Resource ReviewsGoVenture—Live the Life of an Entrepreneur. Sydney, Canada: MediaSpark Information Technology Solutions, 2000.The Business Disc: How to Start and Run a Small Business. Reisterstown, MD: Maryland Interactive Technologies, 2002.
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
This article examines two computer-based decision-making experiences and exercises for teaching various business subjects, namely, GoVenture—Live the Life of an Entrepreneur, and The Business Disc: How to Start and Run a Small Business. The objective of GoVenture's designers was to have players experience the entrepreneur's work-a-day world. They have successfully done this by having the player, do all that is necessary to create a retail operation and then run it in simulated real time. Players must go through all the necessary clutter and busy work associated with starting a business, such as obtaining licenses and permits, filing the firm's name, obtaining its government identification number, signing up and making deposits for the business's utilities, and choosing the business and its location. The Business Disc, like the previous one, also has been designed to be an experiential learning and development simulation, but its approach is very different. It is basically a series of branched video clips that take the player through two phases associated with starting a new business. Phase I covers all the basic planning and major decisions that must be made by a start-up. The player meets Harrison Fields, an accountant who guides the participant through these decisions. Immersion in the exercise is very fast because Fields steers the player along the requisite path. Fields covers deciding whether the firm will be in the economy's retail, service, or manufacturing sector; the firm's name; the nature of business and its ownership structure; its location with the options of leasing or renting or owning the firm's property; hiring employees, writing their position descriptions, and setting their work schedules; determining the help's fringe benefits and withholding taxes; setting up all the records needed, and finally setting prices and creating sales estimates.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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