Bibliographic record
Abstract
Walker, Niki. Why Do We Fight?: Conflict, War, and Peace. Toronto: Owlkids Books, 2013. Print.In this work, Niki Walker explores the general nature of conflict. She relates basic aspects of international politics - the existence of power elites, the formation of alliances, the rise of disputes - to the politics of school life. Along the way, she defines such terms as “negotiation,” “mediation,” “arbitration” and “sanctions.” She mentions examples of 20th century warfare: the post WWII Cold War, the Suez Crisis, and outlines the history of the current crisis in Afghanistan. The role of the United Nations is discussed. Most impressive is her insertion of pertinent quotes; for example, the chapter entitled “Cooperation or Combat?” begins with the words of Indira Gandhi: “You can’t shake hands with a clenched fist.”Walker is an experienced writer of non-fiction for children and this work demonstrates her typical proficiency. The book is well organized with good transitions between successive chapters. The index is rather brief, but the terms therein are consistent with the text. There is an informative list of sources.In a departure from her usual literary style, Walker occasionally attempts to use trendy language. There is a risk here: the vernacular of today’s young reader may be rejected as dated by tomorrow’s. This quibble aside, the book is highly recommended for use with upper elementary students. In particular, it could be a useful resource for Remembrance Day activities. Reviewer: Leslie AitkenHighly recommended: 4 out of 4 starsLeslie Aitken’s long career in librarianship involved selection of children’s literature for school, public, special and university collections. She is the former Curriculum Librarian at the University of Alberta.
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 imitationNot 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.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.003 |
| Scholarly communication | 0.005 | 0.007 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.008 | 0.008 |
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 source (direct Gemma or distilled Codex), 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".