THE CONTRIBUTIONS OF POLISH IMMIGRANTS TO THE MAKING OF AMERICA IN 1880-1924 (Sumbangan Immigran P olandia kepada Pembangunan Amerika pada Tahun 1880-1924)
Bibliographic record
Abstract
ABSTRAC\nThis study stems from a curiosity of the life of Polish immigrants in American society and the accomplishments they contributed to the United States in the last quarter of the nineteenth century and the first quarter of the twentieth century, despite the fact that they were illiterate, unskilled, poor peasants who came to this nation as immigrants for bread.\nIt attempts to find out whether there were important and monumental contributions that Poles had made to the making of America under American prejudice and discrimination against their alien culture, religion, settlement pattern, and social pattern.\nThe method applied in the study is library research, while the analysis of this study is made under American Studies discipline that involves theo¬ries of American Studies and interdisciplinary approach. This study em¬ploys Theories of American Studies proposed by McDowell, namely synthe¬sis of tenses (Past-Present-Future) and synthesis of knowledge. The interdis¬ciplinary approach involves different perspectives: historical, cultural, liter¬ary, economic, sociological, psychological, and anthropological.\nThe research results show that Poles made many important cultural, economic, and social and political contributions to the development of the United States in 1880s-1920s. Polish cultural contributions were made in sport, art, education and religion. In economy, Polish contributions were in the forms of cheap labor, agricultural products: tobacco and vegetables, and entrepreneurs. Polish social and political contributions were social, chari¬table, fraternal organizations and institutions, military services and sacri¬fices in the Revolutionary War, the Civil War, and World Wars I and II.\n\nKey words : Prejudice, discrimination, contribution, Poles.
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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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".