Sifting through the Net: Monitoring of Online Offenders by Researchers
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
Criminologists have traditionally used official records, interviews, surveys, and observation to gather data on offenders. Over the past two decades, more and more illegal activities have been conducted on or facilitated by the Internet. This shift towards the virtual is important for criminologists as traces of offenders’ activities can be accessed and monitored, given the right tools and techniques. This paper will discuss three techniques that can be used by criminologists looking to gather data on offenders who operate online: 1) mirroring, which takes a static image of an online resource like websites or forums; 2) monitoring, which involves an on-going observation of static and dynamic resources like websites and forums but also online marketplaces and chat rooms and; 3) leaks, which involve downloading of data placed online by offenders or left by them unwittingly. This paper will focus on how these tools can be developed by social scientists, drawing in part on our experience developing a tool to monitor online drug “cryptomarkets” like Silk Road and its successors. Special attention will be given to the challenges that researchers may face when developing their own custom tool, as well as the ethical considerations that arise from the automatic collection of data online.
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) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.002 |
| 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