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Steven Putansu - One of the best experts on this subject based on the ideXlab platform.

  • Policy Knowledge, Politics, and a Proverb of Decision Making
    Politics and Policy Knowledge in Federal Education, 2020
    Co-Authors: Steven Putansu
    Abstract:

    This chapter provides an overview of evidence-based reforms, which have been iteratively implemented in the federal government to link data, information, and evidence with decisions. It explains how these efforts frame decisions as a competition between political factors and “Policy Knowledge” and suffer from two key shortcomings. First, they attempt to enforce restrictive definitions that prioritize their preferred type of data, information, or evidence. This “one-size-fits-all” approach fails to consider the relative value of different types of Policy Knowledge and crowds out other useful sources. Second, reformers reduce the use of Policy Knowledge to a proverb that suggests it will supplant politics in decision making. As a result, interests, ideology, and institutional factors are overlooked and reforms fail to provide the Policy Knowledge that decision makers need. This highlights the importance of examining the complex nature of relationships between political factors and Policy Knowledge in governance decisions.

  • No Panacea: The Purposes, Uses, and Limitations of Policy Knowledge
    Politics and Policy Knowledge in Federal Education, 2020
    Co-Authors: Steven Putansu
    Abstract:

    This chapter summarizes definitions of Policy Knowledge used by evidence-based reformers. It includes a typology of data, information, and evidence that allows for a more complete cataloging, understanding, and examination of the different ways that Policy Knowledge is produced, considered by decision makers, and ultimately used. It integrates these purposes with a bureaucratic typology which provides insight into how different types and purposes of Policy Knowledge may be encouraged or discouraged based on the design and goals of specific programs. Taken together, these frameworks provide a basis for matching different types and sources of Policy Knowledge to specific decisions and avoiding the one-size-fits-all limitations of previous reforms. Subsequent chapters use these frameworks to test a core argument of the book: The design and purpose of government programs have a direct and lasting impact on the need for, ability to gather, and ultimately use different sources of data, information, and evidence.

  • Education for the Disadvantaged
    Politics and Policy Knowledge in Federal Education, 2020
    Co-Authors: Steven Putansu
    Abstract:

    This chapter explores the first fifty years of Title I of the Elementary and Secondary Education Act (ESEA). It examines the influence of politics and Policy Knowledge on each title of the act, then analyzes seventeen major Title I program decisions across four eras. For each decision, the chapter considers the relative influence of ideology, interests, institutions, and Policy Knowledge. It shows that unresolved conflicts from ESEA’s passage were continually revisited and were often central to major program decisions, with resolutions achieved in one often reversed in another. In many of these decisions, Policy Knowledge was used because it aligned with political factors. However, two major legislative changes were driven by Policy Knowledge. In the first, high-quality Policy Knowledge clarified disparate program goals, enabling a dialog to negotiate preferences. In the second, Policy Knowledge reframed the dialog and drove broad changes to program purpose and design.

  • The Roots of Modern Federal Education Policy
    Politics and Policy Knowledge in Federal Education, 2020
    Co-Authors: Steven Putansu
    Abstract:

    This chapter traces the evolution of federal education Policy from the colonial era through the passage of HEA and ESEA in 1965, while examining the balance among ideology, interests, institutions, and Policy Knowledge. It considers the impact of these factors on program goals and design for Student Loans and Title I. In the former case, low political conflict and shared understanding of Policy Knowledge contributed to clearly specified goals and easily observable processes. In the latter, institutional and ideological conflict, combined with limited Policy Knowledge, led to unclear and ambiguous goals coupled with fragmented and difficult to observe processes. The chapter argues that highly observable design enables more comprehensive collection of data, information, and evidence, while clear goals enable shared interpretations of that Policy Knowledge. As a result, Policy Knowledge is expected to have more consistent and direct influence on Policy decisions for student loans relative to Title I programs.

  • Improving Access to Higher Education
    Politics and Policy Knowledge in Federal Education, 2020
    Co-Authors: Steven Putansu
    Abstract:

    This chapter introduces and examines major program decisions for student loans from 1965 through 2015. It begins with an examination of the influence of politics and Policy Knowledge on the Higher Education Act (HEA) and then analyzes the impact of these factors on student loan programs through five eras and twenty one major program decisions. It considers ideology, interests, institutions, and Policy Knowledge, finding relatively stable patterns of their influence on each decision. Most decisions focused on implementation strategies, considered relevant Policy Knowledge, and resulted in changes within a set purpose and program design. This suggests that program goals and design established in the original act had long-lasting implications. In one case, however, Policy Knowledge exposed concerns about core design elements and was eventually leveraged to support comprehensive changes to the program. The chapter shows how these changes subsequently shaped the balance among political factors and Policy Knowledge influencing future decisions.

Johannes J. Rasker - One of the best experts on this subject based on the ideXlab platform.

  • Knowledge about HIV / AIDS and Policy Knowledge in a South African state hospital : letter to the editor
    2007
    Co-Authors: Allard Dijkstra, Evelyn Kangawaza, Caroline Martens, Henk Boer, Johannes J. Rasker
    Abstract:

    Sub-Saharan Africa is the epicentre of the HIV / AIDS epidemic. With about 5.6 million people living with HIV / AIDS (PLWHA) in 2004, South Africa has the largest number of PLWHA in a single country (Shisana et al., 2005; UNAIDS, 2003; UNAIDS, 2006). It is expected that in the coming years the number of PLWHA will increase in South Africa. Medical staff involved in the hospital care of HIV / AIDS patients in South Africa, especially nurses and doctors, are confronted with a number of problems. Due to the presumed dangers of HIV infection during patient care, medical staff may experience stress when caring for HIV / AIDS patients. Adequate Knowledge about HIV / AIDS is an important means to reduce stress and could result in better care and improve information to the general public (Hall & Shisana, 2003; Horsman & Sheeran, 1995; WHO, 2005).

  • Knowledge about HIV/AIDS and Policy Knowledge in a South African state hospital
    SAHARA J : journal of Social Aspects of HIV AIDS Research Alliance, 2007
    Co-Authors: Allard Dijkstra, Evelyn Kangawaza, Caroline Martens, Henk Boer, Johannes J. Rasker
    Abstract:

    Sub-Saharan Africa is the epicentre of the HIV/AIDS epidemic. With about 5.6 million people living with HIV/AIDS (PLWHA) in 2004 South Africa has the largest number of PLWHA in a single country. It is expected that in the coming years the number of PLWHA will increase in South Africa. Medical staff involved in the hospital care of HIV/AIDS patients in South Africa especially nurses and doctors are confronted with a number of problems. Due to the presumed dangers of HIV infection during patient care medical staff may experience stress when caring for HIV/AIDS patients. Adequate Knowledge about HIV/AIDS is an important means to reduce stress and could result in better care and improve information to the general public. (excerpt)

Denise Cloutier-fisher - One of the best experts on this subject based on the ideXlab platform.

  • ITCH - Strengths and weaknesses of using conferencing technologies to support drug Policy Knowledge exchange.
    Studies in health technology and informatics, 2011
    Co-Authors: Mowafa S. Househ, Andre Kushniruk, Bruce Carleton, Malcolm Macclure, Denise Cloutier-fisher
    Abstract:

    This paper outlines the experiences with and lessons learned from the use of conferencing technologies in supporting Knowledge exchange groups. We discuss the strengths and weaknesses of these technologies when used to support distant Knowledge exchange activities within drug Policy groups. The strengths and weaknesses of face-to-face meetings are also discussed.

  • Developing Virtual Communities to Support Drug Policy Knowledge Exchange: The Canadian Experience
    E-Health Communities and Online Self-Help Groups, 1
    Co-Authors: Mowafa S. Househ, Andre Kushniruk, Malcolm Maclure, Bruce Carleton, Denise Cloutier-fisher
    Abstract:

    Within Canada, there is a growing need in the area of drug Policy to develop virtual communities to facilitate Knowledge exchange between academics and Policy-makers. Such collaborations are regarded as a way to make research relevant by influencing the Policy-making process. This chapter presents an action case study of three drug Policy groups participating in various virtual Knowledge exchange activities. The experiences and lessons learned by each group participating in this study are provided. Recommendations and solutions to conduct successful virtual Knowledge exchange meetings based on the findings of this research are also provided.

John Sydenstrickerneto - One of the best experts on this subject based on the ideXlab platform.

  • participatory spatial Knowledge management tools empowerment and upscaling or exclusion
    Information Communication & Society, 2013
    Co-Authors: Karin Pfeffer, Isa Baud, Dianne Scott, Eric Denis, John Sydenstrickerneto
    Abstract:

    Different types of spatial Knowledge (expert, sectoral, tacit and community) are strategic resources in urban planning and management. Participatory spatial Knowledge management is a major method for eliciting various types of Knowledge, providing a platform for Knowledge integration and informing local action and public Policy. Knowledge types linked to a specific geographical locality can be integrated through geographical information systems. Recent developments in geographical information and communication technology (geoICT) have extended the opportunities for participatory spatial Knowledge production, use and exchange. However, data reliability of user-generated content, social exclusion due to dependence on technology and the interpretation and implications of digital maps are major concerns. The challenge is how to integrate and utilize multiple Knowledge sources for improving urban management and governance. This paper integrates the literature on Knowledge types and Knowledge production process...

Veronica Kaluyu - One of the best experts on this subject based on the ideXlab platform.

  • FACTORS INFLUENCING FIRE DISASTER MANAGEMENT PREPAREDNESS: A CASE OF PRIMARY SCHOOLS IN MAKUENI COUNTY, KENYA
    European Journal of Education Studies, 2016
    Co-Authors: David K. Ndetu, Veronica Kaluyu
    Abstract:

    The study sought to establish the factors influencing fire disaster preparedness in primary schools in Makueni County in Kenya. Using multiple regression analysis, the findings showed that fire safety Policy Knowledge had a beta (), fire safety guidelines implementation practices  and fire safety resources provision. This infers that fire safety support resources provision affects fire disaster management preparedness in primary schools to a great extent followed by safety Policy Knowledge while fire safety guidelines implementation had the least effect. Analysis of variance (ANOVA) indicated a significance value of 0.009 which is less than 0.05 thus the model was significant in predicting how Policy Knowledge, guidelines implementation practices and support resources provision influence fire disaster management preparedness in primary schools. A paired t-test revealed that there was no significant difference in the means of fire disaster preparedness in the public and private primary schools. Therefore, the study recommends more emphasis should be put on training of school stakeholders on fire disaster preparedness and provision of fire safety support resources for combating fire disasters in primary schools.  Article visualizations: