Bibliographic record
Abstract
This thesis examines the history of the custodial training school, Woodlands School. Located in New Westminster, British Columbia, Woodlands operated under various names. The institution originally opened in 1878 as the Provincial Asylum for the Insane, where it housed ‘lunatics’ and confronted mental diseases. In 1950 the facility underwent a transition to a custodial training school that focused on the care of ‘feeble-minded’ children, along with children who exhibited various physical and behavioural issues. That year its name changed to Woodlands School to better align with its new focus on special education and occupational therapy. This thesis uses patient, parent, and staff perspectives to offer unique insights into how Woodlands operated and how it is remembered. Additionally, it relies on a blend of archival materials including newspaper articles, newsletters, sessional reports, tour reports, and three texts concerning Woodlands’ history produced by former staff member, Val Adolph. First, this thesis grounds Woodlands in the context of British Columbia and Canada, then examines the factors and problems associated with transitioning the Asylum for the Insane to Woodlands as a custodial training school. Secondly, I explore Woodlands’ context through a special education lens alongside the experiences of a former resident. Thirdly, I consider how activist mothers influenced the closure of Woodlands School. Overall, the history of Woodlands is complex and multi-faceted, spanning decades and generations of different experiences, yet still has significant commonalities with other custodial training schools in Canada.
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 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 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".