ФОРМУВАННЯ ПОЛІКУЛЬТУРНОЇ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ У ВИЩИХ НАВЧАЛЬНИХ ЗАКЛАДАХ США ТА КАНАДИ
Bibliographic record
Abstract
The article substantiates the need to study the foreign experience of the United States and Canada in the training of social workers in a multicultural environment. The following research methods were used to achieve the research objectives: analysis of psychological and pedagogical literature, normative legal acts, information sources on the research problem, generalization method. The historical context of the formation of intercultural education systems in the USA and Canada is considered. The introduction of intercultural education in the United States in practice took place in two stages. The content of intercultural education varies qualitatively: the mandatory requirement is the inclusion in the curriculum of general disciplines of local lore materials on the history and culture of ethnic minorities. The development of intercultural ideas in Canada was shaped by similar factors, as Canadian society is traditionally multinational, and therefore the issues related to the need for intercultural understanding are widely supported at the state level. Social work in the United States and Canada with clients of different ethnic, religious, cultural background consistently reflects the state policy of multiculturalism, the content and content of training of social workers. The evolution of the development of US and Canadian multicultural education systems in the context of changes in the professional field of intervention of social workers has been reviewed. The content of multicultural training of social workers at the level of bachelor's and master's degree is revealed as an example of programs of different institutions of higher social education. The features of national systems of intercultural education of two countries, their common and distinctive features are singled out.
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 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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.009 |
| Scholarly communication | 0.002 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.258 | 0.011 |
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; both teacher heads agree on what is shown here.
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".