Bibliographic record
Abstract
The Intergovernmental Panel on Climate Change and other international agencies have concluded that global crop production is at risk due to climate change, population growth, and changing food preferences. Society expects that the agricultural sciences will innovate solutions to these problems and provide food security for the foreseeable future. My thesis is that an integrated research plan merging agronomic and genetic approaches has the greatest probability of success. I present a template for a research plan based on the lessons we have learned from the Green Revolution and from the development of genetically engineered crops that may guide us to meet this expectation. The plan starts with a vision of how the crop management system could change, and I give a few examples of innovations that are very much in their infancy but have significant potential. The opportunities need to be conceptualized on a regional basis for each crop to provide a target for change. The plan gives an overview of how the tools of plant biotechnology can be used to create the genetic diversity needed to implement the envisioned changes in the crop management system, using the development of drought tolerance in maize (Zea mays L.) as an example that has led recently to the commercial release of new hybrids in the USA. The plan requires an interdisciplinary approach that integrates and coordinates research on plant biotechnology, genetics, physiology, breeding, agronomy, and cropping systems to be successful.
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.
How this classification was reachedexpand
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".