School-Based Feeding Programs in Canada and Other Highly Developed Countries
Notice bibliographique
Résumé
Why should school-based feeding programs be less prevalent in Canada than in some other comparable countries? As educators, parents, and citizens, we would be disturbed if schools were to choose to omit Canadian history, English, or mathematics from their courses of study. Yet is not access to an adequate meal, especially at mid-day, an equally fundamental expectation? The main purpose of this thesis was to draft plausible explanations for the lack of well-developed school-based feeding programs in Canada. This goal was accomplished by investigating the development and operation of school- based feeding programs in selected countries and then comparing conditions and circumstances in those countries to the situation in Canada.\nThe inquiry was guided by theoretical elements drawn from the literature on organizational theory and public policy. Descriptive data about school-based feeding programs were sought in the pertinent literature. Comparative analysis techniques were used to identify similarities and differences between provisions for, and the development of, school-based feeding programs in Canada and selected countries. The results of this investigation into the development and current status of school- based feeding programs in Canada and selected comparison countries support the initial claim that school-based feeding programs are indeed much less prevalent in Canada than the USA, UK, and Japan.\nChapter One discusses the problem, research questions, theoretical framework, and research design adopted for the inquiry. Chapter Two presents a review of literature on school-based feeding programs and provides a summary of the status of school-based feeding programs in countries ranked high on the United Nation’s Human Development Index on which Canada is the highest-ranked nation. The development and operation of school-based feeding programs in Canada and the selected comparison countries are summarized in Chapters Three, Four, and Five. Chapter Six offers a comparative overview of structural, environmental, and political features associated with the school- based feeding programs in the comparison countries, together with a discussion of the presence, or absence, of similar conditions in Canada.\nChapter Seven, begins with a review of the problem addressed in the thesis, followed by an in-depth discussion of the theoretical framework and research design adopted to guide the inquiry. The chapter ends with a discussion of the main conclusions and implications arising from the study, with reflections on prospects for the future of school- based feeding programs in Canada.
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,004 | 0,016 |
| Études des sciences et des technologies | 0,006 | 0,002 |
| Communication savante | 0,003 | 0,001 |
| Science ouverte | 0,001 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,002 | 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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), 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 ».