Notice bibliographique
Résumé
The Student Science and Technology Online Research Co-op Program provides mentors, including myself, an opportunity to further develop their mentoring skills, and to play a role in educating the next generation of scientists. This semester, I am mentoring my third student through the Co-op Program in the area of genetics and neuroscience. I have always loved teaching, especially teaching genetics, and have been thrilled to pass on my enthusiasm and knowledge to students by guiding them through their research projects. Mentors play a critical role. They can pass on their passion about the subject, promote curiosity and questioning, and offer the right balance between constructive criticism on projects, and words of encouragement. I am fortunate to have had (and continue to have) superb mentors throughout my science education and career who fit the above criteria, and I strive to be like them as a mentor in the Co-op Program. I cannot emphasize enough the importance of early exposure to research opportunities. My own educational research experiences had a profound effect on me choosing to pursue a career in research. For example, in my last year of undergraduate studies, I received offers to pursue three diverse pathways: optometry school, a Masters of Teaching Program, and a research-based graduate program. I had several early exposure to research; one of which, was an independent research project in Grade 12 Biology on the relationship between height and stride length in human adults compared to measurements from the fossil record of Homo sapiens’ predecessors. Another research experience was during my fourth-year of undergraduate studies when I participated in an undergraduate Research Opportunity Program. I investigated parent- of-origin expression bias, which assesses whether a gene inherited from one parent is expressed more often than the gene inherited from the other parent, in a set of genes related to a rare neurodevelopmental disorder. It was these positive experiences with scientific research that led me to a research-based graduate program and career in statistical genetic research as a post-doctoral research fellow at the University of Michigan. The articles in this issue demonstrate the skills, knowledge and passion gained by these Co-op students in specialized and interdisciplinary fields of research. The Student Science and Technology Online Research Co-op Program provides students with a wonderful opportunity to get exposed to the research and publication process, gain scientific literacy, as each field of science has its vocabulary to be mastered, and also hopefully instill a desire for lifelong 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.
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 | 0,016 | 0,114 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,002 | 0,002 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,007 | 0,005 |
| Communication savante | 0,014 | 0,016 |
| Science ouverte | 0,005 | 0,014 |
| Intégrité de la recherche | 0,013 | 0,016 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,201 | 0,211 |
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 ».