Bibliographic record
Abstract
Placeholder "Farewell to Nova Scotia," the province's unofficial anthem, is a song of departure, not a song of arrival.Individuals and families have been leaving the Atlantic region for other parts of Canada and the United States in large numbers since the latenineteenth century.The scholarly literature on out-migration from Atlantic Canada is substantial.And it demonstrates that it is usually the young -between twenty and twenty-nine -that move first; that young men, more than young women, move more often; and that rural areas feel the incision of demographic collapse first.Yet in his sensitive and sophisticated analysis of out-migration from Digby Neck, Nova Scotia, Michael Corbett poses a question that economists, sociologists, and historians -who have studied the same phenomenon in other locales -have missed: what role does formal education play in rural depopulation?Using Paul E. Willis's classic Learning to Labor as a starting point, Corbett argues forcefully that the educational practices found in Digby Neck's public schools between 1963 and 1998 not only reproduced class divisions, but did so in a markedly geographical way: working-class kids were "streamed" into working-class jobs that existed locally, either as fishermen, fish plant workers, or housewives, while middleclass kids were groomed for middle-class jobs that existed globally.Within this pedagogical context, educational success was defined by teachers, counselors, and administrators -clearly, obviously, and repeatedly, from the kids' perspective -in terms of leaving the community; failure was associated with staying."You weren't made to feel great about yourself and where you were from.You were conditioned that way in school," one of Corbett's many informants observed."You know, a lot of teachers felt like they was almost like a missionary coming to liberate you from this type of life.Those who don't make it, well maybe you can go fishing" (128-9).
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.034 | 0.024 |
| Scholarly communication | 0.005 | 0.003 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.006 | 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 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".