Bibliographic record
Abstract
During the 1990s, however, researchers observed that although average hours worked changed little, the manner in which the economy distributed working time was being transformed.Hours were becoming more polarized; some workers were working more hours, others fewer.This held implications for earnings inequality, unemployment and underemployment (for some), and overwork (for others).Many began to wonder what had happened to the promise of increased leisure.Paradoxically, within the context of high unemployment in Canada and Europe, many analysts were concerned about overwork and increased time-stress among a significant portion of the population.Work sharing or short-time compensation was seen as one response to the unemployment problem in Europe and Canada.Issues regarding hours of work among women in particular also materialized.Often related to the conflict between work and family responsibilities, these concerns led to research on "flexible hours," job sharing, and other ways of providing increased flexibility in hours.The impact on worker performance and firm productivity of this potentially increased working-time flexibility also came to the fore.These and other events refocused the limelight on working time and resulted in the conference from which chapters in these volumes were selected.The conference was international in coverage, in recognition that the same economic trends leading to pressures for changing employment relationships were present in Canada, the United States, and other industrialized countries.Noted researchers such as Richard Freeman have identified this issue to be of central importance in understanding how labor markets are evolving.The International Labor Organization (ILO) also recognized the transformations taking place in Michael White's Working Hours: Assessing the Potential for Reduction . 1 A more recent and more provocative piece in the U.S. literature is Jeremy Rifkin's The End of Work . 2 The purpose of this book and the companion volume is to describe and place this transformation in a comparative and historical perspective, as well as to examine some of the new research and policy issues that have emerged in its wake.Most of the chapters in these volumes examine the situation in Canada or the United States, though some also look at working-time issues in western Europe and Australia.The essays in this volume present no central thesis, although there are
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 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 | 0.000 | 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) | 0.025 | 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; both teacher heads agree on what is shown here.
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".