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
IntroductionFor more than two decades prior to his retirement in 2004, Mike Maybury was one of the most visible and influential figures on the international school stage. Fourteen of those years saw him as Executive Secretary of the European Council of International Schools (ECIS), before which he led international schools on three continents and made significant contributions to the development of the International Baccalaureate (IB).Mike's outstanding service to ECIS, and to the wider field of international education, was recognized by the well-merited award of ECIS Honorary Membership at the April 2013 Berlin leadership conference. I had the pleasure and honour of introducing Mike and speaking about his illustrious career. Afterwards, I was requested by ISJ's editor to expand my remarks into this historical vignette and in doing so have drawn heavily on the help and recollections of former colleagues.I first met Mike in 1985. He had resigned the headship of the International School of Tanganyika (IST) and I was interviewed in Dar es Salaam by the 1ST board as a possible successor. On first encountering this great bear of a man, this rather growly, fierce-looking, former front row forward, I felt a little daunted. After a few refreshing ales, however, although his physical dimensions hadn't shrunk, I began to appreciate the warmth, the sense of humour, the keen intelligence, and the generous spirit of the man; qualities that have endeared Mike to his many friends down the years.Early daysMike is a bom and bred Liverpudlian. The eldest of four, he attended a primary school once headed by his mother, and her mother before her, so teaching was in his blood. Both of his sisters also became teachers. On finishing his secondary education, he moved south to study at St Mary's College, Twickenham, and began his career teaching mathematics and PE. The north then beckoned again and he completed a BSc in mathematics and computer science at Liverpool University, before taking head of department and senior teacher roles in the vicinity.Then came that serendipitous intervention that so many of us in the international school world have thanked our lucky stars for - in Mike's case, an opportunity to head even further south, this time to take up a secondary headship in a new company school in Peru.Away to the AndesThe Majes Consortium (MACON) was formed by civil engineering companies from Canada, South Africa, Spain, Sweden and the UK in the early 1970s. It was engaged in a massive, multi-year irrigation scheme to bring water from the remote high Andes to the Majes plain below through the construction of dams, tunnels and canals. Project headquarters were in Arequipa in the Andes foothills.The original plan for the education of expatriate children called for an elementary school in each of several construction camps, with a secondary boarding school in Arequipa to be attended by students on a weekly boarding basis. Mike was appointed to lead the secondary school in 1975 and, with his wife Heather's vital assistance, also ran the boarding section. Staff members were recruited from the non-Spanish speaking countries represented in MACON to facilitate mother tongue language learning. Various national examinations were catered for, including GCE Ordinary Levels.Because of the mix of northern and southern hemisphere students, the school adopted a calendar of four 11-week terms with two week breaks, an arrangement Mike has favoured ever since. The school was well staffed and results at all levels were extremely good. Mike left Peru in 1978, after three most enjoyable years, to pursue an Advanced Diploma in Educational Management at Oxford University.East Africa beckonsA year later, Mike was on his way to Dar to take up the 1ST headship. The theft of his briefcase, containing passport and tickets, in transit made for an inelegant arrival. Forewarned by the airline, the British High Commission sent a consular officer to the airport, forms were filled in, and a temporary three month passport issued. …
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 | 0,001 |
| 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 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,007 | 0,001 |
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