On the right tack? An evaluation of the ILRC’s able sail program
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
Over the last century, the importance of providing quality services, using evidence-based strategies and demonstrating program results have become increasingly significant components of social work practice. This research project explores the role of assessing social service programs through the evaluation of Able Sail - an accessible sailing program managed by the Independent Living Resource Centre (ILRC) of Winnipeg. Through a review of previous research surrounding the importance of recreation and leisure engagement as a human right, the need for accessible programming is quickly established. Similarly, the need for evaluating social service programs is also explored in detail, along with evaluation models and challenges to implementation. Utilizing a Context, Input, Process and Product (CIPP) evaluation method, this project began by analyzing administrative documents provided by Able Sail. It then sought feedback from program participants, its staff members, and agency board members to better understand Able Sail’s impact and determine whether improvements could be made to better meet the needs of consumers. What was discovered is that many participants believe Able Sail to be a valuable program which provides many individuals the opportunity to engage in an inclusive leisure activity and enjoy the great outdoors. Not only did most respondents believe that the program helped sailors to build confidence and self-esteem, and enhance their independence, nearly all also agreed that the program helped them to feel better about themselves, build positive relationships with others and get involved with their community. That said, due to the limited data available, conclusive results are difficult to establish. Despite this, this project serves to shed light on some of the challenges faced in evaluating social service programs. It concludes by detailing the limitations of this evaluation and provides recommendations for future research.
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 | 0.002 | 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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it