Beyond Downton Abbey: Remembering the Great War's Fallen Through Education and Marketing
Bibliographic record
Abstract
This paper explores the expanding marketing and education mission of the American Battle Monuments Commission (AMBC). Superintendents at overseas cemeteries and battle sites must continue their job of “keeping the headstones white and the grass green” but also must market specific events such as the 70th anniversary of D-Day at the Normandy location and an upcoming 100th anniversary of the end of the Great War in 2018. Part if the effort is passing the memory on to the next generation via materials relevant to young people today. U.S. history teachers who received ABMC grants to travel to Meuse-Argonne in France (the resting place of the most U.S. fallen of any overseas cemetery) to prepare material to teach World War I served as one of two samples for empirical data. Another sample was drawn from battlefield tourists who visited the Normandy World War II beaches on the 70th Anniversary of D-Day. Results show “maintaining the memory”, “telling others,” and “simple connection to values/heritage” are key phrases chosen by the respondents on a battlefield tourism survey. From both groups, “I feel proud to visit” was important. “Pilgrimage” is more relevant for the older D-Day group than the younger teachers, but both groups indicated that direct interaction with the veterans who were there (Canadian D-Day vets, or in the case of World War I, the teachers spent time with children of WWI soldiers) were major highlights of the trip. Future research will investigate whether these themes are still important motivators once the era of anniversaries is over.
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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 | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| 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".