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Record W1976601246 · doi:10.1353/aad.2006.0010

Education of the Deaf and General Motors

2005· editorial· en· W1976601246 on OpenAlexaboutno aff
Donald F. Moores

Bibliographic record

VenueAmerican annals of the deaf · 2005
Typeeditorial
Languageen
FieldBusiness, Management and Accounting
TopicInnovation and Knowledge Management
Canadian institutionsnot available
Fundersnot available
KeywordsDeaf blindPsychologyDeaf educationSign languageManual communicationAudiologyLinguisticsMedicine

Abstract

fetched live from OpenAlex

Recently, I have been doing some reading about the success and failure of businesses and the various opinions that have been offered to explain how some of our largest corporations find themselves in unexpected difficulties, sometimes to the point of collapse, while others, apparently, are thriving. The situation seems to exist across a variety of economies and in different economic sectors. In the United States there are several examples. Many major airlines have declared bankruptcy, or are on the verge of doing so, because of their inability to respond to the challenge of leaner, more inexpensive, airlines. Walmart is constantly expanding into new markets, to the detriment of existing companies unable to respond to the challenge. In countries from the United States to France to Japan governments provide subsidies to farmers to protect certain crops from cheaper foreign competition. Sometimes the problem is not cost, but overproduction. The U.S. government pays agricultural concerns money not to produce certain foods. Perhaps the best known example of current problems is General Motors. Although it is not in any present danger of bankruptcy, it recently cut several thousand jobs and announced plant closings in the United States and Canada. Among the reasons given for the problems faced by General Motors, as well as numerous corporations in North America and Western Europe, is that the highly paid workforce cannot produce products as cheaply as less well-paid, but skilled, workers in developing countries. This may be true to some extent, but it does not account for the whole picture. It has been pointed out that Toyota, for example, employs American workers in American plants to produce cars more efficiently and at less cost than the Americanowned car-makers. In fact, Toyota has announced plans to build plants in the United States at the same time that General Motors is closing theirs. This is the case even though there are several major corporations (not Toyota obviously) that are facing the same difficulties in Japan as General Motors is in North America. The argument has been made that many of the huge global conglomerates are operating under an out-dated, self-defeating management style that presumes that superior management can always anticipate and control change. In their press for stability and continuity they placed too much reliance on formal planning and have paid a heavy price for it. There is a growing belief that change cannot always be anticipated and managed, but rather that businesses will face disruptive changes that could destroy them unless successfully countered. Rapid response is more important than attempting to plan for every contingency. Business is chaotic and unforgiving, and changes cannot always be managed; they must be grasped or die. The situation also pertains to organizations outside of the business world. Hurricane Katrina exposed severe bureaucratic inefficiencies at the state and federal levels. The Federal Emergency Management Agency (FEMA) exhibited both a lack of planning to anticipate the disaster and an inability to respond quickly and effectively to the unexpected crises that arose, resulting in unnecessary death and destruction. Although the education of deaf students may not face catastrophes such as Hurricane Katrina, we are constantly encountering unanticipated new challenges, opportunities, and developments, and our responses have not always been effective. Several examples come to mind. In the spring of 1988 Gallaudet University erupted in protest over the selection of a hearing president and the ensuing Deaf President Now movement culminated in Gallaudet's first deaf president. …

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 imitation

Not 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.

metaresearch head score (Codex)0.003
metaresearch head score (Gemma)0.008
Version: metacan-v3-hybrid-931329e0061cValidation status: machine_predicted_unvalidated
Candidate categoriesnone
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Editorial · Consensus signal: none
Teacher disagreement score0.121
Threshold uncertainty score0.405

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0030.008
Meta-epidemiology (narrow)0.0010.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0010.001
Science and technology studies0.0040.002
Scholarly communication0.0040.007
Open science0.0010.005
Research integrity0.0060.007
Insufficient payload (model declined to judge)0.1210.026

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.

Opus teacher head0.014
GPT teacher head0.277
Teacher spread0.262 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.

The models applied no category: nothing in the taxonomy fit this work.
Study designNot applicable
Domainnot available
GenreEditorial

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".

Quick stats

Citations0
Published2005
Admission routes1
Has abstractyes

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