Notice bibliographique
Résumé
Throughout the previous three chapters, I have introduced (i) the set of questions A I am asking in this book, (2) four members of the IVCF, and (3) the ways these believers communicate among themselves and with non-Christians. By now it should be clear that IVCF students often feel separated from their non-Christian peers and professors. Moreover, as I have explained, many IVCF students feel that McMaster privileges the beliefs, values, and worldviews associated with liberalism, pluralism, materialism, and permissivism. According to Reginald Bibby, this evangelical perception is largely correct: . . . Education stands out as an institution that not only has been strongly influenced by individualism and relativism but also has done much to legitimize the two themes. Indeed, the mark of a well-educated Canadian is that he or she places supreme importance on the individual while recognizing that truth is relative. To decry individual fulfilment or to claim to have found the truth would be a dead giveaway that one has not graced the halls of higher learning. (1990:71) . . . This situation marginalizes, alienates, or (to make a verb of an adjective) others evangelical students who generally do not embrace these traditions (or many core elements of these traditions). However, although it might appear that IVCF students would suffer unrelenting and agonizing psychological difficulties during their years at McMaster, the majority of IVCF members do not seem to share such an experience. On the contrary, most IVCF participants I met struck me as no less sane, healthy, contented, and well adjusted than the non-Christian students I have met during the many years I have spent in Canadian universities. In fact, I have found that, with a few exceptions, evangelicals at McMaster seem slightly “happier” than non-Christian students. This obviously unscientific impression is consistent with Frankel and Hewitt’s (1994) findings that involvement in religious groups during one’s university years is positively correlated with higher levels of physical and psychological “well-being.” This observation raises an obvious question: how do evangelicals retain these relatively high levels of psychological well-being in an institution that not only ignores their values and beliefs but also, according to IVCF students, often promotes “anti-Christian” principles? The main insiders’ (or “emic”) answer to this question is simply that well-being is a natural by-product of a personal relationship with God (Little 1988:38).
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 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 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 ».