An evaluation of secondary school business textbook coverage of money management /
Bibliographic record
Abstract
THE PROBLEM worker is a woman.' -The entrance of women into the labor force altered family income, thus initiating variations in emergent consumption patterns.Students must be prepared to cope with deviations in their own personal patterns of family finances.Students must be assisted in establishing a system of values appropriate to the world in which they live.With economic expansion in the United States from a gross national product of $104.4 billion in 1929 to a gross national product of 504.4 billion in 1960, patterns of employment modulated.As automation gains prominence, the efficiency of the worker rises, and the types of workers needed in the economy change.This idea is supported by the retraining programs now being initiated throughout the country.Harlow believes that every student entering the first grade in 1964 will have to train for three different areas of employment during his lifetime.%it seems apparent, therefore, that job opportunities will be different in the future from those available in 1964.Two challenges for education, then, are to pre pare future generations for diversity and to provide the opportunity for them to become intelligent voters, perceptive consumers, and wise managers of personal income.A generation ago, young people were forced to meet economic problems at an early age as a necessary element of survival.The labor force included many young people as circumstances required them to earn not only their own spending money but also to make substantial contributions to the family ^"Working Wives: A Roundup of Facts and Implications for Family Finance Educators," Topics, Vol. 13, No. 2, A Report Published by the Educational Division (New York: Institute of Life Insurance, Spring, 1964), p. 7. 2a speech delivered by Dr. James G. Harlow at the Family Finance Education Banquet at The University of Oklahoma, July 14,
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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 | 0.012 | 0.083 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.008 | 0.006 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.018 | 0.004 |
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".