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
The need to create excitement about engineering has never been more critical. Our global community is faced with finding solutions to big challenges such as global warming, the energy crisis, and increasing demands on communications and urban infrastructure. To address these grand challenges, we require future engineers who are capable, innovative and equipped with practical skills in order to navigate from the design constraints to the solution. To encourage development of this practical skill, educators need to find ways to enable students to “do engineering,” anywhere, anytime. The three fundamental restrictions that prevent educators from being able to accomplish this are cost, accessibility to equipment – both in and out of the laboratory – and space and facilities. This paper discusses different ways in which educators are helping students connect with the world around them using graphical system design hardware and software technologies that are both affordable and scalable. We discuss flexible, compact, instrumentation platforms and illustrate how universities use this to enhance labs and improve practical experiences. We demonstrate how educators leverage low-cost, student-owned instrumentation hardware to teach concepts in students’ preferred environments, whether that is in the lab, library, or dorm room.
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 | 0.000 | 0.001 |
| 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