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
As a 12-year-old living in Moscow in 1973, I watched Canada's Glenda Reiser win the 1,500m at the World University Games, and, as children do, decided that would be me. Raised to believe I could do whatever I set my mind to, off I went. But the journey was to be far more complicated than I could ever have anticipated. Each time I felt I was making progress in my quest for excellence, a barrier would appear. I felt like Sisyphus who was sentenced to roll a rock up a hill. Each time it reached the top, the rock rolled back down again. His crime had been to challenge Zeus. Mine was much less grandiose: I wanted only to reach my maximum potential free of restrictions created by the sport system. Athletes are still rolling their rocks up hills. They shouldn't be. The role of the system should be to flatten the barriers, to ease the way, to widen the path. Unfortunately, much of the time that is not what happens. But it could be, and what follows is the story of an effort to help athletes get to the top of the hill a little more easily, with less interference from the system. My thesis is a simple one: athletes want to perform. Their performance, and the supports needed to create it, should be the focus of the sport system. To ensure that focus, athletes and their coaches must get involved. If, as athletes, we do not shape and support the systems we need, we will roll our rocks for evermore.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 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) | 0.001 | 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