The problem of the coloured child: Child welfare services after the Halifax Explosion
Bibliographic record
Abstract
The focus of this paper will be the treatment and care given to African Nova Scotian Children in the period immediately after the Halifax Explosion from 1917 to 1921. As well, it will focus on the programs and services developed solely for African Nova Scotian children. Providing an analysis of how African Nova Scotian children were processed after a disaster such as this is important because it contributes to an understanding of a part of our Canadian history of which we know very little. Through the lens of Critical Race Theory, this research has collected data through historical document analysis. This paper aims to create a landscape of child welfare that has yet to be established by addressing the lack of and gap in data and analyzing why this gap exists. This research provides a deeper understanding of the social and racial stigma present within the child welfare system at the time of the Halifax Explosion. This paper will prove there is insufficient data on the child welfare of African Nova Scotian children, in primarily government documents. These documents provide no details or follow-ups to the little detail present about African Nova Scotian children. What was present provided evidence of systemic racism present and voiced racist attitudes, in this post-Explosion era.
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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 | 0.001 | 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 | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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".