Standards of Education, Regulation, and Market Control: Perspectives on Complementary and Alternative Medicine in Ontario, Canada
Bibliographic record
Abstract
This paper provides a contemporary analysis of the issues and questions surrounding the regulation and standardization of education with respect to two complementary and alternative medicine (CAM) professions, namely Chinese traditional medicine and homeopath in Ontario, Canada. Rather than taking a standard of education for granted, the assumption that standardizing professional education is a positive move is critiqued because it is claimed to ensure public safety and uniformity within the profession. It is argued that such an assumption fails to deconstruct the power relations involved with setting a standard of education and continues to ignore the fact that setting a standard of education in CAM is part and parcel of biomedical dominance, competition, turf wars and survival. At the end of this paper, some critical questions regarding setting standards of education by the health professions in general are raised.
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.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.004 | 0.013 |
| Science and technology studies | 0.004 | 0.009 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.003 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".