The Role of Scientific Evidence in Canada's West Coast Energy Conflicts
Bibliographic record
Abstract
With salience, credibility, and legitimacy as organizing themes, we investigated how opposing communities engaged with scientific information for two contentious proposed energy projects in western Canada, and how their perceptions of science influenced its use in decision-making. The Trans Mountain pipeline expansion, to carry diluted bitumen from northern Alberta’s oil sands to tankers on British Columbia’s (BC) south coast, was expected to adversely impact biodiversity and contribute to climate change. The Bute Inlet hydroelectric project, a large renewable energy project planned for BC’s Central Coast, was anticipated to impact biodiversity but was largely seen as climate-friendly. Based on surveys and interviews with 68 participants who had made one or more personal or professional decisions pertaining to the projects, we discovered that values, cultural cognition, and media effects permeated all aspects of using scientific evidence—from commissioning scientific research to selecting, assessing, and weighing it with other forms of information. As a result, science was developed and used to support positions rather than to inform decisions. We discuss ways to improve the use of science in environmental assessments and other planning and development processes where engaged communities are divided by oppositional positions. We hope this research will lead to community-university partnerships that identify broadly salient, credible, and legitimate sources of information about energy and climate issues, and foster knowledge mobilization across conflict divides.
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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 | 0.009 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 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".