"Nothing in my years of community organizing has affected me as deeply as this closure did”
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
Public schools are more than educational institutions; they are public assets that have long proven essential parts of healthy, sustainable, and complete communities. Yet, public elementary schools are being permanently closed across Canada, particularly within urban and rural settings in Ontario; a trend that has important implications for socio-spatial equity and environmental justice in planned communities. The purpose of this paper is to explore the perceived impacts of elementary public-school closures for residents and communities using a mixed-methods approach including household surveys and in-depth interviews. The results indicated that, overwhelmingly, residents did not feel that they had the chance to meaningfully participate in the school closure process and that their voice was not heard throughout the engagement process. Further, the findings illuminated the lasting impacts of the school closure decision on the communities with physical, social, political, and economic outcomes in local neighbourhoods. The study illuminates the critical issue of responsible planning practice in understanding both the value of local community schools and local community input in ongoing pupil accommodation review processes.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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