Study tour reflections: revisiting curricula through an international lens
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.
Bibliographic record
Abstract
This article compiles Canadian social work students’ reflections of an Austrian study tour and its influence on how they now view, interpret, and analyze the curricula from previously completed undergraduate social work courses. Overall, the study tour appears to have re-animated previous course material and brought new insight into curricula already covered in classes. Of particular interest is the recurring theme of one notable aspect of the tour, a site visit to the former Mauthausen Concentration Camp, which surfaces as an important factor in reflections on numerous courses. Other social service agency visits in the host city invited the students to consider alternate theories in social work practice, building on the ones covered in completed curricula. Further, the students considered ways in which social workers can consider these new study-tour-informed insights and perspectives in everyday social service delivery on macro, mezzo, and micro levels. In sum, international study tours appear to not only notably influence future social work practice but also invite new critical thinking regarding previous learnings.
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 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it