MAP does not retain, store, or access any conversation transcript, audit result, uploaded file, screenshot text, chat message, or personal information entered into this tool after the live session. Nothing you paste here is kept by MAP after the session ends.

Submitted text, files, and images are processed only for the live action you request: chat response, transcript extraction, audit, scorecard, plain-language explanation, consequence report, or feedback packet.

The only exception is information you choose to send yourself. If you submit feedback, report a bug, or open an email draft and choose to include transcript or report material, that submission is sent by you, on your terms.

MAP audits the interaction record submitted by the user. It names repeatable interaction patterns so they can be corrected early. It does not verify companies, prove misconduct, determine intent, or replace legal, clinical, educational, or professional review.

MAP works best on real conversations copied as accurately as possible. Fabricated, scripted, altered, or heavily edited records can change the validity of findings. Integrity and admissibility checks exist so MAP does not treat every pasted text as a direct transcript.

By submitting a transcript, you confirm that you were a participant in the conversation or have authorization to submit it on behalf of someone who was. MAP is not designed to audit private conversations you were not part of.

MAP findings are not legal evidence and may not be used as an official determination. Results reflect what is visible in the submitted record. They can support review, triage, learning, design correction, or further investigation, but they do not decide final reliability, liability, guilt, innocence, diagnosis, or compliance.

MAP is not designed to target or discredit any AI company or system. All systems are held to the same interaction standard. The same underlying model may behave differently across products because policy layers, system instructions, interface constraints, tool wrappers, and deployment context shape the response.

MAP is auditable by its own standard. If MAP reuses entered context as its own frame, imposes an ungrounded baseline, or reproduces policy-shaped drift in a report, that failure should be named and corrected rather than hidden behind neutral wording.

Teacher Mode is a professional-thinking support tool. It is not legal advice, curriculum certification, clinical guidance, school-board approval, or a replacement for educator judgment. The teacher keeps authority over purpose, pacing, sequence, readiness, and classroom fit.

Guided Education is a student-support mode. It is designed to answer bounded factual questions, ask one grounded question at a time, and keep the student's thinking and writing with the student. It should not complete assignments, author identity documents, or decide when the student has enough to proceed.

For Teacher Mode and Guided Education, the user selects country, jurisdiction, grade band, and subject before the first message. The assistant must confirm that selected context in its first response before beginning substantive help. This creates an on-record context check so the teacher, parent, guardian, or student can catch a mistaken selection before the conversation proceeds.

After the first message, the selected education context locks for the session. Reset is required to change it. This protects the record from silent context drift and makes later audit review clearer.

For children under 13, a parent or guardian should choose the Guided Education country, jurisdiction, grade band, and subject before the child begins. The parent or guardian should lock the context before use when possible, especially when the child may not know which curriculum setting applies.

The curriculum context is grounding only. It helps the assistant choose age-appropriate language and avoid wrong local assumptions. It does not authorize the assistant to introduce unasked curriculum standards, override a teacher's instructions, or decide what the child should learn next.

Time support must strengthen educator judgment, not replace it. The assistant may help reduce friction, organize bounded tasks, summarize constraints, or prepare materials after the teacher identifies the goal. It should not outsource the teacher's planning judgment by generating full lesson plans or pre-prompted workflows that decide purpose, pacing, or readiness for the teacher.

MAP-ED audits AI interactions involving children, students, teachers, educational tools, and school contexts. It asks who did the thinking, whether learning authority stayed with the child or educator, and what the interaction leaves behind.

MAP-ED can audit child/youth conversations, teacher tools or classroom oversight systems, and EdTech or school-deployed systems. The selected audit context matters because a teacher-support exchange and a child-learning exchange should not be judged by the same behavioural standard.

MAP-ED may find PASS when the system provides requested facts, preserves child or teacher authority, and leaves the assignment or professional decision open. Factual support is not the same as doing the work for the learner.

MAP-ED does not certify a product as school-safe, privacy-compliant, developmentally appropriate, or board-approved. It audits the submitted interaction record and names visible patterns. Deployment, procurement, data governance, accessibility, and local policy review remain separate responsibilities.

Users under 13 should use Guided Education only with a parent or guardian aware of the context settings and purpose. Users under 18 are encouraged to have a parent, guardian, or educator aware of their use when schoolwork, sensitive topics, or personal information are involved.

Do not enter student names, diagnoses, IDs, records, addresses, or identifying classroom details into Teacher Mode. Use general classroom context and remove identifying information before submitting.

The purpose of MAP is visibility: to show what happened in an interaction record, name what may otherwise be hard to place, and help people correct patterns before they become normalized.