Bibliographic record
Abstract
Books, Articles, and Reports Breen, M. J., & Hall, L. (1999). many changes: Women, health, and midlife. Toronto, Canada: Lawrence Heights Community Health Centre Press. The thoughts, ideas, feelings, and experiences of 35 women interviewed by the authors are woven throughout the text, which is written at a fifth-grade reading level. Chapters on stress, menopause, and relationships will appeal to midlife and older women and will serve as a springboard for discussion. Appropriate for group or one-on-one instruction. Castle, J., Attwood, G., & Smythe, S. (2001, June). Are women-targeted programs women-positive? In R. O. Smith et al. (Eds.) Proceedings of the Adult Education Research Conference, Michigan State University, East Lansing. Full text available at http://www.edst.educ.ubc.ca/aerc/2001/2001castle.htm. The authors distinguish between women-targeted and women-positive programs, citing examples of unsuccessful education programs in South Africa that were targeted at women. They question the educational and political aims of these initiatives and suggest that women-positive programs foreground gender within a broader context of transformation involving both men and women. Cottingham, S., Metcalf, K., & Phnuyal, B. (1998, July). The REFLECT approach to literacy and social change: A gender perspective. Gender and Development, 6(2), 27-34. The authors look at the opportunities offered by REFLECT, a participatory approach to adult literacy and social change, to promote women's rights and gender equality, outlining the principles on which the REFLECT process is based and analyzing the learning points arising from an evaluation of three pilot projects using the approach. Cuban, S. (2001, April). Oh, so lucky to be like that, somebody care: Five case studies of selected midlife women learners seeking care in a literacy program. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA. The author reports on a study that problematizes the role of caring in women's persistence in literacy programs. Ten midlife, multiethnic adult basic education and English as a second language women learners and their lifelong experiences of literacy, schooling, and learning formed the basis for the research. It was found that literacy programs can help learners persist through paying attention to their histories, their relationships, and the deeper meanings of what they say. Cuban, S. (2003, Spring). So lucky to be like that, somebody care: Two case studies of women learners and their persistence in a Hawai'i literacy program. Adult Basic Education, 13(1), 19-43. Case studies of two female literacy learners reveal how their caregiving roles at home and work influenced their literacy practices and persistence. Through participation they sought community and relationships. There was a gap between the program's skills-based computer-assisted literacy education and their holistic needs. Daniels, D. (1998, August). Gender, race, and the literacy experience: A study of South African women in an adult basic education program. South African Journal of Education, 18(3), 167-174. The author presents results of a study on South African women in an adult basic education program and discusses the impact of program participation on everyday lives and approaches to life, factors influencing women's access to education, and the roles of teachers and participants within society. Dighe, A. (1998). Women and literacy. In N. P. Stromquist (Ed.), Women in the Third World: An encyclopedia of contemporary issues (pp. 418-426). Garland Reference Library of Social Science (Vol. 760). New York, Garland. This essay includes examples of projects and strategies that reflect what kind of literacy fulfills women's needs and empowers women in developing countries. UNESCO estimates that there were 873.9 million illiterate adults in developing countries in 1990, of whom 65% were women. …
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.008 | 0.014 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.193 | 0.065 |
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".