Bibliographic record
Abstract
The purpose of this chapter is to provide an introduction to health promotion, which is a core function of public health. Public health aims to improve population health through prevention. The chapter starts by distinguishing important concepts related to prevention such as health protection, disease prevention, and health promotion, as well as primary, secondary, tertiary, and quaternary prevention. After this conceptualization, the chapter takes a closer look at health promotion and how it relates to health education. The basic principles of health promotion are explained, followed by a short overview of the origins of health promotion, including the basic strategies and action areas of health promotion as defined by the Ottawa Charter. Different approaches to health promotion are discussed: medical approach, behavioral change approach, educational approach, empowerment approach, and social change approach. The main part of the chapter is dedicated to essential steps in planning health promotion interventions: (1) identifying key stakeholders, (2) defining and understanding the problem, (3) setting goals and objectives, (4) developing intervention components, (5) planning implementation, and (6) planning evaluation, followed by specific attention for higher levels of participation of important stakeholders in health promotion. Next, setting-based health promotion is explained. A short introduction is given to the most common settings in health promotion: health-promoting schools, healthcare organizations, workplaces, cities, and communities. Finally, some guidelines are provided on how to reduce inequalities in health and ethical aspects of health promotion are briefly discussed.
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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.001 | 0.002 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.177 | 0.077 |
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".