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
Purpose This article explores the varied ways that individuals create and use calendars, planners and other cognitive artifacts to document the multiple temporalities that make up their everyday lives. It reveals the hidden documentary time work required to synchronize, coordinate or entrain their activities to those of others. Design/methodology/approach We interviewed 47 Canadian participants in their homes, workplaces or other locations and photographed their documents. We analyzed qualitatively; first thematically to identify mentions of times, and then relationally to reveal how documentary time work was situated within participants' broader contexts. Findings Participants' documents revealed a wide variety of temporalities, some embedded in the templates they used, and others added by document creators and users. Participants' documentary time work involved creating and using a variety of tools and strategies to reconcile and manage multiple temporalities and indexical time concepts that held multiple meanings. Their work employed both standard “off the shelf” and individualized “do-it-yourself” approaches. Originality/value This article combines several concepts of invisible work (document work, time work, articulation work) to show both how individuals engage in documentary time work and how that work is situated within broader social and temporal contexts and standards.
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 | 0.000 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.000 | 0.000 |
| 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