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Record W7057376215

IDA Accessibility: Learning More About Whether Individual Development Accounts Can Work for Canada’s Poor

2007· article· en· W7057376215 on OpenAlexaboutno aff

Bibliographic record

VenueScholars Commons (Wilfrid Laurier University) · 2007
Typearticle
Languageen
FieldPhysics and Astronomy
TopicMagnetic confinement fusion research
Canadian institutionsnot available
Fundersnot available
KeywordsPovertyEmpowermentContext (archaeology)OppressionAsset (computer security)WelfareHuman capitalSocial capitalCapability approachCulture of poverty
DOInot available

Abstract

fetched live from OpenAlex

Individual Development Accounts (IDAs) or matched saving accounts are programs designed to facilitate the building of capital and assets in low-income households. Based on the model of asset-based welfare policy, these programs propose to combat poverty through inclusion of the poor in asset building opportunities, which traditionally have been available to only middle and upper income households. Described as an anti-poverty strategy, Individual Development Accounts are growing in international popularity with asset-based policies already being included in Canadian income assistance programs. In order to better understand what some of the barriers might be to this anti-poverty program structure, this thesis employed qualitative methods of inquiry to explore peoples’ experiences with Learn$ave and why they didn’t or couldn’t participate in this national pilot project.\nThis thesis presents information that lends insight into the context and experience of Individual Development Accounts as part of today’s social policy framework. Critically examined through a social justice and empowerment lens, this research discusses the limitations to this market integration, human capital development approach to poverty reduction. The results of this study conclude that a lack of flexibility in the program structure and inadequacies in current Ontario social assistance systems were barriers to Learn$ave enrollment and continued participation. Based on these results, and an exploration of the literature this thesis argues that the neoliberal based values that influence Learn$ave’s structure present barriers to program inclusiveness. Grounded in this argument I conclude that Learn$ave does not adequately acknowledge nor address complex socio-political layers of poverty and systemic oppression and as a result does not reach the status of an effective anti-poverty strategy. Recommendations suggest that if Individual Development Accounts are going to be implemented more broadly they need to offer more opportunity for participant self-determination and must work in collaboration with income support systems to ensure that a comprehensive and supportive antipoverty strategy is developed.

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 machine prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.

metaresearch head score (Codex)0.005
metaresearch head score (Gemma)0.012
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Qualitative · Consensus signal: Qualitative
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.097
Threshold uncertainty score0.251

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0050.012
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0180.008
Scholarly communication0.0080.008
Open science0.0020.006
Research integrity0.0020.003
Insufficient payload (model declined to judge)0.0150.001

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.

Opus teacher head0.016
GPT teacher head0.246
Teacher spread0.230 · 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

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designQualitative
Domainnot available
GenreEmpirical

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".

Quick stats

Citations0
Published2007
Admission routes1
Has abstractyes

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