Committing Sociology: Being Healthy, Happy, and Up-High in St. James Town
Bibliographic record
Abstract
There is a doggedly persistent, pervasive, and pernicious tendency to individualize ratherthan socialize problems. This is a discernable pattern that we see all around us,independent of any one particular social context. This collaboratively produced article isan example of and commitment to feminist praxis. We intentionally mobilize the “toolsof social science, friendship, and the power of conversation” (Mountz, 2016) to bring tolife ideas that Mehdia experienced for the first time in Laura’s undergraduate classroom.Specifically, she and fellow classmates, along with Maryam, learned how to cultivate andemploy their “sociological imagination” (Mills, 1959, 2000); connecting aspects ofbiography with materially arising social conditions. The aim of such inquiry is togenerate new insights and critically minded, contextually situated, and empiricallysupported explications for how things happen for and around us in the world we inhabit.In doing so, we are able to “sociologically reimagine” analysis by using visual modes ofinquiry and intentional “interdisciplinary entanglement” to blur the boundaries betweentraditional and so-called non-traditional modes of knowledge making (Jungnickel &Hjorth, 2014). We argue that the time is absolutely upon us to “commit sociology,”[1]and we offer this article as an intervention that does just this. [1] As per https://www.youtube.com/watch?v=9yT9dhHsKwc
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 | 0.011 | 0.002 |
| 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 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".