"PERMISSION TO REPRODUCE THIS
Bibliographic record
Abstract
Written in three sections, this guide has two trposes: one is to assist English and Social Studies teachers who)uld like to encourage students to understand and appreciate tholocry: to do this it provides a guide to Yukon mythology,))lowing guidelines in the British Columbia programme of studies. le second purpose is to provide some comparative notes for trticular Yukon myths in the book "My Stories Are My Wealth " by laela Sidney, Kitty Smith, and Rachel Dawson, published by the)uncil for Yukon Indians. Although that book was not specifically 7epared for use in schools, it may be a source-book for teachers:terested ir. including Yukon materials when they discuss mythology. trt 1 of this guide is a discussion of themes in northern mythology,:rticularly Athapaskan mythology in the Yukon, which might be of me use to a teacher teaching mythology at an elementary or high:tool level. Part 2 is a more direct guide to ways in which Yukon ethology could be used in grades 1 to 7 Social Studies and grades B) 12 Enalish. This section follows the British Columbia curriculum:ides. Part 3 is a thematic aid comparative guide to stories in "My:ories Are My Wealth " for teachers specifically interested in Yukon ethology. (Author/CM) Reproductions supplied by EDRS are the best that can be made from the original document. k********************************************************************* Wh the
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.002 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.541 | 0.529 |
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; the direct Gemma label and the distilled Codex classifier agree on what is shown here.
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".