Attempting to Expand Resilience to Policies: A Daunting Task and a Good Start [Review of the book Resilience in Children, Families, and Communities: Linking Context to Practice and Policy]
Bibliographic record
Abstract
"Resilience" is a word that is frequently used, but what does it mean, and how does it affect our children, families, and communities? That is precisely the topic of Resilience in Children, Families, and Communities: Linking Context to Practice and Policy (see record 2005-04214-000). This book, which is based on presentations at the 32nd Annual Banff International Conference on Behavioural Science (March 2000, Banff, Alberta, Canada), explores what is known about resilience and how that information can be used to intervene at levels beyond individual children. The reviewer concludes that this book is exciting in that it represents a call to action for those of us in resilience research, prevention and intervention efforts, and public policy to work together to use all of our expertise to make changes in our society, communities, and agencies to support children and their families. The reviewer hopes this book will spark more effective communication and collaboration in supporting resilience in the macro- and mesosystems in which youth live. Perhaps this fresh approach will result in a future volume in which authors may build on this text to elaborate on the effectiveness of empirically based, resilience-oriented community programs.
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.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| 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 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".