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
Canadian universities are increasingly called upon to internationalize their curriculum; we argue, however, that internationalization of the curriculum needs to be supplemented by place-based teaching.Place-based studies focus on layers of meaning found right beneath our feet and explore how localized understanding can enrich experiences.Thus eight faculty from diverse disciplines at our university formed a community of practice to investigate how our disciplines address place and how we embrace (or fail to embrace) place within our teaching.This essay presents the results of our investigations while preserving our individual voices to highlight the multivocality of place, itself.Our disciplines take widely divergent approaches to both the concept and specifics of place; however, we recognized in each of our disciplines a widespread neglect of place.We found that our engagement with place in our teaching manifests in varied ways-embracing the concrete and the abstract, the theoretical and the experiential.However, the common thread running through all of our teaching is that place matters because it encourages new ways of questioning and being in the world.
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 | 0.002 | 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 | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.005 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it