"every single Chinese parent would rather their kid go the oxbridge route than any chinese school" - citation needed!
The oxbridge (as in "the bridge of the ox", a very logical outcome from "the ford of the ox" and "the bridge of the cam") are more of commercial enterprises than teaching institutions, and the preference for them are first and foremost the result of commercial advertising. The business model in here is to attract a great mass of pupils, be very selective about it (in order to have high-profile prospects), be very expensive (because the networking happening there must worth the hassle), then selling the achievements of these high-potenial strictly-preselected material to others as the results of its own merit. The research, the eccentric curriculum, or any other quirk that sets these institutions apart from others are just secondary. That is the naked truth.
Moldovan (from Cahul) here. Many of my friends emigrated in Canada. Good friends, which I miss. While I appreciate your good impression of us, I don't share your wish for more of us going there. Although I'm somewhat content for those finding a better life than it could have been here, I'm not content with loosing our best and brightest among us, and thus not so content about Canada facilitating this brain drain in any way. In the end, although I'm fully aware what the subject of general discussion is (i.e. decrying the immigration hurdles), I have to say that for us who chose not to emigrate the changes in Canada's immigration policies comes as a good thing.
From a simple test, this tool is at the hobby level. The text is not interpreted semantically, because the so-called summarization is nothing but blocks of text from the original text, copied ad-literam. It lacks any kind of rewording. My guess is that for content retrieval it employs the the most rudimentary model one can think of [1], does a plain token indexation, then chooses the blocks with the highest density of non-ordinary words.
The oxbridge (as in "the bridge of the ox", a very logical outcome from "the ford of the ox" and "the bridge of the cam") are more of commercial enterprises than teaching institutions, and the preference for them are first and foremost the result of commercial advertising. The business model in here is to attract a great mass of pupils, be very selective about it (in order to have high-profile prospects), be very expensive (because the networking happening there must worth the hassle), then selling the achievements of these high-potenial strictly-preselected material to others as the results of its own merit. The research, the eccentric curriculum, or any other quirk that sets these institutions apart from others are just secondary. That is the naked truth.