What’s The Point?: The Meaning of Place, Memory, and Community in Point Saint Charles, Quebec
Bibliographic record
Abstract
What’s The Point?: The Meaning of Place, Memory, and Community in Point Saint Charles, Quebec \nJessica J. Mills \n \nIn Point Saint Charles (The Point), concepts of place, memory, class, and community cannot be understood in isolation. As the area undergoes socio-economic changes, the struggle over what The Point is, how it got there, and who belongs within it, is contested. The public history of industrialization and industrial decline contributes to a homogenous memory of class that is threatened by gentrification. This reinforces a defensive stance compounded by negative experiences of “urban renewal”. However, the gentrification underway does not fit the traditional model, complicating these themes considerably. This thesis traces the shifting temporal and spatial understandings of place, exploring the fluid nature of The Point’s symbolic and physical boundaries - how they came to be and how they inform public history, place attachment, and the use of community. These meanings are contributing to the creation of a “community of memory” negotiated predominantly through social media sites. “Pointers” are smoothing out conflicting memories, and silencing dissent within the group, while asserting difference from “others”. The construction of this community represents a struggle over place identity made manifest by gentrification and is highly nostalgic. This use of community no longer requires residency for inclusion, instead “Pointers” depend on symbols, rituals, and a flexible notion of time to carve out a space of acceptance.
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.005 | 0.003 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.003 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".