Notice bibliographique
Résumé
Bird As noted in our last column, very few submissions have been received over the life of this column. We want to be able to highlight innovative educational practices so that others may benefit. If you have a website or a recent publication that you believe other readers would like to know about, please submit the full text of the article or the URL for the website and an annotation of not more than 100 words. We welcome your comments and resources. Material should be submitted to: Jim Bird, Science & Engineering Center, Fogler Library, Univ. of Maine, Orono, ME 04469 or e-mail to Jim.Bird@umit.maine.edu. If e-mailing, please put “JFSE submission” in the subject line. To find material for this column, the following databases are typically searched: Academic Search Premier, Agricola, Compendex (Engineering Index), ERIC (education), FSTA - Food Science and Technology Abstracts, and Web of Science. Food science websites from .edu, .gov, .org, and .com domains that provide web-available information on food science education are also browsed. Hill describes in detail the curriculum assessment protocols used in the food science department at the Univ. of Guelph that meet IFT accreditation standards and support the University's learning objectives. Table 4.1 gives an assessment tool summary. Learning objectives and teaching and evaluation techniques are all discussed. Part of the journal's GEM (General Education Materials) series, this paper describes an exercise for undergraduate dietetics and nutrition students that allows them to become familiar with whole cereal grains by “...providing opportunities to purchase, prepare, and taste-test them in a group setting.” (p. 235) The evaluation form used is included in the article. The students received the exercise very favorably. The exercise promoted class discussion on such topics as the effective introduction of whole cereal grains to clients. Many schools have gardening programs for their students. In this study the authors found study participants involved in garden-based activities in conjunction with nutrition education increased consumption of fruit and vegetables. The study design used 3 schools: 1) a control school where students neither participated in nutrition education nor gardening, 2) a school where students participated in nutrition education but not gardening; and 3) a school where students participated in both gardening and nutrition education programs. Students in the 3rd school showed a significant increase in both fruit and vegetable consumption. The authors describe a lab that was adopted for Pathogens, the Environment, and Society, an undergraduate course taught at Texas A & M Univ. The goal of the lab “...is to use basic microbiological techniques to examine common bacterial and fungi on fruits and vegetables.” (p.149). Detailed information is provided on sample preparation and protocols. A follow-up in-class writing assignment was used in conjunction with the lab to assess understanding. The authors provide several web resources on presentation and lecture presentations. This site, maintained by FNIC, offers the user a wealth of information on food with over 2,000 links to “...current and reliable nutrition information.” Topics covered include food composition, food safety, lifecycle nutrition, and food labeling. An advanced search feature allows the user to find information quickly. Databases accessible through the site include the Food Safety Research Information Office's Research Projects Database. This database includes over 1,700 records detailing “...research projects through the cooperation of government agencies, educational institutions and other agencies.” A link from the Univ. of Wisconsin-Madison's Food Science Dept. homepage, this site provides links to North American academic food science departments. Food science departmental homepages are very helpful places to browse for information on courses, faculty publications, and links to other food science sites.
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 machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,016 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,013 | 0,027 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,013 | 0,005 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,002 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,675 | 0,699 |
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 source (Gemma direct ou Codex distillé), 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 ».