Barriers to Justice for Disconnected Youth
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
The rise of information and communication technology has been associated with increased access to justice for individuals across Canada. Indeed, these technologies have had a multitude of positive impacts on issues of access to justice, especially during the era of COVID-19. However, there are also a number of barriers presented by the over-reliance on information and communication technology, particularly for digitally disconnected young people who are moving through the criminal justice system. These barriers reproduce inequality and isolation in several areas: legal counsel and the courts, corrections and probation, and within the community at large. In order to reduce these barriers, three key policy recommendations are made. Firstly, traditional access to justice must be at least partially preserved. Secondly, there must be increased funding or subsidizing of cell phone programs for individuals with criminal justice involvement. Lastly, there needs to be increased public education surrounding technology to address the second-level digital divide. Further research on this topic is essential to solving the problem of access to justice, particularly for young offenders in Canada.
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 | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 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) | 0.001 | 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 it