Bibliographic record
Abstract
Intent. The intent of Learned Discourses is to provide a forum for open discussion. These articles reflect the professional opinions of the authors regarding scientific issues. They do not represent SETAC positions or policies. And, although they are subject to editorial review for clarity, consistency, and brevity, these articles are not peer reviewed. The Learned Discourses date from 1996 in the North America SETAC News and, when that publication was replaced by the SETAC Globe, continued there through 2005. The continued success of Learned Discourses depends on our contributors. We encourage timely submissions that will inform and stimulate discussion. We expect that many of the articles will address controversial topics, and promise to give dissenting opinions a chance to be heard. Rules. All submissions must be succinct: no longer than 1000 words, no more than 6 references, and at most one table or figure. Reference format must follow the journal requirement found on the Internet at http://www.setacjournals.org. Topics must fall within IEAM's sphere of interest. Submissions. All manuscripts should be sent via email as Word attachments to Peter M Chapman (peter_chapman@golder.com). SETAC's Learned Discourses appearing in the first 7 volumes of the SETAC Globe Newsletter (1999–2005) are available to members online at http://communities.setac.net. Members can log in with last name and SETAC member number to access the Learned Discourse Archive. Pharmaceuticals and personal care products in the environment: Cultural and spiritual perspectives, by Rai S Kookana, Bradley Moggridge, Roku Mihinui, Bruce Gray, Grant Northcott, and Alistair Boxall A recent SETAC workshop in Australia considered cultural perspectives in assessing and managing environmental impacts of these contaminants. Using assisted biotic colonization to cope with habitat loss due to sea level rise, by John Cairns Jr Replacement of lost coastal ecosystems is both an ethical imperative and in humankind's enlightened self interest. Mercury environmental quality standard for biota in Europe: Opportunities and challenges, by Davide Vignati, Stefano Polesello, Roberta Bettinetti, and Michael Bank Meaningful investigations of mercury ecotoxicology, rather than shortcuts to reduce noncompliance, are the correct way to reinforce the successful marriage of science and policy. Protection goals for aquatic plants, by Glen Thursby and Michael Lewis Three primary issues arise when dealing with protection goals for aquatic plants: what species to test; the relevance of the effects we detect; and, the level of protection required. What does the ECx tell us about the curve? Thoughts into ecological thresholds, by Marcos Krull Maybe we are not using the most appropriate and conservative metric and experimental design for the curve fitting estimate. Field surveys can support ecological risk assessment, by Yuichi Iwasaki, Takashi Kagaya, and Steve Ormerod Field surveys provide crucial evidence to evaluate the relevance of laboratory-based estimates in natural environments. Cryptic lineages—same but different?, by Alexander Feckler, Ralf Schulz, and Mirco Bundschuh The concept of cryptic lineage complexes, largely ignored, needs to be considered in ecotoxicology, field assessments, and risk assessments.
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 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.006 | 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 itClassification
machine, unvalidatedMachine predicted; both teacher heads agree on what is shown here.
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".