Taking Action on Climate Change--Inside and Outside Our Schools.
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
ention climate change and some people’s first reaction is uncertainty about what it means. Others know what it means but wonder whether we need to be concerned about it or doubt that it is occurring at all. For many educators, the question is not whether climate change is occurring, as the scientific data is compelling enough to convince us that it is. Rather, the question is how to engage students in meaningful exploration of this global issue and in positive action within their own communities. Climate change is difficult to address tangibly, due in part to its relative invisibility. But it is the slow pace of climate change — the long period over which it manifests itself — that largely accounts for people’s natural reluctance to recognize and respond to it. “Natural” because, as ecologist Paul Erlich has pointed out, our vertebrate nervous system has evolved as a “fight or flight” mechanism: it is built to respond to sudden changes or threats in our environment but not to changes that develop slowly and incrementally. This makes it difficult for us to perceive climate change as a threat, since it is a slowly emerging phenomenon which began more than a generation before us and may not reach truly crisis proportions until at least a generation after us. For students, comprehending the time period over which climate change occurs is not the only challenge. They may also struggle to make sense of climate change in the absence of direct experience, and its global scale can prevent them from feeling that they have any ability Taking Action on Climate Change: Inside and Outside our Schools
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 | 0.001 | 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 | 0.001 | 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) | 0.002 | 0.001 |
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