Perspectives on the challenges and successes of school-based nutrition programs in Canada: a scoping review protocol
Bibliographic record
Abstract
This is a protocol for a scoping review of perspectives on the challenges and successes of school-based nutrition programs in Canada. This review will aim to answer the following questions: 1. What are the challenges and successes regarding school-based nutrition programs in Canada? 2. Whose perspectives do these challenges and successes concern (parents/caregivers, children, school administrators, teachers, volunteers, stakeholders)? 3. What types of school-based nutrition programs do these challenges and successes concern (snack program, lunch program, breakfast program)? Given the demand for a national school food program in Canada, research is necessary to ensure the maximum effectiveness of program design and delivery. An important angle to examine is the perspectives of key groups and stakeholders, as they play a principal role in the function of existing programs. The objectives of this scoping review are to: 1. Discover the challenges and successes of school-based nutrition programs in Canada grounded in the perspectives of different groups 2. Determine whose perspectives are represented in the literature 3. Determine what challenges and successes are associated with different types of school-nutrition programs Through this scoping review, we hope to recognize the challenges and successes embedded in the experiences of key groups and stakeholders, to define key domains that can be used to direct future studies and inform a framework for a national school food policy.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".