Resource development and aboriginal culture in the Canadian north
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
ABSTRACT This paper examines the relationship between resource development and aboriginal community and cultural impacts in Canada's north from the 1970s to the present. Based on a review of published literature, it is contended that northern centred scholarship can be conceptualised in two phases. These are firstly the community impacts phase (1970 to mid-1990s), a phase guided largely by a cultural politics of assimilation, a sociology of disturbance, and an anthropology of acculturation; and secondly the community continuity phase (mid-1990s to present), a phase underpinned by political empowerment, participatory social impact assessment, and the influence of cultural ecology. Due to these shifting political dynamics and research frameworks, and a lack of longitudinal research in the north over the last four decades, it is concluded that the nature of the relationship between resource development and aboriginal culture remains elusive and subject to wide ranging interpretation. Analysis shows that cultural impacts from resource development are dependent on the scale of development and spatial disturbance. It also shows growing political power in the north, a greater focus on community-based research, and renewed discussion of cultural continuity and how it is defined and assessed over time.
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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 | 0.004 | 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