How to take care of the earth: \na sociopragmatic analysis of cultural identity and \ncontextualized meaning in Canadian environmentalist discourse
Bibliographic record
Abstract
This thesis uses current sociopragmatic theory to investigate the effects of cultural identity \nand related contextualizing elements (e.g., knowledge of relevant history) on linguistic \nmeaning in environmentalist discourse, as well as framing theory for an interdisciplinary \ninterpretation and additional support of its findings. More specifically, this entails the \napplication of Acton (2014)’s Sociopragmatic Framework to speech data from a \ndocumentary film about environmental racism in Canada, which simultaneously provides an \ninstance of substantiated use and validation for the underutilized framework. In order to test \nthe framework’s hypothesized predictive capabilities, the project additionally includes a short \nsurvey designed to probe the perception and interpretation of speaker identity and motivation \nin correlation with linguistic and contextual variables, based on predictions derived from data \nanalysis with the framework. Survey results indicate mixed potential of and the need for \nfurther research on the framework’s predictive capabilities, but clearly demonstrate its \nimmense usefulness and versatility as an analytic tool for applied sociopragmatics. The main \nanalysis illustrates the extensive pragmatic influence of cultural identity on environmentalist \ndiscourse, particularly with respect to its role as an effective contextualizing element. The \nthesis concludes that future research on the topic likely needs to focus more specifically on \nthe effects of individual sociocultural background and ideology.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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".