Bibliographic record
Abstract
Multiculturalism studies in Canada evolved into three major visions and debates after World War II. In the early 1970s, the British and French peoples assumed monolingual-monocultural states, and expected that others would assimilate into their dominant cultures. In the 1970s, this was changed to official bilingual and multicultural visions where more diversity was accepted. By the 1980s, demographic diversity called for debates on equal rights for all, without discrimination and prejudice. Multiple identities, however, often clash, but slowly more diverse visions and structures emerged. Here is a brief summary of the historical and sociological changes that occurred in Canada. Les études sur le multiculturalisme au Canada ont donné lieu à trois visions et débats majeurs depuis la deuxième guerre mondiale. Au début des années soixante-dix, les Canadiens anglais et français ont cru en deux états monolingues et monoculturels, et s’attendaient à ce que les autres s’assimilent à leurs cultures dominantes respectives. Au cours des années suivantes, un changement vers des visions de bilinguisme et de multiculturalisme officiel s’est opéré, alors qu’on acceptait une hétérogénéité grandissante. Pendant les années quatre-vingt, la diversité démographique a provoqué des débats sur l’égalité des droits pour tous, sans discrimination ni préjudice. Cependant, même si des identités multiples se télescopent souvent, des visions et des structures diverses ont pourtant peu à peu émergé. Ceci est un court résumé des changements historiques et sociologiques qui se sont fait jour au Canada.
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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 | 0.000 | 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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 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".