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
04–107 Amara, Muhammad Hasan (Bar-Ilan University). Recent foreign language education policies in Palestine . Language Problems and Language Planning (Amsterdam, The Netherlands), 27 , 3 (2003), 217–232. 04–108 Bekker, Ian. Using historical data to explain language attitudes: A South African case study. Africa and Applied Linguistics: AILA Review (Amsterdam, The Netherlands), 16 (2003), 62–77. 04–109 Costa, Albert, Colomé Angel, Gómez, Olga and Sebastián-Gallés, Núria (U. of Barcelona, Spain; Email : Acosta@psi.ub.edu ). Another look at cross-language competition in bilingual speech production: lexical and phonological factors . Bilingualism: Language and Cognition (Cambridge, UK), 6 , 3 (2003), 167–179. 04–110 Dei, G. and Asgharzadeh, A. (University of Toronto, Canada; Email : gdei@oise.utoronto.ca ). Language, education and development: case studies from the southern contexts . Language and Education (Clevedon, UK), 17 , 6 (2003), 421–449. 04–111 Ferguson, Gibson. Classroom code-switching in post-colonial contexts: functions, attitudes and policies . Africa and Applied Linguistics: AILA Review (Amsterdam, The Netherlands), 16 (2003), 38–51. 04–112 Jackson, Jane (Chinese U. of Hong Kong; Email : jjackson@cuhk.edu.hk ). Case-based learning and reticence in a bilingual context: perceptions of business students in Hong Kong . System (Oxford, UK), 31 (2003), 457–469. 04–113 Kouega, J-P. ( Email : jkouega@uycdc.uninet.cm ). English in francophone elementary grades in Cameroon . Language and Education (Clevedon, UK), 17 , 6 (2003), 408–420. 04–114 Ovando, Carlos, J. (Arizona State U., USA). Bilingual education in the United States: historical development and current issues . Bilingual Research Journal (Arizona, USA), 27 , 1 (2003), 1–24.
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 | 0.001 | 0.001 |
| 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 | 0.000 |
| 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