Indicadores de calidad en el proceso educativo que ofrece la Universidad Internacional San Isidro Labrador.
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
An analysis of most scientific theories reveals the presence of a variety of components which function as constitutive elements of theories. Wider cultural paradigms often influence the construction and content of theories in a decisive way. Analogies between incongruent domains provide significant points of departure for the development of models which are often metaphoric in nature. Different metaphors provide alternative conceptual frameworks in terms of which it is possible to describe and explain nursing phenomena. Scientific theories that are developed on the basis of such metaphorical models are limited in their explanatory capacity. When the intrinsic limitations of such scientific models are not recognized, they often lead to distorted, one-sided and reductionistic explanations of phenomena. Metaphysical assumptions concerning the nature of human beings, illness, health, etc., are also of decisive significance in this process, e.g. mechanistic models based on a naturalistic view of man lead theorizing astray. These theses are illustrated with reference to behavioral systems theory as developed by Dorothy Rogers.
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.
Full frame distilled prediction
Teacher imitationNot 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.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 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 it