CREATING FUTURES: RESIDENTIAL CARE HOMES IN HUNGARY AND SWITZERLAND COLLABORATIVELY DEVELOP THEIR CAPACITY TO EMPOWER CHILDREN AND YOUTH TO ACTIVELY REALISE THEIR OWN FUTURES
Bibliographic record
Abstract
Child and youth homes in Hungary and Switzerland want to increase the chances that the approximately 1,000 children and youth in their care will transition well from residential care to other settings, will be fully included in society, and will live lives that they have reason to value. Key to this objective is the empowerment of the children and youth to take their development into their own hands, to develop ideas of a possible future, and to pursue these ideas actively and sustainably. In the project “Creating Futures”, these homes plan to collect knowledge from children, youth, staff, and managers, as well as from the literature; to develop a framework of analysis to identify current good practices, and potentials for further development; and to implement a concrete pilot project in each home. Evaluations of the learning and development process and dissemination of publications complete the project. Throughout, there will be a strong focus on the voice of children and youth. Collaborating as a community of practice and within the context of expert network FICE International, the homes will make use of their diversity for stimulating learning and development on the individual, professional, and organisational levels. This paper describes the emergence and design of the planned project.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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".