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
Increasingly, scholars are examining the ways in which the Internet allows the hate movement to retrench and reinvent itself as a viable collective. The many electronic means available to the movement – blogs, newsgroups, ’zines, etc. – allow an ease of communication and dissemination of their views never before possible. While there are obvious points of convergence across the various Klan groups, or identity churches, or skinhead organizations, the hate movement has historically been varied and, in fact, fractured. Internet communication facilitates the creation of the collective identity that is so important to movement cohesiveness. Clearly, this has strengthened the domestic presence of these groups in countries like the United States, Germany and Sweden. Yet relatively less attention has been paid to the way in which the Web facilitates the consolidation of a global movement. Internet communication knows no national boundaries. Consequently, it allows the hate movement to extend its collective identity internationally, thereby facilitating a potential ‘global racist subculture’. It is this process that we seek to uncover in this paper, with an eye to thinking about ways to intervene so as to weaken the impact.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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