Bibliographic record
Abstract
The successful Revolution of 1959 marks the moment when the Cuban people emerged from under the influence of the United States to assert their increased autonomy and begin to chart their own course of history. While they found success in the years immediately after the Revolution, Cuba was exposed to the unpredictable forces of the international economy following the collapse of the Socialist Bloc in 1991, and the loss of its most important trade partner, the Soviet Union. To conduct trade on the international market, Cuba sought to generate foreign currency. The two most successful sources of hard currency that emerged during this Special Period were tourism and remittances from abroad. This new embrace of foreign currency is an about-face from the previous Cuban policy, enacted in 1979, which banned the possession of U.S. currency for Cuban citizens but permitted it for tourists and foreign diplomats.1 This did not stop migrants from sending money, and after 1991, remittances became a crucial source of hard currency for the Cuban government. At the same time, the Cuban government became increasingly dependent on the flow of remittances in the 1990s. The U.S. used this period of economic instability to tighten sanctions on Cuba and implement some of the most debilitating policies to date.
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.
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 | 0.001 | 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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 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".