http://hdl.handle.net/10027/7201 Fri, 24 May 2013 08:24:39 GMT 2013-05-24T08:24:39Z http://hdl.handle.net/10027/8295 The Participatory Personality: Evidence from Latin America Mondak, Jeffery J.; Canache, Damarys; Seligson, Mitchell A.; Hibbing, Matthew V. To a substantial extent, political participation arises as a result of individuals’ interactions with aspects of the social and political environment. The resources people amass, the social connections they develop and the messages they receive combine to influence their propensity towards political action. However, building on recent research on personality and political behaviour,1 we posit that attention to these factors alone yields an incomplete account of the origins of participation. Our claim is that by their nature, some people are open to new experiences and others are not, some are responsible, some are outgoing and so on. These factors constitute fundamental elements of personality. We contend that enduring psychological differences – differences in personality – influence patterns of political participation. © 2011 by Cambridge University Press , British Journal of Political Science DOI: 10.1017/S000712341000027X Sat, 01 Jan 2011 06:00:00 GMT http://hdl.handle.net/10027/8295 2011-01-01T06:00:00Z http://hdl.handle.net/10027/7202 Translating Epidemiology into Policy to Prevent Childhood Obesity: The Case for Promoting Physical Activity in School Settings Brownson, Ross C.; Chriqui, Jamie F.; Burgeson, Charlene R.; Fisher, Megan C.; Ness, Roberta B. Childhood obesity is a serious public health problem, resulting from energy imbalance (when the intake of energy is greater than the amount of energy expended through physical activity). Numerous health authorities have identified policy interventions as promising strategies for creating population-wide improvements in physical activity. This case study focuses on energy expenditure through physical activity (with a particular emphasis on school-based physical education [PE]). Policy-relevant evidence for promoting physical activity in youth may take numerous forms including epidemiologic data and other supporting evidence (e.g., qualitative data). The implementation and evaluation of school PE interventions leads to a set of lessons related to epidemiology and evidence-based policy. These include the need to: 1) enhance the focus on external validity, 2) develop more policy-relevant evidence based on “natural experiments,” 3) understand that policymaking is political, 4) better articulate the factors that influence policy dissemination, 5) understand the real world constraints when implementing policy in school environments, and 6) build transdisciplinary teams for policy progress. The issues described in this case study provide leverage points for practitioners, policy makers, and researchers as they seek to translate epidemiology to policy. Postprint version of article may differ from published version. The definitive version is available through Elsevier at DOI: 10.1016/j.annepidem.2010.03.001 Tue, 01 Jun 2010 05:00:00 GMT http://hdl.handle.net/10027/7202 2010-06-01T05:00:00Z