Espace de creation et d'expression pour soutenir les jeunes ayant vecu l'exil
Bibliographic record
Abstract
Le passage a l'adolescence, combinee a une situation migratoire comme l'exil, peut affecter le processus d'inclusion scolaire, a cause des exigences que suppose la superposition de ces deux types de changements. Devant ces defis auxquels s’ajoutent des obstacles linguistiques, les espaces d'expression sont limites pour les jeunes issus de l'immigration humanitaire, voire absents, meme s'ils peuvent contribuer a leur bien-etre emotionnel et social et, prendre part a notre comprehension de leurs parcours scolaires. Dans un cadre securisant, les activites visant le partage de leurs histoires tout en mobilisant une posture reflexive et creative par la realisation d’un projet peuvent soutenir leur transition dans un nouvel environnement scolaire et leur passage vers l’âge adulte. La communication portera sur un projet d’atelier participatif offrant des activites d’expression creatrice qui menaient a l’accomplissement d’un recit numerique personnel. L’atelier, hors scolaire, etait a offert a des jeunes ayant vecu l’exil, reinstalles depuis quelques annees au Quebec. La methodologie s’est basee sur des entretiens, groupes de discussion et les archives generees lors des activites. Nous allons plus particulierement se concentrer sur l’histoire de deux jeunes.
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.
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 | 0.003 | 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 | 0.001 | 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".