Distance Education – Global Issues 2 DISTANCE EDUCATION IN THE PERSPECTIVE OF GLOBAL ISSUES AND CONCERNS
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 history of international development is more than 50 years old. The origin of its pre-history may be located hundreds of years earlier, when the efforts of navigators and new conceptualizations by scientists started changing our idea of the world and of our place within it (e.g. Boorstin, 1985; Koestler, 1959). Those who had the economic power and who therefore had access to the technology of the day, discovered that they were not alone in the world and that other peoples – for a long time seen as essentially different and invariably inferior – co- inhabited the planet. Different forms of cohabitation, often of an exploitative nature, emerged in the process of colonization that followed. That period came to an end during the third quarter of the last century. The movement towards emancipation and decolonization, largely driven by the formerly oppressed, led to the recognition among those who eventually relinquished power that not everything in the world was right. In fact, it brought to the forefront that there were great inequalities that conflicted with long held moral convictions – convictions that had, until then, been solely applied (and even then only partially) to the societies to which those who held the
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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| 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) | 0.000 | 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