Notice bibliographique
Résumé
Quid est Veritas?"What is truth?"Pontius Pilate, the Roman Procurator of Judaea, allegedly said in response to Jesus Christ's claim that everyone of the truth would hear his voice (John 18: 38).Whether Pilate asked this question because he had insufficient information to ascertain whether Christ's account or his accusers' was accurate, or because he was reflecting an expedient political view, Pilate's question can be applied to research based on information gathered from the Internet.For several years many educational authorities in North America, as well as those in the Antipodes and Western Europe, have hailed the Internet as a great research resource.No longer does a scholar have to traverse the globe physically in search of rare and elusive sources.Many are now available on the Internet.Indeed the initiative of the Vatican libraries to digitize and post to their Web site many of their holdings enables unique and fragile ancient and medieval manuscripts to be accessible both to the scholar who spends her or his lifetime researching in such realms and to the layperson (Vatican Library, 2006).Even a curious primary school student can view such rare documents.Other libraries and archives also make at least some of their holdings available through the Internet, such as the Provincial Archives of British Columbia (British Columbia Provincial Archives, 2006).On the other hand, the Internet has made it easier for those who lack ethics and scruples in research to engage in plagiarism.Moreover, the plethora of Web sites has created a virtual Tower of Babel of information.With some contentious or emotional topics, for example, it becomes almost impossible for the beginning researcher such as a school student not only to differentiate between what is true or false, but even to ascertain what is reasonable.To be sure, most teachers do not simply assign a research topic and then release their students to forage for whatever they can find.Usually some background is provided as well as guidance as to what sources might be considered appropriate.In the days before the Internet such instruction was usually sufficient, as what was available in school libraries or other local libraries had been selected and vetted by people who were largely able to distinguish reasonable scholarship from biased accounts and simple opinion pieces.This happy state of affairs disappeared with the advent of the Internet.The ubiquitous nature of the Internet, and the ease with which one can find information make the Internet, as attractive as the mythical song of the sirens.As teachers we may wish to emulate Odysseus, who filled the ears of his crew with wax so that they could not hear the sirens' song (Homer, 2002).However, our students are not a ship's crew, and we cannot exercise such control over them.Although to some degree we can present a nurturing and nonthreatening environment in school, much like what Friedrich Fröbel (1782-1852) desired for his kindergarten (Fletcher & Welton, 1912), we have little control over what the student does outside school.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,010 | 0,037 |
| Méta-épidémiologie (sens strict) | 0,004 | 0,001 |
| Méta-épidémiologie (sens large) | 0,005 | 0,004 |
| Bibliométrie | 0,008 | 0,003 |
| Études des sciences et des technologies | 0,007 | 0,004 |
| Communication savante | 0,011 | 0,005 |
| Science ouverte | 0,005 | 0,002 |
| Intégrité de la recherche | 0,027 | 0,019 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,043 | 0,024 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».