Bibliographic record
Abstract
Dear Readers,I always know when fall is upon us because that is when my inbox begins to fill up with a daily crush of packages from publishers who are eager to have their books reviewed. It is an exciting time of year to see so many good books that are bound to spark your child’s imagination, from new releases in all genres to reprints of well-loved classics.With thousands of children’s books published each year, it can be a daunting task for anyone who wants to find appropriate reading material for young readers about diversity and inclusion. Teaching children about our increasingly diverse world is an important exercise, and books can play an important role in this process if they have content that teaches kids about how to tolerate differences, handle stereotypes, show respect for others, and appreciate other cultures.We can all encourage children to celebrate diversity and remain open-minded by exposing them to books that embrace diversity in a variety of forms, including culture, religion, race, ethnicity, and sexual identity. Deakin editors and reviewers are keenly aware that children have open minds and hearts, so we keep our eyes open for books that teach children about the many ways that people are different, while emphasizing the positive aspects of our differences.To help you celebrate diversity with young readers, we are pleased to call your attention to several books that teach children to appreciate different cultures and befriend people who look or act differently: James Dawson’s This Book is Gay, Rebecca Hainnu’s The Spirit of the Sea, Alethea Arnaquq-Baril’s The Blind Boy & the Loon, and David Bouchard’s The First Flute and Nokum is My Teacher. Of course, there are also many other good books in this issue that celebrate positive attitudes and behaviours, so please spend some time reading the reviews and help your children to appreciate all the interesting people around us.Happy reading!Robert DesmaraisManaging Editor
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.010 | 0.007 |
| Scholarly communication | 0.009 | 0.009 |
| Open science | 0.001 | 0.013 |
| Research integrity | 0.004 | 0.009 |
| Insufficient payload (model declined to judge) | 0.013 | 0.004 |
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".