Bibliographic record
Abstract
In the common law tradition, the idea of the constitution is a paradox: the laws that are supposed to be foundational for the ordinary laws that govern day-to-day life turn out to be an integral part of those same ordinary laws. The constitution is part of the general law of the land. This is not so in other legal traditions. In France, it has been said, the constitution is paraded in full splendour before the ranks of ordinary law; its commands are the voice of an extraordinary sovereign to be obeyed and never questioned. In the common law tradition, however, constitutional laws are dispersed amongst the ranks, their effect manifested as a powerful centripetal force from within. The constitution is not a special phenomenon isolated from the rest, but something to be questioned, debated, discussed, and developed just as any other law is – through ordinary legal discourse. This conception of the constitution is especially evident in the United Kingdom today, but it remains relevant in modified ways in other common law jurisdictions, even those that have adopted entrenched constitutional documents. Is there any value to understanding constitutional law, or indeed the general ideal of constitutionalism, in this common law way?
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 | 0.000 | 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 | 0.001 | 0.001 |
| 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 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".