Aboriginal Well-being in Four Countries: An Application of the UNDP's Human Development Index to Aboriginal Peoples in Australia, Canada, New Zealand, and the United States
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
An adaptation of the UNDP’s Human Development Index is used to compare the wellbeing of Aboriginal and non-Aboriginal populations in Australia, Canada, New Zealand, and the United States between 1991 and 2001. Using Census education and income measures, and official estimates of life expectancy, we find that despite improvements in the overall well-being of Aboriginal populations, disparities between Aboriginal and non-Aboriginal people widened in some cases. Aboriginal people in most of these countries fell behind in educational attainment, compared to non-Aboriginal populations. Incomes improved over the entire period, but fell in most of these countries between 1991 and 1996. Overall, Aboriginal populations in Australia and New Zealand had lower scores than in Canada and the U.S. However, whereas the Maori scores improved considerably between 1991 and 2001, those of the Australian Aboriginal population did not. American Indians and Alaska natives had the highest overall development scores, and smallest gaps between Aboriginal and non-Aboriginal people were found in the U.S.
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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 | 0.001 | 0.001 |
| 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) | 0.005 | 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