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
This article compares the massive and widespread student protests in Europe and the Middle East with the relatively weak forms of protests emanating from students in the United States. Through consideration of the different formative cultures in Europe and the Middle East and the protesters’ use of the new media technologies, the article argues that the formative culture for dissent and critical education in the United States has been weakened and depoliticized, while neoliberal economic conditions and disciplinary apparatuses have amplified such conditions. Increased privatization, the closing down of critical public spheres, and the endless commodification of all aspects of social life have created a generation of students in the United States reared on the view that politics is irrelevant. In contrast, the message heard by students all over the world, especially in Europe, is that casino capitalism and totalitarian societies can no longer make a claim on the future of young people and increasingly are failing, either through making false promises or using threats and coercion to contain the hopes of young people. Rather than asking why U.S. students do not engage in massive protests, the crucial question raised by this article is when will they look beyond the norms, discourses, and rewards of the neoliberal society they have inherited from their elders?
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 | 0.011 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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