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Record W137376639

Soldiers at Play

2000· article· en· W137376639 on OpenAlexvenueaboutno aff
Larry W. Bowman

Bibliographic record

VenueNine · 2000
Typearticle
Languageen
FieldArts and Humanities
TopicAmerican Sports and Literature
Canadian institutionsnot available
Fundersnot available
KeywordsArtilleryInfantryFrontierSpanish Civil WarPopulationGreatnessHistoryNavyLawGloryAncient historyPolitical scienceEconomic historyArchaeologySociologyDemographyPsychology
DOInot available

Abstract

fetched live from OpenAlex

Baseball on the American Frontier In the post--Civil War era, the United States Army performed several tasks, but foremost among them was its role in the final conquest of Native Americans. As a tidal wave of population migrated to the Great Plains in the years immediately following the conclusion of the Civil War, the conflict between the Great Plains tribes and the United States intensified. It was a dynamic, turbulent, and violent era in which transcontinental railroads were completed, the great bison herds were annihilated, millions of acres of virgin soil were put to cultivation, and the military struggle with Native Americans finally ended. It was a time of high adventure, glory, shame, and waste. It was also a time during which the foundations for modern America's greatness were built, and it remains a luminous era in the national imagination. American military forces reached unprecedented size during the Civil War. Once the conflict ended, however, demobilization quickly reduced the army and the navy to near pre-wartime numbers. In 1866, the Army Reorganization Act set the army's authorized strength at 54,302 officers and men, and over the next decade, Congress regularly whittled away at the army's manpower. [1] By 1878, the nation's land forces numbered 23,254 enlisted men and 2,153 officers. The small force of twenty-five regiments of infantry, ten regiments of cavalry, and five of artillery faced a variety of tasks, but pacifying the frontier occupied most of its efforts in the two decades following the Civil War. [2] Roughly two-thirds of the army's manpower was stationed on remote posts in the West as the army struggled to protect railroad construction workers, farmers, emigrants, and travelers on the transcontinental trails. From Canada to Mexico, soldiers on the Great Plains contended with the Lakotas, Cheyennes, Arapahoes, Kiowas, Comanches, and Apaches who did not acquiesce when their homelands were critically threatened after the Civil War. A massive flood of Americans and recently arrived immigrants claimed lands on the Great Plains and mortally challenged the Native Americans' hopes to preserve their nomadic, horse-oriented, buffalo-dependent civilizations. For Twenty-five years, the army and the Native Americans battled each other, and eventually, the lopsided war ended the Plains Indians' independence. Native Americans offered heroic resistance as white settlers infringed upon their homelands on the Great Plains. Politicians, bureaucrats, and intellectuals debated the wisdom and equity of government policies regarding the Indian problem throughout the era. Many Americans concluded that the treatment of the Indians was, at best, shameful. Nevertheless, as the debate unfolded and intensified, the government was confronte d by the fact that citizens along the frontier were threatened and had to be protected. No one was surprised in the mid-1860s when the army was delegated to protect the construction of the new railroads across the western plains and to guard the many settlements mushrooming amidst the militant Native Americans. Old military posts were renovated or closed depending on need, new forts were established, and regiments were deployed to carry out the task of subjugating the Indians. Young men seeking adventure, Civil War veterans extending their military careers, and soldiers of fortune from abroad joined the postwar army, and soon many of them found themselves stationed in such lonely places as Fort Wallace, Kansas; Fort Sill, Oklahoma; Fort McPherson, Nebraska; and other equally isolated and sometimes dangerous locations. Wherever they were, frontier soldiers found their lives to be combinations of hardships, drudgery, boredom, and fear. Occasional contact with their nomadic opponents created unforgettable experi ences for the frontier soldiers, but their lives were similar to those of soldiers since time immemorial. Garrison duty was dull routine occasionally punctuated by moments of terror and confusion in battle. …

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.

How this classification was reachedexpand

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)0.000
metaresearch head score (Gemma)0.000
Version: codex-gemma-dda1882f352aValidation status: machine_predicted_unvalidated
Candidate categoriesInsufficient payload (model declined to judge)
Consensus categoriesnone
DomainCandidate signal: none · Consensus signal: none
Study designCandidate signal: Not applicable · Consensus signal: Not applicable
GenreCandidate signal: Other · Consensus signal: Other
Teacher disagreement score0.721
Threshold uncertainty score0.718

Codex and Gemma teacher scores by category

CategoryCodexGemma
Metaresearch0.0000.000
Meta-epidemiology (narrow)0.0000.000
Meta-epidemiology (broad)0.0000.000
Bibliometrics0.0000.000
Science and technology studies0.0000.000
Scholarly communication0.0000.000
Open science0.0000.000
Research integrity0.0000.000
Insufficient payload (model declined to judge)0.7220.001

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 head0.008
GPT teacher head0.188
Teacher spread0.180 · 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

Classification

machine, unvalidated

Machine predicted; a candidate call from one teacher head, not a consensus.

Study designNot applicable
Domainnot available
GenreOther

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".

Quick stats

Citations0
Published2000
Admission routes2
Has abstractyes

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