Health Education in Context: An Overview and Some Observations
Notice bibliographique
Résumé
Despite enormous advances in health and medicine in recent times, significant challenges still exist, especially in developing countries where resources are often limited. Since the advent and recognition of HIV/AIDS in 1981, the disease has spread to infect more than 33.3 million people worldwide, with the greatest incidence of infection occurring in sub-Saharan Africa (United Nations, 2010). The enormous social and economic toll that this epidemic exacts on countries means that it tends to receive a high profile in the media. However, HIV/AIDS sometimes overshadows other important health issues of much longer standing. For example, more than one billion people are infected with soil transmitted helminthes, for example, hookworms, while about 200 million people are infected with parasitic waterborne worms (schistosomes), which cause the chronic and debilitating disease known as bilharzias (Focusing Resources on Effective School Health, 2011). About 225 million cases of malaria occurred worldwide in 2009, with associated deaths of about 781,000 people, many of whom were children from sub-Saharan Africa (World Health Organization, 2010a). Much of the disease burden in developing countries is associated with wider problems, including poor environmental hygiene, poverty, and inadequately resourced or staffed health services (World Health Organization, 2010b). Furthermore, the growing middle class in many developing countries is associated with the emergence of more chronic health issues related to lifestyle choices. ... A considerable body of research highlights the relationship between children's health and their social and educational outcomes. The literature also notes the reciprocal benefits of access to quality education on individual and family health status (see, for example, Basch, 2010). While medical advances can play a significant role in improving health outcomes, education at the school and community level is also crucial in promoting the measures that are so important in preventing and thereby reducing the incidence of many diseases and other health problems. Against this background, this book explores developments in health education in the formal and non-formal sectors of non-Western countries (loosely interpreted to include countries outside of the English-speaking block of the UK, USA, Canada, Australia, and New Zealand). The intention is to provide the reader with a picture of the developments that are taking place in health education across a range of countries and about which little has been written.
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 | 0,003 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,004 | 0,006 |
| Études des sciences et des technologies | 0,002 | 0,003 |
| Communication savante | 0,007 | 0,008 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,004 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,008 | 0,001 |
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 ».