Setting the Stage for Revolution: The Efficacy of Czech Theatre, 1975–1989
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
To affect audiences, to inspire them to consider something new or to consider something old in a new way, to move them emotionally or, as Lee Breuer says, “from one place to another,” is a common, if not inherent goal of those who make theatre.Frederic Ohringer, A Portrait of the Theatre (Toronto: Merritt, 1979), 58. More deeply, some want the movement they affect to endure, to transform something in people. Belief in the possibility of such movement implies another, having political implications, for if an individual can be moved, then a mass of individuals can be shifted; and if a mass of individuals choose to act on such a shift, or if their acts are inflected by such a shift, then events are altered and history made. Here lies the catechism of someone with the faith of an Augusto Boal that “perhaps the theater is not revolutionary in itself, but it is surely a rehearsal for revolution.”Augusto Boal, Theatre of the Oppressed, trans. Charles A. McBride and Maria-Odelia Leal McBride (New York: Theatre Communications Group, 1985), 122. And yet, in the United States and much of the West, how often are such professions of faith viewed as mere idealism or transformed, even by the converted, into faith’s safe sister, hope—which is to say, a lack of faith?
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.
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 | 0.003 | 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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 it