Forum 2007 Réserve de biosphère du Lac-Saint-Pierre - Le lac St-Pierre: un modèle?
Bibliographic record
Abstract
Au Canada, la Reserve de biosphere du Lac-Saint-Pierre est generalement consideree comme l’un des modeles a suivre pour implanter le developpement durable. Mythe ou realite? A partir d’anecdotes vecues au cours de la demarche de reconnaissance et de references tirees de l’approche des reserves de biosphere de l’UNESCO, Helene Gignac fait ressortir les attraits du Lac-Saint-Pierre mais aussi ses defis a travers les trois fonctions des reserves de biosphere. Le concept de reserve de biosphere a aide a formuler celui du developpement durable. En 1992, lors de la Conference des Nations Unis sur l’environnement et le developpement, tenue a Rio de Janeiro au Bresil, on s’est base sur le concept des reserves pour promouvoir un developpement durable sur la terre entiere. En 1995, la conference internationale de Seville en Espagne a confirme le role des reserves de biosphere en tant que zones d’experimentation du developpement durable. Plus que jamais, dans le contexte des changements climatiques, l’enseignement des reserves de biosphere est precieux pour le reste de la Planete, pour l’avenir de la Terre. Et le reseau des reserves de biospheres de l’UNESCO constitue un canal privilegie pour echanger sur de meilleures pratiques. S’il est un modele, le Lac-Saint-Pierre le demeurera-t-il encore longtemps? La reponse depend en grande partie de l’implication que joueront les individus et organismes du milieu dans l’operationnalisation du developpement durable sur le territoire.
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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) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.049 | 0.006 |
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; both teacher heads agree on what is shown here.
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".