Notice bibliographique
Résumé
It is raining in Manchester. In the popular imagination it is always raining in Manchester, a gross misunderstanding which overlooks the great variety of Mancunian weather, from the damned fog which Grieg demanded Adolph Brodsky get rid of as a condition of his visiting, to the snow that this year brought a White Easter. Thus, in the otherwise dreary summer of 2012, it was good to find myself back in Montreal for the first time since the turn of the century, being reminded of the kind of real summer of which of late we have seen so little. Even the one thunderstorm was of a sufficiently Beethovenian scale to put the average local downpour to shame. We don't, of course, go to IAML conferences to enjoy good weather, marvellous loca tions, and great food—although nobody has ever denied the importance of all three. Not the least we go to take part in a huge family reunion where we meet old friends and make new ones. Almost all of the contributors to this issue of Fontes were unknown to me be fore I met them in Montreal, where several gave presentations in the two sessions orga nised by the Commission on and Training, but I'd like to think that they have now become friends as well as professional colleagues. They have certainly done me proud in contributing such a rich variety of articles and I need to place on record my gratitude to all who have given of their time and expertise to provide them. Their contributions also stand as testament to how wide a remit is implicit in the term Service and Training. Any attempt to draw a clear division between its two constituent parts is likely to reinforce the extent to which the two overlap. As Verletta Kern points out in her discussion of online tutorial provision at the University of Washington, providing a service as often as not carries its own implication for training. She finds an echo in Remi Castonguay's thesis that the attractions of social networking need to be tempered by ad vice on using them responsibly. In her article on the changing role of reference services, Kirstin Dougan also makes it clear that the complex nature of music materials ensures that providing a reference service perforce often involves a large instructional component. Some contributors have given an overview of music library training at the national level. Jurgen Diet outlines the situation in the German higher education system and Holling Smith-Borne discusses the training programmes that the MLA provides in the USA. Paul Guise, as a non-librarian, offers a novel insight into the implications for Canadian music librarianship of rethinking approaches to business education. I have at tempted in my own article, not so much to present the content of the public training courses offered by the UK & Ireland branch of IAML as to posit a rationale as to why they have become necessary and to extract from them core skills which any such courses should enshrine.
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 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 | 0,000 | 0,000 |
| 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 | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,004 |
| 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 découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, 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 ».