Memoire et recit de l'aventure historique du Quebec chez les jeunes Quebecois d'heritage canadien-francais: coup de sonde, amorce d'analyse des resultats, questionnements
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
Contredisant une vue commune selon laquelle les jeunes ne connaissent pas l'histoire de leur collectivit� d'appartenance, les auteurs, gr�ce � la cueillette de plus de 400 dissertations r�dig�es par des �l�ves, des c�g�piens et des �tudiants r�sidant dans la ville et la r�gion de Qu�bec, font ressortir le contraire. Analysant la vision de l'aventure historique qu�b�coise qui ressort de ces textes, ils s'interrogent sur les conditions de formation de cette vision caract�ris�e de l'histoire qu�b�coise. Ce faisant, les auteurs entrent au c�ur de la m�moire historique des jeunes Qu�b�cois. Ils entreprennent d'en d�couvrir les fondements dans la m�moire collective des Qu�b�cois. Ils se penchent enfin sur la possibilit� de r�viser cette m�moire dans le cadre d'une pratique p�dagogique r�nov�e. Based on the collection of more than 400 essays written by students attending high school, general and vocational college, and university in the Quebec City region, the authors refute the popular belief that young people do not know the history of the community to which they belong. By analyzing the students' views of the Qu�b�cois historical adventure found in the texts, the authors question the sine qua none education responsible for this view of Qu�b�cois history and by extension, touch the core of the students' historical memory. The authors attempt to discover the foundations of the Quebec collective memory. Lastly, the authors suggest the possibility of revisiting this memory in the context of a renewed teaching methodology.
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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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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