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Record W3170465290 · doi:10.18060/25450

Spring 2021 Editorial

2021· article· en· W3170465290 on OpenAlex

Why this work is in the frame

A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.

aboutThe title or abstract carries a Canadian signal from the geographic lexicon.
no affNo Canadian affiliation: this work is invisible to an affiliation-only frame.
No Canadian affiliation. An affiliation-only frame, the usual design, would never have seen this work. It is one of the works that make the case for inverting the frame.

Bibliographic record

VenueAdvances in Social Work · 2021
Typearticle
Languageen
FieldSocial Sciences
TopicSocial Work Education and Practice
Canadian institutionsnot available
Fundersnot available
KeywordsSocial workSociologyPublic relationsPrivilege (computing)Equity (law)PublishingLiteracyPolitical scienceMedia studiesPedagogyLaw

Abstract

fetched live from OpenAlex

Given our commitment to highlighting current issues, challenges, and responses within social work practice and education globally, the Spring 2021 issue of Advances in Social Work is pleased to present 11 full-length papers written by 40 authors from across the U.S. and Canada. We begin with four papers calling for greater involvement of social work educators and practitioners in arenas including information literacy, dyslexia, digital equity, and independent living. These papers are followed by reports on seven empirical studies in areas of practice as diverse as kinship care, legal representation, collaboration in a dental clinic, and dance and mindfulness. We hope you find these selections on emerging areas of social work practice and education to be informative and inspiring. Each contribution to this issue is introduced below. Sprecial Issue Alert: Just a heads up that our next special issue, Dismantling White Supremacy in Social Work Education, will be released in late summer 2021. With over 100 abstracts submitted, this special issue has garnered incredible interest. We are looking forward to bringing you 34+ original papers (our largest issue to date!) addressing ways that social work education can move forward positively and intentionally in ways that acknowledge the damage wrought by white privilege, promote racial justice and anti-racist practice, and embrace new ways of knowing, teaching, and learning. The Indiana University School of Social Work, through publishing Advances in Social Work as an open access scholarly journal, is grateful to play a role in knowledge production and dissemination in social work. We are continually amazed at the dedication and hard work of our social work colleagues globally who work tirelessly to advance social and economic justice. Marshall on, colleagues! Tribute to Retiring Board Members: Before closing, I would like to take this opportunity to express sincere appreciation to three outgoing AISW Board members who recently retired from the Indiana University School of Social Work: Dr. Karen Allen, Dr. Larry Bennett, and Dr. Bob Vernon. Your contributions to not only Advances in Social Work but to the IU School of Social Work and to the social work profession at large are very much appreciated. Special accolades to Dr. Vernon who has served on the AISW Editorial Board since its inception in 1999. Best wishes to each of you in your next adventures!

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 imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.002
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies, Insufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Other · Consensus signal: none
Teacher disagreement score0.836
Threshold uncertainty score0.999

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.002
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.003
Science and technology studies0.0020.000
Scholarly communication0.0000.001
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0030.000

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.

Opus teacher head0.019
GPT teacher head0.388
Teacher spread0.368 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it