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
This article restores the context of political action to Burke's thinking about politics. It begins with the specific case of his interventions in the parliamentary debate over the Quebec Bill in 1774, and proceeds from this focal point to establish the centrality of the theme of conquest to his political motivation and understanding in general. Burke's preoccupation with conquest drove him to examine eighteenth-century British politics within a set of comparative historical frameworks. These frameworks encompassed the trajectories of both modern European and imperial politics and ancient historical development. The objective of Burke's politics of conquest was to overcome the destructive influence of the spirit of conquest. That objective involved deciding upon and justifying courses of action with reference to these comparative historical frameworks of understanding. Careful investigation shows that while Burke's approach to this task was powerfully influenced by Montesquieu, his arguments invariably entailed serious criticism of Montesquieu's conclusions. Properly understood, these criticisms show that Burke himself did not endorse the political principles that were later taken to constitute “Burkian conservatism”. The article draws the conclusion that a thorough grasp of the politics of conquest in Burke's thinking will force us to reposition him in the history of political theory.
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 | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.007 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it