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 inaugural issue of the SIT Occasional Papers Series, published in Spring 2000 and titled “About Our Institution,” was dedicated to telling the story of World Learning by providing a comprehensive view of this fascinating organization. For many, World Learning is a difficult organization to grasp, given its various divisions and its continually changing nature. In fact, a defining characteristic of the institution has always been its ability to adapt readily in response to changing conditions and needs throughout the world. World Learning is truly a one-of-a-kind institution. This becomes clear as one learns more about its activities and the principles on which they are based. World Learning will continue to innovate and provide transformational experiences as long as it is responsive to the world’s ever-changing needs in its own creative, dynamic, and interculturally sensitive way, while keeping true to its mission. This second issue focuses on one aspect of World Learning – its Projects in International Development and Training. This unit, operating out of offices in Washington, D.C., has provided educational and service programs and projects around the globe for more than a quarter century – in Africa, Asia, Eastern Europe and Russia, Latin America and the Caribbean region, and in other parts of the world – furthering its mission while supporting others. This collection of articles describes this work. In the last section (Other Items of Interest), a list of PIDT’s International Projects provides further information about the range and variety of projects. Finally, an “Institutional Analysis Instrument,” “A Glossary of Development Terms,” and “Selected Publications on Development,” are also included to familiarize newcomers to this field with some of the tools and terms, and its basic works. Our hope is that this publication will help the reader learn about the concepts and models World Learning brings to the field of development and training and its own unique approaches to their implementation.
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 | 0.003 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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