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
Chapter 1. Critical Reflection in Context: Contemporary Perspectives and Issues Jan Fook Section 1: Critical Reflection in Professional Practice Chapter 2. Kathleen McLoughlin and Sinead McGilloway Chapter 3. Integrating Spirituality and Critical Reflection: Toward Critical Spirituality Fiona Gardner Chapter 4. Not Beating Around the Bush - Critical Reflection in a Rural Community Health Service Gavan Thomson Chapter 5. Learning Critical Reflection for Professional Practice Helen Hickson Chapter 6. Using Critical Reflection to Research Practice in a Mental Health Setting Fiona Gardner Section 2: Critical Reflection in Supervision and Management Chapter 7. Critical Reflection in Statutory Work Yolande Ferguson Chapter 8. Critical Reflection and Supervision - An Interdisciplinary Experience Fiona Gardner and Eddie Taalman Chapter 9. Thinking Critically About Student Supervision Lynne Allan Chapter 10. Cringe-ical Reflection? Notes on Critical Reflection and Team Supervision in a Statutory Setting Jeffrey Gordon Baker Chapter 11. Learning to Play Hide and Seek with Pink Elephants Belinda Hearne Section 3: Critical Reflection in Research Chapter 12. The Challenges of Using Critical Reflection to Develop Contextually Appropriate Social Work Gurid Aga Askeland Chapter 13. Using Critical Reflection to Research Spirituality in Clinical Practice Janet Allen Chapter 14. Some Methodological and Ethical Tensions in Using Critical Reflection as a Research Methodology Christine Morley Section 4: Critical Reflection in Education Chapter 15. Critical Reflection Training to Social Workers in a Large, Non-Elective University Class Riki Savaya Chapter 16. Critical Reflection: Multiple Applications within Physiotherapy and Medicine Clare Delaney and Deborah Watkin Chapter 17. Critical Reflection in Social Work Education Roslyn Giles and Rosalie Pockett Chapter 18. An On-Line Critical Reflection Dialogue Group Gail Baikie, Carolyn Campbell, Jackie Thornhill and Jodi Butler Conclusion Chapter 19. Implementing Critical Reflection in Health and Social Care Settings Jan Fook
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.032 | 0.003 |
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