Training as per syllabus: readying the south Saskatchwan regiment for war, 1939-1944
Bibliographic record
Abstract
During its long period of training, the Canadian Army of World War Two decided how it would conduct warfare. Results varied upon combat being joined. Conclusions drawn from the outcome of Canadian battles, however, will forever remain an effect. The causes can only be determined through investigation of what occurred in the time spent preparing for combat, for it was during this period that doctrine was fonnulated, settled upon and instituted throughout the am1y. This thesis will examine the methods utilized in readying one formation - the South Saskatchewan Regiment - for combat in the Second World War. By comparing the training experiences of this representative body of soldiers to the historical literature on the training phase of the Canadian Army, conclusions will be drawn as to the latter's validity. This thesis illustrates that a great deal of time was wasted in the years leading up to the invasion of France during the summer of 1944 and how thoroughly unprepared the Canadian Army was for combat, when it finally arrived. It truly was a major failing of the Canadian Army high command not to use the considerable length of time preparing for modem warfare more effectively.
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 | 0.000 |
| Science and technology studies | 0.000 | 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".