Bibliographic record
Abstract
Two distinct and important concepts, international education and public policy are newfound constructs in Canadian research literature.As the book's title also claims, the focus of this book is not international education and public policy, but more specifically, international education as [emphasis added] public policy in Canada.This title clearly admonishes the intent of this book which is to situate international education (IE) as a distinct and evolving public policy field within the Canadian public policy context and literature.Although one might consider these concepts as paradoxical opposites on an ideological spectrum, as the book title suggests, international education [exists] as public policy in Canada, with the chapter's authors noting the varied constraints, challenges, and opportunities for this new policy concentration.This book purports that "…this current volume makes an important contribution to the study of IE by presenting a collection of chapters that tell the Canadian story of when, how, and who of IE in Canada" (p.3).Tamtik, Trilokekar and Jones, the book's editors, through these chapter's authors introduce readers to the field of internationalization, both within the provincial and territorial political context of Canada.They also discuss the various actors, networks, and discourses within the burgeoning field of internationalization policy, including a chapter on decolonization, indigenization, and internationalization.In the introduction to their book, they present their perspective on IE policy within Canada's federal, provincial, and territorial governments, but also with insights from kindergarten to grade 12 (K-12), and post-secondary, including both universities and colleges.The editors further argued that this book is especially important for K-12 schools, given "… the increasing im-Book Review: Plant vi
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 | 0.002 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.006 | 0.020 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.003 | 0.004 |
| Insufficient payload (model declined to judge) | 0.025 | 0.005 |
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".