Expertise and policy influence during international transition: Astri Suhrke confronts post-conflict peace and development in the 1990s
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
This article reports three examples among Astri Suhrke’s manifold efforts to use her research and reasoning to influence intervening powers and organisations in post-conflict peace and development: explaining the concept of human security in the 1990s normative contest to redefine international humanitarian and peacebuilding interventions in a post-Cold War international system, warning the Tokyo donors’ conference for Afghanistan against undermining the political agenda with their economic agenda, and demonstrating the serious statistical flaws in Paul Collier’s advice on post-conflict aid and conflict recurrence after civil wars. It reflects on reasons why these efforts were unsuccessful, including the power of the World Bank, practitioners’ romance with statistics, the continuing balance of international power in favour of the United States and within that context, Canada’s attention to its role on the Security Council during the Kosovo conflict and NATO bombing, and the victory instead of the doctrine of Responsibility to Protect and the concept of failed states. It concludes that far more lasting than these momentary battles are Astri’s vast research, moral commitments, and creation and nurturing of an entire generation of younger scholars.
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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 | 0.001 | 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 | 0.001 | 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