Cool Colleges: For the Hyper-Intelligent, Self-Directed, Late Blooming, and Just Plain Different
Notice bibliographique
Résumé
Cool Colleges: For the Hyper-Intelligent, Self-Directed, Late Blooming, and just Plain Different Donald Asher Ten Speed Press, 2000, 224 pp., $14.95 (soft cover) Ever wish you could find an unconventional guide to colleges and universities? One that is thought-provoking and loaded with interesting but little known tidbits about higher education? Cool Colleges may be the book for you. Written by a business writer and speaker who has spent a decade visiting colleges across the U.S. and Canada and who has children of his own who are contemplating the college scene, this book explores the diversity of opportunity that is available in higher education today. Using graphics and page design to package information in a readable and digestible manner, a reader can open this at any page and find useful facts, observations, and appraisal. But a word of caution is in order. To obtain maximum usefulness and understanding of what is being presented, the reader should first consult the Introduction. It outlines what the book purports to do and its limitations and omissions as well. The author explains his research methods and biases and offers his opinion that a undergraduate experience can often best be obtained at a smaller, perhaps lesser-known, four-year college rather than at a large university. As he states, This guide is not meant to be the primary guide in a counselor's office, nor the only guide a student should consider. One of my explicit goals is to provide information not readily available everywhere. The cost of going to college, a major consideration for many students, is not discussed here. The author believes prospective enrollees should seek a good college fit, then consider the financial aid package offered and make a decision based on hard data rather than trust the claims of a campus viewbook. In discussing a college the author wishes to highlight, he provides a summary of its characteristics of particular interest to undergraduates, its pluses and minuses as an institution, and a cross apps feature. The latter provides a handy means to find other, similar schools if exploration is part of the adventure in choosing a college. He cautions the reader to be sure to get the right name of the college being considered and cites several examples of schools with similar names but having very different profiles. For example, nineteen schools have Washington as a part of their names. Wheaton College in Massachusetts and Wheaton College in Illinois are two fine liberal arts but distinctly different. Schools described by the author as innovative, those operating on the block plan, co-ops, the Public Ivys, engineering schools, military academies, schools known as work colleges, those with a religious affiliation, those with a tribal affiliation, schools for auctioneering, modern railroading, and comedy are all included. …
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 | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,011 | 0,010 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,204 | 0,151 |
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 ».