Bibliographic record
Abstract
"Initially developed by universities and the military, the speed at which the Internet was embraced by the general public during the mid-nineteen-nineties took governments and commercial interests by surprise. It allowed for a new form of discourse, where anyone could log-on and, at no additional cost, enter into conversations and debates with millions of other Internet users. This new medium for communicating information allowed individuals to overcome existing financial and spatial barriers and thereby engage in new forms of critical political dialogue. Internet communities have flourished and existing corporate media companies, experienced at producing and distributing content to audiences of consumers, have had to adapt to audiences that increasingly demand the right to create and distribute content themselves. Many governments, Canada included, have chosen to leave the Internet and its infrastructure largely unregulated, believing that existing legislation would suffice (Canadian Radio Television and Telecommunications Commission. CRTC Won't Regulate the Internet). In contrast to traditional media enterprises already dominated by commercial interests, the Internet seemed to be a medium where commercial and public interests could successfully coexist, and where individuals could engage in critical dialogue, share ideas, and shape discourse and opinions offline as well as online."--Introduction.
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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".