Bibliographic record
Abstract
This project examines ways for social workers to be effective when working with First Nations people in their respective villages, and specifically in the areas of child welfare and community development. My aim is to give insight to social workers willing to practice anti-oppressive social work, as authentic allies with Aboriginal people. This approach incorporates the theoretical perspectives of structural social work practice, as well as becoming aware of the importance of the Aboriginal World Views to First Nations people in their struggles for self-determination and self-government. This retrospective modified case study allowed the researcher to reflect on his personal experiences and then compare this experience with relevant literature pertaining to the field of structural social work. This qualitative project was also guided by a Cultural Studies approach, in the way of a performance autoethnography, which values subjective experiences such as poetry, lived experiences, and quotes from valued Elders and other important First Nation's voices. This case study ofYekooche First Nation' s Community Transformation Plan, allowed me to assist the community in developing empowering generalist social work approaches designed so that the residents of Y ekooche could take responsibility for child welfare and community development. This project is an example of how anti-oppressive structural social work, coupled with an appreciation for Aboriginal World Views, can be beneficial to First Nations people in their attempts to prevent children from being taken away from their villages, in relocating others, and bringing them home to awaiting families, community, and culture.
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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 | 0.001 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.009 | 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".