Exploring a mixed format approach to RISE for Health and Wellness for Immigrant and Refugee High School Students.
Bibliographic record
Abstract
Background: The RISE for Health and Wellness is a community-based summer program developed for immigrant and refugee high school students based in Calgary, Alberta. Over the course of two months, students attend sessions exploring mental health, physical health, social health, and life skills. his year introduced a mixed format where students could opt to attend lessons in-person or virtually, enhancing accessibility of sessions for students. Understanding student learning and engagement was of interest to inform future adjustments. Methods: An ethnography was conducted using observations from program facilitators to understand the unique barriers and facilitators to program delivery in a mixed format. Observations: Students and facilitators held varied views on the mixed format. It effectively alleviated financial, temporal and accessibility constraints, granting participants participant the flexibility to participate either in person or virtually tailored to their individual needs. However, technical issues and connectivity have impacted the session delivery Students expressed a desire for more interactive activities, mixed delivery approach posed limitations., Logistically, securing library rooms was challenging due to the demand for accessible public spaces. Engaging students during activities and discussions was another barrier as some activities were best suited more for avirtual audience. The presence of multiple facilitators in both settings foster engagement, diversity of opinion, and build a conducive learning environment. Conclusion: RISE should continue to offer both in-person and virtual sessions while consistently enhance efficiency and engagement. Integrating activities that cater effectively both in-person and virtual session dynamics is essential.
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 | 0.019 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.006 | 0.003 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.003 | 0.012 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.012 | 0.001 |
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".