What to Do about Question Period: A Roundtable
Bibliographic record
Abstract
On May 7, 2010 a motion calling for the Standing Committee on Procedure and House Affairs to recommend changes to the Standing Orders and other conventions governing Oral Questions was introduced by the member for Wellington–Halton Hills. Among other things the Committee would consider ways of (i) elevating decorum and fortifying the use of discipline by the Speaker, to strengthen the dignity and authority of the House, (ii) lengthening the amount of time given for each question and each answer, (iii) examining the convention that the Minister questioned need not respond, (iv) allocating half the questions each day for Members, whose names and order of recognition would be randomly selected, (v) dedicating Wednesday exclusively for questions to the Prime Minister, (vi) dedicating Monday, Tuesday, Thursday and Friday for questions to Ministers other than the Prime Minister in a way that would require Ministers be present two of the four days to answer questions concerning their portfolio, based on a published schedule that would rotate and that would ensure an equitable distribution of Ministers across the four days. The motion was debated on May 27, 2010. The following extracts are taken from that debate.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.004 | 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".