Exploring the genesis and praxis of restorative justice in Nova Scotia, Canada
Bibliographic record
Abstract
Nova Scotia has seen the most systematic growth of restorative justice (RJ) in Canada. Initially moving from a pilot RJ phase to province-wide implementation for young offenders, a similar model was used to implement RJ for adult offenders. Nova Scotia has received national and international attention for its innovations in RJ. Extensive articles and reports have been published about the RJ movement in Nova Scotia, focusing mainly on the impact of RJ practices. Few peer-reviewed journal articles document the factors that contributed to the actual growth of RJ in Nova Scotia. To address this research gap, this study employed 8 in-depth key informant interviews and a survey. Two distinct stages—Catalytic and Innovative—emerged as salient factors shaping the growth of RJ in Nova Scotia. This study also reveals contemporary discourses and issues prevalent among RJ visionaries and practitioners in Nova Scotia, such as relational theory of justice, the moratorium against the use RJ for gender-based violence, and the role of government. This research offers a comprehensive debate on the concept of a moratorium against gender-based violence and the role of government. The paper concludes by addressing limitations and areas for future research.
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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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 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".