Redirection Through Education: Meeting the Challenges
Why this work is in the frame
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Bibliographic record
Abstract
Abstract Established in 1973, Redirection Through Education (RTE) is a full-time supported education program for adult consumer/survivors seeking to return to postsecondary educational environments, with the ultimate goal of employment and/or participation in other productive activities within their communities. RTE is onsite at Toronto's George Brown Community College, and serves an average of 100 students at a time. This article explains the history of RTE, as well as providing an understanding of its program structure, stakeholder collaborations, challenges and barriers, and student outcomes. The authors would like to thank the students of RTE for sharing their stories and perspectives for this article. Notes 1Richard completed the RTE program in 2001. He has just completed his first year in the Community Worker Program at George Brown College and is planning to do his practicum with a community economic development initiative in Cuba. 2Barb graduated in April 2002. She won an outstanding Student Award in the Transitional Year program at the University of Toronto and was offered a research assistant position. She is currently a second year BA student at the University of Toronto. *Work included: receptionist; day-care assistant, ESL tutoring; desk-top publishing; assistant in tanning salon; teller; restaurant work; office work (3); cashier; security; caretaker; social work (2); construction; computer consulting; cleaning; vocational training (4). Education included: Early Childhood Education; Community Worker Program; Career and Work Counsellor Program; Sign Graphics; Apparel Construction; Upgrading (2); Desk-Top Publishing (2); Computer Training (2) Reflexology; Cake Decorating. 3Dana completed the RTE program in July 2002. He has successfully completed his first year in the Child and Youth Worker Program at George Brown College and is working as a Teacher's Aid with the Toronto District School Board.
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 | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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