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Record W2045253820 · doi:10.3390/buildings2030326

Why Buildings Fail: Are We Learning From Our Mistakes?

2012· article· en· W2045253820 on OpenAlexaboutno aff
M. Kevin Parfitt

Bibliographic record

VenueBuildings · 2012
Typearticle
Languageen
FieldEngineering
TopicConstruction Engineering and Safety
Canadian institutionsnot available
Fundersnot available
KeywordsVariety (cybernetics)Architectural engineeringForensic engineeringEngineeringDeckWork (physics)Water damageCivil engineeringComputer scienceHistory

Abstract

fetched live from OpenAlex

Most building professionals have investigated or performed remedial designs for at least one architectural or engineering system failure during their careers. Other practitioners, especially those who work for forensic consultants or firms specializing in disaster response and repair, are more familiar with the variety and extent of building failures as they assist their clients in restoring damaged or deficient buildings. The advent of social medial and twenty-four-hour news channels along with the general ease of finding more examples of failures in the Internet have made us realize that building failures in the broad sense are much more common than we may have realized.Relatively recent events leading to building failures such as the Christchurch, New Zealand earthquakes, the roof/parking deck of the Algo Centre mall in the northern Ontario, Canada city of Elliot Lake and the Indiana State Fairground stage collapse in the US are just a few reminders that much more work needs to be done on a variety of fronts to prevent building failures from a life safety standpoint. The need is compounded by economic concerns from what would be considered more mundane or common failures. Inspections by the author after Hurricane Katrina revealed a huge number of failures associated rain water alone as roofs, windows, flashing, mechanical penetrations etc. failed leading to interior water penetration often resulting in more damage from damp conditions and mold propagation than outright structural collapses. [...]

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)0.018
metaresearch head score (Gemma)0.082
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: Commentary · Consensus signal: Commentary
Teacher disagreement score0.018
Threshold uncertainty score0.094

Distilled classifier scores by category (both heads)

CategoryCodexGemma
Metaresearch0.0180.082
Meta-epidemiology (narrow)0.0020.001
Meta-epidemiology (broad)0.0020.001
Bibliometrics0.0020.002
Science and technology studies0.0120.041
Scholarly communication0.0170.046
Open science0.0040.009
Research integrity0.0170.029
Insufficient payload (model declined to judge)0.0140.011

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 head0.015
GPT teacher head0.206
Teacher spread0.191 · 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
GenreCommentary

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

Citations8
Published2012
Admission routes1
Has abstractyes

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