CANADIAN INTERNSHIPS IN FAMILY SCIENCE: CURRENT STATUS AND FUTURE
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
ABSTRACT. This is a descriptive study of internships in Canadian family science undergraduate programs. In addition to a document review of 18 baccalaureate and certificate-level family science programs in Canada, faculty members representing eight Canadian academic institutions participated in interviews. Thirteen (72.2%) academic programs offered required or elective student placements. While similarities existed in the purpose of placements between academic institutions, various structural components of placements varied, including the type of placements offered, student-placement process, academic requirements related to the placements, student supervision, and faculty resources required. In addition, similarities and differences existed between the results from this study and results from previous studies conducted in the United States. Future research questions are identified. A family policy alternatives education approach (Bogenschneider, 2002) is used to identify seven possible directions for the future development of internships in family science. Pre-professional experience has many names and many purposes. Internships, practica, field experience, cooperative programs, experiential learning, community-based learning, service learning, part-time employment, and volunteer work are among the numerous ways that students can gain practical experience during their undergraduate studies (Bayley, 2004; Gronski & Pigg,
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 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.000 | 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