Effectiveness of Organized Teaching Program on awareness regarding substance abuse among students
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
Background: Substance use among college students is associated with numerous negative outcomes including lower academic performance, a higher probability of un-employment after graduation, and increased risk of committing and experiencing sexual assault6.Worldwide, more than a quarter of all people aged 15-19 years are current drinkers, amounting to 155 million adolescents aged 15-19 years was 13.6% in 2016, with males most at risk. Objective: Evaluate the effectiveness of organized teaching programme on awareness regarding substance abuse among students in selected colleges. Methodology: A pre-experimental study was conducted among adolescents in selected colleges, Kochi. Sixty samples were selected by convenient sampling technique. Tools were prepared to collect sociodemographic proforma and a semi-structured questionnaire was prepared to evaluate the awareness on substance abuse. Result: the study revealed that out of 60 samples 36 respondents (60%) have average awareness score, 3 (5%) gained good awareness score and 21(35%) had poor awareness score. The sociodemographic variables such as age and gender were significantly influencing the awareness regarding substance abuse and the organized teaching program is found to be effective in creating awareness among students. Conclusion: Majority of the participants were not aware about substance abuse and organized teaching program helps to create awareness among the participants
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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 | 0.028 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.002 |
| 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