Special Millenium Section 143142 JBIB Fall 1999
Bibliographic record
Abstract
Conference, we announced that the 1999 JBIB would contain a special section focusing on the challenges of Christian business education in the year 2000 and beyond. We invited CBFA members to submit articles that would challenge us to wrestle with the possibilities and problems we might encounter in the third millennium. This section presents the views of six CBFA members. The first article, written by the JBIB editor, discusses the results of a survey taken of CBFA members asking them to reflect on the strengths and weaknesses of Christian business education and the threats and opportunities they saw on the horizon of Christian business education. The second article, written by Yvonne Smith of Biola University, identifies the skills and character qualities needed by students in the 21st century and points toward the implications of developing these elements for Christian business education programs. Bruno Dyck of the University of Manitoba challenges CBFA members to consider the concept of an Institute of Faith-Life Integration for Management and Business to encourage scholarly research that would underwrite the development of a distinctive philosophy of Christian business. R.W. Mackey of The Master’s College offers an analysis of positive and negative effects of conflict in higher education. He provides examples of specific areas of conflict we may face in Christian educational communities in the future, as well as a perspective for understanding the underpinnings for conflict recognition and resolution approaches and processes. Ron Webb from Huntington College details the possibilities of microenterprises for Christian business programs. His work comes out of a major research study on the microenterprise development movement funded by the Research Institute for
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 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".