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
The author of this paper questions the role of the experts in heritage policies and practices. Is the voice of the heritage expert now guided by the vox populi ? The current evidence for these trends, long considered anathema to heritage purists, suggests that an epoch-making change in heritage practice is now underway. The announcement of a Memorandum of Understanding between the World Bank and UNESCO to provide “very positive input for the improvement of aid effectiveness, and make the most of culture as a motor for social development and poverty alleviation, through employment and job creation” and the theme of the 17th ICOMOS General Assembly, “Heritage, a Driver of Development” are both clear indications of a pressing new concern: that heritage contribute to the economic – not only cultural – well-being of contemporary society. No less significant is the emphasis on public rights and responsibilities in the formulation of heritage policy, once the exclusive prerogative of antiquarians and professional conservators. This turn to the public as full-fledged heritage stakeholders is expressed clearly by the Council of Europe’s Framework Convention on the Value of Cultural Heritage for Society (2005) and the efforts of UNESCO to promote the active participation – and economic advancement – of traditional practitioners of intangible cultural heritage.
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 | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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