Global Citizenship: Extending Students' Knowledge and Action to the Global Context
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
Young adults living outside the U.S. tend to be more globally aware than most young adults living in the U.S. A representative poll of 18-24 year-olds indicated that U.S. residents of this age group have considerably less knowledge about international issues and geography in comparison to their counterparts living in other countries (i.e., Canada, France, Germany, Great Britain, Mexico, Japan, Italy, and Sweden) (National Geographic, 2002). The poll found that in comparison to their international counterparts, U.S. young adults scored far worse in locating countries on a map. For example, only 42 percent of U.S. 18-24 year-olds was able to locate Japan compared to 69 percent of 18-24 year-olds from other countries. This poll also reported that only 13 percent of U.S. young adults correctly located Iraq on a map while over double the number (34 percent) correctly indicated that that the reality television show, "Survivor," was located in the South Pacific. For the most part, young adults in the U.S. may know a good deal about domestic politics, issues, and culture, but know far less about the perspectives of (much less the location of) other countries. This U.S.-centric focus is perhaps well reflected in the same poll that also found nearly one-third of young adults in the U.S. think that the U.S. population is between 1 and 2 billion, mistakenly supposing that the U.S. constitutes nearly one-third of the world's population. Such results are disconcerting and indicate the lack of global perspective among young adults in the U.S.
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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