Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
Why would readers of the Planning and Adult Development Journal want the information provided in this issue? Latinos are the largest minority group in the United States, comprising 13 per cent of the total population. development professionals find themselves serving clients from Latin America in educational and work settings. Many recent immigrants to the United States are from Latin American countries. Professionals need to be aware of the cultural backgrounds of their clients in order to customize services to best meet client needs. The beginning ideas for this issue were formed in the later part of the 1990s as I was attending several professional conferences. At one of the American Counseling Association [ACA] conferences, I attended an International Symposium where a variety of presenters talked about counseling issues in their countries. No information was provided on Latin American countries and, during the discussion, the point was made that few, if any, counselors from Latin America attended counseling conferences. I also participated in several international symposia at the California Conferences [now known as the International Development Conference]. While in 1997 we had two speakers from Argentina and in 1999 we had a speaker from Spain, again I found myself wanting more information. I have also participated with my graduate students in several sessions of the International Counseling Conference, and we were excited when the 2000 conference was held in Costa Rica. While we had several enlightening sessions with speakers from the host country, the conference had no other participants from Latin America. Recently I was perusing the ACA web site and again looked for representatives for Latin America in the Branch information. The designated slot for the representative from Latin America was empty, although there was a representative listed from Puerto Rico, and some readers may want to find her e-mail and contact her after reading this issue's article on Puerto Rico. Two reasons have been presented for the absence of professional colleagues from Latin American countries at professional conferences: the lack of funding for travel to conferences and the less-defined professional role for counselors and career development specialists in Latino culture. Content Development for this Issue In developing this Journal issue we started with the premise of reporting on countries in Latin America, partners to the United States and Canada in the region of the Americas. It was necessary to find sources of information on career counseling and services in the countries of interest. Often it was difficult to connect with a professional in the country who could write the article or assist with its development. If information was available in print or web site form, it was often in Spanish. Next, it was decided to add Spain and change the focus to Development in Spanish-speaking countries. Spain shares language and culture with Latin America. Information on career development services in Spain was available, as were opportunities for career professionals to visit the country and explore its educational and employment programs. Finally, in reflecting on the title, I thought readers needed information on career development issues in a country with one of the largest populations of Spanish-speaking inhabitants - the United States. Recent census figures showed Latinos are the largest minority group in the United States, comprising 13 per cent of the total population (US Census Bureau, 2000). Latino culture dominates many areas of the country. Los Angeles has the largest Mexican population outside of Mexico City and Miami has the second largest Cuban population in the world. (Elashmahi & Harris, 1998). Overview of the Articles Our issue opens with the article Career Counseling Issues: A Latin American Perspective. The reader gets an overview on cultural world view and career and personal role expectations commonly found in all Spanish-speaking countries with particular focus on Latin American countries. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle