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
We live in a colonial global economy. It is of course true that many territories which were conquered, annexed and settled during the expansion of European empires formally gained their independence during the twentieth century. 1 Settler colonialism, however, clearly persists in Britain's former 'white dominions' of Canada, Australia and New Zealand, as well as in Israel/Palestine. 2 As you might imagine, the colonial world did not disappear overnight for the citizens of newly independent former colonies. On the level of crude imperial 3 relations of exploitation and extraction, much appeared to stay the same. Ghanaian independence leader Kwame More than half a century later, the Tricontinental Institute and Third World Network-Africa observed similar patterns of economic exploitation. Only 1.7% of global returns from Ghana's gold remain in Ghana's domestic economy, the majority flows out to shareholders of British, American, Canadian and Australian mining companies. Many see this as effective neo-or re-colonization of many African territories, resulting in de-industrialization (Tanoh 2019). Sovereign debts incurred by African governments to pursue development are the basis for a continued source of pressure by the World Bank to use meagre taxes and royalties from mining companies to service their sovereign debt, rather than using that mineral wealth for the kinds of national development envisioned
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 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 it