Medias and Electronic Medias as one of the Factors affecting Pre-School Education
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
Pre-school education is a very important step in preparing children for primary school by developing their linguistic, kinetic, sensory, emotional and social skills. As long as education is a social system and dynamic process aims at shaping human behavior so that it conforms to dominant patterns of social organization, it is also subject to various influences arising from the social change phenomenon which is the most important technological factor, for its impact on the various systems and social patterns, including the cultural and educational factor. The electronic media and mass media are one of the information revolution products narrated by the human societies in the last quarter of the twentieth century, which brought about deep structural transformations in socialization methods and particularly in educational methods, where the media has become a competitor to traditional methods of education, including pre-school. Thus, the child is now living in the world of power of image, sound and speech, influenced by the programs which may affect their behavior and perception of the world, as well as their intellectual growth and sense of movement, which creates a discrepancy between what he acquires from media and what he receives in the pre-school, which is supposed to be preparatory for the subsequent school stage. From these points of view, we wanted to approach the subject from a sociological-educational perspective.
 
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 | 0.004 | 0.024 |
| 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 it