Notice bibliographique
Résumé
As a learner, I’ve always been curious about the world around me, including a keen interest in how organisms function at a cellular level. This curiosity led to me developing a passion for the sciences. Not only that but as a curious individual I have always felt drawn to the sciences, a field where questions are always encouraged, hence the title of piece being “But, why?”. My passion for understanding the world at a cellular level made me want to study CPPS for my undergrad. Now, being in the second year of my degree I not only enjoy my classes but also appreciate the shift in perspective they have caused in how I view the world around me. This art piece is dedicated to the change in perspective I have experienced. Through my art piece, I try to use biological figures in imitation of the natural world to show that the things we learn are everywhere around us. For example, the DNA bridge is indicative of our genetic material being the backbone of who we are at the molecular level. Below the DNA bridge, I included the initials R.E.F as an homage to Rosalind E. Franklin whom I first learned about in grade 11 about not having received credit for her work in revealing the double helix formation of DNA. I drew the DNA so that it is unwinding closer to the end to show how there is still so much we have yet to discover and understand regarding its many complexities. I also included a body of water since it is crucial to many forms of life, and inside of it, I drew outlines of duplicating cells. Next to the water, is a phospholipid bilayer, something that has come up in my studies since high school as something simple yet crucial. The bacteriophages creeping towards the left are meant to contrast the bright and joyful imagery, to show how in sciences we learn about the interesting ways in which our bodies and environments are able to fend off potential dangers. However, these dangers are also important in the balance of life and the natural environment. The greenery framing the art piece is meant to represent the extracellular matrix, the various proteins that hold cells together. I tried to imitate this through my painting as crosslinked greenery. In the bottom right corner, I’ve also drawn myself looking up from reading a textbook as a way to show what it’s like to learn about such fascinating things and how it directly shifts my world view. Lastly, I drew this piece with a clear vanishing point as a metaphorical way of showing that our knowledge of the world and the study of science has gone through a journey and though our knowledge may have “dates of discovery” and points at which we began the studies of certain things, there is still no clear end to learning and everything we discover only leads to more questions which is definitely my favourite part about learning in my degree. Similar to the endless journey of the sciences, I look forward to where my own journey in this field will go.
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 | 0,001 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,006 | 0,003 |
| Communication savante | 0,009 | 0,004 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,004 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,439 | 0,189 |
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 ».