Fostering Social Equity in Planning and Urban Design with Children
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
This research paper explores the idea of fostering social equity in planning and urban design with a focus on children. It argues that the built environment significantly influences a child's development, health, and well-being. The paper emphasizes the importance of incorporating children's rights and child-friendly design into urban planning to address the issue of children being overlooked and lacking the opportunity to understand the effects of urban development on the growth of children. It highlights the benefits of developing child-friendly cities, enhancing urban playability and spaces, and encouraging civic participation among children. Moreover, it discusses the challenges and complexities of creating inclusive and sustainable cities that meet everyone's needs while prioritizing advantageous aspects of child-friendly cities in urban design. By focusing on children, planners can create environments that nurture the well-being of all community members, leading to healthier, happier, and more equitable communities.
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 | 0.000 | 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