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
Youth face a daunting task transitioning the ever-changing contemporary world, which often causes them to engage in self-talking. Employing sociological perspectives of critical realism, Margaret Archer used the term reflexivity to describe the process of self-talking and how it mediates between social structure and human agency or the ability to act. This reflexivity or self-talk is exercised in various ways as determined by a person’s concerns, aspirations, and nature of relationships with the social environment. In this article, we examine this perspective of reflexivity and its implications for school-based sex education. We show how reflexivity intersects with the concept of identity to provide important insights into why youth behave differently in similar social situations. Thus, we argue, there is a need to tailor sex education to students’ sexual behavior identities. It is crucial to situate contemporary sexual health pedagogy within social constructivist and critical theory perspectives because sexual behavior identities are influenced by many sociocultural constructs. The article concludes with examples of empowering sex education instructional strategies.
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 | 0.008 | 0.002 |
| 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 | 0.001 |
| 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 it