Connecting Border Studies and Border Policy: Exploring the Canada–U.S. Context
Bibliographic record
Abstract
The COVID-19 pandemic raises a variety of questions regarding how border studies can contribute much needed perspectives to inform timely, relevant, and often under-analyzed public policy issues. Whether concerned with immigration, trade, or culture and identity, questions about borders have taken on a new meaning in a relatively short period of time and are now unequivocally policy-relevant on a global scale. Addressing these issues demands closer engagement between border scholars and border policy and should mark a defining feature underlying a new direction for border studies. This paper explores the integration between border studies and border policy in the Canada – U.S. context, and suggests that a mix of public policy theories can provide a useful theoretical lens moving forward. Although focused on the Canada – U.S. relationship, this analysis has global relevancy for the future of border studies and for new directions for strengthening the impact of border studies on society, which will require pursing new ways of communicating and forging stronger, more dynamic relationships across industries and at different scales.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 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 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".