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
Systemic design is distinguished from user-oriented design practice in terms of its expansive boundaries, its embrace of social complexity, and its preferred objective of systemic integration rather than market differentiation. Systemic design is concerned with higher-order socially-organized systems that encompass multiple subsystems in a complex policy, organizational or product-service context. By integrating systems thinking and its methods, systemic design brings human-centered design to complex, multi-stakeholder service systems as those found in industrial networks, transportation, medicine and healthcare. It adapts from known design competencies – form and process reasoning, social and generative research methods, and sketching and visualization practices – to describe, map, propose and reconfigure complex services and systems. \n \nThe recent development of systemic design as a research-based practice draws on long-held precedents in the system sciences toward representation of complex social and enterprise systems. A precedent article, published as Systemic Design Principles for Complex Social Systems (Jones, 2014) established an axiomatic and epistemological basis for complementary principles shared between design reasoning and systems theory. The current paper aims to establish a basis for identifying shared methods (techne, in Aristotelian terms) and action practice (or phronesis).
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 | 0.058 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.008 | 0.006 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.014 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 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