Bibliographic record
Abstract
o the rising of the sun and the running of the deer;The playing of the merry organ, sweet singing in the choir.(Refrain from The Holly and the Ivy)As often happens with research projects, this study has evolved from several seemingly unrelated events which converged and suddenly became inextricably linked.The genesis for this study occurred in the early 80s when I took a new organist/choirmaster position at Cochrane Street United Church in S1.John's, Newfoundland, Canada.I was lured to Cochrane Street, not by the choristers, but by the magnificent four-manualCasavant organ and the extraordinary acoustic in this Byzantine edifice.At the first choir rehearsal, I met three women that would permanently alter my perception of the often maligned 'mature' church choir soprano.There, in the front row, were three sopranos who, in their early seventies, had been together in the same church choir for almost 50 years.During my subsequent ten year employment at Cochrane Street United Church (1982)(1983)(1984)(1985)(1986)(1987)(1988)(1989)(1990)(1991)(1992), all three celebrated their 80 th birthdays.Now, at the end of the twentieth century, their individual years of participation in this particular choir has increased to 60 years.As these three choristers continued to make a vital contribution to the Senior Choir (and two continued to sing lovely solos), I became increasingly aware of how unusual it was to have, not one, but three octogenarians that I was not anxious to retire.At the time, I was the Music Education Consultant for the Department of Education, Government of Newfoundland and Labrador.As we began to develop Ensemble Performance courses in the early 90s, I became interested in the notion of voluntary, continued participation in all musical ensembles and, in particular, continued participation in choirs, both K-12 and post-secondary.More recently, as the role and status of music education within the K-12 curriculum is challenged and threatened, it is obvious that there is an increasing imperative for inquiry into lifelong participation in a choir.This study is further fueled by the recent campaign by MENC, the Barbershop Society (SPEBSQSA), Chorus America, Sweet Adelines International, and the American Choral Directors Association to "build up the common life of singing in schools and communities" (Whitlock, 1996), Bannan's (1993) attack on indifference toward choral singing in Great Britain, and the publication of a report in the British Medicaljournal suggesting that cultural activity (i.e., singing in a choir) may have a positive influence on
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".