A Child Rights and Social Justice Framework for Analyzing Public Policy
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
Human papilloma virus (HPV) is the most common sexually transmitted infection (STI) in the United States (U.S.). Despite data that supports HPV vaccine as an effective measure to prevent anogenital cancers, vaccine uptake rates in the U.S. have stagnated over the past few years and only one third of adolescents are fully immunized. Adolescents are able to independently access STI diagnosis and treatment in all fifty states and the District of Columbia. However, only California allows adolescents to obtain HPV vaccine without parental consent. This creates a paradox where youth are able to independently receive treatment for HPV infection but not for its prevention. Current approaches to HPV vaccine education and delivery have not been successful at improving immunization rates. In this paper we propose the implementation of a child rights, social justice, and health equity-based approach to frame HPV vaccine policy. Such an approach to vaccine policy will promote children’s participation in medical decision-making. We postulate that by empowering children to be involved in issues pertaining to their health and well-being, they will be more likely to discuss HPV with their peers or families, and potentially be able to make informed independent decisions related to HPV vaccine.
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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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