Sharing our Excitement for Structural Science Through our Trainees
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
One of the most important means by which we can share our enthusiasm for structural science is through our trainees. Our students, both undergraduate and graduate, and postdoctoral researchers in our groups gain more than just technical skills through our interactions, they gain their own appreciation and excitement for science that they then can spread through their connections and contacts. We play an important role in garnering that excitement, fostering inquiry, and passing on that excitement to others. We often recount where our enthusiasm began, that one Professor or colleague whose excitement was infectious. In the Canadian context, Professor Michael James (1940-2023) was such a figure. Throughout his career, Michael’s excitement, and passion for the structural study of proteins, particularly proteolytic enzymes, fostered many who now continue that legacy and look to pass-on that excitement through their own interactions with trainees. This talk is a short remembrance of Michael, and others, who fostered that excitement in myself and others.
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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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