Cultural Diversity in International Law: The Effectiveness of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions
Bibliographic record
Abstract
Introduction: The Effectiveness of the UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions, Lilian Richieri Hanania and Helene Ruiz Fabri Part I - Emphasizing the specificity of cultural goods and services in International Law Part I.a. The CDCE impact on issues - the trade and debate 1. Effects of the CDCE on negotiations, Antonios Vlassis and Lilian Richieri Hanania 2. The CDCE and the WTO - In Search for a Meaningful Role after China - Audiovisuals, Steven Von Uytsel 3. Taking into account environmental, social and cultural concerns through the objective of sustainable development: Perspectives from the WTO Jurisprudence on General Exceptions, Fabio Morosini 4. UNESCO's role in promoting the CDCE implementation at the WTO, Julia Motte-Baumvol 5. Raising the Trade and Culture debate at the OECD - Negotiations for a Services Trade Restrictiveness Index (STRI) - Elsa Comby Part I.b. The CDCE impact on other fields of International Law - a systemic approach 6. From a moratorium in the conflict between and culture to the creation of a digital deal for cultural diversity, Yvon Thiec 7. Cultural Diversity and Intellectual Property Rights: Friends or Foes?, Branislav Brazucha 8. Bringing cultural diversity to discussions on social and labor issues - Lilian Richieri Hanania 9. A Uniform Dress Code or Cultural Variety in the Global Fashion Industry? - Rostam J. Neuwirth 10. The legal nature of the CDCE Operational Guidelines and their influence on the CDCE effectiveness - Anne-Thida Norodom Part II. Implementing the CDCE beyond the specificity of cultural goods and services Part II.a. Horizontal implementation - reinforcing international cooperation in the cultural field 11. Cultural development and technical and financial assistance on the basis of the CDCE, Antonios Vlassis 12. The Power of Knowledge and Transparency - Networked Opportunities in cultural policies and governance - Christine M. Merkel 13. Implementing the CDCE in Cultural Relations and Diplomacy - the Mediterranean example, Karsten Xuereb 14. EU protocols on cultural cooperation: an attempt to promote and implement the CDCE within the framework of bilateral negotiations - Catherine Soury-Desrosier Part II.b. Vertical Implementation - integrating cultural diversity at the national and regional levels 15. The CDCE in the European Union - a Mixed Agreement and its Judicial Application, Magdalena Lickova 16. Implementing the CDCE at the national and regional levels - the example of Brazil - Paula Wojcikiewicz Almeida 17. Private Sector Contributions to the Implementation of the CDCE in Brazil - a Case Study - Piata Stoklos Kignel 18. Integrating culture in sustainable development: Quebec's Agenda 21, a Model for the implementation of Article 13 - Veronique Guevremont 19. The CDCE and the new Education Acts in Latin America - Laura Giannecchini General conclusions - Lilian Richieri Hanania
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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 | 0.002 | 0.001 |
| 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 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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".