International and Comparative Indigenous Rights Via Video Conferencing
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 incorporation of Indigenous content within the Bachelor of Laws curriculum is one measure that may contribute to the development of bicultural legal education in New Zealand. Incorporating Indigenous content into law courses can help to make the study of law more relevant to Indigenous communities and provide a critical framework from which changes to the legal system can be advanced. This paper identifies three distinct types of Indigenous content that may be usefully incorporated into the Bachelor of Laws curriculum: Indigenous legal issues; Indigenous perspectives; and Indigenous law. The inclusion of each type of Indigenous content has distinct benefits but also requires distinct forms of delivery. This paper considers these benefits and forms of delivery in relation to courses on Māori customary law and constitutional and administrative law, concluding that, in order to be effective, the incorporation of Indigenous content must be based on clearly identified objectives, with the type of content deliberately selected to meet those objectives, and delivered in a way which is suited to that content.
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 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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