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
The advance of transportation technology depends on science and economics. During the 1930s, airships and airplanes competed head-to-head for the Atlantic passenger market. When World War 2 broke out, everything changed. Over the next five years, the combined combatants built over half of a million military airplanes. By the end of the war, four-engine, high-altitude bombers and jet engines were developed. Further investment in airplane technology was stimulated by the Cold War. All this public investment was adapted to civilian passenger jet airplanes. By 1980, dedicated jet airplanes were in use as cargo carriers. Despite the growth of the cargojet market over the past three decades, rising fuel costs and environmental concerns are changing the economics of airships and airplanes again. Investment in large cargo airships is returning. Much of the technology developed for fixed-wing aircraft can be applied to cargo airships. New materials, better engines, control systems and engineering eliminate the need for large ground crews and improve airship reliability and safety. However, two fundamental design issues have yet to be resolved: structural integrity and buoyancy control. A worldwide competition is underway on three continents to develop the dominant design for a cargo airship. This paper examines the alternative design approaches and presents the status of the international competition.
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 | 0.000 | 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) | 0.000 | 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