Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
The concept of community colleges has existed for more than a century in United States.The mission of these institutions is centered on access to postsecondary education that focuses on the needs of the community in which they are located.The opportunities available include general education coursework leading to an associate of arts degree, vocational training that culminates with an associate of science degree, and continuing education.For a high percentage of students entering the community college system, the ability to transfer credits to a university and obtain a baccalaureate degree serves as a motivating factor and the fulfillment of the promise for equality through access to a higher education.The success of this model has garnered international attention from countries such as Canada, Chile, China, South Korea, India, South Africa, Turkey, and New Zealand, to name a few.The need for a highly skilled and well-educated workforce is a common theme.Additionally, the internationalization of community colleges in United States, through the expansion of academic programs, continues to gain momentum.Within the context of North America, the United States and Canada are highlighted in this volume.In Chapter 1, Chase-Mayoral suggests the need for institutions founded on the educational, economic, and social needs of a community to also consider how the spirit of educational entrepreneurialism plays a role.She hypothesizes that this concept is a prerequisite for a community to develop the idea of establishing and sustaining these types of institutions.Furthering this idea, Sianos discusses why Ontario' s Differentiation Policy Framework for Postsecondary Education was developed and its impact on Ontario' s postsecondary system.This framework was designed as a response to the need for a highly skilled workforce; however, it is believed that this system encourages elitist reform.The focus of Chapter 3 is South America.Through the lens of organizational learning theory, McCrink and Whitford describe the outcomes of a partnership between a community college in the United States and a university in Chile to develop a community college system in Chile.Chapters 4 through 6 focus on the continent of Asia, specifically China, South Korea, and India.The development of community college-like institutions in China began as recently as the 1980s.Zhang posits identity, applicability, structure, and global impact as challenges these institutions are experiencing.Kim and Yun explore persistence within 2-year colleges as it relates to career decision making self-efficacy, academic satisfaction, and
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 | 0,003 |
| 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 | 0,012 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 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