Values Lost in Society in the Eyes of Academics
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
Although there are numerous studies and discussions about the concept of value, it is claimed to lack an objective basis. The concept of value is difficult to define from a single perspective because it relates to many disciplines, especially the social sciences. Philosophy, sociology, psychology, religious sciences, anthropology, and historical sciences have attributed different meanings to the concept of value. However, the fact that the concept of value is related to human behavior has been a common point in all disciplines of social sciences. Values are essential in terms of social sciences because they interpret human behavior (Ulusoy & Dilmaç, 2016). Therefore, this study aimed to determine what academics thought about the core values lost in society and what kind of solutions they offered to that problem. The sample consisted of 16 academics from Van Yuzuncu Yıl University/Turkey. The sample consisted of 12 men and 4 women. The study adopted a qualitative research design. Data were collected using a semi-structured interview questionnaire consisting of open-ended questions. The data were analyzed using descriptive analysis. The findings focused on participants’ views of the concept of values, the values lost in society, values problems, and solutions to the lost values.
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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