Bibliographic record
Abstract
Thank you. Merci. Bonjour. It is certainly a great honour to be here as the Enid Graham Lecturer. I feel quite humbled, and I would like to thank those physiotherapists who nominated me for their confidence and their support. I am grateful to a number of people who helped me prepare for this day by checking facts or finding old photos that we could use, and special thanks go to Joan Walker who coordinated the PowerPoint presentation. When I was writing Head, Heart and Hands,1 the title came fairly easily, but when I was reminded that I would need a title for this lecture, I was at first stumped. As it happened, while I was writing the first draft of my talk I was also preoccupied with a theatre project in Chester, Nova Scotia, and the first heading that sprang to mind was – Head, Heart and Hands: The Musical! It's too bad I couldn't talk any of my musician friends into getting up this early in the morning! Although I am one of the few physiotherapists in this room who has actually met Mrs. Graham, most of you will recognize this photo (Figure 1). It's a pity we don't have a whole slew of photographs of her on file at the Canadian Physiotherapy Association (CPA). She was a force to be reckoned with, and she personified so clearly the theme chosen for this year's Congress – Innovate, Advance and Lead! Figure 1 Enid Graham was an honoured guest at the celebrations marking CPA's fiftieth anniversary in 1970 Enid Graham's own career as a physiotherapist began when she responded to the need to treat Canadian servicemen injured during World War I. Initially, as a member of the Royal Canadian Army Medical Corps, Mrs. Graham taught rehabilitation techniques at a short course set up at McGill University in 1916. She then went on to be a key player in the creation of Toronto's first physiotherapy school, a temporary programme established in 1917 by the Military Hospital Commission at Hart House.1(p.65) As one of the first leaders in our profession, Mrs. Graham had a great influence on the establishment and advancement of educational opportunities for physiotherapists in the early days. During World War II, Mrs. Graham built on her earlier success with even greater results. As chair of CPA's Military Affairs Committee, she helped organize the recruitment of physiotherapists, who were enlisting in record numbers for service overseas. Because she had been incensed that her “masseuses” (as they were designated) had been denied officer rank in the earlier war (a rank that had been conferred on nursing sisters), Mrs. Graham lobbied successfully to attain officer status for physiotherapists serving in World War II. Of course, it helped that she was married to a prominent physician who was one of her greatest supporters, but, given the temper of the times, this was probably the only way these things could have been achieved. Leaders do know how to take advantage of whatever opportunities are available. Mrs. Graham was a wonderful combination of charm and determination, and she remained vitally interested in the work and achievements of the leaders who followed her. She was very proud to be present at CPA's fiftieth anniversary celebrations in 1970 (see Figure 1). It is now nearly nine decades since she and her colleagues founded CPA, yet her challenge to the physiotherapists of her time – to strive for excellence and promote the profession – is still valid today.
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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 | 0.002 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.011 |
| Research integrity | 0.004 | 0.008 |
| Insufficient payload (model declined to judge) | 0.354 | 0.241 |
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".