Communication, Perception, and Behaviour During a Natural Disaster Involving a “Do Not Drink” and a Subsequent “Boil Water” Notice: A Postal Questionnaire Study
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
During times of major public health emergencies, good communication between the emergency response agencies and the public in affected areas is vital [1]. Effective communication is particularly important when it is essential that people take steps to protect themselves from injury or disease. When looking at why people did not evacuate the city prior to the arrival of Hurricane Katrina, Brodie and colleagues [2] found that about one-third did not get the message and a further one-third heard the message but did not understand how to evacuate. They also reported thatpeople who did not evacuate were predominantly from the poorest and most marginalised sections of society. Further, following terrorist attacks, good communication with the public is essential not only to reduce acute morbidity and mortality but also in mediating the social and psychological impact of terrorist attacks [3]. Indeed, it has been argued that poor communication may itself pose a risk to health by heightening anxiety and the development of somatoform disorders [4].
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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