Bibliographic record
Abstract
AbstractThis dissertation focuses on the displacement taking place in Syria. The conflict resulted from the spillover from the Arab Spring uprising but many different exploited groups have been under fire. Perhaps most important of those are children, who find themselves in the crosshairs. Children have been affected in dramatic waysand have suffered mental and physical injuries leading to displacement. This study questions individual perceptions of the conflict, and the role of international organizations in providing critical support to the problems faced by children in the syria. This study utilizes both primary and secondary source materials in order to come to an answer to these critical research questions and will also give recommendations and insights of further possible solutions to the rights of these helpless children in the mist of this crisis.Keywords: children rights, childhood, Syrian refugee, camps1. Introduction:Syria has been facing an ongoing and severe crisis for more than three years. Since the beginning of the crisis, the forgotten victims have been children, who have faced hunger, harassment, death, and trauma. These children have been deprived of the benefit of humanitarian aid, living in misery.To this end, the degree of their suffering has been insurmountable (UNICEF, 2014). The effect of three years of terror is even more important for children, who, because of the short nature of their lives, feel the brunt of three years more than an adult might. These years are transformative for children, who are often moving from one phase in life to the other. These three years could have proven to be a lifetime achievement for high school students, thoroughly preparing themselves to contribute constructively to society. Children in Syria are deprived of these feelings and achievements to say the least. The past three years of the crisis have been the longest years of their lives. The state of loss, despair, depression, suffering and pain has been immense, and living in this state is the most damaging conflict for the children in the recent history of the region.Further exacerbating the negative consequences of the excruciating conflict is the fact that more than 5.5 million Syrian children imagine their future besieged by war, and this cannot be ignored (Council report, 2014). Much of the loss is unrecoverable; children have lost their limbs and lives, their teachers, their friends, their family and, ultimately, their stability. Instead of playing and learning, these children are forced to work, being recruited as soldiers and subjected to enforced idleness. According to United Nations (UN), the estimated number of children being killed in Syria is at least 10,000. The reality could actually be much larger than this number. These killings are a result of conflicts and incorporate states of deaths, injuries, and disabilities (UNICEF, 2014, p. 5).The overall system of Syria has been torn apart because of the accelerating crisis. It has been estimated that the more than three million buildings have been destroyed, along with the critical infrastructure and the social system. More than six million people have been displaced inside the country that is more than a third of the Syrian children deprived of living in their own homes and communities (Save the Children, 2014, p.77). The pre-war lives have become a distant memory for the young children, and these experiences have become so normal for these children that, despite the suffering, they show immense courage and compassion. In short, young people have learned the skill of resilience in perhaps the worst way imagineable.2. Ongoing Conflict in SyriaThis chapter of the study provides previously-conducted similar studies and researches of various researchers from different public, as well as, private libraries including academic journals. The purpose of this chapter is to enhance the understanding of the researcher, as well as, the potential readers of the study. …
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.008 | 0.006 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.002 | 0.004 |
| Insufficient payload (model declined to judge) | 0.017 | 0.001 |
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 source (direct Gemma or distilled Codex), 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".