Science and the St Elias: an evolving framework for sustainability in North America's highest mountains
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
The past, present, and future contributions of science in the St Elias Mountains, and its relationship with regional development, resource management, and traditional ecological knowledge is examined. Science has evolved from an early foundation of exploration, through stages of resource inventories and surveys, to deductive scientific research and, more recently, a promising reconnection with traditional knowledge. Directly and indirectly, events such as the Klondike Gold Rush, construction of the Alaska Highway, creation of the Arctic Institute of North America's Kluane Lake Research Station, and establishment of protected areas have helped foster scientific activities in the region. In turn, this scientific perspective has influenced regional development by providing detailed information that has been utilized, to varying degrees, in resource use, planning, and decisionmaking. Over the past decade, management of the region has become less sectoral and more cooperative in nature, due partly to the implementation of co‐management agreements, regional land use planning, and settlement of first nations’ land claims. Incorporating both science and traditional knowledge into this process through collaborative endeavours such as long‐term ecological monitoring, adaptive management, and information integration will contribute to ecosystem‐based management of the St Elias and ensure that both perspectives play an integral role in sustainable development of the region.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.006 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.010 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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