Braille, and the policies surrounding that usage.
Bibliographic record
Abstract
-A significant portion of the American population is blind, numbering over 20 million.-Blind Americans span the racial spectrum, including multiracial Americans-Braille textbooks and other publications are used widely to educate this population-There is a growing effort to standardize through legislation laws surrounding Braille publications and usage-Congress is currently considering additional legislation to provide access to video/telecommunications products for the blind Brief: Braille is often best classified as a communication system, if not a language per se, but it serves as a language for the blind. 25.2 million American adults, according to the National Health Survey Provisional Report, report experiencing significant vision loss from birth or over the course of their lives. Blind adults number over 18 million, and an additional 6.5 million experience enough vision loss to necessitate the use of Braille communication. The term “vision loss ” refers to individuals who cannot see even through glasses, contact lenses, or other devices. Blindness affects a broad cross section of the American ethnic population. A relatively small proportion (only about half a million) report being multi-racial; still, 3 million are black, 2.8 million are Hispanic, nearly a million are Asian. The majority is white, numbering over 15 million. They also represent a wide variety of socioeconomic groups. About a quarter of the blind population has a high school diploma, another less, another a college education, and the smallest percentage, somewhat less than a quarter, has a bachelor’s degree. Of Americans who have vision loss and are 25 years of age and over, 5.0 million have less than a high school diploma, 6.3 million have a high school diploma or a GED, 6.5 million have some college education, and 4.8 million have a bachelor's degree or higher. An effort has been underway in the United States to establish rights, procedures, and standards relating to Braille instruction for elementary and
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.002 |
| Scholarly communication | 0.006 | 0.005 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.012 | 0.007 |
| Insufficient payload (model declined to judge) | 0.156 | 0.116 |
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 source (direct Gemma or distilled Codex), 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".