Restaurer n’est pas éduquer
Bibliographic record
Abstract
La conflictualité associée à la politique de restauration de la continuité écologique des cours d’eau (RCE) est l’occasion d’interroger les pratiques d’éducation à l’environnement des maitres d’ouvrage. La RCE consiste à aménager voire supprimer les seuils et barrages pour garantir la libre circulation des poissons migrateurs et le transit sédimentaire le long des rivières. En France, cette politique fait l’objet d’une controverse et d’oppositions locales. À partir de la Seine aval et de deux affluents (la Risle et l’Eure), les documents d’information mobilisés pour accompagner ces opérations ont été inventoriés et analysés. Cette analyse montre que peu d’opérations font l’objet d’un travail d’explication, que la sensibilisation est souvent tardive et que les informations recensées n’apportent que des connaissances partielles sur les objectifs de la restauration. Ce travail s’inscrit dans les réflexions menées quant aux outils d’information en tant que démarche d’accompagnement du changement dans les politiques de l’eau et vise à apporter des éclairages sur les moyens de favoriser une émancipation des citoyens.The conflictual nature of the policy of restoring the ecological continuity of rivers (RCE) is an opportunity to question the environmental education practices of the project owners. The RCE consists in developing or even eliminating weirs and dams to guarantee the free circulation of migratory fish and sediment transit. In France, this policy is the subject of controversy and local opposition. From the downstream Seine and two tributaries (the Risle River and the Eure River), the information documents mobilized to accompany these operations were inventoried and analyzed. Few operations are the subject of explanatory work. Awareness-raising is often late and the information collected only provides partial knowledge of the restoration objectives. This work is part of the reflections carried out on communication tools as approaches to accompany change in water policies and aims at shedding light on the means to promote citizen emancipation.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.005 | 0.004 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.056 | 0.012 |
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 source (direct Gemma or distilled Codex), 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".