Compromise and Public Debate in Processes of Constitutional Reform: the Canadian Case
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
In this article, I concentrate on one central issue that has arisen since the 1987 Meech Lake Accord and the 1992 Charlottetown Accord failed to secure sufficient popular support to allow their ratification. Many theorists have argued that there exists an unavoidable disjunction between the kind of compromise agreement that can come out of complex intergovernmental negotiations and the type of outcome that a majority of citizens might be made to support. Any agreement produced by formal talks can be presumed to have involved significant logrolling and be made of various, mutually dependent, sets of compromises. Such a composite agreement, it is argued, has but little chance to stand the test of public debate and attract sufficient popular support to ensure ratification. In the present article, I want to revisit the story of the failed Charlottetown Accord to show the ways that the risks of disjunction can be alleviated. More specifically, I attempt to show that referendums, if properly integrated in the process, can have positive effects both on the negotiations themselves and on the ability of the parties concerned to rise to the challenge of public justification.
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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 | 0.001 |
| Science and technology studies | 0.004 | 0.008 |
| Scholarly communication | 0.000 | 0.002 |
| 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