Gotowa bibliografia na temat „Geography – Examinations – Study guides”

The purpose of the study was to establish the role of Instructional Materials in the Learning of Geography Subject in Secondary Schools of Busega District. The study adopted the mixed research approach under which convergent parallel design was used. The study involved 23 secondary schools in Busega District whereby four secondary schools were purposively sampled to participate in the study because the schools had exhibited a severe declining performance trend in Geography at the National examinations for last five years. The study used purposive, stratified and simple random sampling techniques to select 1 DEO, 4 Heads of Schools, 4 Heads of Geography Department, 8 Geography Teachers and 80 students to participate in the study. Questionnaires and interview guides were used for data collection. Quantitative data was analyzed using descriptive statistics with the help of the SPSS software while the qualitative data was analyzed thematically. The study concluded that the use of learning materials in geography contributed to enhanced creativity and innovativeness in learners. Learning materials further assisted learners to comprehend difficult topics in Geography. It also made learning very interesting and this motivated learners to fully participate in the learning process. The study recommended that the use of instructional material should be emphasized in public secondary schools as they played a key role in enhancing productive learning of geography.

This study attempts to explore behavioral characteristics of international tourists visiting Istanbul in guided tours, and to examine the differences and similarities among tourists of different nationalities using data provided by Turkish tour guides. Data were collected utilizing a survey site designed for research for Turkish tour guides working in Istanbul, Turkey. The results suggest that there are three underlying dimensions of tourists’ behavior during guided tours, namely, shopping, activities, and social interaction. Significant differences are observed among seven nationalities. Pair comparisons of the groups belonging to the three dimensions are conducted for the purpose of revealing similarities and differences. The Japanese are found to be the most distinct tourist group in comparison to others. Finally, conclusions and implications are discussed at the end of the study.

This study presents a qualitative examination of the influence of the MATATAG curriculum on history and geography education for the academic year 2024-2025. Through the utilization of Focused Group Discussions (FGD) and interviews involving stakeholders in social studies education, a systematic collection, analysis, and interpretation of participant responses were conducted. FGD outcomes uncovered diverse themes regarding the perceived impact of the MATATAG curriculum on the teaching of history and geography. These themes encompass heightened awareness of contemporary and critical issues, deepened understanding with expanded perspectives, varied outcomes based on implementation, early exposure to history and geography, addressing knowledge gaps and fostering patriotism, impact on discipline and awareness, intensified focus on geography and history, and the teacher's perspective and meaningful learning. The results highlight substantial positive changes attributed to the MATATAG curriculum compared to its predecessor, as outlined in the curriculum guides issued by the Department of Education. Noteworthy is the curriculum's provision of opportunities for the localization and contextualization of history and geography lessons. This paper contributes novel insights into the perceptions of diverse stakeholders regarding the imminent implementation of the MATATAG curriculum in the upcoming school year.

Globally, education stakeholders have a growing concern about students’ dismal academic achievement in standardized examinations in secondary schools. However, what is not known is how secondary schools internal examination administration practices affect students’ academic achievement. Hence, the purpose of the study was to determine the influence of internal examination administration practices on students’ academic achievement in public day secondary schools in Busia County, Kenya. The hypothesis of the study was that internal examination administration practice has no statistically significant influence on students’ academic achievement in public day secondary schools in Busia County, Kenya. The study was guided by the Education Production Function Theory and employed an ex-post facto research design. The study population comprised of 7,388 form four students of 2020 and 115 Directors of Studies (DOS) in the 115 public day secondary schools in Busia County. Multistage sampling was used to draw a sample of 661 respondents constituting of 626 form four students of 2020 and 35 Directors of Studies. Data was collected using; a questionnaire for form four 2020 students and Directors of Studies; and document analysis. Face and content validity of research instruments were ascertained using experts’ opinion from the supervisors while reliability was determined using Cronbach's Alpha and reliability of 0.954 and 0.923 for the candidates’ questionnaire and Directors of Studies questionnaire respectively were considered reliable. Quantitative data was analysed descriptively using mean and inferentially using Multiple Linear Regression by aid of Stata version 12.1 and results presented inform of tables. The study concluded that ineffectiveness in internal examinationadministration practices in public day secondary schools influence students’ academic achievement in Kenya Certificate of Secondary Education examination. The study recommended that public day secondary schools

This study assessed the correlation between decentralisation policy implementation and Universal Primary Education (UPE) performance in Uganda. It was guided by the objective of assessing the relationship between political decentralisation and Primary Leaving Examinations (PLE) performance in Katerera County in Rubirizi district, in Uganda. The study adopted a descriptive research design with quantitative and qualitative approaches. A sample of 139 respondents were selected using Slovene’s formula. Data was collected using questionnaire and interview guide and analyzed using frequencies, percentages, Pearson’s correlation and regression analysis for quantitative data and thematic analysis was used for analyzing qualitative data. The study findings established a significant relationship between political decentralisation and PLE performance of UPE schools in Katerera County and a unit increase in political decentralisation affects the PLE performance of UPE schools in Katerera County by 17%. The study concluded that decentralisation policy implementation contributes 61% to the PLE performance of UPE schools in Katerera County; Rubirizi District. From the study findings, the researcher recommended that central government should put much efforts in implementing decentralisation policy since it was found to have a significant relationship with performance of UPE schools, reduce bureaucracies for releasing money for buying scholastic materials, encourage parents to give financial support to their respective schools and increasing funding for local governments especially in the education sector.

The sustainable development goals (SDGs) suggest sustainable cities and communities (Goal 11) as inclusive, safe, resilient, and sustainable human settlements. However, existing efforts in urban sustainability have mainly focused on ecological and environmental sustainability, with little attention paid to development, economic, and cultural sustainability. Moreover, a lack of adaptability is a barrier to cross-nation or cross-region implementation of many urban sustainability frameworks due to diverse urban contexts. Furthermore, most studies have developed sustainability frameworks and guides only for one-time assessments and the progress of urban sustainability has been neglected. Improving urban sustainability by considering multiple dimensions and local adaptability through dynamic assessment remains a question. Therefore, this study aims to develop an urban environment examination system (UEES) framework that includes construction, economy and industry, environment and resource, municipal and cultural facilities, and development potential dimensions. The UEES framework consists of 31 indicators associated with critical information (i.e., reported by the statistical yearbooks) from different levels of government in China. An annual update of statistical data ensures the availability of dynamic data, allowing urban managers and decision makers to regularly track urban sustainability. Furthermore, the UEES framework was applied to Qingdao, an urbanizing city in China, to examine the feasibility of the UEES framework. The results indicate that well-urbanized districts could perform better in terms of overall sustainability (e.g., Shinan, Shibei, Laoshan, Chengyang), while districts in suburban and outer suburban areas had lower urban sustainability levels. However, well-urbanized districts could not perform better in all dimensions than suburban and outer suburban districts. Moreover, the transition from less-urbanized to well-urbanized districts could lead to environmental deterioration and economy deceleration (if industries are not well upgraded), but culture and development sustainability can be improved. Overall, this study provides a methodological framework that prioritizes comprehensiveness and local adaptability to perform regular urban environment examinations for urban sustainability in China and provides a reference for urban sustainability improvement by identifying aspects with low scores in Qingdao, China.

This rational study analyzed the relationship between government institutions and land conflicts management in Kabarole district, in Western Uganda. The planned study utilized a descriptive research design with quantitative paradigm. A sample of 299 participants out of 1071 parent population was selected utilizing Slovenes formula. Data was gathered engaging intellectual created questionnaires and interview guides and summarized using Descriptive measurements and Pearson linear Correlation Coefficient for quantitative analysis .The examination study results came up with a significant correlation between government institutions and land conflicts management in Kabarole district. It was hence proven that issues related with land conflicts management must be handled meticulously in order to help the populace live a harmonious life in society in Western Uganda. The research study recommended that appropriate government officials charged with land conflict resolution need to follow the right procedures in land issues and within the law. The government of Uganda should ensure that bureaucrats in government institutions should operate in a corruption free environment in order for justice to prevail.

The study examines the 2014 Revised Social Studies Syllabus for Colleges of Education in Ghana. Twelve tutors were sampled from six Colleges of Education in the Western and Central Regions of Ghana using the purposive sampling technique.The main research instrument used was an interview guide. Data collected were transcribed and analyzed using qualitative procedures. The structure and contents of the syllabus were first discussed followed by the data collected from therespondents. The study confirmed the perception held by many that social studies offered in the Colleges of Education in Ghana is integrated, based on the social sciences. It was revealed that the content areas of the subject are based on disciplines such as Geography, Economics, History, Sociology and Government. More so, inspite of the few gaps found between the syllabus and the JHS Social Studies syllabus, to a.very large extent, the Social Studies syllabus for the Colleges of Education is consistent with the JHS syllabus. Among the recommendations made was the need for tutors to adopt innovative approaches in teaching to enable them to complete the outline for each semester before End of Semester Examinations

The empirical study investigated the association between job autonomy and employee performance in Kampala Capital City Authority (KCCA) in Uganda. The scientific research study utilized a survey descriptive research design with mixed approaches in nature (qualitative and quantitative paradigms). A sample of 235 participants out of 3051 study population was chosen employing a table advanced by Morgan & Krejcie (1970). Data was gathered utilizing self-administered questionnaires and interview guides; and examined applying Descriptive dimensions and Pearson Linear Correlation Coefficient (PLCC) for quantitative indicators and content examination was used for analyzing qualitative information .The inquiry study outcomes yielded a significant correlation between job autonomy and employee performance in Kampala Capital City Authority (KCCA) in Uganda. It was thus concluded that giving administrators greater autonomy at work place is itself motivation to the employees and the Heads of Departments of an organization in KCCA in Uganda and in the whole world at large. The systematic study recommended that the political leadership or management of KCCA should embrace the process of management by objectives whereby the major focus must be oriented towards putting in place activities that shoot into achievement of the objectives of the organization of KCCA. Such a scenario can engender an environment of development in KCCA in Uganda.

The examination of pedagogies that promote effective sustainability learning has led to vigorous academic discussion, as has research regarding the role of competence-based learning for sustainability. This paper investigates the role of a study abroad program, the Engineers without Borders Design Summit, in promoting the acquisition of sustainability competencies in its students. This study analysed both content of the program pedagogy and the written learning reflections of 137 student participants to examine if the program resulted in sustainability competence acquisition. The study’s findings suggested that students did acquire sustainability competencies during the program, but also that students may become competence-literate but context-lacking as they acquire competency skillsets without understanding their purpose for use as sustainability tools or to promote sustainability outcomes. Therefore, this study recommends that competence-based education for sustainability requires situation of competence acquisition within sustainability contextualisation to ensure full competence potential is fulfilled. This study suggests that contextualisation can occur in a number of ways, including the use of defined sustainability principles as boundary conditions to frame learning environments, the use of sustainability epistemic teachers as “guides” to connect learning to sustainability and the facilitation of student experiences with unsustainability to promote personally motivated action towards sustainability.

Orientadores: Rúbia Barcelos Amaral, Samuel Rocha de Oliveira
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-27T22:59:12Z (GMT). No. of bitstreams: 1 Bardini_LaisCristina_M.pdf: 4418562 bytes, checksum: 3ab2037e31d19e0e7c84634fa7b27f84 (MD5) Previous issue date: 2015
Resumo: Com a o passar do tempo muitas transformações ocorreram no processo de ensino e aprendizagem, mudanças que vão desde metodologias de ensino até a formação dos profissionais. No entanto, ainda há conteúdos que necessitam um olhar atento como, por exemplo, a Geometria. Hoje nota-se que este conteúdo ainda é motivo de várias discussões e pesquisas, refletindo as dificuldades que os professores apresentam em lecioná-lo. Esta situação colabora para que os professores procurem materiais que possam ajudá-los nas dúvidas decorrentes de seu dia a dia em sala de aula, sendo o mais comum deles o livro didático. Dessa forma, considerando a importância deste material didático e da Geometria, desenvolveu-se uma pesquisa qualitativa, utilizando o método de Análise de Conteúdo, procurando discutir o seguinte problema: Como alguns conteúdos geométricos estão presentes nos livros didáticos. Tendo como objetivo realizar a análise de alguns livros de Matemática utilizados na Rede Municipal de Rio Claro - SP, no 5º ano do Ensino Fundamental, e aprovados pelo PNLD. A primeira categoria, Aspectos Cotidianos, examinou como os livros têm desenvolvido a relação entre os aspectos cotidianos e a Geometria, e se esta ligação tem levado ou não o aluno a compreender, conhecer ou modificar o meio no qual está inserido; considerando que essa relação deve estar além do trabalho envolvendo apenas o uso de figuras cotidianas, semelhantes às geométricas. Já a segunda categoria, Manipulação e Concretização, analisou a questão da utilização dos materiais manipuláveis, como ela é realizada, ou qual o objetivo que a atividade propõe com sua utilização, ou ainda que papel eles desenvolvem em cada livro analisado. A terceira categoria, Nomenclatura, Identificação e Composição, apontou que apesar da literatura afirmar ser importante que o ensino das figuras geométricas envolva suas propriedades e características, a presente pesquisa constatou que o foco nos livros ainda está em apenas nomeá-las e identifica-las. Por fim, a quarta categoria, Relações entre as figuras bidimensionais e tridimensionais, expôs a importância de mostrar ao aluno a relação existente entre as figuras bidimensionais e tridimensionais; porém, essa relação foi pouco observada nos livros analisados. Enfim, este estudo também envolveu a análise das resenhas apresentadas no Guia do Livro Didático (BRASIL, 2013), trazendo o "olhar" do PNLD sobre cada obra, observando qual a avaliação e os resultados que este programa do governo faz sobre elas
Abstract: With the passage of time many changes have occurred in the process of teaching and learning, changes ranging from teaching methodologies to the training of professionals. However, there is contents that need a closer look, for example, the geometry. Today we note that this content is still a matter of much discussion and research, reflecting the difficulties that teachers have in teaches it. This contributes to teachers seek materials that can help them with questions arising from their day to day in the classroom, the most common of the textbook. Thus, considering the importance of this educational material and geometry, developed a qualitative research, using content analysis method, trying to discuss the following problem: As some geometric contents are present in textbooks. Aiming to carry out the analysis of some math books used in the Municipal Net of Rio Claro - SP, in the 5th year of elementary school, and approved by PNLD. The first category, Everyday aspects, examined how the books have developed the relationship between the daily aspects and Geometry, and this link has led or not the student to understand, know or modify the environment in which it is inserted; considering that this relationship should be beyond work involving only the use of daily figures, similar to the geometric. The second category, Handling and Implementation, addressed the issue of the use of manipulatives, as it is performed, or what purpose the proposed activity with their use, or what role they develop in the analyzed book. The third category, classification, identification and composition, pointed out that despite the literature stating it was important that the teaching of geometric figures involving their properties and characteristics, this survey found that the focus is still on the books only name them and identify them . Finally, the fourth category, relations between two-dimensional and three-dimensional figures, explained the importance of showing students the relationship between the two-dimensional and three-dimensional figures; However, this correlation was slightly observed in the analyzed books. Finally, this study also involved the analysis of the review presented in the Textbook Guide (BRAZIL, 2013), bringing the "look" of PNLD on each work, noting that the evaluation and the results that this government program is about them
Mestrado
Ensino de Ciencias e Matematica
Mestra em Ensino de Ciências e Matemática

The South African education sector has experienced several shifts in the curriculum since 1994, thus affecting the coverage, teaching and examination of environmental impact topics in the South African Further Education and Training Phase (FET) phase. This chapter evaluates the effects of changes in curriculum on the coverage of education for sustainable development content in Geography. A qualitative research approach using an interpretative paradigm was employed in the documents used by Geography teachers in South Africa. The chapter used Margaret Archers, Realist Social Theory as a theoretical framework that guides data analysis and interpretation. Document analysis was the only method used where policy documents and examination papers were the instruments evaluated. The results show that environmental impact topics are covered in varying degrees in the South African CAPS curriculum. The level of coverage of environmental impact topics in the examination question papers fluctuates, sometimes to levels below those stipulated in the CAPS documents. The conclusion that can be reached is that the variable coverage of environmental impact topics in the examinations may have a negative effect on the way teachers address the topics of Geography. This resulted in an emergence of structural and cultural morphogenesis in the teaching of environmental content in Geography.

The study of urbanization processes and urban spaces is contentious and problematic. Different disciplines focus on different processes and ways of knowing, and urban life—its contexts and problems—is tugged and twisted in so many directions that it is difficult to know the appropriate questions to ask, let alone to articulate future research directions. Mayors and other city leaders are concerned about civic boosterism and the quality of life in their cities, planners try to manage competing claims on space and movement, and environmentalists grapple with degradation and equity, while economists conjure up more appropriate models of development and growth. The urban arena is a context for competing intellectual claims and traditions that at times converge on consensus but more often than not garner dissent. We forefront our appraisal of the subfield with a contention that guides most of what is to follow. The contention is important because it necessarily limits the kinds of research we talk about. We argue that with the emergence of a more sophisticated articulation of spatial theory in the last decade, geographers are now well positioned to say something important about the urban issues that are shaping the new millennium. This sea change occurred in the 1990s and now places many aspects of geographic research at the forefront of urban analysis. The articulation of spatial theory comes in large part from two sources: first, critical geography with its focus on the spatial construction of social life and, second, from emerging ideas about technology and space. It is not our intention to dismiss the importance of empirical and interpretative studies, which are discussed tangentially in relation to the central theoretical themes of the chapter. In this review, however, we emphasize the articulation of spatial theory as a significant development in urban geography as we enter the twenty-first century. We begin in the first main section by picking up where “The Urban Problematic” left off in Geography in America (1989). We describe the ways in which American geography is rising to the challenge of understanding the tremendous changes that are underway in cities and argue that the work of urban geographers focusing on the roles of space and scale is critical to understanding these changes.

Three foci and combinations of them constitute the basis for nearly all of EPBG’s concerns: human activities, human experiences, and all forms of empirical surroundings. With these as fundamentals, this specialization is viewed as a working framework for exploring situations of people engaged in activities and having experiences in ordinary spatial and/or environmental contexts (Goody and Gold 1985, 1987; Aitken et al. 1989; Golledge and Timmermans 1990a, b; Aitken 1991, 1992; Kitchin 1996). For at least the 1960s and 1970s, common ways of exploring human geographic issues entailed framing them as spatial-like representations for observation and study. The main focus was on structural features of spatial patterns such as density differences, dispersions, clusters, arrangements, shapes, configurations, connectivities, and spatial hierarchies, among others, and the typical research goal was to describe and account for those features over time (Amedeo and Golledge 1986; Abler et al. 1971; Haggett 1966; Haggett and Chorley 1969). The reasoning employed in works such as these followed the ways in which the issues themselves were represented. It included examinations and evaluations of spatial co-variances, distance-decay regularities, contagious and competitive effects in spatial diffusions, spatial clustering in regionalizing and in regional ecologies, and more general applications of process-form type arguments. These approaches were largely structural in perspective and had few, if any, provisions for consideration of individual behavior and experience. Concurrent with this spatial-structural perspective, however, efforts were also being devoted to understanding human decision-making in spatial contexts. Consumer choices in market places, industrial and retail location decisions, trip determinations, competitive decision-making in space, and spatial-allocation determinations were some of the main topics investigated (Golledge and Stimson 1997). This emphasis on spatial decision-making no doubt generated the impulse for further behavioral research in geography. It did so largely through the effects of its successes and limitations, both of which provided many opportunities for thoughtful criticisms and explorations into additional behavioral issues. Its successes demonstrated that knowledge about people acting in spatial contexts could be gained by focusing on individuals as spatial decision-makers and studying their concomitant spatial search and learning processes (Golledge 1969; Golledge and Brown 1967; Gould 1965).

One perspective on economics, a neoclassical one, looks at economics as the study of how society produces wealth or abundance. Another perspective, a more neoliberal approach, is to conceive of 'economics' as the study of how society confronts scarcity. Too often, examinations of the arts economy focus on the latter: on the scarcity of financial resources, physical resources, technological resources, and so on. As the neoliberalist approach continues to show its fissures and inadequacies both before and during the Covid crisis, we begin to see that scarcity is not derived from the substitutable choices made by individuals but is as much or more a result of systemic inequities. These include unequal access to education, healthcare, secure housing, and, more generally, opportunity. While opportunities to express one’s creativity are often limited by race, class, gender, and geography, creativity itself is an asset that defies such boundaries and limitations and is one held in abundance by artists. How do artists use their creativity to produce the material assets they need to overcome hardship and inequity?

Objective: The goal of this study was to evaluate the impact of the COVID-19 pandemic on breast cancer screening in the public health system in Brazil. The Brazilian Ministry of Health recommends mammography screening every 2 years from 50 to 69 years of age. Methods: This is a cross-sectional study based on data from the Brazilian Institute of Geography and Statistics and the System of Health Information of the public health system (DATASUS). We evaluated the absolute number of screening mammograms performed per age group every year from 2017 to 2021. The year 2017 was considered the reference. Results: In 2017, a total of 2,616,022 screening mammograms were performed through the Brazilian public health system in women 50–69 years of age, in comparison to 1,456,001 (44.34% fewer) in 2020 and 1,998,097 (23.62% fewer) in 2021. The expected number of examinations, considering the target population in 2021, would be 8.5 million. In addition, in 2018, there were 3.8% and in 2019, 5.4% fewer examinations than in 2017. Of note, the target population increased by 10% from 2017 to 2021. Regarding other age groups, the proportion of mammograms performed remained similar over the period: 65% of the examinations were performed in the recommended range, 29.5% between 35 and 49 years, and 5.5% in patients older than 70 years Conclusion: There was a large (44.34%) decrease in the number of screening mammograms in 2020 in comparison to that in 2017. However, in the years before the pandemic (2018 and 2019), the proportion of women who underwent screening was also smaller than in 2017. More studies are needed to evaluate social and political factors associated with the low proportion of screening mammograms and yearly fluctuations in breast cancer screening through the public health system in Brazil.

While planners and politicians alike go about kicking the tires of various trains, and traveling abroad on fact-finding missions about HSR, the question remains whether Americans will patronize high-speed rail in sufficient number to justify the investment. A common practice is to identify an existing or abandoned rail line as the candidate route that connects population centers, identify the former stations for rehabilitation, select a technology, and then perform an investment-grade ridership study to determine whether sufficient revenues will be generated. This approach may prove sufficient in the upgrading of an existing conventional service, or re-establishing a previous service in those areas of the country with a long history of passenger rail. When approaching newer developed areas such as the Sunbelt cities, the inter-relationship of development patterns and fixed-guideway passenger services is not established. Those development patterns were influenced by the automobile, not by guideway-based transportation. A different approach is needed when history is not a guide. While the selection of the population centers to be served at the outset is appropriate and makes for a basic identification of the market to be served, it does not reveal the actual destinations that are interest to the travelers. The next step is to more thoroughly investigate travel between those points. That investigation should include surveys to determine trip purpose, identify the main attractors in the markets, the demographics of the travelers and how time is valued by the travelers. Finally, estimates must be made of the absolute numbers of those traveling. Additionally, examination of the current travel patterns through the patronage of existing services can provide clues to the market demand. The acquisition of this market information then allows the planners to design a transportation product that will appeal to the potential customers and make a determination of potential revenue. Even when certain parameters of a system are set because of geography or availability of infrastructure, market information can guide improvements to maximize market capture. This paper will examine those data that are important to a high-speed rail plan and how some system decisions directly affect the ability of the transportation product offered to satisfy the needs of the traveling public. “Build it and they will come” cannot be trusted to repay the massive investment required by high-speed rail.

Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.