Bibliographic record
Abstract
British emigrant and maritime administrators of the mid-nineteenth century severely restricted the quantity and nature of possessions most travellers could take on board the small vessels conveying them to the colonies. However, officials could not stipulate which beliefs, values and aspirations travellers might elect to take with them. Some workers brought the skills and experience necessary to organise labour. By 1860 in Victoria they had introduced craft (or 'trade') societies, won an eight-hour working day and established the Trades Hall. However, very few Irish occupied leading roles in Victoria's union movement before the 1870s. Irish immigrant workers were, for the most part, far from being an inert group. Many thousands of them had left the security of their homes, families and friends to embark on a frightening voyage to an unknown, but hopefully better, future, and, on arrival, they laboured on the goldfields and on farms, in factories and in infrastructure construction, and also helped establish their own churches and schools. There is no evidence that the Catholic Church discouraged Catholic workers from pursuing union leadership or that its clergy interfered in union affairs. There were isolated incidents of church-union contact, such as the support Cardinal Moran of Sydney offered in 1890 to maritime strikers; however, he took no further action when the strike organisers ignored his overtures.
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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 | 0.012 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.003 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| 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; 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".