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
Click to increase image sizeClick to decrease image size Notes Other normal uses include sporting performance, job performance, sexual performance, etc. Richard Schechner, Performance Studies: An Introduction (London: Routledge, 2002), 110. J. L. Austin, How to Do Things with Words (Oxford: Oxford University Press, 1976), 8. John R. Searle, "Speech Acts, Mind and Social Reality," in Speech Acts, Mind and Social Reality, edited by Günther Grewendorf and Georg Meggle (London: Kluwer, 2002), 3–16 (5). Gerald E. Myers, "Justifying Belief-Assertions," The Journal of Philosophy 64, no. 7 (1967): 210–14. Judith Butler, Excitable Speech: A Politics of the Performative (London: Routledge, 1997), 51. Original emphasis. John R. Searle, "How Performatives Work," in Consciousness and Language (Cambridge: Cambridge University Press, 2002), 156–79 (quotation on p. 172). Simon du Toit adds the following comment: "In worship practices, believers understand that God is speaking in a special and particular way, and that the force of divine speech is significant in a way that transcends human power. The performative force of divine speech has an ontological dimension that philosophers generally do not consider. In Genesis 1 God says, 'Let there be light,' and it is so. Nicholas Wolterstorff meditates on God's performative power in his book Divine Discourse: Philosophical Reflections on the Claim that God Speaks (Cambridge: Cambridge University Press, 1995). He does not write on the social and historical aspects of performative speech on which Butler and others have focused so much, but he offers a substantial and useful discussion of divine speech. To be sure, performative speech reiterates the social force of its prior performances, but it is also relevant to point out that for believers, performative speech in religious practices has an additional, transcendent aspect that non-believers might seek to reduce to an aspect of social history." Additional informationNotes on contributorsMegan Macdonald Megan Macdonald has taught drama, theater, and performance studies in the United Kingdom and Canada. She did her doctoral work in performance studies and theology at Queen Mary, University of London.
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 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 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