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
ACCORDING TO RECENT SURVEYS done by NATS, about two-thirds of our membership teach in private studios and only about one out of three teaches in university or college setting. As an officer of the Association and Associate Editor of Private Studio column of this journal, I ask myself and you: How can we help the private studio teacher to become better involved in the activities of the Association? Many private studio teachers are already heavily involved in NATS. But let's take some time to discover all the ways that you, too, can become involved. First of all, you are reading Journal of Singing. According to the NATS 2006 survey, 86.3% of our members do. This is wonderful way to get started. In addition to reading the Journal, private studio teachers are welcome to submit articles to Journal of Singing, a venue for teachers of singing and other scholars to share the results of their work in areas such as history, diction, voice science, medicine, and especially voice pedagogy.1 This is your journal and we would love to read what you have to share. Contributions pertinent to particular department may be submitted directly to the Associate Editor of that department and all other contributions should be submitted to Editor in Chief Sjoerdsma at the address listed under Guidelines for Contributors on the last page of the this journal. Taking tour through any edition of Journal of Singing will afford you many other opportunities to participate in NATS. As I peruse the January/ February 2008 issue, besides the many informative columns, I find challenge from then President Martha Randall imploring us to help other members who have lost their music collections in disasters such as Hurricane Katrina. I also find announcements of upcoming events such as our conference in Nashville in June 2008 and an advertisement for the now-filled position of Executive Director of NATS. I also find numerous announcements for workshops and products that, while not directly affiliated with NATS, offer NATS members excellent opportunities. Also to be found are advertisements for all kinds of colleges to which to send your students after they leave your private studio. All this without leaving the comfort of your living room recliner! But let's leave that recliner and see how to become more personally and actively involved. When is the last time that you attended NATS chapter meeting? As of this writing, there are eighty-one NATS chapters in the United States and Canada. To find out what's going on in many of these chapters check the NATS website at www.nats.org. The national website contains many opportunities for private studio teachers. Clicking on the EVENTS tab at the top of the first page of the website, the second thing that one sees is list of regional and chapter events. By clicking on your region of the map, you are redirected to page dedicated to what's going on in your region. The first thing that you see is list of regional and chapter websites. Currently, there are forty NATS-affiliated websites in the United States and Canada. All of these websites list events that you are welcome to attend and, even more importantly, events with which the local chapter needs your help. Contact them. Volunteer your time; it feels great! What's that you say? There isn't chapter in your area? Step up to the plate. Call your NATS colleagues who live in the area and form chapter. It's not hard to do. According to our bylaws, any group of active members of the Association may petition the Board for chapter charter for their geographic area. Once you let your regional governor know that you wish to establish new chapter, he or she will contact the Board, vote of the Board will be taken, and new chapter will be established. It's just that simple. I am founding member of the Rhode Island Chapter of NATS (RINATS) that was established in 1982 largely through the efforts of just two NATS members, Roz Wadsworth and David Laurent. …
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 | 0.001 | 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