Effect of package weight on the total amount of die stone used annually in a dental school
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
PURPOSE: This study compared the total amount of Type IV dental stone (die stone) used annually by dental students when they were supplied with either 70-g or 140-g preweighed packages of die stone. MATERIALS AND METHODS: In September 1994, all the bulk containers of die stone were removed from the student dental clinic and laboratories and replaced by 70-g preweighed packages of die stone (Silky-Rock; Whip Mix, Louisville, KY). At the end of August 1998, all 70-g packages of die stone were removed from the student dental clinic and laboratories. The average annual number of 70-g packages of preweighed die stone used by the students from 1994 to 1998 was calculated. From September 1998 to the end of August 1999, only 140-g preweighed packages of die stone (Silky-Rock) were supplied to the students. The number of the 140-g packages of preweighed die stone and total weight used by students during this period were calculated and compared with the average annual number of 70-g preweighed packages of die stone used during the 1994-1998 period. RESULTS: From September 1994 to August 1998, the students used an annual average of 4060 +/- SD 250 of the 70-g packages (284.2 +/- 17.5 kg per annum). From September 1998 to August 1999, the students used 3360 of the 140-g packages (470.4 kg). CONCLUSIONS: Although the students used in total 700 fewer of the 140-g die stone packages per annum than the annual average number of 70-g packages, they used 186.2 kg (65.5%) more die stone when supplied with the 140-g packages.
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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 | 0.002 | 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