Bibliographic record
Abstract
The invasion and occupation of Iraq have brought alongside an explosion in sectarian warfare, social dilapidation, gangsterism and corruption. Impacting the whole of Iraq, children have been particularly victimized by the dismantling of the organizing forces of both state and society. In this survey, it is argued that the degradation of the child's status flows from conscious policy decisions that have been made by occupation authorities. Neo-liberal prerogatives demanded the dismantling of Iraq's social sector, the destruction of its working and middle classes, and the creation of a pliable non-representative Iraqi government. Reconstruction of Iraq has become a cruel farce, and the engineering of social collapse and fractured identity have created a widespread environment of violence and hopelessness. It is in this environment that Iraq's next generation is being raised. The contemporary status of Iraq's children is surveyed on several dimensions: first, the collapse of Iraq's health infrastructure is shown to have had deleterious effects on the physical status of children, reflected by a dramatic rise in infant mortality rates and treatable disease; second, endemic violence and desperate poverty has forced many children to withdraw from primary education, denying them the formative learning experience necessary for social and intellectual growth. Finally, the cumulative effects of surrounding violence, poverty and psychological trauma has created a host of social pathologies in Iraqi children and society, robbing Iraqi children of their innocence, and portending a future Iraq that will be dominated by the maladjusted and the violent.
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How this classification was reachedexpand
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".