Place-Based Inquiry's Potential for Encouraging Public Participation: Stories From the Common Ground Land in Kenora, Ontario
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
Natural resource management increasingly strives for meaningful public participation as a means to address the complexity, uncertainty, and conflict inherent in planning and decision making. When there are multiple stakeholders, place-based inquiry shows considerable promise as a vehicle for such participation. The Common Ground Land (CGL), important heritage lands in Kenora, Ontario, provides an opportunity to consider the relationship between place-based inquiry and participation. The CGL is the subject of an emerging system of governance initiated by a multistakeholder partnership. Semistructured interviews and modified focus groups were used to promote place-based conversations regarding the CGL. Our inquiry reveals grounded themes related to connections, perspectives, and visions, including subthemes such as “respect,” “spiritual activities,” “community,” and “fear of disconnection.” Our results illustrate that place-based inquiry has potential to work as a vehicle for meaningful participation, and in this case created a supportive avenue for participation in future CGL planning and decision making.
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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 | 0.001 | 0.001 |
| 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