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
Joanne was a tall woman with striking blue eyes and a manner that was simultaneously shy and defiant. I was to be her new family doctor. Her endocrinologist continued to prescribe the hormones supporting her transition from a male to a female. And, most importantly, she came with a skilled therapist helping her with the loss of her family who couldn't cope with her transgendered identity—and the fear of losing her twelve-year-old son who had just found out his father would prefer to live life as a woman. Her son meant the world to her. She was terrified of not accomplishing the tasks she had set herself: become comfortable as a woman, retool her job skills, support her son, and grow into her new life. Joanne's visits focused on health maintenance and several minor complaints, including a popping in her ears. With a normal physical exam, my first diagnosis was somewhat dismissive. “I don't think its anything—it should clear up on its own.” She was back three weeks later. I examined her again—gave her a more fancy diagnosis: Eustachian tube dysfunction and suggested she try decongestants. “Sometimes this takes a while to resolve,” I warned her as she left. One month later she returned—“you have to do something about my ears—they are driving me crazy.” I felt impatient. Clearly she was overreacting. On the scale of things, her problem was pretty minor. I could have slowed down long enough to explore her concern, however, in my annoyance, I countered with a specialist referral. The ENT note comes back: Eustachian tube dysfunction. We were now on our fourth visit in as many months for the popping ears problem. I was armed with the note from the specialist. I gave her the spiel again (complete with a diagram): self-limited symptoms, no easy cure, try another allergy medication, etc. She was visibly unhappy, but I was too full of my own irritation to really pay attention. In a somewhat sharp tone, I said, “Clearly I am missing something, here—why are you so upset about your ears?” “It's my voice,” she said slowly, her eyes fixed on a spot where the floor meets the wall. “My voice—it's the most unfeminine thing about me. I'm trying so hard to train my voice … so I can sound like a woman … so that people will believe me and I can get on with my life. I can't hear my voice when my ears are popping … my voice makes me sound like a freak.” I was dumfounded—at my own arrogance, mostly. I had broken my own rule about never assuming I knew better than my patients about what was important in their lives. I had decided that popping ears were too trivial—and very nearly missed something that was of core importance to Joanne. Joanne was a very gracious teacher to me that day. It's a lesson I suspect I will have to keep on learning.
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 | 0,001 |
| 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) | 0,001 | 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