Ireland’s Diplomatic Performance in the Mid and Late-Twentieth Century: A Model for Other Small States?
Bibliographic record
Abstract
After its intense phase of insularity, Ireland has reached a considerable diplomatic role. The past vulnerability of Ireland due to its subjection to colonialism made its domestic sphere and foreign agenda in the early 1920s insular. However, Ireland started to transcend its isolation as it showed more openness to the world in the mid-twentieth century. More specifically, Dublin, in the post-World War II context, began to exhibit its interest in having a more dynamic role in the international scene. In fact, Ireland displayed its engagement with matters that exceeded its domestic sphere through its membership in the United Nations. Its performance in such an Intergovernmental Organization unveiled the Irish devotion to principles like peace-keeping and collective security. This article aims to assess Ireland’s dynamic role, which started to appear in the mid-twentieth century. Besides, the late-twentieth century was also a significant phase for Dublin and its international presence. This epoch was characterized by Ireland’s integration into the European region. Most importantly, the phenomenon of globalization reached its peak at that time, and Ireland witnessed an unprecedented experience of economic opulence known as the Celtic Tiger. Focus should also be laid on Dublin’s interesting development in such a globalized climate. Its remarkable evolution, especially in the 1990s, tends to be considered a “model” for other small European and non-European states. Therefore, this paper attempts to scrutinize the extent to which other small states can learn from the example of Ireland.
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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 | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 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 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".