Impacts of reintroduced bison on first nations people in Yukon, Canada: Finding common ground through participatory research and social learning
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
From 1988-1992 wood bison (<i>Bison bison athabascae</i>) were transplanted to the southwest Yukon, inadvertently creating concerns among local First Nations about their impacts on other wildlife, habitat, and their members' traditional livelihoods. To understand these concerns we conducted a participatory impact assessment based on a multistage analysis of existing and new qualitative data. We found wood bison had since become a valued food resource, though there was a socially-determined carrying capacity for this population. Study participants desire a population large enough to sustainably harvest but avoid crossing a threshold beyond which bison may alter the regional ecosystem. An alternative problem definition emerged that focuses on how wildlife and people alike are adapting to the observed long-term changes in climate and landscape; suggesting that a wider range of acceptable policy alternatives likely exists than may have previously been thought. Collective identification of this new problem definition indicates that this specific assessment acted as a social learning process in which the participants jointly discovered new perspectives on a problem at both individual and organisational levels. Subsequent regulatory changes, based on this research, demonstrate the efficacy of participatory impact assessment for ameliorating human-wildlife conflicts.
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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 | 0.006 | 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