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British Columbia in Jane Austen's Time

2007· article· en· W165321168 sur OpenAlexaboutno aff
Jean Barman

Notice bibliographique

RevuePersuasions; The Jane Austen Journal · 2007
Typearticle
Langueen
DomaineSocial Sciences
ThématiqueCanadian Identity and History
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésNavyColumbia universityBrotherHistorySociologyLawMedia studiesPolitical scienceArchaeology
DOInon disponible

Résumé

récupéré en direct d'OpenAlex

THE NORTHWEST COAST OF NORTH AMERICA, which extends from today's British Columbia south through Washington and Oregon, was one of areas of world to be visited by outsiders. It was only during Jane Austen's lifetime, 1775-1817, that this far edge of North America became known in Britain. As far as I can determine, Jane Austen had no direct knowledge of British Columbia. Her lack of awareness is, however, less important than familiarity with other areas of world where Britain was similarly engaged. After introducing Jane Austen's outlook and events during lifetime in Britain and British Columbia, I highlight four aspects of contact that, given understandings present in correspondence and writing, she may have found intriguing. I do each through an encounter story based in maritime journals published in England during lifetime. My intention is to encourage reflection on how Jane Austen might have viewed British Columbia, had she been so aware. JANE AUSTEN'S OUTLOOK Jane Austen had two principal means of understanding comparable areas of world to future British Columbia. The first was two seafaring brothers whose activities in Royal Navy she closely followed; second, published accounts of maritime exploits. Jane was just year younger than brother Francis and four years older than Charles, to both of whom she was, letters attest, intensely devoted all of life. (1) Their Anglican cleric father looked to Royal Navy to ensure his two youngest sons' social and economic security, and dispatched them at age of twelve to Royal Naval Academy at Portsmouth, intended to give best possible preparation for successful naval careers. Francis Austen's grandson and great-granddaughter explain that the Navy was profession in which it was possible to get on very last (Hubback 37). Francis rose to be Admiral of Fleet and Charles Rear-Admiral. Jane Austen's surviving correspondence gives no indication she read about northwest coast, but it does attest to curiosity about events abroad linked to family and friends. Her brother Henry recalled how her reading was very extensive in history and belles lettres (7). In line with expectations for women of class and circumstances, wider interests radiated out from life experiences, as opposed to originating with larger world in and of itself. A relative or acquaintance departing for West or East Indies, for Gibraltar or Egypt, engaged attention, as did writing on related topics. (2) Among Jane Austen's reading was Charles William Pasley's Essay on Military Policy and Institutions of British Empire, which she described to sister Cassandra at beginning of 1813 as a book which I protested against at first, but which upon trial I find delightfully written & highly entertaining (24 January 1813). The recently published 533-page volume focused on Britain's conflict with France and also, when we throw our eyes across Atlantic, to hostility of young United States, which would culminate in War of 1812 (Pasley 437). Amidst considerable attention to past, present, and potential colonies, single reference to west coast of North America speaks to its irrelevance not just to Jane Austen but also to contemporaries: There is no country in world to which, however unlikely it may not appear, we may not be induced to send British army hereafter. We ought therefore to have best maps of them all, from California and Chili to deserts of Tartary (Pasley 184 n). THE BRITISH EMPIRE To understand lack of interest in British Columbia that existed in Jane Austen's time, we need to remind ourselves of larger British Empire to which both she and this far corner of world were linked. Her birth in 1775 coincided with first great challenge to two centuries of British economic and colonial expansion around world. …

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction distillée sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.

score de la tête « metaresearch » (Codex)0,004
score de la tête « metaresearch » (Gemma)0,001
Version: codex-gemma-dda1882f352aStatut de validation: machine_predicted_unvalidated
Catégories candidatesÉtudes des sciences et des technologies, Communication savante, Charge utile insuffisante (le modèle a refusé de juger)
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Sans objet · Signal consensuel: Sans objet
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,288
Score d'incertitude au seuil0,999

Scores Codex et Gemma par catégorie

CatégorieCodexGemma
Métarecherche0,0040,001
Méta-épidémiologie (sens strict)0,0000,000
Méta-épidémiologie (sens large)0,0000,000
Bibliométrie0,0000,001
Études des sciences et des technologies0,0030,001
Communication savante0,0020,000
Science ouverte0,0010,000
Intégrité de la recherche0,0000,001
Charge utile insuffisante (le modèle a refusé de juger)0,0210,000

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,013
Tête enseignante GPT0,245
Écart entre enseignants0,232 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.

Devis d'étudeSans objet
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2007
Routes d'admission1
Résumé présentoui

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