Los ambientes de aprendizajes modernos: un componente pertinente para favorecer los procesos de inclusión en el CDI Fe y Alegría Madre Alberta de la ciudad Santiago de Cali.
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
The denied education to doubt is an one belonging to the tools arranged to the human being to transform and to change all that meets to his around. And in order that the aforementioned transformations take place to end, it is necessary to do use of some facilitators at the educational institutions that the persons in charge to propose and to carry to end changes that match above and beyond simple improvements and in its step will be make new roads to attain goals jointly. To begin with this journey is important to understand that they form these new roads in innovative proposals than, with the adequate use theirs become in the propitious environments to develop the processes of inclusion, it is the same way that in the present I articulate of reflection will examine him how the environments of modern learning’s are a pertinent component to favor the processes of inclusion in the CDI Fe y Alegría Madre Alberta of Santiago de Cali City. For it, one will have in account the invention like an assertive bet to transform what's existent; The inclusion taken care of from different policies and programs that they watch over to guarantee the fulfillment of some conditions and contexts made suitable, that they establish measures and tools in behalf of quality and equity.
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 | 0.001 |
| 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 | 0.001 |
| Research integrity | 0.000 | 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