Applications of computed tomography to fossil conservation and education
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
Computed tomography (CT) has been used for decades for paleontological research and fossil preparations. However, the benefits of CT scanning regarding conservation, exhibits, and education are rarely discussed. CT and rapid prototyping, although still prohibitively expensive on a large scale, are becoming cheaper and can provide another tool available to museums and educators teaching natural history.Resumen. Tomografía computarizada (TC) ha sido usada durante décadas en investigaciones paleontológicas y geológicas. A pesar de esto, la aplicación de esta tecnología, en conjunto con impresoras tridimensionales y la rápida producción de prototipos, apenas se utilizan para suplementar educación, conservación, y exhibición dentro de estos campos. El desarrollo de esta tecnología, la reducción de costos y la aumentada precisión de estos productos, los hace más accesibles para instituciones. Aunque predomina su uso en rubros investigativos también se puede extender a profesionales asociados con la historia natural. Este papel brevemente menciona los principios de TC y su rol investigativo, pero enfoca en desarrollar el uso de CT en conjunto con la rápida producción de prototipos para conservación de material geológico y el uso de tal como material educacional.
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 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| 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