In loving memory of Professor Pam Gilbert (nee Phillips) 12/5/1946-13/11/2002
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
Staff in the School of Education at James Cook University were deeply saddened by Pare Gilbert's death on 13 November 2002 at her home in Townsville. I still find it difficult to believe that she is not with us. Pam worked until the end, writing, supervising research students, teaching and talking with colleagues, running research projects. There are still so many reminders in our daily working lives of her vitality and wit, of her intellect and humour, of her thoughtfulness and good sense. I first met Pam at a conference in Perth in 1990. Pam was a keynote speaker and the star of the show. I was a novice academic, newly appointed to a university position following several years teaching in high schools. Pare had sought me out by asking a conference organiser to introduce us. I was stunned. Pam was a giant in the academic world I was only just entering. Internationally recognised, lauded in the UK, Canada, New Zealand the USA, Pam's work was cited in the leading journals in her field, she had published several scholarly books, every serious scholar in English and literacy education had read her work, and she was the only reason I knew about James Cook University. I was so nervous that I barely remember anything about our conversation, but I was reminded of it recently while listening to Pam's husband, Rob Gilbert, speak at her funeral. Rob commented then that he believed Pam had no interest at all in promoting herself. Despite all the honours and plaudits and invitations to speak at so many notable occasions ... she really had no interest in being the centre of attention. Rather, she was always more interested in what others were doing, and if she could help them. That certainly was my experience on that memorable day when I had coffee with the famous researcher from a place called Townsville, whose work I had had to get my head around in order to write my own thesis. Pam's collegiality and generosity in sharing ideas and exploring the boundaries of her field had no limits and her humble approach to her own achievements set a rare benchmark in university circles. A significant feature of Pam's career is that her work is widely acknowledged as innovative and relevant by professional educators, academics and students alike. Her extraordinary career spanned twenty years teaching at high schools and another twenty years as an academic at JCU. During her school teaching career Pare held teaching positions at Ayr, Townsville, Brisbane, Ipswich, and Nambour. She was Head of English at the then Heatley High School, and taught in London during the late 1970s while also studying at the London Institute of Education. …
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 | 0,002 | 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) | 0,001 | 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