The Higher Educational Institutions of the Diaspora of Canada as a Mean of Preservation of National Identity (1918 - 1939)
Bibliographic record
Abstract
The period of the second wave of the Ukrainian emigration to Canada was marked by the growth in quantitative and qualitative plans of educational institutions. The aim of the articleis to enlighten the history of the formation and development of the Ukrainian higher education in the diaspora of Canada in the period between the two world wars.Methodsof scientific analysis and synthesis, historical comparison, statistics were used in the research. Namely, attention was paid to the emergence of the first bursas and institutes, the successful and crisis stages in their activities in the interwar period. The Ukrainian studies in the diaspora have been characterized and the importance of their introducing in the educational process for national-patrioticupbringing of youth was proved. Scientific novelty. The level of public activity and initiative of the Ukrainian immigrants in the building of their ownbursas and institutes, such as the St. Petro Mohyla Institute in Saskatoon and the Mykhailo Hrushevsky Institute in Edmonton, the achievements of theseinstitutions in the sphere of education are shown in the article. It was noted that Ukrainian students were engaged not only in the educational process butalso in self-organizing. An example of it is the activities of the "Kameniari" student society. The general positive impact of educational institutions onpublic life in the Diaspora is substantiated. Attention was also paid to training of the Ukrainian students in Canadian higher educational institutions andorganizing youth associations by them.Conclusions. It is proved, that activity of lectures contributed to the formation of the streak of Ukrainian intellectuals, who had to keep the Ukrainian language, history, culture, customs, traditions and, in general, the Ukrainian spirit in the diaspora of Canada. Theauthor ascertained that the rise of education among Ukrainian immigrants also contributed to the rise of their public and political status in Canada during the interwar period
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.011 | 0.004 |
| Scholarly communication | 0.004 | 0.001 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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".