Bibliographic record
Abstract
As political trauma decreased and conditions improved slowly in the 1930s, the opportunity of higher education and the growth of a middle class increased the confidence and raised the profile of Irish women writers, after a national cultural revival in which they played a secondary role. The political rationale on all sides in the Anglo-Irish debate, while acknowledging and protesting ethnic and religious restrictions, had rested on unacknowledged gender and class restrictions which consumed or distorted many voices prior to independence. This national or political debate disappears in the work of most Irish women writers, although the related religious divide continues to be important, particularly in Northern Ireland. Ignoring divisive political debates enabled women to attend to the very distinctions and restrictions which buttressed these debates and continued to affect most women negatively. This close link between subject and writer, between the real and the fictional life, might have produced emotional or pedantic work, but the important novels of the period reflect the wisdom, detachment and humour of disciplined artists, related no doubt to the financial and educational privilege of the writers themselves. Uninterested in either the fantasies of the Irish Literary Revival or the formal experimentation of the modernists, subject matter being the locus of their attention, women novelists embraced realism, occasionally achieving poetic beauty.
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 | 0.000 | 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 | 0.000 |
| Open science | 0.001 | 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 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".