Bibliographic record
Abstract
The growth of global economies, particularly in Asia, has resulted in an increased demand for natural resources. Canada is a large country rich in hydrocarbons and minerals, and the exploitation of these resources is a priority for Canadian provincial and federal governments. In their rush to reap the economic benefits of resource development, governments have concentrated on creating optimal conditions for the corporations that exploit and produce the resources in northern and remote regions of the country. The rapid promotion of development has meant that families and communities are usually given secondary consideration. The changes associated with resource development exert some serious negative effects on communities and families, and it is important for social workers to understand this reality in order to deliver service in an effective manner.This research used a case study method to examine three examples of the effects of resource development on families and communities in Canada: long distance commuting to the Athabaska oil sands and the effects on families in Newfoundland, diamond mining and the Tlicho people of Wekwee´ti´ in the Northwest Territories, and the large influx of construction workers to develop the processing and port facilities in the community of Kitimat in northwestern British Columbia. The results can inform social work education, as well as the practice of social workers located in remote communities affected by rapid resource development.
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 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) | 0.000 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".