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
In this Update we will discuss aspects of the definitions, epidemiology, diagnostics, asthma-associated comorbidities, assessment and treatment of asthma including a specific focus on severe asthma in school children. The Update will mainly cover data published during the last 3 yrs. In 2009, an expert panel was tasked to propose a World Health Organization definition of asthma severity and control. The result of this Task Force was a uniform definition of asthma severity, control and exacerbation [1]. As we will discuss later in an overview of asthma outcomes [2], symptom evaluation is the key to the diagnosis and outcome measures in clinical studies. Airway inflammation is one of the pathophysiological characteristics of asthma, which is mediated through infiltration of inflammatory cells, including mast cells, and eosinophilic and neutrophilic granulocytes in the airway wall. This cell infiltration subsequently leads to bronchial hyperresponsiveness (BHR) and, in the case of chronic inflammation, persistent changes of the airways, i.e. airway remodelling [3, 4]. Immunoglobulin (Ig)E-mediated allergy leading to allergic inflammation is common among children with persistent asthma. There are ongoing studies worldwide (the MeDALL initiative) aiming to identify allergic phenotypes [5] and understand the complexity of the IgE related phenotypes in children and adults [6]. The purpose of paediatric asthma treatment is for the child to control symptoms, to be able to lead a normal active life, to have normal lung function and to prevent asthma exacerbations [7, 8]. The care of asthmatic children does not only include the prescription of asthma medication. The families need to be convinced and educated to actually make the parents give the medication as prescribed and in a proper manner [9]. Furthermore, healthcare providers must teach the families how to avoid or …
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.004 | 0.002 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.029 |
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