Testing the Decline of Parliament Thesis: Ireland, 1923–2002
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
There is a long-standing argument that in Westminster-style systems parliaments are in decline. The frequency with which the head of government intervenes in parliament is one indicator of this supposed decline. Studies conducted in Britain and Canada show that the frequency of prime ministerial interventions has declined over time, suggesting that the decline of parliament thesis holds true in this regard at least. This article examines the Irish case and shows that the situation is different. As in Britain and Canada, there has been a decline in particular forms of activity. However, the overall level has increased over time. These findings suggest that in the Irish case at least and on the basis of this one indicator the decline of parliament thesis does not hold true. Moreover, when we contextualise the findings, particularly on the basis of a qualitative analysis of the changing nature of the presentation of the Order of Business over the last 30 years, we find that the decline of parliament thesis is weakened further. Thus, this article suggests that the decline of parliament thesis is not applicable to all examples of Westminster-style parliamentary systems.
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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 | 0.002 |
| 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 | 0.001 |
| 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