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
ACCORDING TO RECENT SURVEYS done by NATS, about two-thirds of our membership teach in private studios and only about one out of three teaches in university or college setting. As an officer of the Association and Associate Editor of Private Studio column of this journal, I ask myself and you: How can we help the private studio teacher to become better involved in the activities of the Association? Many private studio teachers are already heavily involved in NATS. But let's take some time to discover all the ways that you, too, can become involved. First of all, you are reading Journal of Singing. According to the NATS 2006 survey, 86.3% of our members do. This is wonderful way to get started. In addition to reading the Journal, private studio teachers are welcome to submit articles to Journal of Singing, a venue for teachers of singing and other scholars to share the results of their work in areas such as history, diction, voice science, medicine, and especially voice pedagogy.1 This is your journal and we would love to read what you have to share. Contributions pertinent to particular department may be submitted directly to the Associate Editor of that department and all other contributions should be submitted to Editor in Chief Sjoerdsma at the address listed under Guidelines for Contributors on the last page of the this journal. Taking tour through any edition of Journal of Singing will afford you many other opportunities to participate in NATS. As I peruse the January/ February 2008 issue, besides the many informative columns, I find challenge from then President Martha Randall imploring us to help other members who have lost their music collections in disasters such as Hurricane Katrina. I also find announcements of upcoming events such as our conference in Nashville in June 2008 and an advertisement for the now-filled position of Executive Director of NATS. I also find numerous announcements for workshops and products that, while not directly affiliated with NATS, offer NATS members excellent opportunities. Also to be found are advertisements for all kinds of colleges to which to send your students after they leave your private studio. All this without leaving the comfort of your living room recliner! But let's leave that recliner and see how to become more personally and actively involved. When is the last time that you attended NATS chapter meeting? As of this writing, there are eighty-one NATS chapters in the United States and Canada. To find out what's going on in many of these chapters check the NATS website at www.nats.org. The national website contains many opportunities for private studio teachers. Clicking on the EVENTS tab at the top of the first page of the website, the second thing that one sees is list of regional and chapter events. By clicking on your region of the map, you are redirected to page dedicated to what's going on in your region. The first thing that you see is list of regional and chapter websites. Currently, there are forty NATS-affiliated websites in the United States and Canada. All of these websites list events that you are welcome to attend and, even more importantly, events with which the local chapter needs your help. Contact them. Volunteer your time; it feels great! What's that you say? There isn't chapter in your area? Step up to the plate. Call your NATS colleagues who live in the area and form chapter. It's not hard to do. According to our bylaws, any group of active members of the Association may petition the Board for chapter charter for their geographic area. Once you let your regional governor know that you wish to establish new chapter, he or she will contact the Board, vote of the Board will be taken, and new chapter will be established. It's just that simple. I am founding member of the Rhode Island Chapter of NATS (RINATS) that was established in 1982 largely through the efforts of just two NATS members, Roz Wadsworth and David Laurent. …
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 | 0,000 | 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 | 0,001 | 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) | 0,000 | 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