Education and global cultural dialogue : a tribute to Ruth Hayhoe
Bibliographic record
Abstract
PART I: COMPARATIVE EDUCATION, INTERNATIONAL RELATIONS AND DIALOGUE ACROSS CULTURES From International Relations in Education to the Study of Global Governance: Ruth Hayhoe's Legacy K.Mundy Meaning Making in Cultural Experience: Insights from Ruth Hayhoe for Interpreting Internationalization and Localization in Australia, Hong Kong and Singapore W.O.Lee And the Boys Took It Up for Themselves: Scouting, Learning and Dialogue Across Cultures J.P.Farrell Historicizing Comparative and International Education, and Internationalizing History of Education: A Personal Reflection on Ruth Hayhoe's Call for Cultural Dialogue Y.T.Chia Humanizing Globalization: Five Scholars Bridge East and West through Comparative and International Education H.Ross & Y.Wang PART II: CHINESE HIGHER EDUCATION AND THE WORLD Transnational Higher Education in China: Towards a Critical Culturalist Research Agenda Q.Zha Education and Global Cultural Dialogue: Analyses of the Chinese Knowledge Diaspora at a Major Canadian University R.Yang What are the Implications of a Chinese University Model? H.Wang Achieving Balance among Competing Challenges in Chinese Higher Education R.F.Arnove One Hundred Years in Pursuit: The Idea of University Autonomy in China N.Zhong PART III: INQUIRIES INTO CHINESE EDUCATION INSPIRED BY RUTH HAYHOE Childhood, Youth, and Globalization: Some Theoretical Perspectives with Reflections on China I.Epstein Sustainable International Cross-cultural Collaboration: Transcending 'Brain Drain' and 'Borrowing' Models V.Seeberg & H.Qiang Parallel and Diverging Paths: Hong Kong Higher Education and Ruth Hayhoe D.Post Hong Kong's Potential for Global Educational Dialogue: Retrospective and Vision R.Hayhoe
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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 | 0.011 | 0.018 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.010 | 0.040 |
| Scholarly communication | 0.013 | 0.027 |
| Open science | 0.002 | 0.007 |
| Research integrity | 0.008 | 0.014 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".