How's life in the digital age in Canada?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Compared to other OECD countries, Canada benefits to a large degree from the opportunities offered by the digital transformation while being exposed to relatively low risks. People in Canada make high use of a variety of Internet activities. More people in Canada make use of the Internet for online education and finding and applying for jobs than in any other OECD country. In addition, Canada’s level of digital skills is well above the OECD average, with a relatively low accompanying digital skills gap, and few teachers reporting to lack ICT skills to perform their job (9%). Some other key risks of the digital transformation are relatively contained in Canada. Self-reported exposure to disinformation, at 19% is almost half that of its larger southern neighbour. In addition, the share of children reporting to be exposed to cyberbullying is lower than the OECD average. The assessment of benefits from the digital transformation in Canada should be interpreted with caution due to the unavailability of information on the Canada’s performance in several domains such as work-life balance, digital security and subjective well-being.
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.
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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 it