REGoLive: Building a Web Site Comprehension Tool by Extending GoLive
Bibliographic record
Abstract
Traditionally, program comprehension functionality is implemented with stand-alone tools. As a result, software engineers typically have to switch between various tools during comprehension activities. Each of these tools has its own idiosyncratic user interface and interaction paradigm, causing an unfavorable learning curve. As a result, many program comprehension tools fail to be adopted. Software engineering activities that involve program comprehension (e.g., maintenance) require the use of forward engineering tools (e.g., compilers) as well as reverse engineering tools (e.g., class hierarchy visualizers). Thus, extending forward engineering tools such as IDEs (e.g., Eclipse) or Web authoring tools (e.g., GoLive) by seamlessly adding program comprehension functionality helps software engineers and improves the adoption of comprehension functionality. In this paper, we introduce an adoption-centric tool development approach that leverages a Web authoring tool, GoLive, by grafting functionality for Web site comprehension on top. The benefits and drawbacks of this approach from the tool-user's as well as the tool-builder's perspective are discussed.
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 | 0.000 | 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 | 0.001 |
| Open science | 0.001 | 0.001 |
| 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".