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
As part of a violent project US imperial expansion into Indigenous lands, the 1862 Morrill Act endowed and continues to accrue lasting benefits for Land Grant/Grab Universities (LGUs). The last three years have seen a surge in nationwide attention and mobilization for redress and calculations of debts owed to Indigenous Peoples for the land dealings of the 52 original LGUs. This article intervenes in the LGU question in two parts. First, I demonstrate culpability of LGUs by illustrating how the Morrill Act was part of a set of US imperial policies that expanded jurisdiction into Indigenous territories through violent and imperial acts of dispossession which are maintained today. Second, I argue that any terms of debt and redress for this dispossession must be framed within Indigenous and Indigenous feminist analytics of land and territory. Restitution cannot occur on the same terms as dispossession and instead must be built through repairing and maintaining good relations within specific Indigenous protocols. These interventions inform my concluding analysis of university administrations’ responses to growing advocacy around LGUs, with a focus on Cornell University where I am situated as a researcher.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.006 | 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 | 0.003 |
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