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
5 When I came to Life Stories of Montrealers Displaced by War, Genocide, and Other Human Rights Violations, the Community-University Research Alliance (CURA) project had not yet officially started: researchers and community groups were still finding each other and pairing up. I was representing Isangano, Montreal’s cultural group of young Rwandans. Isangano had accepted the project’s invitation because it was an opportunity to walk our talk: we were deeply involved with community building, and it was a chance to strengthen ties between Rwandans by working closely with Page-Rwanda, another community group. It was also a chance to work with scholars, both Rwandan and non-Rwandan. Rwandan scholars were a much needed and fervently wished for change from the usual colonial attitude of Western “experts” producing and disseminating the only available knowledge about our situation. Non-Rwandan scholars gave us a welcome chance to open to the larger community, especially in the context of the sharing-authority concept permeating the participants and the whole project. The wonderful texts featured in this publication were presented at CURA’s first conference, appropriately named for the core principle, “sharing authority.” Each text comes out of a very different project, and while every one has a distinct take on the concept, the articles have in common a very intimate, engaged perspective they speak from, a voice that speaks to me as a community co-applicant. Rereading these texts and writing this preface was an opportunity to clarify what I understand to be the weaknesses and the strengths of my work in the community and our larger work together. Three years ago, I started a dialogue project in Montreal’s Rwandan community. Tuganire—let’s talk—was born out of the need to shake people up and create wellness within what I perceived to be a lifeless community of inert individuals. I felt we were not addressing our needs or sharing and taking advantage of our strengths. Discrimination, exile, migration, and immigration, and finally the 1994 genocide of the Tutsi in Rwanda, had devastated us and left us reeling, surviving certainly, but not living anymore.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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) | 0.000 | 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