Nivel educativo y la autonomía funcional en adultos que residen en Quito (Ecuador)
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The functional disability of the adult associated with population aging generates a public health problem due to the impact on the health and social care systems. The objective of this investigation was to study the association between educational level and functional autonomy of adults of the Metropolitan District of Quito (DMQ) in Ecuador. For this, a secondary analysis was done with the information from the database of the study “Montreal cognitive assesment (MOCA): normative data for the Ecuadorian population”, the same one that has a cross-sectional study design with adults from 45 to 85 years old. A multivariate logistic regression model was used. The sample number was 328 participants of which 301 were included. The results show the significant differences in terms of educational level and functional autonomy, being a factor of prevention an educational level equal to or greater than 12 years of instruction. In addition, showing greater possibility of loss of autonomy based on age. This existing association between educational level and the preservation of functional autonomy in adults in the DMQ demonstrates the importance of promoting access to permanent educational practices in the population as part of a program to prevent the loss of functional autonomy.
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.002 |
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 it