themes that are summarized in this synthesis. One theme is that public response to science issues is highly dependent on social and political factors and contexts, meaning any issue is not predestined for controversy. A second is that communication about science by authorities or key actors should honor scientific complexity but avoid false assurances. The third theme summarized in this synthesis is how the chapters in this section note the value in accounting for and validating public viewpoints. This summary concludes with suggestions for future research and public engagement activities that constructively capture and analyze public responses to science controversies and debates.
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37

Li, Nan, and Robert B. Lull. A Recap. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.36.

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Science is communicated in a rapidly evolving media environment, characterized by Part Five’s three themes: politicization of science issues; fusion of science, narrative, and entertainment; and the rise of satirical news programs and late night comedies. Media reports about science in general are more fragmented, politicized, and, because of the capacity to access reports from scientific organizations directly, in some instances, more sophisticated than ever before. This synthesis describes those trends and invites scientists and journalists to embrace models better suited to an evolving media environment, such as formal communication training for scientists and knowledge-based journalism for the media.
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38

Akin, Heather, and Ashley R. Landrum. A Recap. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.48.

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This synthesis chapter summarizes the central themes from the essays in Part VI of the handbook. The uniting refrain of this section is the important role of the audience, and specifically how audience choices, attention, biases, and heuristics affect interpretation of complex scientific topics. We first summarize what we term “phenomena of selection” and describes empirical insights indicating that audience and communicator choices can cause diverging views. The second focus is how audiences reason about scientific information, with particular attention to some of these biases and motivations relied on in these contexts. The unique challenges these phenomena pose to the field are then discussed, including (a) how communicators can effectively condense scientific information while retaining accuracy and the interest of audiences and (b) how science communication must accommodate for audiences’ use of values and cognitive shortcuts to make sense of these issues.
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39

Hilgard, Joseph, and Nan Li. A Recap. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.8.

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This synthesis chapter recapitulates the major themes of Part I. The chapter proposes that science communication is challenging because science is complex, because humans interpret evidence in biased ways, and because the science–media landscape is shifting. Consequently, the mere supply of scientific information alone is not likely to guide audiences to science-consistent beliefs. Instead, science communicators must learn to navigate both the cultural implications of their work and the heuristics audiences use when deciding whom to trust. Consideration must be given to scientific knowledge and the audience’s values alike. A science of science communication provides an understanding of these multiple considerations and promotes effective dialogue between scientists and the public.
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40

Louisiana. Dept. of Environmental Quality. Corrective Action Group., ed. Risk evaluation/corrective action program (RECAP). [Baton Rouge, La.]: The Dept., 2000.

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41

L, Willing D., U.S. Nuclear Regulatory Commission. Office of Nuclear Regulatory Research. Division of Regulatory Applications., and Argonne National Laboratory, eds. Replacement energy cost analysis package (RECAP): User's guide. Washington, DC: Division of Regulatory Applications, Office of Nuclear Regulatory Research, U.S. Nuclear Regulatory Commission, 1994.

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42

L, Willing D., U.S. Nuclear Regulatory Commission. Office of Nuclear Regulatory Research. Division of Regulatory Applications., and Argonne National Laboratory, eds. Replacement energy cost analysis package (RECAP): User's guide. Washington, DC: Division of Regulatory Applications, Office of Nuclear Regulatory Research, U.S. Nuclear Regulatory Commission, 1994.

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43

Replacement energy cost analysis package (Recap): User's guide. Washington, DC: Division of Regulatory Applications, Office of Nuclear Regulatory Research, U.S. Nuclear Regulatory Commission, 1989.

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44

Replacement energy cost analysis package (Recap): User's guide. Washington, DC: Division of Regulatory Applications, Office of Nuclear Regulatory Research, U.S. Nuclear Regulatory Commission, 1989.

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45

Singer, Abraham A. From Market to Firm to Market Again: A Recap. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190698348.003.0007.

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This chapter reviews the theories covered in Part I and then reflects on certain features of the Chicago school. In particular, we see that the Chicago school is characterized by its assumption that agents have exogenous preferences. This distinguishes the Chicago school from other traditions of social analysis that consider or focus upon the ways in which contexts and institutions alter agents’ preferences. While the rest of the book criticizes this approach, this chapter concludes by noting that we need to take seriously a key Chicago school idea: that the results of a particular market might actually be reflective of people’s preferences, even if they seem to run afoul of certain moral intuitions we have.
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46

Roberts, J. L. Braggin' Rights: Fantasy Football Rewind 2004 (2003 Season Recap). Authorhouse, 2004.

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47

Landrum, Ashley R. A Recap—The Role of Intermediaries in Communicating Science. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.28.

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Intermediaries serve several crucial roles in bridging scientists and society. Intrinsic to many of them are challenges key to science communication. These include determining how intermediaries can increase awareness of their organization and their messages, how intermediaries can increase their trustworthiness, how to present information to different types of audiences while retaining their credibility, and how to engage the broader public in issues of policy-relevant science. This chapter describes the five common goals, or roles, that intermediaries take on, and then briefly summarizes the various intermediaries covered in this section of the handbook. The chapter concludes by highlighting and expanding on several themes and challenges that are relevant to the communicative roles of intermediaries.
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48

The Bible Recap: A One-Year Guide to Reading and Understanding the Entire Bible. Bethany House Publishers, 2020.

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49

Klosko, George. Conclusion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199973415.003.0010.

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Recap of the main argument of the book and implications. Criticism of equality of opportunity as a basis for welfare programs, in comparison to “moderate liberalism.” Other possible justifications for welfare programs, including values of equality and independence. The absence of strong arguments for welfare programs in American political culture.
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50

RECAP, Rock County Education and Criminal Addictions Program: Program manual prepared to be of assistance in program replication. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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