Bibliographic record
Abstract
Our phenomenal experience of the world is shaped by lived moments of the present, which not only sediment into the fabric of our current reality but also actively contribute to shaping it. We continually engage in the generative and rich making of life through this ongoing, dynamic interaction with the world. From this perspective, body-mind differences resulting from brain injury could be seen as a profound transformation of one's phenomenal experience of the world. The lessons I have drawn from my caregiving experience with my sister who has critical brain injuries highlight the need to move away from ableist beliefs that disabilities are deficits to be corrected or rejected to a positive and generative search for the new, alternative ways of living well with shifted physio-psychological conditions. Using phenomenological perspectives, I aim to shift the understanding of "abnormality" from the binary of normal/abnormal to a broader vision of care. For family caregivers who struggle to help their loved one to return to a better state of health and life quality, the key point of participating in the recovery process is to gear into the lived experience of the care recipient and grasp a genuine understanding of their reality.
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 | 0.001 | 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 | 0.003 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 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".