Democratic and Educational Background of Information Poverty: The Case of Turkey
Bibliographic record
Abstract
Information poverty is one of the most significant characteristics of developing countries and its causes include multiple complex factors, including educational, scientific and technological contexts, political, social and cultural structures, democratic quality, and humanitarian conditions. The purpose of this study is to examine the situation of information poverty in Turkey, focusing on its democratic and educational aspects. In the scope of the study the basic concept of information poverty is briefly introduced. Then, the particular case of Turkey is presented based on domestic and international literature and other public and official sources. The study concludes Turkey is one of the countries which suffers from information poverty, because of failing to fulfill minimal democratic and educational conditions. Associated problems covered do not seem to be solved in the short term. Recommendations are that the first step in the amelioration of information poverty must be awareness-raising by targeting all governmental and societal segments. A multidimensional approach that addresses all segments and policies of the country may be useful, because there is no single factor that explains the information poverty. Finally, librarians and other intellectual workers have a significant role to play in this process.
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.
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 | 0.001 | 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 | 0.001 |
| 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 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".