Model High School Athletic Transgender Policy: Saskatchewan High Schools Athletic Association (SHSAA) Transgender Policy
Notice bibliographique
Résumé
Saskatchewan High Schools Athletic Association (SHSAA) Transgender PolicyThis project was in response to the provincial government in Saskatchewan's request that the Saskatchewan High Schools Athletic Association (SHSAA) develop a policy for the inclusion of transgender student athletes in the programming of the association. The SHSAA governs athletics in the province from Grades 9 to 12. The executive that governs the association had 11 members, an executive director, and an assistant executive director. I held the role of past president during the Transgender Committee development and follow-up meetings. In developing the policy for our province, I was directed to explore the existing policies within North America and analyze them for possible use within the SHSAA framework.Initial PhilosophyThe committee developed guidelines for developing transgender inclusion policies in high school athletics including the following:1. Be proactive, avoid crisis mode. Develop a policy before a transgender student wants to try out for a team.2. Talk to athletic association leaders in the states and provinces that have adopted policies about how they have implemented their policies.3. Read about the high school policy recommendations of experts on transgender participation in sports (see Griffin & Carroll, 2010).4. Contact consultants who can assist in formulating an effective and fair policy: NCLR Sports Project (www.nclr.org), the Transgender Law Center (www.transgenderlawcenter. org), National Center for Transgender Equality (www. transequality.org).5. Always build in protections for student privacy into policy.6. Educate school athletic administrators, coaches, parents, and community about transgender students in athletics and policy.Development of a Transgender Policy CommitteeThe SHSAA developed a committee in September 2015 that included* SHSAA executive director;* SHSAA president;* SHSAA past president;* Counsellor, Sheldon Williams Collegiate, Regina; and* Counsellor, Walter Murray Collegiate, Saskatoon.Direction From Saskatchewan Provincial GovernmentIn accordance, the Government of Saskatchewan opposes all forms of prejudice, bullying, and discrimination on the basis of students' and/or teachers' actual or perceived sexual orientation or gender identity.IntentThe Government of Saskatchewan is committed to ensuring safe school environments in which all students feel included, protected, and respected. A student-first approach means providing support for and meeting the needs of each and every student. Meeting the needs of all Saskatchewan children and adolescents is a shared responsibility. The Ministry of Education provides curricula, policy frameworks, guidelines, and funding to support schools, and boards of education develop policies for school divisions.School divisions create policies that protect the rights, safety, and freedoms of students. It is important for school divisions to evalu- ate and update existing policies on a regular basis to reflect safety and acceptance for sexually and/or gender diverse students and their allies.School divisions are encouraged to develop clear safe-school policies that explicitly include alliances, groups, or clubs for students who want to work to support each other and to create safe, caring, and inclusive spaces for students who are gender and/or sexually diverse and their allies. These alliances also create welcoming and respectful environments in which to address heterosexism, homophobia, and other forms of related discrimination. Language used in policy development should specifically include the words Lesbian, Gay, Bisexual, Transgender, Queer, Straight, Two-Spirit, and Questioning to be inclusive of all students. Students will not be expected to identify their orientation or gender while participating in an alliance. An alliance or club should be named by the students themselves. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
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 | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,001 | 0,001 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,001 |
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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».