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
Abstract Botanic gardens came into existence in the late 1500s to document, study, and preserve plants originating from all over the world. The scientific field of botany was a direct outcome of these developments. From the 1600s onward, botanic gardens also paid key roles in acclimatizing plants across distinct ecosystems and respective climate zones. This often entailed the appropriation of Indigenous systems of plant expertise that were then used without recognition within the parameters of scientific botanical expertise. As such, botanic gardens operated as contact zones of unequal power dynamics between European and Indigenous knowledge systems. Botanic gardens were intimately embroiled with the global expansion of European colonialism and processes of empire building. They helped facilitate the establishment of cash-crop systems around the world, which effectively amounted to the extractive systems of plant wealth accumulation that characterize the modern European colonial enterprise. In the mid-20th century, botanic gardens began to take on leading roles in the conservation of plant biodiversity while also attending to issues of social equity and sustainable development. Relationships between lay expertise and scientific knowledge acquired renewed significance in this context, as did discussions of the knowledge politics that these interactions entailed. As a consequence of these transformations, former colonial exchanges within the botanical garden world between Indigenous knowledge practices and their appropriation by science came under scrutiny in the final decades of the 20th century. Efforts to decolonize botanic gardens and their knowledge practices emerged in the second decade of the 20th century.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.002 | 0.024 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.020 | 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