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
Postsecondary institutions increasingly focus their efforts on internationalization, but foreign language faculty and language and literature departments are conspicuously absent from the great majority of these discussions (Knight 2006, Gerndt 2012). The emerging field of Business Language Studies (Doyle 2012) offers an important path to participating in these decisions and thus to helping shape the discussions about developing our students’ global and intercultural competencies. The purpose of this article is twofold. On the one hand, we will show how BLS aligns with recent pedagogical trends put forth by national associations (MLA, ACTFL, AAUC), underscoring the importance of showcasing its work not only within language departments, where it is often relegated a minor status, but on campus and in the larger community where students engage in project-based and community outreach work. On the other hand, we will demonstrate how deliberate BLS programming in the study abroad context provides a model of best practices that offers important opportunities for growing the field of BLS, and more importantly, gives students unprecedented access to the business world. A new study abroad program, Duke in Montreal, provides a case study for how to implement such a program.
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 | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it