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 existing literature offers contrasting views on the causes and effects of non-aggression pacts. Some scholars contend that these agreements impose audience costs that prevent an ongoing rivalry from escalating to war. Others claim that states use non-aggression pacts to signal to others that their rivalry is over and that their future relations will be peaceful. Scholars disagree as to the impact non-aggression pacts have on violent conflict. I demonstrate that various definitional and coding issues beset the literature, resulting in the incorporation of many agreements that should not be considered as non-aggression pacts. I then make a threefold argument about non-aggression pacts. First, non-aggression pacts came into being in the 1920s amid emerging norms proscribing interstate warfare. Second, they saw frequent use in interstate Europe. Nazi Germany and the Soviet Union used them to manipulate those norms so as to make themselves appear more acceptable despite their revisionism. Finally, many friendship treaties, which have been miscast as non-aggression pacts, are a separate type of agreement that became common among those post-colonial states that acquired independence during and immediately after the Cold War. Timeless arguments regarding non-aggression pacts thus reify these agreements and overlook key motives behind their use.
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 | 0.000 | 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