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Enregistrement W2895503661 · doi:10.1353/esc.2017.0032

Is Care Enough?

2017· article· en· W2895503661 sur OpenAlexvenueno aff
Nandini Thiyagarajan

Notice bibliographique

RevueEnglish studies in Canada · 2017
Typearticle
Langueen
DomaineAgricultural and Biological Sciences
ThématiqueBat Biology and Ecology Studies
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésTransition (genetics)PeeringAestheticsSociologyMedia studiesHistoryComputer scienceArtThe InternetChemistry

Résumé

récupéré en direct d'OpenAlex

Is Care Enough? Nandini Thiyagarajan (bio) When i started to consider the idea of transition, I saw how it functions both on small and large scales. In so many ways, our everyday lives fit the ebb and flow of transition and change as day turns into night, as we move through our many different selves who we become in different contexts at home, work, play, as our habits (eating, leisure, professional) shift to fit how healthy or unhealthy, productive or unproductive we feel like being. Transition also shapes the bigger picture of our lives as we age, as relationships shift and change either with or without us, as jobs move us around the world, or as the lure of putting down roots inspires us to stay in one place. It would be dishonest of me, however, to wax nostalgic about how much transition means, how wonderful it can be, or how it is something that I have whole-heartedly embraced. To be honest, when I started thinking about change, it scared me. I am not good at changing. I don't grab any and every opportunity "by the horns." My approach to change is more akin to a turtle slowly peering one or maybe two eyeballs out of my shell to see if the threat of change was still around and to assess what to do next. I might try to appear carefree, relaxed, calmly able to take on any changes that come my way, but realistically when it comes to change my inner self is a small child clinging desperately to a hoard of [End Page 163] apparently beloved (but mostly unnecessary) teddy bears that I may or may not have played with or even seen in the past few years. I am someone who seeks stability, and, frankly, I don't like change. That's why when I found myself in the second year of the PhD considering a complete overhaul of my project I was overwhelmed by the question, What am I thinking? But, after proposing a PhD project on critical race theory, I was thinking about animals. During my master's degree, I had taken a course on critical animal studies and it changed my life. That course offered one of those precious light bulb moments that shape our early academic careers and that we search for later on. What I learned, which can be briefly summarized as an awareness of and indebtedness to animals, moved me. So, I changed the most intimate details of my life, from what I ate and what I wore to the products I used to clean my house, my makeup and skincare, and how I interacted with my pets. And yet, I spent almost two years of studying, writing proposals, grant applications, and papers on my previous topic, trying very hard to resist a change that was already in motion. Don't worry, this is not a treatise on why you should all care about animals in ways that overturn your lives. I always find myself prefacing my interest in animals with a comforting assurance that I am not "that kind" of animal rights person. I am skeptical of—if not hostile to—peta's various projects, I do not claim that my way of living and caring is superior to yours, and I certainly won't shame you for wearing leather or eating (most kinds) of meat. If I continue with this honesty, I would have to tell you that my animal politics and how I enact them are in a constant state of transition as I negotiate my concern for animal welfare with my concern for human rights and environmental concerns. Although we are taught to welcome change and that our ways of thinking should unsettle and shift, the obstacles to changing academic projects can be daunting. It is not easy to start studying animals within an inherently human-centred discipline. How can we learn to start thinking and caring differently? Where do we start? In my research on literary animals specifically, I am constantly followed around by the question, In the face of amassing and urgent political concerns across the world, why are literary animals important...

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 distillée sur la base complète

Imitation des enseignants

Ni 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.

score de la tête « metaresearch » (Codex)0,000
score de la tête « metaresearch » (Gemma)0,000
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Observationnel · Signal consensuel: Observationnel
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,237
Score d'incertitude au seuil0,730

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0000,000
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,000
Études des sciences et des technologies0,0010,000
Communication savante0,0000,000
Science ouverte0,0000,000
Intégrité de la recherche0,0000,000
Charge utile insuffisante (le modèle a refusé de juger)0,0000,000

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.

Tête enseignante Opus0,044
Tête enseignante GPT0,262
Écart entre enseignants0,218 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_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

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeObservationnel
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2017
Routes d'admission1
Résumé présentoui

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