A review of the Canadian literature on gender and learning
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
This paper reviews the current Canadian literature related to gender and adult learning. The authors identify emphases in the published and unpublished literature, Web-based sources, and reports of major research bodies. They find that there is a growing body of knowledge in feminist theory, immigrant women, workplace education, technology and learning, and community development and adult learning. Furthermore, a great number of research projects have been situated in the community with community agendas at the forefront. Suggestions for future research within the Canadian context are provided. Résumé Cet article fait une revue de la litérature Canadienne actuelle sur l’apprentissage des femmes adultes. Les auteures identifient les points qui ressortent dans la litérature publiée et non-publiée, sur les sites internautes, et dans les rapports des groupes de recherche les plus importants. Elles ont trouvé un nombre croissant de textes concernant la théorie féministe, les immigrantes, l’éducation à l’emploi, la technologie et l’apprentissage, ainsi que le développement communautaire et l’éducation aux adultes. En plus, un grand nombre de projets de recherche sont enrachinés dans la communauté avec des agendas qui leur sont pertinents. En ce qui a trait à l’avenir, elles suggèrent des avenues de recherche particulières pour le contexte Canadien.
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 | 0.002 |
| 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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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