The absence of great power responsibility in global environmental politics
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
Great powers routinely face demands to take on special responsibilities to address major concerns in global affairs, and often gain special rights for doing so. These areas include peace and security, global economic management, development, and egregious violations of human rights. Despite the rise in the importance and centrality of global environmental concerns, especially climate change and issues covered by the new Sustainable Development Goals, norms or institutions that demand or recognize great power responsibility are notably absent. This absence is puzzling given expectations in several major strands of International Relations theory, including the English School, realism, liberalism, and constructivism. Drawing on the reasoning behind these expectations, the absence of great power responsibility can be explained by a lack of congruence between systemic and environmental “great powers,” weak empirical links between action on the environment and the maintenance of international order, and no link to special rights. Instead, the institutionalized distribution of environmental responsibilities arose out of North–South conflict and has eroded over time, becoming more diffuse and decentered from ideas of state responsibility. These findings suggest a need to rethink the relationship among great powers and special rights and responsibilities regarding the environment, as well as other new issues of systemic importance.
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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 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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