Robert Cowin, Postsecondary Education in British Columbia: Public Policy and Structural Development, 1960–2015
Bibliographic record
Abstract
and the United States alike, public education has served as an important tool for promoting national symbols.When Canadians debated a new flag design in 1964, they did so with sixty years' experience of flag display in public schools; this included American-style pledges of allegiance to the Red Ensign in New Brunswick in the 1910s and to the Fleurdelisé in Quebec in the 1950s.Canadians may have disagreed about the design for a Canadian flag, but they agreed that having and displaying a flag was a normal feature of nationhood.They had public schooling to thank for this, and for a similarly unanimous acceptance of the necessity of a national anthem, a national sport, a national military (or peacekeeping force), and a national literature.Textbooks do figure in Cecilia Morgan's chapter on Laura Secord, but otherwise consideration of the role of public schools in symbol making is sparse.As a collection, perhaps Symbols of Canada's greatest value is as a distillation of almost twenty years of scholarship on Canadian symbols and social memory.The list of contributors is a who's who of experts in these fields, and chapters by Michael Dawson on Mounties, Karen Dubinsky on Niagara Falls, and Steven High on Canadian English, to name a few, are concise summaries of arguments they have made more extensively elsewhere.This makes the book especially valuable as an introduction for general readers and students.I would especially recommend it as an assigned reading for Social Studies education classes to inoculate pre-service teachers against the misconception that symbols are timeless or unproblematic.Think of it as universal health care for the historically conscious; how Canadian is that, eh?
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.006 |
| Science and technology studies | 0.010 | 0.003 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.019 | 0.003 |
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".