Bibliographic record
Abstract
In this article, Margaret Conrad reflects on her four-decade career as a historian. She takes an autobiographical approach, tracing her interest in the past to an evangelical upbringing in rural Nova Scotia and the dramatic changes in post–Second World War Canada that begged historical reflection. On the leading edge of the baby boom, she benefitted from reforms in education that set her on the path to an academic career focusing on Atlantic Canadian history, Women’s Studies, and Digital Humanities. History, she argues, is always relevant, serving as a vehicle for wisdom and agency in a world where power struggles are contextualized by the past but the outcome never certain. Dans cet article, Margaret Conrad discute de sa carrière d’historienne qui s’échelonne sur une période de quarante ans. Elle adopte une approche autobiographique, retraçant l’origine de son intérêt pour le passé à son éducation évangélique en région rurale néo-écossaise et aux changements dramatiques du Canada d’après-guerre qui exigeaient une réflexion historienne. Appartenant aux premières cohortes du baby-boom, elle a profité des réformes en éducation qui l’ont enlignée vers une carrière universitaire dédiée à l’histoire du Canada atlantique, aux études féministes et aux <i>‘digital humanities.’</i> L’histoire, soutient-elle, est toujours pertinente, servant de courroie de transmission à la sagesse et de moteur à l’action dans un monde où les luttes de pouvoir sont mises en contexte par le passé, mais leur aboutissement jamais certain.
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 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 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.020 | 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".