Bibliographic record
Abstract
Throughout the period c. 1350–1650, warfare was endemic in European society, and most rulers and members of the political elite were deeply involved with the maintenance and use of armies and navies. Wars and the development of the “military art” (tactics, strategy, and other aspects of the conduct of war) are interesting subjects for historical inquiry in their own right. But since the mid–20th century students of warfare and military organizations, reflecting broader trends in the discipline of history, have tended to focus less on the details of fighting than on the social history of those who served in the armed forces (a large and relatively well-documented population). Archival studies, drawing on voluminous administrative records, have provided masses of information about topics such as recruitment, supply, soldiers’ living conditions and social backgrounds, and structures of command and control. Since 1956 much of this work has been tied in one way or another to a grand debate about a “Military Revolution” in the Reformation period. Some see this Military Revolution as resulting from technical-tactical change (particularly the rising importance of gunpowder weapons, both handguns and artillery, and then the new style of fortifications developed to resist cannon) and leading to major political and social changes, particularly linked to the rise of the modern state structure. This is true both of broad surveys and of the extensive literature on the development of the various national armed forces of Europe within the period.
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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 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".