COVID-19, crisis responses, and public policies: from the persistence of inequalities to the importance of policy design
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The coronavirus (COVID-19) pandemic has once again highlighted the importance of social inequalities during major crises, a reality that has clear implications for public policy. In this introductory article to the thematic issue of Policy and Society on COVID-19, inequalities, and public policies, we provide an overview of the nexus between crisis and inequality before exploring its importance for the study of policy stability and change, with a particular focus on policy design. Here, we stress the persistence of inequalities during major crises before exploring how the COVID-19 pandemic has highlighted the need to focus on these inequalities when the time comes to design policies in response to such crises. Paying close attention to the design of these policies is essential for the study of, and fight against, social inequalities in times of crisis. Both during and beyond crises, policy design should emphasize tackling with inequalities. This is the case because current design choices shape future patterns of social inequality.
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.
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 | 0.002 | 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 | 0.003 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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 it