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Digging Disciplines Deeper: Thoughts Arising from Commentaries by Shaw, Samdahl, Dawson, and Witt

2003· article· en· W147306337 on OpenAlexaffabout
Edgar L. Jackson

Bibliographic record

VenueJournal of Leisure Research · 2003
Typearticle
Languageen
FieldPsychology
TopicRecreation, Leisure, Wilderness Management
Canadian institutionsUniversity of Alberta
Fundersnot available
KeywordsSociologyEpistemologySubject (documents)Foundation (evidence)DisciplineSocial scienceLawPhilosophyLibrary sciencePolitical science

Abstract

fetched live from OpenAlex

IntroductionThe conventions of writing an academic, empirical article for a research journal such as the Journal of Research usually dictate a rigidly-defined content that follows a pre-determined structure. The normal Background section, for example, typically consists of a review of the literature most closely related to the study, and-if it is done well-identifies not only what is known about the subject-matter of the study, but also what is not known. These gaps in knowledge are then used to identify the study's objectives and to provide the foundation for a subsequent discussion of how the study has contributed to knowledge (see Kelly, 1999, p. 148, for advice that all writers of such articles should heed!).Given the relative freedom of how to position reply to four commentaries on my Leisure research by Canadians and Americans: One community or two solitudes article, have chosen to begin with a personal statement and not with an academic/literature background. This should not only clarify the purpose of the article that the four commentators and are discussing, and the objectives of the larger study of which it is a part, but it should also provide the foundation for a more generally-oriented response to the comments from colleagues, as well as to point to directions and questions that could profitably be addressed in the future. believe that these are issues that members of the North American studies community ought to be concerned about.After had read the four commentaries on my article by Susan Shaw, Diane Samdahl, Don Dawson, and Peter Witt, my first inclination was to decline to write a reply. This was not because felt the commentators' critiques were indefensible. On the contrary, thought that a simple and straightforward, I agree with everything you say; thank you for taking the time to do this would suffice. However, as began to reflect on my colleagues' remarks, and realizing that, rather than writing detailed critical reviews, they had instead chosen to use my article as a springboard to raise issues that were only implied by my data and conclusions, decided to respond in kind. In preparing early drafts of reply, also found myself reflecting on how came to be involved in recreation and studies, and how the concerns that have arose out of observations have made over the years of my involvement. Thus, intend to use reply not only as an opportunity to comment on and extend my colleagues' thoughts, but also to voice some concerns about studies in general that were part of my motivation for initiating the research project in the first place, even if they were not directly addressed in the original article.Why Began The StudyA Personal BackgroundAs an academic trained in urban, behavioural, and historical geography, it was never my original intention to become a leisure researcher, either within the sub-discipline of recreation geography or more broadly within the interdisciplinary field of recreation and studies. In fact my initial involvement occurred purely by chance: although hired to teach courses on environmental impacts and resource management, was asked, immediately upon my arrival as a junior assistant professor in the Department of Geography at the University of Alberta in 1975, to supervise a graduate recreation-related thesis, which ultimately produced my first recreation research publication (Foster & Jackson, 1979). Then, was asked to offer a graduate seminar course-Geography of Outdoor Recreation-previously taught by a senior colleague who had moved on to other interests.As am sure is the case for many colleagues in the field, my subsequent involvement in studies, and the directions it has taken, have also occurred more by chance than by design. became interested in outdoor recreation and environmental attitudes, for example, both as an extension of some work was doing in the late 1970s and early 1980s on environmental attitudes and energy conservation, and as a result of casually browsing journals and discovering the few articles that had been published on outdoor recreation and environmental attitudes up to that time. …

Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Observational · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.466
Threshold uncertainty score0.763

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0030.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0010.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.001
Insufficient payload (model declined to judge)0.0000.000

Machine scores (provisional)

The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.

Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.

Opus teacher head0.086
GPT teacher head0.430
Teacher spread0.345 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designObservational
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations3
Published2003
Admission routes2
Has abstractyes

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