Downshifting: An Exploration of Motivations, Quality of Life, and Environmental Practices
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
“Downshifting,” reducing work hours, thereby income, to increase leisure time, offers a possible individual‐level solution to the stress many experience from long working hours and work intensification. Recently, some have argued that an increase in leisure time with a reduction in income might also foster pro‐environmental lifestyles as has been demonstrated for the “voluntary simplicity” movement. Quantitative research on the relationship between downshifting and quality of life is scant, with equivocal results, and studies of the relationship between downshifting and environmental lifestyles are even more rare. Survey data from a western Canadian city reveal nonsignificant impacts of downshifting on two measures of quality of life (subjective well‐being and satisfaction with time use) as well as on sustainable transportation practices. However, downshifting is significantly associated with sustainable household practices. In order for downshifting to have more widespread positive effects, further structural changes in broader domains such as work culture, urban design, and support for families will be required .
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 | 0.001 |
| 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 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 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