Bibliographic record
Abstract
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. …
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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 | 0.003 | 0.019 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.010 | 0.006 |
| Open science | 0.003 | 0.003 |
| Research integrity | 0.008 | 0.007 |
| Insufficient payload (model declined to judge) | 0.500 | 0.351 |
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".