Построение модели оценки потенциала инновационного проекта и ее оценки на основе гибридных экспертных систем
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
<b>Why was this program developed?:</b> There are a growing number of autistic students attending college. However, the percentage of autistic students who complete their degree is quite low. We believe that colleges should be offering more support services to address the unique needs of their autistic students.<b>What does the program do?:</b> The Autism Mentorship Initiative (AMI) matches incoming autistic undergraduates with upper-level (third or fourth year) neurotypical undergraduates or graduate students who provide 1-on-1 mentorship. The autistic undergraduates meet regularly with their mentors to discuss personal and professional goals, discuss solutions for problems they are experiencing in college, and discuss ideas for increased integration into college campus life (e.g., joining clubs or attending social events). The neurotypical mentors receive ongoing training from program supervisors about autism and meet regularly with program supervisors to discuss progress with their mentees and troubleshoot issues they may be experiencing with their mentees.<b>How did the researchers evaluate the program?:</b> We evaluated AMI by administering the Student Adaptation to College Questionnaire at multiple time points to examine whether autistic mentees reported improvements in social, emotional, and academic adjustment to college as a result of participating in AMI. In addition to tracking changes in cumulative grade point average (GPA), we also administered program evaluation surveys to determine whether AMI is meeting its core aims and to assess satisfaction with the program from the perspectives of both mentors and mentees.<b>What are the early findings?:</b> While there were no changes in GPA, participation in AMI resulted in notable changes in mentees' academic, social, and emotional adjustment. Both mentors and mentees reported personal, academic, and professional benefits from their participation in AMI.<b>What were the weaknesses of this project?:</b> The sample size was small, so it is questionable whether the findings generalize to a broader autistic student population. In addition, there was no control group, so we cannot be certain that improvements in college adjustment were due to participation in AMI. Moreover, this study only assessed one program at one university in Western Canada, so it is unknown whether this program could be successfully implemented at other universities or in different geographic locations.<b>What are the next steps?:</b> As participation in AMI increases each year, follow-up studies will utilize larger sample sizes. We will seek to obtain control data by examining GPA and college adjustment in autistic students who do not participate in AMI. We will aim to conduct multisite trials to examine whether similar programs can be implemented at other universities.<b>How will this work help autistic adults now and in the future?:</b> We hope that our research will help faculty members and staff from disability support offices to gain ideas and insights in implementing similar-or better-programs at their respective institutions. Our experience is that mentorship programs can be both cost-effective and easily implemented, while offering an invaluable support system to autistic students that may increase the likelihood of degree completion.
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 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,002 |
| Méta-épidémiologie (sens large) | 0,002 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,001 | 0,003 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,005 | 0,008 |
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