Bibliographic record
Abstract
In developing an understanding of the Salish Sea as a shared ecosystem and waterway it is essential to remember that the Salish Sea has been shared by Indigenous peoples since time immemorial. Losing sight of such long-established relationships in the development of scientific and public policies risks an erasure of Indigenous presence and sovereignty. My paper argues for a rethinking of the ways in which we discuss the Salish Sea's history and ecology with the general public. Public interpretation at parks and recreation sites is a front-line tool that policy makers can use to educate the public about the Salish Sea. While public interpretation may convey a message of ecological diversity, historic significance, or Indigenous presence, I argue that these public educational opportunities must be developed in relationship with Indigenous peoples in order to convey a message of Indigenous relationships and jurisdiction over the territories surrounding and within the Salish Sea. My approach is de-colonial and seeks to remind policy makers and the general public that the history of non-Indigenous presence within the Salish Sea ecosystem is one of colonization. Through an exploration of public interpretation at sites located in communities on Vancouver Island I provide tangible examples of how inattentive public interpretation can re-colonize and dismiss the Indigenous presence. I will also provide examples of what de-colonial public interpretation can look like with the hope that decision makers will be able to rethink public education about local sites located on and within the Salish Sea.
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How this classification was reachedexpand
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 | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.001 |
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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
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".