<i>The General Reader Market for University Press Books in the United States, 1990–9, With Projections for the Years 2000 through 2004</i>
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
Throughout the 1990s, university presses in the United States sustained a tectonic shift in the marketplace because of the serials crisis. However, during that decade, the general reader market for university press books emerged as an exceptionally important channel of distribution. How vital was the general reader market to the university press community in the 1990s? What is the prognosis for future growth in this market between 2000 and 2004? What is the elasticity of demand for the general reader market? What book purchasing patterns exist among general readers? Is it likely that general readers will accept quickly electronic hand-held readers (‘e-books’) and eschew printed books? Albert Greco analyses detailed statistical data, covering the years 1990–9 with projections through 2004, to address these substantive issues and questions.
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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 | 0.002 | 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 | 0.000 |
| Scholarly communication | 0.022 | 0.038 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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