Bibliographic record
Abstract
Wri tten as the second half of Canada's Century approached, Earle Birney's satiric verse (above) captures the purpose with which I began this study: to consider the development of a modern adolescence within the context of a nation that was suffering the "growing pains" of becoming a mature participant in the modern world order.Whether Canada had crossed that threshold by 1950 or, as the poet suggests, was still "frozen in adolescence," is a metaphorical rendering of the question of national identity that has so pervaded our history.Examining adolescence historically does much to dispel notions of what is "natural," "inevitable," and universal about this life stage and about generational relations.At the same time, history points to the relationship, replete with contradictions, between youth, modernity, and national identity.Adolescence became a modern phenomenon, increasingly distinct, increasingly identifiable as a special state of being-and becoming-during the years between the Great War and 1950.Yet it was never the universal experience that it was made out to be by experts and non-experts alike.Being young is not the same for all young people. 1 Commonalities in age, generation, and culture do ConclusionYouth's Dominion This is the case of a high school land, forever frozen in adolescence.
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 | 0.008 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.007 | 0.002 |
| Scholarly communication | 0.011 | 0.004 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.004 | 0.004 |
| Insufficient payload (model declined to judge) | 0.188 | 0.056 |
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".