Summary of Major Findings Sample Clauses

Summary of Major Findings. 1. How do teachers understand critical thinking skills in the context of their subject specialism? Participants in this study define critical thinking as the ability to express one's opinions, evaluate knowledge, and analyze the past. Literature review present critical thinking as logical reasoning, decision-making, argumentation, problem-solving, reasoning and meaning making, debating, communication skills, emotional intelligence, creative thinking, metacognitive activity, reflection, fairness, and empathy, fostering peace and tolerance. On the other hand, my participant define critical thinking as seeing both sides of received information, asking questions, making predictions, analysis of historical situations and events, linking critical thinking to media literacy, comparing past and present, and speaking frankly. The common notion of understanding is analyzing, questioning, comprehending others' viewpoints, and drawing conclusions. As a result, we can see that my participants’ understanding of critical thinking is basic and limited. The main reason for that is the lack of professional courses and the vague representation of official documents.
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Summary of Major Findings of the Stage 2 Public Engagement Programme The public views and suggestions can be categorized into eight major areas. Responses to these comments, where appropriate, have been made by the Planning Department and the Study Consultant.
Summary of Major Findings. Chapter Four provided an overview of currently available tick-borne disease prevention resources in Greater Danbury as well as challenges to reducing the rates of tick-borne diseases. Key findings include:  Tick-borne disease prevention is a local priority. Directors of Health uniformly identified tick-borne diseases as a priority issue. Almost all towns provide information about prevention through their websites; many also are involved in active events such as health fairs.  Lack of funding is a barrier. Lack of funding specified for preventive activities was the barrier to prevention efforts most frequently cited by Directors of Health and other key informants. As a result, Directors of Health are forced to creatively couple tick-borne disease prevention efforts with other, funded, programs which engage the public.  Tick testing is a widely used resource. Tick testing for the disease-causing agents for Lyme disease, anaplasmosis, and babesiosis is available for free to all Connecticut residents through the Connecticut Agricultural Experiment Station. Improvements to this program have been implemented recently, including a reduction in the turn-around time from three weeks to three days and the addition of testing for Anaplasma and Babesia.  The BLAST program is integral to tick-borne disease prevention efforts. Representatives from this program are available for group presentations and participate in local health fairs. However, the future of the program is uncertain given a lack of substantial financial support.  Residents are aware of Lyme disease. Overall, area residents are knowledgeable about the transmission and signs and symptoms of Lyme disease. They are less well-informed about anaplasmosis and babesiosis.  Preventive behaviors are variably performed by the public. Approximately 60% of survey respondents reported performing tick checks; 50% reported showering or bathing after being outdoors; 45% reported wearing protective clothing; 35% reported wearing tick repellent. The public perceives each of these methods to be approximately equally (highly) effective at preventing tick-borne disease and equally (minimally) burdensome, so these factors are not likely to contribute to poor compliance.  Physicians frequently are not discussing tick-borne diseases on a primary prevention basis. Primary care providers are significantly more likely to counsel patients about tick-borne disease prevention after a possible tick bite than at wellness visits ...

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