Bibliographic record
Abstract
The remarkable story of the Urdu Instructional Materials Development Project began in 1986 when I returned to McGill University as the first appointee to the Chair in Urdu Language and Culture after an absence of nine years from the Canadian scene.During the time I had taught at the University of Minnesota (1977-86), the concept of multiculturalism was developing roots and taking concrete shape through Canadian government policies.The government's Heritage Languages Program, under the auspices of the Department of Multiculturalism, began sponsoring the development of instructional materials in a variety of heritage languages.On my return to Canada, Izhar Mirza, then president of the National Federation of Pakistani Canadians, and the late Muinudin Muin, both community leaders and friends, drew my attention to the need to develop proper Urdu language instructional tools for children.Consequently in May 1990, with funding from the Department of Multiculturalism, we held a one-day conference at McGill University, jointly sponsored by the Federation of Pakistani Canadians and the Institute of Islamic Studies.Its purpose was to assess the need to develop instructional materials in Urdu and to look for people to work on this project.A team of writers and coordinators was established.Thus began the arduous work of a group of individuals, divergent in their backgrounds and professional training but united by a deep sense of mission.Undeterred by difficulties of commuting from Montreal and Ottawa, and within Metropolitan Toronto, the Project team worked for long hours on the weekends and holidays for over seven years to produce two sets of books.In the initial stages of the project, I realized that the members of the writing team who joined the enterprise had the invaluable experience of classroom teaching in the public school system but no experience of writing and publishing.This did not discourage us, however.Through their sheer determination, motivation, and willingness to write several drafts of each story until everyone was satisfied, the team of full-time teachers in the Ontario Boards of Education was transformed into a team of proficient creative story writers and authors.This was a very gratifying experience for me.In August 1997, the Urdu Instructional Materials Development Project team members and various Boards of Education in Ontario involved in the project celebrated the Silver Jubilee of the multicultural policy of the Government of Canada with the publication of Urdu for Children: Book One.This groundbreaking work, which provides instruction in Urdu for children, is comprised of two volumes of texts accompanied by two audiocas-
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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 | 0.007 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.028 | 0.015 |
| Scholarly communication | 0.019 | 0.015 |
| Open science | 0.002 | 0.015 |
| Research integrity | 0.010 | 0.022 |
| Insufficient payload (model declined to judge) | 0.031 | 0.011 |
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".