The Value of Looking Back: Using History in Environmental Studies
Bibliographic record
Abstract
"The Value of Looking Back: Using History in Environmental Studies," ESAC 2011 Annual Conference. Bio : • Bill Parenteau (Chair) (History, University of New Brunswick) • Claire Campbell (History and College of Sustainability, Dalhousie University) • Joshua MacFadyen (History, University of Western Ontario) • Mark McLaughlin (History, University of New Brunswick) Abstract : The Brundtland Commission may have given us a working definition of sustainability, but as Wynn wryly suggested, the issues embedded in sustainability have much deeper roots. Yet in public discussion the “environment” is usually headlined only in the present or future tenses: in a language of crisis and immediacy, or a speculation about proposed alternatives. Historians and historical geographers, however, believe it essential to consider the “thousand previous investments and accidents of history” that have shaped the places and practices that we have inherited, in order to craft thoughtful and effective responses. Environmental history helps us understand the depth and complexity of human impact on the natural world, by placing specific sites and issues in a longer tradition of appropriation and use. It also sheds light on human motivation and action by situating older practices in their ideological, political, and cultural contexts. But at the same time, we can find earlier examples of resilience, adaptation, and engagement with the natural world that might serve as inspiration for new kinds of sustainable practice. Equally important, an historical study encourages – indeed requires – drawing upon evidence from across the humanities and sciences. Our roundtable, all members of NiCHE [Network of Canadian History and Environment], will discuss our experiences in connecting the environmental history of Atlantic Canada to teaching, research, and policy. Josh will discuss the application of GIS in assessing Prince Edward Island’s rural landscapes; Mark and Bill, the implications of New Brunswick’s history of industrial forestry for sustainable public forest management; and Claire, the challenges of teaching Atlantic history in an interdisciplinary program of environment and sustainability.
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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 | 0.000 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.072 | 0.002 |
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; both teacher heads agree on what is shown here.
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".