Knowledge interests:

Abstract As recipients of tissue and medical specimens, pathologists and other medical specialists regard themselves as stewards of patient tissues and consider it their duty to protect the best interests of both the individual patient and the public. The stewardship of slides, blocks, and other materials includes providing, under appropriate circumstances, patient materials for research, education, and quality control. The decision to provide human tissue for such purposes should be based on the specific (ie, direct patient care) and general (ie, furthering medical knowledge) interests of the patient and of society. The same standards of responsibility should apply to all medical professionals who receive and use specimens. This document proposes specific recommendations whereby both interests can be fostered safely, ethically, and reasonably.

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Implementasi Pembelajaran Bahasa Inggris Berbasis Tematik Terpadu Bagi Siswa Sekolah Dasar

NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran ◽

10.35568/naturalistic.v6i1.1628 ◽

2021 ◽

Vol 6 (1) ◽

pp. 1110-1117

Author(s):

Meiliana Nurfitriani ◽

Mohammad Fahmi Nugraha ◽

Budi Hendrawan

Keyword(s):

Elementary School ◽

Foreign Language ◽

Elementary School Students ◽

Descriptive Analysis ◽

School Level ◽

English Learning ◽

School Students ◽

Research Article ◽

Library Research ◽

Knowledge Interests

This study aims to determine how integrated thematic-based English learning is for elementary school students. The method used is a qualitative research method with descriptive analysis techniques with library research by examining the implementation of integrated thematic-based English learning for elementary school students. Data collection is done by reducing documents in the form of reports, news and research articles both nationally and internationally related to the topic of this research article. The results showed that the integration between student experience and previous knowledge possessed by children with English learning presented in a theme, will help children to gain knowledge, skills, and attitudes holistically. The theme developed is of course taking into account the children's knowledge, interests, and environment. Each skill in English is also not taught separately but is learned in an integrated manner with other skills. Therefore, the concept of learning English as a foreign language in accordance with the concept of an integrated thematic approach will be able to provide the value of knowledge, skills, and attitudes as a whole whose process is in line with the characteristics of children at the elementary school level.

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Habermasian knowledge interests: epistemological implications for health sciences

Nursing Philosophy ◽

10.1111/nup.12080 ◽

2015 ◽

Vol 16 (2) ◽

pp. 77-86 ◽

Cited By ~ 3

Author(s):

José Granero-Molina ◽

Cayetano Fernández-Sola ◽

José María Muñoz Terrón ◽

Cayetano Aranda Torres

Keyword(s):

Health Sciences ◽

Knowledge Interests

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Action Research Traditions and Knowledge Interests

The Action Research Dissertation: A Guide for Students and Faculty ◽

10.4135/9781452226644.n2 ◽

2012 ◽

pp. 8-28

Keyword(s):

Action Research ◽

Research Traditions ◽

Knowledge Interests

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Knowledge interests

Knowledge in policy ◽

10.1332/policypress/9781447309987.003.0008 ◽

2014 ◽

pp. 143-158

Author(s):

Bori Fernezelyi ◽

Gábor Eröss

Keyword(s):

Knowledge Interests

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Examining the Interrelations among Knowledge, Interests, and Learning Strategies

Journal of Teaching in Physical Education ◽

10.1123/jtpe.25.2.182 ◽

2006 ◽

Vol 25 (2) ◽

pp. 182-199 ◽

Cited By ~ 29

Author(s):

Bo Shen ◽

Ang Chen

Keyword(s):

Learning Outcomes ◽

Prior Knowledge ◽

Learning Strategies ◽

Sixth Grade ◽

Domain Specific ◽

Domain Learning ◽

Study Support ◽

Affective Components ◽

Knowledge Interests ◽

Knowledge Learning

Guided by the Model of Domain Learning (MDL), the study was designed to explore the extent of interrelations among prior knowledge, learning strategies, interests, physical engagement, and learning outcomes in a sixth-grade (N = 91) volleyball unit. Pearson product-moment correlations and a path analysis were conducted for the research purpose. The results showed that students’ prior knowledge, learning strategies, and interests were interrelated. Physical engagement and learning outcomes were directly influenced by the interactions among prior knowledge, interests, and learning strategies. The findings in the study support that learning in physical education is domain-specific and a progressive process that encompasses both cognitive and affective components.

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