The role of social impact assessment in urban planning, a case study of Wolseley School, Winnipeg, Manitoba
Bibliographic record
Abstract
This practicum is an examination of the role which social impact assessment (SIA) can play in urban planning. The intention of this exercise was to explore the applicability of social impact assessment methods to issues of urban planning utilizing a local school planning issue as an illustrative test case. The opening chapters present an introduction to social impact assessment and illustrate some of the parallels and commonalties between SIA and urban planning. These chapters include a description of social impact assessment identification of its defining characteristics, an overview of its historical development and theoretical basis and an exploration of the basic methodology involved in social impact assessment. Chapter 5 is the case study of the situation at Wolseley School. The case study is an attempt at linking the methodological and theoretical components presented in the opening chapters to a practical application. The study is intended to be an illustration of what a social impact assessment could be in relation to an urban planning issue and is in and of itself not a definitive social impact assessment. Chapter 6 contains conclusions drawn from the case study. The process established by the School division for situations such as that at Wolseley School revealed several areas of weakness, most notably in the area of public accessibility. The weaknesses were addressed by the application of social impact assessment principles and theory, resulting in the development of several recommendations for changes to the School Divisions' process. The recommendations centre around the development of a Social Impact Assessment Committee which would play a central role in investigation and decision making on future projects. The conducting of the case study SIA and the subsequent development of the recommendations for change illustrated the positive contribution of social impact assessment methods to the field of urban planning.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.014 | 0.005 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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 source (direct Gemma or distilled Codex), 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".