Assessing the Anti-corruption Strategies: Theoretical and Empirical Models
Why this work is in the frame
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Bibliographic record
Abstract
The preoccupations about conceiving and promoting efficient anti-corruption strategies exist in most states, especially in the developing countries. The opportunity of such strategies derives from the direct link, demonstrated theoretically and empirically, between the effects of the anti-corruption strategies and government performance, translated both in the economic and social results and living standard, welfare etc. In the last decades, the transnational actors – UN, World Bank, OECD, EU etc. - have affirmed as promoters of own anti-corruption strategies, directing the states’ efforts, conferring adequate levels of relevance, effectiveness, efficiency or sustainability. The South-Eastern European states incorporate own anti-corruption strategies in the framework of general strategies, aiming the government reform in the context of the European integration process. Strengthening the public integrity, reducing corruption, developing a genuine climate of economic freedom become important objectives concerning the impact on government performance. The paper incorporates briefly the main characteristics of anti-corruption strategies, developed by transnational actors and it aims to shape theoretical and empirical frameworks for the assessment of anti-corruption strategies. The focus on some South-Eastern European states has a demonstrative character, as the presented analyses may be extended to various geo-political areas.
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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 | 0.001 | 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) | 0.000 | 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