Bibliographic record
Abstract
Having existed for centuries, genocide is a criminal practice that aims to destroy in whole or in part a population from a particular ethnic, racial, and religious background. The study of genocide is one that builds on historic cases of genocidal violence. Specifically, it takes on various approaches to examine genocidal crime, the intent of genocide, and how the motivation to cause physical pain and harm is knowingly implemented as a strategy of war, a tool of colonization, and a government policy of progress and modernization. Predominantly the scholarship on genocide can be summarized into three methodological approaches: (a) the theoretical that emphasizes the historic context of the crime; (b) the legal that draws from the United Nations Genocide Convention; and (c) the applied perspective that focuses on specific cases of genocide using the theoretical and legal lens. Recently, in the 21st century, genocide studies involving Indigenous populations has gained more traction as governments have been forced to recognize their own involvement in genocide, such as the forced removal of children in Canada and Australia from Indigenous families in efforts to assimilate them to the majority culture. Among this group, however, the Indigenous populations of the Americas, specifically the Indigenous women, have been further targeted for genocide more than other communities of color due to their historic relations with settler-colonial and postconquest emerging societies. The experiences of Indigenous women and their genocides involving sexual violence and coercive sterilization practices are the missing story in the genocide literature.
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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 | 0.004 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.013 | 0.002 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| 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".