Bibliographic record
Abstract
Globally, COVID-19 has caused disruption to all social institutions and sectors of the economy. Projections are that the pandemic is likely to deepen hardships already experienced by various groups in society, especially the vulnerable. As COVID-19 continues to unfold and spread, it has become apparent that the virus and its associated problems are more than biomedical issues. Against a backdrop where researchers and practitioners from public health, epidemiology, and medicine are dominating research, discussions and publication, the article advances the argument that sociologists are well qualified and positioned to explore the social causes, social consequences, and responses to COVID-19. Sociological input is pivotal to comprehensive understanding and development of effective responses to the pandemic. In this context, and specifically focusing on the family despite the complexity and dynamism attendant to this institution, the article contributes real-time insights on how the pandemic is unfolding in Zimbabwe and the associated responses, or their absence. The paper addresses lacunae in availability of quality and meaningful understanding of the pandemic particularly from the perspective of the family as the basic unit of any society in both urban and rural contexts. The lived experiences and situated meanings of COVID-19 at the family level are important in interrogating its implications to communities, the future and social policy.
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 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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) | 0.000 | 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".