Universal Access to Technology: Central Role of Internet in Education, Our Reflections and Perspectives
Bibliographic record
Abstract
This paper is a consolidated sharing of different types of experiences in using the Internet for specific purposes that include online teaching, meetings, conferences, webinars, developing interactive internet-based sessions and discussion panels, writing e-books or connecting the unconnected. It is written by a diverse group of members of three committees sponsoring this paper: IEEE Control Systems Society (CSS) Technical Committee on Stochastic Systems and Control (SSC), IEEE Society for Social Implications of Technology (SSIT) Technical Activity on Universal Access of Technology (UAT) and IEEE Systems Council Committee on DEI. The paper is presented in the form of the collection of sections ending with open discussion on reflections and perspectives. The contributors represent seven different cultures on four continents. This diverse group of co-authors reflects beautifully and powerfully a multidisciplinary character of control as a field that spans all STEM fields.
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 machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.017 | 0.016 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.013 | 0.045 |
| Scholarly communication | 0.024 | 0.023 |
| Open science | 0.002 | 0.013 |
| Research integrity | 0.007 | 0.016 |
| Insufficient payload (model declined to judge) | 0.004 | 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; a candidate call from one source (direct Gemma or distilled Codex), 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".