Bibliographic record
Abstract
With 32 recorded drownings related to rip currents in the Great Lakes in 2017, rip currents are a public health hazard to North American beach users. The purpose of this study is to examine the Canadian curriculum through the Curriculum Documents provided by the Ministry of Education, to observe if and how beach hazards are taught to students 18 and under. This study will also analyze a survey directed to Ontario teachers, about whether they believe there is a need for beach hazards to be incorporated into the curriculum. The primary focus will be the Ontario curriculum, as Ontario citizens are more at risk of drowning in the Great Lakes due to their proximity. Initial evidence from surveys done in 2016 by the University of Windsor suggests that beach users have limited knowledge of rip currents, partially due to the lack of education surrounding beach hazards. Results suggested that the national Canadian curriculum does not incorporate rip current knowledge and many other beach hazards into their lesson plans. However, two programs on water safety are offered to Ontario schools sponsored by the National Lifesaving Society. These program’s primary objective is to teach children in grades three and seven how to roll, tread, and swim in deep water. These programs do not incorporate beach hazards in classroom discussions and are not mandatory for students. The goal of this paper is to draw attention to the need for beach hazards to be taught in the classroom to reduce the number of future drownings. Key words: Rip current, Canadian Curriculum, Great Lakes, drownings
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.001 |
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".