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
I went to graduate school for many reasons, not all of which I was conscious of at the time.Toward the end of my undergraduate degree, I had been a bit listless.Coursework in history and French had held my attention, but living in Canada's capital city had disillusioned me to the empty liberal promises of the grown-up office jobs my peers were landing.I contemplated applying to law school but resented the idea of taking the law so seriously.Around that time my mentor, a historian of sexuality, called me into her office and slyly asked where I was going to apply for PhDs, as if it were a matter of fact that I would.And before I could shrug, she supplied an answer: the United States.There, I could study the history of sexuality and queer theory, two subjects I had fastened myself to in her classes.I remember walking home that day, a little wide-eyed at twenty years old, thinking she had changed the course of my life.I was fixated on the peculiar prospect of moving to the United States, but it was also the idea of getting a PhD itself.I grew up in a working-class family of Punjabis who had immigrated before Canada engineered its immigration policy to drain the world of its most educated.We weren't exactly the model minority trope, replete with doctorates and doctors.It was hard to see myself as a professor-to-be.Looking back, there was a submerged notion underneath each of those thoughts: I might go to graduate school to meet trans people.Part of the indescribable reward of working with trans graduate students is the gift of a set of experiences I didn't have while earning my PhD.When I teach specialized seminars on trans femininity, or the racial history of trans medicine, I think back on how I learned the field in two wildly asymmetrical installments.I was incredibly lucky to attend a seminar at Rutgers University in
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 | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| 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) | 0,001 | 0,004 |
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