Notice bibliographique
Résumé
TAKLE: Thank you for those kind words.So we are going to jump right into the background, and not being presumptuous in that you studied this, you have probably seen fragments of this, but I am trying to pull this together, the core of why we understand climate change and the significance of it.So I am going to be going in two sections here.We'll look, first of all, at fundamental science, and then we will look at some of the issues and impacts so we can look at some of the factors that are going to be driving the impacts and things that we have to think about trying to develop resilience to, because some of these are going to be very serious, and we will get into that.We have a lot of good foundational documents to draw on, to look at both the science and the impact.So for instance, the intergovernmental panel on climate change issues, which is about every five years, state of the climate on the global scale and an update on the science of climate change, and so we have the 2004 issue of that.And then, we have national documents that parallel the international document.The one for Canada is put out by Natural Resources Canada, and so that's an updated document that you have at your disposal.In U.S., we have two documents, one that was issued about a year ago which covers the science of climate change.So it is just the IPCC document and then updates and focuses on the science for the U.S.And then, the one that was just issued the day after Thanksgiving was the fourth national U.S. climate change assessment, and I was involved in that one as well.So we will look at some of the fundamentals of why we have this issue, and then, we will look first globally, and then we will look at North America and a few words about the Great Lakes.Well, the clim --when we talk about the climate system, we are really talking about land, ocean, atmosphere, and ice masses.Those are the four components of the climate system, and energy moves between these and among these reservoirs then.And so to understand the climate system, we have to understand how energy and mass is moved among these reservoirs.So ice melts, and it takes energy to melt ice.So part of this increase in energy that we are seeing is used to melt ice.And so that's the way we look at it.We use the same laws of physics to build airplanes, to build nuclear power plants, and we have confidence in these laws.Because we ride in airplanes, we have confidence.We can live in the vicinity of nuclear power plants because we know --we use the laws of physics to design these.These same laws are used to look at our climate.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,010 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,004 | 0,003 |
| Communication savante | 0,007 | 0,012 |
| Science ouverte | 0,002 | 0,005 |
| Intégrité de la recherche | 0,011 | 0,025 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,047 | 0,022 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».