The Social Capital Theory in the Light of a Centre-Peripheral Comparison
Bibliographic record
Abstract
The article examines the relationship between the social capital concept and school dropout rates from a global and multi-level perspective. Are there universal aspects of social capital that can predict dropout probability for at-risk young adults? If not, how do the correlations vary and to what extend can the differences be associated with variations in macro level state mechanisms in the context of the contemporary world’s social system? These questions are discussed empirically using a data set of 138 at-risk young adults in Cameroon and Germany. The results of the study show relatively higher correlations for Germany compared to Cameroon. The article concludes that context matters and aspects of macro-level state mechanisms and political institutions have important influences on the levels and patterns of micro- level social interactions in societies. This implies that areas with standardized macro-level democratic institutions will find it easier to develop generalized trust as well as to have higher levels of social capital formation. The need for the creation of a more equitable social and economic development policy which counteracts the inequality that is inherent in centre–peripheral relations is therefore highly recommended.
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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 | 0.000 |
| 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 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".