INTERPRETATION OF PROCESSES IN DEVELOPING A NEW PROVINCIAL EDUCATION POLICY TO INCREASE STUDENT PHYSICAL ACTIVITY
Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
Objective: Significant efforts have been made to address childhood obesity. Overtime we have realized obesity requires strong political leadership and population level interventions, considering there are many environmental factors contributing to obesity. Stakeholders in Manitoba have created a policy that in combination with other initiatives is attempting to increase physical activity and in turn combat the obesity epidemic. Therefore the objective of this study was to understand the complexities involved with developing an innovative policy. Results from this study would refine our understanding on how policy is enacted, provide information on the support for and resistance of policies for decision makers in the future, and contribute an historical record to Manitoba stakeholders. Mobilizing these context-specific findings will inform other Canadian provinces or jurisdictions on how to develop, integrate and implement a similar policy. \n \nMethods: This study employed a retrospective single case study design. Twelve participants were purposively selected from provincial and local-levels and invited to participate in a 45 minute semi-structured telephone interview examining the developmental processes involved in the Physical Education/Health Education policy. The data consisted of two sources. The primary sources consisted of 9 interview transcripts and the secondary sources consisted of several important documents that assisted filling in gaps pertaining to the policy. Qualitative analyses were separated into two parts. The first part identified common themes from the interview transcripts, and the second part organized the data into stages from an existing model for analysis. \n \nResults: The analysis identified several influential factors that facilitated moving the policy process forward. More specifically, the factors existing between the Policy Formulation and Implementation stages were critically analyzed revealing collaboration and on-going communication as important features for developing and implementing policies. The Stages Model proved to be relatively uninformative yielding minimal information to understanding the policy process. Therefore researchers should seek out additional theories or models in future research. \n \nConclusions: The findings from this research project have contributed valuable knowledge and insights. Lessons learned from this project will assist future decision makers on how to develop and implement a similar policy in another province or jurisdiction.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle