Bibliographic record
Abstract
Abstract: The fundamental task of education is to cultivate talents. Our students are supposed to acquire knowledge and more importantly they should learn to be people with good character. Focusing on the cultivation of students' development and stimulation of their high self-discipline are the cornerstones of their life. In the current waves of globalization, good character can direct to a meaningful and fruitful life. Key words: character; education; cultivation Resume: La tâche fondamentale de l'education est de cultiver les talents. Nos eleves sont censes de pourvoir acquerir des connaissances et, surtout, ils devraient apprendre a etre des gens avec un bon caractere. L'accent mis sur la cultivation du developpement des eleves et la stimulation d'une haute autodiscipline sont les pierres de soubassement de leur vie. Dans la vague actuelle de mondialisation, un bon caractere peut les diriger vers une vie significative et fructueuse. Mots-Cles: caractere; education; cultivation The distinguished American writer Harney Rubin once commented, your thoughts, for they become words. Watch your words, for they become actions. Watch your actions, for they become habits. Watch your habits, for they become character. Watch your for it becomes your destiny. Character is to the life what vitality is to the flower. Even a cursory glance at current social concerns points to the need for a renewed emphasis on developing in every individual an inner guide, an ethical vision, or, as many commonly say now, a moral compass. The Hyde School founder Joseph Gauld remarked that the current educational system focused too much on students' academic achievements and overlooked the cultivation of their character. Gauld felt strongly that the American education system was failing young people, so he did something about it. In 1966, he founded Hyde School and based the curriculum on developing strong character in young people. This American middle school operates on the principle that if you teach students the of such values as truth, courage, integrity, leadership, curiosity and concern, then academic achievement naturally follows. Albert Einstein also clarifies people's misconception by concluding that it is character which makes a great scientist instead of intellect. In September, 2008, the first institute focusing on Character English was founded in Taiwan. The primary principle was to rebuild the values and emphasize English education. Teachers' practice inevitably has a strong influence on the lessons students directly and indirectly acquire in the classroom. To be guides for the young in morality and ethics, teachers must understand the complex role that they occupy as ethical professionals and appreciate the significance of their own actions and decisions on the students in their care. Teachers are referred to as agents whose influence extends to what they say and do without consciously intending to act as agents. The recognition that enhances awareness of teachers of their own ethical practice can be a powerful force on education as it evolves in schools. In the best seller entitled Lighting Their Fires, Rafe Esquith shows that children aren't born extraordinary; they become that way as a result of parents and teachers who instill values that serve them not just in school, but for the rest of their lives. The well-known primary school teacher who is viewed as both a genius and a saint strongly believes that the essence of education is something about character. He writes in this book that if we want to cultivate outstanding students, we must face the importance of the following topics for discussion such as character, honesty, merit and so on. The mission of another school of the United States - True North Rochester Preparatory Charter School (Rochester Prep) is to prepare all students to enter and succeed in college through effort, achievement and the content of their character. …
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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 | 0.001 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.008 | 0.005 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.007 |
| Insufficient payload (model declined to judge) | 0.037 | 0.008 |
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".