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Record W2074359941 · doi:10.3828/bjcs.16.2.7

CONCEPTUALISING COMMUNITY: POLICY IMPLICATIONS FOR ATLANTIC CANADA

2003· article· en· W2074359941 on OpenAlexaboutno aff
Susan Hodgett, Stephen A. Royle

Bibliographic record

VenueBritish Journal of Canadian Studies · 2003
Typearticle
Languageen
FieldSocial Sciences
TopicPolitical Systems and Governance
Canadian institutionsnot available
Fundersnot available
KeywordsDisadvantageVaguenessSociologyQuality (philosophy)Political scienceLawEpistemologyLinguistics

Abstract

fetched live from OpenAlex

ZYGMUNT BAUMAN'S IMPRESSIVE WORK on community asserts that: Words have meanings: some words, however, also have a 'feel'. The word 'community' is one of them. It feels good: whatever the word 'community' may mean, it is good 'to have a community', to be 'in a community.' Company or society can be bad; but not the community. Community, we feel, is always a good thing. (Bauman 2001:1) Bauman (2001) begins his book 'Welcome to elusive community', and it is. As a concept, community is slippery, difficult to pin down and deeply frustrating. Yet Anthony Cohen has pointed out 'the remarkable hold that the idea of community exerts over both the intellectual and popular mind' (1985: 7). He goes on: 'the concept of community has been one of the most compelling and attractive themes in modern social science, and at the same time one of the most elusive to define'. Cohen has suggested that it may indeed be this quality of the word, its very vagueness and elasticity, which has led it to be declared by academics in recent years to be no longer relevant. Yet, surely this is the quality that has proved to be an advantage rather than a disadvantage in our fast-growing, complex and globalising world. Being able to use words to mean different things to different groups of people at different times may prove useful. This has allowed the word 'community', in particular, to be of use to governments struggling to find ways to glue together individuals, groups, regions and nations. In 1983 Lee and Newby were able to devise three broad definitions of what community was: community as 'geographical expression' (bounded locality), as 'local social system' (a set of social relations taking place in a locality, a network of interrelationships and the content of these relationships) and, finally, as 'identity' and commonality among a group of individuals (p. 57). More recently, in attempting to analyse the concept of community and to operationalise it, Elizabeth Frazer suggested it was made up of 'network density, relationship complexity, smallness of membership [and] confinement to locality' (1999: 56). All these variations on a theme continue to be intensely relevant and pertinent into the twenty-first century. Bauman adds the notion that community, when interpreted as the negotiation of meaning, promises enormous pleasures. It holds out the possibility that: [C]ommunity is a 'warm' place, a cosy and comfortable place . . . In here, in the community, we can relax - we are safe, there are no dangers looming in the dark corners . . . In a community, we all understand each other well, we may trust what we hear, we are safe most of the time and hardly ever puzzled or taken aback. We are never strangers to each other . . . Our duty, purely and simply, is to help each other, and so our right, purely and simply, is to expect that the help we need will be forthcoming. (2001: 1-2) Charles Taylor argues convincingly against the idea that the individual is independent of society, supporting the view that 'the individual is constituted by the language and culture which can only be maintained and renewed in the communities he is part of ' (1985: 8). He goes on: [T]he community is not simply an aggregation of individuals; nor is it simply a casual interaction between the two. The community is also constitutive of the individual, in a sense that the self-interpretations which define him are drawn from the interchange which community carries on. A human being alone is an impossibility, not just de facto, but as it were de jure. (1985: 8) Community then is, as Cohen (1985) points out, used in a way to indicate that members of a group of people have something in common, something that binds them. At the same time, this very thing also ensures that they have qualities in common which separates them from others. So community is very much a living and relational concept. It marks out boundaries between groups who, for whatever reason, perceive themselves to be different from others. …

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.

How this classification was reachedexpand

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.005
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesScience and technology studies
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: none
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.813
Threshold uncertainty score1.000

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.005
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0010.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0000.000

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.

Opus teacher head0.083
GPT teacher head0.347
Teacher spread0.264 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreEmpirical

How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".

Quick stats

Citations2
Published2003
Admission routes1
Has abstractyes

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