Awareness, Education and Capacity Building of Stakeholders for Successful Implementation of Access and Benefit Sharing Regime
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
To popularize the concept of access and benefit sharing (ABS) and Nagoya Protocol, mass awareness and education are crucial. The present awareness/educational efforts of concerned government authorities in most of the cases are inadequate. Moreover, an intensive awareness campaign is necessary to educate the Indigenous people and local communities (ILCs) and other concerned stakeholders. An opinion survey of Indigenous organizations and competent national authorities of 12 Asian countries had been conducted to understand the field implications of relevant provisions of Nagoya Protocol. While some countries are found committed, it was found that there is lot to be learnt for all the countries regarding awareness-raising about Nagoya Protocol and ABS. Similarly, the capacity building of different layers of stakeholders is given some priorities by many Parties at national level. Capacity building efforts are being undertaken at regional level as well, e.g. South-East Asia level, Africa level, Western Europe level, etc. It has been noticed that in certain pockets the ILCs are active players in the capacity building efforts, while in other countries they are just passive recipients of such efforts. Still there is a long way to go for the successful implementation of ABS regimes globally.
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 | 0.000 | 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