Affordances of Home-School Journey in the Hinterland Area for Spatial Mobility Patterns
Why this work is in the frame
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Bibliographic record
Abstract
In children's home-school journey, little is known about the geography of the outdoor environment in coastal areas, particularly in the hinterland area.This study investigates spatial mobility patterns during home-school journeys in the hinterland area through their actualised affordances at Belakang Padang, Batam, Indonesia.In this study, affordances refer to the opportunities and constraints related to physical and environmental factors that influence a child's ability to navigate and move within their surroundings, particularly when travelling to and from school.The study was conducted on forty-three children aged 7-12 who experienced two elementary schools in the hinterland of an island community.The phenomenological approach elicited a dataset of the children's behavioural responses derived from participatory observation, go-along interviews, and GIS mapping.The responses included physical movement, words, and phrases, which suggested their preferences towards the hinterland area settings.This study analysed the data in two stages: firstly, a taxonomy of the affordance of children's outdoor environment involves categorising different types of opportunities and constraints that impact spatial mobility patterns, and secondly, the level of affordances shows how the perceiver shapes and constructs the environment they are perceiving.Spatial analysis and content analyses revealed that the home-school journey offered 11 categories of environmental qualities, with the category of water showing the most affordances.The children's activities were most frequently on the jetty and muddy ground.The results suggest that children's affordances such as observing, recognising, watching, relaxing, scooping, swimming, diving, playing, speaking, paddling, practising, crossing, standing, touching, eating, floating, fishing, stopping, explaining, releasing, mastering, catching, asking, joking, telling, singing, planning, sitting, splashing, pouring, determining, knowing, boating, and standing to gain balance on the jetty and boat are facilitated through physical, cognitive, and social interactions.A deeper understanding of child-friendly places can help increase the affordance of other places in the hinterland area.Therefore, it is recommended that governments implement policies to foster a Child-Friendly City/District (CFC/D).
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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 | 0.000 |
| 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