Notice bibliographique
Résumé
Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract The Cinder ella Pr oject Ter esa Sappington, Emma Seiler Mississippi State Univer sity Cinderella – Modern Parity At the stroke of midnight, Cinderella realized she must go. She raced down the long castle staircase. “Don’t fall, don’t trip,” she kept repeating to herself. Oh, how fun it was to dance with a prince, a real prince. But, oh, how her feet hurt. Was this the true price of beauty? Just as she realized the impossibility of running in glass high heels, one hung on a crack in the step. As the clock kept clanging, she quickly removed the other shoe and raced on into the night. Once upon a time… The Cinderella Project grew from a shoe project done in the World Images of Science and Engineering for Women (WISE Women) summer program at Mississippi State University. The original project used cardstock, glue, and other materials to construct a model tennis shoe. However, the girls would often construct sandals, wedges or heeled shoes. The not so revolutionary discovery was that girls are interested in girls’ shoes. In a discussion with those involved with outreach to girls and women, it was decided that a whole project could be built around this concept of creating engineering activities specifically for girls. This is based on the first principle of C. Rogers’ experiential learning theory, which is: “Significant learning takes place when the subject matter is relevant to the personal interests of the student” [1]. Therefore, engineering outreach activities that are designed for girls will be more effective in attracting them to the field of engineering. Who decided that shoes were cool? Shoes are such an important part of our history that several American museums have hosted shoe exhibits. France, Germany, and Canada even have shoe museums. Early civilizations recognized the importance of protecting feet against jagged rocks, burning sand, and rugged terrain. Records of the Egyptians, the Chinese and even the Bible contain references to shoes. The first shoes were a simple piece of plaited grass or rawhide strapped to the feet. Among the relics of early Egyptians are some beautiful sandals made from plaited papyrus leaves. When the medieval guilds controlled craftsmanship in Europe, perfection in workmanship and extravagance in style seems to have been sought in shoes rather than foot comfort and protection. As last as 1850, most shoes had the same shape for the right and left shoe. Also, only two widths of size were available: a “slim” shoe and a “stout” shoe. Through all this development, comparatively little attention was devoted to fitting qualities or comfort [2]. “Proceedings of the 2005 American Society fro Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education”
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 | 0,000 | 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 ».