Pedagogical Objective and the Role of Social Institutions of Novonikolaevsk in the Child-rearing in the Early 19th Century
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
Introduction. Considering the current situation of reforming child welfare institutions, historical and pedagogical view of their formation and development is essential. As a result, socio-historic research mission of pattern, objective, and the content of the work of child welfare institutions has been updated. The purpose of the study is to learn what pedagogical objectives were set for social institutions in the first quarter of the 19th century when they are just beginning to be created; to determine the conditions for using the historical experience of social institutions at an early stage. Methodology and research methods. As theoretical bases for the study of historical and pedagogical analysis, dedicated to educational practice and social protection of children, pre-revolutionary research (V. O. Klyuchevsky, V. I. Guerrier, A. I. Herzen, etc.) as well as late ones (L. V. Badya, M. V. Poddubny, M. V. Firsov, T. S. Dorokhova, Z. I. Lavrentieva) were used. The research method is the analysis of archival materials based on public organizations, reports, memos, and resolutions. In conclusion the author infers about the use of advanced pedagogical experience in the work of child welfare institutions in the first quarter of the 19th century which can be used in our days.
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 | 0.002 | 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 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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