Bibliographic record
Abstract
This study is a study of the history of Japanese-Canadian education during World War II. In British Columbia where the Japanese Canadians were concentrated, they had been discriminated against for half a century since 1895. Shortly after Japan had bombed Pearl Harbor on December 7, 1941, they were forcibly interned in Hastings Park in Vancouver. A little later, starting in April 1942, the majority of them were sent to interior housing projects in the ghost towns in the interior of British Columbia, operated by and supported by a new Federal Government agency, the British Columbia Security Commission. The Japanese-Canadian children's education was abruptly stopped. When they moved into ghost towns which were scattered around the interior of B.C., schooling there was not ready at all. While the federal and provincial governments were bickering about who was responsible for the schooling of the children, and about what grades would be taught in the schools, some older second generation Japanese Canadians, who had not had any Normal School training, started unofficial schools there. The Federal Government took over the schools and hired the inexperienced nisei teachers for Grades 1 to 8, but it never did provide either kindergartens or high schools. Therefore, some religious groups came in and started both kindergartens and high schools. After the war, the Japanese-Canadian children who remained in Canada with their parents went to the public school in towns to which they had to move, mostly in Eastern Canada. They did very well there, thus showing how successful the schools in the internment camps had operated, despite limited school supplies and very inconvenient facilities.
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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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.004 |
| Science and technology studies | 0.026 | 0.005 |
| Scholarly communication | 0.006 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.008 | 0.001 |
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".