Interdisciplinary Water Development in the Peruvian Highlands: The Case for Including the Coproduction of Knowledge in Socio-Hydrology
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
Agrarian communities in the Peruvian Andes depend on local water resources that are threatened by both a changing climate and changes in the socio-politics of water allocation. A community’s local autonomy over water resources and its capacity to plan for a sustainable and secure water future depends, in part, on integrated local environmental knowledge (ILEK), which leverages and blends traditional and western scientific approaches to knowledge production. Over the course of a two-year collaborative water development project with the agrarian district of Zurite, we designed and implemented an applied model of socio-hydrology focused on the coproduction of knowledge among scientists, local knowledge-holders and students. Our approach leveraged knowledge across academic disciplines and cultures, trained students to be valued producers of knowledge, and, most importantly, integrated the needs and concerns of the community. The result is a community-based ILEK that informs sustainable land and water management and has the potential to increase local autonomy over water resources. Furthermore, the direct link between interdisciplinary water science and community benefits empowered students to pursue careers in water development. The long-term benefits of our approach support the inclusion of knowledge coproduction among scholars, students and, in particular, community members, in applied studies of socio-hydrology.
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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 | 0.000 | 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 | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| 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