Bibliographic record
Abstract
When I first considered the role of silence in forming alliances, the idea of writing about silence was intriguing and freeing. As I pondered silence, my body overtook my usual controlled, linear, and deliberate writing process. It had something to say about silence that my mind couldn’t contain. The more I focused on thinking, the more belligerent my body became. I squirmed in my chair and my eyes glazed over as I stared at the computer screen. No matter how forcefully my academic mind struggled to identify the perfect theory or compelling moment that I might neatly insert into a linear essay, corporeality hounded me, pushing me into silence. Only through an unexpected blurring of boundaries brought on by the disruption of the Cartesian mind/body split, and after hours of sitting in the silence of my discomfort, did I realize that longings for silence and bringing silence into words is messy, confusing, contradictory. John R. Barrie (2008) states that “When all mental ruminations are at last exhausted, genuine silence emerges” (p. 10). So, after days and weeks of struggling through thoughts, I immersed myself in silence and turned to my body for the knowledge I sought. I closed my eyes, breathed deeply, and turned my attention to my physical and emotional bodies to learn what they might show me about the silence that resides there.
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 0.002 |
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; both teacher heads agree on what is shown here.
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".