Stop Doing Stupid: An Essential Requirement For Effective Teaching, Management And Leadership
Bibliographic record
Abstract
There is an old adage that reads “the suffering of fools”, which for this paper is the passive form of the “stop doing stupid” in the title. For either of these sayings the key concern when dealing with foolishness is not only the loss of resources, in time and money, that result from this indulgence and tolerance, but more importantly the direct impact that not objecting can have on morale and the long-term effectiveness of any decision-making process. Whether it is during the teaching of students, the management of people and business processes or more importantly the highly involved and visionary leadership process, the need to speak up and to try to mitigate stupid and wasteful interruptions has become an essential requirement if we are to continue to grow socially and economically. This paper has been prepared to make the case for taking the road less travelled, which has as a reward growing personal self-worth and enhanced social value. It also has the drawback of becoming identified as one of those few that just can’t sit quietly with their mouths shut when some act of foolishness is in motion.
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 | 0.022 | 0.041 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.011 | 0.029 |
| Scholarly communication | 0.018 | 0.010 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.007 | 0.015 |
| Insufficient payload (model declined to judge) | 0.006 | 0.007 |
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".