An investigation into certain problems connected with the teaching of religion in the 'old' city of Halifax
Bibliographic record
Abstract
The thesis deals with the religious instruction of students in grades seven, eight and nine in Catholic schools in Halifax—i.e. public schools that have been traditionally designated for use by the Catholic population. The development of the Archdiocesan Office of Religious Education, in the period 1964-1972, as well as the views of its first leaders, are described. A comparison is made between their views and those of teachers who offer religious instruction in the schools. The teachers were surveyed by means of a questionnaire. The finding reveals the situation as it existed in the 1971-1972 school year. \nFrom the study many problems become evident, including such fundamental ones as: (1) the problem of communication between teachers and religious education leaders; (2) the problem of obtaining qualified instructors who are properly motivated, to teach religion. Recommendations tend to center around one point—religious instruction must be taken more seriously than it is at present. Properly qualified teachers should be sought, and those teachers who do not perform an adequate job, or those teachers who might do harm to pupils by their lack of religious belief, should be required to discontinue their involvement in the religion program. It is also recommended—consistently with suggestions from teachers and religious education leaders—that religious studies should be made a regular (i.e. credit) course, on the same footing as the other junior high courses, such as English, mathematics, gymnastics and music.
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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 | 0.003 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.034 | 0.026 |
| Scholarly communication | 0.008 | 0.002 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.004 | 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 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".