Women, Death, and Dying: Distance Education as a Way of Linking Personal Experience with Sociocultural Understanding
Bibliographic record
Abstract
This paper examines the effectiveness of a distance education course entitled Death and Society as a way of linking personal experience with cultural beliefs about death. Because the majority of students in this course are women, four gender-specific issues are discussed. First, feminist theory is used to assess the value of the course as a reflection of women's experience. Second, course content is outlined, and an assignment linking personal experience with cultural views of death is described. Third, findings from a survey of students in the course are reported; they confirm expectations that the assignment had helped students view their experiences with death in the context of societal expectations and cultural beliefs. Fourth, ways of modifying the course to provide a woman's perspective on death and dying are presented. The paper concludes with recommendations for a woman-centred approach in other distance education courses. Le cours intitulé Mort et société veut sonder chez l'apprenant le lien entre son expérience propre de la mort et les visions dont est porteuse sa culture. La nature des quatre questions soulevées ici est fonction de la composition du groupe de télé-apprenants, majoritairement féminin. On propose d'abord une évaluation du cours en tant que miroir du vécu des femmes, qui s'appuie sur la théorie féministe. Suit un aperçu du contenu du cours et la description d'un travail assigné visant à faire observer le lien entre l'expérience de la mort et les visions qu'en a la culture. Vient ensuite le résultat d'une enquête auprès des participants, qui confirme que le travail leur avait permis d'envisager leurs expériences personnelles de la mort dans le contexte des attentes sociétales et des croyances culturelles. Enfin, on propose des modifications à apporter à ce cours afin qu'il tienne compte de la vision de la mort qui est propre aux femmes. L'article termine en suggérant comment on pourrait étendre cette approche axée sur la vision des femmes à d'autres cours offerts à distance.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.004 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.006 | 0.001 |
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.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
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".