Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
Introduction Dramatic changes have occurred in the scale of investment in employee education in the United States and Canada since the end of World War II. Business and industry leaders in the United States and Canada have recognized that an educated workforce is essential to remaining competitive in a global economy. At the same time, there is widespread dissatisfaction with the knowledge and skills of graduates of the public educational system, which has led to efforts to provide remedial education. In addition, technological advances require reeducation of employees to maintain their competence. Corporations also see employee education programs as a means to reduce costs associated with employee turnover and absenteeism (Allen, 1996). In 1997, organizations in the United States with 100 or more employees were expected to spend almost $60 billion for employee education (Training budgets, 1997). This estimate does not include the costs of informal on-the-job education, nor does it include indirect costs, such as the wages and benefits paid to employees while they are participating in educational programs. Souque (1996) reported that a survey of Canadian organizations found that employers are spending 1.6% of payroll on training and development for their employees. He reported that a recent survey in the United States reported a comparable figure of 1.5%. Davis and Botkin (1994) have argued that business is now becoming more responsible than government for the kind of education that will maintain competitiveness, from the development of basic skills to sophisticated professional development programs. They describe the development of corporate universities and note that although some of these are little more than rechristened training centers, they nonetheless reflect a growing commitment to employee education. Meister (1994) profiled education practices of 30 U. S. corporations that have established universities, including Arthur Andersen, Federal Express, General Electric, and Motorola. She noted that many corporations assist their employees who complete education programs to obtain academic credit toward university degrees. The American Council on Education Program on Noncollegiate Sponsored Instruction (ACE/PONSI) evaluates instructional courses and programs offered by business and industry, labor union s, professional and voluntary associations, and government agencies and makes recommendations for college credit based upon such instruction. ACE/PONSI was initiated in 1974, and today over 250 companies and organizations, including ATT Eurich, 1985; Hawthorne, Libby & Nash, 1983; Nash & Hawthorne, 1987; Porter, 1982). …
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.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,000 |
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 découle