Winter 2006 Nova Southeastern University Farquhar College of Arts and Sciences Student Catalog
Bibliographic record
Abstract
Since 1964, when a small group of progressive men and women first broke ground on an independent institution of academic excellence in Fort Lauderdale, Nova Southeastern University has grown to a position of strength as the largest private institution of higher education in the southeastern United States.Since I began my tenure over eight years ago as NSU's president, I have remained steadfast in my goal-to continue developing high quality academic programs that prepare students for leadership positions and emerging challenges of the 21st century.The NSU learning environment focuses on providing students with high quality educational opportunities-on campus or off.In our pursuit of excellence, the university holds to certain values, including collaboration, community service, diversity, educational access, entrepreneurship, innovation, and integrity.Each year we build on these values by incorporating new academic programs into our educational community while encouraging our colleges, schools, and centers to approach ideas and issues from a multidisciplinary perspective.The Farquhar College of Arts and Sciences, dedicated to those values, is at the heart of our academic community.The Farquhar College of Arts and Sciences, with a focus on academic excellence and open intellectual exploration, educates its students through a diverse spectrum of majors representing the humanities, math, science and technology, and social and behavioral sciences.The college also provides a broad liberal arts education-including critical thinking, communication, and research skills-for all NSU undergraduates as they prepare to become responsible citizens of the world.Our educational values are also being supported by the realization of dreams for campus expansion.In recent years, we have opened the Jim and Jan Moran Family Center Village, a role model for early education programs across the country.
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 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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.029 | 0.000 |
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.
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 teacher head, 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".