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
The English were latecomers into the Atlantic, with permanent settlement not beginning in earnest until the 17th century. From 1607 and the founding of Jamestown until the latter part of the 19th century, the English and, after the union of England and Scotland in 1707, the British were the most numerous of all European migrants across the Atlantic. The British world was a world in motion, both at home and in the Americas. The sources collected here reflect the dynamism, restlessness, and willingness to take risks that characterized early modern British imperial expansion both into the Americas and into Asia, Africa, and the Pacific. The British Atlantic was most important in the two centuries before the American Revolution but continued to be important after the creation of the United States, as Canada and the West Indies grew while under British control. The British Atlantic world began after the Spanish Atlantic world and changed earlier than the Spanish world into a different sort of polity (one composed of nation-states as well as an empire) but was at least as important in shaping the Atlantic world. British Atlantic world history does not stand by itself: It needs to be placed within an imperial and “British world” perspective and needs to be connected to manifold changes that happened between the mid-16th and mid-19th centuries in Britain itself.
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 | 0.000 | 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 | 0.000 | 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) | 0.010 | 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