Bibliographic record
Abstract
What happens to the immigrant's traditions in the new country?Though inevitably transformed they continue to be a determining factor in the life not only of the first but also of the second and third generation.The question of "identity" remains important to Italo-Canadian students I have known at McMaster University.Over the past two decades of teaching in the steel city, students have often wondered out loud: "when does one become a 'real' Canadian?"One student was convinced that because her parents were born in Canada she somehow finally qualified to be one.Most students seem to think that though "Italianness" does enrich their lives, it is also seen as a marked disadvantage in competition for important positions in society.My reactions to the students' concerns have never been totally satisfying.My efforts to reassure them recalled my own similar ambivalent sentiments of four decades ago.In 1947, after the MA and before turning to doctoral work and a possible academic career, I did give serious thought to accompany some of my college friends to the Civil Service.We all dreamed of External Affairs where the brains were supposed.to be.My last-minute decision not to take the exam was based on the immigrant's syndrome that somehow you would not be given an equal opportunity.I had no evidence that such would be the case.Whether a shrewd judgment or paranoia, I don't know.Perhaps I should note that those days St. Michael's College wore its Irish Cathollicism quite self-consciously.We had a fortress mentality in a Toronto world that was vigorously Protestant.
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 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 | 0.002 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 teacher head, 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".