Bibliographic record
Abstract
I met Isabelle many times, either at the Kanehsatà:ke Cultural Center or a Youth Art Show in the community.She struck me as being genuine in her interest to understand the underlying causes of the "Oka Crisis, 1990."I wasn't surprised when I learned that she had taken on the daunting task of writing about the ongoing Kanehsatà:ke resistance in 1990.Remember that this unresolved historical conflict and Mohawk resistance are twice as old as Canada, which claims that in 2017 is its 150th year of nationhood.Isabelle has created a powerful, clearly written narrative of what was happening behind the barricades, in front of the barricades, and in the offices of Canada's politicians.Isabelle took a different path from previous individuals who chose to take a focused snapshot of the summer of 1990.The inclusion of poetry, films, plays, and other literary works by Indigenous and non-Indigenous writers added a multi-dimensional perspective that was missing in prior narratives.The reader benefits from the author's perception as it is evident that she has spent an enormous amount of time searching, finding, analyzing, internalizing, and seeking out key informants who have contributed previously unknown stories.I will admit that I had a difficult time.I would read a chapter or a few pages and suddenly my mind would be flooded with images, memories, and feelings of anger, sadness, fear, and, yes, at times, laughter.Many of the community residents were confined to the Food Bank at our elementary school when the Canadian Army moved into the territory.They blocked roads on their way to surround the treatment centre.Meanwhile, the Sûreté du Québec police rode slowly up and down Route 344, attempting to intimidate us.I am one of the women who decided to taunt the Sûreté du Québec with signs that said how many more laps to get free doughnuts.I also helped to start a milkweed seedpod throwing game, just like throwing snowballs-both spontaneous activities meant to relieve the stress of restricted mobility and the threats of the unknown.I love reading about history, Indigenous peoples, human rights, social equity, culturally responsive education, and any research materials that tackle racism and derogatory stereotypes.As I read Isabelle's book, I came to the conclusion that she was writing about all these issues.My personal beliefs and understanding
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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 | 0.000 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".