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Record W4393044170 · doi:10.1111/epp.12986

Beyond the present: How climate change is relevant to pest risk analysis

2024· article· en· W4393044170 on OpenAlex

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.

affAt least one author lists a Canadian institution in the pinned OpenAlex snapshot.

Bibliographic record

VenueEPPO Bulletin · 2024
Typearticle
Languageen
FieldEnvironmental Science
TopicForest Insect Ecology and Management
Canadian institutionsCanadian Food Inspection Agency
FundersAgriculture, Forestry and Fisheries Research CouncilMinistry of Agriculture, Forestry and Fisheries
KeywordsClimate changePEST analysisEnvironmental scienceGeographyEnvironmental protectionEcologyBiologyBotany

Abstract

fetched live from OpenAlex

Abstract Climate change is widely recognized as a critical global challenge with far‐reaching consequences. It affects pest species by altering their population dynamics, actual and potential distribution areas, as well as interactions with their hosts and natural enemies. Climate change thus has potentially important implications for multiple areas of the pest risk analysis (PRA) process. The importance of including climate change in PRA may vary depending on the climatic context of the PRA area in relation to the speed of climate change. If climatic changes within the time horizon of interest are minimal, their potential impact on pest risk is reduced accordingly. For PRAs in a changing climate, we need to be concerned with how future climates could alter our assessment of the risks currently posed by each pest species. While climate can influence the distribution and abundance of pests and hosts alike, its significance will vary depending on the situation. The inclusion of climate change within a PRA also presents challenges. The dynamic nature of climate change, with its complex interactions and uncertainties, can make it difficult to predict and assess the future risks posed by pests accurately. Uncertainties related to future predictions may be much greater than the potential effects associated with climate change and species’ responses to it. This paper outlines examples of the effects of climate change on hosts and different groups of pests, including invertebrates, pathogens, weeds and vector species. The aim is to review the opportunities and challenges of incorporating climate change into PRA, offering insights for a variety of stakeholders including policymakers on this topic.

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.

Full frame distilled prediction

Teacher imitation

Not 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.

metaresearch head score (Codex)0.001
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesInsufficient payload (model declined to judge)
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Empirical · Consensus signal: Empirical
Teacher disagreement score0.491
Threshold uncertainty score0.985

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0010.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.001
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.0190.016

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.

Opus teacher head0.009
GPT teacher head0.223
Teacher spread0.213 · how far apart the two teachers sit on this one work
Validation statusscore_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it