Bibliographic record
Abstract
Access to the Internet in 1998 created a unique sphere encompassing both public and private characteristics while offering a new form of communication, identity, and political participation (Rheingold 2000). As a result, access to the Internet provided women with an alternative way of defying the traditional masculine culture through "connection and communication" and "identity transformation" (Nouraei-Simon 2005). The Internet ameliorated Iranian women's ability to contribute to the accelerating development of an online culture that offers a significant change to the definition of empowerment as it shifts the boundaries of the public and private realms, allowing Iranian women to seek self-determination despite Islamic ideology (Jones, 1997). This work shows how the weblog has become one of the key tools to challenge social barriers in the quest for Iranian women's rights (Sreberny & Khiabany, 2010). This paper will critically examine the use of weblogs by some Iranian women to break the gender oriented restrictive rules imposed upon them by the patriarchal elements in higher education by exploring how and in what ways women advocate for their own and others' rights and equality? This paper incorporates a critical textual analysis of primary and secondary academic sources. It integrates a critical feminist approach and have collected data from the work of female scholars, activists, bloggers, and filmmakers and have brought forth the unheard experiences of some Iranian women in higher education.
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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) | 0.001 | 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 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".