Types of Positions, Job Responsibilities, and Training Backgrounds of Outdoor/Adventure Leaders
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
Academic degree programs in outdoor leadership continue to proliferate. There is little research, however, to indicate that employment in the field of adventure programming hinges on the possession of an academic degree in a related field. To investigate the role of academic degrees in outdoor/adventure leadership, a survey was designed to determine the types of positions, job responsibilities, and training backgrounds of outdoor/adventure leaders. This study surveyed 203 attendees of the 28th Annual Association for Experiential Education International Conference in Tucson, AZ on November 2–5, 2000. The results of the study revealed various types of positions and job responsibilities across age and gender. Personal experience was the most common type of training background identified by respondents, and 91% of the subjects had either earned or were pursuing an academic degree. The number and level of degrees earned increased over the last four decades with over one quarter of the degrees earned in the last three years.
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 | 0.000 | 0.000 |
| 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) | 0.001 | 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