WSU Vancouver Academic Affairs Research Newsletter, Winter 2011
Bibliographic record
Abstract
Associations between depression, productivity and work loss have been reported, yet few studies have examined relationships between longitudinal depression status and employment continuity.We found that although general employment rates remained stable (21 % -23%), improved depression status was associated with an increased likelihood of becoming employed over seven months among those who were both depressed and nonemployed at baseline.Improvements in depression status starting at seven months and continuing through 18 months were associated with remaining employed over the 18 months, relative to those who were depressed throughout the same timeframe.Michael Dunn (Education) Dunn.M. 2012."Response to Intervention: Employing a Mnemonic Strategy with Art Media to Help Struggling Writers."journal of International Education and Leadership, 2/3.One of the means to manage intervention programming for struggling writers is for educators to provide these children with mnemonic-strategy instruction.In this study, four 4th-grade struggling writers at a Pacific Northwestern U.S. school completed a writing-interest survey, learned the Ask, Reflect, Text (ART) story-writing mnemonic strategy which included the use of art, received story content and quality progress-monitoring scores at selected sessions, and completed a final exit interview about the intervention.All four participants improved with content; improving quality was more of a challenge.
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 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 | 0.010 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.002 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.030 | 0.007 |
| Science and technology studies | 0.001 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.006 | 0.006 |
| Research integrity | 0.002 | 0.013 |
| Insufficient payload (model declined to judge) | 0.069 | 0.107 |
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; both teacher heads agree on what is shown here.
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".