Bibliographic record
Abstract
This article offers a description of the history of Delta Kappa Gamma's involvement in the Tlama Educational Project, an initiative in the village of Tlamacazapa, Mexico, that is funded in part by a grant from the Delta Kappa Gamma Educational Foundation. The project's main areas of focus are community education and literacy. The Tihueliske project provides education for children and women. A second program, Iquatlanesti, is a yearly training school for promoters, the women and men of the village who choose to attend to become empowered to influence their family members to develop a healthier way of life. Descriptions of some aspects of village life are abo included. First Exposure In April of 2000, my husband and I were invited to visit the village of Tlamacazapa2, Guerrero, Mexico, for the first time. My brother, Dr, Mundel, a university professor from Camrose, Alberta, had befriended Dr, Susan Smith3 while working with Canada World Youth students in Cuernavaca, a university city in Morelos, Mexico, Dr, Smith is a nurse practitioner with a Ph,D, in education with focus on health and international development and the director of Atzin, Mexico, formerly called Walking Together For Health and Development. Dr, Smith invited us to come up to the village, more than 2 hours away from the city, in the neighboring state of Guerrero, We had come to Mexico to see something other than typical tourist fare and thus were thankful to be invited to spend the day walking through the village, from hut to hut, over rocky terrain, and past almost-empty wells. Pigs were roaming freely, and poverty stared us in the face. Information on Tlamacazapa, Mexico (Tlama for short) In the village of Tlama, Mexico, population 6,200, 40% (n=527) of 1,314 school-aged children (6 to 15 years) are not in school. In addition, out of 1,362 women aged 16 to 40, 63% (n=860) cannot read. According to a survey done in 2005, among residents aged 16 to 70 years, only 50% of men and 27% of women can read. Since the invasion of Cortes Nahua4, these people have lived in the mountains of Guerrero making their living by palm weaving, creating items that are subsequently transported for sale in the cities or at the beaches of Mexico. Volunteers travel to the village every weekend to help. They include Spanish-speaking Canadian students, sent out for a year by the Canadian International Development Agency5, as well as volunteers from universities in the United States and some Mexican volunteers from Cuernavaca, the university city in the neighboring state of Morelos. Community initiatives include Saturday clinics to teach about health and nutrition and a palm-weaving guild called Zoyatl, where women are taught how to improve their weaving so that their products garner higher prices and can be sold through the agency rather than at markets. Formation of an Idea and Its Growth On our return home, I simply could not get the children of Tlama out of my mind. After a small attempt at fundraising with school children, I decided to approach my own Delta Kappa Gamma (DKG) chapter and asked the members to consider education in Tlama as our global outreach as part of the DKG vision of leading women educators impacting education worldwide. In Lambda Chapter, Victoria, British Columbia, we began to put our monies where our hearts were: supporting education in the village. In 2003, Dr. Smith and the volunteers were starting a Health Promoters' School (now called Iquatlanesti) that needed funding. We began to funnel chapter funds toward this initiative. These schools are the glue that hold together the programs toward sustainable living, which include training in literacy, health and sanitation, and fostering income generation. For 10 days, villagers leave their village to travel to the city of Cuernavaca to participate in intense studying of literacy, numeracy, cultural heritage, health, and healing. Dr. Smith invited me to return to Mexico for the April 2007 Iquatlanesti to participate and see the changes in Tlama, Using redeemed airline miles to fund my journey, I returned to Tlama and was amazed to see the wonderful changes that had taken place. …
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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 | 0.008 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.026 | 0.004 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.003 | 0.011 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.027 | 0.003 |
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".