The Role of Football and Stadia Construction in Institutional Ascension
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 present case study offers a descriptive history on the construction and renovation of Boise State University’s football athletic grounds and stadia from 1932 through 1975 to better understand their contribution in the institutional history of the school. In particular, the current study uniquely shows the role football and stadia played within the ascension of the institution from a private junior college to large public state university. Boise State is one among several institutions that transitioned from junior college to state college and then university status. To realize the goals of the current study, information was sought on important stakeholders and groups, environmental or contextual factors, and decisions that influenced the construction of various football grounds and/or stadia at Boise State. Next, the present work examined how football and competition grounds or stadia at Boise State impacted the perception of the institution and facilitated its transition from junior college to major university status. Overall, the current essay legitimizes previous assumptions offered by other institutional histories that football and its stadia helped to ensure school survival. Moreover, football and stadia could serve as a strategic asset within an institution’s ascension from institute, normal college, community college, junior college, and state college to university status.
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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) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| 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