Pre-delinquency: its recognition in school
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This study is primarily concerned with the early recognition of symptomatic behaviour in school, and subsequent treatment of the child who may become delinquent. It is based upon the premise that the only effective method of control of juvenile delinquency lies in prevention. The findings are based upon investigation of a sample group of delinquents from the Vancouver Juvenile Court, and a smaller group of delinquents from the same sample, studied in the city schools. The progressive development of delinquency is traced, from its origin in emotional factors, through the school years, to the ultimate conflict with the law. The study indicates the behaviour characteristics of many pre-delinquent children in school, and the extent to which these attributes are recognizable as symptomatic patterns. The attitudes of teachers toward troublesome behaviour in school are discussed with reference to the feasibility of a collaborative approach, between the social worker and the teacher, to the problem of prevention. In its theoretical aspects, the study draws from reports of current programs in delinquency control, with emphasis upon their preventive content. The analysis of the various control measures shows their limited recognition of the deeper-lying emotional basis of delinquent behaviour. An outline for a preventive program is presented. It is based upon the conditions indicated by the study, and the resources available to such a program in the city of Vancouver. The outline suggests how a preventive program may be launched on an experimental basis, through a reorganization of existing agencies and services.
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.
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 | 0.000 | 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 | 0.001 |
| 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 it