Notice bibliographique
Résumé
According the Youth Risk Behavior Survey (YRBS) conducted by the Centers for Disease Control and Prevention (CDC) among high school students, in 2003, 74.9 ([+ or -] 2.7) percent of the high school students had at least one drink of alcohol on one or more days during their life (CDC, 2004). Current alcohol use or high school students who had one or more drinks in the past 30 days was found be 44.9 ([+ or -] 2.4) percent (CDC, 2004). Percentage of high school students who had five or more drinks of alcohol in a row (binge drinking) on one or more of the past 30 days was 28.3 ([+ or -] 2.0) (CDC, 2004). With regard specific subpopulations of high school students also data is available. For example, in 2001, the Bureau of Indian Affairs (BIA) conducted the Youth Risk Behavior Survey (YRBS) among 8,511 students in grades 9-12 attending schools funded by BIA and found that 83% female students and 78% male students reported life time alcohol use (CDC, 2003). This group shows greater prevalence than the national data. It has been found that African Americans and Asian Americans are less likely misuse alcohol than whites and Hispanic Americans (Ellickson, McGuigan, Adams, Bell, & Hays, 1996). A survey was done about education in schools in 1996 that found that a median of 87.6% of the states and 75.8% of the cities included in the survey taught a separate education course in grades 6-12 and knowledge-based coverage about alcohol and other drugs ranged from 97-100% schools (Grunbaum, Kann, Williams, Kinchen, Collins, & Kolbe, 1998). While this appears quite impressive, is well known that the amount of time given for education in schools, and more so in high schools, is quite insufficient. There are several subjects that need be taught and education does not get enough attention. Furthermore, has been found that knowledge-based curricula are necessary but often insufficient for behavior change for a majority of students. Hence, there is a need for effective alcohol education programs in high schools. A cross-sectional survey was done with 1,236 high school students in Canada determine alcohol use beliefs and behaviors (Feldman, Harvey, Holowaty, & Short-t, 1999). In this study sample 24% of students reported never having tasted alcohol, 22% reported having tasted alcohol but did not currently drink, 39% were current moderate drinkers, 11% were current heavy drinkers (five or more drinks on one occasion at least once a month), and 5% did not answer the question. The most common reason given for not drinking was because was bad for health and due the upbringing they had received. The most common reasons given for drinking were cited as: enjoy it and to get in a party mood. Several specialized interventions have been implemented in high schools for primary prevention of alcohol use. Clearly there is a need for more alcohol education in high schools that is either dovetailed with existing education curricula or is in addition the existing education curricula. An Israeli intervention aimed at reducing abuse of alcohol among adolescents that was based on Botvin's social skills theory was implemented in seven high schools (Peleg, Neumann, Friger, Peleg, & Sperber, 2001). The results of the intervention showed that at one and two year follow-up the rates of alcohol consumption did not change in the intervention group (p > 0.05) but rose significantly in the control group (p Another component that has been found useful in high school interventions is peer support groups. It has been found that peer support groups are an economical and well-accepted method for early recognition and management of emotional and behavioral problems in high schools (Wassef, Mason, Collins, O'Boyle, & Ingham, 1996). …
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 | 0,006 | 0,012 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,001 |
| Communication savante | 0,004 | 0,004 |
| Science ouverte | 0,003 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,005 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,027 | 0,006 |
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 ».