Bibliographic record
Abstract
09spAAS199:09spAAS199 is a freshman at the University of Illinois.She is majoring in Kinesiology and Nutrition and plans to start a career in Sports physical therapy.She is an outgoing individual that loves learning something new every day.She decided to take an Asian American studies class because in her building where she resides, she noticed that there were many international students, especially from Asia.She wanted to know a little bit more about their culture because she interacts with them almost everyday and wanted to grasp a better understanding of certain ways they go about certain aspects of daily life.After doing research and reading more about the life of young Asians and Asian Americans, she has learned a lot about not only the culture but a lot about herself.Shaunette: I am a freshman at the University of Illinois.I took this Asian American Youth course because I have always been interested in the Asian American culture.I attended a grammar school in Chicago's Chinatown when I was a child and I currently live with two Asian American students, as well as an international student from Shanghai, China.I believe that the Asian culture is a beautiful and exotic culture and I enjoyed learning more about it in this class.Minsoo: The most valuable advantage for author is abundant and diverse experience.Author has experience of schooling in Australia International School in Singapore for a year, and has experience of studying in American International School in Philippines for the high school.Living in those countries and interacting with people with different nationalities, author has achieved plenty of cultural experiences and language skills.Moreover, by learning Chinese and Japanese, author could understand the culture deeper and sometimes live as Chinese, Japanese, Pilipino and Korean.Therefore, during the research, author has full of confident in understanding international students in UIUC.Unfortunately, sometimes author miss the huge differences between one culture and the other culture since both cultures are accustomed to him.As a result, author finally figured out details about international students and following results based on his data collection and his own experiences.Nancy: When I learned that one fifth of the girls I met from my residence hall are international students, I was very surprised and I was even more surprised as I know more about their backgrounds.Some of them are originated from different Asian countries such as Korea, India, Taiwan and China, but they moved to other countries -like Canada and Russia-in their young age.This makes me interest in finding their reasons to pursuit their college education at this particular institution in United States after they attended many various schools in different countries.Minjung: As a 1.5 generation immigrant in the United States, I have encountered both international students and second generations during my high school year.When I came to University of Illinois, I noticed unusually large number of international students.Since then, I have always wondered why there are so many international students in this specific university.In my first year in UIUC, I got a chance in my Asian American Studies Class to investigate about reasons that affect international students to choose UIUC.Since I am a Korean, I was able to interview a Korean international student.And I made ethnographical observations to find out why so many international students chose UIUC.
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 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 | 0.002 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.009 | 0.004 |
| Open science | 0.002 | 0.009 |
| Research integrity | 0.003 | 0.003 |
| Insufficient payload (model declined to judge) | 0.744 | 0.603 |
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".