Teacher and student response to the removal of dirty electricity by the Graham/Stetzer filter at Willow Wood School in
Bibliographic record
Abstract
The purpose of this study was to test the effect of the Graham/Stetzer microsurge filters on the wellbeing of teachers and on the behavior of their students in a private school (grades 1 to 12) in Toronto, Canada. GS filters remove electromagnetic frequencies from 4 to 100 kHz on indoor wiring and they were installed in this school because one of the students is electrically sensitive. Teachers were asked in a single blind study to complete a questionnaire daily between January and March 2003 for a 6-week period (3 weeks with and 3 weeks without filters). Eighteen teachers out of 49 completed the questionnaire enough times to enable statistical analysis. Symptoms improved for 55 % of the teachers and got worse for 11 % of the teachers while the filters were installed. Three teachers (16%) had no response to the filters and another three (16%) had mixed reactions (some symptoms improved and some got worse). Overall teacher wellbeing improved while the filters were in place. Teachers were less frustrated, less tired, less irritable. They were better able to focus and had better health, improved mood, and greater sense of accomplishment. Student response appeared to be age-specific with younger students responding more favorably than older students. This preliminary study needs to be repeated in other schools. If the Graham/Stetzer filters are as effective as they appear to be, then the dirty electricity in schools, homes, and offices can be reduced until other methods are in place to minimize the production and distribution of this form of electrical pollution.
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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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".