Cartografía de la violencia escolar: Experiencias de México y Canadá para gestionar la violencia escolar desde la sustentabilidad
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 article analyzes, through conceptual cartography, the management of nonviolence and its link with sustainability in educational contexts both in Mexico and Canada. Through the Sustainable Campuses: a North-South Action-Research community project (SSHRC: 890-2015-1027), sustainability projects in higher educational institutions in Canada and Mexico are explored. The qualitative methodology developed to document this project allowed us to identify Peace Gardens as a model of sustainable spaces, that promote social and environmental awareness in educational communities, emerging as a proposal to establish spaces for conviviality and peace. This proposal follows the principles of action research, which seeks to identify contextual problems to then justify relevant intervention in the context of sustainability, assess the knowledge of participants, make a diagnosis of the needs, followed by knowledge management, problem solving and giving way to the socialization of learning processes. Once this model was implemented, something named metacognition of school violence was achieved. This involves awareness raising of school violence the ways in which this phenomenon is addressed to generate new alternatives in an increasingly changing knowledge society.
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 | 0.002 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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