A Tale of Two Regulators: Telecom Policy Participation in Canada
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 What are the challenges to effective academic participation in telecommunications policymaking? In this article, the authors analyze their experiences with the Canadian Radio-television and Telecommunications Commission and Industry Canada as examples. Their goal is to increase academic policy engagement despite negligible government support for public interest advocacy, as traditional public interest values are discarded by regulators because new technologies are framed as individual rather than collective. Industry Canada is deemed opaque with an “advocacy deficit,” though the CRTC is more transparent and inviting. To succeed in both venues, academics need to work with advocacy organizations as “circumstantial activists.” Such academic participation can offer new conceptual frameworks, add nuance to discourse, substantiate the use of scholarly research in policy debates, and add to policy theory building.
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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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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