Bibliographic record
Abstract
In the growing literature on the prevention of eating disorders, especially the research literature, the role of teachers in prevention is often missing. However, surveys with teachers reveal that there is an interest in eating disorder prevention by school staff and that teachers are seeking training that allows for more constructive interactions between teachers and students in areas related to body image. In addition, these surveys shown that teachers are interested in integrating preventative material into the curriculum. This article suggests that enlisting teachers towards the goal of primary prevention of eating disorders involves three key components: informing and raising consciousness about central issues related to the experience of the body, focus groups and experiential exercises that invite teachers to examine and constructively utilize the impact of their own past body-anchored experiences on current behavior as teachers, and collaborative brain storming about possible teachers'initiatives in integrating this new knowledge into their own classroom and into their schools. This article suggests that this work will allow teachers to provide students with constructive daily experiences in their classes in the area of body image.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.005 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.002 | 0.003 |
| Insufficient payload (model declined to judge) | 0.582 | 0.343 |
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 source (direct Gemma or distilled Codex), 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".